 Hi, ddr. Henry選. Llywydd, rydw i. Rydw i bod yn eich dyfodol gyda'r Cyfnod Ffian� diwylliant ym Ysgol Aelwyn Abergrifolol, i yw Llywod Dydliadau Ac Cymru, ac fallonyn nhw'n gallu'r ymdyn nhw. Rydych chi'n ddullol i'n mewn oedd iawn i research i research i IT ymgylch. Rydw i wnaeth oedd oedd mae oedd y lleol i ddweudau. Gweithnos yw'r ysgol yng Ngheifftol, roedd gweithi ac roedda'n credu ei wneud arwyd, spoken that – okay, so we're really big into open science open research, we have big research, computing platforms, but we need our research students and our PhD students to be able to use these platforms. So there is a series of programmes that get delivered face-to-face, but we're struggling to meet the demand. So, they kind of said right, so let's create some online versions of those things and it's that kind of process that I'm going to talk you through today and some of the decisions and some of the ethics, and the complications that goes with that. O Droffr was easy for us. We used Jupyter notebooks. We were strong carpentry instructors. We found the software sustainability institute. We helped build the Jupyter notebooks. We helped build Python plugins. Myself being involved with various stuff. Was a Mozilla between Mozfest and coaching for the global sprint. I went for Open Leaders cohort. Yn ystod, yng ngynghwyl yna y Big Card. Mae yna bwysig ym ddweud y gallwn gwrdd yma yn rhoi ymddangos... ... ymddangos iawn, ychydig gan y brifysig, ac ydych yn eu wrthyn nhw. Ond oes yn gilydd ymyniwch ar gyfer ddau bwysig, y mae'r gwahanol yma,isteryn i'r ddweud ar gweithio'r cywir. Yn ystod, mae'n cymaint arbyn nhw, oed ymddangos, amaeth hefyd! ac mae gennym ni'n ddegonodd yn y gwybod bwysig i wyd ychydig gweithio i gŷtair, ac mae gan gweithio ei gweithio postoedd yn golygu'r modl ac nid i gweithio penynigio agyddion yn ni'n gweithio hefyd. Mae gennym ni i ni chyfostiynau cweithio ac mae'r gweithioysau gweithio, ond mae'n gweithio'n gweithio chi'n gweithio gweithio ac mae'r gweithio efallai ystafell CPD. Dyson eisiau i gweithio i gwybod gweithio cyrraedd a pwysig i gweithio iawn, yn athwyl i ni. Felly, mae yna ni'n gwneud iddynt. Felly, ei gyd-huba i gyd-hubau. Felly, mae'n ffordd aialon fel roedd byf erbydd online i gyd-hubau, fel dyma. Mae'n gweithio ddechrau. Fel ddim yn angen Products, ond mae'n cael ddweud o cael adegystechol. Yr unig hyn yn adegystechol hynny, mae'n angen hynny'n cael adeiladol. Felly, rwy'n rhoi mynd i dwylaid yn gyf円 o'n ddynod I.T. inclusion officer to the point where I said we could have researchers from anywhere with any kind of needs that would need to be able to access this. So I've got a style sheet, it's a web page, so I got her to review them and to feed back on me. She herself is dyslexic, so we picked the most dyslexic friendly style sheet. I also know there's a whole load of tools in that room that she manages to help people access the material. So we got people that use the senate, the senate, especially education in the IT suite, to test what we'd built. So it got run through programmes like JAWS. The videos that we made showed that they were captioned. We put the transcript online as well. But for me that was a no-brainer. I come from compulsory secondary education. I taught an awful lot of sets of students that contained a vast number of CEN students. So I was aware of dyslexia. I was aware of visual impairments. The first school I taught in had a hearing impairment unit. I actually had people sign whilst I was teaching. So I have a very wide accessibility background and that actually formed part of my HAA fellowship application that this was something I pushed. But it's something I had to get my colleague in research IT services to understand. They stand up and they teach using Jupyter notebooks. So converting what you stand up and you talk out into something that's accessible for a lot of people online was quite a bit of work. And to get people to think through that it cannot just be black and white text and you send someone off to man pages. That's not learning. That needs a bit more to it. But also what about inclusivity? We have an agenda at UCL that we want to make out curriculum inclusive. The students push for liberating the curriculum programme is something that we're now actively trying to push with a big institutional checklist. But all our names are British white names and all the places we references are in England. Does that reflect everyone that's going to be using this stuff? So there's a very basic step. We just start to change some names around. So we're not quite as inclusive as I'd like to be. But I hope that we're starting to push things in kind of the right direction with that. So we're trying very hard to think about the tools that we've got, how we present it and how we make it inclusive. And on top of that we've got licences. So you've got the new licence, the MIT licence. These are mostly around software. They weren't quite relevant but they're in the back of our heads because we're using tools. We built everything using open source tools that have these licences. But then we had to have the debate about what licence we wanted to put on it. Now, I personally, I kind of fall into the discrimination bit that David Wiley was talking about this morning. Because I don't necessarily want someone to make money out of something I've shared for the greater good for everyone else. So for me, I quite like releasing things personally under a non-commercial licence. But this was a debate I had to have with colleagues in research IT services because they released everything as CC by. And that's the licence that we got but we had to decide that as a group and we had to decide what way we were going. And I'm going to talk about my side hustle which is this Mozilla Open Leaders programme, the data playground. And I had to decide on a licence for that as well and if people signed up to help me with that project, you know, that might have to be up for negotiation because we have our own sets of views on these things. As I said, I think it's for the great good. I'd rather people didn't make money, but I understand that sometimes you get further if you open it up for everyone and they can build on it and disseminate it. So it's one of those other things of the, you go, yeah, it's great, we'll share how and what limits. It's not as straightforward as we think. So what do we build? We built two, actually we built three things, but only two of them are kind of live. Actually it's all live. We just don't tell anyone about it until we're ready to chip as it were. So we did an introduction to research programming and this is in Python. We did an introduction to Unix Shell. So all our HPCs are UNIX based systems. So unless you're comfortable with UNIX, you can't use a HPC, it's all on the command line. So it's important that they understand the command line and we built these things. So we've got Pretty Blue, all of those videos, they're actually sitting in YouTube, they're kind of hidden sort of, but they have transcripts and they have closed caption and you can switch the language around. We weren't too worried about it. So this is actually built with a thing called the Moria framework from the University of Hawaii. So it's actually an open source framework. It uses Markdown, so I draft the pages in Markdown. I then run scripts that use Jackal and Ruby and push it to GitHub and you can see it developing live over time in GitHub and it's there and it's a fully open, clear practice. I tend to keep the repository closed while I do the development, but once it's ready I hand it back over to the teams, but you can look at it at any time and you can fork it. I kind of hide it until, so you can see what I'm doing, but you can't actually mess with the code base until we're done. So in terms of institutional usage, we've got the two courses there and we've got a Moodle instance at UCL and we have a home for these in Moodle. People were asking for certificates, so if we're not seeing them face to face we don't quite know if they've got it. So we built some summative quizzes and if you pass the quiz then you can get a certificate and you can prove that you've met the CPD level. So we've got, people have kind of gone in, so 37 users have gone in and looked at the materials 89 times. It's not great, we've got kind of 4,000 staff at UCL, a chunk of them researchers and post-credits, so they're not really kind of coming in and this has had a very soft launch since November, so it's still early doors. We've had a few more looking at the research programme with Python, but again, not as much as we'd like so we need to push a little bit more. In terms of global reach, actually we've got people in Russia, North America looking at it and it looks great, in Britain we've had up to 101 people. So this is kind of findable, I did ask people in my other networks, so external, so ADIS lists to do a bit of testing for me. The feedback table for testing was actually Google Doc that got shared with the research programme hubs, it got shared with people from the Crick Institute and other partner researchers. So we kind of did pretty much everything open and collaboratively, but let me actually look at it. This 73.2%, that's people kind of coming once and not coming back. So they're kind of coming, but they're not sticking around and doing stuff. I don't know if that's because there's a whole load of Jupyter notebooks that go with this and this is the introduction to research programming, and they're on Anaconda Cloud, so you can actually just go and download them. So I don't know if people are going, seeing the notebooks or somewhere else and just doing them separately, or if they just don't like what we've done. I need to kind of find out, but I'm not sure. The same with the introduction to Unix Shell. Quite a few people in Germany for some reason. Again, quite a big spread. We've got Asia there, but a similar sort of story. A lot of people are coming in, seeing it once and disappearing again. So now we've built it. We know that for most people it should be fairly accessible, but they're not sticking around and going through stuff. So that's another challenge for us completely. At the same time, this is my side hustle. This is an idea for data literacy for 16 to 24-year-olds that came out of the Learning Analytics and Knowledge Conference in Vancouver last year. So we realised that we wanted to do all this brilliant stuff with data and we wanted to support students and we knew they'd need to give informed consent, but we knew from working with students that they weren't anywhere near as informed as they needed to be. So last year the Royal Society published a report on machine learning just for the UK. Only 10% of the UK population had ever heard of the phrase machine learning and had a vague idea of what it was. That's it. So when they're signing up to Facebook and Twitter and Google, they really don't know what they're truly consenting to. So we're like, OK, but we need to fix this. So the idea is that this playground will have three zones and we'll start with created resources around data and visa, personal data, the relationship with data and academia. So do you open up your research data? How does that conflict with publishing and your agreements and then the data and society element? So at ModsFest last year, I played the Open Data Institute's Open Data Game Datopolis to get people thinking about data and society. I had about 20 people sat on the floor playing an open data board game. And they loved it. And a lot of people were saying, well, where do I get it? Actually, it lives in GitHub and you can download and print it off yourself. OK, but they don't print them as such anymore. But this has a different set of issues. I had to create a set of series of documents to make them accessible for people to want to join the project. There's only a couple of us at the moment that are trying to push this as a great idea. I've got this lined up for the Mozilla Global Sprint that happens in May. I'm also coaching a couple of other different projects. And we're hoping to take it to ModsFest to help us build this. But this is open. It will be OBR. Again, it's open source hosted in GitHub. But my problem here is different. I don't have the collaborators yet, whereas I kind of did before. So they're OBRs, but the problems are quite different. So I kind of wanted to summarise and go, when it comes to open and education and just education in general, everyone starts at a different place. So because I was a teacher, because I studied IT and education, anyway, I have this vocabulary around pedagogy and teaching. I have an understanding of how technology fits with education because I studied technology and I taught technology. That's what I do as a technologist. But not everyone sees that or they see the braid between what they're doing and how the technology can help them. And we need to be much more inclusive and not just accessible. So we need to be inclusive about the examples that we use, the language that we use, the people that come and test things and build it with us because they need to be present there as well. And we need to think about accessibility as not just in the what can anyone access it from any device anywhere as in. We need to think about various needs for different users. Choosing a licence is hard. You will come into conflict. IP is always a bit tricky. And with any kind of learning, it always takes a lot longer than you think to build it and decide to get these things rolled out. So at that point, I'm going to stop and say, if you've got any questions for me, I'd be glad to answer them. Or if you've come up with anything else that's kind of equally as tricky and that would be great. First of all, thank you very much, Sam. That was a great presentation. I have had a question coming through Twitter, which I could do. But I'd like to go to the room first if I may. Are there any questions or comments? And if you could raise your hand in the usual way. Martin. I really like the lessons learned. Thank you, and especially that choosing a licence among creative comments is hard. Some of your content is on YouTube. Right, so the videos I put in YouTube, those are a lot easier to caption. All the content lives live in GitHub. So they're hosted through GitHub. So we've got readings, which are expanded versions of the content in Jupyter Notebooks because they are practical coding exercises. But you can download the notebooks themselves from Anaconda Cloud. So everything's built with free tools. But are you using some commercial platforms for some aspects of dissemination? So the only reason why they're in YouTube is because our own tool for hosting videos is not very good at captioning. It's actually a lot easier to do it in YouTube. So you're getting a benefit from a commercial service. Yes. And you're making that commercial service more valuable and giving more reasons for people to go to that. So it's not you're against people making money from it. It's so long as they're doing something useful. Adding value. So actually the non-commercial putting and non-commercial clause actually doesn't capture your intentions for the content. No. So if a tool is useful to me, I will use it. YouTube to me in this instance is exceptionally useful. It allows me to auto caption and people can then choose the language that they like. What works for them. And that's great. But it's that's slightly different in that so all this work is CC by. When it comes to my own work if I put a lot of time and effort into it and I want to share it for the greater good I then have a conflict of then am I happy for someone to take that and then publish it and make money from it if I'm not necessarily recognised in any way for it. I've faced it. I've done a hog them out. I've faced exactly the same decision and the same choice and another solution. I don't know what the right solution is is to release it CC by SA or CC by because if someone's business model is to sell something which they can get easily for free that's not a very good business model so that's a way to discourage that commercial notation. There's another question behind Matthew. Hi there. Thanks so much for your comments. I'm really interested when you described how you had this heightened awareness of accessibility because of your background as a secondary school teacher. I was wondering if someone who's worked on both the school side and the HE side and the differences you've seen between the use of OERs? I said this earlier in a discussion actually that on a secondary level sometimes you share by default you'll be asked to write a scheme of work and produce the resources for it that you're going to share with your department anyway because you're all teaching year nine the same thing at the same time. You're not going to write the same scheme of work six times. One of you writes it and you share it and if it's any good you share it with your colleagues in another school and then if it's really good you might think about uploading it to TES because it's too scary so you don't but it's kind of a difference because you are teaching the same things because you've got a national curriculum it's easier to share I think and there's more of a culture of borrowing and sharing I think because I think the research agenda skews what academics do so there's more of a it's my IP whereas kind of compulsory we don't kind of care quite so much I don't think to the same extent really and having worked in consortia teaching especially as diplomas we would share across the consortia so we weren't worried really in the same way. Thank you very much that's a really interesting answer and I like that question too thank you. Have we any other questions or any other comments people would like to make? I'm not seeing any I've decided not to do the question on Twitter because I think it's a pretty straightforward answer the question was just I mean why are you using github but I mean obviously forkability and the fact that the people that are actually making the materials are there anyway. So thank you very much once again Sam for a fantastic presentation and some great answers thanks very much. So next up we are pleased to welcome Rupert Gathe who will be talking published in practice Open Access textbooks it's a nice link there because UCL have also been very active in publishing open text books.