Open Data and Higher Education: future gains and current practice
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Transcript of Open Data and Higher Education: future gains and current practice
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Open Data and Higher Education: future gains and current practice
1st Open Data Working Group
Pisa, Italy, 2014
ERCIM 25th anniversary meeting
Su White, Web and Internet Science, ECS,
University of Southampton, UK
http://eprints.soton.ac.uk/370441/
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Su White
http://eprints.soton.ac.uk/370441/
@suukii
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Southampton: home to open data
The ‘London Branch’ ;
http://data.southampton.ac.uk
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Open scholarship
and research
Adventures in semantic publishing,Shotton et al 2009
Self archiving mandates
Data as well as publications
Eprints, Dspace, etc
Observational lessons from the OScommunity
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Increasingly a matter of principle
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According to Universities UK
• Decision making and
organisational change
• Student choice and
recruitment
• The research process
• Teaching and learning
• Driving economic growth
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Education Advisory Board 2010
• “Profile of the dashboards, key performance
indicators, and business intelligence capabilities that
are emerging as the new gold standard for university
decision support as a growing number of institutions
are investing in data and analytics as critical change-
management tools”.
Developing a Data-Driven University
EAB, Washington DC
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A view of current motivations?
Public good Ownership/profit
Return on investment
internal/external value added
Brand ‘exploitation’
intellectual property
Return on investment
Sharing
Value for money
Commonwealth
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The two magics(Tim Berners Lee, 2006, 2007)http://eprints.soton.ac.uk/370441/
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Common data-> exposed -> shared ->RDF
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Public and private
capital
Across departments
and institutions
Enable workflows and
collaboration
Reporting, research
returns
Disseminate, share and
reuse findings
Attract funding
Integrate knowledge
capital
Facilitate inter-
disciplinary initiatives
Remove/reduce
overheads (time to
publication)
Public and private
capital
Across departments
and institutions
Enable workflows
and collaboration
Report retention and
progression
Student recruitment
Admission tariffs
and course
requirements
Publish module
specifications
Publish accreditation
data
Dynamic data
exchange between
departments
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Educational landscape
Digital literacies
Meme machineapps and
apps
Platformcitizen science
Shop windowebay, amazon
Contextmobile Vehicle
textsvideo
SearchingInformation
creationblogs
From rent a coder, to wikilogia, from flikr to Pinterest, itunesu to Tedxsharing, ownership, micro-charging, new models, Tripit meme machines
borrow from businesshttp://eprints.soton.ac.uk/370441/
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Making things work smoothly
“The people who will
do cool stuff with
your data…
will not be you”http://eprints.soton.ac.uk/370441/
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Look to the ‘wild’
the educational contexts will emergethe issues are ones of scale
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Students as producers and learners
Students might contribute to collecting assembling open data e.g. vocabulariesgeographic data, plant census, open mapping, disease and health markers
opportunities for authentic activities, situated learning, reward, contribution
Big Data
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Working in the openInternational collaborators
• Alternative online open and connected framework (OOC)
• building global learning communities
– using mobile social media
Individually
And in groups
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With apologies….
Adapted from image used by tbl, originally from the economist I think
We want to climb over the walls…
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Backbone concepts
• Reworking Shotton’s concept of semantic publication into the
educational context
– semantic publication
• to include anything that enhances the meaning of a published information
• facilitates its automated discovery
• enables its linking to semantically related information
• provides access to associated data in actionable form
• facilitates the integration of associated data
• We are talking situated learning
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EdShare – Repositories meet Web 2.0
Learn from the success and methods of collections in the wildhttp://eprints.soton.ac.uk/370441/
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Crowd sourced open data map
• Mashup of crowd sourced
data plus official data
• Crowd sourced contributions
• Useful and visible
• Interrogate the data points
interactively
• Flip the process with treasure
hunts
http://opendatamap.ecs.soton.ac.uk
http://eprints.soton.ac.uk/370441/
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OERs, OCW and MOOCsopen educational resources
massively open online courses
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Learning by example
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Challenges for the working group
Specify a research agenda
• What are the meaty questions?
• Can you find synergies?– Within your institution
– Across like institutions
– Within your existing research frameworks
Build communities of practice
• across open data practitioners– Identify good practice
– Identify the art of the possible
Does institutional action/research offer an alternative/preliminary route to funding/support?http://eprints.soton.ac.uk/370441/
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Last words from Universities UK
• What is open data and why should we be interested?
– Can you be the person to do that in your sphere of influence?
• How is the potential of open data translated into practice?
– Not only know the examples but research and publish data
• Where are the problems and how can they be avoided?
– We can gather the data and remember…
• There is space for more than just quantiative analysis
• Where is good practice already happening in higher education?
– We can look beyond research and education but
• big data and learning analytics are likely to headline grabbers
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Thank You
Questions?
Discussions?
Questions?
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Selected references
Berners-Lee, T. The Process of Designing Things in a Very
Large Space: Keynote Presentation WWW2007, Banff,
Alberta, Canada, 2007 http://www.w3.org/2007/Talks/0509-
www-keynote-tbl/
Berners-Lee, T., Hall, W., Hendler, J., Shadbolt, N., &
Weitzner, D. J. (2006). Creating a Science of the Web. Science,
313(5788), 769–771. Retrieved from DOI:
10.1126/science.1126902
Carr, L., Pope, C., & Halford, S. (2010). Could the Web be a
Temporary Glitch ? In WebSci10: Extending the Frontiers of
Society On-Line, Raleigh, US, 26 - 27 Apr 2010 (pp. 1–6).
Raleigh, NC: US: Web Science Trust.
Halford, S., Pope, C., & Carr, L. (2010). A manifesto for Web
Science? In WebSci10: Extending the Frontiers of Society On-
Line. Raleigh, NC: US.: Web Science Trust. Retrieved from
http://journal.webscience.org/297/
Hall, M. (2011). The Open Agenda at the University of Salford
(p. 8). Bristol.
Miller, P. (2010). Linked Data Horizon Scan. (pp. 41). Joint
Information Systems Committee , Bristol.
Shotton, D., Portwin, K., Klyne, G., & Miles, A. (2009).
Adventures in semantic publishing: exemplar semantic
enhancements of a research article. PLoS Computational
Biology, 5(4), e1000361. doi:10.1371/journal.pcbi.1000361
Tiropanis, T., Davis, H., Millard, D., Weal, M., White, S., &
Wills, G. (2009). JISC - SemTech Project Report. Knowledge
Creation Diffusion Utilization (pp. 28). Joint Information
Systems Committee, Bristol.
Tiropanis, T., Davis, H., Millard, D., & Weal, M. (2009).
Semantic Technologies for Learning and Teaching in the Web
2.0 Era. IEEE Society Online, 24 (November/December), 49–
53.
Web Science Centre for Doctoral Trainng, University of
Southampton http://dtc.webscience.ecs.soton.ac.uk