Open Education, Open Educational Resources,
and their impact on research led teaching in
Classics.

Simon Mahony (Universi...
Overview and background
•
•
•
•
•
•

UCLDH approach
MA/MSc in Digital Humanities
Open Education Resources in DH
Changing p...
UCLDH
What we do:
Teaching & Learning
• A new interdisciplinary degree
exploring the intersection of digital
technologies,...
OER Digital Humanities (DHOER)

• The DHOER project is creating Open Educational Resources
(OER) from a comprehensive rang...
Open Agenda

‘Open access stands for unrestricted access
and unrestricted reuse. Paying for access to
content makes sense ...
Milestones in OER development
• 1998 – Open Content Initiative
• 2000 – UNESCO conference

• 2002 – MIT OpenCourseWare
• 2...
Milestones in Open Access

2001 Budapest Open Access Initiative (BOAI)
2003 Bethesda Statement on OA Publishing
2003 Berli...
OER Digital Humanities (DHOER)

• UKOER II new release strand, HE Academy and JISC funded
• Teaching and learning material...
DHOER: Digital Humanities OER

•
•
•
•

Creating OERs
Range of teaching materials
Relevant to Digital Humanities and beyon...
Packaging teaching resources

Levels of granularity
•
•
•
•
•
•

Full module
Individual lecture
Seminar with discussion to...
DHOER

Open Educational Resource
versus
OERs as learning objects
Introducing ‘Micro OERs’
Sustaining OERs

• Investment
• Academic culture
• Format suitable for re-purposing
• Size suitable for re-purposing
Widening the reach of OERs

Making OERs free online does NOT make
them available to all.

‘It is not technologies with inh...
Further issues
•
•
•
•
•
•
•

Context of a single OER?
Adequate and relevant metadata
Discoverability
No standard for clas...
Growth of knowledge

•
•
•
•

Teaching materials are improved
Becomes and iterative cycle
Peer review of materials
Returne...
VideoLectures.NET
A global web portal for
high-definition academic videos

United Nations and UNESCO award
for the Best Ed...
VideoLectures.NET

‘The largest OER free and open access digital library of
academic talks’
Content built up via European ...
With thanks and acknowledgement

Davor Orlic
davor.orlic@ijs.si
Knowledge for All Foundation Ltd
Languages & the Media, Be...
Coursera MOOC (Winter 2011)
‘Introduction to Databases’
108,000 accounts
475,000 assignment submissions
3,150,000 video vi...
transLectures

To develop innovative, cost-effective solutions to
produce accurate transcriptions and translations in
Vide...
transLectures status

•TRANSCRIPTION (EML)
•the complete transcription of English lectures took 45000 hours
(2 months runn...
The tools as getting there:
Develop open tools for transcription and translation
Deploy the tools in the Opencast Matterho...
In the context of OERs:
•
•
•
•
•

Videos that can be cut and mashed up
Small bite sized videos
Display in any platform
Fr...
OER and Open Resources for Classics

The two main UK repositories:
Jorum
Jisc funded repository

HumBox
Jisc/HE Academy OE...
Community approach
Digital Classicist
Jiscmail-hosted email list

Classics more generally
Classics (Liverpool) Jiscmail

O...
Broad based vs granular approach

OpenCourseWare (OCW)
MIT
Coursera
OERs
‘Micro OERs’
OER as Learning objects
vs
Open Learning Programmes
Not a competition, just different things.
MIT OpenCourseWare
Coursera
...
OpenLearn

Sign in an register for courses?
There is much more.

Many resources freely available CC BY NC SA
Particularly ...
OER Search engine?

Xpert: http://xpert.nottingham.ac.uk/
Search: Classics
Retrieves Oxford podcasts
But
Search: DHOER
No ...
Oxford University

Podcasts
What is Tragedy?
Beazley Archive
Faculty Classics

Most from Jisc/HE OER Strand 1
and hence CC...
Discoverability and more

Consistent and appropriate metadata
Appropriate open licence
Repurposable
Open format
Some new initiatives
Perseids: http://sites.tufts.edu/perseids
a collaborative editing platform for source documents

Alph...
Coda

Reflection on our teaching practice
Digital Humanities Pedagogy
Pedagogy of Digital Classics?
What skills do our stu...
Reaching beyond the already converted
• Senate House, London (SAS)
• Institute Historical Research
• Digital History
• Ins...
References:
Marie-Claire Beaulieu (Tufts):
‘Teaching with the Perseids Platform: Tools and methods’
http://www.digitalclas...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classi...
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[DCSB] Simon Mahony (UCL) "Open Education, Open Educational Resources, and their impact on research led teaching in Classics."

  1. 1. Open Education, Open Educational Resources, and their impact on research led teaching in Classics. Simon Mahony (University College London) s.mahony@ucl.ac.uk With thanks and acknowledgements to Ulrich Tiedau (University College London) Davor Orlič (Knowledge for All Foundation Ltd)
  2. 2. Overview and background • • • • • • UCLDH approach MA/MSc in Digital Humanities Open Education Resources in DH Changing practices Changing culture Possible ways forward • Questions about discipline specific approaches • Focus on Classics • Note: the URLs are all live in the screenshots if you wish to follow any.
  3. 3. UCLDH What we do: Teaching & Learning • A new interdisciplinary degree exploring the intersection of digital technologies, humanities scholarships and cultural heritage • MA/MSc Digital Humanities, launched in 2011/12 • Substantial amount of the core materials released as Open Educational Resources
  4. 4. OER Digital Humanities (DHOER) • The DHOER project is creating Open Educational Resources (OER) from a comprehensive range of introductory materials in Digital Humanities, making them freely available to anyone • As well as supporting the Digital Humanities, the DHOER project will benefit many cognate disciplines, including the whole spectrum of the Arts and Humanities, Cultural Heritage, Information Studies, Library Studies, and Computer Science.
  5. 5. Open Agenda ‘Open access stands for unrestricted access and unrestricted reuse. Paying for access to content makes sense in the world of print publishing, where providing content to each new reader requires the production of an additional copy, but online it makes much less sense to charge for content when it is possible to provide access to all readers anywhere in the world.’ Public Library of Science (www.plos.org/about/open-access)
  6. 6. Milestones in OER development • 1998 – Open Content Initiative • 2000 – UNESCO conference • 2002 – MIT OpenCourseWare • 2002 – Creative Commons (licences released) • 2006 – OU OpenLearn [UK] • 2007 – Cape Town Open Educational Declaration • UK JISC/HE Academy OER • 2009/10 – Pilot Programme [UK] • 2010/11 – JISC/HE Academy OER phase 2 [UK] • 2011/12 – JISC/HE Academy OER phase 3 [UK]
  7. 7. Milestones in Open Access 2001 Budapest Open Access Initiative (BOAI) 2003 Bethesda Statement on OA Publishing 2003 Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities
  8. 8. OER Digital Humanities (DHOER) • UKOER II new release strand, HE Academy and JISC funded • Teaching and learning materials from a range of existing modules • Introductions into the field, topics and methodology of DH • Emphasis on the acquisition of practical and professionally relevant skills • JISC strand • Also looking at the impact of digital resources on society • User studies
  9. 9. DHOER: Digital Humanities OER • • • • Creating OERs Range of teaching materials Relevant to Digital Humanities and beyond Each available as full module or individual objects • Granular approach
  10. 10. Packaging teaching resources Levels of granularity • • • • • • Full module Individual lecture Seminar with discussion topics and readings Learning objects Practical exercises Worksheets and handouts
  11. 11. DHOER Open Educational Resource versus OERs as learning objects Introducing ‘Micro OERs’
  12. 12. Sustaining OERs • Investment • Academic culture • Format suitable for re-purposing • Size suitable for re-purposing
  13. 13. Widening the reach of OERs Making OERs free online does NOT make them available to all. ‘It is not technologies with inherent pedagogical qualities that triumph in distance education but technologies which are generally available to citizens’ (Keegan, How Successful Is Mobile Learning? 2008)
  14. 14. Further issues • • • • • • • Context of a single OER? Adequate and relevant metadata Discoverability No standard for classification Assessment: credit-bearing module? Localisation Cultural differences • Learning styles / layouts / graphics / symbols • Ownership / relationship • Sustainability
  15. 15. Growth of knowledge • • • • Teaching materials are improved Becomes and iterative cycle Peer review of materials Returned with improvements and acknowledgement • Digital Humanities methodology • Equal partnerships in research and teaching • Arts, Humanities and Technology
  16. 16. VideoLectures.NET A global web portal for high-definition academic videos United Nations and UNESCO award for the Best Educational Product of the Decade 'one of the most outstanding examples of creative and innovative e-Content in the World in the last decade’
  17. 17. VideoLectures.NET ‘The largest OER free and open access digital library of academic talks’ Content built up via European research projects based in Computer Science fields. Other content from OCW partners. 850 events 15,236 lectures 17,503 videos Licenses: CC-NC-ND
  18. 18. With thanks and acknowledgement Davor Orlic davor.orlic@ijs.si Knowledge for All Foundation Ltd Languages & the Media, Berlin November 23rd 2012 http://www.languages-media.com
  19. 19. Coursera MOOC (Winter 2011) ‘Introduction to Databases’ 108,000 accounts 475,000 assignment submissions 3,150,000 video views (heavy use of video) (Jennifer Widom, Stanford. Module coordinator)) LEARNERS PREFER VIDEO? YouTube (100 hours uploaded per minute) MOOCs (3 million accounts) INITIATIVES AROUND VIDEO? Open content: OCW (20,000 courses) Massive lecture capture system: Opencast Matterhorn project (700 Universities) Massive portals specialized in video lectures: VLN, Polimedia (25.000 academic videos)
  20. 20. transLectures To develop innovative, cost-effective solutions to produce accurate transcriptions and translations in VideoLectures Make educational repositories truly accessible both to speakers of different languages and to people with disabilities.
  21. 21. transLectures status •TRANSCRIPTION (EML) •the complete transcription of English lectures took 45000 hours (2 months running parallel) •TRANSLATION (XRCE, UPV, RWTH) •different segmentation strategies for transcription and translation being considered •INTELLIGENT INTERACTION WITH USERS •experimental protocol to evaluate intelligent interactive approaches for users •INTEGRATION •first steps on integration software into VL, Polimedia, Matterhorn •EVALUATION •human evaluations for the second round of evaluation
  22. 22. The tools as getting there: Develop open tools for transcription and translation Deploy the tools in the Opencast Matterhorn system Think of a business plan and ideas on a spin-off Provide optimisations for existing languages Plan to extend the language set to Chinese, Hindi and others Is intelligent interaction a realistic concept? More focus on English into Slovenian translations (Davor) Building a community of students for evaluation
  23. 23. In the context of OERs: • • • • • Videos that can be cut and mashed up Small bite sized videos Display in any platform Freely and openly available Text translated into many languages
  24. 24. OER and Open Resources for Classics The two main UK repositories: Jorum Jisc funded repository HumBox Jisc/HE Academy OER Pilot Programme
  25. 25. Community approach Digital Classicist Jiscmail-hosted email list Classics more generally Classics (Liverpool) Jiscmail OER-DISCUSS Jiscmail Social media Classics International (Facebook) Twitter
  26. 26. Broad based vs granular approach OpenCourseWare (OCW) MIT Coursera OERs ‘Micro OERs’
  27. 27. OER as Learning objects vs Open Learning Programmes Not a competition, just different things. MIT OpenCourseWare Coursera OpenLearn Open Access resources
  28. 28. OpenLearn Sign in an register for courses? There is much more. Many resources freely available CC BY NC SA Particularly language learning Taster Materials for Classical Studies Ancient Olympics
  29. 29. OER Search engine? Xpert: http://xpert.nottingham.ac.uk/ Search: Classics Retrieves Oxford podcasts But Search: DHOER No results (so not universal)
  30. 30. Oxford University Podcasts What is Tragedy? Beazley Archive Faculty Classics Most from Jisc/HE OER Strand 1 and hence CC licenced
  31. 31. Discoverability and more Consistent and appropriate metadata Appropriate open licence Repurposable Open format
  32. 32. Some new initiatives Perseids: http://sites.tufts.edu/perseids a collaborative editing platform for source documents Alpheios: http://alpheios.net reading tools for Latin, ancient Greek and Arabic Iliados: http://iliados.com grammatical and syntactical searches on the Perseus Greek Treebank Leipzig e-Humanities: http://www.e-humanities.net Tools & resources under development Source code freely available and reusable
  33. 33. Coda Reflection on our teaching practice Digital Humanities Pedagogy Pedagogy of Digital Classics? What skills do our students need? What is the best way for them to attain them?
  34. 34. Reaching beyond the already converted • Senate House, London (SAS) • Institute Historical Research • Digital History • Institute of English Studies • Digital Text and Scholarship • Institute Classical Studies • Digital Classicist • OERs for Classics (Berlin DCB & Nottingham ClassAss)
  35. 35. References: Marie-Claire Beaulieu (Tufts): ‘Teaching with the Perseids Platform: Tools and methods’ http://www.digitalclassicist.org/wip/wip2013-08mb.html Mahony, Tiedau and Sirmons, 'Open access and online teaching materials for digital humanities', in Warwick, Terras, & Nyhan eds. (2012). Digital Humanities in Practice. Facet. Davor Orlič (2013) ‘Micro Open Educational Resources (Micro OERs) are a novel concept in online education’, videoLectures.net: http://blog.videolectures.net/micro-open-educational-resources-microoers-are-a-novel-concept-in-online-education/

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