Watch, listen and learn

The audio and video recordings which were captured at our Be inspired event are now live http://podcasts.ox.ac.uk/series/great-writers-inspire. These inspirational short talks by Oxford academics form the basis of content collections for the Great Writers Inspire website, but we didn’t want you to wait until that was ready so they are freely available via Oxford’s podcasting portal and iTunesU. With talks on a diverse range of writers from early English to post-colonial; the Beowulf poet, William Shakespeare, Jonathan Swift, Stephen Duck, William Blake, George Eliot, Katherine Mansfield, Olive Schreiner and J.M. Coetzee, these short talks will inspire you to discover more. And of course they are all free for reuse under the terms of our Creative Commons licence.

Enjoy!

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The shelf-ish gene

The benefits of a database over a big blob of text is you can automatically generate links to related content. Writing this text now every time I want to add a link I have to stop, thinking about what I want to link to, and then rewrite the sentence so the link makes sense and is included so as to be accessible – click here – just doesn’t cut it. However, when we enter information into our all seeing database, we can use it to generate vast permutations and combinations of information – the bookshelves of our site are unlimited, they could stretch as far as the eye could see, which is, a lot less than the visitor would tolerate.

So we dress our shelves with faceted views, of filters and fail safes so as to ensure that a site visitor can almost create their own little micro site based on our content. The shelves are still unlimited but we’ve given people the ability to remove the content they aren’t interested in very simply. Which isn’t bad, but…. well, does it matter? My mind epiphanies away with how people will find our content. The logical presumption, is that the initial find will be via a search engine, not via mechanisms within the site. If we are to be found, there is an obvious process that we should take our content through various stages of search engine optimisation. Therefore, content highly optimised for search engines will mean some one searching for those terms will find our content. However, what about the boundaries of the terms? The path less trodden? They are doing a search as much as anyone, and logically have the same needs to be sated - so is there a case therefore for the plethora of shelves? Should we over produced collections and categories. to see which ones prove popular? A put up shop style of OER?

We hope for our content to be remixed and reused, but don’t apply, or have effectively a concept of internal remixing. Maybe the referrer “if you liked this, then you might like this” is only a half way measure – it helps keep people on the site – but perhaps  generating collections out of those pairs would help people find the site, and perhaps, that is more important?

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The OERscars – and the winner is

Politics In Spires - Oxford University Computing Services

Welcome all to the red carpet everyone, for the first unoffical OER awards! Which I just made up. So it’s very important.

So as part of our Triton Project we created Politics In Spires, with content created by The Universities of Oxford and Cambridge. Part of the Triton Project was to work on OER discovery and optimising the discover-ability of OER, and we implemented part of this via what we called “Dynamic Collections”.

Dynamic Collections function as a WordPress plug in, bring in RSS Feeds from OER sites and blogs, and then search these feeds for particular words before moving these items into collections. These collections can be created as simply as a WordPress post, and so gives almost everyone the scope to start building OER collections straight away. Once a collection has some content, it can be displayed to visitors to the site (normally as a “wider reading” style link at the end of a post on a particular topic) and we made sure to track how these resources are used.  As well as showing as a WordPress page, the collections can also be seen as an RSS Feed (add ?rss_feed_collection=true to the end of a page), An Activity Stream – which will be handy for the Learning Registry (?activity_stream=true), or embedded into another page (?dc_embed=true) via some javascript.

So lets look at some stats / open an envelope!

European Politics and Societyhttp://politicsinspires.org/dynamic_collection/european-politics-and-society/

Plays : 770

Collections embedded : 62

International Relationshttp://politicsinspires.org/dynamic_collection/international-relations/

Plays : 922

Comparative Government – http://politicsinspires.org/dynamic_collection/comparative-government/

Plays : 748

Political Theory-http://politicsinspires.org/dynamic_collection/political-theory/

Plays : 1041

RSS Subscribers : 164

Activity stream : 197

Barack Obamahttp://politicsinspires.org/dynamic_collection/barack-obama/

Plays : 313

Ethics – http://politicsinspires.org/dynamic_collection/ethics/

Plays : 227

David Cameronhttp://politicsinspires.org/dynamic_collection/david-cameron/

Plays : 207

Palestinehttp://politicsinspires.org/dynamic_collection/palestine/

Plays : 117

So the winner of most popular dynamic collection is “Political Theory”, which also wins on Best RSS and Best Activity Streams, but “European Politics and Society” wins the coveted “Collections Embedded” award. Speech! Speech!

However, as these are OER lists, and we record how often each link is visited (we have almost 4000 contenders), and a user has the scope to like a link. So *drum roll please*, which is our most popular OER!

Rights and justice in international relations from the Open University! With 13 visits and 1 like!

Congratulations all round!

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Aces, Hearts, Clubs and Spades – The OER Deal

Great Writers - Oxford University Computing Services

It was the worst of times, it was the best of times, in fair Verona, exeunt pursued by a bear. It’s early days for Great Writers, and it’s a lot harder to blog Vs Shakespeare than it was for Politics In Spires. Yeah, read this, it is definitely worthwhile, definitely up there with the work of Dickens. But dear Bill and Chuckie didn’t understand Drupal, or RDFa, or LRMI, so it can’t be long until my face appears on a five pound note.

Or not.

So with a full deck of cards, it shouldn’t take long to club the content into an ace shape, with a song in our heart and with content in spades. All depending on how we cut the deck, that is, if we are the dealer?

We’ve decided to use Drupal for our site, as it has a strong central heart to help pump out the work of our content aces (or academics which is how the more modest ones insist we refer to them).  Like a railwayman shovelling with many spades we can get the site working for demo purposes without banging away with our clubs forlornly. Obviously there are some trade-offs with site features, but so far, all ok.

Those of us in the OER Clubs, we have a space in our hearts for usage and reusage stats, so we need to get our spades and dig dig dig into the site and make sure we can be aces and have these details. Google Analytics has “events” now, so we’ve gone for a media player which can support tracking these events.

We obviously have our site users first and foremost in our hearts, but what of  the aces of google and its indexing robots? Well google has microformats to help it catalogue, so before it used to have to dig at your site with it’s spades, now it can sieve down and see smaller pieces of content.  Better indexing should mean being more discoverable and easy to find – who would not one to be in that club(s)?

Sadly google’s microformats (schema.org) and LRMI (RDFa cataloguing) are different clubs competing for our cataloguing hearts. Thankfully we can be catalogue aces and do both at once – using some drupal mangling at a code level, which hopefully won’t hinder us later on and leave us as a spade.

Deep down in our hearts, we know that the CMS is the king here, and we are working within it’s realm. It’s great to get down and dirty with our spades so early on, but in doing so accept that while we’d like to be a kind of surgical aces cutting and making everything perfect, a generic tool can sometimes be a bit like wielding a club – it’ll do the job, but not always quite how you’d like it to do. However, this is the world of OER, and while it might not be exactly what we want, we can always remix it.

And don’t forget the joker….

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Amazing timelapse video of the Oxford Radcliffe Observatory Quarter

In this timelapse video created from over 30,000 images you can follow the building work taking place at the new Oxford Radcliffe Observatory Quarter.

http://www.ox.ac.uk/roq/video_of_the_site.html

Background

The Radcliffe Observatory Quarter is one of the most significant development projects the University of Oxford has undertaken for more than a century.

It is a 10-acre site in central Oxford, bound by the Woodstock Road, Somerville College, Walton Street, Observatory Street, and Green Templeton College, and is the last remaining large plot of land available for development in the historic heart of the city.

The complete refurbishment of the Radcliffe Infirmary building, including the courtyard and the fountain, is now underway with completion programmed for the summer of 2012. The building will be occupied by the Humanities Divisional Office, the Faculty of Philosophy and the Philosophy and Theology Libraries.

The video is made from a series of around 30,000 images taken every minute from a web camera located in a building high above the works. The images are sent every minute to a server at the Computing Services and then they’re processed by the team to improve the quality and the shots taken outside of the working hours are removed.  The images are glued together into a series at 25 images per second, sped up to fit into a five minute video and then exported into a web MP4 format.

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Great Writers truly inspire

Be Inspired! – the first event held by the Great Writers Inspire project – took place on December 14th at the English Faculty in Oxford.

The event had two main aims – to bring friends of the project together to share thoughts and ideas, and to capture a series of short talks about great writers that will be used in the project.

The event started with a panel session discussing issues related to the practice of using digital resources in teaching and public engagement.

Eric Meyer, Oxford Internet Institute, kicked off the session by talking about impact. What is impact and why should you think about it? It should not be looked at in a purely quantitative way, e.g. how many downloads? But also challenge you to ask new research questions and reach new users. He pointed to work done by the Oxford Internet Institute, and recommended the Toolkit for Impact of Digital Scholarly Resources (TIDSR) they have developed.

Giles Bergel, a book historian from the Faculty of English, followed on placing his brief talk in the context of using rare and valuable books in teaching. What happens of you don’t have the original? A modern, low-cost re-print of an old book makes the text more easily available, but will obviously not be capturing all features of the original, for example the thickness of the original paper. An electronic version has further limitations, but also offers additional benefits. Giles showed examples of this, such as collaborative projects where literary texts are combined with additional material to offer richer resources.

Abigail Willams from the Faculty of English showed how you can take academic activity, such as a digitisation project, and use it and its outputs in other contexts. Performing ballads in a home-like environment offers the audiences chance to hear material they may not otherwise have heard. Placing the material in this context also allows the researcher a chance to experience it in the way it would have been originally used and that can offer valuable insights.

Katharine Lindsay, Oxford University Computing Services, talked about the work of the Great War Archive and WW1 Poetry Digital Archive and how the projects captured and created material with the help of the public. She also explained how the projects worked closely with teachers to develop online tutorials.

Emma Smith, Faculty of English, chaired the session and invited everyone to take part in the discussion. Questions included the role of the audience/users and the need to capture their views. How we can enable access, and perhaps demonstrating examples of how the resources can be used is the best way to encourage further use. A member of the Libraries ask a question about sustainability – how are resources from digital projects going to be made available in the future? What happens when the funding runs out? Perhaps a benefit of an OER project is that the licence allows resources to have a life of their own – they may go on to ‘live’ elsewhere and this makes it sustainable.

The rest of the afternoon was devoted to a series of short talks by 10 University of Oxford academics talking about a great writer of their choice, including the Beowulf poet, Shakespeare, Jonathan Swift, Stephen Duck, William Blake, Ezra Pound, Katherine Mansfield, Olive Schreiner and J.M. Coetzee. These inspirational recordings will all be made available under a Creative Commons licence for reuse in education worldwide. News of their release will be posted on this blog.

All participants left the event enthused and full of ideas; see the quotes below from two of our academic champions:

“… most thought-provoking were different people’s interpretation and response to the prompt ‘Great Writers Inspire’. To be honest, there’s been some discomfort with the ‘Great Writers’ bit, and even the ‘Inspire’ bit is perhaps a bit touchyfeely for academics. What today made clear is that it’s actually a really useful umbrella term, which people can shelter under.” Dr Emma Smith

“I’ve come away from the Be Inspired event today with a long reading list: it’s been fascinating to hear my colleagues’ interpretations of well known writers, who they managed to make entirely new.  The panel session with Eric Meyer, Giles Bergel, Abigail Williams and Kate Lindsay raised really productive questions about the various ways the project could be developed, and how the content it produces could be used.” Dr Rebecca Beasley

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Great Writers Inspire Event

Next week we have the first of three planned events for the Great Writers Inspire project. On the afternoon of December 14th the academic supporters of the project will gather in the Faculty of English to take part in an event designed to capture a series of short talks forming a core set of materials for early release. The programme includes a session to discuss the practice of using digital resources in teaching and public engagement and how digital projects can improve impact. The second session is dedicated to inspirational talks by subject experts about a great writer of their choice. Recordings will be made available soon after the event.

Topic Speaker
Introduction Peter Robinson, OUCS
Panel session: The practice of using digital resources in teaching and public engagement

Chair: Emma Smith,

Eric Meyer, Oxford Internet Institute
Giles Bergel, Faculty of English, Oxford University
Abigail Williams, Faculty of English, Oxford University
Kate Lindsay, OUCS
Short break before second session
Beowulf Francis Leneghan, Faculty of English, Oxford University
Shakespeare Tiffany Stern, Faculty of English, Oxford University
Swift Abigail Williams, Faculty of English, Oxford University
18C working class poetry Jennifer Batt, Faculty of English, Oxford University
Blake David Fallon, Faculty of English, Oxford University
George Eliot Catherine Brown, Faculty of English, Oxford University
Ezra Pound Rebecca Beasley, Faculty of English, Oxford University
Modernist Periodicals Faith Binckes, Faculty of English, Oxford University
Olive Schreiner Elleke Boehmer, Faculty of English, Oxford University
JM Coetzee Peter McDonald, Faculty of English, Oxford University
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Open All Hours – New University of Oxford Podcasts portal launched @ http://podcasts.ox.ac.uk

At the start of November the OUCS Podcasting Service launched a new web portal to showcase nearly three thousand audio, video and eBook items freely available for download (http://podcasts.ox.ac.uk).

RPodcasts.ox.ac.uk screenshoteplacing the previous directory, the improved site presents a rich set of pages displaying podcast series and items. At a glance visitors can see the most recent items added to the site and the most popular. The new portal enables material to be found, grouped and reviewed in a new myriad of ways, including searching by media type, speaker, keyword or department. Each item has its own unique linkable URL, making it easy to link to resources from reading lists, in emails or share via social media channels.

The site is enriched with advanced features to improve the discovery of lectures and talks from across all University divisions. Students can now effortlessly create a library of lectures to be played online in the browser or via a media player such as an iPod or iPad.

Recent series highlights include:

  • Alumni Weekend: A series of 80 videos from Oxford experts, this year concentrating on the great environmental and scientific challenges of the 21st century
  • The New Psychology of Depression: Dr Danny Penman and Professor Mark Williams discuss medical approaches to dealing with stress, anxiety and depression
  • The Elements of Drawing: Stephen Farthing R.A. presents eight practical drawing classes using John Ruskin’s teaching collections
  • Pitt Rivers Museum: A series of audio podcasts from the Pitt Rivers Museum, which houses archaeological and ethnographic objects from all parts of the world.
  • Centre on Migration, Policy and Society: a series on migration and societal change
  • Approaching Shakespeare: A continuing lecture series with every talk tackling a specific play

Material is constantly added to the site which now contains over 1,500 hours of talks, lectures, and conference presentations and a series of literature-related eBooks. A special area surfaces material that can be reused openly in schools and education under a Creative Commons license http://podcasts.ox.ac.uk/open.

The web site compliments the Oxford on iTunes U service for those who do not wish to use iTunes software.

The podcast team value your feedback and would like to hear what you think about the new portal and Oxford podcasts. Contact them at podcasts@oucs.ox.ac.uk, or through the contact form on the web site.

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Ebooks – some early student views

One of the topics the Great Writers Inspire project will explore is the use of ebooks in teaching and learning. The project has invested in some iPads and Kindles for the purpose of experimentation and demonstration and some of the questions we are investigating are:

  • Costs
  • Advantages / Disadvantages
  • Delivery of material
  • Libraries – future implications
  • Formats
  • Changes in behaviour of students
  • Annotations and feature requests

One of our academic champions has been out and about with some students in Oxford and Southampton and has had some interesting early feedback.

IPADS VS KINDLES

  • Students seem to rate Kindles because they are so much cheaper than iPads.
  • The Southampton students really liked the idea of being able to download all their texts onto Kindles rather than carrying around huge books.  On their university site they seem to have to move around a lot for teaching and resources and therefore a portable device is appealing.
  • Some students with poor eyesight found the contrast (even adjusted) too bright on the iPad. They asked if it would be possible for them, or those with dyslexia, to change screen colour to blue or yellow, which makes it more easily readable.

HOW STUDENTS WOULD LIKE TO USE EBOOKS
The demonstrations were based on ebooks which have been made available by the Oxford Text Archive at Oxford University Computing Services http://tei.oucs.ox.ac.uk/ecco/.

  • The students want to be able to read, annotate, and copy and paste out chunks of text for their essays. At the moment ebooks are lovely to read from but not good to quote from. What would make it excellent for use in essays etc is if you could click through from a passage in the ebook to the original ECCO facsimile text, so you could use that page number and also check the text is the same, if you are being careful. Students thought it would be good if they could cut out their quotations from the ebook for their essays while they were reading and import them into Word.
  • They like the idea of draw-on annotations, i.e. circles etc rather than just note-making in boxes. The note indicators would need to include something other than the date the note was made – like a couple of words of theme e.g. ‘allegory’ or ‘politics’ or ‘see the Spectator’ that would better reflect the way they make notes.
  • The advantage that the ECCO facsimiles have over the ebooks is that they have information on and reflect the bibliographical information about the actual book – i.e. what size it was, where published etc. If this information could be built into the ebooks it would be good.
  • They want to be able to see and hide glossary annotation provided by an editor.
  • They would like to be able to organise their ebooks by module (or paper, in the Oxford case). An easily useable folder system would be good.
  • They would like links to author biographies from the texts.
  • Talking to a couple of lecturers it seems that it would be great to be able to use ebooks to put together a tailor-made package for specific options or courses.

We will report on our investigations and any interesting insights through the life of the project.

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OED & research on Shakespeare’s impact on the English Language

Professor Charlotte Brewer introduces the methodology behind the creation of the OED and how current activity to update the Dictionary may reveal new evidence about Shakespeare’s impact on the English Language.

Hear the talk on the brand new improved web site:

http://podcasts.ox.ac.uk/shakespeare-and-oxford-english-dictionary-oed-audio

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