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Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
Nhs he forum-may_2011
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Nhs he forum-may_2011

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Presentation given at NHS-HE Forum on 24 May 2011, at Woburn House in London.

Presentation given at NHS-HE Forum on 24 May 2011, at Woburn House in London.

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  • Slides used at CETL4HealthNE workshop on Tuesday 29 March at Durham Conference Centre, and again at QUILT workshop on Friday 15 April 2011.
  • Toolkit Consent commons Reusing clinical recordings Digital professionalism Technical progress
  • SH We would like to propose a consent commons to work alongside or with creative commons as a way of demonstrating due diligence in dealing with issues of consent and using patient data sensitively in learning and teaching with specific reference to being able to share.
  • Clinical research data has a sell buy date after which it must be disposed of Do the same principles apply to learning and teaching?
  • Just as we expect students and junior staff to model professional behaviours in real life, we need them to do the same in the digital environment.
  • 3 scenarios Full live cross search – fits in with ACErep project in Leeds Metadata exchange, search from entry website, only have to negotiate N3 gateway if need to download materials. Content package exchange – have everything in Jorum accessible from eLearning Repository and vice versa. No need to negotiate gateway.
  • On the website you can find reports, the toolkit – version 3 will be significantly better in terms of the single interface, and available in November 2010. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies – about 10 so far, though we have done about 60. Do get in touch with us and follow us on Twitter…..
  • Thanks for listening….. NOTES Chair of TEL strategy development group at DH is Dr Stuart Charney – elearning simulation and other tel systems. National eLearning Portal Kate Lomax: www.elearning.nhs.uk Forthcoming workshops on copyright and elearning – nb contact kate and see if collaboration useful Is the search on the readiness toolkit available to build services on top of? E.g does it have RSS? Elearning developers network – consent commons? CoP. Resources loads of useful stuff there. NLMS Jo Sidebottom
  • Transcript

    • 1. Pathways to Open Resource Sharing through Convergence in Healthcare Education (PORSCHE): progress report for NHS-HE Forum 24 May 2011 Suzanne Hardy Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine Newcastle University
    • 2. PORSCHE: progress report
    • 3. Good practice in a complex world Sharing resources and best practice across HE/NHS divide
    • 4. Toolkit <ul><li>Pathways to Open Resource Sharing through Convergence in Healthcare Education (PORSCHE): progress report for NHS-HE Forum 24 May 2011 </li></ul>
    • 5. www.medev.ac.uk/oer/
    • 6. www.medev.ac.uk/oer/
    • 7. www.medev.ac.uk/oer/register/
    • 8. www.medev.ac.uk/oer/register/
    • 9. Consent commons <ul><li>Pathways to Open Resource Sharing through Convergence in Healthcare Education (PORSCHE): progress report for NHS-HE Forum 24 May 2011 </li></ul>
    • 10. 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.
    • 11.  
    • 12. medicalimages.pbworks.com
    • 13. Principles <ul><li>1. Acknowledge that patients’ interests and rights are paramount. </li></ul><ul><li>2. Respect the rights to privacy and dignity of other people who are included in recordings, such as family members and health care workers. </li></ul><ul><li>3. Respect the rights of those who own the recordings and the intellectual property of those recordings, and check and comply with the licences for use. </li></ul><ul><li>4. Take professional responsibility for your making and use of recordings and alert colleagues to their legal and ethical responsibilities where appropriate. </li></ul>Email: [email_address]
    • 14.  
    • 15. Digital professionalism <ul><li>Pathways to Open Resource Sharing through Convergence in Healthcare Education (PORSCHE): progress report for NHS-HE Forum 24 May 2011 </li></ul>
    • 16. Digital professionalism <ul><li>To be a digital professional every member of staff who contributes to curriculum delivery, in both NHS and academic settings should be able to identify, model and understand professional behaviour in the digital environment. </li></ul>CC-BY Official US Navy Imagery www.flickr.com/photos/usnavy/5509486066/
    • 17. Digital professionalism in the curriculum? <ul><li>Digital professionalism: how we present and manage presence in the digital environment and how that presence relates to professionalism in the curriculum </li></ul><ul><li>Professionalism in Tomorrow’ s Doctors: www.gmc-uk.org/education/undergraduate/professional_behaviour.asp </li></ul><ul><li>No reference to professionalism online: implicit? explicit in your curriculum? </li></ul>
    • 18. “ many medical students seem unaware of or unconcerned with the possible ramifications of sharing personal information in publicly available online profiles even though such information could affect their professional lives ” (Ferdig et al, 2008) www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2161/2026
    • 19. “ most learners are still strongly led by tutors and course practices: tutor skills and confidence with technology are therefore critical to learners' development ” (Beetham et al, 2009) caledonianacademy.net/spaces/LLiDA/
    • 20. Workshop series: manage risk by adopting good practice <ul><li>Know how to find appropriately licenced content </li></ul><ul><li>Use the most openly licenced content wherever possible </li></ul><ul><li>Attribute 3 rd party material </li></ul><ul><li>Explicitly attribute your own work with disclaimer and licence as openly as possible </li></ul><ul><li>Pass on good practice to peers and students </li></ul>www.medev.ac.uk
    • 21. Jorum-nelr technical progress <ul><li>Pathways to Open Resource Sharing through Convergence in Healthcare Education (PORSCHE): progress report for NHS-HE Forum 24 May 2011 </li></ul>
    • 22. www.jorum.ac.uk
    • 23. 3 www.jorum.ac.uk www.elearningrepository.nhs.uk/
    • 24. NeLR: OAI-PMH now available <ul><li>Resources being added to the collection </li></ul><ul><li>www.medev.ac.uk/dinky/NeLR_OAIPMH_feed/ </li></ul>
    • 25.
    • 26. Mitigating risk by adopting good practice to save time and money OER is irrelevant (but a nice by-product  )
    • 27. www.medev.ac.uk/oer/ [email_address] [email_address] twitter.com/hea_medev www.medev.ac.uk/blog/oer-phase-2-blog/ www.elearningrepository.nhs.uk/ [email_address] [email_address] twitter.com/nhselearning
    • 28.  
    • 29. Attribution and disclaimer <ul><li>This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence . </li></ul><ul><li>Please include the following phrase ‘Suzanne Hardy, NHS-HE Forum, 24 May 2011’ </li></ul><ul><li>Users are free to link to, reuse and remix this material under the terms of the licence which stipulates that any derivatives must bear the same terms. Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, please contact the author who will make reasonable endeavour to take down the original files within 10 working days. </li></ul><ul><li>www.slideshare.net/suzannehardy / </li></ul>

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