 Felly bydd am yr artistri, nid ei wneud hynny. Mae wedi'r hyn oesrwm wedi gwneud hynny. Mae Odech chi ar y chart. Mae eisiau dros iawn strann, mae mae eisiau amddai, i'r gyffredinol. Mae fwy oedd yn gael. Rwy'n dechrau, mae rhaid i chi'n pot oedd. You mae'r ffordd yn gorffodio y chart. Rwy'n ddigonwch ar y cwmcht. So, gynllunio'r cwntas. I teach at the Open University, I teach network engineering, cyber security, network security. I teach nerds to run simple things like the internet. Okay? And over time, I teach a closed source content on FutureLearn, I teach a closed source content via the Cisco Networking Academy. And the problem you have with closed platforms is they don't leak out. So I've created leaky content that is publicly available to anybody, including our students, that they can engage via Twitter and other social media platforms as well. So I've taken an OER approach to a closed source resource. Okay? We push it out every day. We push it out at particular times. We try and get it when the students or the participants are likely to look at it. So it's an action research process. It's constantly experimenting. We're constantly looking at the sort of best times. So the first Twitter feed I'm dealing with is my OU Cisco Twitter feed. This runs over a nine month duration because that's the norm for Open University modules. It's degree level two. It teaches the Cisco Network engineering. We currently have around 1,300 followers. So it's not as large as you'd think. But then on the other hand, what we find is we actually get greater impact and greater engagement from the followership because they choose to follow it based on its related to their studies. We also have a future learn MOOC. It's the cyber security MOOC that our university did with GCHQ. So different emphasis, lower level in its design for absolute beginners. But it takes them to a point where they're slightly knowledgeable and potentially slightly dangerous when it comes to their understanding of cyber security. And the MOOC has varied over time between 2,000 to 10,000 participants on each presentation of it. And we currently have around 2,900 followers on this platform. So a lot of people I follow, a lot of people I engage with, a lot of people I have a conversation with, take very much of you. Twitter is all about your followership. Well, actually, I don't think it is. It's all about your visits or it's all about your retweets. And my talk is going to be about Twitter impressions. Who actually looks at your content? So any of you here follow Barack Obama or Stephen Frye? OK, at least one of them. I'm more of a fan of Stephen Frye, but that's personal preference. They have probably about a 1.3% impression or impact rating with their multi-millions of followers. And that's because it's not timed, it's not planned, and most people just follow them because they're a celebrity. And it's not about actually doing it as part of some other mission, some other study or some other sort of process in their life. Yeah, they're just people that are cool so they're following it. So what I've taken a view is that this is about pedagogy, this is about teaching, and this is about enhancing the learning of the individuals via the social media. So I've been fortunate enough to collect data over three years, which means that I've actually got sort of longitudinal view now of what's happening in this space. So impressions. And so any of you tweet, yeah? So Martin, a recent tweet which we won't go into any details, did you look at the impressions on that? Large, wasn't it? Yeah, 55,000. And that wasn't all your followers as well. It's all the people that saw that. So I'm picking on some of you. How many followers do you normally have on your Twitter account? About 9,000. So that was a multiple of your actual followers. So you can see it's like dropping a stone in a pond and you get that ripple effect. And that's what's interesting with impressions. It's not that your followers necessarily see it. It's all the others that see it through feeds, through retweets, or other embedded content. Therefore, it's much more impactful. So I embed my Twitter content via our module sites. I embed it via other feeds. So people don't necessarily have to be followers to actually see it, which makes it more interesting as well. And it gives me then a good view of engagement. It gives me a good view of, well, are our students, or are these community of practice interested in the stuff that we're actually dripping out? I mean, I'm dripping out geeky stuff. How the internet works. Update profiles on the EIGRP routing protocol, which will probably send most of you to sleep. But these guys need to know it in order to become successful network engineers. So first, we'll look at this chart. This is the cyber security. Every time there is a spike, that is when we actually see the module running. Well, that's kind of obvious, isn't it? So if we've got 2,900 followers, well, it started off at around 1,000. This is the laser pointer. So this is early days. This is where it started. And then each presentation, you get different numbers of students. But what we're finding is a spike. And you can see here, that's when we're doing nothing. There's zero output going on at the bottom, at the trough. But we have still got people scrolling back and looking at our content. And this is a big gap where we ran nothing for a while. And now what we're finding is the long tail-off of the MOOC. So this was the early adoption of the MOOC when people were more interested in it. Now it's natural. People are becoming less interested in it. But what we are realising is where the typical impact of a lot of social media, Twitter outputs is anything between 1.3% to 3% is we're probably getting around 15% to 20% impact for impressions because our followership are self-selecting. And our followership were actually putting out content they would like to see. So it's not your marketing tweets. It's not random stuff coming from a corporate brand perspective. Maybe I'm a little bit cynical about that. But it's actual content they want to see because they've chosen to follow it because they have a subject matter interest in it. Next set of data. This is our Cisco module. So this is an Open University module. We've managed to collect data over three years. So this is when we started it early on when we had 200 to 300 followers. This spike at the end was when they were all getting excited about revision. They got very excited about revision that year. That was the following year. You can see it's a bit more stable. Different cohorts, still a bit more stable. Now the current cohort, just slightly different performance but still quite stable. And the followership's growing. And what we're also discovering now is ex-students are still following it. Why? To remind themselves of what they have learnt. They're interested in this for their careers. They're interested in this because this helps them do the job that they're doing. So they're maintaining knowledge after they've actually studied the clever thing as well as a reinforcement, as an opportunity to engage. This is a little bit more of a self-selecting audience again. So MOOC are aspirational learners. This module is people who are already on a degree programme that are looking for a career in network engineering. So they already kind of know what they're doing and they know where they're going as well. And we're seeing instead of that 1.3% to 3% impact, we're actually looking at around 40%, 45% of the population are actually engaging with this at some time during the whole output. So we're getting quite a different population performance. Some of you saw some slides on MOOC data. Yesterday we talked about 15% being really good on a MOOC. This is high. This is different. And this is why I think we're probably chasing the wrong thing with social media. Everybody's about those retweets, about the followers and the visits. And I'm here to say, actually, it is about the impressions. Once you understand the impressions and you're understanding that you're putting out content, related to your curriculum, related to your teaching and related to your studies, the followership is typically more engaged. And I can actually look at where they're engaged, when they're engaged, and actually what tweets, yeah, what content works, five minutes, thank you. So what can we see? Well, I think for me, I cannot prove educational impact. I cannot prove are they going to become more clever because of this, are they getting better grades, are they passing the course. But what I am getting from the feedback from the community, because I've tweeted them and asked them, is they like this kind of thing, but because it helps to maintain their understanding, appreciation, and awareness of the subject. I.e., they're engaging because they're interested in it. We promote each feed at the start of each course. We promote it at the start of the MOOC. We promote it via the sort of cherry emails, as we called them at the Open University. Hi guys, we're starting this module. You might want to have a look at this. But what we find is, once the people engage with it, i.e., they start looking at it, they maintain that engagement because they discover it's actually quite useful. And social media being this terrible area of data analytical, you're giving away your life hard and soul. As you know, they're actually like it because we're giving them something that they're finding personally, professionally, educationally, and potentially academically quite useful. And it's helping us move beyond that typical impact view of that 1% to 3% for social media users. So, I've kept it quite brief. To say, it's a lot more techy and a lot less artistic. But the point that I'm trying to make is, I think we've probably, as educators and open educators, slightly misunderstood social media. And if we actually start looking at the impressions and start designing learning content based on our courses around social media, we can leak that teaching out there and get an impact on a followership and an engagement from that community of practice. So, thank you. I've been Andrew Smith. And any questions? Well, I've got loads. I've stunned them into silence, but not Martin. You can kick off by all means. OK, I was really fascinated by that. The first thing I wondered was, you were sort of counting the overall number of impressions. I wondered, and I'm sure it's beyond what you've got at the moment, but the sort of difference between different retweeters and so on. You can get that data. So, again, it is on a per tweet, per output basis. And Facebook allows you to track that back for about a year. Sorry, Facebook. I want to talk about Facebook. I'm doing a lot of work with Facebook at the moment. Twitter allows you to track that back for free for about a year. And you can actually look at that tweet and what has actually happened to that tweet. And the second thing I was curious about was, you've got this growing set of followers that come from one course onto the first course. So, you go back to the first course. And I wondered how the numbers on the instances of the MOOCs had varied over time. Is that declining? So, the data for the MOOCs, obviously we had the early adoption, large numbers, and it's now stabilised at around 2,000 to 3,000 per MOOC. But because we've got the cumulative effect in the form of community, even though somebody has finished studying the content, it doesn't stop them thinking that they're actually still part of the course. Yes, that's great. I'm a final one. It is my own observation. I've been observing what's happened with my interaction with social media on different devices over the last 18 months. So, it's not a scientific investigation. It's a sort of observational thing. And I certainly have noticed for myself, particularly using, say, Twitter on a mobile phone, on a smartphone, is that the Twitter algorithms, in case you missed it, et cetera, seemed to me to be massively interfering with the tweets I see. And you can only make an impression from the ones you actually see. So, Twitter has been doing what Facebook have been doing. It's just that Facebook is getting all the bad press about it, which is to deliberately put certain things in front of you that they think you will find preferable. And I cannot see what the others are seeing. But what I am seeing is I'm getting no change in my impressions over time. Because the big set of data is saying, well, this is remaining sort of quite normal, quite stable, quite high. So, I mean, I have two or three social media accounts that I manage. And every so often, my watch vibrates, telling me, you might want to see so and so from your ever account because you're following them. Of course I'm following it. I've created it. But they are pushing that. Has anyone else got any questions? No, I think timing is we hand over to the next speaker. Thank you very much, Andrew. Thank you, everyone. And now, contrary to what it says on the programme, Yoran is speaking to us, but Blanche Fabri is not here. And it's Ania Lorenz who's going to be presenting with Yoran. So, conference is open to all, mainstream, open education through unconferences and barcamps. Thank you. Thank you. Was there a second microphone? So, not hard to guess that this is Ania and Liam Yoran. And Blanche Fabri does all the work and we're presenting it. Say hello to Blanche in the next team, maybe? She's already location scouting for the next OER camps. This is what we will talk about and we'll begin with reading out text from slides. Since OER activities are mostly driven bottom up, there has been a need for sharing questions, experiences and materials between players who have been isolated in their own institutions. This is an analysis on OER activities in Germany. These players found opportunities for sharing in cross-sector events and communities, especially the bar camp, unconference format, turned out to fit tremendously well developing a strong German OER community. This is what Jan Neumann wrote into a UNESCO report on OER in Germany. And this was in 2017. And this is when we, doing the OER camps first, realized that this is a very German thing. And we did not realize that this is something special. But we learned about this in the last month. And so we would like to present this approach to building a community of practitioners and a learning community in OER. We have three impressions. We went just to say that we did not invent the bar camp format. It has been there before the OER camps started in 2012. And we ourselves are doing different bar camps. What's your favorite bar camp at the moment? I'd still be baking a bar camp, of course, by where I'm organizing it. Sure it is. We have three impressions, and each may take five minutes. First, how does it look like? This is really impressions with photos. How does it work? This is what Daniel will explain. And we can show you some numbers and figures about what we know about our participants. So how does it look like? An unconference, there's somewhat look like a conference, but somewhat not. So this is what people are doing when they are learning. It does not look like Germany, but it's a German conference when you're in Hamburg. You hold the microphone and I stick to this one. Is this OK for technical reasons? Anything? Is it OK? Yes, it comes up. The first OER camp took place in Bremen 2012. And there were around 80 participants coming together for three days at the University of Bremen. And this is maybe half of them finding together for planning their own sessions. So this is what we will learn from now. How does it work? You're building your own schedule for the whole conference. And here we have someone from England who helped to build the OER movement. I don't know if anyone here finds him in the picture and can identify him. Yeah, it's Elsa Clark who we invited to present to the German growing OER movement what has already been done in the UK then. And it was really, really helpful. This is also what OER camps look like. This is a session with three persons discussing one topic. It can be a huge session with eight participants or even more so there are no fixed numbers and there are no typical settings for what a session in an OER camp is. But what you find is that there are less presentation and less panel formats and more discussions and conversations happening on OER camps. And sometimes also it's about doing and making and trying out and working together and collaborating on specific questions. But we also have presentations. So this is a last slide on how they look like because they are very, very, how to say it, open when it comes to how to design a session. So we always have a plan with certain rooms and where each session will be and there always has to be a column for somewhere else because someone wants to do something somewhere else which for example can be in front of the building. Anja, we'll continue with the 101 on how does a bar camp in an OER camp work. Yeah, okay. I agreed to support you and for the talk because I also organised bar camps and I also have been on four OER camps I guess. And so this is the difference between bar camps and normal conferences. In conferences you have participants and speakers. So there is a distinct role for both and in conferences you have all our active contributors. And in Germany we have the word Teilgeber. It's like the normal point participants called Teilnehmer take part in a conversation and Teilgeber is giving something. Yes, it's a little bit word game. And also in normal conferences you have the schedule in advance of the conference and you can look where you want to go to but in unconferences you have an empty schedule when you come in and the schedule is made up in the first hour or half an hour. Also in the conference there are presentations and panels as you are in said and in unconferences there are more discussions, questions, workshops. So a session could also start with the question. So I have no idea on this topic but I want to ask people helping me to get a better understanding or to find a solution. And also conference are more formal, not here but in some conferences there are in skews and say Mr. Dr. Professor and this is not the case in Germany and as you maybe know in Germany we have two kinds of saying you to a person, do and see, it's more formal and in biochems we always say do and yes. So in biochems you make the difference. You are responsible for interesting topics and if you leave and say this was not good, it's your fault. You don't need to prepare a presentation so making all the slides is not possible. You can also stand in front and ask something, you can hold something up, you can Google something in between so it's not demanded for a scheduled plan. And there can be as many sessions as there are rooms if someone is suggesting a session and sometimes even more if the weather is nice and you can go outside. There are further routes that there is a minimum of two attendances so the speaker and some people else so otherwise the people can talk with themselves. And you can also provide several sessions not at the same time but after each other. And you should give your session now and not tomorrow so the biochems are mostly on two days and you should not wait because maybe there's a question open at the end of the session and you can offer the next session at the next date. And the most important rule for me is if you can't contribute to the session anymore or it's not the topic that you thought it is about, you can go out of a session and it's no sign of disrespect. And yes, then there's this so many routes by way of seven after the 10th. You do not have a fixed time table but you have fixed time slots. So if your session is over it's a sort of respect for the people who are coming afterwards to leave the room and do the afterwards discussions outside every session ends after 45 minutes. There should be a documentary so most time we have either pads or Google Docs that way you can document a session so people who decided for another session can look after it. Okay, that's what it looked like in the session making at the URI camp in Berlin last year. So the schedule is empty. Everyone who wants to offer a session comes into a line, a German like to stand in lines, and then they promote their sessions and they all rose their hand up who is interested in their road into the session plan. So the session plan is empty at the first date at the beginning and there's a link to a future documentation and it is full at the end of the session planning which is most half or an hour after the start of the session planning. And Yuren will talk about the feedback and evaluation of the OER camps. We did one OER camp a year from 2012 to 2016 and in 2017 things changed because we got funding and we had the aim of mainstreaming OER so we could do four OER camps in 2017 and we asked the participants a lot of questions in advance and afterwards for the feedbacks and there were some numbers and figures. We have more on the slides that you can read afterwards if you'd like to. We just want to point out some things. This is the number of participants of sessions and of workshops over the years and I've seen them first aggregated in the preparation of this talk so I just learned that we had 1,784 participants over the years and we will have the opportunity for four more OER camps in 2018. Just to give you some impressions we have pretty equalised participation rates when it comes to gender. We asked about form of address so we have about 5% that shows that's not my way of categorising the world and we have nearly 50% who prefer vegetarian food so this is probably a sign that the people coming to OER camps are not representative of German population. What I really like about OER camps which really is helpful for forming a learning community is that they come from very diverse backgrounds and with a very diverse level of knowledge so we asked them about their own knowledge and 59% said they are beginners and 27% said they have basic knowledge and you see that 27% also said they have advanced knowledge and some of them even describe themselves as experts but that's not normally what we see when we do a conference normally the beginners and the experts have different places to go to. This is also describing the diverse field when it comes to participants from OER camps. We asked them when did you consciously notice the term open educational resources for the first time and you see that many participants have come to the debate within the last years 2015 to 2017 but there were also some early adopters that noticed the term in 2010 which was really early in Germany. They also come from different educational sectors so this is also interesting because we don't have conferences or meetings from certain sectors but they all meet at the OER camps. This is what people answered when we asked them about their primary area of activity so most of them said they are into teaching but there are also many people into producing, distributing materials. This was somewhat surprising but maybe people thought they should answer that they have a pedagogy background when they ask about their interests in OER so this is by far the most given answer. I'm primarily interested in pedagogy and didactics and less is about technology and infrastructure but somewhat it is and what may be surprising is that the jurisdiction law questions are really in the background. In Germany it would be surprising. This is a sign that we are not so inclusive. We asked participants what would you suggest to be the standard OER licence and you see that nearly all of them exclude licences which exclude non-commercial usage and this probably is because the OER community in Germany is not very inclusive when it comes to not inclusive licensing so there probably are many advocates for NC licensing but they are very much in the background and not as loud at the conferences and meetings of the OER community. One last slide because we have in Germany at least, hello to the stream, a discussion if there are always the same folks running around at OER camps and I know this feeling because I know I've seen them him or her four times in the last year on OER camps but numbers don't show this. We asked them have you attended an OER camp in the last years and 300 out of the participants in this question said no, not before 2017. So you recognise familiar faces but probably this is a bias because you recognise them and you don't look at the faces you're not familiar with. This should have been the last slide. This is good for reading afterwards. Okay, thank you. Thanks, that was a really interesting conversation. I've never been to a bar camp and it's good to see that even somebody as old as me could fit in, so that was good. Have we any questions, please? Yes? Thank you. There's a lot to be said for structure, top-down structure. So if you let the people there do it in a bottom-up way don't you run the risk that the more, shall we say, proactive, vociferous people are going to actually put a structure that is not generally interesting to the people? How do you control that? I think the answer is not at all. So there are people, I have the feeling also not only in the OER camps, also in other bar camps that are presenting every time with their topic and we think it's valid. Mostly we have enough space to recognise everyone. Sometimes there are slots open where you can introduce other topics. Maybe we have a little trick. There are bar camp rules and the bar camp rule says if you have never been to a bar camp before, you have to do a session. And this is a little bit of pressure for new people to be engaged to give a session and of course no one is checking it, but I think so many people are thinking oh, maybe I have to give a session, I don't know it yet. I think one second answer could be that there are not only bar camps on OER, so we also have conferences on OER. And in 2017 we introduced to the bar camps pre-planned workshops that are especially addressed to newbies at the scene. So we learnt that it's not only important that there are newbie sessions, but they don't see, if they don't see anything in advance, it's only the format they don't know, they don't know too much about open education resources, they don't trust this conference format. And we learnt that they trust the format if there are even only one or two hours of workshops planned and announced in advance. My question would be, has anyone been to a bar camp? Martin, it. Which one? It was actually more of a kind of an conference, it was open knowledge in Berlin, so it's obviously a German thing, you know. Just my quick reflection, I enjoyed some of it, but I also found it really frustrating. I came away thinking, God, I want a PowerPoint, just someone to tell me something. Because at one session we were all sitting around in a circle and people started, let's start rapping. I'm British, I'm not going to start rapping at any stage. But perhaps that's good, perhaps it kind of pushes you out of your comfort zone. Yeah, from my own experience it's also easier to follow a normal conference where you have slides and you can sit down in a cinema as to take part in a bar camp. At the end of a bar camp day I'm always tired because I have to rethink all the very, very mixed stuff for myself and implications for my own work, so, yeah. Maybe this is one interesting thing from the feedback we got. It's bar camp sessions are lucky bags, topic descriptions need to be more precise. This is always one thing that people argue that they did not get what they were expecting. But my impression is that it's not always the cases in conferences too. Is there any issue, because sometimes in order for people to attend conferences they need to be, to get the funding to attend a conference from a university they need to say they're presenting a paper. Do you come across any issues that people can't go to a bar camp so not presenting a formal publication on paper? For the OER conferences camps in the last year we had the luck that there is a funding program not only for the OER camps, but also for OER projects. And for this is what's no problem to say, hey, I go to the OER bar camp. And from my own institution I'm always safe if I say, hey, I offer a session. Yeah. But your institution is very progressive? Yes, maybe. I think people have this problem. Yeah, people have this problem. And for a second idea in Germany we have most federal countries the option to have an educational holiday, bydwungsurlaub, where you can type five days in addition to your normal holiday if you're doing some further education stuff. So I am hoping that the 2018 bar camps are listed in this options for educational holidays. Hello to Bransh was hopefully organizing this at the moment. And so I can go to three bar camps, OER camps, except of one. And I think mostly it's also in further education option for teachers, so they have it in their lists. Any other questions? Well, no. Right, well I had a sort of question and a sort of comment. One was, I really liked the way you presented it because and what you've said in answers to the questions because it really shows the tensions between structure and agency. And nobody's going to get that right for everybody anyway. But if you're sufficiently reflective then you're going to continue to flex and make it as sort of available to as many people as possible. The second was a question was, I was trying to compare it with things that happen in my locality and they tend to be outside of university. So there's something called Mad Lab in Manchester which is a digital lab that has lots of activities. Lucy associated with universities but it's run independently. And I wondered if there was a certain local feel to it that all people had to do was get on the train to attend it so the costs were not huge for those people. I don't know if you had people coming from a far distance. I think this is changing now when we have four OAR camps in a year in 2017 and 2018 because we could place them in the north south west east of Germany. But we're always in all of bar camps I know of trying to make it more inclusive by not having any participant fee. So it's always only sponsored and the engagement of people who carry this. And we had for some bar camps not only the OAR camps a budget for if you cannot afford taking part in it. So at the edw camp in Neu Hallyngasiel we had this and we have the edw camps which is like the mother of all educational bar camps in Germany it has now taken place 22 times. And we are trying to combine this to be very family friendly. So in one place where we have this every second time we have also accommodation there and now we made it to have I think 25% of the participants are younger than 18 years old and they provide their own sessions which is really fascinating. Thanks very much for an excellent talk if we could show our appreciation we might still get ahead in the lunch queue. Okay.