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

1. Crossing the Field Boundaries
Open Science, Open Data
& Open Education
Lorna M. Campbell
University of Edinburgh

3. "I like crossing the
imaginary boundaries
people set up between
different fields—it's very
refreshing. There are lots
of tools, and you don't
know which one would
work. It's about being
optimistic and trying to
connect things.”
Maryam Mirzakhani: A Tenacious
Explorer of Abstract Surfaces,
https://www.quantamagazine.org/201
40812-a-tenacious-explorer-of-
abstract-surfaces/

4. Cadbury Castle Post Excavation
Reanalysis Project, c. 1994.

6. Open education can expand
access to education, widen
participation, create new
opportunities for the next
generation of teachers and
learners and prepare them to
become fully engaged digital
citizens. In addition, open
education can promote
knowledge transfer while at the
same time enhancing quality
and sustainability, supporting
social inclusion, and creating a
culture of inter-institutional
collaboration and sharing.
Open Scotland Declaration
http://declaration.openscot.net/

7. We need to link up “open silos”

9. Educators who make use of
Open Data in teaching and
learning encourage students to
think as researchers, as
journalists, as scientists, and as
policy makers and activists. They
also provide a meaningful
context for gaining experience in
research workflows and
processes, as well as learning
good practices in data
management, analysis and
reporting.
Open Data as OER, Javiera Atenas & Leo
Havemann
http://education.websites.okfn.org/files/2015/
11/Book-Open-Data-as-Open-Educational-
Resources1.pdf

10. Where are we now?
• As a truly global
university, rooted in
Scotland, we seek to
benefit society as a
whole.
Where do we want to
be in 2025?
• We will ensure we
make a sustained and
enhanced global
impact through an
approach shaped by
innovations and
excellence.

19. University of Edinburgh OER Vision
Three strands building on:
• The history of the Edinburgh Settlement.
• Excellent education and research collections.
• Traditions of the Enlightenment and civic mission.

20. University of Edinburgh OER Vision
For the common good
• OER exchange to enrich University and the sector.
• Support frameworks to enable staff to share OER
created as a routine part of their work.
• Enable staff to find and use high quality teaching
materials developed within and beyond the
University.

21. University of Edinburgh OER Vision
Edinburgh at its best
• Showcasing the highest quality learning and teaching.
• Identify collections of high quality learning materials
to be published online for flexible use, and made
available as open courseware.
• Enable the discovery of these materials to enhance
the University’s reputation.

22. University of Edinburgh OER Vision
Edinburgh’s treasures
• Make available collections of unique resources to
promote health, economic and cultural well-being.
• Digitise, curate and share major collections of
archives, treasures, museum resources to encourage
public engagement with learning, study and research.
• Develop policy and infrastructure to ensure OER
collections are sustainable.

23. University of Edinburgh OER Policy
• Encourages staff and students to use, create and
publish OERs to enhance the quality of the student
experience.
• Help colleagues make informed decisions about
creating and using OER in support of the University’s
OER Vision.
http://open.ed.ac.uk/

25. Course organiser: Isla
Myers-Smith
Teaching Team: Brian
Cameron, Colin Graham,
Andrew Cross, Kay
Douglas
External contributors:
Bonnie Auyeung
(Psychology)
Tutors: Isla Simmons,
Sophie Flack, Rachel
Wignall and Jakob
Assmann

30. Benefits for Students
Gain experience of
• Science outreach
• Public engagement
• Teaching and learning
• Knowledge transfer
Skills development
• Communication skills
• Transferable skills
• Project management
• Time management
Enhance employability

31. Benefits for Staff and Tutors
• Communicate work to wider audience
• Add value to teaching and research
• Enhance knowledge exchange
• Support dissemination of scientific knowledge

32. Benefits for Clients
• Gain reusable resources
• New partnerships forged
• Educational resources created
• Dissemination of scientific knowledge

33. Benefits for the University
• Mainstreaming community engagement
• Embedding community engagement in
curriculum
• Promote collaboration and interdisciplinarity
• Forge relationships with clients

34. “the University and the students
create a legacy of knowledge
transfer and cooperation that
benefits all.”
Brian Cameron, MBE

35. “It has been good to take my learning out into
the community and give something back”
“By taking this course, not only was I, as the
student, able to learn about the values and
excitement of public engagement with other
disciplines, but I also developed a working tool
for further scientific engagement for a new
audience.”

36. “Not only do I get the opportunity to find new
and exciting ways to inform people of all ages
about Geosciences, I'm also learning valuable
skills to enhance my future career after
university. This course has taught me that
everyone has a different way of learning, and
instead of following one strict path, we should
expand our ideas on how to effectively
communicate science to the general public.”
(Student Rebecca Astbury)

37. “The student has done a wonderful job and we
now have a new resource that we can use for
years to come.” (Class teacher)
“We have appreciated the joint work with the
School of GeoSciences and the experience has
given me a new avenue in my own teaching to
explore vis-à-vis practical hands-on experiments.
S1 classes all did a practical demonstration of
the erosion processes in rivers for example.”
(Class teacher)

38. “She was an excellent ambassador not just for
the university but for women in science and I
feel she set a good example for a few of the girls
in the class who are embarking upon geography
and earth science studies and who may well now
add geology to their subject choices.”
(Class teacher)

41. Open education has played such an integral part of my
life so far, and has given me access to knowledge that
would otherwise have been totally inaccessible to me. It
has genuinely changed my life, and likely the lives of
many others. This freedom of knowledge can allow us to
tear down the barriers that hold people back from
getting a world class education – be those barriers class,
gender or race. Open education is the future, and I am
both proud of my university for embracing it, and glad
that I can contribute even in a small way. Because every
resource we release could be a life changed. And that
makes it all worth it.
~ A Student’s Perspective on Open Education by Martin Tasker
http://www.ede.is.ed.ac.uk/wordpress/a-students-perspective-on-open-
education/

42. Open Education is a large part of the reason I’m at
Edinburgh studying physics, and I firmly believe that
it is one of the keys to widening participation in
education in a meaningful way. The proliferation of
the internet among all classes in society means that a
savvy university can reach those that would
previously have had little access to education beyond
their school years. And with our work in OERs, we
can hopefully feed back some of the expertise of our
academics into the classroom, raising the standard of
teaching and taking some of the pressure off
extremely overworked teachers.
~ Wrapping Up: My Time as an Open Content Curator Intern by
Martin Tasker
http://www.ede.is.ed.ac.uk/wordpress/wrapping-up-my-time-as-
an-open-content-curator-intern/

43. Lorna M. Campbell
OER Liaison – Open Scotland
University of Edinburgh
lorna.m.campbell@icloud.com
lorna.m.campbell@ed.ac.uk
https://lornamcampbell.org/
@lornamcampbell
CC BY Lorna M. Campbell, unless otherwise indicated.

44. 1. Green Fields – Alison Tomlin, CC BY NC 2.0,
https://www.flickr.com/photos/98206909@N05/14886888240/
2. Old College, © University of Edinburgh
3. Maryam Mirzakhani, © Stanford University
4. Cadbury Castle Project, Lorna M. Campbell, CC BY
5. OER, Jonathasmello for UNESCO, CC BY
6. Open Scotland, CC BY
7. Silos – Rex Hammock CC BY SA 2.0 https://flic.kr/p/odgTep
8. Open Data stickers – Jonathan Grey, CC BY SA 2.0 https://www.flickr.com/photos/jwyg/4528443760/
9. Open Data as OER – Kevin Mears, CC BY SA http://education.websites.okfn.org/files/2015/11/Book-
Open-Data-as-Open-Educational-Resources1.pdf
10. Strategic Vision 2025 © University of Edinburgh
26 - 29. © Geoscience Outreach https://twitter.com/geo_outreach/media
35. Standing Stones at Calanais, Whats the Rush CC BY NC ND 2.0
https://www.flickr.com/photos/hughcl/1434341013/
36. Fence to protect grassland, Peter van den Bossche, CC BY
https://www.flickr.com/photos/lhoon/248130799/
37. A nice fence, Peter van den Bossche, CC BY https://www.flickr.com/photos/lhoon/248130799/
38. Scotland, Dominika Martincova, CC BY NC 2.0
https://www.flickr.com/photos/62606008@N04/5755774969/
39. Martin Tasker, Lorna M. Campbell, CC BY
41. Lorna M. Campbell, CC BY
42. Lorna M. Campbell, CC BY
43. Wall, Stef, CC BY SA NC 2.0 https://www.flickr.com/photos/stefz/5074667973/
44. Derbyshire Dales, Natural England, CC BY ND NC 2.0
https://www.flickr.com/photos/naturalengland/31918862324/