 People are doing streaming and there are separate mics for the room. This one, this one I get to pick it up by the camera. Thank you. We're still on the menu. Exactly. This one is too much. Apart from the first two. And it's all right. But I suppose I want to speak into it. I don't want to talk much to you about that. That's fine. Yeah, you can just pick it up. Yeah, no, no, I don't wish to do that. But I'm going to just pick it up from there. Okay, okay. I can do a quick test. Testing, testing. Shall I try speaking again? Brilliant. I'm just going to get over here. I'm going to go to the other stations with the live stream. Just to be aware of that. So I don't just leave it back to you yet. So don't worry too much. But just to know whether it's in the live stream. We need to start in. So this session is a hacking week-end sharing show. Just make sure everyone is in the right room. That's what we're expecting. Just for the people who have just arrived, the majority of the sessions will be streamed as well. So this afternoon is four potential time with the others preparing to make themselves known. 50 minute sessions. And we're going, however, to stick to times. Make sure that we look for that on the TV. So when I actually do finish, I'll ask them to probably get it at the time where we're preparing for again, some of the same, times on the other stations. We'll remind us later. So we'll make a start in. And then I'll ask a fresh speaker to come up please. So this is a presentation by Tom Collins. But Paul is unable to join us this afternoon. So we have Ian, who is willing to present on whole behalf. So I will hand it over to Ian. Good afternoon, everyone. Sorry, my colleagues. Paul Collins couldn't make it. So I will present for him. In this presentation, I would like to share some of our work on stimulating the production of applied game as open educational resources from the REACH project. So the REACH project realizing on applied gaming ecosystem, it's a 48 months technology and knowing how driven research and innovation project co-founded by EU framework program for research and innovation of the whole race in 2020. And it was launched on February and 2015, included 20 key partners from the industry, the education sector and research centre across Europe from 10 countries, including Australia, Italian, and the UK and the Netherlands. So some background. So as we know there are lots of research on the potential of digital gaming education. Turn this off. Perfect. So we'll ask our next speaker to come up then please. There's a streaming note and there's a mic there. I think it's okay. It's just a great feature. Brilliant. The next speaker is Russell Boyer. He's going to talk about limiting open education through making course rules. Thank you. Thanks very much. So I'm Russell Boyer from the University of Warwick representing the Construc project which is being led by my colleague, Murray Bynan, who is unfortunately not able to make it today. They are having a project meeting in Greece, so it's a quite nice day here, so I think I got the better end of the deal. So what I want to talk about is what the Construc project is doing, and the Construc project is looking at the way in which we can make interactive resources, but make them in a way that is perhaps a little bit more open in a way that I'll come on to talk about, but particularly in a way that can be remixed and reused in a way that means that they're not closed. But one of the challenges I think with any kind of interactive artifact, with any piece of software that we think about is that there's a whole variety of challenges of which I'm sure you're familiar with in terms of the legal and the copyright, the language in which they're created, the alignments of the curriculum, all these kind of issues. But the thing that I want to talk about and the thing that the project is quite concerned about is focusing on the digital skills and the knowledge necessary to reuse and to remix any kind of interactive artifact, whether that's piece of software or some kind of interactive artifact. If we think about the kind of skills that are necessary then to both create a new resource, obviously you're going to need a piece of software in that and either be something that's pretty general or something that's specialist and then the appropriate digital skills, whatever they might be to create that artifact and usually that's something you're going to deliver these days on a multitude of platforms for different forms of use so either be on a desktop or mobile in various different kind of ways. And then, updating or revising that perhaps many years later, you might need that recreation of that original software or the equipment environment and your original setup but perhaps most interestingly what you might need is the skills and the awareness of what the original issues were to look again or somebody else comes to look again at that thing that you've created. What was the concept of this? How was it put together? So it becomes both a challenge of technical and of conceptual and obviously in the technical sense maintaining a bit of software to edit something, edit a resource many years later I worked on a project that only five years after we created it's already quite difficult for us to update and edit because of what seemed like a sensible choice at the time. You make these choices in terms of the technical aspects that at the time feel like wise choices a few years later down the line can feel very unwise because the software that you've chosen doesn't run because you're suddenly having to design for mobile which you didn't think about a few years previously and the tools that were available at the time were easy to use then perhaps a little bit more difficult. Even making simple conceptual changes can be a bit of a challenge because the technical aspects just get in the way and even if you've got the skills and the software it can be a bit of a barrier as time passes and you can mitigate against that risk but really when you start to think about more challenging conceptual changes to a resource that's when the fun really begins because it's not that I need the ability to edit that resource I need to understand well how did that the original also get there in the first place what was their mindset how did they put that resource together what's the internal structure how does it work can I pull it apart from my use can I bend it into a new form can I take what's there and fit it into what I'm doing right now and I think what you tend to find is that resources that are published they almost tend to be a kind of reconstruction of somebody else's journey in developing that resource so you can think about it as there's a walk a journey through a valley which is described to you but neglects all of the sort of the dead ends that you went down where you went down that path was the wrong one that kind of reconstruction it's an after the fact reconstruction rather than necessarily a complete record of the construction of that of that OER so the construit project it's a multi-European country project that's funded by the EU Erasmus program and what the project is concerned about is developing open educational resources primarily aimed at schools but developing these these construits then which might seem an unusual term but I'll come on to talk about that in a second but at a general level they are fairly fluid and interactive resources and they're the kind of things that you might find on the web that there's some kind of small interactive games an artifact that you can play with you can manipulate complete the circuit you can find out where the beams of light are flowing through a light box you can colour hexagons or you can visualise what is the plant in the solar system but construits are intended to be something a bit richer than that and it comes back to the work of Michael Faraday and more specifically the work of David Goodin who sadly is no longer with us now but he wrote a book about 20 years ago called experiment and the making of meaning if there was ever a case for open resources I would say for that book alone because you can't get it anymore it's almost impossible to find it but it is a very good book because David Goodin looked at the way in which Faraday and a number of other scientists tried to understand electromagnetism and the specific physical aspects of it are not important but really what Goodin was describing was the way in which each of those scientists evolved their understanding of the physical phenomena and slowly built up an understanding of what we now know as electromagnetism but of course at that point they had no idea what it was or had no kind of conception of how it might be put together and each of them is sort of piecing together parts of that puzzle and the process of making construals then is concerned with constructing representations in their case of physical phenomena and articulating the different possibilities so thinking through well what is this physical phenomena and can we represent that in some way and for each of them that will be a fairly personal because personal kind of understanding is they're interpreting the physical aspects of what they see making a hypothesis and trying to use their imagination to form a conceptual picture then of what in their case electromagnetism was and if we kind of extend that concept into into our case the process that they were going through of understanding electromagnetism is the same kind of thing that I might do if I'm building a model or building an artifact I'm trying to understand something I'm trying to understand physical properties or I'm trying to understand something that I might reference in the world and then try and construct that construct a model of that in the computer with the intention that I can use that to explain to somebody else or that somebody else can learn from that so one of the things the construct project is doing is building an online environment in which you can build up these interactive artifacts so I can build up an artifact that's a sort of a top-down view of a light box you've got a black box there's a whole bunch of mirrors arranged in it in a way that you don't know and the idea is that you shine a torchlight in and try and build up a picture of where the mirrors are and how they're angled and that and many of the other models that have been built are designed to let you interact with them so the ones I showed you a few minutes ago that I can manipulate the circuit, the light box I can color visualize the solar system but really what they're therefore is not just a simple artifact that's constructed just for that purpose but they're built in an environment but we could use anything it's just a tool we think we put some features in there which make it amenable to build in these kind of artifacts but what we're doing is building, controls then building an artifact building an environment which allows us to ask the what if question so rather than just visualizing that solar system or just visualizing that electrical circuit we're trying to build these artifacts in a way that you can ask other kind of questions with them or completely repurpose them for something completely unintended by the original author and that you can use those to try and make sense of the situation and those kind of interactive resources that are available they're there to help you make sense of something they're not there to just sort of let you experiment with one thing but in the process of making sense of something I can learn about the knowledge and the skills and the judgment of the different elements in each of those in each of those resources so you can take so a solar system model and this is just an OER that we that somebody else had written which is used for visualizing the solar system but that's all it does is that it visualizes the solar system which is great if you want to visualize the solar system but suppose you want to alter the gravitational constant or you want to speed up the planets or increase the radius or the luminosity of the sun and see what kind of effects that has if you wanted to try and take that original OER that existed it's very difficult to do that but what I do is build resources in a way that it isn't just optimized in a way then for the visualization that some of the underlying principles what kind of things can I observe what's the connection between the mass of a planet and the mass of this other planet and the gravitational effects around it so rather than it just being a reconstruction of somebody's understanding the project is trying to create an environment trying to create resources where it's a record so you get a record of somebody's understanding of a solar system then as they've built up that kind of environment and the work that David Gooding did of the scientists trying to understand electromagnetism and some of the artifacts that are being built up for this project they really are about the interaction between the kind of an interaction with the resource and the thinking that I do and the way that all of that is tangled up in that I can't completely disentangle my interactions with the way that I learn or the mental model that I'm building up but what I'm doing is building up a way of looking at the openness of the resource and building up the kind of way in which I can develop that understanding and all of this is leading towards sort of treating sense making the sense making of interacting with an artifact what can I learn from an artifact what kind of questions can I ask with it can I build a resource in which not only I can learn something I can pass that to somebody else and it isn't just the end result of my kind of learning but it is environment which they can ask questions in the same way that I have done the same so that kind of exploration of in any of the resources it means you can build something which is perhaps a bit more we were joining a conversation you see David had been thinking about this for about 10 years 10 years he had been doing this with his class now this is a passage from can you tell us where it's from I can't see the screen oh no he can't see the screen it's the one where you first put the letters in your blog post it's from it says up there top line so he put this embedded in a class blog post now sometimes people go it's fantastic you have your students blogging your blogging there's this online connection that's so good but then he did this and he said wait what is it what are we doing is it what you mean is it not what you mean and you might see that some of these letters are in different colors and what actually it spelled out was find the jokers find the jokers you've got some jokers you can find the jokers you don't have to scan the code yet but find the jokers so it was an invitation it was asking the students what are you going to do and basically on that blog post they found the jokers which were embedded in the classroom because he was teaching high school students so again we've got high school university level all different coming together and they then began to ask deeper questions rather than can you read chapters one to three of Pride and Prejudice for next Friday you know it's deeper questions how does this relate to my life and what am I going to do with it so three things began to underpin what David did then what we did and wider projects value interdependence and hope now you might think wait a minute hope she's going off the deep end but no any time there's learning and it has value for the learner it gives us genuine optimism we look forward to doing something with it using it in our lives that kind of hope it's a genuine thing and I think sometimes we lose sight of it the interdependence has to do with co-learning collaboration and reaching beyond the networks beyond so it began and these blog posts reached out and there were some quite amazing things I'm going to show you about 20 seconds of two videos if I get to the right place so we have first this is come on thing let's make it go from the right place this is a video that David's students made and it goes on but it was about what it started to mean to them to be able to take control of their learning to be told actually it's beyond these four walls you can do more so then then we get to one that's even more bonkers the next year before the class started one of his students looking forward to the in America it's called AP it's like college credit English but in high school she made a trailer for the English class oh my gosh so if your 17 year old student does this so she goes on and the exciting thing you can see the QR codes after they were embedded in the classroom the first time around the students took control of this and turned the whole thing into a game it became super fun and with anything once it starts to get going you think actually this is pretty darn good so when we were having our dreaming sessions Jonathan Mark and I were joining something that had already begun it's gonna take it three seconds and when you add anybody to the mix of a conversation it changes and it grows another student decided that he was gonna do a new starter and raised $20, $30,000 to have a tour across America see what life is like and now he's a professional documentary maker and then as we started going things changed things developed and we thought actually there's the old fashioned you know read and write and arithmetic but actually we've got to think broader if you think about the the jobs that are made in 10 years I have no idea what they're gonna be and the skills that the employers are looking for yes of course you have to be competent in your subject area you need to know those core understandings but the wider connection skills are so valuable they really really are so anything can be an open source learning environment we've seen some fantastic examples this morning of platforms that people have made and how they've been so valuable to people and talking about what if you do want to do more than create the model of the solar system and all these different things how are you going to be able to do everything I can't do everything nobody can do everything but if we can adopt some certain core principles then actually many of the things that we do in everyday life and teaching already are embodying these things and it's about getting it out there and sharing the practice and the things that we can do so part of what the open source learning foundation does is it's inclusive across ages across disciplines of course we have a couple of music pictures because that's kind of me but we had a project where I threw this out to my students and they they went to California off their own back and worked with all sorts of people and from community workshops workshops in schools workshops in the middle of the Yosemite National Forest and it was it was great now it doesn't have to be in the wild this is a project by Jonathan Worth and it's called Connecting Classes now we've heard about connected learning but connected learning can also be open source learning and what he's done with this project is he does a teaching method where actually what you do is you may have a recorded interview with somebody and the students listen to it they as part of the class content and so they may all bring their devices in fact they should bring their devices to in fact one to watch or listen and the other to tweet with the hashtag like we've done today about OER after the session he gathers all the tweets but it's not just for the students it's for the whole world and what this does just like David's blog post at the beginning on one of those slides he's students started reaching out and then the professionals in the industry start to comment and come back to you and so suddenly you find you have access to the poet actually that poet not just some research about the poet yes you need that but also you might be able to ask the first-hand source and so those things are so valuable so with this project Jonathan had always taught like that but he said wait a minute sometimes in education we research things we spread our good practice and we formalize them so he's running the first wave you can I've taken a screenshot from his web page the alpha test and the beginning of things and so I'm in the first wave my class are going to be actually Friday at noon listening to their first interview of Richard Crozier who's a music publisher and teacher and tweeting about it and reaching out so after these things the teachers are going to get together and that's what's on your joker card it's an invitation to actually spread it further what do you think about it what do you think about the practice of teaching in these ways what sort of learning methodologies do you use how do you learn how do you reach out how do you network you're in a conference at this conference have you made some connections that are valuable and how have you done it how do you spread that and teach other people can we open source the learning and teaching that is going on here now so that takes you to a more formally written out invitation of that and there we are I'm conscious of time and I can't see the clock on this so I don't know what it is so there we go poor David's being in California early in the morning and I haven't let him say a single thing would you like to say anything David thank you it's kind of fun being sort of the disembodied head of paws over here and unfortunately I've got to actually go but before I do we have a knack in K through 12 in higher education for making policy around what we expect not to work and so part of the appeal of open and connected is that it stands in happy opposition to what we assume is the dominant culture of education one of the things that Laura I and so many others probably many of you have realized there's magic in these connections the Benichi family Renaissance understood that when you put people together of different backgrounds and perspectives value gets created it might be financial it might be cultural it might be political but something good is going to happen the other thing I want to comment on is that history is full of example of individual teachers who have done wonderful things with students that's not particularly unique and it's not particularly successful in creating a sort of sea change we all need to serve the next generation of learners so what I'd like to suggest is that all of you find ways and Laura and I have identified the foundation as one way to create a tent to create a feel we're not interested in mandating or standardizing the height and colors of the flowers we believe that everyone has an ability to do these things in a way that benefits themselves and others I heard Laura talk about how learning benefits us and Neuron development makes us happy it staves off depression for servers and one of the things that I see in schools too often is a great deal of depression because school is the only place where learning is not interdisciplinary so regardless of your background, regardless of the level of the students you teach I'd love to invite you to join us in a conversation because as Laura mentioned as Laura joins a conversation everything changes and with that and the fact that we want to leave time for some dialogue and questions Laura thanks so much for patching me in and I hope everyone enjoys the rest of your day thank you we can see you now finally yay and with that I'm going to stop now yeah okay see you I'll hang up on you bye David thank you very much so I hope so okay thank you very much and now for something completely different that's the first cultural reference of the presentation hopefully which one it is from Monty Python's Flying Circus you see I'm presenting here but my fellow presenters who are not here Andrew Law and Patrick McCandrew if we're different states we could be the Andrew's sisters but with second cultural reference but I'm going to be talking about 10 years of open learn 10 years are gone, 10 years done for me third cultural reference do you know who it's from which John May on the blues breakers never went too far I'll give up on the cultural references now let's just talk about what I'm here to talk about so open learn from the open university which many of you have heard about will be 10 years old this year or is 10 years old this year it started with a proposal this is an institutional proposal so this is the big thing where the university is the whole senior management of the university decided to want to get into this open educational resources whatever what's happening it seemed what MIT had done talking about it and being an open university was open in its name there must be something in this so there was a review they decided they wanted to do a project and they wanted it at a big scale it didn't quite have the monies itself to put into it so in discussions with the William and Floric Foundation who said they'd be willing to fund something we put forward a proposal and this is a summary of what went to the William and Floric Foundation in the first instance and that just highlights some of the key points of it so this is pump priming we were asking for 99 million dollars from then the university is putting in 1 million dollars it's about 5.5 million pounds at that time 2 years to get started so this is to start something for 2 years we all know about 2 year projects funding, things like that end of the time that's a good idea but the ambition from the first point was this was going to hopefully be long lasting this was the university initiative the institutional initiative this was not to do it this was to be doing the pump priming and in particular we said there'd be a stage 3 so we talked about a stage 1 and stage 2 in the proposal but there'd be a stage 3 when open content provision would be fully embedded within the open university systems and processes so there was that commitment saying we want money to get started but we're proposing to go further and this proposal contained a logic model you don't expect to see the details of that so I just highlight those the final column, the ultimate outcome so this is beyond the year of end 2 so this is before things we said in that proposal we're going to do ongoing contribution development, supported open content increasing success and extending participation in HE you can read those there I'll be coming back to those and saying how I think we've paired against those 4 because we have been going 10 years we still are going 10 years it is happening, still embedded to a certain extent so we have done what we said at stage 3 that we have gone through with that stage what happened next of course many things have happened over those 10 years this just picks out a few things that happened in there in terms of launching open learn we had the first open learn conference one and only open learn conference as it happened the university also with that time because of other things got into launching an iTunes U and a YouTube channels but in 2008 after the first 2 years the evaluation of it we keep it going, we think it's done well we had open learn research report the open media unit was formed that's important because I didn't say at the beginning I was the founding director for open learn I stood down as the dean of technology faculty at the open university to head up this initiative I thought this is very interesting I don't want to be at this senior management going up a greasy pole and carrying on doing all this administrative stuff putting out there Patrick McAndrew was the research director for open learn in those first 2 years and he's gone on to head up some of these other projects and Andrew Law is the director of that media unit which took on the mainstreaming of open learn the first 2 years starting off as a project and then taking it on there have been a number of other projects and this is just a list of some of those things that have happened and there's a vast greater list if you go through that link to the open university there so we've been involved in a number of different projects and it highlights at the bottom again something we should put in the original proposal so the university is strongly committed to providing content and to support it electronic environment which will empower users in the interaction with that content so that's a good part of it so many things have happened over that time I thought well I'm going with words I've used a few pictures this is what it looked like when we started in October 2006 that appeared on the internet a little bit later we changed it to that later we changed it to that now over the years we changed it to that so you see over the years the look and feel of it has changed for that sort of front end front page as it is to how the content looks many of you may know about OpenLum we use a Moodle the background powerhouse for presenting this if you're familiar with Moodle you'll see some of the things type structures in it you'll see how it is over the years we've changed slightly the look and feel some of the things we also had people realised from the outset we launched two sites we had OpenLum we had what was originally called Learning Space we just talked about being OpenLum we also had LabSpace LabSpace is for the community whereas Learning Space OpenLum is for the overused content LabSpace is for other people to do what they wanted and this went through different looks and feels as well and it's now called OpenLumWorks as it said on there OpenLumWorks will probably get another refresh year later than this year so what's the space they might look different again so things are always on the go in terms of changing as I said we need to go back and say healthy paired against those ultimate outcomes so you can see they're really rather aspirational rather than specific outcome driven so you can say you can say it's quite easy to meet those you know they're quite aspirational that doesn't give deadlines to say we're going to do X by Y or whatever it was pretty open ended but anyway the three of us just did this retrospective review saying against each of those outcomes how do we think we did so you'll see here with the colour coding this first outcome on the ongoing contributions the development has supported open content and it's underpinning knowledge base stuff in green that's things we think yeah we've done that stuff in red at the bottom that didn't work and the amber stuff in the middle okay on this there's a long list of things in here but it's also this is going to be important for the concluding bits as well it's highlighting something which has already come out today and Laura is talking about it again which is this issue about the content over the processes and activities so when we talked about support and open content in the original proposal that was trying to think about that we could try to use that say electronic environment with tools to get the users, the learners contacting and talking to each other using things like instant messaging and video conferencing sense making tools all that thing down in the red which you all got rid of because nobody ever used the things so got all this nice social stuff and nobody used it they wanted the content we can see here there's many other things features and things we've added a constant theme throughout all this is the ones that think of going near this because it's university I can't really do any of this stuff it comes out of a university so we had success there although the bottom one you see where we hit the bridge to success project which is mentioned in the other list there where we work with community colleges take some of the content from open learn and deliver it out and act it out there and use it it had initial impact but when the funding went it dropped off it just keeps reminding us that there doesn't need to be continued activity, continued funding however it comes about for these things to survive they don't just survive on their own it's because it's a nice website that we continue to use it this is the third outcome that we are looking for ongoing contributions to development of e-learning and the evolution of open and distance learning online educational provision you see we've still got some things at the bottom there which we haven't done which is particularly this one compatible format for pick and mix provision of OER content we're still back in this position of how do we get people to use stuff let's put it together nicely and just run with it we've still got lots of technical license and other issues there we thought we would help with the lab space open learn works and things like that but it's not done but we did contribute a lot through the development of Moodle, use of XML schemas the alternative formats we've created there we feel we have contributed to developments in that area which we think have pushed people on and we're doing a lot on with other open badges and I think between the law presentations or one of the posters we're talking a lot more about that you can find more about our batched open courses which is a very recent development and one where the more that's certainly the badges and more social element has been picked up quite greatly the fourth and last these outcomes we're looking for was the ongoing contribution to development and models of open content delivery that can be embedded with open university systems and processes on a sustainable basis this is about that institutional commitment and building it in there generally done pretty well there are some areas in there which we've looked at and haven't done well you see at the bottom there's always this one there's all terms of income models based on direct monetization not go anywhere with that where's the holy grail when we get funding for you know one of the big values and why the university is still committed to this is that we get very high click through rates as it calls from open learn to our online prospectus about 8.6% in the last period that's very high and so we get several thousand registrations on our courses coming via open learn you know we can't always be sure that they wouldn't have come by any other means so that these things happen and there's a lot of our top there a lot of our students use open learn for enrichment so there's direct value to our students and to potential students from this as well as others so it's one of the value propositions which means the university is happy to keep putting some funding to keep open learn going there are others but that's obviously things so tales of the unexpected so what hasn't happened at the time wasn't in the proposal I think I would still feel surprised how few universities have significant open content initiatives as we called ours from the start it's still a limited number so although people are dabbling with other years and doing things there aren't as many institutional projects which have happened we have seen significant engagement from non-academic organisations I know MIT have seen that we have seen that sometimes we can be rather insular and just think about what's trying to happen within our own academic community but often you see on open learn works there's a number of projects which have happened there which have been with non-academic organisations I've talked about even now the demand for most users is for the content for the word, not the fire we've been trying hard to do that at the same time we've had the emergence of MOOCs as you could say social events we have lots of free courses on open learn but of course they're not, you don't start now you can take them anytime MOOCs are time events and they've been particularly popular and so there is a social side to this that people want it's just that we don't seem to have got that far although the badged open courses are particularly doing that and lastly the resilience of the lab space open learn work so it's one thing to have learning space open learn its own content there projecting an institutional brand and everything like that lab space open learn work is always meant to be a community area and it is still there but in some ways the fact that the university has maintained that it's quite surprising it's not that it gives you care and attention that it should have had but it is still there and it is being relaunched one of the things I would say about that because we've got this distinction between the learners and say the educators is that individual educators not many get involved in lab space open learn works and the involvement it is usually through projects or groups of people so it's informal groups or formal groups, organizations and things which do that and so there is that element of social and community activity but it's by pre-formed group and community coming in not one that gets formed through the site itself so to finish off so open learn at the open university may just concess internally to the organization externally to its users in our opinion of course but internally this is because of that philosophy openness is integral to what the university has done it's not an add-on we had that initial advantage in doing that but there has been adaptability across organizational strategies and operations to adjust things and to fit in with other developments that were happening to sort of take under a wing other things which are happening which adds to its value experimentation to try things that may not always work so I'm noticing some of those things we included tools and technologies and widgets and open learn just throw them out don't try to persist with things that don't seem to work or that people don't seem to want that particular time they may do later and of course there's been a lot of ongoing research and evaluation to assess what people want and how to provide it and again so Patrine is talking about some of that elsewhere today externally in terms of the success of open learn and particularly for learners I think we put it down to excesses because we put learning at the heart of the user experience it may not end up being that social, it might be individual learners but they'd be able to do it learning now on their terms of relevance with meaning, their convenience first for free to share if you want to know a bit more about that that's a blog post by Andrew that you can read which he explains a bit more about those different elements which he did after we found that the MOOC lab had rated open learn as the best open course worth providing platform last year earlier this year he did a great thing about we've got some technical questions and it's great that the my experience in working with the students is that they would like to look at the idea of open learn that actually navigating the kind of the idea of using it in order to ensure that the course is there that's absolutely the case we've long recognised that it's the aspects of of mood and also XML schemas that are not things which most people are familiar with and if you're I suppose one of the things it's always easy for us to forget because this is the way we do things with our registered students all the time we have that division of responsibilities and we have professional media people professional technical people and do that so if you just get an individual lecturer coming along there are a few that can do all these things and play about with code and do these things like that but not many can that's why I say it's really worked whether it be teams of people and you've got those different skills and things to do that so yes some of the redevelopment of open learn works is being done through the Urban Educational Practices Scotland initiative and they've been very much looking at this issue of usability and it's hopefully when it does get relaunched in the autumn that it will be easier to use that's not to say it will be the easiest platform to use because if you really want to just do something simple then a wiki educator might be something to go for and again it's that contrast between simplicity and functionality which is always these trade-offs hopefully it will be better but with me if you could speculate what organizations of which I have their open access there core vendors do you think you can be as successful as the open industry I think the answer is yes but that is that comes from finding a strategy for open educational resources or open educational whatever it is that fits with the institutional ethos and mission it's trying to really think through strategically what does this mean for it MIT did it from the outset really just thinking it was something that was going in with their ethos and then all sorts of other things have happened but if you look elsewhere and say somewhere like TU Delft they've taken a very strategic look at this particularly focusing very much in the early days on masters level type stuff about the way this gains interaction with other people around the world with other institutions with institutions that are already working with around some of their programs it's trying to take further things that they were already engaged in not do something totally new but to extend it and do it further another example I always give about something fitting in with a sort of institutional ethos is open spires at Oxford at Oxford University with the open spires it's all podcasts, audio and video podcasts and lead on the whole not totally but it fits in in terms of it being the equivalent of the public lectures so at Oxford in the evenings there are public lectures any moment the public can come in and listen to as well as Oxford University staff and students there's always been that element that they've done that and they just said we're just recording some of these either as they happen or doing some bespoke ones and putting them out to the world and saying you can't be here in Oxford so I think that the key to making it happen is to really think through that your institutional strategy and saying how does this take further forward to the things we're doing is it to prime promote our research more our engagement with industry might be the lead way in then other things can follow it's trying to find where the points of least resistance are where people say oh yeah, yeah, yeah, I like that idea let's do some more of that because I think it is this case that once you get people into talking about openness then things come we're still here with the reluctance that but I think things like open access and open access publishing is getting more people aware of say creative commons licenses for the first place now it's only here in the UK we're instructed now we've got a journal article a conference proceeding to publication we've got to have an open access version of it within six months of its publication that's expected and we'll be wrapped up with the locals if not so once you've got people into things oh I've got to do this it becomes it becomes more habit then when they're doing that for their research they can think well I'm I've got a creative commons license on my research article what about if I did some blogging or did some other educational resources on the back of what I did for my research which I could use for my students but I can also promote myself and my project and my research work out there so again, I just feel it's all part of getting people to think about well how does this help me do what I'm doing day to day better whether it's an individual or an institution I'd like to thank everyone too