involved five universities in leading a project based in the Open University in Scotland. Its aims were to facilitate best practice in open education in Scotland, and to enhance capacity for developing publicly available online materials across the tertiary education sector in Scotland. The project particularly focused on fostering the use of open educational practices to build capacity and promote widening participation.
There have always been questions about this project, notably the funnelling of money to the OU without any sign of an open bidding process, but at least it was there. With the OEPS finishing, two things caught my attention: how do we get political support for open education, and what open educational practice is current in Scotland. To paraphrase Orwell: if there is hope, it lies in the grass roots [hmm, that didn’t end well for Winston].
I have been to a couple of wikidata workshops recently, both involving Ewan McAndrew; between which I read Christine de Pizan‘s Book of the City of Ladies(*). Christine de Pizan is described as one of the first women in Europe to earn her living as a writer, which made me wonder what other female writers were around at that time (e.g. Julian of Norwich and, err…). So, at the second of these workshops, I took advantage of Ewan’s expertise, and the additional bonus of Navino Evans cofounder of Histropedia also being there, to create a timeline of medieval European female writers. (By the way, it’s interesting to compare this to Asian female writers–I was interested in Christina de Pizan and wanted to see how she fitted in with others who might have influenced her or attitudes to her, and so didn’t think that Chinese and Japanese writers fitted into the same timeline.)
I gate-crashed a lecture on copyright that Naomi Korn gave at Edinburgh University. I’ve had an interest in copyright for as long as I have been working with open access and open educational resources, about ten years. I think I understand the basic concepts pretty well, but even so Naomi managed to catch a couple of misconceptions I held and also crystallised some ideas with well chosen examples.
First, quick intro to Naomi. Naomi is a copyright consultant (but not a lawyer). I first met her through her work for UKOER, which I really liked because she gave us pragmatic advice that helped us release resources openly not just list of all the things we couldn’t do. Through that and other work Naomi & colleagues have created a set of really useful resources on copyright for OER (which are themselves openly licensed).
On 30 June 2017 I will be leaving my current employment at Heriot-Watt University. I aim to continue to support the use of technology to enhance learning as an independent consultant.
I first joined Heriot-Watt’s Institute for Computer Based Learning in 1996 on a six month secondment. I was impressed that ICBL was part of a large, well-supported Learning Technology Centre–which was acknowledged at that time as one of the leading centres for the use of technology in teaching and learning. You can get a sense of the scope of the LTC by looking at the staff list from around that time. Working with, and learning from, colleagues with this common interest was hugely appealing to me; so when I had the opportunity I re-joined ICBL in 1997, and this time I stayed.
In my time at Heriot-Watt I have been fortunate beyond belief to collaborate with people in ICBL and through work such as the Engineering Subject Centre (and other subject centres of the LTSN and then HE Academy), EEVL, Cetis and many Jisc projects. But things change. The LTC was dismantled. A reduced ICBL moved to be a part of the Computer part of the School of Mathematics and Computer Sciences (MACS). Funding became difficult, and while I greatly appreciate the huge effort made by several individuals which kept me in continuous employment, like many in similar roles I frequently felt my position was precarious. I really enjoyed teaching Computer Science and Information Systems students, and I worked with some great people in MACS, but the work became more internally focused, isolated from current developments…not what I had joined ICBL for.
When Heriot-Watt announced that it planned to offer staff voluntary severance terms, I applied and was happy to be accepted. My professional interests remain the same: supporting the selection and use appropriate learning resources; supporting the management and dissemination of learning resources; open education; sharing and learning. I do this through work on resource description, course description, OER platforms, I use specific technologies like schema.org, LRMI and wordpress. I intend to continue working in these areas, as an independent consultant and with colleagues in Cetis LLP. Contact me if you think I can help you.
I’ve finally made a start on drafting my CMALT Portfolio (and so has Lorna,* we’re writing buddies), and in the interests of open practice I’m going to attempt to write the whole thing as an open Google doc before moving it here on my blog. I have a shared folder on Google Drive, Phil’s CMALT, where I’ll be building up my portfolio over the coming weeks. I’ve made a start drafting the first two Core Areas: Operational Issues and Learning Teaching and Assessment, I’ll be adding more sections shortly, I hope. I’d love to have some feedback on my portfolio so if you’ve got any thoughts, comments or guidance I’d be very grateful indeed. I’d also be very interested to know if anyone else has created their portfolio as an exercise in open practice, and if so, how they found the experience.
I have a new publication: “Analysing and Improving Embedded Markup of Learning Resources on the Web,” which Stefan Dietze and Davide Taibi have presented at the 2017 International World Wide Web Conference in Perth Australia. I played a minor role in the “analysing” part of this work, the heavy lifting was done by my co-authors. They analysed data from the Common Crawl to identify sites that were using LRMI terms in their schema.org markup. The analysis provides answers to important questions such as: who is using LRMI metadata and which terms are they using? How many resources have been marked up with LRMI metadata? Are the numbers of users growing? What mistakes are being made in implementing LRMI? Continue reading →
I was asked to put forward my thoughts on how I thought the use of technology to enhance teaching and learning should be supported where I work. I work in a UK University that has campuses overseas, and which is organised into Schools (Computer Science is in a School with Maths, to form one of the smaller schools). This was my first round brain dump on the matter. It looks like something might come of it, so I’m posting it here asking for comments. Continue reading →
Where’s my flying car? I was promised one in countless SF films from Metropolis through to Fifth Element. Well, they exist. Thirty seconds on the search engine of your choice will find you a dozen of so working prototypes (here’s a YouTube video with five).
They have existed for some time. Come to think about it, the driving around on the road bit isn’t really the point. I mean, why would you drive when you could fly. I guess a small helicopter and somewhere to park would do.
So it’s not lack of technology that’s stopping me from flying to work. What’s more of an issue (apart from cost and environmental damage) is that flying is difficult. The slightest problem like an engine stall or bump with another vehicle tends to be fatal. So the reason I don’t fly to work is largely down to me not having learnt how to fly. Continue reading →