The University of Edinburgh has won Partnership of the Year at Wikimedia UK’s AGM.
On Saturday 14 July 2018, Wikimedia UK, the national chapter for the global Wikimedia movement, held its Annual General Meeting at the Natural History Museum in London.
Each year the AGM recognises individuals of the Wikimedia UK community who have made a recognisable impact and this year there were 4 categories open to nomination:
UK Wikimedian of the Year 2018
UK Partnership of the Year
Positive Wikimedian of the Year
Up and Coming: Wikimedian to Watch 2018
It was announced at this year’s event that the University of Edinburgh had been nominated and won for UK Partnership of the Year, as the institution which had stood out in the past year as ‘the most effective Wikimedia and Open Knowledge Advocate’.
This is the second time the university has won this accolade following its win in 2016 for hosting the Open Educational Resources conference (OER16) and follows Wikimedian in Residence, Ewan McAndrew, being named UK Wikimedian of the Year in 2017.
The UK Partnership of the Year award recognises the leadership of Melissa Highton and Anne-Marie Scott in supporting the Wikimedia residency and fostering an Open Knowledge community within the university and beyond. It also recognises the fantastic work of our Open Education team; Wikipedia in the Classroom course leaders; our student interns; colleagues in Digital Skills; in Library & University Collections, in Digital Learning Applications and Media (DLAM); and colleagues all across Information Services and the university’s three teaching Colleges in furthering the sharing of open knowledge through the Wikimedia projects.
“The work done by the University of Edinburgh continues to lead the way in Scotland in terms of Higher Education engagement with Wikimedia, and has prompted enquiries from a number of other universities and organisations… showing impact within and outwith Scotland.”
“Their success is absolutely key to the development of the Wikimedia community and its work in Scotland – and I feel it’s right and proper that they be recognised for that.” – Wikimedia UK
Fittingly, the award was collected by Lorna Campbell, who works for the University’s OER Service, and is also a Wikimedia UK Board Member.
Overall, it was a good day for the growing ScotWiki community with other award winners including Delphine Dallison, Wikimedian in Residence at the Scottish Library & Information Council, who won Up and Coming Wikimedian of the Year and Sara Thomas, Scotland Programme Co-ordinator for Wikimedia UK, who received an honourable mention for UK Wikimedian of the Year 2018.
The following post was co-written by Stephanie ‘Charlie’ Farley and Lorna Campbell who work at the University of Edinburgh’s Open Education Resources (OER) Service. It was presented by Wikimedian in Residence, Ewan McAndrew, at the Repository Fringe Conference 2018 held on 2nd & 3rd July 2018 at the Royal Society of Edinburgh.
Open.Ed – OER & Open Knowledge at the University of Edinburgh
by Charlie Farley & Lorna M. Campbell
The University of Edinburgh’s OER Service is based within information Services and provides staff and students with practical advice and guidance on creating, finding and using open educational resources. Charlie Farley and Lorna Campbell run a wide range of workshops and initiatives within the University and beyond, and also maintain Open.Ed which provides a one stop shop to access open educational resources produced by staff and students across the university. The University does not have a single OER Repository, instead we have multiple repositories across the institution for different kinds of content and we believe in sharing our open resources where ever they will be found most easily, e.g. Media Hopper Create, flickr, Vimeo, Sketchfab, TES, etc.
OER Mission, Vision and Policy
Provide the highest quality learning and teaching environment for the greater wellbeing of our students
Make a significant, sustainable and socially responsible contribution to Scotland, the UK and the world.
OER Vision draws on history of the Edinburgh Settlement, excellent education and research collections, traditions of the Enlightenment.
OER Policy encourages staff and students to use, create and publish OERs to enhance the quality of the student experience.
At Edinburgh we believe that open education is strongly in line with our institutional mission to provide the highest quality learning and teaching environment for the greater wellbeing of our students, and to make a significant, sustainable and socially responsible contribution to Scotland, the UK and the world, promoting health and economic and cultural wellbeing.
Our vision for OER builds on our excellent education and research collections, traditions of the Scottish Enlightenment and the university’s civic mission. In addition to the OER Service, this vision is backed up by our OER Policy which encourages both staff and students to engage with the use and creation of OER and open knowledge, to enhance the quality of the student experience while at the same time making a significant contribution to the cultural and digital commons.
OER for Digital Skills
OER can help to develop digital skills for both staff and students. 23 Things for Digital Knowledge is an award winning, open online course, adapted from an open course developed by the University of Oxford. 23 Things is designed to encourage digital literacy by exposing learners to a wide range of digital tools for personal and professional development. Learners spend a little time each week, building up and expanding their digital skills and are encouraged to share their experiences with others. All course content and materials are licensed under a CC BY licence and the University actively encourages others to take and adapt the course. The course has already been used by many individuals and organisations outwith Edinburgh and it has recently been adapted for use by the Scottish Social Services Council.
OER for Equality and Diversity
OER can make a significant contribution to diversifying the curriculum. A number of studies, including the National LGBT Survey released by the Government today, have shown that lesbian, gay, bisexual and transsexual health is not well-covered in Medical curricula, however knowledge of LGBT health and of the sensitivities needed to treat LGBT patients are valuable skills for qualifying doctors.
Using materials from the commons, a project at the University of Edinburgh, LGBT+ Healthcare 101, sought to address the lack of teaching on LGBT health within the curriculum through OER. The project remixed and repurposed resources originally created by Case Western Reserve University, and then contributed these resources back to the commons as CC BY licensed OER. New open resources including digital stories recorded from patient interviews, and resources for Secondary School children of all ages, were also created and released as CC BY OER.
OER for Knowledge Exchange
Open access makes research outputs freely accessible to all. It allows research to be disseminated quickly and widely, the research process to operate more efficiently, and has the potential to increase use and understanding of research by the wider public. However it is not always easy for those outwith academia to know how to access these outputs, even though they are freely and openly available. In order to address this issue, we’ve created a series of open educational resources in the form of video interviews and case studies called Innovating with Open Knowledge. These resources are aimed at creative individuals, private researchers, and entrepreneurs to provide guidance on how to find and access the open outputs of Higher Education. The resources focus on developing digital and data literacy skills and feature case study interviews with creative individuals and entrepreneurs engaging with the University of Edinburgh’s world class research outputs.
OER and Co-creation
We believe strongly in engaging both staff and students in the co-creation of open education and one hugely successful example of this is the School of Geosciences Outreach and Engagement course. Over two semesters, students develop an outreach project that communicates an element of GeoSciences outside the university community. Students work with schools, museums, and community groups to create a wide range of resources for science engagement. Students gain experience of science outreach, public engagement, and knowledge transfer while working in new environments and developing transferable skills to enhance employability. A key element of the course is to develop reusable resources which are then repurposed by our Open Content Curation Interns to create OER that are then shared online through Open.Ed and TES where they could be found and reused by other teachers and learners.
Open Content Curation student interns play an important role in OER creation at the University. These fully-paid interns help to repurpose and share resources created by staff and other students while at the same time developing their own digital literacy skills. We’re now in the third year of this internship and the feedback we’ve received from the students has been nothing short of inspiring. This is Tomas Sanders who worked as our Open Content Curation Intern last year, and who then went on to run a successful Wikipedia editathon for Black History Month with the student History Society.
OER for Playful Learning
The OER Service also runs a wide range of events that develop playful and creative strategies for finding and reusing open licensed content. Board Game Jam is a popular workshop that leads groups through creating, licensing, and sharing an OER board game using digitised images from the University collections. It’s a fun and creative way to teach copyright and open licensing by stealth. GifItUp is another workshop that provides an introduction to creating GIFs using free and open tools and openly licensed and public domain images. It teaches colleagues how to find and use open licensed public heritage content and encourages discussion of the ethical responsibilities we as creators have towards those materials.
OER for Creativity
Eric Lucey was a pioneering biologist and film maker at the University of Edinburgh whose film collection from the 1950s and 60s has now been made available under open license by University’s Centre for Research Collections. With help and guidance from the OER Service on open licensing and content reuse, students from Edinburgh College of Art and the Edinburgh Film Society have created film poems from the Lucey collection for the Magma Poetry journal. And we’ve also released open film snippets from our MOOC content that can be reused in a wide range of creative contexts.
These are just a few examples of how the OER Services encourages staff and students at the University of Edinburgh to engage with and contribute to a wide range of open content collections, while enhancing their own digital skills and contributing resources back to the digital commons. For more information about the OER Service you can visit Open.Ed here, or contact Lorna or Charlie via the details below.
The 9th annual conference for Open Education research, practice and policy, OER18, took place at the Bristol Watershed Cinema on 18 and 19 April 2018. Its theme was ‘Open to All’ and it featured Wikimedia heavily in its programme.
I attended OER16, my first OER conference, but did not present. I had my own side room, just off the main drag, where I could provide respite from the main programme and entertain the Wiki curious.
Mostly I fired out tweets, recorded sessions and observed. And, it has to be said, had a great time doing so.
This year’s OER17 Conference was a different kettle of fish. I felt there was a lot to say, and be said, so I ill-advisedly submitted four sessions (I retracted a fifth on ‘Wikimedia vs. the Right to Forgotten‘).
And our biases were laid out in the open this year, I think, because the theme was ‘The Politics of Open‘ and politics is, no getting away from it, deeply personal. ‘Shouting from the heart‘ was the mot juste. Perhaps because of this, or the steady supply of coffee and biscuits, the conference did seem that much fuller of warm embraces, smiles and laughter as much as critical discourse. People being good-natured with one another, huddling together in dark times, espousing what they held to be true. And this was not so much bonhomie as ‘bonfemie’ (doubtful this will catch on) because the conference had such a surfeit of brilliant articulate women forming its backbone with an all-female list of keynotes and plenary speakers. (The Arsenal fans in the pub next door would have appreciated such a strong backbone to their side no doubt.)
I still need to catch up on Thursday’s talks but here’s what I observed:
Passion. Logic. Playfulness. Qualities that, to my mind, are what education should be about.
Godwin’s Law (redefined) meant that Trexit had to be discussed at some point during the conference while calls to action and calls for solidarity were also asked and answered (“Let’s make copyright right right now“, “Repeal the 8th” and “#IWill” for instance).
And we came out of the two days feeling pretty upbeat that there may actually be a way through the woods, out of the “unenlightenment” and into the bright future of a Viv Rolfe and David Kernoghan chaired #OER18.
(I could be wrong but there may even have been a moment of demob happiness around the room watching David rise out his seat to announce we could call him #OER18 co-chair).
No mean feat anyway after a grim year.
In this respect, I think Maha Bali’s keynote was an inspired choice and really set the tone for the whole two days. If politics is personal then the act of gift-giving is personal too; imposing your choices on someone else; whether it is the ‘gift’ of an open educational resource or the ‘gift’ of your elder brother buying you a Pixies CD for your birthday when he had the only CD player in the house and you’d never heard of the Pixies at that point. (He gave me a cassette copy in the end and kept the CD).
I’m grateful to Maha for the reminder of my brother’s wiliness but also that the best quality an educator has (beyond passion, logic and playfulness) is empathy.
Being able to empathise with other learners and considering how they can best access learning materials and the kinds of barriers they come up against is critical in OEP. You may think you’re being inclusive but we are too often trapped in our own worldview, traveling those same over-trammelled thought pathways; unable to see that our solutions aren’t really solutions at all or understand, or even acknowledge, the challenges of access or licensing others face; the obstacles they may have to overcome; the risks they may have to take.
“Self-absorption in all its forms kills empathy, let alone compassion. When we focus on ourselves, our world contracts as our problems and preoccupations loom large. But when we focus on others, our world expands. Our own problems drift to the periphery of the mind and so seem smaller, and we increase our capacity for connection – or compassionate action.”
― Daniel Goleman, Social Intelligence: The New Science of Human Relationships
So that’s my takeaway:
Be less goat.
Be more empathetic bear.
Cheers to Josie, Alek, Maren and the rest of the ALT team.
Apologies for the naming of this blog article BUT it did seem that there was a common (Wikimedia) thread running through a great many of the sessions at the 7th Open Education Resources Conference this year.
Hosted by the University of Edinburgh, we were blessed with some surprisingly good weather (not a cloud in the sky) and some stellar keynote speakers; all progressing the case for OER and examining what it means to be ‘open’.
Jim Groom, Reclaim Hosting – an independent web hosting company focused on the higher education community.
“Can we imagine tech Infrastructure as an Open Educational Resource? Or, Clouds, Containers, and APIs, Oh My!”
Emma Smith – “At the University of Oxford, Dr Emma Smith’s research combines a range of approaches to Shakespeare and early modern drama. She is a fellow of Hertford College and a Professor of Shakespeare studies. She was also one of the first academic colleagues to champion the use and creation ofOER at University of Oxford through her involvement in the Jisc funded Open Spires and Great Writers Inspire projects. Her OER licensed lectures reach an international audience and she continues to produce, publish and share cultural resources online.“
John Scally – National Library for Scotland. John started his library career in 1993 when he was appointed as a curator in the British Antiquarian Division at the National Library. He joined the University of Edinburgh 10 years later as Director of University Collections and Deputy Director of Library, Museums and Galleries.
Melissa Highton. University of Edinburgh. Melissa leads the University of Edinburgh’s strategic priorities for open educational resources, digital and distance learning on global platforms, MOOCs, blended learning, virtual learning environments, technology enhanced learning spaces, digital skills and use of the web for outreach and engagement.
Emma Smith very kindly attended the Wikipedia editing training session I ran at lunchtime that first day of the conference (also my birthday so a double boon) and suggested she may like to collaborate with the Wikimedian at the Bodleian Library, Martin Poulter, upon her return.
John Scally referenced the sterling work undertaken by the first Wikimedian in Residence in Scotland, Ally Crockford, during her 17 months at the National Library of Scotland in releasing a considerable amount of the National Library of Scotland’s collections on open licenses to Wikimedia Commons.
Melissa Highton both presented a session on the research undertaken following the ‘Women in Science & Scottish History’ Wikipedia edit-a-thon and then later closed the conference with her ‘Open with Care‘ keynote which eloquently expressed how to give those holding the purse strings at an institutional level something they can say ‘Yes‘ to when it comes to the move towards openness where ‘not being open is a risk and not being open costs us money‘.
Jim Groom summing up Wikipedia as: “The single greatest Open Education Resource the world has ever seen“.
My Wikimedia colleague, Martin Poulter, turned to me at this point, conspiratorially, to say that previous OER conferences had not had this level of Wikimedia involvement throughout so there had definitely been a shift in emphasis & in thinking over the years.
Given Wikimedia’s added focus on education this year, it just felt that Wikimedia and Open Education was an idea whose time had come.
Wikimedia at OER16
In addition to our keynote speakers, we ran a number of other Wikimedia sessions for OER delegates to attend.
Beyond this we had a number of Wikimedia related speakers taking part in OER16.
Martin Poulter – Wikimedian in Residence at the Bodleian Library, Oxford University.
Martin’s presentation was a critical look inside some of Wikipedia’s sister projects: “Wikibooks as a platform and community for creating open textbooks, Wikidata as a source of open data for educational resources and Wikisource as a way to add educational value to historic texts. All these sites have “Edit” buttons and depend on users to build, evaluate, and repurpose open content.”
Lucy Crompton-Reid: CEO Wikimedia UK
Lucy’s presentation focused on the ways in which Wikimedia UK is working with libraries, archives and museums to ensure greater access to educational content online, with a particular focus on the Wales collaboration but drawing on experience in other settings.
Sara Thomas – Wikimedian in Residence at Museums & Galleries Scotland.
In contrast to most residencies, where the resident is embedded with just one institution, Sara was tasked with working with the entire Scottish museums sector, with the aim of increasing open knowledge capacity and beginning to effect culture change with regard to open knowledge in a cultural context. Her presentation reflected on what can (and can’t) be achieved in a year, offers provocations with regard to the challenges faced by the museums sector, and suggestions as to the best direction for future activity.
Subhashish Panigrahi – Cultural Institution aka GLAM for more OER
GLAM is a global initiative for making cultural data open targeting galleries, libraries, archives and museums in particular. Subhashish’s presentation was around the best practices of several GLAM initiatives and how these projects could lead to create useful OERs.
Antoni Meseguer-Artola – Open University of Catalonia
Antoni’s presentation examines a case study where Wikipedia was used as a primary learning resource, and it was appropriately integrated with the existing learning materials.
“Results support the idea that the student’s perceptions about Wikipedia change across knowledge areas, and also depend on the student’s academic profile. Added to this, we have found evidence confirming the hypotheses that Wikipedia has a positive effect on the student’s academic performance, and that the magnitude of this influence ranges from one course to another.”
Allison Littlejohn and Melissa Highton – Learning to Develop Open Knowledge
An editathon is “an event where people develop open knowledge around a specific topic” (Cress & Kimmerle, 2008; Kosonen & Kianto, 2009). Melissa & Allison’s presentation explores learning in an editathon.
“All respondents reported that the editathon had a positive influence on their professional role. They were keen to integrate what they learned into their work in some capacity and believed participation had increased their professional capabilities… Overall, the editathon provided opportunity for professional learning, enabling people to learn a range of different types of knowledge useful for work.”
In addition, Martin Poulter ran a successful lunchtime session illustrating how to engage with Wikisource, Wikimedia’s free content library.
Finally, given that Josie Fraser, Wikimedia trustee and educationalist, has accepted the baton and agreed to co-host OER17 (themed on the ‘Politics of Openness’) next year, the future looks extremely bright.
Who knows which ‘waterbody type‘ Wikimedia might end up being compared to next time….