Working class jobs for working class girls

I was totally inspired and mesmerised by Cogdog’s blog post last Christmas titled “Voices from Aisquith Street” in which he was talking about a recorded conversation with his Aunt Dorothy regarding childhood memories and stories of his mum.

I was particularly taken by this because the day before on the 28th December I’d recorded a conversation with my Mum and on inspection had not set GarageBand up correctly and it didn’t record. DAAARRRRN!!!!!! I did instantly transcribe what I could remember about tales of growing up in Essex and being evaluated during WW2. My mum is from a large family of 17 children, and there is a family trait that once they get ‘air time’ in a conversation they do not stop. I have been known to arrive at my Mum’s and that she is still talking 8 hours on. She is remarkable at the age of 80 years now, her stories are lucid, compelling and of a completely different time.

Anyhow – here is what I transcribed for the “War Story”. –> PDF Conversation with Mum

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A Christmas (I believe) shot of the family – probably late 1950’s. Mum on the back row.

I was just about to leave on New Year’s Day when she embarked on an entirely fresh new story of  growing up as a girl and memories of the household. It is a slice of social history, boring to most no doubt, but I am endlessly overwhelmed by how her life was so different to mine. I have an education. They had little. I went to university  My Aunts worked in munitions factories from the age of 14 years.

 

Here is Mum chatting away, with her Granddaughter Hannah and myself chipping in.

The conversation started with the fact they had no toys and had to make do! They didn’t seem any less happy for it.

First conversation –>

 

MUM 1 – Recollections of home made scooters, rag and bone men, pig bins, and coal coming down the Thames on barges; (at 5 minutes) repairing shoes and boots, Mr Griffiths at the Co-op, fixing the shoes – snobbing, doing the washing in the copper; (10 minutes) fixing the shoes, electricity, the shoe-cleaning cupboard in the kitchen, detachable collars, hat brushes hanging in the kitchen; (16.30 mins) Fords Factory changing shifts and “men were just like zombies”, Mr Cole the Pastry Cook!

Second conversation –>

 

MUM 2 – Playing marbles in the gutter, road sweepers, Army marching to Dagenham Dock which made Nan cry, the Prudential Insurance man, no family allowance until 1948 (and Granddad was appalled), London Blue Coat School; (6.18 mins), depression in the 1920s between the wars, the rise of women having to work; (8.30 mins), carbolic soap and soda, feeding the fire for the copper with all the scraps; (11.15 mins) the mangle in the back garden, (sorry for the bit of noise disturbance for the rest of this bit), (12 mins) doing the ironing!

 

OER Sustainability Challenges: Do the OER Shuffle!

I’m reminded of those endlessly long car journeys as a child where I’d constantly fight with my brother and declare “you started it“. This time for the first time ever I think I did start it!

Lorna Campbell brilliantly captured a Twitter conversation from Monday 12th October started by me commenting that a staggering amount of our UK OER was just no longer available, not even lost and drifting around the web either, but not there at all. I left my desk for an hour on Monday and came back to a flood of notifications! Thankfully Lorna was there to capture it because I was woefully behind.

Twitter notifications

 

Lorna summarised:

  • Self hosting
  • “Lots of copies to keep stuff safe”
  • Aggregators like Solvonauts are winning
  • Something that supports licensing
  • Something that is relatively free
  • Something with a bulk download option

Pat concluded:

OER in space

 

This segways me nicely into a paper I’m just about to submit, well, in true style, I’ve been about to submit it for 6 months, so I may as well share some of it here.

Open Educational Resource Sustainability and Vulnerability: Part 1 Technological Considerations (based on my OER15 presentation). 

SNEAKY PREVIEW

Between 2009 and 2012, De Montfort University participated in five projects as part of the UKOER programme and shared a body of health and life science OER with global communities.

The achievement of sustainable projects was an important part of the funding criteria, in order to “get the best value from the work that has been funded” and to provide longevity and “options for sustainability after funding ceases” (UKOER Phase 3 Call).

WHAT CAN WE SAY ABOUT THE IMPACT OF OER?

  • 5 OER projects at DMU were hosted on institutional repositories AND search engine optimised WordPress blogs.
  • Resources were shared in multiple file formats.
  • Resources were shared on national / international platforms – Jorum/MERLOT plus blogs.
  • OER on the web have reached an audience in access of 1 million users dispersed across all five continents of the globe. Repository visits were miniscule. Blogs and Flickr next. YouTube the most.
  • Blogs acted as the mother-ship – and other repositories, YouTube, Flickr and social media channels promoted discovery of OER and linked back to the blog.
  • The blog analytics reveal different patterns of reuse via a range of devices – desktop, mobile and tablet, and clear reuse of OERs across geographical boundaries.
  • As reported elsewhere, OERs on SCOOTER have undergone multiple language translations, and email and other correspondence suggests many examples of reuse. You can’t draw conclusions of impact based on analytics alone.
  • Without exception all the OERs are discoverable and usable today across a series of devices and platforms, and some have been reconfigured into different file formats.
  • Back-links from other websites show a number of authoritative organisations link to our OER projects including commercial and charitable bodies, achieving ‘redistribution’, one of the 5R’s (Wiley 2014).

So maybe Pat was right, the idea of firing OER into space and having some kind of mothership is not so daft?

PFunkMothership

WordPress blog = OER mothership? https://en.wikipedia.org/wiki/File:PFunkMothership.jpg#/media/File:PFunkMothership.jpg

 

 

 

 

 

 

 

 

 

TECH SUSTAINABILITY AND VULNERABILITY?

  • The sustainability of technology solutions are summarised in four areas – digital literacies for staff; adherence to standards and quality compliance; economics of technology solutions and technological vulnerability.
  • Rather than restricting staff to certain software and approaches, those involved were encouraged to use a variety of software, technical formats and approaches, building on their own preferences that would require minimum technical support. They built their digital confidence in their own way with gentle encouragement.
  • All projects complied with the funding body’s technological requirements for use of open source and open standards. It would be fair to say in all of these projects, aside what might be regulated through WordPress, these standards will have probably slipped without some on-going technical knowledge and input. Certainly an area of vulnerability in non-tech hands.
  • Definitions of sustainability include economic considerations, and it is worth emphasising that blogs hosted on external servers is a relatively low-cost technology option for institutions.
  • Technology by definition is vulnerable over time, and the expectations of user communities will evolve and new preferences emerge. In these UKOER projects, part of the success may be the inadvertent use of a number of different software platforms, the release of OER in multiple file formats, and the constant ‘shuffling on’ of materials.
  • Plans for sustainability and long-term curation should be taken more seriously.

CONCLUSIONS?

Without the means of tracking OER through cycles of repurposing and republishing, the interpretation of sustainability will become clouded in time anyway. Either future technology will allow OER to be tracked, or perhaps those involved in global open education should accept that OERs will leave the nest ultimately as part of the natural cycle of events.

OERSustainabilityAnd in case you were wondering what the OER shuffle was? (Performed here by the most wonderful 1930’s sensation Wilson, Keppel and Betty. Although I’m not sure where Betty was).

The OER Shuffle

Inspired by Lemn Sissay – “Hope for Open”

I have been totally inspired by the work of Lemn Sissay today, and his vision for life and education. We need more dreams, more hopes, and more people like Lemn.

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Here are my vague efforts of a poem, possibly last attempted during primary school some 30+ years ago. Sorry Lemn. I have reprinted your beautiful opening lines.
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“Open the dawn in the open sky”
“Open all minds open all dreams”
“Ask. What were these closed for?”
 —
But not really closed from the start
Education was open
Open to community
Places of meeting
Places of learning
Places of joy.
But closed by time.
By politics and inequality.
Closed by privileges.
Now for the rich.
Not for the diverse.
Men in suits.
For the sake of league tables.
To be shiny and badged.
But not for the lecturers
Their workload has doubled.
Spending less time
With students and learners.
Administrating processes
Minuiting meetings.
Gathering data
Measuring workload.
Parents and children
Would be amazed at the state of it.
Time wasting.
Not open.
Not open for learners.
Not open for joy.
Paying for privilege.
Paying for opportunity.
 __
“I bring my past”.
“I bring my future”
  __
We bring our hope.

How to create, curate and share open educational resources

Update to our SCOOTER (sicklecellanaemia.org) OER production pipeline. Bringing in latest checklists, information on creating health and medical OER from the Medev HEA Subject Centre, and lots of other goodies from OU Score, OU OER Research Hub and the RLO CETL.

–> CLICK HERE TO GO TO INTERACTIVE HTML PAGE.

GO TO PAGE ON SCOOTER WEBSITE! <– CLICK THERE.