Open Science Training: Lego, Languages & Lo-Fi, No-Fi

Well, it’s been quite a while since I last had a chance to blog about progress with the Open Science Training Initiative, so it’s about time I provided you with a bit of an update. Nor have things have been quiet on the open science front – admittedly I have been providing some soundbites over at the News feed of the main OSTI website – but juggling the final months of thesis writing with everything else is making things pretty busy!

So: this month’s update gives you a bit of Lego, a bit of Berlin, some opportunities to get involved with translation and/or education activities and a little glimpse at some upcoming changes to the OSTI website. Read on…

Calling All Linguists!

Currently, the bulk of OSTI teaching materials are only available in English, over at the Open Science Training GitHub repository. However, OSTI was designed for in-person teaching and for adapting local, subject-specific courses to deliver integrated open science training too. English-language versions alone cannot provide for this. Last year, some of the slides made it into Finnish as part of the Finland Open Knowledge Roadshow, care of Joona Lehtomaki and colleagues. I’d love to see a broader range of translations to take things further – some of you may already know about this from our recent discussion on the OKFN Open Science community call the other week.

Image by Tobias Mikkelsen (Flickr), CC-BY-NC-SA 2.0

Do you have language skills to offer? Image by Tobias Mikkelsen (Flickr), CC-BY-NC-SA 2.0

Realistically, I’m going to need YOUR help in translating OSTI materials into other languages. I’ve already heard from individuals from a variety of countries who would like to translate the resources we have into French, Spanish, Portuguese and Russian – I’d like to add Arabic and German to that list too. If you have language experience and an interest in open science, then I would love to hear from you – feel free to email me via the OSTI “Contact Us” details, or drop me a message in the reply box below. And if your language isn’t listed above but you’d like to be the person to add it to the list and recruit a communtiy of fellow translators, then let me know!

So, a few things you might want to know:

  • Before we can start the process of translating OSTI, I’m looking to revise the materials and get them into Markdown or similar;
  • Transifex has been suggested to me as one tool to assist with translations. If you know of any others which might be useful, or have any experience (good or bad) of working with Transifex, then leave a message below…
  • I’ll also be adding a Translations page to the OSTI website, as a central place for information, and establishing some mailing lists for our volunteer translator team to share their thoughts and ideas and to discuss any obstacles they meet during the translation process;
  • Obviously the above will take me a little time, so keep an eye on this blog and the OSTI site for further announcements – if I know you’re interested in being one of our translators, then I can email you once plans are taking shape.

So get in touch now and help to lead OSTI to pastures new!

Learning With Lego

Some of you may recall the  “Consequences of (Bad) Communication” workshop which I ran at last year’s SpotOn conference in London, which addressed the issue of science communication through the fabulous medium of Lego. I’ve been absolutely delighted with the response to this one – but then, who doesn’t love Lego (bare feet treading-on-bricks notwithstanding)? I have a suspicion that part of the appeal of Lego-based teaching sessions lies in the happy childhood memories it evokes in so many of us…

Happiness and Lego at SpotOn 2013 :) Photo by Sophie Kay

Happiness and Lego at SpotOn 2013 :) Photo by Sophie Kay (@StilettoFiend), licensed under a Creative Commons Attribution Licence, CC-BY-4.0

Microscope base in progress. Photo by Sophie Kay (@StilettoFiend), licensed under a Creative Commons Attribution Licence, CC-BY.

Microscope base in progress at SpotOn 2013. Photo by Sophie Kay (@StilettoFiend), licensed under a Creative Commons Attribution Licence, CC-BY 4.0.

Since I ran the session at SpotOn in November 2013, the session instructions have been downloaded from the OSTI website a fantastic 193 times. Although I can’t be sure which of these were read out of interest and which involved practical use, hopefully this means the ideas surrounding the session are spreading further. Furthermore, the mathematics department at Royal Holloway, University of London, will be adopting our Learning With Lego workshop as of this September. It’ll form a compulsory course for the first-year undergraduates and will take place on a weekly basis. It’s designed to get the students to identify what makes for good communication in a general (for which read, “Lego”) setting and, it is hoped, to pave the way for translating these experiences into improved communication of mathematical concepts during their day-to-day work.

Lego on Mozilla’s “Lo-Fi, No-Fi” Kit

And if you’ve been keeping an eye on that OSTI News page, you’ll also be aware that the Learning With Lego workshop is soon to appear as part of Mozilla’s “Lo-Fi, No-Fi” teaching kit. Established by Kat Braybrooke and colleagues at Mozilla and drawing on input from a variety of educators, the kit provides templates and ideas for teaching the web – and associated skills for using the web – in situations where connectivity might be low or even non-existent. I’m currently revising my original, informal instructions and packaging them for the kit, so I’ll be letting you know when our Lego lesson has officially appeared.

Homepage of Mozilla's Lo-Fi, No-Fi Teaching Kit
Homepage of Mozilla’s Lo-Fi, No-Fi Teaching Kit, offering educational sessions ranging from “Code Thief Cards to Teach Javascript Offline” to “Use Puzzles to Teach HTML”.

Open Knowledge Festival 2014: Berlin, July 15th-17th

Well, I did promise a little of Berlin at the start of this post, although it’s a visit to come rather than one that’s already taken place. Thanks to the generosity of the Wikimedia Foundation, I’ll be attending OKFest next month on a Wikimedia Scholarship. While I’m in Berlin, I’ll be looking to find ways of extending and adapting OSTI, as well as starting to build a strong community of educators willing to teach OSTI programmes in their home institutions – if that sounds like your kind of thing, then please come and talk to me at OKFest! I’ll be around for all three days of the festival and will also be hosting a session – I’m co-presenting Skills and Tools for Web Native Open Science with Karthik Ram on the final day of the programme, so I hope to see a mixture of new and familiar faces in the audience… And if you haven’t bought a ticket yet, then sign up here.

Well, it seems as though my “short” update is more than long enough for now. There’ll be more news later this week though, so watch out for a second post before we hit the weekend. You wait ages for a bus eh, and then… :)

#solo13lego: Research Roles Through Lego

Ah, it’s been a busy week. Already several days have passed since the end of SpotOn 2013, so it’s about time I blogged my session from the Saturday, #solo13lego. I’m not able to deliver the kind of prolific blogging which some of my fellow attendees at the #solo13blogs session are capable of.

My workshop did admittedly have its own title, “Making Research Useful: The Consequences of (Bad) Communication“, but that didn’t prove as catchy as referring to it as “The One With Lego“, which was perhaps a better indicator of the main aspect of its appeal. Peter Murray Rust has already blogged about his experience of the session, so you can also head over there to hear an attendee’s perspective.

We were also highly fortunate in that SpotOn keynote, Salvatore Mela, inadvertently kicked off the Lego vibe on Day One of the conference when he showed us pictures of a gloriously Lego-fied particle collider. Couldn’t have asked for a better theme-setting ahead of our workshop!

The Main Premise

Participants deep in thought and Lego at Solo13. Photo by Neil Chue Hong, CC-BY

Participants deep in thought and Lego at Solo13. Photo by Neil Chue Hong (@npch). Licensed under a Creative Commons Attribution Licence, CC-BY-3.0.

There’s been a lot said about reproducibility of late (indeed, the result of much work and discussion in the scientific community over many years – see discussion here), whether that’s to do with working culture, tools, infrastructure or incentives – all highly relevant factors and issues that need to be dealt with. Ultimately though, the reproducibility issue boils down to a failure on the part of the research producer to anticipate or account for the needs of the research user (that may sound an oversimplification, but it’ll do for now – I’ll go into details in a future blog post, otherwise I’ll ramble on for ages here).

A microscope from one of our Group B teams. Photo by Suzi Gage (@soozaphone).

A microscope from one of our Group B teams. Photo by Suzi Gage (@soozaphone).

#solo13lego aimed to redress the balance and get participants thinking about how to identify the needs of the end user. By dealing with the frustrations of poorly communicated instructions, could they pinpoint where the problems lay, how the original writer had failed in their communication, and how the situation might be improved?

Optical Microscopes in Lego

Split into groups of ten, the participants had to download a set of Lego instructions to build an optical microscope, complete with “mirror”, stage, objective lenses and eyepieces. We had three sets of instructions, each describing the same item in a slightly different way.

Photo by Sarah Cosgriff (@Sarah_Cosgriff).

The results of (I think) one of the Group B efforts. Here the faulty instructions for the middle section have caused problems in constructing the microscope stage. Photo by Sarah Cosgriff (@Sarah_Cosgriff).

And now for the catch: these were faulty instructions, deliberately written to confuse, confound and completely obstruct the user, and devoid of diagrams, schematics, images or any other visual aid. Although the participants were aware of this from the beginning, it didn’t prevent them from becoming highly frustrated with the situation!

In addition to dealing with the pecularities of the instructions, our Lego builders had to identify precisely what made these instructions bad instructions, how they had failed to address the user’s needs, and how they should be improved.

And the rules: no discussion between groups, no sneaky peeks at each other’s models, no looking at other group’s instructions. So, how far did they get in 35 minutes?

The End Result…

Given that they’d only had just over half an hour to interpret the instructions and build their microscopes, the groups made some good attempts. Notably though (and as one would expect) none of the groups managed to reproduce the original microscope model: hardly surprising, given the flaws in the instructions.

Finished micrscope by Group A. Photo by Jonathan Pritchard, @jr_pritchard.

Finished microscope by Group A – note how the alignment of the eyepieces differs from the other models shown above. Photo by Jonathan Pritchard, @jr_pritchard.

In fact, if you take a look at the photos in this blog, what may at first glance seem to be identical models clearly have quite obvious differences.

Some models completely missed out the band of dark green bricks in the middle of the microscope. Some didn’t manage to include the microscope stage. Others misplaced the focus dial or missed it out altogether; the alignment and position of the objective lenses and eyepieces varied wildly between models. And this really wasn’t the fault of our participants: they were doing their best with the instructions they had!

The discussion that followed identified various “improvements” required:

  • Use of a coordinate system to describe the position and orientation of blocks;
  • Corrections to the number and types of bricks listed for use;
  • Adequate description of where each level of bricks should be positioned in relation to the levels above and below;
  • Use of visual aids, such as photos, diagrams and schematics, to demonstrate how the sections of the model should fit together;
  • Inclusion of images for the end result…
  • …and lots more (full discussion can be viewed on the livestream footage).
Microscope base in progress. Photo by Sophie Kay (@StilettoFiend), licensed under a Creative Commons Attribution Licence, CC-BY.

Microscope base in progress. Photo by Sophie Kay (@StilettoFiend), licensed under a Creative Commons Attribution Licence, CC-BY-3.0.

Group work in full flight at #solo13lego. Photo by Sophie Kay (@StilettoFiend), licensed under a Creative Commons Attribution Licence, CC-BY-3.0.

Even this short exercise demonstrates how a supposedly simple set of instructions can produce wildly different results if ambiguities leave them open to misinterpretation. It really got us thinking about what the needs of the end user are – something which we’re not taught to think about (or indeed encouraged to do so) at any stage of our education. Could this kind of exercise, whether with Lego or with hands-on science, be used to promote better communication amongst our scientists?

The extended session at the upcoming hackday (see below) is going to take this idea further and train participants to produce instructions that account for this user perspective.

All five microscopes at the end of the session. Photo by Peter Murray Rust (@petermurrayrust).

All five microscopes at the end of the session, alongside Sophie’s slide of how the models should have looked. Photo by Peter Murray Rust (@petermurrayrust).

Upcoming Hackday

Now, dates are yet TBC, but I’ll be running an extended session of Lego-Based Learning at the upcoming SpotOn Hackday, which will probably happen sometime early 2014. I’m hoping this longer workshop will last around 3 hours. It’ll give us time to explore both the user and producer roles and I’ll be implementing the rotation-based learning approach of OSTI, so there’ll be an even stronger incentive for good communication skills. I’ll be posting the details on the OSTI News page once the time and place are confirmed, as well as tweeting the details, so keep an eye on all that and let me know if you’d like to join: I’m looking forward to seeing some returning faces as well as new ones! And there are worse ways to spend a Saturday than playing with Lego…

And What Next?

Although the instruction sheets are still available via my previous blogpost, I’ve posted the slide deck and the instructions up on the GitHub repository for the Open Science Training Initiative. If you’re interested in running a similar session, you can download those now – of course, you’ll need to buy your own stash of Lego (or get someone else to buy it for you) but at least that’s quite a fun task. Good Luck! :)

#solo13lego: The Instructions

If you’re reading this then chances are you want to participate in the #solo13lego session, “Making Research Useful: The Consequences of (Bad) Communication“. After all, who doesn’t like Lego and science? You can follow our session remotely via the livestream, which will appear on the SpotOn Media page here.

This post has been scheduled to appear a little ahead of the session, to help remote participants with their preparations (and to make sure it’s available and working by the time #solo13lego kicks off!). So if you’re planning on attending the session, behave yourself and don’t be tempted to nosy at the downloads below ahead of time!

Groups who are in the session right now: You should be in groups of ten people at most. You need to assign a group leader and then form three smaller teams within your group. Your leader should help to coordinate the three sub-teams and (informally) collate feedback/critiques on the instructions as you progress with your Lego model. Talk within your team, but don’t talk to other groups – or sneak a peek at their models!

A (first) little word of warning…Now, a little caveat: ONLY click on the downloads below once you’ve had your group assigned and you know your group’s letter. Remember that you’re not allowed to discuss your work with the other groups, so you shouldn’t look at their sets of instructions either!

Remote participants should choose their favourite letter (without peeking at the instructions first!) and download the relevant set of instructions. Feel free to shout any questions via the hashtag #solo13lego. You can also message me via @StilettoFiend, or alternatively David, @drg1985, if you’d prefer to hear his dulcet Irish tones.

A (second) little word of warning… Remember, this session is about the consequences of poor communication. We’re encouraging you to gain the perspective of an information user rather than an information producer, so that you can bring those insights to the debate at the end of our session. So don’t be deterred by errors or ambiguities in the instructions: it’s your job to work around these, critique them and identify how these Lego recipes need to be improved (and as we said, they’re designed to have a LOT of room for improvement).

So, it’s time to reach for the Lego. You have half an hour. You may turn over the page and start…

  • Instructions for Group A: PDF ODT
  • Instructions for Group B: PDF ODT
  • Instructions for Group C: PDF ODT

Lego, the Universe and Everything

With SpotOn London kicking off today, it’s time I revealed a few more details about our workshop scheduled for tomorrow afternoon, “Making Research Useful: The Consequences of (Bad) Communication“, perhaps better known by its hashtag, #solo13lego. The entire conference programme is being livestreamed, so feel free to follow, or even participate in, our session even if you can’t be there in person – keep an eye on the #solo13lego hashtag and join in the fun from afar. And if you are at SpotOn this year, then get thee to the British Library’s Eliot Room at 3:30pm on Saturday - we can accommodate up to fifty participants in the session itself (there’s only so much Lego to go around!), so you might want to be reasonably prompt arriving.

The workshop will look at some of the issues surrounding reproducibility in scientific research and in particular, the roles of the information user and information producer. And all through the wonderful medium of Lego: the perfect way to spend your Saturday afternoon :) If you keep an eye on this blog, another post will be appearing at the start of the session tomorrow, explaining exactly what’s going on and providing the instructions you need for Lego building.

And yes, our workshop is one of the final items in the #solo13 programme. By this stage of the conference, you’ll have enjoyed lots of fantastic talks, seminars and workshops, but may also be flagging a little with all the activity. We want our #solo13lego workshop to combine thought-provoking discussion with the fun of playing with Lego. It should be a friendly session and hopefully a great way to close out your SpotOn 2013 experience – before the official Wrap Up, that is!

Just a few words of advice on the dress code: the wearing of shoes is strongly advised. To quote Michael Rosen, “you know what it’s like treading on Lego with your bare feet;)

And just in case you had any questions…

- Do I need to bring my own Lego to the session?

Don’t worry about that – we’ll be providing Lego kits for each team to use. If you can’t make it to the conference but would still like to take part in our session, then you’ll want to have a stash of Lego to hand. Each group in our session will be using a 32 x 32 backing board and a 650 piece Lego kit, which contains an assortment of basic bricks in several colours, including lots of those pesky 3×1, 2×1 and 1×1 pieces. So if you’re planning on remote participation, you don’t need to have any fancy Technic. Just a decent number of basic bricks will do.

Each group will have one of these...

Each group will have one of these…

- What’s going to happen at the session?

We’ll spend the first 5 minutes on a brief introduction to the reproducibility problem in modern science, before getting hands-on with Lego in groups, using some pre-prepared instructions designed to give you an awkward time. Each of our five groups will be given a different set of instructions to build the same item. Main rule is this: NO DISCUSSION is allowed between the groups. You can talk amongst your group all you like, but not to the other teams.

It’s not expected to be plain sailing all the way: our instructions are intentionally problematic and you may have to modify them as you go or fill in the blanks if you find any omissions. At the end of the Lego building phase, our groups will be critiquing the instructions and, if they get ahead of time, providing their own new-and-improved versions. We’ll have a quick-fire discussion of what aspects were difficult, where the various Lego recipes fell down, and identify what the fundamental problems were with the way the methods were communicated.

...and one of these.

…and one of these.

After the Lego building, we’ll take those newly-gained insights and open out the session into a debate on policy and approaches for how we train our scientists, researchers – in fact, any kind of knowledge workers – to deliver their outputs. Does modern culture focus too much on information production at the expense of information utility? If so, what can we do to change this: what incentives, penalties and support are needed?

- I want to participate remotely, how can I view the session?

Once you get to 3:30pm, check out the conference’s Livestream and follow our session that way. You may also want to visit Sophie’s Academia.edu profile – a slide deck will be appearing under Talks sometime on Saturday, so you should be able to access the talk materials there.

- I want to participate remotely, how will I get hold of the Lego instructions for the session?

Another post will appear here at “The Stilettoed Mathematician” just before 3:30pm on Saturday 9th November. It’ll link you to downloads for the Lego instructions so you can get building with everyone else. Remember, this session is all about the consequences of bad communication, so you should expect a bit of a tussle with the instructions as you go and you’ll need to use your ingenuity.

- Who’s running the session and how can I contact them?

There’s a team of two running the session, myself (Sophie Kay) and David Robert Grimes, science writer for the Guardian and Irish Times.  Fire any questions at us over Twitter via the #solo13lego hashtag, or shout them directly to us at @StilettoFiend and @drg1985.

Open Science Training in Practice

I know some of you have been waiting for a while to hear in full about the outcomes of January’s pilot scheme for the Open Science Training Initiative (OSTI). Well – the moment is finally here. Those of you who’ve been keeping a close watch on the Open Science Training Initiative website may have noticed that the post-pilot report went live last Saturday. In case you haven’t happened upon it yet, you can download a copy here:

Click here to reach the download page for the Open Science Training Initiative post-pilot report.

I should also clarify that the link above isn’t for my year summary, Panton Fellowship report (which provides a more general overview of the Panton year and the open science work that’s entailed beyond the OSTI project). For that, you’ll need to look at blog postings for April…

Just so you know what to expect, the report:

  • provides an outline of the general OSTI pattern,
  • explains how this template was modified to suit the needs of the Doctoral Training Centres in Systems Biology and Life Sciences at the University of Oxford;
  • delivers an in-depth analysis of the feedback from the auxiliary demonstrators and the students themselves, alongside my own perspectives as course leader.

You’ll also notice that it’s been a busy time for the OSTI website: videos from the pilot initiative have been appearing on the site over the last week, for those of you who’d like to see how the pilot went. Unfortunately we weren’t able to take any videos from the main work area, or from the daily supervisions, which is where the bulk of the teaching and discussion took place – as you can see from the photos below.

group-discussion-3group-discussion-1

The videos you can see on the OSTI website only represent a small fraction of the pilot scheme: much of the teaching relies on discussion with individuals or small groups and the students’ hands-on application of licensing and other Open approaches is a core part of the learning process within the initiative.

Hopefully this heralds the start of an exciting new era for open science training, in which our graduates enter the research world fully equipped with experience in open science techniques and the confidence to implement these practices under their own judgment in their day-to-day working life!

Feel free to add your comments below if you have any thoughts on the post-pilot report, or feel that OSTI’s rotation-based learning techniques could benefit students in your institution.

Panton Fellowship: End of Year Report

PLEASE NOTE: This article is just the advert for my Panton report, NOT the report itself! You can download a PDF of my 12-page end of year report here, all in glorious technicolour…

**************************************************************************************************

Twelve months on from the start of mine and Ross Mounce‘s Panton Fellowships with the Open Knowledge Foundation, it’s time to take stock of where we’ve got to in that time. And how quickly the time has gone!

The Contents of a Year

Yes, the time might have flown by, but it’s time for the concluding Panton report. At the request of the OKFN, I’ve produced a full report on my work in Open Science and Open Education over the past year – you can download a copy here. I’ve tried to provide a fairly all-round picture of the major meetings, trips and of course an overview of the Open Science Training Initiative. Alas though, there wasn’t space to fit every last bit of news in, so feel free to leave me a comment/message on this blog or on my Twitter account if you’d like to know more about my Panton experiences!

Just to clear up any confusion though: I know some of you are also awaiting my post-pilot report on the inaugural OSTI scheme. It should be released in the next fortnight , and is a completely separate report to the one I’ve listed above. So don’t worry – those details, and indeed all the OSTI course materials, will be appearing very soon. I’ll be publicising it on Twitter and here on my blog once that happens, although I can add you to the direct mailing list for OSTI releases if you send an email to enquiries(at)opensciencetraining.com :)

Much of my focus has been on furthering the integration of open practices within academia, through development and delivery of graduate-level open science education. Meanwhile, my Bath-based counterpart, Ross Mounce, has done a phenomenal amount of work for policy development in open access and open data, including trips to Brussels and appearances on the radio, alongside data mining work inspired by his background in phylogenetics. That’s only the tip of the iceberg though, so I’ll leave it to Ross to tell the story in his own words – I’ll be posting a link to his blog in the next 24 hours, as soon as his review appears online. [EDIT: Ross' review now up on the OKFN blog - read it here] So definitely take a look! And we’ve both enjoyed some great opportunities to promote the world of Open at conferences, workshops and meet-ups to a diverse range of audiences. We’ve met some fantastic people along the way.

And last but not least…

I also want to reiterate the final message from my end-of-year report: many thanks to the Panton Advisory Board, and indeed to all the folks at the OKFN who have provided sterling support throughout the last year. While I’m keen to avoid the excessive “Gwynnie” approach, there are nonetheless some particular names I’d like to mention. Thanks to Laura Newman, for seeing me through the hectic early days of the fellowship term and to Joris Pekel for stepping in to look after the Fellows since September; to Peter Murray-Rust, for inspirational, ebullient mentorship; to Greg Wilson, for being an absolute guru for educational practice and a bringer of calm; to Puneet Kishor, for his advice and faith in OSTI’s potential; and to Jenny Molloy, for advice, opinions and Oxford-based support!

I’m aiming to put together another blog post in early May, reflecting on what it’s been like to combine the Panton role with my DPhil/PhD commitments. If you’re a prospective Panton applicant for future Fellowship calls, hopefully it’ll prove useful.I should stress though that the end of the Fellowship certainly isn’t spelling the end of my work with OSTI – in fact, it’s more of a beginning. The fellowship year has provided the opportunity to create this wonderful initiative – now we move on to the process of growing it over time. But for today, it’s back to research with me (more specifically, to making my little in silico cells behave in C++). Bye for now!

Bringing Open Science Training to San Francisco

It’s been great visiting the States this week – and California, of all places. For starters, it made for a significant jump in the mercury on leaving the UK on Monday. What to Californians is a bit of an off week weatherwise is way, way better than what I could expect from the British summer!

Funny what travelling abroad does to you though. My friends know I’m a coffee drinker. I’ll take coffee over tea almost any day. Yet, set me down in a coffee house in SF and I find myself saying, “could I have an English Breakfast tea, please?” in what must sound like the most stereotypically English accent. Whether or not this is some subconscious response on my part to those wonderfully relaxed Californian requests for “caw-fee“, I’m not entirely certain. Seen objectively though, it feels a bit fraudulent on my part. Perhaps it’s indicative of some ingrained loyalty to the motherland.

From coffee to (scientific) culture…

National cultural differences and beverage selection aside, it’s time I mentioned what I’m actually doing in California. I’m talking now about scientific culture. Or, more to the point, how we can go about changing the prevailing culture for the better. Following on from the OSTI pilot, we’re now trying to establish the scheme at other institutions in the UK and beyond. Hence my visit to San Francisco this week – I’ve been visiting Puneet Kishor at Creative Commons, and together we’ve been on a promotional drive involving several institutions in the area. And as you know, SF isn’t short of world-class universities. One look at the parking lot in Berkeley campus tells you that much:

20130308-143937.jpg

Proof of concept for the OSTI approach to training may be complete, but adapting the initiative to diverse course structures in particular institutions is the next challenge. Discussions this week have really helped shape plans for how we can achieve this…Monday to Friday has seen a fair few open science conversations. Jet lag well and truly kicking in, I made it to dinner on the night of my arrival, meeting with Greg Wilson and several others involved with either Software Carpentry, Wikimedia Foundation or open data projects. A great start to my US visit – I can only hope that I wasn’t too incoherent from the 19 hours of travel that preceded it! :S

Tuesday was spent at Creative Commons HQ in Mountain View (plus a trip to a Big Data event at LinkedIn in the evening). The guys and gals at CC are a fantastic group of people and I enjoyed some great discussions with various members of the team over the course of the day. I had the opportunity to present their “Lunch & Learn” seminar to promote my OSTI and gain some feedback from them on how it might be applied elsewhere. If you’d like to read more about that, you might want to take a look at the Creative Commons blog post covering the event. And their generosity even extended to gifting me a Creative Commons T-shirt, which should be making some appearances at Open events in the future :)

20130308-144142.jpg

Since Wednesday, I have become vastly more acquainted with the SF public transport system, as Puneet and I made our way around various institutions, talking to a number of academics who may be able to suggest potential openings for my open science training regime. These have included: Jonathan Eisen of UC-Davis; Roberta Katz, VP for Strategic Planning at Stanford; Sameer Verma of SF State U; Rich Schneider of UCSF; and Michael Eisen at Berkeley. Hopefully this will pave the way for a variety of OSTI applications in the US and indeed other countries too! There’s now massive incentive for me to get to work on curating the slide decks and other course materials into a ready-for-release version.

This week has felt really productive and incredibly exciting. I think we’re on the verge of a whole new era of science education (and in a way, professional development training for academics). The coming months and years will hopefully see this realised across the disciplines, delivering to its full potential the multitude of benefits it can provide. It only remains for me to thank the OKFN and Panton Fellowship funders, without whose financial support this trip would not have come about; and of course a huge debt of gratitude to Puneet for hosting me this week and arranging such a fantastic schedule. Thanks all :)