This document summarizes the results of a pilot survey of Swiss GLAM institutions regarding their stance on open data, crowdsourcing, and linked open data. The survey found that while a critical mass of institutions have adopted digitization and data sharing, there is still progress to be made, especially among lagging institutions. Institutions see benefits like increased visibility and access but also have concerns about additional work and loss of control. The document outlines implications for promoting more open policies and practices in Switzerland, including starting with easier approaches, focusing on non-commercial uses, and running pilot cooperation projects to demonstrate benefits.
This document summarizes the results of a pilot survey of Swiss GLAM institutions regarding their stance on open data, crowdsourcing, and related topics. It finds that while digitization efforts are widespread, open data practices still have room for growth. Most institutions see opportunities in open data for education and research, but also risks around loss of control. The document then discusses implications for promoting the open GLAM movement in Switzerland, including the proposed establishment of an OpenGLAM working group and network.
Info camp2015 openglam_impuls-referat_20151002Beat Estermann
This document provides an overview of OpenGLAM (Open Galleries, Libraries, Archives, and Museums) and discusses opportunities for cultural heritage institutions to make their collections more open and accessible online. It highlights principles like releasing metadata and public domain works without restrictions, applying open licenses to copyrighted content, and making collections available through open platforms. The document also presents results of a survey on open data and crowdsourcing adoption among heritage institutions in different countries which found libraries and some museums have adopted these practices more than archives. It concludes by offering suggestions for how institutions can get started with OpenGLAM and engage in further discussion.
The document summarizes presentations from the OpenGLAM Working Group at Wikimania 2014 in London. It describes initiatives in several countries to open cultural data from galleries, libraries, archives, and museums (GLAMs) and promote best practices. The Netherlands program includes OpenGLAM masterclasses to train GLAMs on open data. Germany's program included a cultural data hackathon. Switzerland conducted an OpenGLAM benchmark survey of heritage institutions and a pilot project encouraging institutions to contribute to Wikipedia.
This document summarizes preliminary results from an OpenGLAM Benchmark Survey conducted in Finland and Poland. It finds that digitization and social media use are widespread, while open data and open content practices are in the process of diffusing. Approximately 30% of institutions see open data as important and 10% feel the same about open content. Over the next 5 years, significant increases in digitization are expected. While copyright issues may limit open content, most institutions feel they could release at least 50% of holdings. The greatest challenges are time and costs associated with digitization and documentation. Risks like misuse of content are also a concern. Looking ahead, more country comparisons and detailed analysis are planned.
This document summarizes two network analyses conducted by Dialogic that examined collaboration networks in the Dutch educational system. The first analysis looked at networks between secondary schools in the Universum program and higher education institutions (HEIs) and Jet-Net companies from 2005-2007. The second analyzed networks among HEIs in the Sprint program, Jet-Net companies, and secondary/vocational schools in 2008. Both aimed to understand how programs by the Platform Bèta Techniek fostered collaboration across educational levels and with businesses to strengthen STEM education and workforce preparedness. Key findings were that the Universum program expanded networks between secondary and higher education, while the Sprint program provided a baseline for later evaluating network growth throughout the entire education
Kaleidoscope, a FP6 network of excellence, kick off meeting 040309Nicolas Balacheff
Kaleidoscope, a FP6 network of excellence in the technology enhanced learning (TEL) research area, was created in 2004 following a four years contract with the European commission. The aim of the network was to foster integration of different research disciplines relevant to TEL, bridging educational, cognitive and social sciences, and emerging technologies. This ambition was both scientific and strategic:
- It was scientific by its aim “to develop a rich, culturally-diverse and coherent theoretical and practical research foundation for research and innovation in the field”, exploring “the different conceptual frameworks of relevant disciplines in order to delineate the commonalities and differences that frame the research objectives in the field”
- it was strategic by its aim “to develop new tools and methodologies that operationalise an interdisciplinary approach to research on TEL at a European-wide level” with the expectation of a significant impact at the international level.
To bring this ambition to reality, in a very fragmented European TEL research area, it chosen to involve a large number of contributors of which only a small number were already collaborating, and a large range of different research themes. A set of instruments was planned to support the construction of the network and the integration process at both the content and the infrastructure level.
This document summarizes the results of a pilot survey of Swiss GLAM institutions regarding their stance on open data, crowdsourcing, and linked open data. The survey found that while a critical mass of institutions have adopted digitization and data sharing, there is still progress to be made, especially among lagging institutions. Institutions see benefits like increased visibility and access but also have concerns about additional work and loss of control. The document outlines implications for promoting more open policies and practices in Switzerland, including starting with easier approaches, focusing on non-commercial uses, and running pilot cooperation projects to demonstrate benefits.
This document summarizes the results of a pilot survey of Swiss GLAM institutions regarding their stance on open data, crowdsourcing, and related topics. It finds that while digitization efforts are widespread, open data practices still have room for growth. Most institutions see opportunities in open data for education and research, but also risks around loss of control. The document then discusses implications for promoting the open GLAM movement in Switzerland, including the proposed establishment of an OpenGLAM working group and network.
Info camp2015 openglam_impuls-referat_20151002Beat Estermann
This document provides an overview of OpenGLAM (Open Galleries, Libraries, Archives, and Museums) and discusses opportunities for cultural heritage institutions to make their collections more open and accessible online. It highlights principles like releasing metadata and public domain works without restrictions, applying open licenses to copyrighted content, and making collections available through open platforms. The document also presents results of a survey on open data and crowdsourcing adoption among heritage institutions in different countries which found libraries and some museums have adopted these practices more than archives. It concludes by offering suggestions for how institutions can get started with OpenGLAM and engage in further discussion.
The document summarizes presentations from the OpenGLAM Working Group at Wikimania 2014 in London. It describes initiatives in several countries to open cultural data from galleries, libraries, archives, and museums (GLAMs) and promote best practices. The Netherlands program includes OpenGLAM masterclasses to train GLAMs on open data. Germany's program included a cultural data hackathon. Switzerland conducted an OpenGLAM benchmark survey of heritage institutions and a pilot project encouraging institutions to contribute to Wikipedia.
This document summarizes preliminary results from an OpenGLAM Benchmark Survey conducted in Finland and Poland. It finds that digitization and social media use are widespread, while open data and open content practices are in the process of diffusing. Approximately 30% of institutions see open data as important and 10% feel the same about open content. Over the next 5 years, significant increases in digitization are expected. While copyright issues may limit open content, most institutions feel they could release at least 50% of holdings. The greatest challenges are time and costs associated with digitization and documentation. Risks like misuse of content are also a concern. Looking ahead, more country comparisons and detailed analysis are planned.
This document summarizes two network analyses conducted by Dialogic that examined collaboration networks in the Dutch educational system. The first analysis looked at networks between secondary schools in the Universum program and higher education institutions (HEIs) and Jet-Net companies from 2005-2007. The second analyzed networks among HEIs in the Sprint program, Jet-Net companies, and secondary/vocational schools in 2008. Both aimed to understand how programs by the Platform Bèta Techniek fostered collaboration across educational levels and with businesses to strengthen STEM education and workforce preparedness. Key findings were that the Universum program expanded networks between secondary and higher education, while the Sprint program provided a baseline for later evaluating network growth throughout the entire education
Kaleidoscope, a FP6 network of excellence, kick off meeting 040309Nicolas Balacheff
Kaleidoscope, a FP6 network of excellence in the technology enhanced learning (TEL) research area, was created in 2004 following a four years contract with the European commission. The aim of the network was to foster integration of different research disciplines relevant to TEL, bridging educational, cognitive and social sciences, and emerging technologies. This ambition was both scientific and strategic:
- It was scientific by its aim “to develop a rich, culturally-diverse and coherent theoretical and practical research foundation for research and innovation in the field”, exploring “the different conceptual frameworks of relevant disciplines in order to delineate the commonalities and differences that frame the research objectives in the field”
- it was strategic by its aim “to develop new tools and methodologies that operationalise an interdisciplinary approach to research on TEL at a European-wide level” with the expectation of a significant impact at the international level.
To bring this ambition to reality, in a very fragmented European TEL research area, it chosen to involve a large number of contributors of which only a small number were already collaborating, and a large range of different research themes. A set of instruments was planned to support the construction of the network and the integration process at both the content and the infrastructure level.
This document summarizes a study on how heritage institutions have adopted open practices related to the internet. It finds that most institutions have moved beyond trials and are in the early or late majority adoption stages for practices like digitization, linked data, and open data. Country-level factors like an e-participation index influence adoption levels. As institutions progress through stages of adopting innovations, their attitudes shift to be more open and see benefits of greater participation and networking with users.
The Up2University project aims to bridge the gap between secondary schools and universities by providing a Next Generation Digital Learning Environment (NGDLE) for European schools. The NGDLE will help high school students develop skills like critical thinking, communication, and digital literacy to prepare them for success at university. The Up2U consortium includes 18 partners from 12 countries. The presentation provided an overview of the Up2U toolbox of applications, such as the learning management system, collaborative tools, and learning analytics. It also described several ongoing pilot programs that are having students use the Up2U NGDLE to develop key skills.
University of Montepllier Web Science Master Proposal - Stefano A. Cerriwebscience-montpellier
The document proposes the creation of a Web Science Master's program taught in English at Université Montpellier 2. [1] It outlines the historical attempts to create similar international programs that failed. [2] The project received a positive review from AERES who recommended strong support but noted it was still in development. [3] The goals of the Web Science Master's are to widen recruitment internationally and enhance the curriculum to focus on future jobs in areas impacted by the web.
2006 Pfeffer Open Knowledge Resources Slidestpfeffer
This document discusses open knowledge resources as an alternative to commercial academic resources like publications, learning materials, and software. It describes problems with traditional commercial models, such as rising prices and restrictive access. The presentation then outlines different types of open knowledge initiatives that make resources freely available online through repositories, open access journals, and open source software. It concludes that open resources are a better model because knowledge should be shared rather than privatized for profit. Universities should focus on producing rather than just consuming knowledge and use existing open resources when possible.
This document provides an outline for a tutorial on the legal framework of new technologies. The tutorial is part of the PalGov project funded by the European Commission. The tutorial aims to enhance knowledge and understanding of various legal topics related to e-government, including data protection, digital signatures, cybercrime, and international standards. It also aims to develop intellectual, practical, and transferable skills for assessing e-government services and electronic documents from a legal perspective. The tutorial will be reviewed by professors from Belgium and Palestine.
This document discusses two open-source e-learning platforms developed in Luxembourg: AnaXagora and OpenMCMS. AnaXagora was created through a collaborative process between the CRPHT and other partners. It was developed from the open-source platform Ganesha, adding new functionality. OpenMCMS was created by the CVCE to support their European Navigator knowledge base, providing content management and multimedia capabilities. Both platforms use open-source philosophies and licenses to promote sharing and dissemination of knowledge.
The document summarizes the Euroversity network, which aims to collect examples of good practices in teaching and learning in virtual worlds. It discusses the network's goals of facilitating knowledge transfer across contexts and providing a framework for a pan-European virtual university. The summary also outlines some of the network's opportunities in reducing costs and barriers to education, as well as some of its challenges around acceptance, access issues, and quality concerns.
Open educational resources for language learning - a keynote at ISOLEC 2020Sandra Schön (aka Schoen)
This document discusses open educational resources (OER) for language learning. It begins by defining OER as any educational materials that are in the public domain or available with an open license, allowing free reuse or modification with attribution. The document provides examples of OER, including websites for learning Arabic, language learning resources on OER maps and portals, and open online courses for language tenses. It outlines the potentials of OER, such as easy collaboration, updating and translating materials. In particular, OER can help spread knowledge and even save lives by making critical information widely available.
The document discusses education on the blockchain. It provides an overview of blockchain technology and how it can be applied to education. Specifically, it discusses how blockchain could be used to issue transcripts and credentials in a verifiable, tamper-proof way. It also covers several startups working on applying blockchain to areas like digital badges, learning rewards and accreditation. The speaker advocates for further research on integrating blockchain with the Moodle learning management system and issues around quality assurance of online education.
Developing an Educational Intervention with Social Media to enhance the Digit...Francesc Esteve
Paper presented at The European Conference on Educational Research (ECER 2017), Copenhagen. Developing an Educational Intervention with Social Media to enhance the Digital Competence of Student-Teachers.
The University of Bordeaux is developing a campus of excellence focused on key scientific pillars including laser optics and digital technologies. The University has strengthened this focus through certifications from the national Investments for the Future program. The Laser and Photonics in Aquitaine (LAPHIA) initiative further boosts research in lasers, photonics, and materials science through collaborative projects. LAPHIA aims to develop the scientific community in these areas, strengthen industry partnerships, and provide internationally recognized training to students.
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
The document summarizes a study by the Joint Research Centre (JRC) on using blockchain technology for digital accreditation of learning. The study aims to identify current uses of blockchain in education, explore case studies, and propose recommendations to support open education in EU member states. Main conclusions are that blockchain applications are still emerging but have potential to disrupt student information systems. The benefits are better achieved through open implementations utilizing open standards and self-sovereign data management. The report recommends further development be a shared competence of the public and private sectors.
These are the slides of an online presentation for the Open Recognition Alliance Community - Sept 27th 2017. It is a preview of my keynote at the ePIC Conference which will take place on the 26th October 2017, Bologna.
Estermann montreal symposium_2016_open_glam_benchmark_survey_20160509Beat Estermann
OpenGLAM Benchmark Survey - Measuring the Advancement of Open Data / Open Content in the Heritage Sector. Presentation at the International Symposium on the Measurement of Digital Cultural Products, Montreal, May 2016.
Conference "Vernetzte Welten" - Introduction to OpenGLAMBeat Estermann
The document provides an introduction to OpenGLAM (Open Galleries, Libraries, Archives and Museums) including its goals, principles and examples of how it can engage global audiences and improve discoverability of collections. It discusses releasing metadata and digital representations into the public domain, using open formats, and engaging audiences online. Charts show adoption rates of open practices vary by country and institution type, with libraries generally early adopters. Factors like skills, funding sources and attitudes influence adoption. The document offers suggestions for implementing open practices like respecting the public domain, applying open licenses, and sharing data and content through open platforms.
This document summarizes a study on how heritage institutions have adopted open practices related to the internet. It finds that most institutions have moved beyond trials and are in the early or late majority adoption stages for practices like digitization, linked data, and open data. Country-level factors like an e-participation index influence adoption levels. As institutions progress through stages of adopting innovations, their attitudes shift to be more open and see benefits of greater participation and networking with users.
The Up2University project aims to bridge the gap between secondary schools and universities by providing a Next Generation Digital Learning Environment (NGDLE) for European schools. The NGDLE will help high school students develop skills like critical thinking, communication, and digital literacy to prepare them for success at university. The Up2U consortium includes 18 partners from 12 countries. The presentation provided an overview of the Up2U toolbox of applications, such as the learning management system, collaborative tools, and learning analytics. It also described several ongoing pilot programs that are having students use the Up2U NGDLE to develop key skills.
University of Montepllier Web Science Master Proposal - Stefano A. Cerriwebscience-montpellier
The document proposes the creation of a Web Science Master's program taught in English at Université Montpellier 2. [1] It outlines the historical attempts to create similar international programs that failed. [2] The project received a positive review from AERES who recommended strong support but noted it was still in development. [3] The goals of the Web Science Master's are to widen recruitment internationally and enhance the curriculum to focus on future jobs in areas impacted by the web.
2006 Pfeffer Open Knowledge Resources Slidestpfeffer
This document discusses open knowledge resources as an alternative to commercial academic resources like publications, learning materials, and software. It describes problems with traditional commercial models, such as rising prices and restrictive access. The presentation then outlines different types of open knowledge initiatives that make resources freely available online through repositories, open access journals, and open source software. It concludes that open resources are a better model because knowledge should be shared rather than privatized for profit. Universities should focus on producing rather than just consuming knowledge and use existing open resources when possible.
This document provides an outline for a tutorial on the legal framework of new technologies. The tutorial is part of the PalGov project funded by the European Commission. The tutorial aims to enhance knowledge and understanding of various legal topics related to e-government, including data protection, digital signatures, cybercrime, and international standards. It also aims to develop intellectual, practical, and transferable skills for assessing e-government services and electronic documents from a legal perspective. The tutorial will be reviewed by professors from Belgium and Palestine.
This document discusses two open-source e-learning platforms developed in Luxembourg: AnaXagora and OpenMCMS. AnaXagora was created through a collaborative process between the CRPHT and other partners. It was developed from the open-source platform Ganesha, adding new functionality. OpenMCMS was created by the CVCE to support their European Navigator knowledge base, providing content management and multimedia capabilities. Both platforms use open-source philosophies and licenses to promote sharing and dissemination of knowledge.
The document summarizes the Euroversity network, which aims to collect examples of good practices in teaching and learning in virtual worlds. It discusses the network's goals of facilitating knowledge transfer across contexts and providing a framework for a pan-European virtual university. The summary also outlines some of the network's opportunities in reducing costs and barriers to education, as well as some of its challenges around acceptance, access issues, and quality concerns.
Open educational resources for language learning - a keynote at ISOLEC 2020Sandra Schön (aka Schoen)
This document discusses open educational resources (OER) for language learning. It begins by defining OER as any educational materials that are in the public domain or available with an open license, allowing free reuse or modification with attribution. The document provides examples of OER, including websites for learning Arabic, language learning resources on OER maps and portals, and open online courses for language tenses. It outlines the potentials of OER, such as easy collaboration, updating and translating materials. In particular, OER can help spread knowledge and even save lives by making critical information widely available.
The document discusses education on the blockchain. It provides an overview of blockchain technology and how it can be applied to education. Specifically, it discusses how blockchain could be used to issue transcripts and credentials in a verifiable, tamper-proof way. It also covers several startups working on applying blockchain to areas like digital badges, learning rewards and accreditation. The speaker advocates for further research on integrating blockchain with the Moodle learning management system and issues around quality assurance of online education.
Developing an Educational Intervention with Social Media to enhance the Digit...Francesc Esteve
Paper presented at The European Conference on Educational Research (ECER 2017), Copenhagen. Developing an Educational Intervention with Social Media to enhance the Digital Competence of Student-Teachers.
The University of Bordeaux is developing a campus of excellence focused on key scientific pillars including laser optics and digital technologies. The University has strengthened this focus through certifications from the national Investments for the Future program. The Laser and Photonics in Aquitaine (LAPHIA) initiative further boosts research in lasers, photonics, and materials science through collaborative projects. LAPHIA aims to develop the scientific community in these areas, strengthen industry partnerships, and provide internationally recognized training to students.
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
The document summarizes a study by the Joint Research Centre (JRC) on using blockchain technology for digital accreditation of learning. The study aims to identify current uses of blockchain in education, explore case studies, and propose recommendations to support open education in EU member states. Main conclusions are that blockchain applications are still emerging but have potential to disrupt student information systems. The benefits are better achieved through open implementations utilizing open standards and self-sovereign data management. The report recommends further development be a shared competence of the public and private sectors.
These are the slides of an online presentation for the Open Recognition Alliance Community - Sept 27th 2017. It is a preview of my keynote at the ePIC Conference which will take place on the 26th October 2017, Bologna.
Estermann montreal symposium_2016_open_glam_benchmark_survey_20160509Beat Estermann
OpenGLAM Benchmark Survey - Measuring the Advancement of Open Data / Open Content in the Heritage Sector. Presentation at the International Symposium on the Measurement of Digital Cultural Products, Montreal, May 2016.
Conference "Vernetzte Welten" - Introduction to OpenGLAMBeat Estermann
The document provides an introduction to OpenGLAM (Open Galleries, Libraries, Archives and Museums) including its goals, principles and examples of how it can engage global audiences and improve discoverability of collections. It discusses releasing metadata and digital representations into the public domain, using open formats, and engaging audiences online. Charts show adoption rates of open practices vary by country and institution type, with libraries generally early adopters. Factors like skills, funding sources and attitudes influence adoption. The document offers suggestions for implementing open practices like respecting the public domain, applying open licenses, and sharing data and content through open platforms.
The document summarizes the development and piloting of a cross-sector benchmarking tool called the Digital Experience Tracker. It was developed by Jisc to help education providers gather feedback from students on their digital experiences and skills. Over 10,000 students from 24 pilot institutions completed the tracker survey. Key findings included that students want more access to devices and digital resources, and that FE & Skills students reported receiving more guidance but had less access than HE students. The tracker is now available for other providers to use to understand and improve students' digital experiences.
The facets of open education. Resources, data and culture. Tuesday 17 September, 11:45 – 13:15 @ Room 13, Floor 2
Open data is data that can be freely used, reused and redistributed by anyone. Many institutes offer Open Educational Resources (OER) online. Education can benefit highly from open and linked data approaches.
Moderator: Doug Belshaw, Badges & Skills Lead, Mozilla Foundation
Panel members:
Jackie Carter, Senior Manager, MIMAS, Centre of Excellence, University of Manchester
Mathieu d’Aquin, Research Fellow, Knowledge Media Institute, Open University, UK
Davide Storti, Programme Specialist, Communication and Information Sector (CI), United Nations Educational, Scientific and Cultural Organization (UNESCO)
OKCon, Geneva, 16-18 September 2013
This document summarizes a presentation given by Prof. Dr. Petra Schubert and Söhnke Grams at the Center for Enterprise Information Research (CEIR) Social Connections conference in Berlin on October 16-17, 2018. The presentation discussed the 10-year history of the UniConnect collaboration platform, which is based on IBM Connections. It described how the platform started as an internal network at CEIR and the University of Koblenz-Landau and has expanded to include over 35 academic institutions worldwide. It also reviewed key events and developments that helped grow the user network and highlighted some of the research conducted using the platform.
Jisc is developing a national learning analytics service in the UK to help higher education institutions improve student retention, attainment, and experiences. The service will include a learning analytics toolkit, community, and centralized data and analytics service. The goals are to provide institutions with standardized tools and analytics to help identify at-risk students and improve teaching and support based on aggregated student data. A phased rollout is planned over two years to develop dashboards, alerts, and apps to visualize analytics and enable interventions.
The aim of the research was to rise the role and the importance of open governement data vizualisations - its promise, potential, ecosystems, political intermediaries, as well as barriers. Actions suggested to increase the use of data and visualisation include the offering and support not only for data but also it’s processing, statistical analysis and visualisation. It was pointed out that there is furhter research in standardisation for visualisation processes with the aim to provide intermediaries with professional visualization at lower prices is an important aspect.
1) There is currently weak coordination of open government data (OGD) among different levels of government and across topics in Switzerland.
2) Standardization can help encourage reuse of public data by providing better coordination, clarity on what data should be published, and tools for implementation.
3) The eCH-Group focuses on standardization to improve coordination of OGD, promote reuse of data, and build trust through addressing coordination challenges and promoting integrated data publishing and use systems.
The document summarizes the results of a pilot survey of GLAM institutions in Switzerland regarding their readiness for open data and crowdsourcing. It finds that while a critical mass of institutions have adopted open data practices, adoption of crowdsourcing faces higher perceived risks. The majority view the opportunities of open data as outweighing the risks but have reservations about freely licensing content. Implications discussed include focusing initial outreach on simple content release and demonstrating the benefits of cooperation to foster greater engagement.
The document discusses the Centre for International ePortfolio Development (CIePD) and its work to create a shared architecture called SAMSON to build a regional ecosystem for lifelong learning in Nottingham. CIePD works with various partners on projects involving ePortfolios, standards, and integrating data sources to help with information, guidance, employability, and widening participation. SAMSON aims to capture lifelong learning processes and allow seamless interaction between learners, employers, and learning/skills providers through shared services and interoperability. The demonstration showed initial development toward building the ecosystem from existing systems and practice.
Assessing and Progressing Digital Literacies as a Strategic ConcernJulian Prior
Conference workshop at the 2013 International Blended Learning Conference, University of Hertfordshire. Authors: Helen Beetham, Julian Prior, Neil Witt.
Collaboration through technology: moving from possibility to practice - Tim B...Jisc
Led by Tim Boundy, applications and video development team manager, Jisc.
With contribution from Bethan Owen-Hughes, project coordinator - Sgiliaith, Grwp Llandrillo Menai.
This session will explore the potential that technology can bring to all forms of collaboration, and consider the difference that it has made to some local organisations and their practices.
Connect more in Wales, Thursday 7 July 2016
1) The document summarizes the Horizon 2020 Open Data Pilot, which requires projects in certain areas to make research data openly available.
2) It outlines the benefits of open data such as faster scientific breakthroughs and economic benefits.
3) Key requirements of the pilot include depositing data in a research repository, making it accessible and reusable by third parties, and developing a Data Management Plan. The document provides guidance and tools to help researchers comply.
Drowning in information – the need of macroscopes for research fundingAndrea Scharnhorst
Andrea Scharnhorst (2015) Drowning in information – the need of macroscopes for research funding. Presentation at the international conference: PLANNING, PREDICTION, SCENARIOS - Using Simulations and Maps - 2015 Annual EA Conference - 11–12 May 2015 Bonn
Digital student - understanding students' expectations and experiences of the...Jisc
Jisc’s research into students’ experiences and expectations of technology began in 2006 with the Learners’ Experiences of e-Learning programme. This became a reference study for the sector and helped change the way institutions understand students’ experiences with technology. Studies in partnership with the British Library, and work carried out by Jisc’s recent ‘Developing Digital Literacies' programme, have furthered our understanding of students' digital practices and needs. Now, through Jisc’s Co-Design programme, the Digital Student project has brought us up to date with how students' expectations are changing and what institutions are doing to keep up with them.
This workshop will offer delegates an opportunity to engage with the findings and recommendations from the Digital Student study and to consider what impact these could have in their own institutional context. A large part of the session will be taken up with a scenario planning activity in which delegates explore different outcomes depending on whether or not institutions rise to the digital challenge. There will be an opportunity to share effective approaches and to inform the next phase of activities being planned by Jisc to support the Digital Student Experience into the future.
Using Wikidata for Performing Arts Related DataBeat Estermann
Slides of the Webinar held on 5 June 2024 entitled "Using Wikidata for Performing Arts Related Data" in the context of the Open Science Open Science for Arts, Design and Music Project.
https://meta.wikimedia.org/wiki/Open_Science_for_Arts,_Design_and_Music/Training/Webinars#Using_Wikidata_for_Performing_Arts_Related_Data
Transformación digital del patrimonio cultural y sus implicaciones practicasBeat Estermann
Public lecture on the digital transformation of the public sector, the heritage sector, recent trends, and practical implications.
BUAP Central Library, Puebla, Mexico - 11 April 2024.
(Spanish translation of the original slide deck in English)
Digital Transformation of the Heritage Sector and its Practical ImplicationsBeat Estermann
Public lecture on the digital transformation of the public sector, the heritage sector, recent trends, and practical implications.
BUAP Central Library, Puebla, Mexico - 11 April 2024.
(A Spanish version of the slide deck is available)
Semi-automatic Tagging of Images on Wikimedia CommonsBeat Estermann
This document summarizes a presentation on semi-automatic tagging of images on Wikimedia Commons. It discusses student projects at Bern University of Applied Sciences that developed approaches using deep learning and custom models to tag images and link concepts to Wikidata while keeping a human in the loop. It also describes a current project between Wikimedia Sverige, Bern University of Applied Sciences, and SWITCH to implement a prototypical solution using the ISA Tool, Google Cloud Vision, and a new algorithm for tagging images on Wikimedia Commons semi-automatically based on metadata. The presentation reflects on lessons learned and outlines next steps to address issues, increase visibility, improve algorithms, and include structured data on Commons in SWITCH's Research Data Connectome.
Linked Open Data for the Performing Arts: Latest Developments in Switzerland,...Beat Estermann
Presentation at conference "PERFORMANCE – PRODUCTION – DATA. Modeling and Communicating Event-related Information", Leipzig (Germany), 14-15 September 2023
Presentation Opendata.ch Association / Open Event DataBeat Estermann
The document discusses open event data and proposes principles for sharing event information openly. It presents the vision that a distributed data infrastructure based on FAIR principles could facilitate event data sharing. The manifesto promotes five principles for open event data: 1) sharing event data through an open API, 2) releasing factual data into the public domain, 3) making explicit statements about copyrighted material, 4) using identifiers and authority files, and 5) promoting accessibility through standard formats. The presenter advocates for these principles to establish a culture of open data sharing for events.
Digital Public Goods in the Service of Digital Self-Determination, Digital S...Beat Estermann
The document discusses: 1) The Opendata.ch Association in Switzerland and its work promoting open data and digital transformation. 2) Switzerland's progress in implementing the Tallinn Declaration principles of digital government. 3) Potential areas of collaboration between Switzerland and India including on digital identity, open data, and applications. 4) Trends in digital governance around data ecosystems and ethics. The document asks what the Swiss experience in digital governance can offer India.
Estermann Panel on Authority Files, 3 June 2020Beat Estermann
Panel on Authority Files and Controlled Vocabularies: Welcome and Introduction; GLAM Inventory; Named Entities in the Context of the LOD Ecosystem for the Performing Arts. Side programme of the Swiss Open Cultural Data Hackathon 2020, Online Session, 3 June 2020.
Estermann Linked Data Ecosystem for Heritage Data - 29 Feb 2020Beat Estermann
Linked Open Data Ecosystem for Heritage Data. Presentation held at the 5th Anniversary of the Swiss Open Cultural Data Hackathon on 29 February 2020 at the National Library in Bern.
This document discusses open cultural data in Switzerland. It outlines the goals of OpenGLAM, which include engaging global audiences, improving discoverability of collections, enabling new participation opportunities, and facilitating reuse of heritage items. It then describes current OpenGLAM activities, including hackathons, a newsletter, and a "Sum of All Swiss GLAMs" pilot project. Finally, it summarizes recent projects by Bern University of Applied Sciences relating to linked open data, including publishing named entities and controlled vocabularies as LOD and developing domain-specific LOD ecosystems.
BFH-Studie Digitalisierung und Umwelt - BAFU-Kaderklausur - 20191127Beat Estermann
Digitalisierung und Umwelt: Chancen, Risiken und Handlungsbedarf. Wichtigste Ergebnisse einer Studie im Auftrag des Bundesamts für Umwelt (BAFU). Präsentation anlässlich der BAFU-Kaderklausur vom 27. November 2019 in Gwatt/Thun.
Slides for the GLAM Panel at WikidataCon 2019 in Berlin, 25. October 2019, on the role of Wikidata within data ecosystems extending beyond the realm of Wikimedia projects. Authors: Susanna Ånäs (Finland); Mike Dickison (New Zealand); Joachim Neubert (Germany); Beat Estermann (Switzerland).
Estermann ENICPA Wiki Loves Performing Arts 20191022Beat Estermann
This document discusses using Wikidata to create an international database for the performing arts. It provides an overview of Wikidata, including its purpose to provide a centralized location for interwiki links, infoboxes, and lists. It outlines a vision to realize a performing arts database on Wikidata to provide a finding aid for related Wikimedia Commons content and promote Wikidata-powered information on Wikipedia language editions. Current statistics on performing arts items in Wikidata are presented, alongside challenges and examples of existing Wikidata and Wikipedia implementations related to the performing arts.
Bootstrapping the International Knowledge Base for the Performing ArtsBeat Estermann
The document discusses bootstrapping an international knowledge base for the performing arts. It outlines key stakeholders like performing arts professionals, presenters, and researchers and possible usage scenarios. The vision is to have many stakeholders share one knowledge base. It describes current challenges and proposes starting by piecing together historical information and aggregating current event data. Guiding principles are to start with larger existing databases and focus on incremental benefits. Potential "low-hanging fruits" are improving access to archive materials, using anniversaries to publish curated data, and exposing performance data to search engines.
Wikidata is a free and open knowledge base that can be edited by anyone. It aims to provide a centralized storage of structured data that can then be used by Wikipedia, other Wikimedia projects, and external applications. The document outlines Wikidata's purpose of being a centralized location for interwiki links, infobox data, and lists. It also describes how Wikidata structures and links data using RDF triples. Cultural heritage institutions are encouraged to contribute their data to Wikidata to create an open global database and help realize the vision of freely accessible human knowledge.
Workshop "Performing Arts Database based on Wikidata"Beat Estermann
Workshop at the occasion of the Congress of the Society of Theatre Research (Gesellschaft für Theaterwissenschaft), Düsseldorf, Germany, 10 November 2018.
Beat Estermann presented on using Wikidata to establish an international database for performing arts. The goals are to make cultural heritage data openly accessible, interconnect collections worldwide through Wikidata, and provide a single source of data for popular websites and apps. Pilot projects ingest repertoire from theaters in Zurich and Flanders to develop the data model. Challenges include organizing relevant material and resolving data quality issues. There are opportunities for synergies between Wikidata, Wikipedia, Wikimedia Commons, and other platforms to crowdsource maintenance and make performing arts information more visible internationally.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
2024: The FAR - Federal Acquisition Regulations, Part 38
CAS open glam_teil2_20150910
1. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Praktische Einführung in OpenGLAM
Beat Estermann, 10. September 2015, CAS IS Information Topics, HTW-Chur
Chur 1820, David Alois Schmid, Schweizerische Nationalbibliothek (GS-GUGE-SCHMID-DA-C-2)
Wo nicht anders vermerkt, unterstehen die Inhalte dieser Präsentation der CC-by-sa 4.0 Lizenz. Bitte Markenrechte auf Logos beachten.
2. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ Auftakt
▶ Einführung in OpenGLAM
▶ Vorstellungsrunde: Teilnehmende + Daten
▶ Praktische Aufgabenstellung
▶ Grundlagen
▶ Open-Data-Prinzipien, Rechtliches
▶ OpenGLAM-Vorgehensmodell / Datenmonitoring
▶ Hochladen von Digitalisaten auf Wikimedia Commons
▶ Veröffentlichung von Daten als Open Data
▶ Open Cultural Data Hackathons
▶ Praxis
▶ Erstellen eines Benutzerkontos auf Wikipedia/Wikimedia Commons (P)
▶ Hochladen eines eigenen Bildes auf Wikimedia Commons (P)
▶ Hochladen kleinerer Mengen von Digitalisaten (Demo)
▶ Wahl des richtigen Templates auf Wikimedia Commons (Demo)
Kursunterlagen: http://tinyurl.com/openglamchur
Programm Teil 1 (Rückblende)
3. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ Ausgewählte Ergebnisse der OpenGLAM-Umfrage 2015
▶ Erfahrungsaustausch bezüglich der Hausarbeit
▶ Wie lässt sich die Nutzung der hochgeladenen Inhalte fördern?
▶ Einführung ins Kategorien-System auf Wikimedia Commons
▶ Templates auf Wikimedia Commons
▶ Wie lässt sich die Nutzung der hochgeladenen Inhalte nachverfolgen?
▶ Offenes Atelier: Praktisches Üben
Programm Teil 2
4. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
OpenGLAM Benchmark Survey
• Selected Results
Source: Estermann, Beat (2015) Diffusion of Open Data and Crowdsourcing among Heritage
Institutions. Based on data from Finland, Poland, Switzerland, and The Netherlands. Paper
Presented at the EGPA 2015 Conference, held on 26-28 August 2015 in Toulouse, France.
5. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Early Adopters
13.5%
Shareofinstitutions(%)
Innovators
2.5%
Early Majority
34%
Late Majority
34%
Laggards
16%
Research Questions
Where do heritage institutions stand with regard to…
…Open Data?
…Linked Data / Semantic Web?
…Digitization
…Open Content?
…Engaging Audiences on the Internet
…Collaborative Content Creation
What are the perceived risks and opportunities? (drivers vs. hindering factors)
What are the expected benefits?
What are the differences between different types of heritage institutions?
A further goal of the “OpenGLAM Benchmark Survey” are international comparisons:
In what ways does the situation in the different countries vary?
Awareness Evaluation AdoptionTrialInterest
Innovation Diffusion Model,
Everett Rogers, 1962
6. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied SciencesFinland, Poland, Switzerland, The Netherlands, all institution types combined, N = 584.
Cases with «stagnation» / «discontinuance» have been ignored.
Shareofinstitutions(%)
Innovators
2.5%
Early Majority
34%
Late Majority
34%
Early Adopters
13.5%
Laggards
16%
Collaborative content creation
Social media
Open content
Digitization
Linked data
Open data
Advanced implementation
Adoption
Trial
Evaluation
Interest
No interest
Diffusion of Innovative Practices among Heritage Institutions
7. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
37%
2%
44%
12%
45%
16%
18%
5%
59%
20%
57%
12%
39%
14%
23%
9%
66%
10%
0%
10%
20%
30%
40%
50%
60%
70%
Open data Linked data /
semantic web
Digitization Open content Social media Collaborative content
creation
Archives
Museums
Libraries
Adoption Rates According to Institution Type
N = 584
8. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Adoption Rates – Country Comparison
30%
6%
58%
15%
74%
26%
28%
6%
38%
12%
75%
13%
18%
4%
44%
12%
34%
8%
38%
10%
71%
31%
70%
17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Open data Linked data /
semantic web
Digitization Open content Social media Collaborative content
creation
Finland
Poland
Switzerland
The Netherlands
N = 584
9. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Independent
Variable(s)
Open Data Linked Data Digitization Open Content
Social Media
Use
Collab. Cont.
Creation
Institution Type
+++
Country
++ ++ ++ +++ ++
Typical Objects
+ ++ (+)
Main Users
+++
Geographical
Reach ++
Size (paid FTE)
+++
Size (revenues)
Pct of Volunters
in Workforce +++
Revenue Sources
++ ++
Form of
Organization
Number of
Metadata Types +++ ++
Skills / Skills
Acquisition ++ ++ ++
Attitudes reg.
Open Content ++ ++ ++
Ordinal Logistic Regression – Synthesis of Results
10. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Attitudes: Conditions for Releasing Content
N = 457
11. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ Three Estimators:
▶ Perceived importance and desirability (opportunities vs. risks)
▶ Presence (absence) of important prerequisites (or « show-stoppers »)
▶ Indications regarding institutions’ future practice
▶ Projection:
▶ 70% of institutions will have adopted open data as a practice in ca. 10 years from
now.
(limit to diffusion: ca. 30% don’t have metadata for their objects)
▶ 70% of institutions will have adopted open content as a practice in ca. 15 years from
now.
(limits to diffusion: advancement of digitization; copyright)
▶ Ca. 20% of institutions are using crowdsourcing today; the data suggest that the
adoption rate will be lower than for open data and open content.
Expected Dynamics of Adoption of Open Data, Open
Content and Crowdsourcing
12. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
25 23
11
50
21 21
10
28
23
16
21
20
23
16
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Exchanging
data
Open data Linked data /
semantic web
Digitization Open content Engaging
audiences on
the Internet
Collaborative
content
creation
1 - Not important at all
2
3
4
5 - Very important
Importance of Various Practices
N = 584
Data Content Participation
13. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
42
24
28
62
24
35
23
32
27
28
23
26
29
30
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Exchanging
data
Open data Linked data /
semantic web
Digitization Open content Engaging
audiences on
the Internet
Collaborative
content
creation
1 - Risks clearly prevail
2
3
4
5 - Opportunities clearly
prevail
Desirability of Various Practices
(Opportunities vs. Risks)
N = 584
Data Content Participation
14. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
3%
6% 7%
15%
20%
4%
3%
7%
7%
3%
11% 6%
4%
3%
2%
0%
5%
10%
15%
20%
25%
30%
1 - Not important at
all
2 3 4 5 - Very important
Open data: importance vs. desirability (in % of institutions; N = 475)
Risks prevail
Equal risks and opportunities
Opportunities prevail
35%
21%
Open Data: Importance vs. Desirability
Motors
15. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Open Content: Importance vs. Desirability
3%
5%
8%
16%
18%
5%
4%
7%
5%
2%
11%
7%
6%
2% 2%
0%
5%
10%
15%
20%
25%
30%
1 - Not important at
all
2 3 4 5 - Very important
Open content: importance vs. desirability (in % of institutions; N = 466)
Risks prevail
Equal risks and opportunities
Opportunities prevail
Motors
34%
24%
16. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Collaborative Content Creation:
Importance vs. Desirability
9% 10% 9%
15%
9%
9% 8% 8%
2%
1%
10%
5%
2%
1%
0%
0%
5%
10%
15%
20%
25%
30%
1 - Not important at
all
2 3 4 5 - Very important
Collaborative content creation: importance vs. desirability
(in % of institutions; N = 438)
Risks prevail
Equal risks and opportunities
Opportunities prevail
24%
17%
Motors
17. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Digitization as a Prerequisite for Open Content
5%
2% 2% 1% 2%
4%
19%
21%
9% 4%
1%
7%
11%
6%
0%
1%
2%
1%
0%
1%
2%
0%
0%
5%
10%
15%
20%
25%
30%
35%
40%
0% 1-19% 20-49% 50-79% 80% or more
Average percentage of objects already digitized
Expected digitization activities over the next 5 years
(in % of institutions; N = 457)
80% or more
50-79%
20-49%
1-19%
0%
18. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Digitization: Different types of objects
(today / in 5 years)
19. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Digitization Today – Country Comparison
1%
17%
0%
30%
50%
10%
2%
6%
1%
7%
0% 0%
2%
10%
1%
10%
5%
10%
13%
50%
10%
50%
25%
50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Text based
resources (365)
Two-dimensional
visual resources
(357)
Archival resources
(281)
Three-dimensional
man-made
movable objects
(314)
Natural resources
(47)
Geography based
resources (119)
Time based
resources (220)
Percentage of resources already digitized by the average institution (median)
(N is indicated for each object type; the values for natural resources are not shown due to the small sample size)
Finland
Poland
Switzerland
The Netherlands
20. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Digitization in 5 Years – Country Comparison
3%
45%
10%
50% 50%
30%
12%
30%
15%
35%
28%
20%
10%
50%
10%
50%
45%
50%50%
80%
25%
80%
40%
50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Text based
resources (318)
Two-dimensional
visual resources
(317)
Archival resources
(251)
Three-dimensional
man-made
movable objects
(279)
Natural resources
(39)
Geography based
resources (99)
Time based
resources (196)
Percentage of resources expected to be digitized in 5 years by the average institution (median)
(N is indicated for each object type; the values for natural resources are not shown due to the small sample
size)
Finland
Poland
Switzerland
The Netherlands
21. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Open Content: Different types of objects
(today / in 5 years; in % of digitized objects)
22. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Open Content Today – Country Comparison
3%
5% 3%
1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of resources already made available as open content by the average institution (median)
(N is indicated for each object type; the values for natural resources are not shown due to the small sample size;
“0%” value tags have been suppressed)
Finland
Poland
Switzerland
The Netherlands
23. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Open Content in 5 Years – Country Comparison
0%
5%
2%
5%
10%
1%
3%5%
8%
2%
10%
30%
0% 0%0%
5%
0%
5%
10%
0%
5%
15%
50%
20%
25%
18%
10%
19%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of resources expected to be made available as open content in 5 years by the average institution
(median)
(N is indicated for each object type; the values for natural resources are not shown due to the small sample size)
Finland
Poland
Switzerland
The Netherlands
24. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Copyright Clearance as a Prerequisite for Open Content
Note: The data may be somewhat biased as it does - by definition - not include the data from
institutions who weren’t able to provide numbers regarding the copyright status of their objects.
31% 29%
47%
42%
59%
44%
18%
28%
27% 35%
35%
40%
29%
37%
37%
50%
33% 23%
10% 12%
8%
13%
34%
15%
8% 13% 8% 7% 4% 6%
11%
6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
What is the copyright situation of the objects in your collection?
(average percentages for each object type; N is indicated for each object type)
copyright status unknown
copyright controlled by third parties
copyright controlled by the institution
public domain
25. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Driving and Hindering Factors of Open Content and Crowdsourcing
Driving Factors1 Hindering Factors1
Open Content Improving the visibility of the institution
and its holdings
Making content more easily available for
existing users and attract new users
Facilitating networking among
institutions
Improving interactions with users
Doing a better job at fulfilling the
institution’s core mission
Extra time effort and expenses
(digitization, documentation, rights
clearance)
Feeling of loss of control
Wish to prevent commercial use of
content by third parties without due
compensation
Technical issues and insufficient staff
skills
Crowdsourcing Intention to get access to external
expertise and to have certain tasks
carried out by volunteers
Quest for an improved relationship with
users/visitors (trust, loyalty, public
ownership and responsibility)
Extensive preparation and follow-up
Difficulties to estimate the time scope;
low planning security; continuity of data
maintenance is not guaranteed
1 Factors which are of relevance for more than 50% of responding institutions
26. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Hochladen von Bildern aus den Beständen
einer Institution auf Wikimedia Commons
27. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ Hochladen von mind. 20 Digitalisaten aus Ihrer Institution oder einer
Drittinstitution auf Wikimedia Commons
▶ Neu-Publikation von Daten aus Ihrer Institution gemäss Open Data-Kriterien
(auf der Website der eigenen Institution oder auf datahub.io) zur Verwendung
anlässlich des nächsten Open Cultural Data Hackathons
Praktische Aufgabenstellung (Hausarbeit)
28. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Wir haben Inhalte auf Wikimedia Commons
hochgeladen. – Was nun?
• Wie lässt sich die Nutzung der Inhalte fördern?
• Wie lässt sich die Nutzung der Inhalte nachverfolgen?
29. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ Möglichst ausführliche Metadaten (evtl. auch auf Englisch)
▶ Information der Wikipedia-Community (speziell bei umfangreichen Uploads)
▶ Wikipedia-Kurier / The Signpost / Regards sur l'actualité de la Wikimedia
▶ Mailinglisten
▶ Einordnung der Inhalte: Kategorisierung / Verwendung von Templates
▶ Anleitung für die Kategorisierung
▶ Beispiel für Template:Institution und Template:Creator
▶ Bereitstellung von Tools (speziell bei umfangreichen Uploads)
▶ Template {{Institution XY}} / Category:Media contributed by Institution XY (Beispiel)
▶ GLAM Dashboard (Sign-up Page, Beispiel)
▶ Veranstaltungen für (neue) Benutzer: Edit-a-thons, Hackathons, etc.
▶ Einbinden von Bildern in Wikipedia in Eigenregie (bei kleineren Uploads)
Wie lässt sich die Nutzung der Inhalte fördern?
30. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Statistik-Tools:
▶ BaGLAMa 2: Page-View-Statistik der Artikel, in denen Medien-Inhalte
aus einer bestimmten Kategorie zugeordnet wurden
(z.B. Category:Media contributed by Institution XY)
▶ Im Zeitverlauf
▶ Aufgeschlüsselt nach einzelnen Sprachversionen und Artikel
▶ GLAMorous: Anzahl der Medien-Dateien, die in den verschiedenen
Wikipedia-Versionen aktuell genutzt werden
▶ Aufgeschlüsselt nach einzelnen Sprachversionen und Artikel
▶ Ranking der Medien-Dateien nach Anzahl Nutzungen
▶ Prozentsatz der genutzten Dateien (im Vergleich zu allen Dateien in einer
bestimmten Kategorie)
▶ GLAM-Dashboard:
▶ Am häufigsten vergebene Kategorien
▶ Die am häufigsten genutzten Dateien
▶ Die Commons-Benutzer mit den meisten Beiträgen auf den Beschriebsseiten
▶ Die am häufigsten editierten Dateien
▶ Die grössten Dateien
Wie lässt sich die Nutzung der Inhalte nachverfolgen?
31. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ In March and April 2013 Zentralbibliothek Zürich uploaded ca. 100 images
from their prints and photography collection to Wikimedia Commons
▶ By the end of April 2014, 56 out of 96 uploaded files (58%) have been used in
159 Wikipedia articles belonging to 42 different language versions of Wikipedia
▶ In April 2014 these 159 Wikipedia articles were viewed over 500’000 times
Source: http://tools.wmflabs.org/glamtools/baglama2/
Measure the impact and talk about it…
Zürich, Sechseläuten fire around 1900. Anonymous
artist, Public Domain (Wikimedia Commons).
Chamonix. Crossing the Sea of Ice, between 1902 and 1904.
Anonymous artist, Public Domain (Wikimedia Commons).
The Iron Bridge across the Thur, view from east
from Regensdorf, 1857. Jakob Eggli, Public
Domain (Wikimedia Commons).
WP-de: Schweizerische Nordostbahn WP-fr: Chamonix-Mont-Blanc;
Recul des glaciers depuis 1850
WP-ru: Шестизвонье
32. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ Statistik zu Mobile-Zugriffen (werden in der aktuellen Statistik nicht berücksichtigt,
treten aber mehr und mehr an die Stelle von klassischen Zugriffen)
▶ Zusammenfassende Länder-Statistiken:
▶ Beispiel Niederlande
▶ Forschungsergebnisse:
▶ Beispiel: Borowiecki / Navarrete (forthcoming). Change in access after
digitization: ethnographic collections in Wikipedia
▶ Comparative analysis of the access to heritage collections at the National Museum of
World Cultures in the Netherlands before and after publication on Wikimedia
▶ Access to collections increased substantially online (156’000 onsite visitors vs. over 1.5
mio. online views per year)
▶ There is a «long tail» in both mediums, but this broadens online: 8% of objects were
exhibited onsite; 11% of available objects were used in Wikipedia articles
Ausblick
33. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
▶ Einführung ins Kategorien-System von Wikimedia Commons:
https://commons.wikimedia.org/wiki/Commons:Categories
▶ Einführung hinsichtlich Vorlagen («Templates») auf Wikimedia
Commons:
https://commons.wikimedia.org/wiki/Commons:Templates
▶ Anleitung für das Einfügen von Bildern in Wikipedia:
https://de.wikipedia.org/wiki/Hilfe:Bilder
▶ Wikipedia-Starthilfe:
https://de.wikipedia.org/wiki/Wikipedia:Starthilfe
Weiterführende Informationen
34. Berner Fachhochschule | Haute école spécialisée bernoise | Bern University of Applied Sciences
Kontakt
Berner Fachhochschule
E-Government-Institut
Beat Estermann
beat.estermann@bfh.ch
031 848 34 38