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Crossing the Field Boundaries – Open Science, Open Data and Open Education

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Presentation at the International Open Science Conference in Berlin, March 2017

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Crossing the Field Boundaries – Open Science, Open Data and Open Education

  1. 1. Crossing the Field Boundaries Open Science, Open Data & Open Education Lorna M. Campbell University of Edinburgh
  2. 2. "I like crossing the imaginary boundaries people set up between different fields—it's very refreshing. There are lots of tools, and you don't know which one would work. It's about being optimistic and trying to connect things.” Maryam Mirzakhani: A Tenacious Explorer of Abstract Surfaces, https://www.quantamagazine.org/201 40812-a-tenacious-explorer-of- abstract-surfaces/
  3. 3. Cadbury Castle Post Excavation Reanalysis Project, c. 1994.
  4. 4. Open education can expand access to education, widen participation, create new opportunities for the next generation of teachers and learners and prepare them to become fully engaged digital citizens. In addition, open education can promote knowledge transfer while at the same time enhancing quality and sustainability, supporting social inclusion, and creating a culture of inter-institutional collaboration and sharing. Open Scotland Declaration http://declaration.openscot.net/
  5. 5. We need to link up “open silos”
  6. 6. Educators who make use of Open Data in teaching and learning encourage students to think as researchers, as journalists, as scientists, and as policy makers and activists. They also provide a meaningful context for gaining experience in research workflows and processes, as well as learning good practices in data management, analysis and reporting. Open Data as OER, Javiera Atenas & Leo Havemann http://education.websites.okfn.org/files/2015/ 11/Book-Open-Data-as-Open-Educational- Resources1.pdf
  7. 7. Where are we now? • As a truly global university, rooted in Scotland, we seek to benefit society as a whole. Where do we want to be in 2025? • We will ensure we make a sustained and enhanced global impact through an approach shaped by innovations and excellence.
  8. 8. University of Edinburgh OER Vision Three strands building on: • The history of the Edinburgh Settlement. • Excellent education and research collections. • Traditions of the Enlightenment and civic mission.
  9. 9. University of Edinburgh OER Vision For the common good • OER exchange to enrich University and the sector. • Support frameworks to enable staff to share OER created as a routine part of their work. • Enable staff to find and use high quality teaching materials developed within and beyond the University.
  10. 10. University of Edinburgh OER Vision Edinburgh at its best • Showcasing the highest quality learning and teaching. • Identify collections of high quality learning materials to be published online for flexible use, and made available as open courseware. • Enable the discovery of these materials to enhance the University’s reputation.
  11. 11. University of Edinburgh OER Vision Edinburgh’s treasures • Make available collections of unique resources to promote health, economic and cultural well-being. • Digitise, curate and share major collections of archives, treasures, museum resources to encourage public engagement with learning, study and research. • Develop policy and infrastructure to ensure OER collections are sustainable.
  12. 12. University of Edinburgh OER Policy • Encourages staff and students to use, create and publish OERs to enhance the quality of the student experience. • Help colleagues make informed decisions about creating and using OER in support of the University’s OER Vision. http://open.ed.ac.uk/
  13. 13. Course organiser: Isla Myers-Smith Teaching Team: Brian Cameron, Colin Graham, Andrew Cross, Kay Douglas External contributors: Bonnie Auyeung (Psychology) Tutors: Isla Simmons, Sophie Flack, Rachel Wignall and Jakob Assmann
  14. 14. Benefits for Students Gain experience of • Science outreach • Public engagement • Teaching and learning • Knowledge transfer Skills development • Communication skills • Transferable skills • Project management • Time management Enhance employability
  15. 15. Benefits for Staff and Tutors • Communicate work to wider audience • Add value to teaching and research • Enhance knowledge exchange • Support dissemination of scientific knowledge
  16. 16. Benefits for Clients • Gain reusable resources • New partnerships forged • Educational resources created • Dissemination of scientific knowledge
  17. 17. Benefits for the University • Mainstreaming community engagement • Embedding community engagement in curriculum • Promote collaboration and interdisciplinarity • Forge relationships with clients
  18. 18. “the University and the students create a legacy of knowledge transfer and cooperation that benefits all.” Brian Cameron, MBE
  19. 19. “It has been good to take my learning out into the community and give something back” “By taking this course, not only was I, as the student, able to learn about the values and excitement of public engagement with other disciplines, but I also developed a working tool for further scientific engagement for a new audience.”
  20. 20. “Not only do I get the opportunity to find new and exciting ways to inform people of all ages about Geosciences, I'm also learning valuable skills to enhance my future career after university. This course has taught me that everyone has a different way of learning, and instead of following one strict path, we should expand our ideas on how to effectively communicate science to the general public.” (Student Rebecca Astbury)
  21. 21. “The student has done a wonderful job and we now have a new resource that we can use for years to come.” (Class teacher) “We have appreciated the joint work with the School of GeoSciences and the experience has given me a new avenue in my own teaching to explore vis-à-vis practical hands-on experiments. S1 classes all did a practical demonstration of the erosion processes in rivers for example.” (Class teacher)
  22. 22. “She was an excellent ambassador not just for the university but for women in science and I feel she set a good example for a few of the girls in the class who are embarking upon geography and earth science studies and who may well now add geology to their subject choices.” (Class teacher)
  23. 23. Open education has played such an integral part of my life so far, and has given me access to knowledge that would otherwise have been totally inaccessible to me. It has genuinely changed my life, and likely the lives of many others. This freedom of knowledge can allow us to tear down the barriers that hold people back from getting a world class education – be those barriers class, gender or race. Open education is the future, and I am both proud of my university for embracing it, and glad that I can contribute even in a small way. Because every resource we release could be a life changed. And that makes it all worth it. ~ A Student’s Perspective on Open Education by Martin Tasker http://www.ede.is.ed.ac.uk/wordpress/a-students-perspective-on-open- education/
  24. 24. Open Education is a large part of the reason I’m at Edinburgh studying physics, and I firmly believe that it is one of the keys to widening participation in education in a meaningful way. The proliferation of the internet among all classes in society means that a savvy university can reach those that would previously have had little access to education beyond their school years. And with our work in OERs, we can hopefully feed back some of the expertise of our academics into the classroom, raising the standard of teaching and taking some of the pressure off extremely overworked teachers. ~ Wrapping Up: My Time as an Open Content Curator Intern by Martin Tasker http://www.ede.is.ed.ac.uk/wordpress/wrapping-up-my-time-as- an-open-content-curator-intern/
  25. 25. Lorna M. Campbell OER Liaison – Open Scotland University of Edinburgh lorna.m.campbell@icloud.com lorna.m.campbell@ed.ac.uk https://lornamcampbell.org/ @lornamcampbell CC BY Lorna M. Campbell, unless otherwise indicated.
  26. 26. 1. Green Fields – Alison Tomlin, CC BY NC 2.0, https://www.flickr.com/photos/98206909@N05/14886888240/ 2. Old College, © University of Edinburgh 3. Maryam Mirzakhani, © Stanford University 4. Cadbury Castle Project, Lorna M. Campbell, CC BY 5. OER, Jonathasmello for UNESCO, CC BY 6. Open Scotland, CC BY 7. Silos – Rex Hammock CC BY SA 2.0 https://flic.kr/p/odgTep 8. Open Data stickers – Jonathan Grey, CC BY SA 2.0 https://www.flickr.com/photos/jwyg/4528443760/ 9. Open Data as OER – Kevin Mears, CC BY SA http://education.websites.okfn.org/files/2015/11/Book- Open-Data-as-Open-Educational-Resources1.pdf 10. Strategic Vision 2025 © University of Edinburgh 26 - 29. © Geoscience Outreach https://twitter.com/geo_outreach/media 35. Standing Stones at Calanais, Whats the Rush CC BY NC ND 2.0 https://www.flickr.com/photos/hughcl/1434341013/ 36. Fence to protect grassland, Peter van den Bossche, CC BY https://www.flickr.com/photos/lhoon/248130799/ 37. A nice fence, Peter van den Bossche, CC BY https://www.flickr.com/photos/lhoon/248130799/ 38. Scotland, Dominika Martincova, CC BY NC 2.0 https://www.flickr.com/photos/62606008@N04/5755774969/ 39. Martin Tasker, Lorna M. Campbell, CC BY 41. Lorna M. Campbell, CC BY 42. Lorna M. Campbell, CC BY 43. Wall, Stef, CC BY SA NC 2.0 https://www.flickr.com/photos/stefz/5074667973/ 44. Derbyshire Dales, Natural England, CC BY ND NC 2.0 https://www.flickr.com/photos/naturalengland/31918862324/

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