 forwarding. So run through the audio setup wizard. Please make sure that you can hear and should you wish to, when we have a question section, ask questions as well, either through the text chat or with your mic. Most people find it's best to use the system with a headset. There's the text chat panel here on the left-hand side. So it's very easy for you to contribute to questions as we go through the session. It will considerably help the moderators today if you just prefix any questions with a Q. And if you have any queries or technical issues, just use the Moderators tab there to contact us and we'll do our best to help you. So here's the topic for today. Now look at Wikimedia, the world's largest OER. And as somebody who's much more familiar with little OER, I'm really looking forward to finding out more about the world of large OER. So let me hand over now to Martin, who's going to take us through what Wikimedia is and how it already considerably contributes to our work. Okay, thanks so much, Theresa. I like the phased little OER. I think I'll use that to describe some of my work in future. So yeah, I like to interact with online things in a meaningful way, not just give them a thumbs up or thumbs down. And I've contributed as a volunteer to Wikimedia and related projects and been lucky enough to do so in the job for JISC, for the Bodleian Libraries, and as of this week, I'm back at the Bodleian Libraries but working across the University of Oxford. But I also have a day job at the University of Bristol working on open educational resource projects. So this is a talk about the intersection of those things, really, and about sharing, creating resources. And there have been sections, so there will be about three points where I'll take a break. I'll give an initial overview of why we're sharing Wikimedia rather than Wikipedia and try to answer the question how much open educational content is there, how many open educational resources are there, which turns out to be actually a very difficult question. Then from the point of view of sharing digital files, what can Wikimedia projects do to help that and some advice and some warnings. Then I want to look into learner-created content on Wikipedia. You'll be surprised at how many articles on Wikipedia are actually written by students as part of their course. And finally, I want to look at Wikibooks and Wikiversity, which are related, less known projects, but maybe platforms for sustainability of things that we're creating, but the little OERs that we're creating. So that's the sustainability section of this, and then I've got a few conclusions at the end. So I'll stop after the overview and the sharing in the Wikipedia section. But since this is Open Access Week, I wanted to go back to the manifesto of the Open Access movement and to their promise of what would happen as a result of Open Access, of research outputs not just being publicly available for free, but being freely remixable and shareable by anyone. And they said it would accelerate research and rich education, share the learning of the rich with the poor and the poor with the rich, lay the foundation for uniting humanity in a common intellectual conversation and quest for knowledge. And that's a really ambitious set of goals. Working in university and open education projects and with repositories and sharing stuff under Creative Commons licenses, it's easy to think it's a struggle. We're not making headway or are we making this big transformation of the world that the Open Education and Open Access movement promise. So it can seem a struggle, but I want to remind people that the top informational website is an open educational resource. Wikipedia is one of the top most popular sites on the web. There are more popular sites, things like Google and Facebook, but there are things like search engines and social networks. They're finding tools for information. The top informational site with content to explain different topics is Wikipedia and Wikipedia is open in its sense it's freely shareable, remixable by anyone for any purpose. And we don't just on Wikipedia create and run a very popular website, we create knowledge and culture in a form that people can take and reuse and make new things out of it. So this histopedia.com isn't part of Wikipedia, isn't part of that group of sites, but it's a separate site that takes data from birth and death dates, images, and Wikipedia articles, educational text. It takes those things and we mix them into something different. So you can go to this timeline address and you can type in Battles of World War I or Composers for Loot. Anything that's a category on Wikipedia. So this is Age of Enlightenment. You type in the category almost instantly, you get an interactive timeline, these things you can zoom in, you can embed it in other sites. Each of these entries brings up the mobile version of Wikipedia so if you don't know who somebody was you bring up their biography in the window. So this, it's a software layer to stuff that already exists, but it's a tool for creating thousands and thousands of fantastically colorful and interactive educational things that are useful. Another example, this is the Wicked Data, so I'll explain Wicked Data in a bit. It's a query of Wicked Data viewed as a map, and these are birth places of composers. And when you click on a particular birth place it'll say who that composer is and give you an image. And so this is just one query. The query could be customized to show weather information like the birth date of that composer or it could be restricted to a particular ear of composers. Or it doesn't have to be composers, it could be Nobel Prize winners, it could be sculptors, it could be biologists. And it doesn't have to be people, it could be institutions of higher education or festivals or battle locations. And you can have different information come up. So this is all drawn ultimately from Wicked Data and other free data sources. And you could get this same information if you were prepared to click through thousands and thousands of Wicked Data articles, but this is a more accessible and again interactive and involving race access. How many of these maps are there? Well, how many queries can you put in? There's tens of millions of data points. There's different ways to visualize things. We've seen a map, a timeline, there could be a tree diagrams, other ways. So these tools, this query tool and the histropedia tool represent huge numbers of new-ish open educational resources. So we are winning this volume of stuff although submissions to open educational resources may be tailing off things that aren't atomic learning objects in a zip file in a repository. They're debatable, but other kinds of open educational content are flowering. So I've mentioned Wikimedia and I've mentioned Wicked Data there. Wikimedia is a broader term than Wikipedia. It's Wikimedia and the sister projects. So there's 11 projects and there are software development, there are events, there are things that support that. So these all serve some sort of educational or research purpose. And they're all free and open in every sense. You may have heard it especially how open is it. So legally very free licenses, used by anyone for any purpose, maybe with a share-alike requirement, hosted by a charity. So the other big names on the web give you stuff you can use for free but in the context of creating shareholder value because they're targeting advertising at you or they're tracking what you like and are interested in to create a marketing profile. Wikimedia just exists because people believe that a world where everyone has access to knowledge is a better world. And the Wikimedia Foundation hosts the servers that run these projects but that doesn't edit the content. All of these projects have volunteer communities that run and maintain and edit them. And they're massively multilingual, all of them, and we're serious about bringing these services to as wide an audience as possible. So I'm not going to go through all of the projects, there's just four or five that take my interest and I think are relevant to this audience. I'll give an overview here of an example of how some of them work together. So you're familiar with Wikipedia having text articles with images embedded. Those images usually come from Wikimedia Commons. So the digital media, the images, the photos, maps, diagrams, video clips, whatever are on Wikimedia Commons from where they can be used to illustrate any other sites. Source text, if you're doing historic stuff, there's a lot of out-of-copyright text on Wikisource. So this is the free library of poems, novels, constitutions, reference works, all kinds of text that's freely shareable. And Wikidata is the newest project and I'm most excited about and this is the one that can generate maps and so on. This has data about the relations between things and the properties of things. So birth dates, death dates, membership of organizations, family relations. So to give an example on Wikipedia, there is an article about Lord Byron. There's a narrative account of who he was and what he did. The article won't have his works. It will mention and quote his works that won't have the full text of his poetry, but you can get almost all of that from Wikisource. Wikimedia Commons will have media relating to him. So it will have portraits, maybe scans of his manuscripts, his signature and so on. And Wikidata has his relations with other things. So family relations, organizations he's a member of, facts about him that you can query. And these things interrelate. So they link to each other. Commons provides the images that illustrates Wikipedia and Wikisource. Wikidata knows that these things are related so that the intersite links between different language versions of different sites are maintained by Wikidata because Wikidata knows that this person depicted in this image is the same person this article is about is the same person who wrote these creative works. So that's a quick overview of what I mean by Wikimedia and people don't like the word ecosystem, but it's sort of an ecosystem of information and culture. Any questions at this point about Wikimedia and Wikimedia projects? Gosh, thank you for that Martin. I'm absolutely overwhelmed already. I know I'm going to be coming back to the recording of this session again and again to actually practice and try things out. And there's been lots of chat in the chat area as well. Scanning back, I haven't seen any questions. I've seen lots of great URLs going in there. So if anybody would like to put a question from Martin into the text chat now, if you've got any queries at this stage. Right, thanks Leo. Thank you. The starting point would be to go to the front page of Wikimedia and scroll down because the foot of the page is this list of projects. As well as links of different language versions of Wikimedia, there are these sister projects. So if you click on these links, it will give you a outline of what this is, what it's trying to do, how big it is, and so on. That has been my starting point. I think it's why I do presentations like this to give people an overview and an overview from an educational perspective when there isn't such a dedicated source existing so far. That's great. It's really important for us, certainly as practitioners, to get that insight as well. Therese asks, are there any of these that are growing faster than others? Wikidata is growing incredibly quickly. These that are on screen are growing incredibly quickly. So I'll mention Wikiversity later on which is kind of stagnating and not so much a success. Wikidata, like I said, it's the newest project and people are drawing in data from all sorts of free sources and part of my work here at Oxford is encouraging research projects to share their data on Wikidata so we can do queries and cross-searches. So every time I give a presentation about these projects, the figures are out of date. But it's about 22 million things to be people, events, organizations that Wikidata has data about, but they can see it going up to 100 million in the foreseeable future. Wikimedia Commons will come on to that right next to that. Each time I do a presentation about it, it's got a million more files. Wikisauce will be, it has hundreds of thousands of texts. It will be bigger than Wikipedia because its scope is out of copyright text and there's so much of that and it's growing like a page a minute. So that will be enormous. That's great and it's so important as well for us, given especially that we're working in Open Access Week this week, that people like you are approaching people to make sure that their research project outputs are shared openly. We have a question from Dom. Do they all have similarly large degrees multi-lingual input? So that's kind of looking across the sites and the different geographically specific sites maybe. Yeah, good question. It varies for from project to project. So as you may be aware there are about 290 different language versions of Wikipedia, but there are huge inequalities in the size and how many active users there are and so on. And English and German are the biggest and it's mainly North European languages. So Chinese and Arabic which a billion people speak and they're kind of underrepresented for various reasons. Wikidata has been built up in a multi-lingual way from the ground up. It's very cleverly done and so that's very well done. It stores data about things separately from data about how they're known in human languages. So somebody can put in Welsh Lord Byron is known to Welsh speakers as this and the relationship is a child of is known as this and Ada Loveless is known as this and then so they just need to put in some labels for things and then they can get loads of data and knowledge out of that. And then Wikisource, again it's smaller than Wikipedia, it's more uneven but there are people putting ancient Arabic and Persian texts on Wikisource and there's valuable stuff in lots of languages that is openly available there and nowhere else. I noticed the question about diversity of the Wikimedia user base. So yeah there is that problem but it is mainly young white men in North Europe and North America. Some of that is cultural problems internal to an online community. Some of that is that a lot of the world just doesn't have broadband and you need broadband to be a contributor or in some part of the world is censorship issues with people contributing to a free project that has information about all sorts of topics. And technology and access to broadband is a big part of it because you really need a desktop computer, it's much easier to edit these things than it's possible on the phone or tablet but it's much more difficult. And that in itself gives a big inequality. So it's not like I say it's mainly North European languages like Dutch and English and German that are successes and really should be better representing Chinese or the Indian subcontinent languages. That's an interesting challenge across the whole of education really isn't it? So it perhaps reflects the reality of the sort of Western hegemony that we see in education generally but that's fascinating. What I really find is exciting is the fact that clearly things grow organically and they're alive and thriving. That's really good. That's brilliant. Thank you. So I move on to the next section. Yeah, let's do that. Thanks. So from the perspective of people looking to share files or share educational stuff, that's the section and I'm mainly talking about Commons which like I said is a digital media sharing site. On this site I've mentioned maps and diagrams and photos. So people sharing images including vector graphics short video clips, audio clips, educational text you can share not through Commons but through Wikipedia itself or Wickey Books which I'll come to later or Wickey Source. You can upload scanned documents so a lot of what we do with libraries is uploading documents and I've mentioned secondary data and some interactivity is possible not like you have with the virtual learning environment but you can have different text that's made visible depending on what the user clicked on. So you can have a text book with self-test questions to prompt the user to stop and think. But zip based formats we don't have a channel for sharing those yet. So I work with economists. They want to share simulations they constructed in Excel or spreadsheet or multilayered animated graphs and PowerPoints and we don't share office formats or content packages from virtual learning environments. Those are zip formats. It's technically possible to include viruses in them and Wickey Media doesn't want to share any files that could give people a virus once it's been possible for people to get a virus from what they download. So some of the stuff that academics are most interested in sharing can't be shared yet through Wickey Media platforms. And if you've got a raw table of primary data well that can't go on Wickey data that's not the right project and there probably isn't a place for that. But smaller data tables you can include in documents or in Wickey pages. But so we do get people to contribute stuff and it's time for a more visually interesting slide people go and take photographs or they go to public domain sources of images and upload them and use them to illustrate Wickey Media articles. And we're not just organically waiting for people to upload stuff. We have partnership arrangements with libraries, museums, archives, the world over. And naturally we have focused on the Bodleian Library and this is the partial gallery. You can see that there's maps, there's document scans, there's photos of physical exhibits. There's hundreds of thousands of digital files from heritage institutions and again from the British Library, the Bodleian Library, but also the New York Public Library, National Archives of the States and so on and so on around the world, big and small institutions. And I should mention Daniel Meacham, who is a scientist Wikipedia, has created a bot that takes figures from open access research papers. For these are diagrams, photos, short video clips and uploads them to Commons. So all these files, these tens of thousands of open access files, hundreds of thousands of files from cultural organizations, they're all available to illustrate Wikipedia articles or Wickey Books or any educational use anybody wants to put them to. And this is an advantage of open. So the Bodleian Library could put a public image gallery of its digital images and that's nice and useful, but having those images in the same authoring environment as the British Library collections and the National Archives United States collections and the Queensland State Library from Australia collections, that's a much more powerful open environment. So the numbers as I said is always changing 34 million files as of this week. Bear in mind they all have an educational or research purpose potentially. This isn't one of those image sites to which people are loading loads of selfies and pictures of their lunch and so on. It is an educational purpose. And so they appear as local files in Wikipedia and the other Wikimedia projects, so you just need the name of the file to use those files to illustrate the article. And there's an upload visit. So you can press upload and it takes you through the steps of selecting a license. You can upload 40 files at once if you want. So you can have common tags and metadata across those 40 files and some variation. But bigger bulk uploads are possible. If you want, bear in mind that it's particular kinds of files, not all file types are possible. If you go beyond the upload wizard, you can have incredibly rich metadata. So you can have a visualization of data generated from code. And you can share the code and a link to the data or a little data table along with the animation and the code that made that animation. So you can have a perfectly replicable educational object or research output on Commons. That's an advantage over things like Flickr or just image sharing. This is not just for creating image galleries, it's for supporting educational research. And for those like the Bodin Library or the Beginner's Law Project, there are analytics tools. Thanks to a volunteer programmer called Magnus Manski who created these tools that give you an overview of how many views all of the files in a particular category are getting. So we know that 3 million files from the Bodin are getting viewed on Wikipedia articles and the community projects this month. So that's the end of that session about file sharing. Any questions about Wikimedia Commons? There are a couple of questions that came in. Martin, so Don had asked, what's the ratio of human to bot editors across Wikimedia? Okay, there's far more. So there are some bot editors. There's millions of contributors or millions of human registered accounts. If you look at the top 10 most active Wikipedia's only one is human. The other nine are bots that do things like automatically revert vandalism or correct human typos. So yes, the number of bots is small. They all have to be improved to make sure they're not up to anything nasty, but they do a huge amount of work and yes, it's very science fiction environments that we're working with. I've just had the message right, something that is timely has had to reconnect. I'm on a live thing. You're still connected Martin, but maybe if you just put your video off we'll help you expand with that. But we just need you to put your talk button on. I'm hoping your video isn't also your mic. Just to pick your mic up again, you may need to come up to tools and audio and the microphone settings. I'm microphone off to speak to somebody. I will continue. No problem. Thank you. There was one more question. Yes, from Kelly. Kelly asked, how do the resources and files reach Wikipedia from the libraries? Are they harvested or do the libraries contribute to their collection manually? There's a bulk upload tool and so I can transfer a thousand files at once from the Bodleian to the Commons because I've mapped the bulk export facility of the Bodleian to the bulk import software on Commons. With a range of thousands of things have been shared, there are ways to do that. It's an open system and people can build on different software tools. So there's a tool where you can take a spreadsheet of metadata with files and upload the whole batch of files. There's different ways to do it according to the size of the project and the nature of the files. Thanks. That was all the questions that I saw come in. I may have to move this computer. I may have to go on to WiFi so if you can excuse me, there may be a quick introduction to my connection but I'll still be on. Sorry about this. No worries. That's fine. The phone's going as well. Everything's coming together as it tends to do. But it's good to see the interaction going on. Can I just remind people on Twitter, if you are tweeting about the event and the things that we're learning today, please just add that open ed sig hashtag because we'll then be able to aggregate the discussions that are going on around today too. Thanks very much. There's been lots of active interest as well through Twitter. Looks like Martin's coming back online again now. We're going to move on to the next section here. Sorry Leo, I do catch up on the recording. We'll make that available as soon as we can. It might be a good time as well to give you a quick link here to the open ed sig community because if things like we're hearing about today really matter to you, then do join us in the open ed sig community. It's hosted by Alts, but you don't have to be an Alts member in order to join us. You'll see the information on that link there. Hello. You're back. Wonderful. Yes, that's great. Lovely. We'll pass back over to you. Sorry about this. I may need to tweak my settings, so I'm hearing you again. Yes, if you use the wizard. Sorry about that. I was forced to move a few feet. I'll move swiftly on. Once I have the controls back. I'll sort this out right away. Just a second. I'll find you here. There we are. Control should be returned. Thank you. Very sorry about that interruption. If you are addicted to the Internet and you're navigating around Wikipedia and you come across this article, Internet Addiction Disorder, if you look at the talk page, the talk page is about discussing how to improve the article, there are these two notices that this article has been improved by an educational assignment. And it's actually two different groups of students in different universities, one from the American University in 2012 and one by students from the University of Hull in 2014. So students have been allocated to improve this article for course credits. And it turns out this happens a lot as I'm someone who edits psychology articles on Wikipedia and kind of despaired whether Wikipedia's editors would ever get a good set of properly referenced articles about psychology. And then the cavalry arrived, but lots and lots of the psychology content on Wikipedia is actually being created by these student projects. So if you read about self and identity, you're probably reading articles written by third years at the University of Southampton, Psychology of Internet Use, the University of Hull, there's a project at the University of Kent about social cognition and ostracism. One student worked on his own on ostracism and didn't get any feedback. So it's not just psychology, that's my area of focus, but a lot of politics articles. A lot of areas where Wikipedia is traditionally weak, politics, women's studies is having these nice well-resourced articles created by student assignments. So this is a map from Wikimedia UK of, I think all of the blue universities have done at least something with Wikipedia. The green universities are running courses now to improve Wikipedia and the gold ones including Oxford are looking into it and going to be doing something soon. It's not just the UK, this is an international program with lots of countries involved and it started off in North America. These stats on the screen now relate to North America. 14,000 students have been involved adding 20 million characters. So a lot of Wikipedia is being written by learners and part of the promise of open education is it would transform the relation between learners and resources and learners would become remixes and creators of resources and that means the platform is happening. And you get different things happening and there's different anecdotes, I just like this one in particular. This is someone who started a masters course and the first item when first reading this she was given was the Wikipedia article on the topic. It's Wikipedia but the course that you said it actually is a good overview. And she said, I wrote this. In her previous course, in her final year as an undergraduate, she'd been allocated to write the article and she did and she found it was reading, she mentioned it to the course leader and so she gave a guest lecture in the masters course that she just enrolled in. And so these things happen when you have students creating content. There's lots of information for course leaders who want to do this if you know where to look and that link I've given there is a starting point and I highly recommend, if you're interested in this, getting in touch with Wikimedia UK. Wikimedia UK have networks of academics who are running these courses and helpful Wikipedians like me experience Wikipedians who can look at what students are doing and support them online and kind of be their fairy godmother to watch over them. And we can view our idea. So any questions about education and silence? I'm just so fired up by what I've just heard it's tremendous. It's kind of gasping as I'm going through this. It reminds me of some TEDx, things that have been built on TEDx around translation and the opportunities in my discipline that sprung out of that, just having the opportunity to translate into your own language. Fabulous. I can't actually see any questions that have been raised so far. I should mention some of these assignments are about writing articles some about improving them. So as you saw there was two different projects working in one article, but there were also assignments about translation. So translating into different languages or translating or interacting with people on Wikimedia UK in a different language to get an authentic experience of using that language for a purpose, for collaborating on work with people in a different language, or illustrating. So you have sort of designed students who are given the task. Here's a brief article to create diagrams to illustrate the concept in it. You've given us so many ideas here. We have an academic community called Uni Collaboration where we do telecollaborative projects and you think of the potential of that with an international language learning participation. Fabulous. Great. I think we're okay to move on. So Wikibooks, far fewer people have heard of this and it's a lot smaller, but I think it's a great project. Wikimedia is an example of pedia and that's very constraining as to the writing style. You have to organize things in a particular way. You have to be very dry. You can't tell people what to do. You can't write a how-to or tutorial and you can't write in a textbook style which kind of takes people on a journey through the topic, a chronological or whatever you want version of the topic and you can't get the reader to stop and think and answer questions and so on. So Wikibooks aims to do that. It's more open as to what kind of text is announced and it's creating textbook style content and only about 3,000 books, so much smaller, but a similar platform and it's materials at every educational level. So people working on preschool materials about learning numbers through C programming we've got there all the way up to guides with postdoc geneticists on genome sequencing. And like Wikibedia, it's a work in progress. So a lot of stuff is incomplete. Most of it is incomplete. There's minority which is really good and there's some things which you think might be good but turn up to be very bare. I just want to focus on a couple of assignments. Again, this is Learner Created. So this next bit I want to address sustainability. So I found this resource created by a couple of less academics about the history of the 20th century, how black voters were systematically disenfranchised and giving less power. And I was reading at the time of the Ferguson riots in the States and thought that a lot of people need to know about this and read this. But what you can't see from this slide is actually, you can see that it's kind of a very old fashioned kind of design, but also what you can't see is that the links aren't ordinary hyperlinks. It's a flash navigation system which doesn't work in a lot of modern browsers. So this is definitely not a sustainable resource. And it's unfinished. The academics did most of it and then they went on to other things, other lines of work. I managed to get in contact with them and get them to add this Creative Commons license. There wasn't a copyright statement, but I said please can you put a free license on it that will allow me to make a copy. And they were okay with that and so I could import it to WikiBooks. So WikiBooks is a platform for creating new open textbooks, but you can also copy in free license stuff from another source. And so this is a different interface. I've copied over the images as well. I haven't done all of it and there's a sticking point because some of it is other people's copyrights and I can't copy. But this is more sustainable eventually. The interface is more sustainable and people can edit it if somebody could update this with other visualizations or find other uses for the content. But I promised to learn the creative content and this really impresses me, this book on professionalism. So these are students in University of Virginia on a professional ethics course. And they I think working in pairs write case studies of things of cases in professional ethics. And they've run this a few years in succession and they've got nearly 200 of these cases. And they vary in quality because it's a university assignment. It's difficult. Most of them do really well. Some of them struggle. But it's a bit like a Wikipedia article in that they outline the basic facts of the case. But they've been taught theory. They've been taught different concepts of professionalism. There's professionalism as in doing what your employer wants you to do. But there's professionalism as in embodying the values that your employer stands for. And so you can apply different concepts. And they've been taught about organizational failures. They apply some of that to say where things have gone wrong. And it's big things like Snowden. Things we've seen in the news like the phone hacking scandal. But it's a truly global perspective. Things that maybe we haven't seen in the news in the UK but have been big news corruption stories or whatever elsewhere in the world. And I'd say most of it is really good. My involvement as a bystander has just been to help with the layout and the wiki code where the students have written good content but maybe the way the image is on the page and I've added things like a search engine to this book. And so that's something that can happen as an educational activity. There's a similar activity on digital media that students from University of Stirling have done on wiki books to create a handbook with different students allocated to different parts of the book. And here are a couple of links for if you want to consider doing it. So there are guidelines you've got to monitor the students. You've got to make sure they don't copy copyrighted from elsewhere and they've got to be supervised. But there are more projects like what I've been discussing at that link. And briefly wikiversity wikiversity is one of the troubled projects and I'm more cautious in recommending it. But this goes to sustainability as well. The academics at the University of Exeter run an economic lab so they do, they simulate economics and finance activities in this computer room. And they had a funded project to document these experiments. And instead of creating their own separate site for it, they put it all on wikiversity. And wikiversity is very open indeed so you can put all sorts of, its scope includes anything basically that could support educational research. It's a bit more chaotic. But they documented these classroom experiments on wikiversity. And you may think, oh that's not wise. They need the server that they control. They shouldn't be putting on something which has an edit button and publicly, edible people vandalize it. But what's actually happened is it's, we're now six or seven years after their funded project, this has been maintained. It's still being edited that people are making little tweaks, fixing typos. And the wikiversity you see, it's marked as a quality resource. They've recognized this as something professional quality and they showcase it. And if anything, they're too deferential to it. I don't think there's been as much change as the authors hoped. And since my summary is short, I'll move onto that quickly. I've just got three slides. I realize that as in the professional open education community, it can feel like a struggle uphill and it can feel like one step forward and two steps back. And we mentioned the closing of learning object repositories. But in the big picture, we are winning. There's more open educational content being created. We're having things like Histopedia and the mapping tool, which give these amazing possibilities to create open-ended educational things. And this is engaging the world. It's engaging billions of people in discussion and improving quality of discussion. And it is transforming the relation between learners and learning resources. So the promise benefits the open education. They are happening. And just a case in point, this is the trip database which is a database of medical sources. So it prioritizes research papers and review papers but also has other kinds of resource like patient decision aids. And they've made a decision to include Wikipedia articles. Not just any Wikipedia articles but the ones that have gone through a quality review. I haven't mentioned quality review. That could be a whole other webinar. But there are quality review processes on Wikipedia and the top ones are quite demanding. And so this database lists the reviewed articles. I run a database of economics learning materials. And I catalog in Wikipedia books, Wikipedia material, if it's showcased I think it's important. So we don't have to be more join them. We can acknowledge they exist and acknowledge this work is going on. And yes it's editable and vandalizable but there is good stuff coming out of it. And finally, the successful open education platforms, it's not repositories which are kinds of zip files that are a success. It's a different kind of site. And I think repositories serve to solve the one problem. That we don't need to preserve the integrity of the file for the long term. We need to preserve its value which means preserving its relevance, its ability to change, putting the edit button on it. So these successful platforms, Wikipedia, Wikibooks, they're not repositories of atomic objects. They're a web of knowledge with everything into linked and everything editable, even commons. You can change images. You can crop images, fix color balance. And there's an edit history. So I can go back to what the images like when it was first uploaded. But we are winning and these kind of open platforms are successful. And that's what I commend to you and there's some contact details to me. Any more questions? Wow, that was absolutely brilliant. We've had two absolutely amazing open education webinars so far this year. I'm so excited about where things are going. I tend to think that nobody in this room when you said, you know, why put things in the open said, why would you do that? I think we're all probably most of us very familiar with trying to persuade people to be more open than they are. So great to have the feedback that we got there on Creative Commons and generally academics tend to want to work in the open, but we are constrained and sometimes literally told not to. And that's probably just a part of the context in which we work. But when we think of the university's mission to expand minds beyond just those students that happened to be enrolled in our courses, then commitment to open practice is absolutely vital to that. Just scanning back for questions. I love what you said there about repositories as well because that, you know, again, tends to be the locked down, tends to be the norm. And that really, as you said, answers the wrong question. Don asked a question here. Any thoughts on H5P as an alternative to Flash and articulate for authoring content? I'm not aware of H5P, my apology. So HTML5 based format, I presume. Yes, it's an open source resulted from a project as far as I'm aware. Don, do you have more information about H5P? I've actually used it. I've seen it around. Oh, okay, you discovered it yesterday. So it was the result of an academic project as far as I'm aware. And it is HTML5. I know it's on the, you know, on the must investigate list for many of us. So things that are in terms of communication. Yeah. I don't think there's the ability to share that kind of, so if you're talking about mixing interactivity with video, with documents, there isn't that ability to share a package of that content through Wikimedia yet. It would be more low tech, so you could create a document and then bear the video in it. And so there's more native interactivity in Wikimedia like, so far graphs or maps in Wikimedia have just been an image. You use a map making tool, a graph making tool to make a GIF or PING and you upload that and that illustrates the article. I'm moving towards something interactive where you have a graphing tool or mapping tool and you give it a query, show me this part of the world with this location highlighted to show where Oxford is in England. And I hope we'll move to more things like that. Rather than having one view of the periodic table of elements with every each element highlighted, so more than 100 files, there should just be one interactive visualization of the periodic table and you just set in a different query to it depending on what article it's embedded in and get a different element highlighted. So I'm hoping we can move away from static formats to more interactive queryable formats and enabling this kind of interaction, but we can't share things at the moment which have just any HTML or JavaScript or whatever in, again because of security and how that might interact with other things. I'm fascinated that Therese straight away found the Wikimedia article on H5P and that's building up in the chat. So this is kind of a point where open source, open access, open education come together, isn't it? This is a point of contact for the open community really is actually that we all need each other that we have perspectives to bring to bear to have those discussions and I'm sure this is right, Dom found it, Therese copied it. Wonderful. Together you know it's a high mind going on here, it's a marvellous thing to say. Well mandated open access is a huge opportunity for, now so many research outputs have a Wikimedia compatible license, a CC by or attribution share alike license, that they can be copied into Wikimedia articles or the figures so that's a media important but it's taking those figures and they are used in creating lay summaries of the edit. So it's a huge opportunity suddenly to create educational materials from research outputs. Wow. This is, there's so much to digest in this webinar, I'm very grateful to you Mottin for agreeing to lead this for us. Just before we finish, if there are any more questions please do get them into the chat, if anybody wants to add, sorry I'm just going to move to the last few slides. So we've got a very final slide I think here. So thanks to the Association for Learning Technology that we've been able to run today's session and we'll be able to archive the output and make that available and of course that will be available under a CC license should anybody want to reuse or repurpose. It's all about making our work more usable and shareable and not limiting ourselves to small audiences. And let's just also share with you if we haven't seen it already, where the open ed CIG lives. We do have a forum here. Alright, okay there's a message from Therese here to finish off and that is if my university's library wanted to contribute could we contact you. Yes please, yes and we like sharing arrangements as many places as possible. Wonderful, that's great. Well I hope this webinar is just the start of yet another run and I look forward to maybe getting involved in and being more familiar with the work of Wikimedia in general rather than just little bits of it I should be exploring and I'm sure many others here today will be. Great, okay so thank you all very much today for coming. I hope you've enjoyed the webinar. I'm just going to switch the recording off now.