 Dyma'r ddweud. I'm Helen Claire from JSC, the UK's National Research and Education Network. I'm normally home based, so this is life as usual for me, up in sunny rural Northumberland, in the UK. I'm keeping my camera off because I do have network problems here normally. I just did a little bit of an introduction to myself before introducing the project in a session, but I am focusing on open science and open learning in that context and the European Open Science Cloud. So, while I'm doing my short intro, I'd appreciate if others might give a little bit of background about whether you have any knowledge or experience in the open science, open access area. In terms of my background, I do have a background in training for a number of years in learning technologies and libraries in particular. I worked as a JSC service called Net Skills for a long time, so if you remember that, and I was around for the early days of VLEs, training lots of institutions and the basics of their platforms and good e-learning practice. I've also attended OER 11 and OER 15. But the last five years of my career, I've been very much focused on scholarly communications and open access. It's interesting to follow a presentation on policy because that's been my life for the last five years. Helping institutions comply to open access policies and the complexities there. But in the last six months, I've been working on a European funded project called EOS Synergy, and this brings me back into the world of online learning again. So, that's reason I'm here. We're in early days of the project and I'd love to get feedback from you all. Because from what I'm seeing, that there isn't too much of an overlap between the communities, the open science communities and the open education communities. Please correct me. I do see a handful of familiar names in the chat panel. So, it would be good to hear from you too. So, I'm just going to do a bit of a background to open science and then get into the project, what it's doing and what I want from you in this session. So, in terms of open science, lots of different definitions around open science itself is quite a controversial term because it's not inclusive. A lot of people feel it's not inclusive in terms of discipline. It's not just about science. So, in the UK, open research is preferred. Not all definitions, such as the one on the slide that I've included there, include OER. Many are focused on the research lifecycle. I guess the key point is that it's about opening up the whole research process. So, opening up the ideas generation, the peer review, the actual working data and then the outputs at the end. So, in terms of the European Open Science Cloud, this is a very, very ambitious initiative which started around 2015, which is enabling the opening up of the whole research process as it says on the slide. You can see various different aspects of this and motivations for doing it, but the idea is enabling the research data to be opened up. I should say that it is quite broad in its interpretation of open science, as I said earlier, and broad in its interpretation of what we mean by data. So, it can be all sorts of different outputs including publications and multimedia. My first introduction to the word, to the European Open Science Cloud, I was told that it's not just European, it's not just open, it's not science, and it's not just a cloud. So, you sort of hear explanations of those various aspects as we go through the presentation. But it is an ambitious initiative and at its core of all the activities that are at its values, which you can see outlined on the slide there, and again, I think a lot of those will be very familiar to this community. Some that might not be as familiar are the idea of fair or close where necessary. So, we very much talk about fair in the open science community, so it's findable, accessible, interoperable and reusable. So, some data cannot be open because there are legal reasons and ethical reasons why it can't. And also another term there, it may not be so familiar around long-tail research. So, it's not just about big data that produce a lot of data that may be well-structured, but most researchers produce some kind of data in some format, and that's the small data. So, in terms of this, what EOSCA is an ambitious project in lots of different ways in terms of the technical infrastructure, but the part that I'm most interested in is on the skills side of things. So, there are challenges around skills and around culture. This report, in the early days of EOSCA, identified 10 challenges with three of them around the skills area. So, there's a shortage of data experts, there are barriers to developing skills, a lot of those may be around the reward structure. So, it's focused on articles and not necessarily data publishing and reuse, and there's a lack of intermediaries to support researchers. So, there have been a lot of initiatives over the years and continue to be initiatives focused on skills. So, I'm just going to explain a little bit about EOSCA Synergy, which is the project I'm working on now. It started back in September, so we were only six months into it, and it's defined as one of EOSCA's regional projects, i.e. it's about integrating the various data and services provided in different nations into EOSCA, and then also integrating EOSCA back into the national infrastructures within those nations. So, it is about embedding and it's about sustainability. Synergy has a wide range of different activities, and some of them, like I say, are about bringing data and services on board. So, we have a whole range of interesting topics, such as entomology, ethnoarchaeology, geological data, data from the Latin American giant observatory, and then services layered on top of those in terms of things like earth sciences, climate genetics, and you can see the news story from just this week around some work we're doing to open up research and provide services to analyse those research around COVID. So, in terms of what we're doing, I'm in work package six, which is around training and skills for EOSCA, and we're there to support integrating, as I say, integrating training into services, where they're trying to improve usage of EOSCA and develop EOSCA-related skills, so those can be around implementation of FAIR, or research data management, or a wide range of different skills that have been defined. We're also looking to develop a learning platform, an open learning platform, if one is needed, for those that don't have one, and we do have a particular focus on online delivery, so we're not looking at face-to-face delivery models, we're looking at online delivery, and we're supporting a train-the-trainer model again, because we want to be sustainable, we want to support those who are creating content in how to create content to support EOSCA and related skills. And then finally, our final element is around embedding this into national institutions and national infrastructures. So, that's the background. What have I done so far on my particular task? I'm leading a task around developing methodologies, so how do we create good practice in developing content, and how do we support others in creating that? What I've been doing particularly so far is talking to an awful lot of people. There are a lot of initiatives, so many logos on the slide there, from the Carpentries, Open Science MOOC, Digital Curation Centre, FOSTA, a lot of initiatives in the Open Science training area. So, we've reviewed those to make sure that we build what's there and don't duplicate. We've also reviewed open learning platforms and looked at current online learning trends, partly because I've been a little bit out of this for a while, so I needed to refresh my memory on a lot of areas. And then we've done some initial selection of platforms based on the EOSCA values. So, in terms of what we've found, a lot of this slide will be very familiar to this audience, I think, to make sure that the project team were coming from a common understanding of the trends in online learning, and particularly around the word MOOC, because in our project proposal, we had the word MOOC mentioned an awful lot, and I wasn't convinced that that's actually what we were planning to produce, what we are. That would be one of the range of approaches that we will support, but we're not just talking about MOOCs here. But key points for us really is that we've moved away from a single monolithic platform as I used to train in the early days of VLEs. We're now talking about a suite of tools used for specific purposes and bringing them together, so the interoperability and the independent standards in terms of our observations from our reviews of those many initiatives, we found that there were common approaches within each of them. Most of these initiatives took a train-the-trainer approach, but this was mainly for face-to-face delivery. So, a lot of our boot camps and workshop sessions. Yes, I do see that. Lleba Gemma is definitely a partner that we're working with. I've just seen that in the chat. Many sites had collections of training materials, so attempting to have catalogs. When you looked into them, these were usually power points or resources from face-to-face workshops. Finally, there were training communities, so the greats of communities developing in different areas. In terms of online delivery, we found that there's not much focus on structured online delivery, so content structured in the way that you would in a MOOC, it tended to be around, as I said earlier, sharing power points, workshop resources. There were some webinars, however, in terms of platforms. Moodle was a dominant platform used by these projects and initiatives, and in terms of the features used within those platforms, it's tended to be a fairly standard set, in basic assessment, certification, media and communication channels. But talking to some of the projects, it was quite interesting how the different tools were used. For example, the Open Science MOOC, they tended to use, the LMS was really just a presentation layer. They developed their content in GitHub, they talked in Slack, they shared videos on the Internet Archive, so it was really just using presentation and for some basic assessment. So what did all this mean for Synergy? Well, our training approach for online learning particularly we felt was still needed. We felt that many of the initiatives were tied to a subject community and that we could fill a gap for those that weren't part of a community. And in our review of platforms we came up with a short list of a selection that matched our EOS values and I believe they do match some of what's been mentioned in the chat there. In terms of the project initiatives, foster and up to you, and the latter in particular, you mentioned along the lines of what we're thinking and very much matches EOS's approach of sort of federating platforms. So I'd recommend if you haven't come across up to you taking a look at what they do and it also turned out that they happened to be based out of the Poznan Computing Centre which is where our work package leader is based. We did also find that there was still a need for an open learning platform. The Open Science MOOC during the lifetime of this project found that their platform had actually gone bust the platform that they were relying on so they were looking at a new host. So we've been focusing on online learning and this is where we plan to go. We plan to do more user needs analysis, develop use cases, personas. We plan to develop the content of the train of programme. We plan to look beyond the Open Science initiatives into other relevant contexts so in terms of online delivery so computing, data science, teaching. We plan to look at that platform so a very agile approach looking at the tool stack that we wanted and the standards and metadata that needed to underpin that. So that's what we planned to be doing and recent developments have somewhat overtaken us. Everyone is now online. Everyone is sharing tips and good practice. So, hi. Sorry, just to let you know you're now in the final. You've got a few minutes left so it's very much just the heads up. Okay, thank you. So those initiatives that we saw previously that hadn't been doing a lot to support teaching online have now started to do it. So, for example, the Carpentries. Everyone is sharing tips and good practice and it seems everyone who didn't have a platform before now has some kind of platform. For example, again, back to up to you they're now supporting the whole of the Polish school system and they are opening up their platform and providing this open up to you platform. So what should we do now? Well, we'll continue with the agile approach for platforms and we'll carry on focusing on that interoperability and reuse of content. In terms of what I plan to do I didn't feel that this was a good time to start sharing more tips because there's so much out there and we're bordering on overload. So what I thought I could do is actually just start talking to people start gathering stories particularly from that open science context and learning from that and it was interesting in the introduction yesterday that Francis Bell highlighted this at this point exactly we should just tell our stories and work out the significance later and we're not the only one doing that we were actually approached last week by an organisation called 411 who are a global school locations organisation to coordinate a global initiative to do this. Capture these online learning stories in the open science context and we can also look beyond that emergency delivery obviously the longer term impacts of the change and what they mean for the open science community. So we're at the end really and what I wanted to know really from you is to know what you thought of everything that we've been doing again trying to join up the community there's a lot of expertise in the open education community that we can learn from where can we add value do we still need to open learning platforms is that something that will be useful what can we learn from the OER community and I saw a quote from Donna Lanclard this morning which I thought was really interesting is that it's a kind of assumption that we we're all going to go online and that's that but actually you know it may not be so straightforward there may be more consequences of this than we currently realise. So can you hear your comments, suggestions, questions either in the chat or please get in touch afterwards and you're only listening to the recording the same goes for you too. Brilliant, thank you ever so much Helen. Do we have any quick questions for Helen before we round off this session just having a look at the chat I can't see any explicit questions lots of useful interaction and comments there for you Helen that you might like to kind of have a look through within the recording. Juliana's got her her hand up are you happy for me to hand over a mic quickly just for we do really have one minute. Excellent excellent presentation very much needed this review of platforms and aggregation and also showing I was engaged in the open science movement and it's quite original the approach and one thing is I work on the extraction of 1500 1500 cases and almost two millions of cases of a fixture and research gate about the quality and the practices of open data and there is there are very low skills and awareness in the research community so I think we'll see the impact of your project in the long way and we need very much to analyse that impact because by now we have the tools we have the policy context but the researchers this extraction was done recently last year and the practices are not at bouncing yet so how do you see the possibility of analysing the impact and engagement and practices further okay thank you Is this in terms of the current context or in general? Relating for example open data because it's one of the most important practices within the context of open science but other for example crowd science, responsible research and innovation are you planning to analyse the impact of training over researchers skills because as far as it is my understanding these are very low Yes I think part of this project I've become involved in some European wide training communities and I think evaluating the training is a key part I think yes we want to do it but I think it's back to those difficulties sometimes of capturing that data but I'll certainly take that question back to the communities that I work with and ask what they're planning to do We obviously need to look at that in terms of our project and how we will assess the impact of our particular training Brilliant thank you so much Helen Thank you for the question Juliana I'm going to have to close the session now because we need to set up for our next session in this room which we starting at 12.15 I just want to