GLAM-WIKI: an education view


Published on

Ideas for engagement between Wikimedia Australia, the GLAM sector and the education sector. Presented at GLAM-WIKI 2009, Australian War Memorial

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Six areas where Galleries, Libraries, Archives and Museums share expertise, interest and concerns in terms of outreach to education Share examples from your sector where you see Opportunities Issues Ways to enhance existing initiatives Eg. AWM – WWI records/Australians at war NLA: Newspaper records – WP, Picture Australia flickr project NAA: workshop: Who was this PHM: Flickr commons DigitalNZ: APIs, NLNZ & MinEd partnerships TLF: PHM, NMA, Museum Victoria Scootle State/territory initiatives; SA memory, Q150
  • CITATION Research is a key activity of the education sector, especially in higher education, and while original research itself is not appropriate in Wikipedia, citation of published material certainly is. Jennifer Riggs challenged GLAM-WIKI participants to consider one thing they would do as a result of this get together. Investigating citation opportunities seems to me to be one of the simplest ways to get started. This capitalises on the buzz that academics get when another academic cites their work, or when a student’s essay is chosen for inclusion in the model answers booklet, or when the amateur photographer’s shot is selected for inclusion in a tourism calendar. Can we identify win-win activities that don’t have excessive time, personnel and expertise overheads? That way WIKI benefits by improved citation and GLAM and Education benefit from increased referrals from WIKI as people follow external references to cited material. Persistent item identifiers are a priority if GLAM citations are going to be easily manageable. Action: Check how many citations there are linked to this organisation currently across Wikimedia projects. Nominate someone in our organisation who learns how to add WIKI citations and regularly looks for opportunities to increase these citations around particular exhibitions and hot topics, or from issues raised in stats logs, requests or FAQs.
  • COMMONS/COPYRIGHT Delia Browne has highlighted the increasing copyright costs to education (see Slide 12 of presentation Copyright Issues in the Digital Age and consider this scenario is replicated across VET and Higher Education. Education jurisdictions have started actively promoting Open Education Resources (OER) and open licences as a way of limiting this cost. Open Education resources are licensed for "use, revision, translation, improvement and sharing by anyone." ( Cape Town Declaration , 2007) WIKI content is licensed in a way that meets these criteria, and is thus free and flexible to be used by education. One immediate way to reduce costs of digital content for education is for publicly funded Australian content to be made available with open licences. Most educators don’t really want to know about copyright, but they will model safe use to students if the guidelines are easy to understand, practise and teach. The move to Creative Commons licensing by the Australian Bureau of Statistics provides a precedent that other Australian government websites and GLAM could follow, and thus become much more attractive to the education sector. Action: What are the issues hindering a change of copyright statement on the website of our organisation to a more open licence? What steps do we need to take to make changes to at least the education section of our website? Have we factored in the benefit to the education sector and to WIKI of using open licences? If the copyright status of some content is open, we should find a way to highlight this.
  • COMMUNITY The Wikimedia community includes editors, creators, curators and users. The GLAM community includes content creators, curators and users. The Education community includes people expected to create, edit and use knowledge. Finding ways for these communities to come together and work towards common goals is an exciting challenge. It seems to me that GLAM currently puts significant resources into engaging with the School sector (70% of the education community) but this is perhaps not necessarily the most useful/engaged of potential audience for GLAM, or for WIKI in the first instance. ACTION: Are there VET students/graduates within our own staff (for instance those involved with the Museum and Library/Information Services Training Package ) who could instigate a GLAM-WIKI-Education project? Could we engage with local university courses in eg. history, library, museum and archive studies, indigenous studies, or knowledge management where students are looking for real world research projects for higher degree programs? Could our digital collection be used as 'in-kind' contribution to those looking for industry partnerships and research projects? What opportunities are there for us to get involved in online communities where educators and students are already? Could we work through an associated education professional association ?
  • CONTENT Shortage of content is not a problem – visibility and discoverability of quality, Australia content presented in an engaging way at the many levels required across the education sector is a problem. GLAM content that is currently buried in individual GLAM websites or content management systems, and which doesn't feature well in external search engines or federated/aggregated searches could be made visible through inclusion in WIKI projects (and not just to education). ACTION: How can we find out what the education sector values so we can select/curate highly specific collections and mini-collections to meet priorities or gaps? What can we do to celebrate and promote the digital content we have that is unique?
  • COLLABORATION While some issues such as copyright and business models have received a reasonable amount of attention, I don't feel we have thought much yet about collaboration and potential partnerships. Coming up with ideas for projects, and models for working with each other to maximise re-use of effort as well as re-use of content is an important next step. One example is WikiEducator which is already providing training for educators in wiki editing and use. It would be good to find ways of helping this project, and ensuring that participants realise they can apply these skills to other WIKI projects. In terms of concepts and technical standards I'm sure we could learn a lot from New Zealand's DigitalNZ . As well as cool content check out their diagram of how collaboration in terms of standards addresses finding, sharing and using digital content. Continuing to work on interoperable metadata standards that are lightweight and flexible enough to deal with changing formats and content is another area of collaboration needed between GLAM, WIKI and education, seeking to avoid duplication of policies, templates, vocabularies and standards. State/national GLAM collaboration and Cross-cultural partnerships were also raised as issues. ACTION: Can we identify one or more projects where collaboration could enhance our services or increase access to our collections? Are there any funding partnerships we could form to enhance our online projects/services? Have we documented which standards we are using in our digital projects? Have we considered the extent to which these standards enable us to share content or move it between systems or projects?
  • CURRICULUM Change is a major theme in education, with relevant initiatives including: National curriculum development, ICT in education, in particular Digital Education Revolution and 1:1 laptop programs for secondary students. The future of Australian textbook publishing in face of 1:1 connected classrooms is sometimes discussed. WIKI and GLAM are already supporting curriculum, providing, amongst other things, currency, relevance and Australian context. Strengths of GLAM lie in trusted, authoritative material, while WIKI is able to serve up content quickly. It is important that we don’t let GLAM be pigeon-holed, and ensure we move beyond school sector history curriculum to areas where existing resources are not readily available, packaged, Australian context and engaging. For example: a survey of secondary research topics where teachers/students are currently struggling for support material is documented in blog post: b/pru/entry/issues_research WIKI also risks being branded by education as limited to use for current, ephemeral, amateur, popular content. There is also a place for WIKI as curriculum: students and teachers understanding why/how WM works, learning NPOV as a style of writing, contributing content, learning wiki citation/referencing. WIKI as host of curriculum: eg Curriki, is a real opportunity for national Australian curriculum support in if we act quickly. Finally, Wikimedia looking for positive media stories – can we find partnerships with education and GLAM that provide material for this?
  • GLAM-WIKI: an education view

    1. 1. an education view
    2. 2. content collaboration commons citation curriculum community our interests concur on education
    3. 3. GLAM looks for WIKI citation opportunities WIKI directs traffic to cited GLAM resources GLAM activity informed by WIKI referrals WIKI looks to GLAM for references Education thrives on citation of quality Australian references
    4. 4. GLAM uses commons licence whenever we can WIKI can promote GLAM resources for re-use GLAM is more open - preferred by education WIKI commons licence is good for education Education cannot afford Australia’s current copyright costs
    5. 5. GLAM looks for engagement with learners and educators WIKI encourages stories built around GLAM resources GLAM engages lifelong learners beyond institutions WIKI welcomes learners, educators and GLAM Education benefits from real world community engagement
    6. 6. GLAM has unique content highly valued by education WIKI enhances findability of GLAM content GLAM gives an education context to its content WIKI consumes and exposes lots of affordable content Education consumes and creates lots of diverse content
    7. 7. GLAM national collaboration facilitates multifaceted view WIKI crosses many barriers and social boundaries GLAM standards enhance services for new audiences WIKI models governance of NPOV collaborative projects Education needs common standards but diverse viewpoints
    8. 8. GLAM records and preserves the old and the new WIKI as curriculum? WIKI as host of curriculum? GLAM as a critical friend fosters quality and rich learning on deep issues WIKI quickly adopts new issues and technology Education adopts new ways of teaching and learning