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Open Data and Higher Education: future gains and current practice 1 st Open Data Working Group Pisa, Italy, 2014 ERCIM 25 th anniversary meeting Su White, Web and Internet Science, ECS, University of Southampton, UK http://eprints.soton.ac.uk/370441/

Open Data and Higher Education: future gains and current practice

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The arguments which promote the use and potential of open data in education can trace their roots back to scholarly communication communities. The close symbiosis between the Web as we know it and the values and working practices of scholars in higher educational institutions has been acknowledged. The work of HEIs is complex and extends well beyond research and education. Education is a costly and increasingly competitive business. Costs are associated not only with research and education but with a vast array of back office administrative functions and demands to publish performance indicators to the public domain. This presentation will argue that HEIs are in a powerful position to couple the insights which accrue thanks to their roles as creators and early adopters of open data. Open data practices afford gains which complement the exchange of new knowledge, and the sharing of knowledge and information for public good - especially if it has been funded by the public purse. Internally, insightful use of private open data had the potential to streamline administrative and educational processes. Evolving understandings of the potential and power of data driven approaches may enable institutions to gain economic and reputational advantage potentially driving down internal costs, streamlining aspects of the research process, making positive contributions to teaching and the support of teaching and learning, along with enhancing services which promote educational choice and student recruitment."

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Page 1: Open Data and Higher Education: future gains and current practice

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/

Page 2: Open Data and Higher Education: future gains and current practice

Su White

http://eprints.soton.ac.uk/370441/

@suukii

Page 3: Open Data and Higher Education: future gains and current practice

Southampton: home to open data

The ‘London Branch’ ;

http://data.southampton.ac.uk

http://eprints.soton.ac.uk/370441/

Page 4: Open Data and Higher Education: future gains and current practice

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

http://eprints.soton.ac.uk/370441/

Page 5: Open Data and Higher Education: future gains and current practice

Increasingly a matter of principle

http://eprints.soton.ac.uk/370441/

Page 6: Open Data and Higher Education: future gains and current practice

According to Universities UK

• Decision making and

organisational change

• Student choice and

recruitment

• The research process

• Teaching and learning

• Driving economic growth

http://eprints.soton.ac.uk/370441/

Page 7: Open Data and Higher Education: future gains and current practice

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

http://eprints.soton.ac.uk/370441/

Page 8: Open Data and Higher Education: future gains and current practice

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

http://eprints.soton.ac.uk/370441/

Page 9: Open Data and Higher Education: future gains and current practice

The two magics(Tim Berners Lee, 2006, 2007)http://eprints.soton.ac.uk/370441/

Page 10: Open Data and Higher Education: future gains and current practice

A

D

M

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T

R

A

T

I

O

N

E

D

U

C

A

T

I

O

N

R

E

S

E

A

R

C

H

Common data-> exposed -> shared ->RDF

R

E

S

E

A

R

C

H

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

http://eprints.soton.ac.uk/370441/

Page 11: Open Data and Higher Education: future gains and current practice

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/

Page 12: Open Data and Higher Education: future gains and current practice

Making things work smoothly

“The people who will

do cool stuff with

your data…

will not be you”http://eprints.soton.ac.uk/370441/

Page 13: Open Data and Higher Education: future gains and current practice

Look to the ‘wild’

the educational contexts will emergethe issues are ones of scale

http://eprints.soton.ac.uk/370441/

Page 14: Open Data and Higher Education: future gains and current practice

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

http://eprints.soton.ac.uk/370441/

Page 15: Open Data and Higher Education: future gains and current practice

Working in the openInternational collaborators

• Alternative online open and connected framework (OOC)

• building global learning communities

– using mobile social media

Individually

And in groups

http://eprints.soton.ac.uk/370441/

Page 16: Open Data and Higher Education: future gains and current practice

With apologies….

Adapted from image used by tbl, originally from the economist I think

We want to climb over the walls…

http://eprints.soton.ac.uk/370441/

Page 17: Open Data and Higher Education: future gains and current practice

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

http://eprints.soton.ac.uk/370441/

Page 18: Open Data and Higher Education: future gains and current practice

EdShare – Repositories meet Web 2.0

Learn from the success and methods of collections in the wildhttp://eprints.soton.ac.uk/370441/

Page 19: Open Data and Higher Education: future gains and current practice

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/

Page 20: Open Data and Higher Education: future gains and current practice

OERs, OCW and MOOCsopen educational resources

massively open online courses

http://eprints.soton.ac.uk/370441/

Page 21: Open Data and Higher Education: future gains and current practice

Learning by example

http://eprints.soton.ac.uk/370441/

Page 22: Open Data and Higher Education: future gains and current practice

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/

Page 23: Open Data and Higher Education: future gains and current practice

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

http://eprints.soton.ac.uk/370441/

Page 24: Open Data and Higher Education: future gains and current practice

Thank You

Questions?

Discussions?

Questions?

Page 25: Open Data and Higher Education: future gains and current practice

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