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.
Perhaps I’m a tad biased but I’d tend to agree. There’s nowhere quite like it.
Yet, we who live and work here can take it for granted that our beautiful locations, listed buildings and monuments will always be there… something that can never be fully guaranteed. Political and economic tides change and forces of nature can have devastating effects as we have seen in recent days.
That’s why it’s so important that we take the opportunity to document our cultural heritage now for future generations before it is too late.
The world’s largest photo competition, Wiki Loves Monuments, takes place for the whole of September. Share your high quality pics of listed buildings and monuments to Wikimedia Commons and help preserve our cultural heritage online. After days out, weekend breaks and holidays at home & abroad, there will be gigabytes of pics taken in recent months and years. These could remain on your memory card or be shared to Commons and help illustrate Wikipedia for the benefit of all. Entry is free and the best pics will win a prize.
Aside from being great fun, Wiki Loves Monuments is a way of capturing a snapshot of our nation’s cultural heritage for future generations and documenting our country’s most important historic sites. See the rules and how to enter.
You just take a quick look at the map, take a pic and upload. It takes seconds and is the easiest way to take part in this year’s competition. (There is also another WLM map tool if you want to search for addresses, either in UK or further afield).
I was surprised to see Ryries, a public house near Haymarket Station was a listed building on the Wiki Loves Monuments map; a building I pass every day so it was an easy one to snap and upload.
If each one of us took just 1 pic, we’d have this sewn up in a couple of weeks. Which is when Wiki Loves Monuments closes – end of September 2017.But if you can do more then great.
Don’t wait till it’s too late, do your bit today! Click here to view a map of your local area to get started.
#1picture1person #ScottishHeritage #WLMUK17
ps. Once the new pictures are uploaded then comes the additional fun part of adding those images to relevant Wikipedia pages so that millions around the world can enjoy a picture you have taken. If you fancy helping out with that then we are having a Wiki meetup 2pm to 5pm on Friday 29th September and you can drop-in at any point to add a pic to a Wiki page. Signup here.
If nothing else, let’s give our counterparts in Ireland and Wales a run for their money in terms of how many images we can upload. A little friendly rivalry never hurts, right?
While her page has only been live on Wikipedia for two months, Mary’s page has now been viewed in excess of 7000 timesbecause a) editors were motivated to address Wikipedia’s gender gap problem where less than 15% of editors are female and less than 17% of biographies are of notable women and b) we felt Mary’s story was important enough that it should be shared on Wikipedia’s front page and introduced to an audience of up to 25 million.
Did you know you could do that? Nominate a page newly created in the last seven days, or significantly expanded on, to be included on Wikipedia’s front page in this way?
Did you know that Wikipedia works with Turnitin to address issues of plagiarism and copyright violation using the Copyvio tool and that the Dashboard for managing assignments now offers Authorship Highlighting of students’ edits thereby making it easier to visualize and evaluate student work.
Did you know that Wikipedia does not want you to cite it? It is a tertiary source; an aggregator of articles with facts backed up from reliable published secondary sources. You can’t cite Wikipedia but you can cite the references it uses. In this way it is reframed as the digital gateway to further research sources.
Did you know that Wikidata, Wikimedia’s repository of structured open data, now has 3 million linked citations added to it which can be queried using the new Scholia tool – a tool to handle scientific bibliographic information? (The Scholia Web service creates on-the-fly scholarly profiles for researchers, organizations, journals, publishers, individual scholarly works, and for research topics. To collect the data, it queries the SPARQL-based Wikidata Query Service).
Did you know that releasing images through Wikimedia Commons can result in a huge increase in views with detailed metrics about the number of views these images are accruing? E.g. Images released by the Bodleian Library have accrued 218,460,571 views to date.
Did you know that thanks to the new I4OC initiative (April 2017) there exists a collaboration between scholarly publishers, researchers, and other interested parties to promote the unrestricted availability of scholarly citation data? Before I4OC started, publishers releasing references in the open accounted for just 1% of citation metadata collected annually by Crossref. Following discussions over the past months, several subscription-access and open-access publishers have recently made the decision to release reference list metadata publicly. These include: American Geophysical Union, Association for Computing Machinery, BMJ, Cambridge University Press, Cold Spring Harbor Laboratory Press, EMBO Press, Royal Society of Chemistry, SAGE Publishing, Springer Nature, Taylor & Francis, and Wiley. These publishers join other publishers who have been opening their references through Crossref for some time.
Did you know that thanks to Wikidata you can now query, analyse & visualise the largest reference work on the internet? You can also add your research data to combine datasets on Wikidata.
Did you know that the University of Portsmouth have been running a Wikipedia assignment called Human Geography for the last five years where each student is assigned a different short stub article for a village in England and Wales, and asked to expand it to provide a rounded description of the place and, in particular, an account of its historical development?
Did you know that, so far, they have left Scotland untouched and so there will be many villages and towns in Scotland ripe to have articles created and improved?
Did you know that Wikivoyage is Wikipedia’s sister project and a Lonely Planet-esque travel guide? Students can write articles about their hometown area with bullet-pointed sections on ‘Things to do’, ‘Things to See’, ‘Things to Buy’, ‘Places to stay’ with Open Street Maps included and images added from Wikimedia Commons.
Did you know how students and staff at the University of Edinburgh have reacted to the Wikipedia in the Classroom assignments we have run this year? You can view a compilation of their feedback in this video.
Did you know that students can create entire textbooks, chapters of textbooks, on Wikipedia’s sister project, Wikibooks?
Did you know that every September the world’s largest photography competition takes place, Wiki Loves Monuments? Participants are encouraged to photograph and upload images of listed buildings and monuments to document our cultural heritage.
Did you know that the WikiShootme tool helps identify notable buildings in your area that require an image uploading?
Did you know that taking part in Wikimedia activities does not always require a heavy time component and that short, fun activities can also help: adding a citation through the Citation Hunt tool (“Whack-a-mole for citations”), playing the Wikidata game, adding images through WikiShootMe and FIST; taking part in fun Wiki Races (6 degrees of separation for Wiki links between articles).
Did you know that you can learn how to edit at our 90 minute training sessions and how to become a trainer at our 3 hour Train the Trainer events?
Did you know that I can deliver presentations and training as you require; be it on Wikisource (the free content library), Wikidata (the free and open respository of structured data), Wikimedia Commons (the free media respository), the Wikicite initiative, WikiVoyage (the free travel guide), writing articles for Wikipedia, adding your research to Wikipedia or something else entirely?
Last week I attended the eighth Open Educational Resources conference (OER17) at Resource for London. Themed on ‘the Politics of Open‘. Little did we know when these themes were announced this time last year just how timely this conference would be.
Gamifying Wikimedia; Learning Through Play workshop. Jointly presented with Dr. Martin Poulter, Wikimedian in Residence at the University of Oxford). (slides). A fun-filled hour where we played a Wiki Race game (e.g. Youtube video example of a Wiki War) challenging participants to navigate, using only the wiki links in the body of a Wikipedia article from Open Educational Resources to Holloway Road in Wikipedia’s own version of ‘Six degrees of separation’. Other games we looked at were WikiShootme – a fun way of crowdsourcing pictures for notable locations without one online – and Citation Hunt (where participants are invited to find a reference to back up one statement on Wikipedia flagged as requiring one by the [Citation Needed] tag).
This last presentation outlined the work the Wikimedia residency at the University of Edinburgh over the last fifteen months; the lessons learnt and the recommendations.
It was not recorded so here’s what I said:
Lo and Behold: Reveries of a Connected Campus
The Wikimedia residency at the University of Edinburgh began in January 2016 so I am about to write my 15th month report this week. An infographic for the first 12 months is available to view at tinyurl.com/WikiResidency.
I should say that the reason for the title of the talk, Lo and Behold, is because I am massive fan of Werner Herzog and the film that bears the name. Potentially the subtitle for this talk could have been ‘a year of chaos, hostility and murder’. Thankfully, the reverse was true.
But the residency has also, at its heart, been about making connections. Both across the university’s three teaching colleges and beyond; with the city of Edinburgh itself. Demonstrating how staff, students and members of the public can most benefit from and contribute to the development of the huge open knowledge resource that are the Wikimedia projects. And we made some significant connections over the last year in all of these areas.
But first some context as to how this came to be. In 1583 the University of Edinburgh came to be then a short time later in 2001 Wikipedia, the free online encyclopaedia was established.
In 2011, ten years after Wikipedia first launched, the Chronicle of Higher Education published an article by the vice president of Oxford University of Press acclaiming that ‘Wikipedia had come of age’ and that it was time Wikipedia played “a vital role in formal education settings“.
In 2013, two years after this article was published, Scotland got its first ever Wikimedian in Residence at the National Library of Scotland, Ally Crockford. Melissa Highton, Director of Learning, Teaching & Web Services at the University of Edinburgh, invited both Ally Crockford and the newly installed Wikimedian in Residence at the Museums and Galleries Scotland, Sara Thomas, to hold an editathon during the university’s February 2015 term break. This editathon, themed on Women, Science and Scottish History was to help recognise and celebrate the achievements of the Edinburgh 7, the first female medical students in Britain, with new and improved Wikipedia pages. At the event, Melissa Highton invited Professor Allison Littlejohn to conduct some research to see if there was actually some formal and informal learning going on at these Wikipedia editing events. This research was then shared later that year at the Wikipedia Science Conference organised by the Wikimedian in Residence at the Bodleian Library, Martin Poulter.
Happily the research bore out that there was real merit in having a Wikimedian in an education setting because there was indeed informal and formal learning going on at editathon events. Up until this point all the residencies had tended to be GLAM oriented (Galleries, Libraries, Archives and Museums) so Melissa was quite bold in arguing for a Wikimedian on a university-wide remit. And I’m pleased to say that calculated risk worked out.
To raise awareness of Wikipedia and its sister projects
To design and deliver digital skills engagement events such as editathons (groups of staff & student editors coming together to edit Wikipedia pages on a focused theme – both inside and outside the curriculum)
To work with colleagues all across the institution to find ways in which the University – as a knowledge creation organisation – can most benefit and contribute to the development of this huge open knowledge resource.
But how to go about serving the university as their newest resource? Wikipedia in education is well established elsewhere but we were in slightly uncharted territory at the university so I could have been sat twiddling my thumbs for the year; waiting for take-up that may never have come (although I don’t think for a moment this would have happened). I could also have been treated as a snake oil salesman peddling the educational equivalent of fast food.
If I had been I would have been given short shrift. Thankfully, this ancient university is a thoroughly innovative modern one and among its 36,000 students and 13,000 staff there are a great many proponents of Open Knowledge.
I have never been busier.
The trick, if there was one, was to get colleagues to see there was a link between the Wikimedia projects and the work they were doing; to see there was a shared mission; to recognise that both were knowledge producers and, for want of a better word, ‘ideas factories’. And that collaborations between the university and Wikimedia could be fruitful for both sides. More than the sum of their parts. That involved engaging people in the conversation. Getting in the room. Because once in the room, colleagues could see the connections and did start to look at Wikipedia differently.
One of the biggest factors in the residency’s success was the new WYSIWYG Visual Editor interface, making editing so much easier and more akin to using WordPress and Ms Word through its drop-down menus.
But we had to get people in the room first of all to give it a go. That’s why the ‘edit-a-thon’ model proved particularly successful. Hosting an event on a particular theme for editors to come together and create or improve Wikipedia articles on that theme.
So we’d fit in with other events already happening in the academic calendar and stage our own when people were likely to be able to attend. Be it a Women in Espionage themed editathon for Spy Week; a Festival of Samhuinn event for Halloween to improve articles about those passed away; or Ada Lovelace Day to celebrate Women in STEM; inviting colleagues from STEM subjects, English, History, Scottish Studies and more to come take part in these events.
We’d also draw in other institutions like the National Library of Scotland and the University of Sheffield’s Centre for the Gothic in our Robert Louis Stevenson Day event themed on Gothic writers.
And in our third year of running the History of Medicine we have colleagues sharing Open Knowledge from across the university and beyond including the Royal College of Physicians (Edinburgh), the Royal College of Physicians and Surgeons (Glasgow), the Surgeons’ Hall Museums, the Lothian Health Service Archives and more.
So once people were engaged and their curiosity piqued then we could begin to show how the other Wikimedia projects link with Wikipedia and how information literacy is improved through engagement with Wikipedia.
Ultimately, what you wanted attendees to get from the experience was this; the idea that knowledge is most useful when it is used; engaged with; built upon.
And that housing knowledge in silos, of any kind, be they Wikimedia projects or university repositories, is missing a trick when that knowledge could be engaged with and built upon.
That’s why in the Wikimedia universe, Robert Louis Stevenson’s Wikipedia article has a link to his out-of-copyright longer works on Wikisource, the free content library. It also links to images related to RLS hosted on Wikimedia Commons, the free media repository. And it has a link to the Wikidata page on RLS where all the machine-readable structured linked data about RLS is kept.
And, in terms of raising awareness of these sister projects, we have had a showcase about Wikisource, the free content library, which has resulted in some digitised PhD theses being uploaded and linked to from Wikipedia, just one click away. Sharing open knowledge.
We have also had a number of Wikidata showcase events as Wikidata represents the bright future of the Wikimedia projects. Machine-readable, language independent, this central hub acts as a repository of linked structured data for all the Wikimedia projects and the wider internet beyond. This means the data from the largest reference work on the internet can be queried, analysed & visualised as never before.
And that’s the thing. Wikipedia doesn’t want you to cite it. It is a tertiary source; an aggregator of articles built on citations from reliable secondary sources. In this way it is reframing itself as the front matter to all research. And should be understood as such.
Another important factor is the work Wikipedia is doing with Altmetric and Crossref to ensure more permanent DOIs are used as citations which can then be tracked for impact. Wikipedia is now the number 5 most prolific DOI referrer according to Crossref… and even that is thought to be a gross underestimate of its actual standing.
The new Content Translation tool, developed in the last two years, has made a big impact as it allows one Wikipedia article to be translated, using machine translation to take all the formatting across paragraph by paragraph to create a new article in a different language Wikipedia. Thereby building understanding.
And this is something our Translation Studies MSc students were motivated to address as they could see exactly how knowledge was unevenly spread throughout the different language Wikipedias.
Similarly, one really important factor was this idea of taking ownership to help redress areas of under-representation and systemic bias on Wikipedia. In this way many of our Wikipedia events focused on addressing the gender gap.
Less than 15% of women edit Wikipedia and this skews the content in much the same way with only 16.85% of biographies about notable women. Given that the gender gap is real and that a lot of institutions will be undertaking initiatives as part of their commitment to Athena Swan, the creating of new role models for young and old alike goes a long way to engage people in helping to address this issue.
That’s why it is enormously pleasing that over the whole year, 65% of attendees at our events were female.
Over the course of this same year, Fake News has come to the fore. For Wikipedia editors this is nothing new as they have been combatting Fake news for years. Evaluating sources is core skill for a Wikipedia editor.
In fact, all the skills and experiences that universities and PISA are articulating they want to see students imbued with at this moment in time are ones that Wikipedia assignments help develop. And that’s not just hot air. The assignments we have run this year actually have delivered on these.
As a result of colleagues seeing connections with, and benefits of, a Wikipedia assignment we have run three Wikipedia in the Classroom assignments and three online assignments.
We have a case study of students in Reproductive Biology Hons. researching and writing new articles about reproductive health such as High-Grade Serous Carcinoma and thereby improving their research & communication skills and contributing their knowledge to the global Open Knowledge community. This is set to run for its third year this September.
We have a case study of students on the Translation Studies MSc course translating 4000 words from one language Wikipedia to another using the Content Translation tool as part of their Independent Study module; thereby getting much-needed published practice in translation. This has been such a success that we have continued for a second semester and Edinburgh University Translation Society are also publishing their own Wikipedia translations now too.
Translation has been a massive part of the residency; communicating how both sides can benefit massively from one another. My approach has been based on my background. Teaching in the Far East helped me see how to engage learners through stimulating, engaging & accessible activities; graded to their needs. In this way, my approach with translating Wikipedia’s policies and guidelines into a way that educators can engage with has been to:
But my main task is to finish the residency in January 2018 leaving behind a sustainable way for involvement with Wikimedia to continue.
That, for me, is a mixture of People and Process. Identifying the people who are going to take this on and work with them to support others but also preparing enough materials so that the process of involvement is easy enough for anyone to pick it up and get started.
That’s why I’m working to embed this in our Digital Skills programme and have already trained 12 Wikimedia ambassadors to support the Wikimedia activities in their area of the university. That’s why I have created and curated 110 videos and video tutorials on the university’s Media Hopper channel. That’s why I’ve written up case studies and shared a reusable lesson plan on TES so anyone can teach Wikipedia editing. There is nothing worse than people struggling on their own to edit Wikipedia and becoming frustrated when they get told they are doing it the wrong way. Well, by sharing the right way and by showing how easy it now is I believe we can make this sustainable across Edinburgh and beyond.
Key learning points
Sharing good practice & working collaboratively is crucially important.
Creating a variety of stimulating events where practitioners from different backgrounds participate in an open knowledge community has proved to be a successful approach.
Wikipedia & its sister projects offer a great deal to Higher Education and can be successfully integrated to enhance the learning & teaching within the curriculum.
Areas of under-representation and systemic bias have proven to be extremely important motivators for participants.
Demystifying Wikipedia through presentations, workshops & scaffolded resources has yielded positive reactions & an increased understanding of Wikipedia’s important role in academia.
Reasons why other universities should also look into hosting a Wikimedian as part of their digital skills team.
The new Visual Editor is super easy to learn, fun and addictive.
Wikidata – query, analyse & visualise the largest reference work on the internet. Add your research data to combine datasets on Wikidata.
WikiCite – tidying up the citations on Wikipedia to make a consistent, queryable bibliographic repository enhancing the visibility and impact of research.
Wikisource – Quotations and images from long ago can still touch and inspire. Out of copyright texts such as digitised PhD theses can be uploaded & linked to from Wikipedia.
Content Translation – The new tool allows Translation Students to get much-needed published translation practice and help share knowledge globally; correcting areas of under-representation and building understanding.
The gender gap is real and working with Wikipedia helps address this as part of Athena Swan initiatives; creating new roles models for young & old alike.
Develop students’ information literacy, digital literacy & research skills.
Fake news is prevalent. Engaging with Wikipedia helps develop a critical information literate approach to its usage and to other online sources of information.
So there’s your summary of why you too should engage with Wikimedia. 10 good solid reasons why the cost of a Wikimedian, as just one more digital skills trainer among all your others, is peanuts compared to what the university as a whole can benefit out of the experience. Indeed, staff and students are already consulting Wikipedia for pre-research purposes so why not ensure gaps in representation and inaccuracies are addressed? Because if not you then who?
I began by saying the Chronicle of Higher Education acclaimed “Wikipedia had Come of Age” way back in 2011. With Wikipedia now 16 (going on 17) and this being the Politics of Open, I’ll leave you with one final thought, has Wikipedia now come of age? Is now the time for Wikipedia in Education?
And, to paraphrase our First Minister, if not now then when?
But don’t just take my word for it, here are the staff and students who have taken part in Wikipedia in the Classroom assignments at the University of Edinburgh this year.
This 1 minute 22 second video demonstrates how quickly & easily timelines can be put together using Wikipedia articles & categories to dramatically visualise events.
By way of example, I was able to create this Santa Claus in the movies timeline in a matter of minutes going from the 1900 movie, A Christmas Dream, by Georges Méliès right up to modern day with films like Trading Places (1983), Miracle on 34th Street (1994) and Arthur Christmas (2012). The published timeline is now available for others to view and add to as a free open education resource where each timeline event can be clicked on to take you through to the Wikipedia article to find out more.
Screengrab of Histropedia timeline for Santa Claus in the movies. (CC-BY)
Further, now that the Histropedia now has a Wikidata Query Viewer option this means that the structured data can now be queried even further. For example, I was curious to find out more about Saint Nick so I was able to ask Wikidata to show me all the saints it had information about and show them on a timeline according to their year of birth and colour coded by their place of birth. Click here to view the result.
Histropedia’s developers, Navino Evans and Sean McBirnie, joined us at Repository Fringe at the University of Edinburgh in August this year where we recorded a short video tutorial in order to demonstrate how to create a Histropedia timeline using their Wikidata Query Viewer – this time on female alumni of the University of Edinburgh; colour-coded by their place of birth and labelled in Japanese, Russian, Arabic & English (depending on whether the query could find an article in these 4 different language Wikipedias).
In visiting a lot of different people of places over the last two months, one question keeps cropping up: what is the difference between Wikimedian and Wikipedian?
Which is a fair question.
Ultimately, Wikimedia UK is the parent or umbrella body, a charitable non-profit foundation (the UK chapter of the global Wikimedia movement which has its HQ in San Francisco) which exists to support & promote Wikimedia’s projects in the UK: one of which happens to be its main open Knowledge project, Wikipedia.
Wikipediais the largest collection of free, collaborative knowledge in human history. Millions of people from around the world have written and added to Wikipedia since it was created in 2001: anyone can edit it, at any time. Wikipedia contains more than 35 million volunteer-authored articles in more than 290 languages. Every month, Wikipedia is viewed more than 15 billion times, making it one of the most popular sites in the world. The people who support it are united by the joy of knowledge, their passion and curiosity, and their awareness that we know much more together than any of us does alone.
What is the Wikimedia Foundation?
The Wikimedia Foundation is the non-profit organization that supports and operates Wikipedia and the other free knowledge projects. All of our work is guided by our mission to share the sum of all knowledge with every person in the world. We keep the websites fast, secure, and available. We support the community of volunteers who contribute to the Wikimedia projects. We make free knowledge accessible wherever you are — on your phone or laptop, on a boat in the South Pacific, or in the hills of Nepal. We help bring new knowledge online, lower barriers to access, and make it easier for everyone to share what they know.”
However, while Wikipedia draws the most attention, there are numerous ways where staff & students can get involved & directly contribute their knowledge & expertise to develop Wikimedia UK’s diverse range of projects.
Not just Wikipedia: Wikimedia UK’s diverse range projects (above).
Wikisource, for instance, is a ‘free content library of source texts’ with some 300,000+ source texts which anyone can use.
Wikimedia Commons is our media repository with over 30 million freely usable media files to which anyone can contribute to and re-use.
Wikibooks, an open-content textbooks collection that anyone can edit, has been utilised by some academic institutions (notably Greg Singh, lecturer in Communications, Media & Culture at the University of Stirling) as an assessed part of their courses where students work in research groups to contribute chapters to create a brand new textbook, the Digital Media & Culture Yearbook.
Wikidata, in particular, as Wikipedia’s newest sister project offers up a wealth of possibilities as a structured database of all human knowledge which is readable by humans and machines. For example, the Histropedia website makes good use of the data Wikidata harnesses in order to create visually stimulating & dynamic timelines: be it as straightforward as a timeline of University of Edinburgh alumni or something much more bespoke: such as a timeline of descendants of Robert the Bruce, who are female, and born in Denmark.
As the residency continues, I hope to explore each of these projects a bit further (and others besides) and see if any collaborations can be achieved which mutually benefit the university and Wikimedia in adding open knowledge content to these projects. So watch this space… and if you have any questions about any of the projects then let me know.