 I was told me, my name's John Boyd. I'm afraid that that's...I think it's the most important thing. It's everything that I've done. I've certainly had it going the last time. I'm just going to explain more if you know what I've done. I'm not sure if we can speak about some of the projects that have been going on. about three projects, starting with studying this photography class that I opened out some time ago. I think it's probably worthwhile just contextualising what I am and what I do as well. Because I'm guessing you're not all photographers, maybe not. So, my business model, as a photography world, is dependent on two things. It's dependent on people paying for the mode of delivery Ymlaen o'i du iawn o'r gweithio. Gyda地, chi'n meddwl am gweithio i'r gelu'r cyffredindon. Byddwn i'w defnyddio rhagorau ond yn rhan o'n adreffogol. Rwy'n meddwl erbyn eu rhagorau a gwôn pob yn dyfodol i'r adreffogol o'r gweithio. Byddwn i'w adreffogol i'r adreffogol i'r adreffogol i'r adreffogol i'r adreffogol. Rhowb i'r adreffogol i'r adreffogaeth ddweud y gallwn yn hwnnw yn y bach. Yn cyddwm o gwbl gwyddoedd, yn cyfrwyr yn ogymell. Yn ymdyn nhw, yma, ymdyn nhw'n gwybod, ymdyn nhw'n ddweud yma i'r cyfrwyr ac i'r cyfrwyr i'r cyfrwyr. Yr hynny, ymdyn nhw ymdyn nhw'n ddweud ymdyn nhw'n ddweud, yn ysgwrdd yma. Yn ddweud yma, ymdyn nhw'n ddweud yma, ymdyn nhw'n ddweud yma. Yn ddych yn chweithio, mae'n anoddau yma, Ymgyrch â'r ysgrifenni'r brifysgol yng Nghymru. fod yw ymwneud yn ganod? Yn ei wneud yn gwneud, os yw yw'r bobl yn gwneud? Mae'r gwneud yn gwneud o'm i'r ddiogel. Mae'r ffaith yn ymddangos fel ymddiwch yn ymddangos. Yn y ffordd o'r gwneud, ymddangos o'r gwneud i'r ffordd. Mae'r bwysig yn y ffordd i'r ffordd. Mae'r bwysig yn gwneud. ac mae'r teimlo'n gwahanol o'ch cymryd mor 100 ydy byw sy'n feithio. O'r dweud o'r ddod o mynd i yn diemdigodd i'w ddechrau i gyflym! Y ddweud o ddod i'w ddod o'r ddod, mae'n ddod o'r ddod yn ddod o'r ddod i ddod o ddod i yn eich ddod, rwy'n gydag i amserion. A rywb i'n ddod o'r ddod o'r ddod o'r ddod i gydag i mewn ddiolodau, Felly, rydyn ni'n gwybod eich cwm, dwi'n rhan oherwydd, a gofio'n o'i ffiltu wdeithas, oherwydd eich cwm ym physically erbyn y rhai, oherwydd eich cwrdd iawn i'r apart honom, rydyn ni'n eu bod ywch chi'n gen i gydangos ar ymweld, eich eich ddechrau ar y bolt. Rwy'nquisite, mae rhai tariu yn iawn i'n dwedd mewn hwn, siffeigau ar y cwm, ben gyddon ni'n gweithio ar y linol, rydyn ni'n gwneud o croesio hwn o'u gwneud y pwnghysgolau, I saw that they weren't spending any money whatsoever yet I wasn't earning any money whatsoever and so I just tried to tackle this head on I went down hunting people down or using my images of famous people and I would send them letters or take their letters to take their images down I'd accuse them of stealing my work. I'd say things like would you steal the toys for my kids, would you steal the dinner from our table? Pen o Source wedi y echYmddial y llyfnodd gyda'r môn sut gallwch yn gwych g biddasedd a suito'r cyfnodd Echo yn gorau fe swyddo Cymru'r scenario fod rydym pe Ngwencing she lŷn ni wedi gwahanol eithafиком ni'n amserju eich cael yma gallwn i'w cast ar y llef yma i ymlaen nhw unrhyw i'ch bod wedi eu bod yn i'r eich peth sefydliad i'r byd, i'w peth i ymlaen nhw, yn ymlaen nhw ac i'w gyr soient ymlaen nhw. Felly rydyn ni gymryd mewn iawn, rydyn ni'n cael ei bod wedi i'n ei gymryd meddwl ei wneud. Rydyn ni'n cefnnu gyd yn y blech oedd, a rydyn ni'n cefnnu'n cefnnu'n cefnner â rywbeth yma, o gyrach 14 o wneud yma yn Ymgyrchu Yma, oedd hyn yn ystod yn ymraith striflau. Mae gynnwys sy'n gwybod i'r llwyth gwybod i'r llwyth, mae'r cyfnod i'r llwyth ar y cyfnod. Mae'n gwybod i'r llwyth o fewn i'r cywroedd ychydig. Mae'r gweithio gynhyrchu yn ystod o ddangosol. Mae'r cyfnod i'r llwyth o fewn i'r llwyth. Mae'r llwyth o fewn i'r llwyth i'r llwyth o fewnio. Mae'r gwybod i'r llwyth o fewnio, mae hwnnw'n gweithio'r llegiadau. Mae'r ddechrau llegiadau, ddyn nhw'n gweld â'r rawr a'r ddyn nhw'n weld y lluniau i'r ffan, yn ystod am ychydig i lampau'n gwahau rhan i'w hwnnw i'r brifedd, a wneud ddefnyddio yn y fan i a yn ei wneud y cegieth. Rwyf wedi'r ydych chi eisiau ei gweithiau sy'n gweld arhofus i'r hyn. Felly nirce i di wrth iddyn nhw'n ddiogel i'r modd yn ychynig sy'n ddyn nhw. Rydym yn ddyn nhw'n ddyn nhw. Mae'n gweithio sut ydych chi'n ysgrif yw. I have a studio in New York to have one of the things to carry on. But when I came to get the open source of the problem, I asked what should I be teaching and how should I be teaching it. I had nine people in the room, first year of course, that was a brand new course. Anyone applied a benefit onto the class. And after 30 weeks and three iterations, 35,000 people came to the class. Now, it was a kind of mixed response and diversity of my mind. The institution is quite, you know, a year in, I went and said later to explain what I was doing. I was in a mixed situation. I guess a lot of us are going to find ourselves in this situation. Someone's going to be really keen on what we're doing. Someone's going to be very terrified of what we're doing. Luckily, my PC is really excited. Visualisation, it will crash, so you'll have to go directly to Martin's site. But you can pull apart these notes and, you know, showing the students this is super, super valuable because they can find out where their conversations are leading them, not just within the network, but they can see within the rest of the world. Martin's picked up information in here so that we can see what the conversation was as a person is responding to it. If you pull them out, they pop out of this space or do they pull the entire network with them? Are they a really key part of your conversation? So this is a really super valuable tool for the student. For the manager, let's say, for the institution, I'm able to point out and say, look, this is the network that you wanted, this is the connection, this is the internationalisation. This is the touch point for all of these people that are not in the room, that can't afford to be there for whatever reason. When I thought about what the product was as a teacher, it's definitely not the information. My class had to be more than was available on YouTube. The product for my class is that mentor learning experience. It's the fun moments, the fun stuff that we do in the classroom. And by opening it out online, we made that into an outward-facing asset, made it into a touch point, the thing that people come to. There are more people that come to my class and then see Coventry University than go to Coventry University, than have gone to Coventry University for the last three years. And that didn't cost anything at all. So the next project that I'm going to talk about is something we just saw about the class there, and we saw there was a big class around the outside of it. Now a lot of those people will never, ever get to Coventry. Geography stops them, finance stops them. They're just not able to deal with the academic, perhaps. But what about if you take the class and you go out into that cloud? The reason for putting the class in places like Flickr and Dignio and YouTube and all those other spaces is to go where the fish are already swimming. Why would we want to rebuild Facebook or Twitter or YouTube when they are really good at being Facebook, Twitter and YouTube? So we just go out there, saves an awful lot of money as well. And we aggregate everything back to the class by using hashtags. If any of this is not clear, then I'm happy to answer those questions by email. So the class becomes the hub. The class we come to the hub, just like that Heath Ledger girl, was a hub. The place where everybody goes through to find all this information out. Now what about if we take that home, we move out, we go out into that cloud. What about if we write a class which is aimed at all the people who can't get to go to university? What about if we write it for a 12- to 18-year-old set of kids who are perhaps at risk? What about if they haven't got cameras? But most kids have a phone and very often they have access to a smartphone. What about if the teacher doesn't have a classroom? Or what about if she doesn't have a computer but she has a phone like the kids have a phone? What about if we write it all for that? So that's what we did and wrote. So this launches on June 18, it's called Phona on a Nation and was made possible with Samus Phona, a lot of working-at-night weekends but this time had some support from the MacArthur Foundation and MIT, UCI in California. So you can go to phonaonnations.org and you can see this class and this summer you can take it, anyone can take it. 250,000 kids between 13 and 18 are going to be getting an email to ask them if they want to do this class this summer. At-risk kids in seven cities across America. Already we've got iteration spring in Bangladesh, in India, in France and two in Ireland, one here in Scotland I'm delighted to say and elsewhere. And every person that comes along, every person that comes along, even if it's just a pair of eyeballs brings something else to the network, it's a non-dimension resource. More people have come, they don't take anything away, they just bring stuff, they increase the network every single time. But then this is the third project. This is the third project. So the class, rethinking what the asset is, turning into an outward-facing asset. What happens when you do that? What happens when you unhitch it from the institution, you go before the institution, you use the alumni to mentor the kids that haven't gone yet, you've created this virtual circle. But what happens when you unhitch it completely and you go into industry and you take this model, this model is visual learning, it ends in action, it brings people together that are otherwise, they're only connected by the internet, but it brings them together as I say, an interaction. What happens when you do that? So this project, we've been working on this since the end of last year. And it's with the World Press Photo Award, for those people who don't know what that is, it's like the Pulitzer for Photography, the Pulitzer Prize in Journalism. These are some of the winning entries. We should be familiar with these pictures if we're not familiar with the institution. So what happens when you pair with an institution like this? This is this year's winning entry. Do you know who knows what this image is? What do people think this image is? It would be awesome at this point if you would tweet what you think this image is and hashtag it over the spot phone up. But if anybody wants to clap up and be brave, because we are in an analogue situation, it would be awesome. Yes? I bet there's going to be a lot of people that are going to say that. Yeah, you think so. Better signal from a neighbouring country. Exactly that. He's nailed. No, what is your name? Sorry, better signal person. Walter. So the time for this is signal by John Stanmine. African migrants on the shore of Djibouti City at night, raising their phones in an attempt to capture an inexpensive signal from neighbouring Somalia. A tenuous link to relatives abroad, Djibouti is a common stop-off point for migrants in transit from countries such as Somalia, Ethiopia, Eritrea, seeking a better life in Europe and the Middle East. You know, they are trying to get a better signal probably because they're about to jump on a boat. But my point here, I think this is really quite telling. My point here is why does it take John Stanmine to go and do this? Why does it take any journalist, any photographer to go and do this? They're all connected, they all have mobile phones. Why are they not making this picture? These are the people that most need to tell this story. You don't need to win a competition with this. So what happens when you turn this competition into an education platform? The World Press has had an academy since the 90s, since the fall of the Iron Curtain. But they've always won it like a competition. Each year, people from all over the world would apply to get to go to school. And each year, nine people would win, or ten. So I said to them, what's the purpose of the academy then? And they said, well, it's to put something back. You know, it's to put something back, it's to raise that citizen journalist. Ten people at a time? Why didn't you just flip this open? Why didn't you make this open and make it available for everyone? And they did. And it's cost them nothing. And now we're reaching, we did it via Facebook. We had some big challenges. This course was going to run in North Africa. How do you build trust online with online audiences when your audience is used to being consuming trust face to face? This is largely our own nations. So we had some challenges and we did a little bit of research. We found something, we tried to experiment with this thing called transitive trust. Trust by proxy, trust by association. Who knew that street artists were super influential in Egypt? Who knew that poets in Tunisia? We pulled them into the project. And the project hits 11 million people now. 11 million people over 12 months. Now, with 11 million people, you can really do something. It's going to be quite exciting, I think. This is where the exhibition travels to over the 12 month period. This is where world press already has a presence, right? This is where they have a presence. What they didn't know, they only just got this. Now, this is not definitive. I'm sorry that it's difficult to read. This is what they didn't know. Is that who knew that we would get, you know, 308 people worked in Algiers or in Bengali. Actually, you can really go for an icon from a further away. A triffle. How many people can teach a triffle? Who has an open class and teaches a triffle? It's difficult. It would be difficult with a language, wouldn't it? But the great thing about visual learning, and speaking with pictures, is that you can sometimes move beyond that. So, this is the third project that I wanted to share. And this is the piece that I showed you at the beginning. So, the reason why I think this is the most exciting thing that's come out of any of the work that I've done. This is someone who did my class, did phono on photography and narrative. So, this is someone who is 16, a girl called Franco, who is 16 and wants to go to university one day. And she did this with a mobile phone and a torch. I was absolutely excited. I just re-engaging with the others. It's just absolutely wonderful. It's super. I'm not sure if it's a joke, but it's just super. There we go. A slight change of programme next. And that, in fact, is laid up. So, I would like to welcome Sheila McNeill up to have a chat about exploring the digital university. There should be lots of good references. No, no good references. Now, I'm absolutely terrified. It's not only on my substitute. I've just had to follow Jonathan's fantastic presentation. So, excuse all my visuals and little presentation. I'll just try to get my slides up. Yeah. So, this is not quite as planned, but hopefully. I think there's some resonance with what I'm going to talk about today. And what their speakers have been doing. I can just get this to go close to you. OK. So, yes. I'm Sheila McNeill. I work at Glasgow Caledonia University. And today I'm going to talk a bit about some work I've been doing with a colleague of mine, Bill Johnson, when we started thinking about the whole notion of a digital university. A couple of years ago, when we were both working at Strathclyde. So, I think actually from the presentations this morning, particularly the one about digital Scotland, I think there's maybe quite a lot of resonance. And it's quite interesting that Jonathan was talking about product and rethinking his product. And I don't know about you and your institutions, but we're talking quite a lot about product and platforms just now. And I really want to talk about people and process, because I think that's what's really important. And we need to focus on that quite a lot as well. So, I'll just take you through some of the things that we've been doing. This quote is from a report that I'm sure that... I don't know what it is, but it's kind of like, remember about 10 years ago when we were all talking about e-learning and everything had an e in front of it. And that made it fantastic. Just put an e in front of it and get some funding. And then when Apple came out with the iPhone, everything had an i in front of it for a while. And it seems to me that somehow a lot of things we're seeing now have a digital in front of them. And if you put digital in front of something, something's digitally enabled, then just somehow magically it's going to be so much better than something that's not digitally enabled or not mentioned but doesn't mention it. So here, and it's not just an education. I think it's kind of a wider society. And I think this is very telling in this quote because it's talking about this digital revolution. Now, I think it's not just an education, but an elsewhere. Now, this other quote, it came from a Nestor report, which is just before the adage was published just before the adage was coming in the post. It's a very good report that you have in red. I'm thoroughly recommended to you. But again, they're talking about digital technologies. And they're saying, yes, they've had an impact, but actually the impact of all of the digital technologies themselves, we've still really to have some real evidence about that. You know, technology, people are making impact, but we're still not very sure about this. So this kind of notion of a digital revolution, we still kind of need to do a lot more research about that to actually prove that something has actually changed from digital technologies themselves. Now, I was going to show you a video, but after seeing Jonathan's presentation, I'm not going to bother because it's something that I made and it's a bit rubbish. So we'll just skip through that. We've got time in the end, am I? So what is a digital university? Well, Bill, my colleague, he went to a presentation where he was told that he was now working in a digital university because they had a digital repository. Now, that's a very important part of a university, but I don't think that alone makes a university a digital university. So we thought, well, it has to be something wider. It's much more realistic. So we had a bit of a think about it, and we felt that these kind of four themes and concepts were quite key to this whole notion and actually to be able to have a discussion to actually understand what it is because I still don't really know what a digital university is. I think it means lots of different things to lots of different people in different contexts. So we thought digital participation, which we've heard a lot by its days, is very key. I'll go through these in a bit more detail as well. We thought that was the information literacy. Now, we are kind of coming from quite, if you like, an old-school standpoint, but we see digital literacy as a subset of information literacy. There is definitely something around about that. Learning environments are obviously crucial to these conversations and curriculum and course design. So that's what we thought, and they're all interlinked. You can start playing one, but you can't really look at them in isolation. They all impact on each other. So what we did was we explored these concepts a bit more and we came up with this little matrix. So these are some of the things that we thought would be really useful to start some conversations within any kind of educational, global market. We're all doing this global thing. Globalisations are a really key thing for us, but at the same time, we want to keep our own local identity. We're here in the University of Edinburgh, which has a very strong local identity, but it's a global university. So there's kind of this localisation there. There's a whole widening access agenda, which again we've talked about today. The whole notion of the civic role and responsibility of a university, I think that can change quite profoundly through digital technologies because we have a whole different set of technologies and different ways to engage with the wider community. I don't think we've really explored that a lot, but I think there's something that we could actually almost reinvigorate our thinking around civic responsibilities for institutions. We just think about networks, human and digital ones, and also just the whole kind of technological affordances that we have now that allows us to participate in terms of that information literacy, and we can put the digital literacy in that box as well. So we really need to get people to be thinking about these kind of high level concepts and perceptions and how that influences practice, and I think developing visual literacy as we heard about earlier, and the whole raft of digital skills and information literacy that we need to think about, and we need to get staff and students engaged with them, so that again does kind of impact on curriculum courses. The reason we really need to have effective information and digital literacy skills is so if we are spending lots of money on digital infrastructure, that we actually have people who know what to do with it and actually can make the best use certificates possible. So we move into learning environments. If we're thinking about learning environment, we don't just think about our virtual learning environment, it's the physical space as well as the digital, and things are, we haven't seen much more of a blend of things just now, but we can't just think that in the digital world that it's all going to happen online. But the learning environment is much more about people and how you interact and how we actually get people and our students to have those kind of metacognitive skills where they can see themselves as a learning environment, so they know actually, know how to interact with networks, both physical and digital, and they can make the kind of connections that they need to to be global citizens and to participate in this new digital world that we're living in. There's obviously a key part for reception inquiries, that's core to most universities business as well. And this impacts again on staff and resources. We move through to curriculum and course design. A lot of people will really want to, I think about constructive alignment and have been for many, many years, but how do we, you know, make sure that we are lining our course, our curriculum and our courses with the needs of our society and the jobs that we want our students to hopefully get? How is digital technology enabling us to look at curriculum representations in terms of our course designs, in terms of pedagogic innovation? There's a lot of work, I've been involved in a lot of that work as well, around learning design, how you can share patterns, how does that affect us? There is certainly something that digital can enable us to do there as well. In terms of our courses and our curriculum, that's actually what sells our universities in some ways. We think about things like CIS, which is actually giving more information to our students about what we actually do. When we're opening up more of our courses, marketing has quite a big impact on certain large online courses as well. And then we've got a whole new level of reporting data and analytics that are coming through. So all these things we felt were important and might help people have a conversation about what it meant for them to be a digital university. So we didn't just talk about this, we did write some blog posts where we kind of explained each of these quadrants in a bit more detail. They were quite popular, we got quite a lot of interest in them. Got a couple of papers published. But then it was actually Wanky Smyth who was at the University of Napier here in Edinburgh. He got in touch because they were actually coincidentally at the time, thinking about their own digital future. I think we have some colleagues from Napier in here today as well. They asked if we would like to be involved in some of this work as critical friends. So we said, yeah, we'd be delighted. So what they wanted to do was really find out what was happening in the university and how they could work together more collaboratively to make some better strategic decisions about their digital future if you like. So in September 2012 they started looking at that. They were looking at some of our blog posts and then in December of that year they had a symposium for people that was representative across the university where they are including students. And they kind of introduced the notions and they had identified six key areas that they were particularly keen on working in. And they formed a working group that had representation from all the faculties, from all the service departments and from students as well to really think so. So I'd get a really good baseline of what was actually happening within the institution and Bill and I acted as critical friends for that project. These are the six areas that they've developed on digital literacy, students' support provision, digitally enhanced education, communication and outreach, research and leadership and infrastructure and integration. I think probably, if people were doing these, these are the kind of terrible things that they were doing anyway. So they spent over a year really having quite a wide-riding ranging consultation exercise which had lots and lots of benefits for people that were involved. It brought a lot of people together who hadn't spoken to each other or maybe just didn't have the time to speak together. People found out things that they didn't know that other people were doing so lots of them as you do at any point when you bring people together. So initially they've got a very rich picture of practice that's happening in Napier. Napier is quite interesting in itself because it has many campuses so it has kind of that distributed organisation issue as well that maybe some other institutions don't have even though they're all based in Edinburgh and people don't always meet people from the other campuses. So what we've done, we've come up with some short-term recommendations and a visioning document of future work. Now, as far as I know I spoke to Keith last week and some of these recommendations hopefully will be made public in the next couple of weeks. It's not really for me to share what these are just now. But a couple of things that have come through just from the work that were quite interesting was around staff development and digital literacies and one of the things that came through was particularly from administrative staff. They tend to get forgotten in these conversations about digital literacies because it's always about staff and students and people forget the administrators and the program administrators and various people who actually maybe really want to get involved particularly in things like social media and professional context but they don't really know how to or what's appropriate and in Napier there was no central training unit to help them do that. I think that's actually probably not uncommon in lots of universities as well because they gave them a voice and that's something they're taking forward. They've also produced a really useful benchmarking document around other work that was happening in the sector and that was based a lot on opening available resources and reports that people had shared so I think that will be made available as well. So a lot of the outputs coming out from that so that's been quite well it's been really interesting at that process. Now I've just I've started work at GCU last October and case study 2 is based on some of the work I've been doing with Linda and our colleague Jim in terms of looking at our vision and our notion of what our digital future at Glasgow Caledonia might be. So I'm based in the part of the learning enhancement and academic development unit so one of the first documents that I looked at when I started was the strategy for learning the new strategy for learning. You see we have 10 design principles and we have a number of enablers and when I looked at this at first I thought actually that kind of fits in quite well with our metrics because we have to digital learning and technology, there's broader and deeper learning, global learning it's like maybe there's something that we could help in terms of implementation of this strategy and looking at the digital university but obviously there's a lot more strategies and a lot of things happening in the university so as Linda quite rightly guided we needed to look at the broader context of what was happening in GCU and you don't really need to understand everything that's happening here excuse me if you want to just open up but one of the things like many people that we're working on today there's a number of different things happening in the university so we're developing a new strategy for 2020 we have a very large scale building works that I think we're going to start next month around August a £24m new campus extension big part about the strategy for learning we have a strategy for reach out we also have our current mission and key performance indicators so all we did was we had a look at some of these documents to see if we could map these onto the quadrants in our reach out and not surprisingly we could, one of the things that GCU has quite I suppose one of its well its mission really is around about the common wheel, the common goods so participation in all aspects is really really critical for us so although we've got quite big global ambitions we have very big ambitions locally as well so participation is really important for us so we have all these things and we have in particular in our developing strategy lots of very complicated diagrams as all these things and digital participation is mentioned but it's sort of like a separate node and I think with a lot of these strategies there's an underlying assumption that something digital is going to enable all this to happen but it's sort of the digital is kind of seen over here and we were seeing this that actually the digital should be seen as an enabler and it should be something that's connecting all these strategies together so what we did was last month we had a consultation day where we brought together people from across the institution from our schools and from our service departments to the student representation not as much as we like but we will do some more with that and we wanted to get people to think about moving from the individual to the institutional notions of what they've experienced of digital participation and what digital university might want to be so we caught them what they were doing just now think about short-term and longer-term ambitions and realities and I'm sure some of you are familiar with the work that Dave White's been doing around visitors and residents people, few notes so I'm along with a colleague Emily Michael Venn and David has been doing some work with the Higher Education Academy they have a programme called online online literacy in the disciplines and we've got one of their projects that's looking at students online I suppose they had their interactions and he has a mapping methodology and I'll explain this to you so basically it's quite simple it's really good for students because it's a quick way to actually start having a conversation with students about where they are online and when they're online so the idea is like this is a visitor and resident institutional professional person and if you're a visitor this is kind of moving on from the sort of immigrants and native things but what David says actually sometimes when you're online you're in a visitor mode so you'll just dip in and out of something and you don't need the social traits sometimes you're more in residence and there's quite a lot of people in this room that are showing very digital resident behaviour today because they're tweeting, they're listening they're doing all sorts of things they're streaming or whatever so you're very comfortable in an online space and that really doesn't matter what age you are it doesn't matter if you were born after 1994 you can still be very resident so this is just this is what we did for one of our ice-free activities on our consultation date we got our staff to do that so I think this is quite fast that's linked in in case you can't read that this is a very resident individual they don't like about it, they're not visiting anything they're online and they're a resident and GCULAR is out there there are the LE so they're on GCULAR there are some kinds of different tools they're researching they do a bit of shopping and they're online and they're emailing in their personal life as well but all very very resident behaviour and this is somebody else who's obviously the centre of their life like many of us is Google and that kind of crosses everything but they're kind of slightly a bit more a bit more so they have a bit of visitor behaviour personally they do a bit of shopping going to the app stores listening to some music but they're very online they're visiting Twitter professional networks interestingly for them I'm not sure where they're from whether this is an academic GCULAR in our learning environment is a bit more on the visitors kind of on the cusp we're also doing a bit more on repositories doing a bit of Google Drive actually if you haven't done this exercise all the work we've done with our students as well on my blog it's a very very interesting exercise to do because there's so many things and we've had that done about three times now I forget where I have a social trace online I actually forgot that I have an about me profile till I did this I went back onto my about me page and I was astounded to see how many hits I'd had on that page something I'd just completely forgotten about but it leaves a social trace and people are looking for me and that comes up quite highly on the stage it's interesting and I think what it does it makes you think about where you are online and I think at personal level that's really useful but at an institutional level it's giving us an insight more in terms of our students about what spaces they're in and why they're in there and they tend to be quite visitor in our and this is a sweeping generalisation of a lot of my thing with it anywhere near than that number of students we need to do but they're quite visitor in terms of going into the spaces they dip in and out and that's maybe all right but if they are using online spaces then you need to know that and I think it's Jonathan that said there why are we trying to recreate Facebook but on Twitter when they're already there we just need to make sure that we're bringing people back into our spaces when it's appropriate because if we're all moving into Facebook we're moving out somewhere else so that's what we did and we also asked people to fill in the matrix this is just a quick word all of some of the things the responses about things that people were doing just now in terms of online collaborative cross-university project so there's a few things of library information there's a few things in there this is the word all of what they would like in 2010 so I think it's quite telling that people come out at the top we've got very strong in there we've got a bit about the artists coming in we've got some sterling work being done in our library just now with Marion and colleagues with our digital history and information ellipsoe resources that was made on this work and we now have an OER policy for the institution there's quite a few things coming there but oh really I think folks are around about people and for some reason I don't know if you can see there was some of those online facelips I feel like that aspiration not going to be quite sure so we're still trying to make sense of all the feedback that we've had and take this forward but some of the things I'll just go through so certainly some things not that different really from the six from me here and obviously our infrastructure digital and physical is really key because we have got this new building work so if you think about it we have quite a few new systems being implemented in the university and we really need to think about how we're doing that so we make the best use of of what we've got again I think this kind of links back to the mapping work so in terms of what kind of new technologies that we're buying that we need to be more connected and be sharing what we're doing so we really don't need to have social spaces for students because they can find that and they're quite happy in their own spaces we possibly need to be thinking more about what we want students to be doing what we as a university can offer them digital literacy development for staff and students it's a big issue for us as well because we don't have a central IT training unit anymore so that isn't a gap that we need to start looking at some simple things that we think we can start doing in terms of bringing people together we've been quite influenced by the work that's been done by the University of Southampton and their digital champions project so simple things like maybe having some coffee clubs looking at that sort of thing staff really learning at that the other thing we probably need to do we've been thinking about this anyway although we have our strategy for learning we probably need to have a bit more of a think and create some more implementation plans if you like around technology for example we don't have a mobile strategy and in some ways it's a bit late because we know from our latest figures that the accesses to we have risen exponentially from mobile devices so students are using their mobile devices that's how they're coming in what we maybe need to have is a switch on policy so that when we're in class it's fine we need to encourage people to be using devices but we need to think about our staff because not all our staff have tablets or smart devices and if we really want to use the power of mobile technology maybe what we shouldn't be thinking about is actually giving our staff handpads and that might have a bigger influence and change our digital notion what a digital university is for some of our staff and actually might make people engage a bit more with technology in past learning the assessment is a big thing for many people we've seen in the past year that again we've had tremendous growth in people using the assessment but things do go wrong a well-known system has had a few problems over the past few months which obviously can be very stressful for people but we need to have the same diligence and we need to have an equitable set of guidelines for staff and students around those kind of failures that happen as we do have for paper submissions because we have that but we don't have that for our online submissions so we need to think about that big thing for us is data and learning analytics I think this could be what distinguishes a digital university is how we always use our data and how we're more intelligent about how we're using our data we have a lot of data just kind of hanging right in IS somewhere that actually tells us what happens in our institution everyday we know how many people are logging on to our computers, we know where they're going we know when they're using our online client networks we can actually, in my head I have a vision of a length of the campus and a timeline instead of people going in and out but the online activity that they're having so we can actually see that and what I would see when I was talking about place there although we're doing more and more things online a key thing for a university is its sense of place and a university is a hub and I think we can be a digital hub as well so I think it's great if we can get students to keep coming into our university to use our Wi-Fi network and not go to Starbucks then that's great and they come into our university because we're a hub and they want to be there they want to learn so what? if we know that they're passing everything that they need to do and we're able to do different things to them that's fine, if we know that they're there that's fine, I think that strengthens us and gives us more information and helps us make more informed decisions so I think that's really important we're just touching on that we're doing last couple of months we've been doing quite a lot of work with our IS department in terms of trying to get access to our data and we do have problems like everybody else it's difficult to share some of our data and the department's never made with anybody else obviously open education is something we're committed to as well as I mentioned Marion and colleagues in the library aren't using the way in this but we need to develop that culture of openness for open education this year Brian Kelly asked me to write a blog post about open education and I wrote a blog post actually based on what Cable Green said the first Open Scotland meeting when he said the opposite of Open isn't broken the opposite of Open isn't closed is broken and it was a really strong statement but what I have to what I've been reflecting on going back into an institution is that I've had the luxury of being able to develop as an open practitioner and everyday academics and I suppose that they don't always have that luxury I've been encouraged to blog it's part of my job to network to be on social networks to tweet, to try something new I have a lot of confidence is backed up to be able to do that but a lot of people in institutions they just don't have that so it's not that they're not interested in open education it's just not on their radar they just don't know and it's not because they're not intelligent it's not because they're not networking it's just not practice for them so we do need to have a huge amount of support and I suppose just encouraging and good practice just saying to people when you do a PowerPoint presentation put it on to Slideshare put a creative promise license on it share things, try things and give people the confidence to do that and that's really important and I think for us like everybody what we need to do is make sure that everything that we do really co-hears around the student engagement and the student experience and education for any so that's our digital university let's see, that's my contact detail just want to thank Keith and Bill because I've reused a few of their slides that's the link to my blog it'll give you a bit more information on the work that we've been doing and if anyone that is interested in having any discussions about this would love to speak to you and that's me, thank you very much How is that for a keynote requested about this and the other now we're on to a bit that actually we don't know about because it sits within schools and I think Ian Stewart and John Jones are going to come up and tell us a bit about what glow is and what it does Good afternoon it's the graveyard shift and we've got a bit of a surprise that we were told we would have 15 minutes to go through glow and we looked at the programme and it said half an hour so that woke us up this morning that was nice and bright, strong coffee and that was a bit of an incentive so sorry, I will slow right down I'm from Glasgow, I'm from Governe I need to slow down and fill things in now earlier on my boss who I've never met before by the way said that civil servants can't tell jokes good news and bad news again I'm not a civil servant and my jokes aren't rotten though that's the really bad news my name is Ian Stewart I was deputy head teacher in Isle High School I highly recommend the whiskey it's fantastic and I'm selling the brand definitely the school was 200 metres from Beaumaud de Stille if you look at the back of a bottle of Beaumaud it says school straight and we're next door and just left, just before we finished digging that tunnel just to reach that final wee part John Correll sitting over there he's been over Joe's been over gave her awards a few years ago the context of Isle is that the high school covers Isle and Dure we had 250 pupils at the time covering a large geographical area small number of teachers difficult to present our courses to at times lack of teachers course specified a prime example was we advertised 6 times for a computing teacher and failed to get any applicants don't know why I thought it was beautiful so we decided to flip that this was 10 years ago we decided to flip our learning when we took the computing and dispersed it amongst the core subjects of course it's all a subject so for example Excel spreadsheet's being taught across the curriculum through science, business education through PE, to whatever it was video and creativity being taught not just through art but also through English and all those sorts of things so we split it out I myself am a technology teacher we used video a lot even in things that were working and getting kids to record exactly what we're doing also learned that sometimes our pupils didn't necessarily have to come into school if they were living in Dura then if the ferry went off they stayed at home so every pupil had their own tablet PC every teacher had their own tablet PC whereas projectors right throughout the school those were not the important things the curriculum was the important things I was a major critic of Globe I didn't use it we didn't use it we didn't have a context to use it I was then brought into the ICD excellence group which we were talking about a bit more in a minute and said so what would you do and we'll come back to that so John Johnson mostly a primary school teacher in Glasgow the school I taught in was Sandeig Primary which quite often is confused with a highland location of Great Beauty but ends up being in East End of Glasgow which had some beauty of it so we didn't have one to one tablets I usually had two PCs in the back of the classroom so we did none of this a vast transformative work that Ian's done what I did do very early on was start my 10 year olds working online blogging and podcasting in the main and I think that's probably relevant today cos it was open I didn't know it was open education I just thought I'm giving the kids a big audience and connecting them with other kids learning in other parts of the world but I don't think Kennedy said the word open education in the 2004 and about it and we just used the technology and the children had fun with it after that I never used it either because it hadn't arrived at that point I did do a wee bit of beta testing with the early go and about five years ago I left the classroom and went to North Lanarkshire to support ICT and staff development and there I have been involved in below because I arrived in North Lanarkshire just as they were rolling out what is now old hope so I've had a deal of experience in teaching people about it and sort of parachuting into classes and using it rather than using it day to day and well I don't know how many people have heard of go or know about it so I'm just going to pretend that nobody knows anything about it because that makes it easier for me and if you look up in the Wikipedia which is the thing I go to usually for things it started out as a national intranet and I think that was just amazingly ambitious when it was thought of and I don't know exactly what it was thought of it got off the ground in 2007 John, when was it thought of when was it first a spark in your imagination 2001 2001, I mean I just think that's nine blood in 2001 people were thinking we can have a national intranet and that's just the first thing about Goal just amazing at the moment this is what it says on Education Scotland's website about Goals I've jumped by a few years from 2001 that this is what it's about now now it's going to be something that supports the learning unlocking the benefit of the internet so it's not intranet anymore or it hopes not to be intranet anymore so much as internet but still this is nationwide and again I think that's quite ambitious and it's quite a good idea so when it actually kicked off in 2007 that's when people put their first hands on it it was based around SharePoint 2003 which was a close system but it gave people the tools to communicate, collaborate share documents have discussion forums and it gave children the ability to do that they could go in once they've got their log in they could explore places they could get resources the whole raft of other online resources which to me are resources that it's a space for collaboration and communication I think that was really interesting about Goal and people used it as that at the same sort of time when Web2 arrived and that there was some sort of the feeling that it felt a wee bit kind of clumpy at that point and slinkly at the date which I think was both fair and unfair cos it was great work when done and it was a lot of good stuff but it was a lot of people found the tools when they off-put but under the leadership Andrew Brown about 2010 we got wikis and forums and blogs and this is when sort of Goal started to have the potential to open up and I think that potential was still working on and the great thing about the wikis and forums and blogs was that they could be private completely so I could have a wiki that only I could see or I could have a wiki that my class or just me and my pal could have or I could have a wiki for the whole of Goal or in all of these services you could open it up so that they were public and anything they could see them so we could it's like you were giving permission before when I was creating blogs and stuff it was a wee bit and your headteachers didn't really understand what you were doing and the local authority didn't really know what a blog was so you got away with it but now we were basically given permission by the government, by the nation that we could have our stuff out in the open this version of Goal the old Goal were these things that added on plus we had video conference in there a few other bits and pieces that can't actually remember at the moment what a different services went on until I think about 2010-2011 at this point they were extending the contract with RM who delivered the whole service and there was an idea in the government we needed to replace that with something else and there was the usual sort of stacking of procurement and things and I think 2011, Mike Russell stood up on YouTube and talked about Goal and said we're stopping what they call by that time Goal Future, we're stopping the procurement of that because the new Goal is going to be based on open source best of breed software which I think at that point from people in schools who are excited about technology quite, quite buoyed up after that and if I hit my history with the knowledge because it got complicated things have stumbled along but then as Ian said Mr Russell decided to have this ICT and Exxon's committee who would map out the ideas for the new Goal and when we saw the report which came out in 2012 2013 2013 because of that and there's a couple of interesting words in that one open and openly accessible the analytics on the system that the new service should be open as possible with only personal secure content behind this identification barrier and I think for a lot of people who have been looking at different systems developing around the world that seemed really exciting I thought it was this excellent report if you get your reference so Ian was on this he was part of the thing that delivered this delightful report to me and he's going to dig into it a little bit more and talk about it so the ICT Excellence Group was a wide-ranging is a wide-ranging group where representatives from industry schools initially we had no different primary school so we would soon rectify that for what people in we had higher education as well represented so it was fairly wide-ranging I would say completely wide-ranging but fairly wide-ranging and it came out with 5 major conclusions it should be user-focused that's a very easy statement to make how do you do that with a system from 5-year-olds to 18-year-olds you don't build on systems the answer but it's user-focused I thought I'd do these things off-job so it should be any place in your house, it should be agnostic agile, responsive, evolving you'll go stuck inside didn't have an opportunity to grow and change the process was stopped by the Cabinet Secretary and put through it should be able to change it should use the best of breeds and the last thing it should be an open system again we didn't define what any of these actually meant that would be far too difficult we deliberately didn't do that but we did say we wanted to be core services to be identity management and storage and actually the conversations about badges becomes really important with our storage that ongoing perpetual place where you can keep stuff there's conversations that we had how perpetual is perpetual how long do we keep it but I think we have to make it easy to transfer out and match it to standards into FE industry and HE and I think those become really important the other core is the identity who you are hands off that it's not knitted in that means that you have first level open badges you have players feeding each other with other possibilities in there these are not indicative of what's actually going to be in here these are purely simple ideas of what could be in there not exclusive with a little bit of integration a little bit of information passing across not massive amounts but one of the early analytics be part of that the second layer integrated but not supported no information passes simply authenticating in and again any products mentioned here of purely indicative kits long line craft the third layer could be anything else and we don't mean the wild west we mean anything else allowed each of these can be interchanged they can be moved we can take wordpress the new brilliant great wordpress or new blogging platform this idea comes along and actually we have to take wordpress out but keeping our content and our content management in central means that that's possible and then I can be moved on to wherever it needs to be moved on to there's conversations earlier about how you worked with employers how you sent things out and I think that becomes a really important aspect the operating conditions to allow this to happen to identify within the report release again nice and easy things to say like guidance on the filtering policy without making it the most common denominator for all 32 authorities becomes a massive challenge Herbin cats has been mentioned several times fast broadband here's an irony for you I was on an island off the west coast of Scotland actually we had an 18 megabyte connection to our school because 8 years ago it was a massive platform on the project where the peripheries of Scotland got direct broadband connections to the Janet network we actually had faster connections to 2,000 people's skills in the centre of Glasgow so the digital access ruraly became much more important we didn't use a thing around technology device but it's something we have to acknowledge we can't afford to pay to every pupil for every 3 years to get a new device so that has to be part of the landscape with a focus on education understanding the concept of what we're doing rather than trying to control that with technology which I think is what happens at the moment so this report was was given back to the government and the position I think Ian and I are in and we did maybe explain earlier on that our job title is product owner for global it's so cute who knows what product owner is 1, 2, 3 we found out from a youtube video it's so insane now I've said you're not acquiring product here product from the government are you I thought it was a real irony but you've just been cheeky look the interface between education and technology product owner controls what the technologists try to produce there are 4 of us John's primary, I'm secondary there are 2 of us who are primary and secondary also so that is we had that to say literally until the cover a youtube video to understand what it was so I think this concept comes from the way that the government intends to do development through scrum agile development which again before we got the job we had to study youtube hard to find out what it was and from again we're not actually involved in scrum agile development we're involved in writing requirements for the new global service which doesn't always feel agile and certainly thorough but we can represent in the school schools and educators and learners in the Victoria Key amongst the people who are developing this who are not necessarily in education but the expertise in getting things organized doing things and in the digital directory so we've got the old glow we're talking about the contracts for this are all winding up and it goes away in October so we're in a funny position where we've got the old glow, we've got the as is glow and we've got the go futures which isn't called futures anymore but glow now what we've got at the moment and in the next short term is that all the content from the SharePoint stuff because a lot of people that work into that has been migrated to some extent to Microsoft 365 SharePoint in the cloud which has been profiled by Microsoft at no cost to the government it also comes with a good set of collaborative tools there's the online versions of Word to the PowerPoint and all these sort of things a fail storage which keeps on changing as far as I can see everything I look at gets bigger and you get more space through your email and stuff like that so and we've also got SharePoint I don't know if anybody is familiar with SharePoint due to lots of businesses and institutions a place where you can collaborate together I wouldn't say it's open it's not, it's a closed system and at the moment we're very much exploring the elasticity of that given the people we work with are five or six or seven or a lot of young kids which I've got to deal with them in a different way it may be possible that some of that will become open at some point but we're also migrating other services the video conferencing which turned into what they call GLO TV is going to be migrated the blogs are going to be migrated because the servers with the end of the contract would go away we need to have a continuation of that and one of the things I've spent a lot of time on is doing that and we're replacing other services so we're not migrating them but there's a blow wiki set up we're just abandoning the stuff that's there and giving a new service and at the moment we're in this I was trying to think of a better word such safety modes because it basically is just to give people some sort of continuity and there's 130,000 blogs in the system which is quite a few and up to 130,000 potentially irritating people if we drop them so the idea is that this safety mode is to get those going but they'll have the same sort of affordances that they'll be able to be private that they'll be able to select groups go on like or they'll be able to do public and that's what's new and I've put GoFuture at the top on that but it's not an unnamed project we've got going at the moment we've got all these Weesup projects on the long trying to migrate stuff and reorganise things but we've got this unnamed project of what's going to happen in the future and that's where I think from the open point of view and the stuff flowing from the ICT in excellence we've got this sort of room to manoeuvre we've got a chance to make our case for open and both of you and myself I think of a history of maybe not knowing we are open educators but being open educators we're all in line we're talking to people in different parts of the world about education we tend to share things when we've got them whether sometimes in my case if people want them or not and Jessica are a host of the vlog so that's sort of our philosophy from that this presentation isn't in the moment I guess it will be shared on the vlog because the sort of thing that is in the moment isn't open enough to share but it's where we're aiming for and to do that we've got some sort of interesting problems to do with the fact that we work with young people and I know most people in the room work with young people and I was kind of really schooling myself today not to say it was for education because it was really for schools and there's an ambition to move into colleges and things like that but I tend to think of education as starting at 3 and pushing up at 18 when we're going to do something else which it's not about schools but we've got to think about very carefully when we're working with young children on the data protection child protection if we're releasing children into the wild online that's maybe not a great idea and the last talk was looking at the sort of ecosystem of places people use their learning and I know my online learning is shared across a few tumblers, a couple of blogs Flickr, YouTube and it's mixed in with other stuff that is personal and all the rest of it and I'm ok with that because I'm pretty old but I don't think we can just release the memes and send them out right into that world we've got to give them some sort of protection and take them in safely we've also got this idea and I think that people were quite clearly from other people speaking today that the people we're trying to bring with us the leaders in education who still are the teachers although we talk about learning a lot we've got to encourage them to be open and Scottish teachers in particular are maybe not always the most open there's this idea that maybe if you stick your head up about that what's he like talk about that because you think he is there's a fear of being seen as that man or that would so it's we've got to encourage this openness in lots of different ways and it has been going on ago a wee bit it's got a huge distance to go it maybe can start in nice safe online communities and then just work out I don't know I think the exemplification of opening and working together can happen in a safe environment and allow those cultural norms to develop in there and I think that's the vision we're going to aim for is allowing pupils to move on with those skills to understand what it means to share what it means to work collaboratively in a digital environment not necessarily to work only within Office 365 to save tenancy but also work with others around the world using their identity using whatever you want to call whether it's a global account whatever you want to call it allowing them to move forward a couple of questions have come in the answer about glue glue is a proof of concept and if you're interested, I will look at it and there was a question about the biggest barrier to glue in parts of Scotland with local authorities switching stuff off and not letting teachers share yes simple as that, yes so as John says there's legality I have to understand what the culture is and there's a long way to go before that understanding is embedded I think what we're looking for from today is hopefully some sort of engagement with the open people in Scotland to try and learn some lessons from you to try and learn some lessons about how we can deal with these things I think the technology is easy it's a culture but we need to get that sort of badge you know I am safe on the internet it's okay there's your medal we need help from other people who are maybe further down this road and how do you get that into institutions how does it work I mean I thought the discussion about open badges was really interesting in how that culturally that moved by getting the right people involved and you know astonished me that it was through sort of badging CPD for instance refusing to give out pay for certificates that's just a wee switch and then that would be turn something else on so we've got to kind of think about how we do this the other thing I think in our ambition for glow is this idea back to that thing that there is things that need to be behind a password but in the past I think what happened was everything was behind that password now it may be part of the glow it sticks out then you can access it what somebody produces this lovely educational video I can watch it and it's in glow I haven't had to log in but it's midi badge glow or whatever but it's a button there that links it in to glow if I want to add commentary as a learner in Scotland that means I need to have an identity and we're giving the children that identity and you're giving them in a safe safe place so maybe that you don't want them comments on a YouTube video maybe not possible in your network but it should be possible to go in to glow and have that conversation around the resource there's no need for the resource necessarily to be behind it it might be that some of those resources are procured and we spend money on them and we're not allowed to do that so then there behind the log everything doesn't need to go behind the log and maybe that will tease people into using a system which has such great potential wait and see any questions? Joe just an option because I'm a very one and it's a shame the fact that we can now set across a directory and you can say you're beginning to see teachers across Scotland and you're also beginning to find things find resources that other people have put in that actually there's some real good stuff happening it may be going to something else oh no I think that it really has transformed and I think it's testing to what we've done so far that's largely the share point portion you're talking about and that's not really testing to what we're doing we're working on that at the moment figuring out how it's going to be used in the classroom all these tools I think right back to the old one had fantastic potential it's just getting them used and for the right things getting them out absolutely yes first thing you log into is actually the portal eventually which is RM Unify at the moment but those of you familiar with glue will realise there's some familiarity there I thought the Scottish Government was slow on the network both RM Unify allows you to create your own tiles that takes you off the range of places next stage of that is to be able to create your own credentials within there eventually this is the problem with being live isn't it so this is into the launchpad that's why we didn't do it live but those of you familiar with Office 365 will realise that the ability to work within a browser for your one note I had to get one note I just had to for your Excel, for your presentation that becomes important for those pupils who don't have access to the resources at home there we go this is now logging into Office 365 through Shibboleth, so an open access and again this single log and taking it into places becomes quite important one drive with 25 gigabytes of storage for each user there are 50 gigabytes on your email even I couldn't fill that one up even so the ability to have within here should have gone to that then you've not seen the browser version of Word I'm going to try and open it now this is the browser version of Word so it allows me to work with loads of people online but getting pupils understanding and these are our principles that we want to work to so that's why I put it up when we can work with these then pupils can be used to sharing working with one dogged and yes, they can do that in Google Docs as well it's about the process, not about the single tool but I think that's something we need to get across to pupils as well any other questions? John, I'm a bit disappointed to be having such a part in life as well one thing I'd say is we both kind of talked about the notion of shape like being closed that shape the reason for that and you've mentioned it already and these are the problems you've faced that the technology is the easy part and it will be the easy part led to the future the hard part is getting the people who have to run the networks who run the existence of the local authorities and the international level to understand what you're trying to do and where you're trying to get down to this openness agenda the reason we leave that alone is because it was closed down by the individual so now we can see that as a problem or we can simply see it as the reality of what we're facing with it and it's a political, it's a cultural it's a social issue it's not a technological issue and however wonderfully or when you want the future both to be it will be closed when you're still running the networks when you're still a network manager so you can only see the networks as a problem because you're not confusing it and when you guys are walking in the one that's actually probably what perpetrated that right now so here I'm talking about what a hard job to do Thanks for that, John I think John were very kind of focused on the idea that openness, it's in the principles and some things like I said IP or child protection or it might be just local conditions we'll close that down 650,000 users under the age of 18 and that happens, I don't know it's still the second largest and it's actually split into two because it couldn't be one big enough it's actually two separate fields that could go together I was just wondering about whether attitudes towards that sort of openness hasn't changed drastically since the global system launch I think culturally society's moved on last time it's still a tree of the managers who control it and you know what their fears are But don't you get situations now where basically large jumps of your audience basically work around and go out simply because In the office of myself when John work in, glow is the only common link between Education Scotland and Scottish Government so actually it's the only bit that they can work together on because although Education Scotland is now part of Scottish Government there are still ICT differences so they can't actually work together directly I can't read the Education Scotland directly find out where people are that kind of thing glow is the only one that's actually shared between them so as John describes it it's forced us to eat it on dog food and that's the user within the office 365 and the other thing is that this does not glow this is the office 365 accessed via glow and I think the idea of tools all those kinds of things becomes really important and then you're right the culture's changed people are more aware of apps whether they know or not they're using words all those kinds of things and this stage to that is then developing their own working practices the office myself when John work in now has 60 people in it they have a Scottish Government machine checking their email and they have their own personal machine on their own wifi for everything else I think at one point I think I had 5 around it it was getting ridiculous so yes you're right we do work around and the question is how do we then make it so we don't have to work around and ask the support but we're trying to do the support for learning and teaching in this case and getting teachers on board and it is a very long term technological thing God we can have never done that in 15 minutes but I think that they're still a reluctance for teachers to share and what we need to give them is this range of environments from very close to very open food we've got a space yeah it's just that we're trying to put the same on the reluctance to share thing and that's something that we've run up against culturally at Glasgow Caledonia and it's highly ended up writing the open educational resources policy it wasn't it was to allow the teaching staffs to know their skills because they did it across the managers so they wanted someone to write them down to know their skills to know that they wouldn't be looked down on or done down for sharing they wanted to know it was okay to share so that's where our idea was to come from it was to reassure the staff it was going to be alright in the room it was going to pick on them for doing it we have read it a lot ourselves we want to join into that larger debate and larger communication about what does it mean what are open standards how do you work fairly together is that open creative commons we adopt is the government pushing the OGL we're still trying to get the head around the open government licence and getting it understanding but we do need help and inputs and that's what we're calling for now I think that's a good point due to your coffee break was that a coffee break but of course coming back to talk about the Scottish Open Education declaration which is that bit of trying to get a point out with all other systems that spells out what open is which we can then take back to local authorities and to colleges and universities and see the commonality about sharing so at that point can I say John Green kind of your presentation and his coffee is there what was it about what was it about what was it about about the Scottish Open declaration and then we're due to have a preliminary session after that but I think probably because we've talked about openness all day I think when we're rolling to the preliminary session I think we'll talk about the Scottish Open education declaration but I think there's probably a lot of other open themes that we need to chat about and just a special mention of affordances as I know some of it at the back of the room has been collecting them at a time that affordances has been mentioned so I'm sure there's lots of affordances around open education that's at least the effort John thanks very much Joe sorry to drag you all away from the coffee and cakes but I'll try and make this quite brief so we've got some time for discussion left at the end so as Joe mentioned what I'm going to be talking about is the Scottish Open education declaration just a very brief bit of background first my name's Lorna Campbell and I work for an organisation called CITUS which is the Centre for Educational Technology Interoperability and Standards and we're a national UK advisory centre providing strategic technical pedagogic advice on education technology and standards to funding bodies, standards agencies government institutions and commercial partners so that's our boiler plate so the Open Scotland declaration is an initiative of Open Scotland now we've been talking a lot about Open Scotland today would I ever actually stop it to explain what Open Scotland is it is a slightly sort of nebulous thing that it's not a formula organisation in any way, shape or form it's a cross sector initiative that aims to raise awareness of Open Education encourage the sharing of Open educational resources and explore the potential of Open Policy and practice to benefit all sectors of Scottish education Open Scotland is an initiative that's led by CITUS by SQA by the Disguards in Scotland and by the All Scotland side it's an entirely voluntary initiative it's entirely unfunded we receive no funding from anyone for doing this it's open to anyone we encourage everyone to participate in this initiative now one of the things that we did about this time last year was we ran an thing called the Open Scotland summit and that was about targeted meeting that brought together senior managers and policy makers to explore the development and the potential of Open Education policy and practice in Scotland and that meeting took place at the National Assembly of Scotland here in Edinburgh last June and we were very lucky to have Dr Cable Green from Creative Commons who came over to Scotland to present our keynote for that event we spent a large part of the day talking about how openness can help to address the strategic priorities and challenges facing all sectors of education and in particular we focused on the government's big ticket strategic agendas so the post 16 education knowledge transfer, curriculum change and the whole area of school college university articulation and I know a lot of these themes have been touched on today by many of our speakers but one of the other things we did was we discussed the UNESCO Paris OER declaration now this was a document that was produced in 2012 by UNESCO in collaboration with the Commonwealth Learning and it's quite a short two page document, it's got a little bit of introductory text and about ten points relating to support for Open Educational Resources and it's a nice document because it lays things out in very plain terms it's very easy to identify with and it's a wee bit it's quite difficult to disagree with the UNESCO OER declaration there's nothing too contentious in there so we used this as a talking point at the Open Scotland summit to discuss whether it would be useful to use this to leverage more support for Open Education in Scotland and to raise awareness of the affordances of Open Education there you go there's another one of Open Education right across all sectors of Scottish Education and there was general agreement from participants at the summit that this is a good thing this is a good thing as far as it goes but as the title suggests it's completely focused on Open Education resources and nothing else it doesn't talk about any other aspects of Open Education it doesn't talk about open assessment open policy, open practice open online courses it doesn't suggest that one activity that the Open Scotland initiative done today was to draft a new version of the declaration that included Open Education more generally so we went away and eventually we drafted the Scottish Open Education declaration now what this is this is a reworking of the UNESCO declaration I did most of the original draft and we put it online it's hosted on an installation wordpress on reclaim hosting which is an initiative set up by Jim Groom in the US to provide an open source service space for educational use and we've used the common press open source application to allow members of the community to comment on that open draft common press is developed by an organisation called Institute of the Future of the Book so we very much were using open technology to host this and get it out there so like I said this is an open community draft the fact that I did the original redrafting is irrelevant it's up there as a strawman for the community to engage with and to discuss and we've already had quite a lot of discussion there when we put this online we sent the URL out to all the OER and open education mailing lists and the response was dramatic to say the least isn't it fabulous that Scotland has got behind an open education policy huge congratulations to the Scottish Government this despite the fact we had gone out of our way to say this is a community draft this is not an official document it's not endorsed by the Scottish Government it's not endorsed by SFC or by any of the institutions it's a community draft and we will get behind it we hope that maybe it will eventually filter up the chain we don't know if it will but if at least it provokes some discussion of open education and if it helps to raise awareness of open education then it will have been a modest success in that way but it was quite interesting reaction it got and it did make me wonder if perhaps there is an appetite for higher level but it certainly did have quite a dramatic reception when it first went out there but like I said it is just a draft that is there for you to comment on I'm not going to go through all the points in the declaration please do go and read it but what I'm going to do is very quickly just flick through some of the comments that people have added in the hope that that might sort of spark some more discussion in addition to a lot of the points that we've already raised what we did was this is an example of a statement from the Paris OER declaration and this is an example of the same bullet point that has been expanded to include all aspects of open education so that's just to give you some idea of how we've redrafted it and we also wrote an introduction and a lot of the language a lot of the wording a lot of the concepts are influenced very heavily by Scottish Government policies because we really wanted this to echo Scottish Government policy and this paragraph in particular has caused a lot of discussion and debate most of it in the form of people endorsing and agreeing this but there is the whole point of education is for the greater good it's about preparing people to become fully engaged digital citizens and that's just an example of one of the comments that we've had on this paragraph of the introduction Joe and his colleague Martin Ware have also picked up on this idea of education as a public good and how we have a very strong tradition in Scotland of education for its own sake and education that should be accessible to everybody regardless of their ability to pay another theme that was raised by my sister's colleague Scott Wilson was whether it was worth including a statement on the use of open source software in education and I said to Scott if you want to you know if you want to draft a comment sure we'll add it in so we now have a new bullet point on the use of open source software in education one of the other themes that has been discussed quite widely is that the way the declaration is drafted it does slightly sound as if it's technology that's driving development that the technology is driving open education and several people have commented that really what we want to do is turn that round a bit so that technology is seen as the enabler rather than the driver of open education developments and there's been quite a lot of discussion about this again I'm not going to you can go and have a look at the document and read through these at your own leisure and Lee Ballantyne made a very interesting comment and agreement with this another very interesting point that was raised by Linda Craner was that what we really need is a major culture shift within education but to actually really get behind the idea of open education it's not about the technology it's about building capacity and I think this maybe comes back as well to the point I made earlier on during Ronnie's talk that I think we do need to build capacity in the sector to be able to really get the benefits from open education that we know are there and again Ronnie picked up on that point that Linda raised in terms of whether we're looking at a major culture shift or perhaps a slower evolution and another interesting point that was raised by Martin Ware is that we need to make sure that whatever we're doing it's cross sector this isn't just for higher education it's not just for the college sector it's not just for the school sector it's for everyone open education has the potential to benefit all sectors of Scottish education and we need to work more closely and we need to work cross sector as well there's a lot of content, there's a lot of practice there's a lot of experience in all these different sectors that we can learn from and I think the fact that we actually have such good cross sector representation here today is hugely encouraging I mean I'm very used to sort of standing and talking to people who are just from higher education and you know these are not the people that we really want to be talking to we want a real mix of people and I think it's very encouraging to see that here today so again when we come to redrafting the declaration hopefully we can really emphasise that point Ronnie Olmson also made the point that Scotland is a re-place and we should be able to do things because we're a small country we should be able to get together and do things as a small country and it's interesting to compare this with an initiative that's going on in Slovenia at the moment Slovenia hosted the open course work consortium conference this year and they have just announced a government initiative called Opening Up Slovenia and when questioned at the conference why they had chosen to do this they said we see ourselves as a big little country and there's a lot that we can do because of our size that we hope will move the way across Europe and I think Scotland's got a lot to learn from that initiative and one last comment this is actually Malik Tarkovski who is a colleague who does a lot of work with Creative Commons and also with the school sector and is involved in opening the textbook for schools initiative in Poland and he suggested that that we really need to endorse quite strongly the Creative Commons attributions licence this is a very debatable point actually saying that you must use X, Y or Z licence is quite different that will spark a lot of discussion and debate I'm unsure about this myself but it's an interesting point to have been raised so the declaration is still there it's been online since about April I haven't actually changed the original draft on the basis of any of the comments that have been received so far but hopefully what we'll do within the next couple of months is we'll start to work in some of these comments and then what we'll do is we will issue a draft so please do go in do comment the declaration is drafted under open licence although I should add that when I went to use the original UNESCO declaration I discovered I had no licence on it at all but as soon as I met as I tweeted about UNESCO sorry yes please use it you can take this document you can do whatever you want with it you can redraft it, you can cut bits out of it it's there for you to use it's a community resource so please do go in do comments, do get engaged with the discussion online and if you do please use our open Scotland hashtag but we've also been using for this event so that's it I'm going to leave it there and I think we've got about 15 minutes left or discussion or comment on any of the issues that I think we've been hearing about today we start off with questions from the declarations being you say you're about to start work on decisions on the comments what sort of timescale does the group envisage before each of those something and something will happen well that's the question because as I said this is completely unfunded and unsupported so really this happens in our spare time so to some extent what happens when is depending on how much you know it's like that we can kind of carve out of the day jobs and that goes for all of the sectors for everyone who's involved in open Scotland so I'm certain hope that what we're at the beginning of June now based on my own commitments end of July at the very earliest are there any people looking for organisations, institutions etc to sign up to it? well again that's an interesting point as well there is a comment in the declaration where you can sign up we didn't explicitly ask people to sign up but some people have already done that some people have already said what and institution up to that some individuals have signed it again like you said we have no authority to encourage people to do that we can put that out there we can encourage them to do it but what I would say is I would encourage you support the principles this quite simple decoration to sign up to the principles if you have caveats put your caveats on this too so don't sign up to everything you're saying I agree with most of that apart from paragraph 2 or paragraph 3 then add that my sense of the policy landscape in Scotland is there won't be any big decisions made around about anything like this until November or January next year because there's other big things happening I do sense that in January regardless of outcomes around these kind of things we will still have that small community that needs to share things and something like this needs to happen in the interim between all our top brands Oak and Scotland and all these things Wales just did it Wales high education and it's worth going and having a look have an open decoration but it's just for high education but at least they've done it the penny dropped we're now obliged to share we've publicly funded research openly so why don't we just do it with the material Wales have done it as a fantastic document it's worth having a look at but it's just high education wouldn't it be great if we could do it higher, further schools are more complicated because you're going to cause local employment terms and conditions but by this pace do it but I don't think we'll get a policy move until early New Year but it will come and again at the highest level many of the people we were doing some of this showed very strong signs of interest in all of this but then it went quiet it's just simply there's a bigger item on the national agenda between now and Christmas but I doubt you all all of you get, you know have a game of names on this if you wish to it's not compulsory if you're interested in this I'm just following up on that on the top spot about the culture change and the hardest thing to change is culture I think maybe this is an example of that because we're waiting for the Scottish Government to get this out of the same group and then we all collectively as an education centre could say we've done it and they had to come to that so maybe that's why we're waiting that was certainly one of the original drivers she was being called but there was this hope that we can push from the ground up but the government will start to take notice as Jo said there are some glimmers of interest up there so hopefully we can keep pushing and getting behind initiatives like this and all sorts of other activities like this event all the other activities going on but interest will continue to increase across the sector and again we are doing things like this moving things on some of the Canadian countries are moving to open by default you know but the Open Wales Declaration there's a whole list of countries now if you have a look at the columns the Slovenian event was an event led by the Slovenian government saying that they're going to adopt open education across universities, colleges and like that and schools you're in a non-public funded body non-public funded body what's that what's that like what this shouldn't make is that the private sector schools don't you think you can use the summer house again there's a lot of publicity there's a lot of publicity there's a lot of publicity in the middle of the declaration you're always talking about the funding it's one of those policies I see a point and again I think there are things that the private sector could be doing I mean almost within, and I'll use that public sector cartail if you like you know beyond far higher education schools we know for instance that nice and national health services remain as many resources which they cheer only on a very hatchy basis with schools and universities so that that to me again within the public sector is a place where Open Scotland should originate in the NHS it's all into a lot of quite interesting resources too some of them which are our final and it's round the specialist skills for restoration whackers and things and again that should be shared with the colleges that are training people to do that and it's quite a few pockets of quite interesting content it's a bit important about what you should have said it sounds like the private sector sharing things among themselves and it's absolutely lots of funding that's helped to be shared with everybody so commissioners, publishers, private schools they will be shared with the same ideas with the same ideas to be shared with what they thought I mean we've certainly thought we're rather the same as we did in the last year we did in the value drip sectors from the historic Scotland from the heritage sector from the national IDO the national IDO that actually attained we didn't directly in terms of any commercial publisher for example but all this stuff in there all this stuff is open so anyone who wants to engage with this we will look at the norms I suppose just just in the global space it's interesting to look at what Pearson and some of them are their global publishers are doing in fact what they're doing is they're collecting up a lot of this open stuff that's existing around the world but then inside it continuing to stay on their private content which which is is their commercial model so there are private companies around the world engaging with them and it's interesting that during the hefty fund with UK and education resources programme that ran between 2009 and 2012 some of those projects did part with the commercial publisher and it was a project at the inversion here to produce educational resources out of their content so there are certain publishers out there that are willing to engage and the more the better I think one of the things you could find is the public sector and this part of the world is directly to the world it's not just an individual it's human right it's a human right a global human right it's open it's open it's open it's open you have to talk about the global public which again why most of the people get involved with this wonderful educational system is it was about the education system the world there's an interesting when the UK we are programme kicked off in England we had some very interesting reactions when potential projects were told that the resources had to completely open and the reaction was what you mean within the university sector no no everyone what you mean within the UK no no everyone everyone everyone yes absolutely everyone and some of you do not know and to get over this when you say open you mean anyone can use it anyone in the world and I think there is a kind of like a bit of hurdle to get over there and I think I think there are phases that people have to go through and the institutions have to go through to reach that point and there's quite often a tendency to want to share with them more gardens and I think you can get people who can be quite hardline about that and say what I was referring to but I think there are phases you have to go through you could build up that capacity to open this and I know that Sheila mentioned Cable's comment at the end the open Scotland summit about the opposite of the opposite of open is not closed the opposite of open is broken I mean that's a very powerful statement to end a keynote with of course you can argue with it because it's very difficult for any institution to just suddenly open there are steps or processes and our culture changes and as Linda quite rightly commented the opposite of that culture change to open this and I think that is it's not going to happen overnight but I'm going to be able to support it how we can I think hopefully too a large part will be raised in some project to build that and create that kind of make a suggestion and during our presentation Ronnie posed a number of questions about what do we mean when they say open in various contexts and I just wonder on this meeting you might also recommend to the project funding that they try and adopt as many of these principles as they can in taking forward the project and we might find that some of them people are uncomfortable with which either produces some feedback from the wording or by applying quite rigorously we end up with the best possible project we can but since the project was directly requested by the Cabinet Secretary I guess in doing that work we can report back to and we can highlight the relevance of this declaration and if it seems to be working well then I think we've got some momentum there and I know that one of the other things that we've spoken about is the next step that will be really useful to do we can start to evidence each of these statements with examples right across Scotland because I bet we actually could evidence most of it I bet we actually liked every single one of those some evidence somewhere across the Scottish Education sector of people really getting behind of the statements yes absolutely so on today questions about opening and all these things how do we get the rest of the world into the same mindset that you all have because that's why how do we get the rest of the education world into this space how do we get the money comes off I was at an event in Dundee yesterday at the Sylip Scotland conference and to my shame I can't actually explain so I can't really explain what it sounds like it's a language it's a big language the keynote was by the director of the Carnegie Trust and he was on it it's all about sort of public language but one of the things he said was that he's worked with various public sectors over the years and in his experience it was better to campaign for something and he really needed something he needed to know it's not about saying what it does what it's for and I think again in terms of openness we really need to show what are the benefits of openness what are the key points that we can address and that sort of thing so we started trying to do at the meeting we had this time last year it was like looking at these strategic policies and say well how can we help to address that there are articulations of the interesting one because that transitions from schools, college to university in that space there should be huge affordances for all types of mental and educational resources open uniforms assessment and accreditation and I think it's perhaps the community's targeted areas but perhaps we can make some good deals and I think too with that bit of mapping things some of the building blocks from this committee here this has done really over the last sort of almost 15 years actually has only been in the whole practice for higher education the dual room does exist for further education in Scotland and maybe for more further education in Scotland there was a so-called resource it exists, it's there so some of these bits about well if I'm going to be open where to put my stuff actually these questions are answered already and again there might be some institutions that are already just quietly populating these places and maybe it's just to look at what the practices are, how practices have changed some of these institutions to allow to allow that flow and actually in fear is going the other way maybe to help resource and dual room understand how customers use the resources so that these systems get clever in delivering learning materials to teachers or maybe sometimes directly to learners or maybe things in your tools or not I'd like to highlight the fact that a lot of this is about transitions you might go with a new cutie cane enhancement theme for the next few years so it's going to be transitions so that might be a lever for some of us in the universities to engage colleagues within the institutions to show that we're doing something in that area that openness can help with these transitions so it might be something to fact to many of them because we are all tasked with doing something around you and that's what we do the other thing is just to back some of what Sheila was talking about in trying to mark our institutional policies perhaps and trying to convince senior managers of institutions that openness can have an impact in helping us to achieve institutional targets and goals and that's what usually gets senior managers hooked in they can see a benefit from the university to university landing, reputation, marketing etc and it was certainly it was very interesting to be in Slovenia on this year to see the level at which the opening up Slovenia initiative was launched at the highest government level and we made a real song in that How successful though remains to be seen but it was really interesting to see that at the rehigh level and somebody had obviously done that job of convincing the institutions and convincing the government at the higher level so that's what we need to do A question about the previous answer Did you look at the perspective marketing of a university marketing division on how they would see this because you see brand awareness they spend money on raising brand awareness there's been any research in terms of attaching what's your value to the type of brand awareness Make the part for the people to ask that question of being at the end of the world The ex-person That point did come up I mean presentation in a basic said every pound they've invested in MOOCs delivered far more brand awareness than all the money they spend on marketing I mean I always speak about open learning but I mean certainly the way that open learning is now strategically placed obviously it was initially funded as part of this philanthropic giving but now you know strategically it's very much placed in relation to journeys from informal learning and actually creating that gateway for people who have been distanced from education in all sorts of ways to engage in informal learning and being in informal learning so it really is part of that brand awareness and marketing and it's really seen as being integral to the university's strategy to widen the participation I mean I do know is there other people here from this university's MOOC project but you know certainly Jeff Lee one of the reasons why they got involved with Coursera was publicity that was one of the drivers important I know there's a big big difference between MOOCs and educational resources because most MOOCs aren't open learning it's highly debatable how open they are but I think if you look at the publicity that Edinburgh got from partner with Coursera and you're not on credit to them I think the way they've opened access to the data that these courses have generated that is really good for the first Scottish institution that says right where all the access are coming and it may not be an education institution if you look at what national portrait gallery have done but she's not done, they have opened access to their digital collections some of the big US institutions have done it as well and they've got a lot of publicity from doing that so Is Edinburgh in a place where you can take it and go back to the institution and show it to someone because they look here's the good reason to do this Well certainly the GISC actually did fund a study on business models for open educational resources which is called Good Intentions and it was written by Lou McGill who is facing in Scotland if you google Good Intentions, GISC OER it should turn up that report is a couple of years old now but a lot of the content in it is still relevant Yeah, well some people just go to me because I'm talking through but it seems to me that certain aspects of open have established and mature practices as well as platforms that go with it so it's definitely arguably education where it's getting there a little bit with the news but with things like policy and content we haven't really gone back yet the actual process or the general environmental practice or platform isn't really there yet I think that people to do that is jealous of the power of people because that's very much one of the things of the power of projects that we have is that you have that platform for educational policy so by your right you mean it's already being done but also we are I think Yes, yes You've got me feeling obviously how we are per se that there's not really a recognisable place in communities to do that Yeah, I think it's maybe a bit too diverse for there ever to be one community in the same area that perhaps are for others, I don't know I don't know Well, first of all I'd like to say thank you for coming along I'm going to mention a few other things First of all, if you're interested in this debate I hope you'd like to join us out to see which is a more recognition in September I hope you'd also all like to consider becoming members of the association for learning technology It's really worth doing and you do get to be interested and you do get to talk about these community issues that are affecting really education not just in the UK but globally The other co-sponsor of this event was CETUS CETUS are having their co-reference in Bolton and I'm going to get the dates in June Yeah, it's for passionate It's 167.9 179.8 I think T might be the last year to register So if that were like about standards of how the A stands under PIN then that's the event to go to We are going to be talking about education policies so there are some of the suspects here And again, we are six years in Cardiff So again, if your interest is actually going to Wales to hear 181 with the local education policy I think it will be really quite interesting to see having made the aberration if universal behaviours are changed in any way You know, because once then talking the talk sometimes it's hard to walk the walk and finally Martin do you want to say a few? I think you have a suggestion Welcome I don't want to say I would say I don't I don't, just in case you don't know me I don't want to say what you're all I'm based in Scotland and I've seen you in Scotland to you're all and I would encourage you if you haven't already to join me up in Scotland City and just we can open the link in a bit Yes, but we need you to like the hashtag that hashtag is for everyone who needs a doctor Give it a ball Well Well, sorry I think I was going to see it with your fun though I'd like to thank all our presenters today and thank you for enjoying us so thank you to the to those who are just making it up That's good Thank you Thank you