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Ncl november 2010

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Slides for lunchtime seminar given at Newcastle University by Suzanne Hardy and Megan Quentin-Baxter on November 9 2010.

Slides for lunchtime seminar given at Newcastle University by Suzanne Hardy and Megan Quentin-Baxter on November 9 2010.

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    Ncl november 2010 Ncl november 2010 Presentation Transcript

    • Open Educational Resources
      • Dr Megan Quentin-Baxter, Director
      • Suzanne Hardy, Senior Advisor
      • Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine
      • Newcastle University, UK
    • Icebreaker
    • Background £5.7+£4=£9.7 millions
      • MEDEV’s value statement for the project shows some of the benefits of developing open educational resources.  These include:
      • enhancing the quality of learning and teaching resources
      • financial benefits
      • benefits for institutions, and collaboration between institutions
      • potential advantages for student recruitment, satisfaction, and retention
      OER: Benefits www.medev.ac.uk/ourwork/oer/value/
    • OOER
    • © Suzanne Hardy OER
    • ©
    •  
    • © =  Consent = ?
    •  
    • consent commons Consent Commons ameliorates uncertainty about the status of educational resources depicting people, and protects institutions from legal risk by developing robust and sophisticated policies and promoting best practice in managing information.
    •  
    •  
    • Good practice compliance table (managing risk) Explanation Risk of litigation from infringement of IPR/copyright or patient consent rights Action 3 Institutional policies are clearly in place to enable resources to be compared to the toolkits. Low. Institution follows best practice and has effective take down strategies. Institution able to legally pursue those infringing the institution’s rights. Periodically test resources against policies to keep policies under review. Keep abreast of media stories. Limited liability insurance required. 2 Compliance tested and policies are adequate in most but not all aspects to allow the compliance of a resource to be accurately estimated. A small number of areas where policies need to be further developed for complete clarity. Medium. Ownership of resources is likely to be clear. Good practice is followed in relation to patients. Take down and other ‘complaint’ policies are in place and being followed. Review those areas where developed is required, possibly in relation to e.g. staff not employed by the institution e.g. emeritus or visiting or NHS. It may be that a partner organisation requires improvement to their policies. Some liability insurance may be necessary. 1 Compliance tested but too few policies available or insufficiently specified to allow the compliance of any particular resource to good practice guidelines to be accurately estimated. Medium. It is unlikely that the ownership and therefore licensing of resources is clear. Resources theoretically owned by the institution could be being ripped off. Collate suite of examples of best practice and review against existing institutional policies. Follow due process to amend and implement those which are relevant to the institution. Take out liability insurance . 0 Compliance with the toolkits unknown/untested. Compliance has been tested and materials failed to pass. High/Unknown. Risk may be minimal if resource was developed based on best practice principles. Institutional policy status (ownership, consent) is unknown. Establish a task force to test some resources against institutional policies; then follow 1-3 below. Take out liability insurance.
    • Let’s go...
    • 1 Using the Xpert attribution tool to find and label images, sounds and videos
    • www.nottingham.ac.uk/xpert/attribution
    • cc: by Least restrictive Most open Most reusable This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered, in terms of what others can do with your works licensed under Attribution.
    • 2 Using Flickr advanced search for photos, diagrams and video
    •  
    • http://www.flickr.com/search/advanced/
    • 3 Using Google Images advanced search
    • www.google.co.uk
    •  
    •  
    • Reflection
    • ukoer medev ooer www.jorum.ac.uk
    • Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE)
      • Seamless access to academic and clinical learning resources for healthcare students
      contact: lindsay@medev.ac.uk www.medev.ac.uk/oer/ #porscheoer #ukoer #medev cc: by Tony the Misfit http://www.flickr.com/photos/tonythemisfit/2580913560/
    • Accredited Clinical Teaching Open Resources (ACTOR) Partners: University of Bristol, University of Cambridge, Hull York Medical School, Newcastle University, Peninsula College of Medicine and Dentistry. Contact: gillian@medev.ac.uk #ukoer #actor #medev www.medev.ac.uk/oer/ cc: by-nc By Maxi Walton http://www.flickr.com/photos/maxiwalton/898138774/
    • Acknowledgements
      • Cardiff University
      • Imperial College
      • Keele University
      • London School of Hygiene and Tropical Medicine
      • Newcastle University
      • Queen’s University, Belfast
      • St George’s University of London
      • University of Bedfordshire
      • University of Bristol
      • University of Edinburgh
      • University of Liverpool
      • University of Nottingham
      • University of Oxford
      • University of Southampton
      • University of Warwick
    •  
    • www.medev.ac.uk/oer/ [email_address] [email_address] twitter.com/hea_medev www.medev.ac.uk/blog/oer-phase-2-blog/
    • The Higher Education Academy OER pages: www.heacademy.ac.uk/ourwork/teachingandlearning/oer/ The JISC OER pages: www.jisc.ac.uk/oer The OER InfoKit from JISC InfoNet: openeducationalresources.pbworks.com The OER Synthesis and Evaluation Report: www.caledonianacademy.net/spaces/oer/ The JISC Legal IPR Toolkit: www.web2rights.com/OERIPRSupport/index.html References
    • References
      • http://www.nottingham.ac.uk/xpert/attribution/
      • http://ocw.mit.edu/index.htm
      • http://oerwiki.iiep-unesco.org/index.php?title=UNESCO_OER_Toolkit
      • http://www.creativecommons.org
      • http://wylio.com/