ALT-C presentation, 8th September 2016 by Stuart Nicol
This presentation discusses a number of related initiatives at the University of Edinburgh in the context of supporting communities within the institution to acclimatise to the changing 'semiotic landscape' and shifting 'materiality of literacy' brought about by the technologies and policies of open education.
https://altc.alt.ac.uk/2016/sessions/developing-literacies-of-open-across-an-institution-and-beyond-1424/
2. kaysgeog CC BY-NC-ND
Nespor (1994) “Knowledge in motion: Space,
time and curriculum in undergraduate physics
and management.”
Bayne, Gallagher & Lamb (2013) “Being ‘at’
university: the social topologies of distance
students.”
6. • Open courses
• Communicating your research
• Open presentations
• Post-graduate Certificate in Academic
Practice (on-campus & online 10 credit
courses) – final assessed piece of work is
an OER
Open resources for …
8. Welcome
Aims for today
1) Know more about OER when you leave than
when you came in
2) Create a fully attributable, shareable artifact
By AIGA [Public domain],
via Wikimedia
9. Aim: Create a infographic panel for U21 University
Theme: Strategic vision for a
‘fictional’ institution in 3 words
on the conference theme
“Using the digital to capture the
international”
• Source images
• Piece together into one fully
attributed, shareable, ‘artifact’
• Signpost where/how to use and
share
Bisk Education & University of Notre Dame Online, CC BY-SA 4.0
10. Activity 1: What is your strategic vision in one
sentence and 3 key words (10 mins)
By AIGA [Public domain], via Wikimedia
On the theme of:
“Using the digital to
capture the
international”
11. Activity 2: Search for images (15 mins)
• Three images that visually support your message.
• CC Search provides a useful ‘meta-search’ over a
number of media platforms:
http://search.creativecommons.org/
12.
13. Where should I share my OER?
There are several options for sharing your OER
depending on subject area and target audience.
16. 23 Things for Digital Knowledge
www.23things.ed.ac.uk
17. Thing 1: Introduction
Thing 2: Blogging
Thing 3: Digital Footprint
Thing 4: Digital Security
Thing 5: Diversity
Thing 6: Accessibility
Thing 7: Twitter
Thing 8: Facebook
Thing 9: Google
Hangouts/Collaborate Ultra
Thing 10: Wikimedia
Thing 11: Copyright
Thing 12: Open Educational
Resources
Thing 13: Video
(YouTube/Vimeo/MediaHopper)
Thing 14: Audio
(Podcasts/SoundCloud)
Thing 15: Digital Curation
Thing 16: OneNote/ClassNotebook
Thing 17: Geolocation Tools
Thing 18: Augmented & Virtual
Reality
Thing 19: Altmetrics
Thing 20: LinkedIn / Academia.com
and Research Gate
Thing 21: Online Games & Learning
Tools
Thing 22: Fun and Play
Thing 23: Reflection
Editor's Notes
My name is Stuart Nicol from the University of Edinburgh. I work in a central support team called the Educational Design and Engagement section. My talk follows on quite neatly from Lorna’s discussion about Open Scotland, but I’ll be focussing on what we’re doing at Edinburgh, specifically in relation to the development of staff and student digital literacies around ‘openness’ and OER - and I’d like to focus on some of the practical activities we’ve been doing to support this. The driver for these activities, I think, relate to changes that have been happening at the University over the past few years, mainly related to the new OER policy and support service that we have – and new rich media services that we’ve got coming online. The development of these academic and student digital literacies - of working online in an open, and often quite a multimodal, way - align with the larger strategic goals of the institution.
Overview:
The context - University of Edinburgh
Changing online context (growing provision of ODL)
New services and policies
A practical example of an evolving OER workshop that we have been developing
A new workshop that my colleague has been developing: around OERs and board games
And beyond … 23 Things for digital knowledge website and programme that we’re launching
To set a bit of context. Edinburgh has more than 30,000 students, it’s a research intensive University, multi campus & at the moment it is in the interesting position of beginning to grow its ODL provision.
But, I wanted to start with a little bit of history about the George Square campus, and how the University had hit a point in the 1960s where it had a real problem on this campus.
These images are of George Square - central campus.
This had been a square surrounded by residential Georgian buildings. The University had been buying them and using them for teaching spaces and academic offices. However, buy the 60 this was no longer fit for purpose for a modern University – the University needed to evolve it’s physical estate. To do this they planned to demolish the Georgian houses and start putting up buildings fit for purpose.
Arguably what the University was trying to do was to transform from an ancient university to a modern one. Where newer Universities were cropping up as campus-based, with purpose-built buildings, Edinburgh was struggling with an ancient estate – it needed a large multi-purpose library, big lecture theatres, high-rises to maximise teaching and office space within a limited footprint.
We shouldn’t underestimate the impact of the material environment on the practices of learning and teaching. I don’t know if anyone has come across this paper by Jan Nespor? Nespor studied the impact of physical buildings – the architectural environment – on the culture of learning and teaching – and the culture of different academic disciplines.
___________________________
Jumping ahead to what’s happening now - I think we’re in another interesting time. What’s happening is that we’re transforming from a modern University into 21st century university. The material environment now doesn’t just include the buildings around us, in the 21st century it also includes the digital estate. The online University. Here again Edinburgh has ambitious plans. The University has a strategy to transform into a university that’s not just defined by its physical campus … by 2025 the ambition is that ¼ of all students will be learning fully online - that’s 10,000 students. To do that we need to have the necessary digital estate. And that digital estate will have an impact on the digital literacies of learning and teaching that we need to support.
Part of that is investing in new services – which are tending to be multimodal.
We recently purchased Kaltura – we call it Media Hopper – as a platform to democratise the use of video across the university.
My colleague has already talked on Tuesday about the DIY film school.
We’re also about to look at lecture capture provision.
But underpinning these new services, and a move to teaching fully online, needs to be a concern with copyright and licencing.
Jane Sekker and Chris Morrison spoke yesterday about the need for copyright literacies in relation to lecture capture – and lecture slides in general.
We have an OER service – Open.Ed is the hub for what what we’re doing in this area.
And in January the University adopted an OER policy.
What I’d like to talk about now is workshops we’ve been running for the past year and a half to develop literacies relating to OER and open practice. Focusing particularly on copyright and Creative Commons licences, but trying to make it less dry – getting them in by stealth.
23 Things, originally called Learning 2.0, is an education and learning project created by Helene Blowers in August 2006.
