and their impact on research led teaching in Classics. Simon Mahony - - PowerPoint PPT Presentation

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Sep 01, 2022 42 likes •773 views

Open Education, Open Educational Resources, and their impact on research led teaching in Classics. Simon Mahony (University College London) s.mahony@ucl.ac.uk With thanks and acknowledgements to Ulrich Tiedau (University College London)

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Open Education, Open Educational Resources, and their impact on research led teaching in Classics.

Simon Mahony (University College London) s.mahony@ucl.ac.uk

With thanks and acknowledgements to Ulrich Tiedau (University College London) Davor Orlič (Knowledge for All Foundation Ltd)

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Overview and background

  • UCLDH approach
  • MA/MSc in Digital Humanities
  • Open Education Resources in DH
  • Changing practices
  • Changing culture
  • Possible ways forward
  • Questions about discipline specific approaches
  • Focus on Classics
  • Note: the URLs are all live in the screenshots if you wish to follow any.
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UCLDH What we do: Teaching & Learning

  • A new interdisciplinary degree

exploring the intersection of digital technologies, humanities scholar- ships and cultural heritage

  • MA/MSc Digital Humanities,

launched in 2011/12

  • Substantial amount of the

core materials released as Open Educational Resources

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OER Digital Humanities (DHOER)

  • The DHOER project is creating Open Educational Resources

(OER) from a comprehensive range of introductory materials in Digital Humanities, making them freely available to anyone

  • As well as supporting the Digital Humanities, the DHOER

project will benefit many cognate disciplines, including the whole spectrum of the Arts and Humanities, Cultural Heritage, Information Studies, Library Studies, and Computer Science.

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Open Agenda

‘Open access stands for unrestricted access

and unrestricted reuse. Paying for access to content makes sense in the world of print publishing, where providing content to each new reader requires the production of an additional copy, but online it makes much less sense to charge for content when it is possible to provide access to all readers anywhere in the world.’ Public Library of Science (www.plos.org/about/open-access)

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Milestones in OER development

  • 1998 – Open Content Initiative
  • 2000 – UNESCO conference
  • 2002 – MIT OpenCourseWare
  • 2002 – Creative Commons (licences released)
  • 2006 – OU OpenLearn [UK]
  • 2007 – Cape Town Open Educational Declaration
  • UK JISC/HE Academy OER
  • 2009/10 – Pilot Programme [UK]
  • 2010/11 – JISC/HE Academy OER phase 2 [UK]
  • 2011/12 – JISC/HE Academy OER phase 3 [UK]
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Milestones in Open Access

2001 Budapest Open Access Initiative (BOAI) 2003 Bethesda Statement on OA Publishing 2003 Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities

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OER Digital Humanities (DHOER)

  • UKOER II new release strand, HE Academy and JISC funded
  • Teaching and learning materials from a range
  • f existing modules
  • Introductions into the field, topics and methodology of DH
  • Emphasis on the acquisition of practical and professionally relevant

skills

  • JISC strand
  • Also looking at the impact of digital resources on society
  • User studies
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DHOER: Digital Humanities OER

  • Creating OERs
  • Range of teaching materials
  • Relevant to Digital Humanities and beyond
  • Each available as full module or individual objects
  • Granular approach
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Packaging teaching resources

Levels of granularity

  • Full module
  • Individual lecture
  • Seminar with discussion topics and readings
  • Learning objects
  • Practical exercises
  • Worksheets and handouts
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DHOER

Open Educational Resource versus OERs as learning objects Introducing ‘Micro OERs’

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Sustaining OERs

  • Investment
  • Academic culture
  • Format suitable for re-purposing
  • Size suitable for re-purposing
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Widening the reach of OERs

Making OERs free online does NOT make them available to all. ‘It is not technologies with inherent pedagogical qualities that triumph in distance education but technologies which are generally available to citizens’

(Keegan, How Successful Is Mobile Learning? 2008)

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Further issues

  • Context of a single OER?
  • Adequate and relevant metadata
  • Discoverability
  • No standard for classification
  • Assessment: credit-bearing module?
  • Localisation
  • Cultural differences
  • Learning styles / layouts / graphics / symbols
  • Ownership / relationship
  • Sustainability
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Growth of knowledge

  • Teaching materials are improved
  • Becomes and iterative cycle
  • Peer review of materials
  • Returned with improvements and acknowledgement
  • Digital Humanities methodology
  • Equal partnerships in research and teaching
  • Arts, Humanities and Technology
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VideoLectures.NET

A global web portal for high-definition academic videos United Nations and UNESCO award for the Best Educational Product of the Decade 'one of the most outstanding examples of creative and innovative e-Content in the World in the last decade’

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VideoLectures.NET

‘The largest OER free and open access digital library of academic talks’

Content built up via European research projects based in Computer Science fields. Other content from OCW partners. 850 events 15,236 lectures 17,503 videos Licenses: CC-NC-ND

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With thanks and acknowledgement

Davor Orlic davor.orlic@ijs.si Knowledge for All Foundation Ltd Languages & the Media, Berlin November 23rd 2012 http://www.languages-media.com

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Coursera MOOC (Winter 2011) ‘Introduction to Databases’ 108,000 accounts 475,000 assignment submissions 3,150,000 video views (heavy use of video) (Jennifer Widom, Stanford. Module coordinator)) LEARNERS PREFER VIDEO?

YouTube (100 hours uploaded per minute) MOOCs (3 million accounts)

INITIATIVES AROUND VIDEO?

Open content: OCW (20,000 courses) Massive lecture capture system: Opencast Matterhorn project (700 Universities) Massive portals specialized in video lectures: VLN, Polimedia (25.000 academic videos)

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transLectures

To develop innovative, cost-effective solutions to produce accurate transcriptions and translations in VideoLectures Make educational repositories truly accessible both to speakers of different languages and to people with disabilities.

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transLectures status

  • TRANSCRIPTION (EML)
  • the complete transcription of English lectures took 45000 hours

(2 months running parallel)

  • TRANSLATION (XRCE, UPV, RWTH)
  • different segmentation strategies for transcription and translation

being considered

  • INTELLIGENT INTERACTION WITH USERS
  • experimental protocol to evaluate intelligent interactive approaches

for users

  • INTEGRATION
  • first steps on integration software into VL, Polimedia, Matterhorn
  • EVALUATION
  • human evaluations for the second round of evaluation
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The tools as getting there:

Develop open tools for transcription and translation Deploy the tools in the Opencast Matterhorn system Think of a business plan and ideas on a spin-off Provide optimisations for existing languages

Plan to extend the language set to Chinese, Hindi and others Is intelligent interaction a realistic concept? More focus on English into Slovenian translations (Davor) Building a community of students for evaluation

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In the context of OERs:

  • Videos that can be cut and mashed up
  • Small bite sized videos
  • Display in any platform
  • Freely and openly available
  • Text translated into many languages
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OER and Open Resources for Classics

The two main UK repositories: Jorum

Jisc funded repository

HumBox

Jisc/HE Academy OER Pilot Programme

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Community approach

Digital Classicist

Jiscmail-hosted email list

Classics more generally

Classics (Liverpool) Jiscmail

OER-DISCUSS Jiscmail Social media

Classics International (Facebook) Twitter

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Broad based vs granular approach

OpenCourseWare (OCW) MIT Coursera OERs ‘Micro OERs’

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OER as Learning objects vs Open Learning Programmes

Not a competition, just different things. MIT OpenCourseWare Coursera OpenLearn Open Access resources

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OpenLearn

Sign in an register for courses? There is much more. Many resources freely available CC BY NC SA Particularly language learning Taster Materials for Classical Studies Ancient Olympics

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OER Search engine?

Xpert: http://xpert.nottingham.ac.uk/ Search: Classics Retrieves Oxford podcasts But Search: DHOER No results (so not universal)

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Oxford University

Podcasts

What is Tragedy? Beazley Archive Faculty Classics

Most from Jisc/HE OER Strand 1 and hence CC licenced

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Discoverability and more

Consistent and appropriate metadata Appropriate open licence Repurposable Open format

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Some new initiatives

Perseids: http://sites.tufts.edu/perseids

a collaborative editing platform for source documents

Alpheios: http://alpheios.net

reading tools for Latin, ancient Greek and Arabic

Iliados: http://iliados.com

grammatical and syntactical searches on the Perseus Greek Treebank

Leipzig e-Humanities: http://www.e-humanities.net Tools & resources under development Source code freely available and reusable

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Coda

Reflection on our teaching practice Digital Humanities Pedagogy Pedagogy of Digital Classics? What skills do our students need? What is the best way for them to attain them?

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Reaching beyond the already converted

  • Senate House, London (SAS)
  • Institute Historical Research
  • Digital History
  • Institute of English Studies
  • Digital Text and Scholarship
  • Institute Classical Studies
  • Digital Classicist
  • OERs for Classics (Berlin DCB & Nottingham ClassAss)
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References:

Marie-Claire Beaulieu (Tufts): ‘Teaching with the Perseids Platform: Tools and methods’ http://www.digitalclassicist.org/wip/wip2013-08mb.html Mahony, Tiedau and Sirmons, 'Open access and online teaching materials for digital humanities', in Warwick, Terras, & Nyhan eds. (2012). Digital Humanities in Practice. Facet. Davor Orlič (2013) ‘Micro Open Educational Resources (Micro OERs) are a novel concept in online education’, videoLectures.net: http://blog.videolectures.net/micro-open-educational-resources-micro-

  • ers-are-a-novel-concept-in-online-education/
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