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Recent blogs from IET staff

Learning futures in Athens

The Plato Academy in Greece invited me to talk about ‘Visions of Future Learning’ at their Technology-Enhanced Learning conference on 14 November.

I talked about how we create visions of  learning futures, how we use them, and why we keep developing new visions. I covered visions of education, visions of school, visions of massive open online courses (MOOCs) and visions of pedagogy, the theory of teaching and learning.

Speakers

  • Maria Gregoriadou, University of Athens: Plato Academy – The Roads of Knowledge
  • Stella Vosniadou, University of Athens Benefits and traps of technology for learning
    Discussion
  • Rebecca Ferguson, The Open University, UK: Visions of Future Learning
  • Alberto J. Cañas, Institute of Human and Machine Cognition,: CmapTools: Towards a Worldwide Network of Knowledge Constructors
  • Kyparissia Papanikolaou, School of Pedagogical & Technological Education: Opportunities and challenges of digital technologies to support modern educational planning
  • Pantelis Balaouras, Kostas Tsimanis, Lazaros Merakos, Greek Universities Network (GUnet): Open courses at the University of Athens and Greek universities
Visions of future learning from Rebecca Ferguson

Better than Christmas – OER Research hub report

Professor Martin Weller's Blog - 12 hours 40 min ago


The OER Research Hub completed its second annual report for the founders, the Hewlett Foundation in September. It plots the evidence we’ve gained against the 11 hypotheses of the project. It’s not the final report which we will deliver next year, but it has some very interesting findings. We have over 6000 survey responses from educators, informal and formal learners, and librarians.

Some of the key findings are:

  • 37.6% of educators and 55.7% of formal learners say that using OER improves
    student satisfaction
  • 27.5% of educators and 31.9% of formal learners agree that OER use results
    in better test scores
  • 79.4% of OER users adapt resources to fit their needs
  • 79.5% of educators use OER to get new ideas and inspiration
  • 88.4% of learners say that the opportunity to study at no cost influenced
    their decision to use OER
  • 74.9% of informal learners use OER to have a learning experience
  • Knowing where to find resources is one of the biggest challenges to using OER
  • General knowledge of well-established OER repositories is low
  • Only 5% of educators say they don’t share information about OER
  • The more educators use OER, the more they are willing to share
  • Only 12.4% of educators create resources and publish them on a Creative Commons license
  • Videos are the most common type of OER used.
  • Cost of and access to materials can have an effect on student retention
  • 40.9% of all formal learners in our sample consider that OER have a positive impact in helping them complete their course of study
  • 79.6% of formal students think they save money by using OER
  • 31.5% of informal learners say that their interest in using OER is a chance to try university-level content before signing up for a paid-for course
  • 31.3% say their use of OER influenced their decision to register for their current course.
  • 83.2% of informal learners say they are more likely to take another free course or study a free open educational resource, and 24.2% say that they would go on to take a paid for course as a result of using OER

There is still a lot more to do, in particular we really want to get at good comparative data demonstrating improvement in scores (or otherwise) following OER adoption, so if anyone has leads in that area please get in touch. Nevertheless, I would contend that this represents one of the most comprehensive investigations of OER impact, and so will be of interest to anyone in the field.

We’ll be doing further analysis and digging into some of the findings in further detail over the coming months. The report is available under a CC-By licence, and available in a nicely designed PDF booklet, so really, your Christmas wishes are already fulfilled, which is nice.

Innovating Pedagogy 2014

Innovating Pedagogy 2014 has just been published and is available as a free download. It is the third in a series of reports I have co-authored with colleagues at The Open University that explore new forms of teaching, learning and assessment for an interactive world. While many of these are enabled by technology, these are not reports on new gadgets, but on new ways of teaching and learning.

This year’s report focuses on

  • Massive open social learning
  • Learning design informed by analytics
  • Flipped classroom
  • Bring your own devices
  • Learning to learn
  • Dynamic assessment
  • Event-based learning
  • Learning through storytelling
  • Threshold concepts
  • Bricolage

One of my favourites is learning through storytelling. Of course, this is not a new pedagogy. Writing up an experiment, reporting on an inquiry, analysing a period of history – these are all examples of the use of narrative to support learning that have been used for hundreds of years. However, the use of technology opens up new possibilities. We are increasingly able to create virtual story worlds in which guided exploratory learning can take place. A storyline can also be used to build engagement and provoke discussion in massive open online learning, or in other learning environments where participants spread across the globe build a narrative together. This is an example of technology opening up new possibilities that allow us to expand our use of a tried and trusted approach to teaching and learning.


2nd Annual EU Project Review for JuxtaLearn

Just got back from Luxembourg, having attended the 2nd annual project review for the JuxtaLearn project. One of the things I do during these gruelling meetings is type didactic notes of everything the reviewers say or ask, and also of their final comments. They usually send their recommendations out about three weeks later. Yesterday I typed 7028 words and captured pretty much everything. The review was tough, but fair. The reviewers picked up on absolutely every weak point – any partner who was not fully integrated with the rest, any lack of progress, any over claiming. They did give us a fairly hard time, but their feedback was constructive rather than distuctive and ultimately their recommendations and conclusions will, I feel, make the project better.

It would be nice if this process could be a little less tough – but then sometimes you need to shake things up to get it moving.

As the Project Officer said – it is their responsibility to ensure that our EU contribution (looking at the UK contingent) is well spent. Cameron will be pleased to hear that

By Gill

Innovating Pedagogy report 2014

Professor Martin Weller's Blog - Fri, 14/11/2014 - 15:30

It’s been slightly over a year since the last Innovating Pedagogy report, and 2014’s edition is now available. As before it was written by a small team in IET at the OU. The remit is to look at technology related innovations, but with more of a teaching and learning perspective than some of the technical reports around. We try not to revisit topics from previous years, although if some significant development has occurred then we will. This is the 3rd of these reports, and when we started we wondered if we’d run out of topics without revisiting things, but actually there were at least another 10 we listed that we wanted to write about, but felt it prudent to keep it to ten. So the topics included this year are:

  • Massive open social learning
  • Learning design informed by analytics
  • Flipped classroom
  • Bring your own devices
  • Learning to learn
  • Dynamic assessment
  • Event-based learning
  • Learning through storytelling
  • Threshold concepts
  • Bricolage

A lot of these are not necessarily new this year, and could have been incorporated in our first report, but it’s about trying to gauge when they gain enough momentum to be of interest to a reasonably wide audience. The report is written in an accessible style (we hope) and aims to be relevant to a broad audience in education. As always it’s not intended to be the definitive list of things that are significant, rather some topics we think are of interest. Anyway, you can download the report here and share with friends.

JIME, Ubiquity & OA models

Professor Martin Weller's Blog - Thu, 13/11/2014 - 12:32


I’m a co-editor of JIME at the Open University. It’s had a long tradition here, started in KMi it piloted open peer review, using it’s own software back in the late 90s. It has always been open access, and when maintaining our own software became a burden, it switched to using the open source system OJS. It’s focus has changed over the years – although it’s called the Journal for Interactive Media in Education, it is more about open education and ed tech in HE now. It has remained free to publish in and open access. I think its story is similar to that of many journals run by universities, they tend to operate on the periphery of people’s time. This means we can’t spend as much effort on things such as updating the website, implementing new features, experimenting with technology, or pushing it through different library registers and databases as we’d like, because any time we do have for it is spent on maintaining the core journal operations.

We’re now entering a new phase of JIME’s life, which I think offers a model for other university owned journals. We have stopped hosting and maintaining the site, and handed that side of things over to Ubiquity Press (who are also publishing my book, more of which later in another post). Ubiquity use OJS at the back end and they keep the Article Processing Charges (APCs) as low as possible at £300 per article, to handle all the back end work (their model is explained here). Compared with the £3000 type APC fee from many publishers this represents a reasonable charge, and it also includes a portion which goes to a fund to allow fee waivers for anyone who can’t pay the fee. I’ve been critical of Gold OA before, but I think it’s a question of degree, a modest charge to cover the type of work that is needed to run a journal site, do all the library stuff, layout, etc. seems appropriate.

Because JIME has always been free to publish we didn’t want to start charging APCs, so IET are covering the cost of 3 issues per year. This isn’t that costly (as our US friends say, you do the math). And previously we were probably spending more than this in staff time for the technical input and admin time spent on running our own system. It also allows us editors to concentrate on the stuff we do know about, the academic side of things, instead of running the journal. Ubiquity will handle updates to the new system, and implement things such as altmetrics.

When universities talk about impact, and outreach, paying for a handful of such journals from each university would represent a modest outlay for any one institution, but a considerable overall collection of journals. All free to publish and free to access. Some of these costs could come from the library funds currently spent paying large publishing firms who make considerable profits. It’s a critical mass problem, when enough universities do it, then it’s worthwhile and makes an impact on the bigger system, so becomes more worthwhile to participate in. We’ve taken the step, why not join us?

SoLAR Flare

Speaking at the SoLAR Flare

On 24 October 2014, the Learning Analytics and Community Exchange (LACE) project invited everyone interested in the research and use of learning analytics to a one-day networking gathering event in October at the Open University in Milton Keynes (UK).

This Solar Flare event – co-chaired by Doug Clow, Simon Cross and I – formed part of an international series coordinated by the Society for Learning Analytics Research (SoLAR). SoLAR Flares provide opportunities to learn what’s going on in learning analytics research and practice, to share resources and experience, and to forge valuable new connections within the education sector and beyond.

Around 50 people attended in person, with another 356 from around the world tuning in via the livestream.

There were two keynotes: one from Alan Berg, talking about the Apereo learning analytics initiative, and another from Chris Lowis, talking about learning analytics on the FutureLearn MOOC platform. In addition, there were 13 lightning presentations from people working with learning analytics in multiple countries and contexts including the UK, France and Spain. My lightning presentation focused on patterns of engagement identified in FutureLearn MOOCs from a variety of different universities. In the afternoon, participants split into four sub-groups that discussed evidence about learning analytics that can be added to the LACE Learning Analytics Evidence Hub.

Recordings of all the LACE SoLAR Flare presentations are available online.


Innovating Pedagogy

OU Innovation Report series - Wed, 12/11/2014 - 20:30

The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.

View the Innovating Pedagogy report.

This third report proposes ten innovations that are already in currency but have not yet had a profound influence on education.  You can see a summary of each innovation at the menu on the right. Please contribute your comments on the report and the innovations.

EC-TEL

Mike Sharples and I presented at EC-TEL 2014 in Graz on Innovative Pedagogy at Massive Scale: Teaching and Learning in MOOCs.

We examined the implications for pedagogy of education at a massive scale. Educational approaches designed or adapted to be effective for large numbers of learners include direct instruction, networked learning, connectivism, supported open learning, and conversational learning at scale.

We used a grounded approach to analyse data from 18 MOOCs run on the UK-based FutureLearn platform. This enabled us to identify benefits and challenges for learners, for educators and for society as a whole of learning at massive scale. These need to be addressed in two ways, through learning design and through platform design.

After our presentation, Yishay Mor interviewed us about it for the Open Learning Europa website.

Also at the conference, I presented a poster co-authored with Denise Whitelock, ‘Taking on different roles: how educators position themselves in MOOCs’.

Abstract:

Educators in massive open online courses (MOOCs) face the challenge of interacting with tens of thousands of students, many of whom are new to online learning. This study investigates the different ways in which lead educators position themselves within MOOCs, and the various roles that they adopt in their messages to learners. Email messages from educators were collected from six courses on FutureLearn, a UK-based MOOC platform that had 26 university partners at the time. Educator stance in these emails was coded thematically, sentence by sentence. The resulting typology draws attention to the different ways in which educators align themselves in these settings, including outlining the trajectory of the course, acting as both host and instructor,  sometimes as fellow learner, and often as an emotionally engaged enthusiast. This typology can be used to explore relationships between educator stance and variables such as learner engagement, learner test results and learner retention.


Eduball

Professor Martin Weller's Blog - Tue, 11/11/2014 - 12:42


I read Michael Lewis’s Moneyball over the summer (you’ve probably seen the Brad Pitt adaptation). It’s a great account of how stripping baseball down to the stats allowed a small team to compete against teams with much larger budgets. What is particularly intriguing is how this multi-million dollar industry was basically doing it all wrong. Mythology, tradition, inherited wisdom created a culture where certain attributes were overvalued, and others undervalued. Players who were invaluable to a team when you looked at their stats were passed over by every single club, because their shape was wrong, or they didn’t look right when they swung a bat.

It’s hard not to read it and draw some analogies with education, and in particular the learning analytics approach. I imagine a copy of Moneyball sits on every analytics nerd’s bookshelf. There are undoubtedly parallels that can be drawn, but equally interesting is why the Moneyball approach doesn’t work in education.

Let’s consider some of those similarities first. Education is rather shrouded in mystery, folklore and received wisdom. We don’t know what works, but we know what’s good when we see it. It is an industry with a lot of money involved in it and like baseball people care passionately about it. It is also often resistant to change. To the analytical mindset the only outcome worth considering is scores. And in improving scores, I will bet there is as much in education that is irrelevant as there is in Lewis’s account of baseball. Teachers are like the wizened old scouts telling the Harvard whizkid that will never fly, and education just isn’t done like that.

There is something undeniably romantic about this vision of the outsider coming in with their new method and revealing all the wastage, all the misinformation that people have been operating with for centuries. And, I genuinely believe analytics will reveal some surprising and unsettling findings for educators, and that long-cherished beliefs about what’s important simply won’t hold up against the data.

But it’s also worth considering why education isn’t like baseball. Firstly, baseball, for all it’s romanticism and mythology, is much simpler. There are very simple, observable metrics – games won, runs scored. You can add in more, but really that’s all you need to work against. This is not the case in education, although the increased obsession with scores attempts to make it so. There are a lot of other things you’re doing in education beyond those metrics – getting students to become critical thinkers, to develop skills in groupwork, communication, reflection, etc.

The reason it isn’t the case in education brings me onto the second major difference: Baseball is ruthless. The system doesn’t need to care if a promising player doesn’t make it, they can trade for someone with better stats. It can sacrifice all to achieving those metrics (and because baseball players are paid good money, this isn’t such an ethical dilemma). This is not the case in education. While some of the prestigious universities can keep up their status by ensuring only the best enter and stay, the system as a whole wants people to progress through, even if their ‘stats’ aren’t great. For the individual, for society, it’s better to have people coming through even if in moneyball terms you’d cut them.

I blog this partly to remind myself – sometimes an analogy is powerful and we tend to over-apply it. As with the disruption (klaxon) of the record industry, people have seen education as being exactly the same. It is important to see similarities, but also to recognise key differences. Anyway, go and read Moneyball if you have the time, it’s good fun.

Open by default

Professor Martin Weller's Blog - Wed, 05/11/2014 - 14:26

I’ve heard this phrase a few times, often in relation to open data eg. the open data charter. I think it’s a useful starting position for those in higher ed, across all aspects of practice. That is, assume you should be operating openly, and only if there are valid reasons not to, shift away from that, instead of the reverse situation as it is now. It is important to emphasise that there are perfectly valid reasons why you may not be open in a particular aspect, eg an online learning forum for new learners may be better conducted in what they feel is a safe space. So open by default merely suggests that you should consider what you lose by not being open.

Open practice brings a number of benefits, depending on the particular task at hand. These include:

  • Altruism – it’s a good thing to do generally to share, and is at the heart of much of what academia is about.
  • Efficiency – if the feel-good factor of altruism doesn’t cut it for you, then there is a more pragmatic stance, that sharing content, ideas, data, source code is simply a more efficient way to work.
  • Increased profile – this can be important for research projects who want different stakeholders to know about their existence and to engage with them, individuals establishing an academic identity, and resources (eg open access articles) that you want to be widely accessed.
  • Dissemination – probably a combination of the previous two (efficiency and profile), but much of higher education is concerned with dissemination, and conducting this in an open manner is really the best route.
  • Wider participation – whether it is contribution to a project, forming ideas or getting learners to engage with a broader audience, then open practice offers an effective route.
  • Unexpected outcomes – we all have stories of how open practice can lead to (pleasant) unpredicted outcomes, such as the use of content in different contexts, new connections, the formulation of project ideas, etc.
  • Innovation – the open space is often one that allows room for experimentation and innovation outside of formal conventions.
  • Easy collaboration – it is actually really difficult to collaborate – it requires memorandums of understanding, project plans, commitment. I am (still) often reminded of Scott’s post about the difficulty of sharing, whereas being open just means it happens.

Those are quite considerable benefits. So the open by default stance says, before you surrender all of these, make sure what you are gaining by not being open is worthwhile. In essence: Is closed worth the cost? There will be many times when the answer to this question is yes, but one should at least make the case (even if it’s just to yourself) for this. Currently the reverse is true, which is actually quite odd when you consider it.

One Year On: The Journey of “Open Research”

Dr Beck Pitt's blog - Tue, 04/11/2014 - 12:08

Originally posted on :

The following blog post was originally published on School of Open’s blog on 4 November 2014.

It’s now been a couple of weeks since we formally ended our four-week Open Research course on P2PU … And what a month it was! We had 139 people sign up to the course, which looked at the theory and practice of open research, how you can be ethical and open, how to disseminate in the open and open reflection. You can view the course materials here.

From the very first discussions about the course last fall with Jane Park at Creative Commons to the team brainstorming the course early in 2014, spending several months co-authoring the course and developing assets, going through School of Open’s community review, getting the course up on the P2PU platform, creating our badge, and running the course itself, it’s been a fascinating and rewarding process. Collaboration was central…

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MozFest14

Dr Beck Pitt's blog - Tue, 28/10/2014 - 12:33

Originally posted on :

Last weekend saw over 1600 people get together at this year’s Mozilla Festival. I made my way down to Ravensbourne College on Saturday and have put together a quick Storifty to capture some of the amazing collaborations, sessions and people that participated. You can check it out here.

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OER15 – now with added keynote awesome

Professor Martin Weller's Blog - Fri, 24/10/2014 - 11:48

I mentioned that I’m co-chair of the OER15 conference in Cardiff next April. One of my duties was to sort out the keynote speakers, which was great as I get to ask people I really like and admire to come and talk. The theme of the conference is “Mainstreaming OER”. There is a sense that having been around for over a decade now, and established a sizeable community, the next stage of OER adoption is for it to enter into everyday, mainstream practice. This also means not just operating on belief and evangelism, but looking at issues around OER, and solid research.

It was this theme that shaped my choice of keynotes. They are on the website, but for completeness, I’ll list them here:

  • Josie Fraser – most of you will know Josie, and if you don’t, shame on you. I wanted Josie to speak because, apart from being a great speaker and fun person, she’s been doing some really great work with OERs on schools (look out for more on this soon from Josie). And if we’re going to mainstream OER they need to move away from a higher ed focus and get into schools.
  • Cable Green – Cable is Director of Global Learning at Creative Commons. As such he’s done work on policy at different levels, has worked with all aspects of open education and driven a lot of mainstream adoption. I’ve had the pleasure of being at a few conferences with Cable and he’s an excellent speaker. There is no-one better suited to the subject of mainstreaming OER than Cable.
  • Sheila MacNeill – like Josie, if you’re in OER/ed tech in the UK in particular then you have to know Sheila. She was also another obvious choice for me when the topic of mainstreaming OER was agreed. Sheila brings a wealth of experience from her CETIS days and her current role in GCU. If we are to make OER part of everyday practice then Sheila’s experience of working at the coalface as it were will be invaluable.
  • Martin Weller – errm, okay, look, we were going to have only 3 keynotes, but I worried that people would need to leave the conference early, so didn’t want to waste a proper keynote on this slot. So in a buy 3 get 1 free deal, I’ll do a battle for open thing. And besides my co-chair Haydn, begged me to do a keynote and you don’t like to see a grown man beg (I may have made that bit up).

Anyway, if you were undecided about coming to OER15 then I’m sure that keynote line-up has you booking your tickets to Cardiff.

Nice is an energy

Professor Martin Weller's Blog - Thu, 23/10/2014 - 08:33

I’ve thought about writing a lot of posts recently about all the online toxicity about, but none of them seem adequate or appropriate. Alan Levine asks if the Party is Over. I read Kate Bowles lovely article on kindness and it resonated with what I wanted to say. I am deeply aware that this post will come across as weak, dippy, inadequate. But here goes.

Amidst all this anger, vitriol and nastiness, what is the appropriate response? I think that depends on who you are. For my own mental wellbeing I really can’t enter the bearpit of confrontation or disappear down wormholes of anger. I really get that some people feel this is what you have to do, but trust me, I can’t. So my response seems like a lack of response, a big meh. But it’s not. My approach is to be nice to others. Kindness, respect, politeness in my general tone online. Nice is a political statement too.

Identity theory suggests we form our own identity by a sense of belonging, or ‘we-ness’. If the community is one of nice people, then those are the attributes you adopt if you wish to belong. Similarly, Kelty talks of ‘recursive publics’, which he defines as ‘a public that is constituted by a shared concern for maintaining the means of association through which they come together as a public’. The wellbeing of each other can be shared concern. We can help create the environment we want.

Nice/kind/polite are often portrayed as passive, but they’re not. They take effort. Being angry is easy. They needn’t be bland either – you can be funny, you can disagree with someone, offer criticism, put over a strong point of view, etc. But you can be respectful when you do it. Of course, being nice is no response if you’re the direct victim of online vitriol. I mean for the rest of us, actively being kind is the long-term way to defeat it. For every nasty tweet you read, do five random tweets of kindness.

I don’t know if it’s enough if I’m honest, vitriol has a way of contaminating everything else. And I’m also aware it’s probably a luxury afforded to me in a privileged position. But niceness is the best weapon I’ve got. And I think it’s undervalued.

Opening Educational Practices in Scotland (OEPS) Launch

Dr Beck Pitt's blog - Tue, 14/10/2014 - 12:35

Originally posted on :

Yesterday I was in Edinburgh, Scotland for the Opening Educational Practices in Scotland (OEPS) project kick-off meeting and to run a “highly interactive session” to capture experiences and thoughts on OER and OEP in Scotland. Martin was also there, speaking on his forthcoming book (to quote, an “ideal stocking filler”) The Battle for Open. I’ve created this Storify to capture some of the discussion and activity. Enjoy!

OEPS Advisory Forum: “Magic happened here…” (CC-BY Beck Pitt)

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FutureLearn Academic Network, Southampton

On 10 September, I was at the University of Southampton, talking about the evaluation of MOOCs to the FutureLearn Academic Network (FLAN). This group is open to members of FutureLearn partner institutions who have an interest in researching MOOCs. If you fall into that category, and you’d be interested in joining, search for the group on Facebook. It’s a closed group, but straightforward to join, if you send a message introducing yourself.

The video shows the second half of the morning – start around 40 minutes in if you are interested in viewing my talk. There’s also an account of it on Sheila Webber’s blog.

http://new.livestream.com/accounts/5200181/events/3373306/videos/61656496/player?autoPlay=false&height=360&mute=false&width=640

 


Learning analytics data sharing workshop

Concept mapping at the LACE workshop

On 16-17 September, I was in Graz with the Learning Analytics Community Exchange (LACE) . Before our consortium meeting, we held the 1st Learning Analytics Data Sharing Workshop. This brought people together from across Europe to discuss possibilities for data sharing.

The workshop was designed to act as a bridge between research and practical action. It also dealt with the technical, operational, business, policy and governance challenges involved with data sharing – with a particular focus on privacy issues.

The workshop was followed by a consortium meeting, and plans for developing this Europe-wide learning analytics community further.


OER15 is go

Professor Martin Weller's Blog - Wed, 08/10/2014 - 17:28

So what are you doing next April 14 & 15th? If you have any sense you are coming to Cardiff, for OER15. I’m co-chair this year along with Haydn Blackey, with Debbie Baff running the show. The theme is “Mainstreaming Open Education”, with the aim being to explore approaches that are moving OER (& OEP) into the mainstream, and also barriers that need to be addressed for that to happen.

I’m also really pleased to announce that the OER conference is now formally part of ALT. This is great as it secures the long term stability of the conference, and means it has all the support and expertise that ALT bring to running an event. It also means we get on-tap Hawksey magic. And who wouldn’t want that? So big thanks to Maren and the ALT team for taking us in.

We’ve just launched the website, some new bits coming soon. We’ve got some great keynotes lined up that we’ll unveil shortly. The venue is the super-lovely Royal Welsh College of Music. Only a fool, a fool I tell ya, would miss out on that. So get submitting, the deadline for abstracts is 24th Nov 2014.

Here you can see Haydn and I auditioning as a new comedy double act:

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Super September: Monthly Review

Dr Beck Pitt's blog - Thu, 02/10/2014 - 09:22

Originally posted on :

It’s been a super September at the OER Research Hub: here’s an overview of what we’ve been up to over the past month:

Open Research Course 

We had 139 people sign-up for our School of Open course Open Research! This four-week community reviewed course explores the nature and practice of open research and takes a closer look at how to conduct ethical and open research, dissemination and the relationship between reflection/evaluation and openness. We are just over half way through the course at present: if you’ve missed some of the great discussions and our weekly Hangout sessions, or just want to watch some of our videos, head over to our YouTube playlist or to the Discourse forums. There’s an overview of everything course related also available here.

Out and About 

Earlier in the month, Martin and Rob headed up to the University of Warwick for ALT Conference. Rob…

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