 Helo! My unlucky presentation this morning, and we're going to start with Ann Marie Scott, a piece of illumination enlarged using OER for access and activism in cultural heritage. Thanks. Thanks very much Frances. This is slightly unusual for me. I'm going to talk quite a lot about something I have done personally, rather than something I've done professionally, at least professionally in a university context, so hopefully you will Ond ydy'r cenall, ond there'r cenall ar fy ffroffesionol, a mewn gwneud o ddweud o ddweud o'r f sprin Bryddol, a os ydy i'r cyfnod o'r modd o'r lleol wyir oesio'r meddwl? Yn y ffroff hwn, mae licent ffermwysau yr oedlai, wrth yn cael ei bod yn sempio i'r bwysigol ddweud efallai y rai ffroffwysau yng Nghymru, furio'r gweithio'r ffermwysau oedlai, oherwydd yr gweithio ar y celwadol rhagwchó around openly licenced resources and the third and the one that I think I probably feel most passionate about is that if you invest not just in stuff but in building literacy and in building capability then you actually can teach a broader range of digital citizenship skills through teaching open skills. So as I said my story does start in a university context. I work at the University of Edinburgh I'm the Deputy Director of Learning, Teaching and Web and in 2015 we ran our first edit-a-thon. It was a three day event focused on the story of women in medicine, the story of the Edinburgh Seven and you can look it up on Wikipedia. There's some excellent pages about it. And it was facilitated by the national, well the Wikimedia and Residence at the National Library of Scotland at that point, a lovely lady called Ellie Crockford who's just sitting on the left-hand side of the screen. And it was the start of our journey towards having our own Wikimedia and Residence. But because we're a proper research institution and we think about what we do, we evaluated the work that we did. We asked Alison Little John from the Open University and some of her colleagues to analyse our edit-a-thon activity and to help us understand the impact of it. And there are a number of pieces of research that have come out of this activity and the work that Alison has done and her colleagues. There was a presentation at OAR 16 that some of you might have seen. But there are a couple of points that I really want to draw out of the papers that have been published. And the first was from the first paper that was published which was looking at the formation of networks of practice and social capital through participation in an edit-a-thon. The few points that I think are really important that I want to draw out are firstly that activity didn't stop when the edit-a-thon stopped. We continued to edit and I was one of the people involved in this edit-a-thon so I am kind of research subject in here too. We continued to edit even after the activity had stopped. And we did build a network of practice around our editing activities and we communicate with each other, those of us who are involved in that edit-a-thon still. And we did consider this activity to be part of our professional development. It was really important to us and it wasn't about the topic that we were studying so much as learning the skills around editing Wikipedia that we felt were important. The second thing, and this is a more recent paper, it was published five or six weeks ago now, was looking at the process of becoming an editor in the perceived roles and responsibilities of Wikipedia editors. And the key things I think I want to pull out of that are that the process of being involved in the edit-a-thon really got us into the nuts and bolts of how knowledge is created, curated, represented, debated, discussed online. And that process of taking responsibility for creating knowledge and thinking about that critically did for some people give them the feeling that editing and creating that knowledge was a form of activism. So telling the stories of the first women to matriculate in a university in the UK and telling them accurately and fully was a form of activism. That's then a lesson which I have carried forward. And this is where we turn from the thing I did professionally in work to another activity, which I actually think it's another professional activity. I put two titles for myself on my opening slide. I'm the trustee of a Building Preservation Charity in Edinburgh. And we are the steward custodians of a category A listed building called the Mansfield Traquer Centre. It is an enormous church, a deconsecrated church. And it is absolutely covered in murals by a female artist called Phoebe Anna Traquer. She is really important because she's the first professional women artist in Scotland. She's the first member of the Royal Scottish Academy, who admitted as an honorary fellow. She's incredibly important in her own right. In these murals I've got other cultural significance around the church that they were painted for. They say quite a lot about 19th century thought about religion and they say quite a lot about the arts and crafts movement. But these aren't the first murals that she painted in Edinburgh. She started her career by painting a very, very small chapel in the Royal Hospital for Six Children. The Royal Hospital for Six Children has moved and her murals moved with it. And I'll tell you a little bit more about that in a minute. But these murals were commissioned by Patrick Eddus in the Edinburgh Social Union. And if you know anything about conservation or town planning or interdisciplinary education you may have heard the name Patrick Eddus. If you haven't, go and look him up on Wikipedia. And she was asked to paint what was a converted coal shed, very small space. And the women's committee who asked for this building to be painted were looking for, put the quote there, a suitable place where the bodies can be left reverently and lovingly for the parents before the burials. This is a very private space. This is a very moving and intimate and difficult space. It's a mortuary chapel in a children's hospital. I mentioned the Edinburgh Social Union and the Commission. This was one of about 20 public art commissions in the city of Edinburgh. It's the only one still in existence. It's had quite an interesting story even before we get to this point in time. As I say, it was painted in this very small space in this converted coal shed. And in the early 1890s the hospital moved and Phoebe herself started a petition to move these murals. They were moved into a much larger space. And she repainted and filled out the blanks around them. So they've had a period of at risk already when the hospital has moved. And we find ourselves again today in the same position. The Sick Children's Hospital in Edinburgh has been sold again. It's been sold to private developers. So, as somebody who has a professional and invested interest in these murals and how they relate to the building that I'm a trustee of and how they relate to the history of the city that I live in, we're faced with two issues that we really need to try and solve. One is that this building isn't accessible. It was never designed to be accessible. So it's massively important, artistically, socially, culturally, historically. But you probably shouldn't have access to it. And secondly, it's been sold to a private developer. And I think that puts it at risk. They are not necessarily experts or specialists in this kind of thing. They're a housing development company. And there is a risk that they will lock the door. And nobody will ever see it again. And so myself and a couple of colleagues, a couple of friends who care about this sort of thing, another trustee from the Mansfield Square Trust and a friend from the National Museum of Scotland started thinking about this. And started thinking about how to raise awareness. And these are works of official culture. So if you can't see them, how can we get people to care about them? So we commissioned a friend of my friend from the National Museum to take a series of photographs for us, which we committed to releasing under open licences. That was how we got the permission from NHS Lothian to have access to the building before it was sold, that these photographs would actually be available for them. They could go into Lothian Health Services Archive. They could be used by their artists in residence. They could be used by scholars like my colleague at the museum and my colleague in the Mansfield Square Trust. So we made this upfront commitment to open licences. But it gives us something that we can now use to try and raise awareness. And I'm just going to run through some of the pictures that we took to try and give you an idea of why it's really important to have this record and why it's so impactful. Because there are a few things we really need to document. The first is, this is a panel from the first mortuary chapel that was moved. And this is a panel from the second mortuary chapel, the place where all the murals now are. They're very stylistically different. So this represents a real shift in Phoebe Drucker's own painting at that point in time. And a shift in her thinking. And so it's important that we have that history of the murals documented. It's another one of the early panels. And you can see just how different they are. There are tropes and features that we see in her murals over and again. So if you can see, let's see if I've got a laser pointer, at the back of the mural here in this little vignette is the leaderfoot viaduct in the Borders of Scotland. She paints that viaduct in several classical backgrounds in her paintings. We can see some quite interesting ideas and don't ask me to explain what this means because I really can't about mortality in the 19th century. Floating hands, people sleeping in serpents with skulls heads, angels, tongues of fire, snakes. We can also see things about the condition. This is missing paint, conservation paper, cracks. More conservation paper, more missing paint. And a test cleaning patch which shows you how discoloured the murals are and actually how vibrant and bright they could be. And without these it would be incredibly difficult, I think, to tell the story of these murals, to explain why they're important, to explain what they mean to cultural heritage, what they mean to artistic heritage, what they mean to thinking about religion and death and mortality in the 19th century. So I said that we committed to releasing them under open licences but that's all very well and good but you've got to think about the problem of distribution as well. And the most obvious thing we felt to do, based on my experience in those early editor-thons, was to use the Wiki Commons platform. So we made all of the images available on Wiki Commons. We then used the images to write Wikipedia articles. We inserted the images into existing Wikipedia articles. We used the hospital and Phoebe Dequaire's own page. And then we did Google search. And now three of the images are what appear on the front page and the article we wrote is the second ranked article. So anybody who hears about this story, who hears about the private development, who even hears those words is going to be able to type that into Google and find set of resources that will help them better understand why they're important. And we know this is particularly important in Edinburgh because we know that our local newspaper searches Wikipedia Commons, and uses images for it to illustrate its stories. Because this is a turnip, carved by none other than Lorna Campbell sitting in front. It's your turnip, uploaded by our Wikipedia and in residence, randomly picked up by our national newspaper, local newspaper. And they are good at covering the story of this hospital. So I'm trying to put those materials under their nose so that they're really findable. That's a kind of rattle through of a kind of quick case study example. But I really, I hope that I've made the case through kind of sharing my own practice. That if we as institutions invest in the kinds of activities that started this off, the Edithon, and we nurture those kinds of activities, actually they can have benefits that move beyond our borders, move beyond the borders of our institution. And again, I think that came up in two of the key notes yesterday about operationalising the knowledge that we get through participating in Open. And I think I'm probably bang on time, Francis. I'm going to finish there. That was a bit of a speed rattle through it, but I'd be very happy to take any questions. But this is what I want. People see these images and I can tell the story about this place that's at risk. It is nothing without these images because they're really powerful because they're a mortuary chapel and a children's hospital. They have real power. As a last case result, if you're not successful, they're still important. That's our big worry and I know this is being streamed, so there's certain things I won't say. But there are times in commercial developments when perhaps cost judgments come into play and yes, these are category A listed and they would be a very big fine if they were damaged. But, well, how big would that fine be relative to the size of site and profit to be made? Any questions? Yes, Martin. It's all about Lorna's turnip, really. I've been lucky enough actually through some of the web governance work that we've been doing at Edinburgh to have Johnston Press, who are the publishers of the Scotsman, come in and talk about their digital strategy with us as part of helping us frame our digital strategy. I think understanding how print journalism is grappling with the internet and trying to meet them halfway is absolutely what it's about. They all publish their digital strategies online. These are things you can go and look at. They're all trying to work out how to be digital publishers. Johnston Press, I think, are quite enlightened in this space because they have clocked that Wiki Commons is probably quite a good resource of stuff they can use for free. But, yeah, I mean, we can clearly reach out to them and push some of this stuff a little further under their nose as well. Could I ask you? Does that answer it? Yeah. Yeah, I mean, I think I put the stuff into the WikiMedia project because so many people go there to get their information and because Google privileges it. And it's then a spin-off benefit that I also know a couple of companies or a couple of publishers will do that. Whether they do that because Google makes it easy for them to do it or whether they do it as a more conscious move, I don't know, but, yeah. I could just ask one. You sure can. I'm not an expert in this area, but I went to the DC-DC conference discovering communities, discovering collections or something like that anyway. And I heard a talk about a sort of infrastructure framework that allowed a sort of virtual presentation of resources across different collections. It was, you know, very technical and probably massively hard to implement. But I wondered whether there was any scope for these not just being picked up by the press through Wikipedia, but other digital collections being able to bring them into, you know, in a virtual sense. I think there's a lot of scope for that. There's a lot of services archive, which is actually based in my institution's library. And I would love copies of these to be lodged with them, to sit with the archive of the history of hospitals and the Lothians. They do need to be with that collection. Yes, they almost certainly can be joined with other collections and materials about the arts and crafts. I think there's so many possibilities. What I haven't talked about is Wikidata. I have also been working on Wikidata, and I can start to do some of the linked data stuff that will connect these images with other collections through references to the hospital, through references to the mortuary chapel, to Phoebe Jouquere, Patrick Edison. I'm still working on that. There's quite a lot to do in that space. But putting structured data behind it to give it a bit more power is also part of the plan. Well, thanks very much. It was a really interesting talk. It was a bit of a rattle through, but thank you for having me. Andrew Smith is going to talk to us about Impressions, the impact of teaching by Twitter. Okay. Artistically, I cannot follow that. There is no way, aesthetically, I'm going to follow that either. This is techy. There's charts. It's not exciting. It's not beautiful. I really like that. Actually, thank you. I didn't expect that at all. I'm not selling it at all. You know when the first act is really beating your own act, Martin, and that's pretty much the problem I've got now. Okay. So setting the context. I teach at the Open University. I teach network engineering, cybersecurity, network security. I teach nerds to run simple things like the internet. Okay. And over time, I teach a closed source content on future learn. I teach a closed source content via the Cisco Network and Academy. And the problem you have with closed platforms is they don't leak out. So I've created leaky content that is publicly available to anybody, including our students, that they can engage via Twitter and other social media platforms as well. So I've taken an OER approach to a closed source resource. Okay. We push it out every day. We push it out at particular times. We try and get it when the students or the participants are likely to look at it. So it's an action research process. It's constantly experimenting. We're constantly looking at the best times. So the first Twitter feed I'm dealing with is my OU Cisco Twitter feed. This runs over a nine month duration because that's the norm for Open University modules. It's degree level two. It teaches the Cisco Network engineering. We currently have around 1,300 followers. So it's not as large as you'd think. But then on the other hand, what we find is we actually get greater impact and greater engagement from the followership because they choose to follow it based on its related to their studies. We also have a Future Learn MOOC. It's the cyber security MOOC that our university did with GCNHQ. So different emphasis, lower level in its design for absolute beginners. But it takes them to a point where they're slightly knowledgeable and potentially slightly dangerous when it comes to their understanding of cyber security. And the MOOC has varied over time between 2,000 to 10,000 participants on each presentation of it. We currently have around 2,900 followers on this platform. So a lot of people I follow, a lot of people I engage with, a lot of people I have a conversation with take very much of view. Twitter is all about your followership. Well, actually I don't think it is. It's all about your visits or it's all about your retweets. And my talk is going to be about Twitter impressions. Who actually looks at your content? So any bit of you here follow Barack Obama or Stephen Fry? OK? At least one of them. I'm more of a fan of Stephen Fry, but that's personal preference. They have probably about a 1.3% impression or impact rating with their multi millions of followers. And that's because it's not timed, it's not planned, and most people just follow them because they're a celebrity and it's not about actually doing it as part of some other mission, some other study or some other sort of process and they're like, yeah, they're just people that are cool so they're following it. So what I've taken a view is that this is about pedagogy, this is about teaching and this is about enhancing the learning of the individuals via the social media. So I've been fortunate enough to collect data over three years which means that I've actually got sort of longitudinal view now of what's happening in this space. So, impressions. So any of you tweet? So Martin, a recent tweet to which we won't go into any details. Did you look at the impressions on that? Large, wasn't it? Yeah, 55,000. And that wasn't all your followers as well as all the people that saw that. So I'm picking on something. How many followers do you normally have on your Twitter account? About 9,000. So that was a multiple of your actual followers. You can see it's like dropping a stone in a pond and you get that ripple effect. And that's what's interesting with impressions. It's not that your followers necessarily see it. It's all the others that see it through feeds, through retweets or other embedded content. Therefore, it's much more impactful. So I embed my Twitter content via our module sites. I embed it via other feeds. So people don't necessarily have to be followers to actually see it. Which makes it more interesting as well. And it gives me then a good view of engagement. It gives me a good view of well, are our students or are these community of practice interested in the stuff that we're actually dripping out? I mean, I'm dripping out geeky stuff. How the internet works. Update profiles on the EIGRP routing protocol which will probably send most of you to sleep. But these guys need to know it in order to become successful network engineers. So first, we'll look at this chart. This is the cyber security. Every time there is a spike that is when we actually see the module running. Well, that's kind of obvious, isn't it? So if we've got 2,900 followers well, it started off at around a thousand. This is the laser pointer. So this is early days. This is where it started. This is a presentation. You get different numbers of students. But what we're finding is it's spiking. You can see here, that's when we're doing nothing. There's zero output going on at the bottom at the trough. But we have still got people scrolling back and looking at our content. And this is a big gap where we ran nothing for a while. And now what we're finding is the long tail off of the MOOC. So this was the early adoption of the MOOC that was less interested in it. Now it's natural. People are becoming less interested in it. But what we are realising is where the typical impact of a lot of social media, Twitter outputs is anything between 1.3% to 3% is we're probably getting around 15% to 20% impact for impressions because our followers ship are self selecting and our followers ship were actually putting out content they would like to see. So it's not your marketing tweets. It's not random stuff coming from a corporate brand perspective. Maybe I'm a little bit cynical about that. But it's actual content they want to see because they've chosen to follow it because they have a subject matter interest in it. Next set of data. This is our Cisco module. This is an Open University module. We've managed to collect data over three years. So this is when we sort of started it early on when we had 2-300 followers. This spike at the end was when they were all getting excited about revision. They got very excited about revision that year. That was the following year. You can see it's a bit more stable. Different cohorts still a bit more stable. Now the current cohorts slightly different performance but still quite stable and the followership's growing. What we're also discovering now is ex-students are still following it. Why? To remind themselves of what they have learnt. They're interested in this for their careers. They're interested for this because this helps them do the job that they're doing. So they're maintaining knowledge after they've actually studied the clever thing as well as a reinforcement as an opportunity to engage. This is a little bit more of a self-selecting audience again. So MOOC are aspirational learners. This module is people who are already on a degree programme that are looking for a career in network engineering. So they already kind of know what they're doing and they know where they're going as well. And we're seeing instead of that 1.3 to 3% impact, we're actually looking at around 40-45% of the population are actually engaging with this at some time during the whole output. So we're getting quite a different population performance. Some of you saw some slides on MOOC data yesterday and we talk about 15% being really good on a MOOC. This is high. This is different and this is why I think we're probably chasing the wrong thing with social media. Everybody's about those retweets about the followers and the visits. And I'm here to say actually it is about the impressions and it's actually once you understand the impressions and you're understanding that you're putting out content related to your curriculum, related to your teaching and related to your studies, the followership is typically more engaged and I can actually look at where they're engaged, when they're engaged and actually what tweets and what content works. Five minutes, thank you. So what can we see? Well, I think for me, I cannot prove educational impact. I cannot prove are they going to become more clever because of this? Are they getting better grades? Are they passing the course? But what I am getting from the feedback from the community because I've tweeted them and asked them is they like this kind of thing but because it helps to maintain their understanding, appreciation and awareness of the subject. I.e. they're engaging because they're interested in it. We promote each feed at the start of each course. We promote it at the start of the MOOC. We promote it via the sort of cherry emails as we called them at the Open University. Hi guys, we're starting this module. You might want to have a look at this but what we find is once the people engage with it, I.e. they start looking at it, they maintain that engagement because each of them is actually quite useful and social media being this terrible area of data analytical, you're giving away your life-hardened soul. As you know, they actually like it because we're giving them something that they're finding personally professionally, educationally and potentially academically quite useful and it's helping us move beyond that typical impact view of that 1-3% for social media users. So, I've kept it quite brief. I say it's a lot more techy and a lot less artistic. But the point that I'm trying to make is I think we've probably as educators and open educators slightly misunderstood social media and if we actually start looking at the impressions and start designing learning content based on our courses around social media, we can leak that teaching out there and get an impact on a followership and an engagement from that community of practice. So, thank you. I've been Andrew Smith and any questions? I've got loads. I've stunned them into silence but not Martin. You can kick off by all means. Okay, I was really fascinated by that. The first thing I wondered was you were sort of counting the overall number of impressions. I wondered and I'm sure it's beyond what you've got at the moment, but the sort of difference between different retweeters and so on. You can get that data. So, again it's it is on a per tweet per output basis and Facebook allows you to trap that back for about a year. Sorry Facebook. I'm doing a lot of work with Facebook at the moment. Twitter allows you to trap that back for free for about a year. And you can actually look at that tweet and what has actually happened to that tweet. And the second thing I was curious about was you've got this growing set of followers that come from one course onto the so you go back to the first course. So there is a cumulative effect. And I wondered how the numbers on the instances of the MOOCs had varied over time. Is that declining? So, the data for the MOOC is obviously we had the early adoption large numbers and it's now stabilised around two to three thousand per MOOC. But because we've got the cumulative effect of the form or community, even though somebody has finished studying the content, it doesn't stop them thinking that they're actually still part of the course. That's great. I'm a final on my own observation. I've been observing what's happened with my interaction with social media on different devices over the last 18 months. So it's not a scientific investigation. It's a sort of observational thing. And I certainly have noticed for myself, particularly using say Twitter on a mobile phone, on a smartphone, is that the Twitter algorithms in case you missed it, etc. Seem to me to be massively interfering with the tweets I see. And you can only make an impression from the ones you actually see. So, Twitter has been doing what Facebook have been doing. It's just that Facebook is getting all the bad press about it which is to deliberately put certain things in front of you that they think you will find preferable. And I cannot see what the others are seeing. But what I am seeing is I'm getting no change in my impressions over time. The big set of data saying this is remaining sort of quite normal, quite stable, quite high. So, I mean I have two or three social media accounts that I manage and every so often my watch vibrates telling me you might want to see so and so from your ever account because you're following them. Of course I'm following it. I've created it. But they are pushing that. Anyone else got any questions? No, I think timing is. We hand over to the next speaker. Thank you very much, Andrew. Thank you everyone. Now, contrary to what it says on the programme Euron is speaking to us but Blanche Fabry is not here and it's Ania Lorenz who's going to be presenting with Euron. Conference is open to all mainstream open education through and bar camps. Thank you. Thank you. What's the second microphone? So, not hard to guess that this is Ania and Neam Euron and Blanche Fabry does all the work and we're presenting it. Say hello to Blanche and the next team maybe. She's already location scouting for the next OER camps and this is what we will talk about and we'll begin with reading out texts from slides. Since OER activities are mostly driven bottom up, there has been a need for sharing questions, experiences and materials between players who have been isolated in their own institutions. This is an analysis on OER activities in Germany. These players found opportunities for sharing in cross sector events and communities, especially the bar camp, unconference format turned out to fit tremendously well developing a strong German OER community. This is what Jan Neumann wrote into a UNESCO report on OER in Germany and this was in 2017 and this is when we, during the OER camps first realized that this is a very German thing and we did not realize that this is something special but we learned about this the last month and so we would like to present this approach to building a community of practitioners and a learning community in OER. We have three impressions we went just to say that we did not invent the bar camp format. It has been there before the OER comes started in 2012 and we ourselves are doing different bar camps. What's your favorite bar camp at the moment? I'd still be baking a bar camp of course by the way I'm organizing it. Sure it is. We have three impressions and each may take five minutes. First, how does it look like? This is really impressions with photos. How does it work? This is what Anja will explain and we can show you some numbers and figures about what we know about our participants. So how does it look like? An unconference does somewhat look like a conference but somewhat not. So this is what people are doing when they are learning. It does not look like Germany but it is a German conference when you are in Hamburg. You have a nice stick to this one. Is this okay for technical reasons? Anything? Is it okay? Yes. The first OER camp took place in Bremen 2012 and there were around 80 participants coming together for three days at the University of Bremen and this is maybe half of them finding together for planning their own sessions. So this is what we will learn from now. How does it work? You are building your own schedule for the whole conference and here we have someone from England who helped to build the OER movement. I don't know if anyone here finds him in the picture and can identify him. Yes, it is Elisa Clark who we invited to present to the German growing OER movement what has already been done in the UK then and it was really, really helpful. This is also what OER camps look like. This is a session with three persons discussing one topic. It can be a huge session with eight participants or even more so there are no fixed numbers and there are still settings for what a session in OER camp is but what you find is that there are less presentation and less panel formats and more discussions and conversations happening on OER camps and sometimes also it's about doing and making and trying out and working together and collaborating on specific questions but we also have presentations. So this is a last slide on how they look like because they are very, very how to say it open when it comes to how to design a session. So we always have a plan with certain rooms where each session will be and there always has to be a column for somewhere else because someone wants to do something somewhere else which for example can be in front of the building. Anya will continue with the 101 on how does a bar camp and an OER camp work? I agree to support you and for the talk because I also organized bar camps and I also have been on four four OER camps I guess and so this is the difference between bar camps and normal conferences and conferences you have participants and speakers so there is distinct roles for both and in conferences you have all our active contributors and in Germany we have the word Teilgeber it's like the normal point participants called Teilnehmer take part in a conversation and Teilgeber is giving something yes it's a little bit word game and also in normal conferences you have the schedule in advance of the conference and you can look where you want to go to but in unconferences you have an empty schedule when you come in and the schedule is made up in the first hour or half an hour also in a conference there are presentations and panels as you are in said and in unconferences there are more discussions, questions, workshops so a session could also start with the questions so I have no idea on this topic but I want to ask people helping me to get a better understanding or to find a solution and also conferences are more formal not here but in some conferences they are wearing skews and say Mr Dr Professor and this is not the case in Germany and as you maybe know in Germany we have two kinds of saying you to a person do and see and in barcams we always say do so in barcams you make the difference you are responsible for interesting schedule, you are responsible for interesting topics and if you leave and say this was not that good it's your fault you don't need to prepare a presentation so making all the slides is not possible, you can also stand in front and ask something, you can hold something up, you can google something in between so it's not demanded for a scheduled plan and there can be as many sessions as there are rooms if someone is suggesting a session and sometimes even more if the weather is nice and you can go outside there are further rules that there is a minimum of two attendances so the speaker and some people else otherwise people can talk with themselves and you can also provide several sessions not at the same time but after after each other and you should give your session now and not tomorrow so the barcams are mostly on two days and you should not wait because maybe there is a question open at the end of the session and you can offer the next session and the next date and the most important rule for me is if you can't contribute the session anymore or it's not the topic that you thought it is about you can go out of a session and it's no it's no sign of disrespect and yes then there is it so many rules by way of 7 after the 10th you do not have a fixed time table but you have fixed time slots so if your session is over it's sort of respect for the people who are coming afterwards to leave the room and do the afterwards discussions outside every session ends after 45 minutes there should be a documentary so most time we have etherpads or Google Docs where you can document a session so people who decide it for another session can look after it that's what it looks like the session making at the UWA was put in last year so the schedule is empty everyone who wants to offer a session comes into a line then they promote their sessions and they already rose the hand up who is interested and they wrote into the session plan so the session plan is empty at the first date at the beginning and there is a link to a future documentation and it is full at the end of the session planning most half or an hour after the start of the session planning and Euron will talk about feedback and evaluation of the OER camps we did one OER camp a year from 2012 to 2016 and in 2017 things changed because we got funding and we had the aim of mainstreaming OER so we could do four OER camps in 2017 and we asked the participants a lot of questions in advance and afterwards for the feedbacks and there were some numbers and figures we have more on the slides that you can read afterwards if you'd like to we just want to point out some things this is the number of participants of sessions and workshops over the years and I've seen them first aggregated in the preparation of this talk so I just learned that we had 1784 participants over the years and we will have the opportunity for four more OER camps in 2018 just to give you some impressions we have pretty equalized participation rates when it comes to gender we ask about form of address so we have about 5% that shows that's not my way of categorizing the world and we have nearly 50% who prefer vegetarian food so this is probably a sign that the people coming to OER camps are not representative of German population what I really like about OER camps which really is helpful for forming a learning community is that they come from very diverse backgrounds at a very diverse level of knowledge so we ask them about their own knowledge and 59% said they are beginners and 27% said they have basic knowledge and you see that 27% also said they have advanced knowledge and some of them even describe themselves as experts but that's not normally what we see when we do a conference normally the beginners and the experts are on the basis to go to this is also describing the diverse field when it comes to participants from OER camps we ask them when did you consciously notice the term open educational resources for the first time and you see that many participants have come to the debate within the last years 2015 but there were also some early adopters that noticed the term in 2010 was really early in Germany they also come from different educational sectors so this is also interesting because we don't have conferences or meetings from certain sectors but they all meet at the OER camps this is what people answered when we asked them about their primary area of activity so most of them said they are into teaching but there are also many people into producing distributing materials this was somewhat somewhat surprising but maybe people thought they should answer that they have a pedagogy background when they ask about their interests in OER so this is by far the most given answers primary interest is pedagogy and didactics and less is about technology and infrastructure but somewhat it is and what may be surprising is that the jurisdiction law questions are really in the background in Germany it would be surprising this is a sign that we are not so inclusive we ask our participants what would you suggest to be the standard OER license and you see that they exclude licenses which exclude non-commercial usage and this probably is because the OER community in Germany is not very inclusive when it comes to not inclusive licensing so there probably are many advocates for NC licensing but they are very much in the background and not as loud at the conferences and meetings of the OER community so one last slide because we have in Germany at least discussion if there are always the same folks running around at OER camps and I know this feeling because I know I've seen them him or her four times in the last year on OER camps but numbers don't show this so we ask them have you attended an OER camp in the last years and 300 out of the participants and this question said no, not before 2017 so you recognise familiar faces but probably this is a bias because you recognise them and you don't look at the faces you're not familiar with this should have been the last slide this is good for reading afterwards okay, thank you thanks that was a really interesting conversation I've never been to a bar camp and it's good to see that even somebody as old as me could fit in that's good any questions please, yes there's a lot to be said for structure top-down structure so if you let the people there do it in a bottom-up way don't you run the risk that the more should we say proactive vociferous people are going to actually put a structure that is not generally interesting to the people, how do you control that? I think the answer is not at all so there are people I have the feeling also not only in the OER camps also in other bar camps that we are presenting every time with their topic and we think it's valid mostly we have enough space to recognise everyone sometimes there are slots open you can introduce other topics maybe we have a little trick there are bar camp rules and the bar camp rules says if you have never been to a bar camp before you have to do a session and this is a little bit of pressure for new people to be engaged to give a session and of course no one is checking it but I think so many people are thinking oh maybe I have to give a session I don't know I think one second answer could be that there are not only bar camps on OER so we also have conferences on OER and in 2017 we introduced to the bar camps pre-planned workshops that are especially addressed to newbies at the scene so we learnt that it's not only important that there are newbie sessions but they don't see if they don't see anything in advance it's only the format they don't know they don't know too much about open education resources they don't trust this conference format and we learnt that they trust the format if there are even only one or two hours of workshops planned and announced in advance my question would be has anyone been to a bar camp? Martin which one? it was actually more of a kind of unconference it was open knowledge in Berlin so it's obviously a German thing you know just my quick reflection I enjoyed some of it but I also found it really frustrating and I came away thinking God I want a power point just someone to tell me something because at one session we were all sitting around in a circle and people started let's start rapping and you know I'm British I'm not going to start rapping at any stage but perhaps that's good perhaps it kind of pushes you out of your comfort zone for my own experience it's also easier to follow a normal conference where you have slides and you can sit down in a cinema as to take part in a bar camp and at the end of a bar camp day I'm always tired because I have to rethink all the very very mixed stuff for myself and implications for my own work so yeah maybe this is one interesting thing from the feedback we got it's bar camp sessions are lucky bags topic descriptions need to be more precise this is always one thing that people argue that they did not get what they were expecting but my impression is that's not always the cases in conferences too is there any issue because sometimes in order for people to attend conferences they need to be to get the funding to attend a conference from a university they need to say they're presenting a paper do you come across any issues that people can't go to a bar camp so not presenting a formal publication on paper for the OER conference camps in the last year we had the luck that there is a funding program not only for the OER camps but also for OER projects and for this is what's no problem to say hey I go to the OER bar camp and from my own institution I'm always safe if I say hey I offer a session but your institution is very progressive yes maybe I'm sure people have this problem people have this problem for a second idea in Germany we have most federal countries the option to have an educational holiday where you can type 5 days in addition to your normal holiday if you are doing some further education stuff so I am hoping that the 2018 bar camps are listed in this options for educational holidays hello to branch was hopefully organising this at the moment so I can go to three bar camps OER camps except of one and I think mostly it's also in further education option for teachers so they have it in their lists any other questions well no right well I had a sort of question and a sort of comment one was I really liked the way you presented it because and what you've said in answer to the questions because it really shows the tensions between structure and agency and you know nobody's going to get that right for everybody anyway but if you're sufficiently reflective then you're going to continue to flex and make it as as sort of available to as many people as possible the second was a question was I was trying to compare it with things that happen in my locality and they tend to be outside of university so there's something called mad lab in Manchester which is a digital lab that has lots of activities Lucy associated with universities but it's run independently and I wondered if there was a certain local feel to it that all people had to do was get on the train to attend it so the costs were not huge for those people I don't know if you had people coming from a far distance I think this is changing now when we have four OER camps in a year in 2017 and 2018 because we could place them in the north west east of Germany but we're always in all of Barcams I know of trying to make it more inclusive by not having any participant fee so it's always only sponsored and the engagement of people who care for this and we had for some Barcams not only the OER camps a budget for if you cannot afford taking part in it so at the edw camp in Neu Halling Asil we had this and we have the edw camps which is like the mother of all educational Barcams in Germany it has now taken place 22 times and we are trying to combine this to be very family friendly so in one place where we have this every second time we have also accommodation there and now we made it to have I think 25% of the participants are younger than 18 years old and they provide their own sessions which is really fascinating Thanks very much for an excellent talk if we could share our appreciation we might still get ahead in the lunch queue ok