You remember a few days ago he asked me if you could put Splendor through some tricks. Yeah. Well how about it now? If you haven't anything better to do. Can I? Don't see why not. Go get him. All right. You know it's not too early for him to learn a little something. We might just as well get him used to his saddle and see if we can get a bit in his mouth. Haven't you tried that yet? No. I thought I'd wait for you to give me a hand with him. It might be that he'll listen to you better than he will me. Yeah, he sure likes me I guess. Let's just take him out here in the back. There's a lot of open space out there on the lot. What's the first thing we have to do? Well I'd like to get him used to his saddle if we can do it the first day. Can you hear that Splendor? Now you'll be a good little horse. Come on Splendor. You seem to find out how good you are. Golly you've got a saddle in bridal form already. Yes sir. We'll start on him right now. Whoa Splendor. Let's put this blanket on him first. There we are. Whoa Splendor. Easy there. Now let's see if you'll go for this saddle. Up we go. It's easy now. We're not going to hurt you. Whoa whoa whoa.  Now hold it tight. I'm going to try to get this cinch strap under him. It doesn't like it very well Whitey. Oh easy. Hold him tight Jerry. I'm holding him. There we are. Now if I can just put that strap a little. Good. You got it on. Now let loose of him. Let him go Jerry. He'll run away. Let him go. Let him run around a little. He has to get used to that saddle. Here he goes then.  Look at him go. Running right around in a big circle. Oh a true circus pony if there ever was one. Charlie you're trying to shake that saddle off. Yeah. Why do you get tired of that soon enough though. He's slowing down already. I'll grab him now Jerry. I got him. Take it easy squander. Now do you think you want to take a chance and get up on him now. You think you'll let me. I don't know Jerry. Maybe we better see if we can get that bridal on first. Then you'll have a way of holding him back. You may take a notion to run away with you. If we can get that bit in his mouth as easy as it was to get the saddle on him. It'll be all right. It sure surprised me how easy we got him dressed up in the saddle. Hold him tight. I've got a good hold on it. All right. Here we go.  Oh look how white he is. Oh golly white. I'm sorry. Good holding me. He just jerked the rope right out of my hand. That's all right Jerry. That's all right. I expected that. Jerry comes back again. Shall I catch him. Yeah. Yeah. Get him if you can. I got him. Fine. Fine. Now we'll try it again. I won't want to hurt you. Here we go. Whoa. Whoa boy. Hold tight Jerry. I've got it on. Just a second. I'll get this fast. There we are. Good for you. There now. Is that so bad? Now for the worst part. I don't think getting his bit in his mouth will be quite so easy.  Be a good pony now. You're going to get used to this sometime. It might as well be now. Come on.  Nice. Nice. Whoa. Come on now. Let's not play. You almost got it in. That's not so bad. Is it splendid. He's getting better now. Here we go now. Open up. That's the fella. Good. You did it. Now. Let's fasten this strap. Yeah. There it is. Now. What do you think of that? He doesn't like it very well. No. He won't for some time. It takes a while to get a horse used to a bit in his mouth. You want to climb up on him now? Do you think he'll let me? You just have to try it, Jerry. Come on. I'll help you up. You'll have to be quick about it. That's right. Put your foot in the stirrup. Now. Up you go. Whoa. Whoa. Splendid. Hold him down, Jerry. Hold him down. Easy, Splendid. Try and get him over here, Jerry. Well, I think that's enough for the first time out. Here. I'll get a hold of him. Come on. Get down. I thought he'd shake me to pieces. It was all I could do to stay in the saddle. You sure look like a canoe in a rough sea being bounced around up there. Aren't you ashamed of yourself, Splendid? You're giving me a wild ride like that. We'd better hurry up now and get that bridal in the saddle off. Is that all the longer you're going to leave it on? Well, sure, Jerry. That's plenty long for the first time. I never thought we'd get that far with him. We did wonder. And I think it's because he thinks so much of you that we did. Here, Jerry. Give me a hand with his saddle. Okay. Now the bridal. As soon as they take it off, you get that rope hold around his neck again. All right. I'm ready. There we are. That wasn't so awful for the first time. Now was it, Splendid? When can we do this again, huh? Oh, we'll have to keep it up now that we've started. It won't be half as hard getting him rigged up the next time.  That's just it, yes. Well, come on now. Let's lead him back into the tent. You got the saddle and bridal? Yeah, I got it. When can we start teaching him some tricks? Well, now, just as soon as he feels a little more at home with the saddle on. It won't be long before we can see what kind of a jumper he's going to be. That's right. You said his mother was a jumper, didn't you? One of the best. Here you go, Splendor. Just tie him up there, Jerry. There you are, Splendor. Now, wasn't that fun? And you didn't want that saddle on. Well, thanks, Whitey, for letting me help. Well, now, thank you, Jerry. I feel pretty sure I'd have had an awful time with that youngster if you hadn't helped. I guess I'll be going back over to the wagon now. Bumps is probably waiting for me. OK, Jerry. Run along. See you later. Bye. Goodbye, Jerry. Goodbye. Hey, kid.  Yeah. You look like a whole Wild West show all by yourself. It's a cowboy kid. Keep it up. Thanks. I'm glad you like my riding. Riding or bouncing, it was all right. Well, Rags, old fella. You're going to meet me, aren't you? Look at you, Rags. You just missed it. Yes, you'd have seen me riding Splendor. Yes, I was. I was riding him just like a real cowboy. Hello, Jerry. I'm waiting for you. Hiya, Carlos. What do you want? I've got the tight wire set up here. I thought you wanted to be a tight wire walker like the Great Bendinis. You mean you want me to practice today? Sure you have to practice today. I've got the wire set up higher, too. It is three feet off the ground. Oh, well, that's too high for me. I can't walk on it good enough yet. Oh, yes, you can. I've got a pair of comment shoes for you. You will see it is easy. Here, put on these shoes. Okay, I'll try it. Good boy. That is the spirit. I bet you you will be one very good tight wire walker very soon now. Maybe you join the Bendinis act, yes? You're fooling me. What? You think Carlos Bendini would play jokes? Everything I say is the truth. I mean it. You're starting young and you will learn fast. Okay, I'm ready. These shoes fit me keen. All right. Here is your balancing pole. Get up on the wire now. Yeah, that's the way. Golly, it's... It's... Hey, what's the matter? It wobbles so. Yeah, the wire is all right. It is you, Jerry. Be careful. Oh, God. Oh, no. See you fall down. Golly. Quick now. Get up on the wire again. You have to keep trying. You only took three steps at a time. This time he must take many more. Okay, I'll try it again. But the wire seems to shake so much. I think you were better the first time you tried. Did you forget? No, I'm doing everything you told me the other day. I kept my eye on the end of the wire. All right, all right. Take it slow now. That's right. Four steps. Five steps. Six steps. Oh. No, no, no, no, no. This will never do. I think you are like the young animals. I have to give you rewards so you will walk all the way across the wire. What are you going to give me? I'll tell you, Jerry. I think I'll give you big ice cream soda. All right. I'll do it. See, the reward system works. So soon you get to the other side of the wire, I take you right into town and buy you fine soda. This wire sways so much. It's awful hard to keep my balance. Don't pay attention to rags. You just keep your eyes on the wire. It's only barking because your sister's carman is coming. Be careful, Jerry. Keep your eyes on the wire. Oh. There you have it. Oh, it falls down. He falls down many times, Carmen. Carlos said he'd buy me an ice cream soda if I could walk all the way across the wire. He did, eh? You are very generous, brother. I think you will learn quicker if I give him rewards. Come here, Jerry. I will tell you the secret of walking the wire so you will get this soda from Carlos. You go away, Carlos. I do not want you to hear what I say to Jerry. All right. You tell him how the great Carmen can walk the wire. What's the secret, Carmen? My brother, he's playing joke with you. He think I did not notice he has got the wire very loose. Even himself, he could not walk on such a loose wire. I thought the wire was swaying too much. Certainly. It is too loose. Now I tell you what you do. I call Carlos away to the other side of the wagon where he cannot see you. And then you make the wire tight. Do you know how? Sure, I know how to do it. All right then. Carlos. How do you like that, Rags? He was playing a trick on me all the time. I bet I can walk across now and you'll have to buy me a soda. Now it's good and tight. Golly, no wonder I couldn't take more than five steps. Hey, I'm ready now. Here I go. Go ahead, Jerry. We are watching you. You think the secret Carmen told you will work? I think so. Here I go. Two steps, three steps, four, five, six, seven, eight. Good boy, Jerry. She's wonderful. I can hardly believe my eyes. I did it. I got across.  You owe me a soda, Carlos. All right, all right. But if Carmen did not tell you the secret, you could not walk on the wire. The jokes on you, Carlos.  For shame on you, Carlos. I was only having fun. Jerry is not angry with me, are you? No. You see, Carmen, the first thing I want Jerry to learn and learn by himself is that you have to have the wire good and tight. I know.  But remember, Jerry can play tricks, too. And someday you will get even. Yes, Jerry? And be ready, everybody. A lion's load. One of Jason's lions lose. Colleen didn't hear that. Quick, quick, quick. Jerry. Wait, get in here.


All right, everybody, we're going to get started now. This is a lightning talk session. We're going to have nine speakers at five minutes each, and I won't take another second of that time. Thanks. Okay, this talk was sparked by a comment Jim Groom made at last year's OER 16 about how OERs might be implicated in strategies for cutting public sector spending on education. Got me and Wolfgang, my partner in Austria, thinking about this and about our own experiences with educational technology. So Jane Austen, commonly seen as a romantic novelist, was actually a very sharp observation of economic changes in her own time, especially the economic changes the rural gentry were going through, and she used humour as a weapon, which I think we should also be well advised doing. So in our approach to this space, we should be more like Jane Austen, I think. The Belly of the Beast. This image is from just before the First World War by George Gross, and it equates to what we would say is an emotional picture of life under neoliberalism, and this is what many of our fellow citizens have been experiencing for the last several decades. Now neoliberalism, this is the short version, from about 1930 to about 1970 odds, power and wealth was being transferred from what is known as the ruling class to the rest of us, especially after the Second World War, great advances in welfare, health, housing and education. But about the early 70s, this became an existential crisis for the wealthy and the ruling class, and the response of this was neoliberalism, that's the short version. So understanding neoliberalism in quotes, I'll read them out because of the size of the place, it started with Tina, which we're still living under, there is no alternative by Margaret Thatcher, the end of history by Francis Fukuyama, that things couldn't get any better than this, globalisation is as inevitable as the weather, Tony Blair, 2008, this sucker could go down by George Bush, and we're still living in the crisis that began in 2008, so that's the trajectory of neoliberalism from pump to permanent crisis, and we're living under that at the moment. In our context in the UK, 2013 the Red Cross started distributing food in the UK for the first time since the Second World War, in 2017 the Red Cross announced a humanitarian crisis in the NHS, so what we're looking at is the final acts of dismantling the post-war settlement of advances in health, social care, welfare, education and housing. So educational technology, this is our experience to some degree of several decades of educational technology, in some ways it's a neoliberal attack dog dressed up as a TED talk, some of these quotes give you an idea of some of the dodgy ideas and dodgy organisations that can be involved in this space, it's not in any way a neutral space, one of the abiding principles of neoliberalism is there's always a technological solution to any socio-economic problem, that's one of the delusions of neoliberalism. So this is our predicament nicely summed up by the American Michael Apple, until we take seriously the extent to which education is caught up in the real world of shifting and unequal power, we will be living in a world divorced from reality, again that's been our experience. So ways of seeing who runs this place based on the work of Anthony Samson, this is our initial power map of technology and education, the little red dot of the interest of learners, if we could have made it smaller we would have, this is our power map you might want to make your own, it's quite a useful exercise, you'll see social media and celebrity experts and think tanks have got quite a big role in this. So summing up for the future, to develop alternatives we should know from where we are starting and we do think there's a democratic deficit in our education system at the minute as the result of neoliberalism and we do think there's lessons to learn from the 19th century and there is definitely a role for the state, public institutions and government in rolling back privatisation. One of the myths of neoliberalism is the state has no power, the state has never been stronger, the state is what is implementing neoliberalism, it's not some God given calamity, that's it. All right thank you and while our next speaker is setting up, does anybody have a quick question or comment? I've warned the speakers that if they go over time I'm going to play music. Any song requests? Or is there a copyright restriction? I won't play any more than six seconds. Okay, I was thinking never going to give you up by Rick Astley. Take it away Lorna. If you want me to start from the very beginning again. Okay, I have to go back then. So, once more. Ready to go? This is my blog, it's called Open World. It's powered by Rookerlame Hosting and the title is inspired by Kenneth White, Scottish poet, chair of anti-poetics at the Sorbonne. Mostly I write about work, about conferences and meetings I've been to, presentations I've given, papers I've read. Sometimes I write about my thoughts on other people's writing. Sometimes I write about the frustrations of being a woman working in technology. Sometimes I write about events like Open Access Week, Ada Lovelace Day or International Women's Day. Mostly I write about open education. Sometimes I write because I want to. But sometimes I write because I have to. Sometimes writing is a necessity, a catharsis, the only way to process experience or events that are too overwhelming, to infuriating, to incomprehensible, to mediate in any other way. That's when writing gets personal and political, messy, emotional and confrontational. I seem to be writing a lot more of these personal blog posts recently, after the failed Scottish independence referendum, after Brexit, after the US election. It was Helen Beathan who called these posts shouting from the heart and I guess in a way they are. There's no denying that they're a personal emotional response to events that seem, that still seem to be utterly incomprehensible to me. There's also quite a lot of swearing involved but I'm not going to apologise for that. So what has any of this got to do with open education? I've always had a strong personal commitment to open education. I believe passionately that as educators we have a responsibility to work together to improve opportunities for all, not just for the select few. I believe there is huge creative potential in openness and I believe we have a moral ethical obligation to open access to publicly funded educational resources. These words are from the Scottish Open Education Declaration. I wrote them and you know what? I actually believe them. These aren't hollow words. I actually have a genuine commitment to them and that's why I find it increasingly difficult to disentangle my open education work from the personal and political. And to be honest I don't really care because never has the feminist rallying call the personal is the political rung more true than now. I know I'm extremely fortunate to be in a position where I can write these political blog posts without fear of reprisal and I'm very aware that this is an incredibly privileged position to be in. It's very easy for some of us to take openness for granted but it's important to remember that for many there's also a risk associated with openness because openness, education, knowledge all seek to challenge structures of power and control and in talking about risk I don't mean risk in the abstract sense. Do any of you know who this man is? This is Basil Cartable, a Syrian open source software developer, open knowledge advocates, Wikimedia editor and project lead for Creative Commons Syria. Basil is also a contributor to the new Palmyra project, a digital archaeology and open data project that aims to create a virtual reconstruction of the ancient city of Palmyra much of which was destroyed by ISIL during the Syrian Civil War. Basil was detained by the Syrian government in 2012 and held an Madra prison in Damascus for three years. In October 2015 his name was removed from the prison register and despite calls from numerous human rights organisations his whereabouts are still unknown. In order to raise awareness of Basil's disappearance a group of open practitioners came together to write the open e-book The Cost of Freedom, a collective inquiry. My contribution to the book was a short piece called The Open World which touches on the personal risks, costs and benefits of openness much like this talk today. The plight of Basil Cartable is a sobering reminder of the risks of openness. Proof that open is always political but it also shows why we need openness more than ever because openness is inextricably bound up with freedom and in the words of an older declaration, another declaration the declaration of our growth. It is in truth not for glory nor riches nor honours that we are fighting but for freedom. Thank you. The next speaker is getting set up. Does anybody have any quick questions or reflections on that? And thank you Lorna for coming in right at the one minute mark. Very well done. Kelly Terrell and I'm from the University of Southampton. I'm part of an enterprise team here that's part of the web and internet science research group and this is in the computer science school and here we develop and maintain Edshare which is an OER sharing platform built upon the open source software aprints and this has played a key role with institutions and organizations all over the world that have been engaging in the open access space. Edshare itself is an incredibly powerful and flexible platform designed for educational materials. It was created back in 2008 at Southampton as part of a research project and is now powering a number of institutional and community spaces which provide access to OERs as well as hosting some more closed resources. What Edshare did was took a traditional repository model and modernized it by applying the features and behaviors we've come to expect as just standard in the modern web 2.0 shaped world. This included things like an immediate deposit process. There's no going through an editorial team or anyone checking it before it goes live apart from you. Live editing of items even though it's live it's still yours to change and features connecting the user community as well as optimizing the interface for the nature of the content that's being held. Taking a closer look at some of those features I've already mentioned immediate deposit. There's varied viewing permissions so you can decide who can actually see so this is satisfying local needs as well as a global audience needs. You can also share editing rights so you can share the rights for other people to change your content with either selected individuals or across your community space or even open if you wish to. There's inline previews and this was something that was really key for Edshare and again it's just normal now that if you're uploading a file people just want to check it out. They don't want to have to download anything large in order to decide if it's right for them. We also stream audio and video content and this is done using HTML5 and through some work with Glasgow Caledonian we also produced an embeddable HTML5 player so exactly in the same way you can go to YouTube, you grab a little snippet of code and you can embed that video in your space. That's what Glasgow Caledonian did embedding their videos in the institutional VLE. There's also features for providing comments and feedback and very much it's important that the community have a presence and this is about showcasing the excellent work that lots of educators are doing and they don't have the space to show off their work. So there's always questions about systems and I think particularly when they come from within institutions about their sustainability and that's regardless of the climate and this is one of the key strengths of Edshare. Firstly it was built on the OAI compliant software Eprints being used in the open access space and as well as this being a proven system being used across the world for more than 15 years now it means Edshare is able to benefit from a huge amount of overlapping work that's happening in this space to do with interoperability, discoverability, searching, statistics and all of this not specific to OA is very generic in nature so there's reduced duplication of effort and less of a need for an entirely separate line of investment. Our team works with the community and we provide services we don't charge the software and this is about ensuring it's future development going forward and that's something we've been doing for over 10 years. Developments are also distributed across the community so that feature I mentioned that happened at Glasgow Caledonian that is now in our Edshare core offering so it's available to all so it's not reliant on one single organization to ensure it goes forward and this provides us with a very agile approach so we can meet local needs and Edshare is also able to support rapid innovation where it's needed. The key thing here is that collectively we own this space and therefore we own its future direction that it takes in terms of supporting OER and open educational practices. What I'm about to say next applies generally to the web because when we have standards and consistency between spaces we can build add-on services to take advantage of them so I'm very pleased to announce that we've launched Edshare.ac.uk which is going to act as a central reference point for everything that is happening around Edshare and the community and in particular what we will shortly be doing is launching the Edshare hub and this is going to provide a federated search across all of the instances that exist to draw out the open content that exists across that network and as we move forward we'll be looking to add further features and services to this site and again this is based on what the community needs as well as publishing a future roadmap for Edshare. Thank you very much. While our next speaker is setting up are there any questions? Just asking if Edshare can be used worldwide. It depends on the particular space so at the moment it's a mix of institutional and community spaces. Spaces like Humbox and spaces like Loro they allow anyone to register absolutely anyone so if you're in the humanities subject area you can use Humbox. It's all about these spaces existing so if we can create a space that anyone across the globe could submit to we could create that. Thank you. Are there questions or comments? No pressure. Okay. So my name is Ewan McCandrew I work at the University of Edinburgh and I'm joined by Dr Martin Polter from the University of Oxford and first thing is always open with a quote from Vladimir Putin. So this is about the WikiCite initiative which is a new initiative so as you've probably already heard post truth is the international word of the year emblematic perhaps of a year when objective facts have arguably been less influential than appeals to emotional to emotion and personal belief. Is that going to work? No it's not. Okay cool. So with over 60 trillion web pages to navigate and terabytes of structured and unstructured data to interpret or misinterpret arguably it's never been more difficult to find truth in the numbers but you can do it. The digital intermediaries that we act as gatekeepers to this knowledge can provide attribution for the facts they're producing in their answer engines so if you ask Google what's the UK's GDP you can click through that link to World Bank figures from where that figure is coming from. They're just not doing it all the time. So if I ask what's the average lifespan of a goat, a more pressing question for instance Google will tell me it's 15 to 18 years but won't give me any attribution as to where that information came from how can I know it's verifiable? How can I check? Siri does the same thing so I'll give you an answer about how long do Greyhounds live okay 11 years but how do I know that's actually accurate? They're saying it's from Wolfram Alpha so if I go to Wolfram Alpha and ask it questions about Greyhounds and goats it completely contradicts Google says it's a goat's 21 years for its lifespan so where's Wolfram Alpha getting its information from? This list of impressive looking sources at the bottom of the page looks great the disclaimer at the bottom of the page is less great and you have to click in to find this disclaimer. Request for detailed information on the sources can be directed here. Request will be handled on the basis of priority, importance and available resources. So we have a problem what can we do about it? And at that point I'm going to hand over to this gentleman. Okay not a tool not a solution, there's no single technological fix to this problem, it's a social problem but maybe a ray of hope. This initiative called WikiSite. Now WikiSite an activity, it's not a platform or a piece of software it's something that's happening on Wikipedia and Wikidata and the idea is that citations are currently an optional extra on the claim. You make the claim like you could type some sort of citation for evidence. Could we reorganize the web to be citation centric? So Wikidata is the Wikimedia data source so it's built an idea you put data in a particular place and it percolates out maybe to hundreds of other websites because it's really reusable data. So it's facts about all sorts of things in the world say about London and some things in the world are publications so you can have facts about books and papers bibliographic data, you can connect them so a fact can have stated in a fact can be connected to its evidence so a publication can be connected to facts that's stated in that's sort of bundled up. The data that's exported the citation is integral to the data that's going out to sources like Google. So this could sort out the mess of unstructured, semi-structured citations in Wikipedia, clean up what's available to external sources and enable scholarly profiles and metrics and so on. It's not something being done by volunteers in the website, we have Satiro and Crossref and so on as partners. That's a journal article in Wikidata so you have bibliographic data and the concept in it and the license you can create open access and so there's all sorts of queries you can do with this, this citation analysis. So so far we have Zika virus, all the papers related to that but we want millions of publications like all the scholarly literature in Wikidata. There's lots of things you can do with it but imagine a paper's retracted. So currently if you find it's retracted now we've got to find all the citations of that paper including the mistyped ones and correct those articles, those papers. In this scenario you add the retracted tag to the paper in Wikisites and that information percolates out to all the sites that are using that citation. So the red button will come up in Wikipedia, this article is based on research that has been retracted by the authors, by the journal and so on. And there you go, that's a possibility for the future. Thank you. Okay so me again, I'm going to talk about Wikipedia's new content translation tool. It's only two years old approximately but it's making a big difference in how knowledge is shared between language Wikipedia's. I was in a small village in northern Italy when Jimmy Wales made this comment about building bridges not walls. Brexit and Trump were very much on his mind because the result of the Brexit referendum happened exactly as the Wikimania conference was happening in Italy which bamboozled me because here we were with 1200 Wikimedians from all across Europe and all across the world from different languages and different backgrounds all passionate about sharing open knowledge and working collaboratively and we were turning our backs on that. It was at this session that I found in doubt about the content translation tool which should be a video that's beginning to play but it's not but essentially what it does is it will bring up an article in one side of the screen and translate it paragraph by paragraph taking all the formatting across so taking out all the headaches of publishing an article in another language Wikipedia yep okay so it takes all the formatting across so all they translate has to do is focus on the words because machine translation while helpful is not the end that you want because 100% machine translated article is not useful so I brought this back to the University of Edinburgh mentioned the translation studies masters course directors and they said why don't we use this on the independent study module where students in their own time translate 4000 words so these were the language pairings we worked with 28 students on that course and if you want to see the assignment it's at tinyurl.com translate wiki and it was very successful we began with two two-hour workshops the first one at the beginning of the term introduced them to Wikipedia training policies and guidelines and at the end of that they were given advice about how to choose their article how to choose a good quality referenced article there are a number of tools that can help narrow this down and then the following week they came back with their chosen articles and we ran through the content translation tool how it works and it's really intuitive and so that took just a short amount of time and then they began translating the chosen article they were really empowered and motivated by the fact that language is really unevenly spread in the different language Wikipedia's you'll see that English Wikipedia is by far the largest with 5.3 million articles and then it drops dramatically so this is a really impactful way for students and translators of all kinds to share knowledge with the world and the feedback we got was great they were getting published meaningful practice it was very fun and challenging at the same time but they found it very meaningful and they feel they were contributing to Wikipedia to people to society as well as learning new skills so we got Dick Turpin in Japanese Anarchism in Chile from Spanish to English Cosmeticism in Ancient Rome from English to Chinese Modern Arabic Literature from Arabic to English United States Presidential Debate from English to Chinese and Portrait of a Lady from English to German among many many more so there's a double win students are really engaged tutors are really engaged and we want to continue this we've been doing it for one semester we're continuing it this semester but we're reversing the language direction so it's a real two-way knowledge exchange and it's I commend it to you we're going to hopefully continue with it in many more years to come we have a case study, a blog article, video interviews if you'd like to find out more so as we sail away from the rest of Europe there will at least be one part of Scotland that remains proudly European and proudly international because ultimately knowledge creates understanding and understanding is sorely lacking at the moment Do you have any data on the number of pages translated from another language into English and how does that compare to English to other languages? There are stats and there's a really lovely sort of curve that goes right the way up about all the languages that have been worked so there will be detailed metrics I don't have them immediately to hand but I can fish them out for you and get back to you about that but yeah the way that content translation has taken off has been hugely successful but in some ways we've had to limit it because we were finding that some people are just sort of putting 100% machine translation articles on there so we've had to sort of say okay you need to edit Wikipedia for a little bit or be a confirmed editor before you use the tool but so there is still sort of like essentially it's been a huge success and we're still sort of seeing the benefits of that Hello everybody my name is Claudia and I'm going to talk briefly about OER qualification measures for university lecturers so first off there is probably one thing that we can all agree on and that is that we would like to see more people producing and using open educational resources at the university level the thing is as it turns out it can be very difficult to convince people to actually change their behavior I know right it's a huge surprise but it's a bit like the healthy eating paradox it's simple to convince someone that healthy food is good for them but it's an entirely different matter to convince them to actually change their diets and this is kind of the issue that we are facing here so how do we get university lecturers to use and create OER Open Education Austria is the project that I'm working for and we have come up with a strategy in that regard and it goes beyond a mere introduction to the concept and the purposes of OER because we have found that knowing about these things just isn't enough people that first learn about open educational resources they might be interested but they hardly ever run home, fire up the laptops and get busy creating open educational resources so what to do here's our plan step one open education Austria is a collaborative project of four Austrian universities and they are spread out across the country so there's Vienna there's Graz and there's Innsbruck step is to provide introductory workshops for all three locations where people get like an introduction to the basics of OER and copyright issues but they also get their first hands-on experience in searching for and producing open educational resources we also created a MOOC on the topic so this MOOC is taking place right after the workshops and in this MOOC people get more in-depth information they get to complete small tasks, they take quizzes and there is a moderated forum so the benefits, the advantages of throwing a MOOC into that makes it fairly obvious one is that we get all those slightly somewhat interested people online where they get to have links to OER repositories they see videos that help them navigate these websites they get more involved into the issue as such and that's actually another point after connecting to the people that they have met at the workshops at the MOOC they have the opportunity to connect with the people from other universities so they can talk in the forum, they can ask questions, they can discuss issues and they can share their experiences and we hope that this will help them to get more engaged in the topic we invite all those people to the first ever Austrian Open Educational Resources Festival, this is a one day event that will take place at the end of May and there are more lectures there are more advanced workshops and of course there are plenty of opportunities for networking and face-to-face exchange of the participants as you can see all those three steps take place over the span of a little more of a month to keep people on the topic and to not lose their interest in between after they have completed all three steps, the workshop the MOOC and the OER Festival they will then be issued a certification so to conclude, the benefits of this strategy that we think are associated with our approach unfortunately I can't share any results yet because we have not put anything into practice just yet, maybe next year's conference but just to explain our ideas behind the concept so the first ones are fairly obvious, people gain more knowledge and an increased awareness for open educational resources for copyright issues and how that affects lecturing at the university level they also get plenty of opportunities to put that knowledge into practice and to apply it to their own classes courses and to start practicing the last and very central aspects are community building and encouragement, we believe that those are especially important because as many of you know I'm sure and as in fact it has been mentioned in many talks at this very conference working to promote OER is a bit of a lonely endeavor and therefore it is important to get these people together, to give them a sense of community because especially if you're at the beginning of this journey if you think you're the only one doing it, why should you really? so by creating this sense of opportunity we hope to inspire these people entering the world of open educational resources and since we're trying to hope to recruit them to the movement, we think that putting an emphasis on community building and the encouragement that they gain from that will increase the likelihood of them getting more engaged in the future thank you very much thank you very much, well our next speakers come up and get set up and in the meantime, are there any questions or comments? do the faculty have any incentives to join this workshop and this MOOC? thank you, it depends on the university really, some of the participants have contractory obligations to practice OER in one way or another, so they clearly have incentives others have been recruited to e-learning programs where they act as multiplicators in the universities and others are just barely interested in the topic so we get a very diverse group and we're trying to sort of work with them regardless of their motivation of really joining these classes we hope that in the future, as I've mentioned, there will be a certification for the participants and we hope that in the future, this certification will help to identify them as qualified OER producers in a repository that we're also currently building as part of the Open Education Austria project so they will sort of like receive a batch or a label that indicates that they have done this program and which certifies them as like qualified to produce good resources and good materials, thank you morning everybody, can you hear me? my name is Lisa Tanner and I'm a postgraduate student at the Institute of Educational Technology at the Open University of Milton Keynes I'm usually funded through two streams, I don't get double the money somebody asked me that yesterday, no I'm partly funded through the Open Tel funding stream which is set in place to develop Tel related projects across university, not just in our department and also through a strategic research area called International Development and Inclusive Innovation I'm also a proud OU graduate so I did my undergraduate degree with the OU with two toddlers so lots of those messages that were coming across yesterday about developing life, struck home yesterday my current research questions and they change on an often daily basis are focused on the region of Ghana and so the first question is how are new teachers in Ghana developing digital literacy skills both formally and informally what digital skills are they expected to learn kind of through the formal curriculum and through because of what policies telling them they need to know and thirdly to what extent are they using open educational resources for professional development and to improve their own pedagogies and what the challenges and opportunities to do so so a little bit of context primary education in sub-Saharan Africa faces a huge gap when it comes to trained quality teachers of 25 million for primary education alone not any other kind of section of education sometimes colleges, teacher colleges appear to be training students for how they think schools ought to be than how they actually are not thinking about the challenges that teachers are going out and facing there's been research that says that some of the colleges are actually positioning teacher trainees not as autonomous individuals so they're kind of replicating the school day even so they're wearing school uniforms, gingham dresses sleeping in dormitories, having assemblies and they're not kind of being trained to be autonomous decision making individuals who are going out to be professionals within the next year or two and bearing in mind particularly in Barrett's research on the need for quality education not necessarily just thinking about numbers which is what the MDG's focused on but thinking about quality because although we've improved the situation on the numbers of children that are getting into school their actual retention is a problem and also some of them are still leaving school illiterate, functionally illiterate so that has impact on things like where the families are choosing to continue to send their children to school because if they're coming home not literate and not you'd kind of think again if you were a parent and my research is very much kind of related to the Sustainable Development Goal 4C which has this sub clause about developing teachers through international cooperation and it made me think actually as I was listening to the presentations over the last day and a half how universities are responding to that in terms of are they looking at all the research that's going on across all of their departments not necessarily in international development or red tech but thinking how are we contributing to the Sustainable Development Goals in any way so how do they relate to SDG 1 or 5 or 9 for example so that was just kind of a thought that was coming to me over the last few days somebody said yesterday about language and how we're using words like leapfrog I've kept my leapfrogging word in there because I think it is important I'm interested in working out how teachers are actually using mobile devices and kind of evidence on the ground is that teachers are using mobile devices even in rural and very poor Ghana and how are they using them especially women how are they using them because some of the research is showing that women are embracing technology more and finally because I don't think I've got time to go much further thinking about the politics of this kind of open given the extent of the challenge are we are the magic bullet for teacher education in sub Saharan Africa is it too simplistic of you moreover and maybe worse than is it a kind of social control thinking about frair on what he was saying in pedagogy of the oppressed or is it a kind of educational colonialism are we exporting our values onto various communities and given recent criticism within the press in the last week or so by our own government about the conduct of some private foreign aid contractors are they the best method to be delivering development programs and I'm thinking for example the current program T tell I haven't got any chance of any further I just wanted to show you at the end because I was very conscious not to just show the rural there is development and I wanted to kind of balance some of my pictures that were maybe a little bit rural a little bit traditional so you've got some images of that okay on to our final speaker I've got 44 slides and no one's leaving until I've been through all of them okay we've locked the doors Martin yeah good okay cool so I'm talking about open education and the unenlightenment so there's actually a much longer talk on plans so I'm cutting some bits out from this but still quite a lot so my caveats were kind of setting up all the arguments so the enlightenment is a bit problematic anyway I'll skip all those so just assume that it's great so the idea of the unenlightenment we're kind of in an anti-knowledge era at the moment so I think just a couple of examples here so Britain's have had enough of experts and alternative facts and as for the earlier post truth there's a word of the year I don't know if this video will play one of our MAPIP politicians saying that experts are in the same bracket as soothsayers and astrologers you know it's like and also the kind of Brexit Trump campaigns were largely driven on this and they're very successful at doing it on this kind of anti-expertise rhetoric saying that you shouldn't trust experts they're part of the conspiracy I think this poses a real problem then for us in education particularly in open education and I'm sure a lot of you can sympathise with Jimmy Ralph because you know I feel like my entire life had been making progress and now I don't know where we are kind of things and so this is the slightly problematic thing so I'm just using the enlightenment really as a shorthand I know it's really problematic historically and it did lots of bad things but kind of just as a movement where we try to think about what we don't know and how we can go about trying to find that and that knowledge itself was a good thing to pursue and a lot of you might have read the book Sapiens which makes the argument that the scientific revolution was really good because maps are really good metaphor here so beforehand we kind of drew a map and said that's all the world we need to know and that's it but they started then to draw a map and say we don't know what's over here but we're going to go and find out and that's a kind of really good metaphor for how we kind of approach knowledge and the enlightenment kind of does the opposite of that it says like there's all these areas over here but you don't want to go there because you shouldn't trust what's over there knowledge itself is suspicious and you don't want to know and opinion is the same as truth so I kind of, some of you might follow this place on Facebook, Scarfolk, Scarfolk Council I kind of feel like this is where I am at the moment so this is what education is like you probably can't remember what it says Non-experts predict that by the year 2010 knowledge of facts will be redundant and even harmful to you, your family and society as a whole that's where education is now so I kind of want to do a who done it which is basically just throwing tons of stuff at the wall and sticks in a way so you can shut me down some of these so first of all I think the kind of financial crisis was really important in that all the experts didn't predict it and then none of the experts knew what to do about it so they really undermined people's faith in experts and knowledge as a thing basically you could say experts don't know anything and that kind of spread beyond economics I think the whole idea of false equivalence and balance has been really problematic particularly in the UK with the BBC which tries to have a kind of a balance view and we saw this a lot with kind of anti-vaccine climate change and particularly in Brexit you'd have like a thousand experts saying this is really bad but we're going to balance that with one person saying I think it's quite good and what that does about knowledge it says that actually your opinion is as good as established fact it chips away at that so there's a really good documentary by Adam Curtis who you haven't seen it called hypernormalization and he argues that we've kind of become exposed to extreme views until they became the new normal I think we saw this a lot with conspiracy theories, conspiracy theories used to be like that strange bloke down the pub who no one wanted to talk to and now it's kind of just legitimate for everyone to kind of jump straight to conspiracy theory and then I think particularly kind of post 9-11 we saw that and what conspiracy theories do say is don't accept the kind of traditional knowledge it's all part of the conspiracy you shouldn't trust any of this stuff because there's a bigger picture going on and that kind of really undermines the pursuit of knowledge Trump, Brexit, all right, all of those things, they're symptomatic of this unenlightenment but also they also drive it as well so their whole retic was based on don't trust these people, they're part of the establishment, you want new people to come in who will come and break that and I think also really interestingly so Algy Waters writes really well about this kind of stuff but the whole idea of the Silicon Valley narrative and disruptions, the disruption kind of was originally about the digital environment but it's really kind of it's gone beyond that in a way now and now it's just saying the only people, so first of all disrupting established sectors is desirable and the only people who can disrupt established sectors are people from the outside, it says don't trust the kind of incumbents climate change I think was really important in that it kind of because it's such a big problem, we've never faced before this kind of global scale made scientists come sort of center stage in the political agenda and once they became center stage then it became up for debate and it all became part of an opinion fake news, so people like Mike Corford have looked really at studies that have fake news space much quicker than real news and again that kind of chips away at what we believe knowledge to be there's a good Pew Internet report about the emotional temperature of online and had trolls kind of raise that emotional temperature so that moves you away from being able to have a nuance to debate about very kind of complex issues, I think we often overvalue expertise, we think experts are much wider than the area of expertise I think in higher ed we've been guilty of, as soon as we became businesses we kind of lost our claim to be in pursuing knowledge and a social worth at which we became business and we became able to criticize for that people like this idiot, people like me I think have kind of oversold the positive of being online and said hey come online it's great, I saw these talks without sort of thinking about some of the implications for that so I'm going to let you off and not do the other 30 slides, so what I really want to explore from here is kind of first of all explore more of those roots of how we came to here, first to think about what can open ed do about it now in this situation, I think if you're Oxford or Cambridge it doesn't matter to you so much, you're dealing with the other 50% but for open education we've always, that's been our role and from the open universities to kind of bring education to the border population and I think if education is seen as part of the problem that's a very different culture to be operating in, how you doing Nicole? Good, I'm okay, I survived. One more round of applause for all of our speakers and now lunch.