గ్లామ్ స్కూల్/ప్రశ్నలు
సర్వే మరియు ఇంటర్వ్యూలలో ఉపయోగించే ప్రశ్నలు ఈ పేజీ జాబితా చేస్తుంది. వాటిని మీ భాషలోకి అనువదించడం ద్వారా మీరు సహాయం చేయవచ్చు. ఇది మీ స్థానికంగా సర్వే పంపిణీ చేయు సందర్భంలో ఉపయోగపడుతుంది. మీరు చర్చా పేజీలో వ్యాఖ్యానించడం ద్వారా సర్వే ప్రశ్నలలో మార్పులను కూడా సూచించవచ్చు
పరిచయం
ప్రశ్నలకు ప్రత్యుత్తరం ఇవ్వడం ద్వారా గ్లామ్ స్కూల్/ఇంటర్వ్యూలులో మీ ప్రత్యుత్తరాలను ఛ్ఛ్0గా ప్రచురించడానికి మీరు అంగీకరిస్తున్నారు. మీ ప్రత్యుత్తరాలతో మీ పేరును అనుబంధించడానికి మీరు అనుమతిని మంజూరు చేస్తే తప్ప సమాధానాలు అనామకంగా ఉంటాయి. మీరు ఫారమ్‌ను సమర్పించినప్పుడు, మీరు తిరిగి వచ్చి ప్రత్యుత్తరాలను సవరించడానికి మీకు లింక్ వస్తుంది. ఈ విధంగా మీరు మొత్తం సర్వేను ఒకేసారి పూర్తి చేయవలసిన అవసరం లేదు. మా పరిశోధన వ్యవధిలో కొత్త ప్రశ్నలను కూడా మీరు జోడించవచ్చు మరియు ఇప్పటికే ప్రత్యుత్తరం ఇచ్చిన ప్రతివాదులందరికీ మేము తెలియజేస్తాము.
By responding you grant us the permission to store your email address associated with your replies. It will be stored only for the duration of the study. The contact person for the study is Susanna Ånäs at AvoinGLAM, susanna.anas@gmail.com, https://www.avoinglam.fi/.
You can read the questions and help translate the survey into your language at Special:Translate/GLAM School/Questions.
Email *
How would you like to contribute to the study?
- I would like to book an interview
- I am happy to respond through this survey
What are your top concerns about empowering volunteers and GLAM professionals in contributing to the open ecosystem and the Wikimedia platforms? *
Please answer this question even if you wish to have a separate discussion with us later, even briefly.
Your name
Anonymous answers *
- I wish to stay anonymous
- I can be associated with my replies
Do you define yourself as
The options are described at GLAM School/Definitions.
- GLAM professional
- Open GLAM advocate
- GLAM-Wiki contributor
- Wikimedia volunteer
- Non-professional working with cultural heritage
- Developer or technology professional
- Scholar
- Creative
- Policy maker
- Executive
- Other:
Your institution or community
Do you define your institution or community as
The options are described at GLAM School/Definitions.
- Wikimedia affiliate
- Creative Commons chapter
- Open Knowledge chapter or group
- OpenStreetMap chapter or group
- Other non-governmental organization
- Archive
- Museum or gallery
- Library
- Broadcaster or other media company
- Educational institution or project
- Governmental organization
- Technology provider
- Other business
- Unregistered interest group
- Funder or foundation
- Other:
Country
Who should be involved?
Who are the people and organizations that should be involved in contributing cultural heritage materials to the open ecosystem? How to best engage them or facilitate their work? How do we make GLAM work an essential part of preservation of cultural heritage globally? Add some observations about any of the groups mentioned. You can skip any of the sections, add a new one, or return to complement your replies at a later stage.
GLAM professionals
How can a GLAM professional find value in contributing to the open ecosystem? What are the needs the open ecosystem promises to solve, and how well are those needs met? What would an individual professional need in order to make a stronger argument in their institution to go open? What type of learning would be best supported by the institution?
The Open GLAM community
How do the different GLAM communities inter-relate, and how could they be more in collaboration with each other? Which global structures will help, and which local collaborations between networks are fruitful?
GLAM-Wiki community
People in the Wikimedia movement who work with GLAM content contributions in affiliates, as volunteers, Wikimedians in Residence, developers and anyone who relates to the group.
Other Wikimedia volunteers
How to best collaborate with Wikimedia communities in each of the Wikimedia projects? How to educate and engage volunteers in GLAM issues to become empowered to form partnerships, and to collaborate on accommodating the projects to better accept the GLAM contributions.
Content communities
How could non-institutional caretakers of cultural heritage, Local communities, heritage associations, groups with archives etc. be better informed about the possibilities that the open ecosystems offers?
Technology developers
How to facilitate the path to become a technical contributor to the open ecosystem? How to create an empowered community of technical contributors and GLAM advocates that work together? How to match projects lacking technical competence with technical resources? Take yourself as an example: What could you provide, what would you need?
Scholars
Researchers and students in studies and interdisciplinary programs in culture and humanities, sustainability, communications, technologies, design etc.
Educators
Other educators, such as basic education or informal learning, experts in learning.
Creatives
Creative practitioners, designers, artists etc. in any field. How does Open Access to cultural heritage facilitate the work of creatives? How will creatives see open licensing as an opportunity?
Policy makers
What can policy makers do to make the case for Open Access to cultural heritage? How can they be more informed and see the benefits? How can they better contribute the discussions and interact with the wider GLAM community?
Add a missing category and explain the reasoning behind it
Deepening engagement
Describe how a person might get involved with opening cultural heritage materials in the open ecosystem.
Name the person (or persona)
It can be you, a person you know or who you imagine.
Tell the story
Think how the story goes: what makes the person get more familiar with contributing and making use the open resources, what are the first steps, what obstacles come along, and how they could be overcome. It can be you, a person you know or who you imagine. Give some background information about the person: the profession, professional experience, interests etc.
You can link to an image
Link an image that illustrates your story.
Learning resources
There is a clear need for shared learning resources. However, it is not clear how they should be structured or where they should be located.
Which kind of resources should be available?
Tell which ones you have found especially useful, or what you would like to see produced, standardized, localized and beautifully made. You can think of tutorials, videos, podcasts, blogs, websites, glossaries, bibliographies, courses, MOOCs, shared calendars etc, just to give examples.
What topics should they cover?
Which topics do you find especially important? You can think about topics ranging from ethics to technology, and everything in between.
What would a centralized learning resources hub look like?
On which platform could such a resource live? What requirements are there, for example for accessibility or translations? How about interactive resources, video, syllabi etc?
What should be created and what should be linked to?
Wheels should not be reinvented. How to make the best of what exists scattered around the internet, and what should be (re)-created for replicability? Please also list resources that you think are valuable to be shared.
Curriculum
What could a course or a curriculum look like for learning GLAM skills? Please make note of the participant group in your answers, whether you are thinking about volunteers vs GLAM professionals, for example.
What would a GLAM syllabus look like?
What are the subjects in a GLAM syllabus? What are the basics that everyone should understand, which diverging paths are there?
Guided learning methods
What kind of guided learning events could be useful for arranging globally or for local participants, such as courses, MOOCs or masterclasses, and for which target groups? How to make them localizable and replicable in different contexts?
Independent learning
How would such a learning experience be accommodated for independent learning? Could OER projects be used for this?
Qualification
Which topics require certification or validation of skills related to Open Access to cultural heritage, and the use of the open platforms and tools? Why is qualification important in those areas? What kind of qualifications could be thought of: certificate, badges, achievement matrix...
Model projects and case studies
Let us know about your successful models for learning, teaching and advocating GLAM-related issues
You can briefly explain one or more successful models. Tell why you think the model was successful. Share also if you or someone else has produced variations of it.
New formats for co-creation
GLAM work has untapped potential when it is combined with different elements studying and preserving cultural heritage. Think about these crossovers and let yourself imagine something that does not yet exist.
Describe a new format for learning together
Think about informal spaces, mixing different participant groups and locations, switching roles, using different modalities and timeframes.
Emerging issues
The GLAM community is facing new challenges regarding open access to cultural heritage. For example, some museums are willing to monetize their collections rather than open them for reuse. Rights holders are taken by surprise when the content they released openly is being used to train AI. Indigenous communities feel oppressed when their traditional knowledge is used freely, since it is not protected by copyright.
What emerging issues would you like to highlight?
Write about one or more. If possible, give also a bit of background.
What would be meaningful ways to discuss emerging issues in the GLAM community?
What kind of community, platforms and formats would best facilitate fruitful discussions and proposing solutions to the issues?
Diversity, equity and inclusion
How should DEI be taken into account in GLAM activities and in the learning experiences?
DEI in the subject matter of GLAM contributions
How to close content gaps in GLAM materials? How to approach and engage those content communities?
DEI in GLAM practices
How to balance between opening and protecting the sensitive cultural aspects of the materials of the possibly underrepresented communities? What kind of guidelines would be needed for working with sensitive materials? How can volunteers and advocates be made aware of the cultural sensitivities, and how can they be negotiated in the everyday practices of the open projects?
DEI as part of designing learning materials
How should different abilities be taken into account in creating the learning materials. How are cultural aspects and different languages addressed?
Creating community
How can the different communities in the broader GLAM landscape come together?
Channels
Which channels are there, what are their limitations, and how to make maximum crossovers?
Events
Which events welcome participants across sectors, where can the communities mix? How to expand the reach for participants in those events?
Other
What other ways can you think of that encourage creating community across different barriers?
Impact
What kind of impact do GLAM projects need to convey for different stakeholders? How can this evidence be collected and communicated?
Impact
What kind of impact do GLAM projects have? What do they need to convey for different stakeholders?
Evaluation
What needs to be evaluated and for which purposes? How can it be communicated?