Porsche workshop Birmingham_june_2011

Open educational resources - using and creating sharable teaching materials in health care - findings of the PORSCHE OER project
Suzanne Hardy
Megan Quentin-Baxter
Lindsay Wood
Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine
University of Newcastle

Wifi: etcvenues
Password: etc.venueskey

Icebreaker

Programme
Welcome to and purpose of the workshop - introduction to open educational resources and the PORSCHE project
Breakout - personal experiences of current practice
Introduction to Creative Commons and open licensing and questions
Demonstration of finding openly licensed resources online
Using attribution tools and attributing creators
Recordings of people (especially patients and their families, healthcare workers, actors, students, etc.) in learning materials with discussion
Understanding risk, using risk assessment toolkits and 'digital professionalism’
Hands on use of copyright, attribution and risk assessment tools (in groups)
Sharing resources between academia and the NHS
Wrap up and close

"digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”
Hylén, Jan (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Paris, France: OECD Publishing. p. 30

Background
£5.7+£4=£9.7 millions
(and another £4 millions)

OOER
organising open educational resources
Guidance and toolkits for institutional policy, consent, copyright and IPR, quality and pedagogy.
2000 resources uploaded to www.jorum.ac.uk
Recommendations included:
Authors ‘hallmark’ all content (whether to be made open or not) with CC licences
Consent everything (even where ownership and patient/non-patient rights appear clear) and store copies of consent with resource
Review institutional policies against good practice risk-assessment tools
UK HE enter into dialogue with publishers to increase potential for third party upstream rights (especially images, music and video)
Establish staff reward system (for recognition of sharing & reusing resources, PDRs, promotion criteria, etc.)
www.medev.ac.uk/oer/
#ukoer #ooer #medev
contact: suzanne@medev.ac.uk

Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE)
Seamless access to academic and clinical elearning resources
cc: by Tony the Misfit
http://www.flickr.com/photos/tonythemisfit/2580913560/
contact: lindsay@medev.ac.uk
www.medev.ac.uk/ourwork/oer/
#porscheoer #ukoer #medev

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.
#ukoer #actor #medev
cc: by-nc By Maxi Walton
http://www.flickr.com/photos/maxiwalton/898138774/
Contact: gillian@medev.ac.uk

UK HEFCE JISC/Academy OER programme
Organising Open Educational Resources (OOER)
[PHORUS – HSaP]
Phase 1 OER project
250K - Apr 2009-Mar 2010
Investigated institutional practice, developed toolkits, disseminated widely
15 UK partners
PORSCHE & ACTOR
[SWAPBox – SWAP]
Phase 2 OER projects
£125K & £20K respectively
Linking NHS and academic networks
Disseminating through ‘clinical education’ programmes (training the trainers)

Sharing openly is good
50%
Public money
Transparency and accountability
Equality of access
Increased utility
Increased applications & better retention
Recent blog post: It turns out students do use OER and it does save time http://blogs.nottingham.ac.uk/learningtechnology/2011/02/08/it-turns-out-that-oer-does-save-time-and-students-do-use-them/
www.medev.ac.uk/ourwork/oer/value/

One of the benefits of being explicitly ‘open’ is that it removes the need for people to ask before re-using stuff. Without it, everything boils down to ‘am I allowed to do this?’ type question and many forms of re-use will stop at that hurdle because the costs of getting the answer are too great
Andy Powell comment on David Wiley’s blog
http://opencontent.org/blog/archives/1735

MEDEV’s value statement from the OOER 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
Sharing openly: benefits
www.medev.ac.uk/ourwork/oer/value/

OER

© Suzanne Hardy

openeducationalresources.pbworks.com/
www.elearningreadiness.org/
stemoer.pbworks.com/w/page/6799480/User-Guide-to-OER
www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=415115&c=1
blogs.unbc.ca/open/2011/02/03/finding-and-using-open-educational-resources/

personal experiences of current practice
Breakout: groupwork. 15 minutes

IPR & Copyright issues
Open Educational Resources

Intellectual property rights (IPR)
There are four main types of IP rights
Patents protect what makes things work (e.g. engine parts, chemical formulas)
Trade marks are signs (like words and logos) that distinguish goods and services in the marketplace
Designs protect the appearance of a product/logo, from the shape of an aeroplane to a fashion item
Copyright is an automatic right which applies whenthe work is expressed (fixed, written or recorded)
Copyright, Design and Patents Act, 1988
Copyright arises automatically when an original idea (author uses some judgment or skill) is expressed/created
www.ipo.gov.uk

Who owns copyright?
The owner of the copyright is the person (or persons, if jointly owned) who created/expressed it, i.e. the author (writer, composer, artist, producer, publisher, etc.)
Original literary works such as novels or poems
Original dramatic works such as dance
Original musical works, i.e. the musical notes
Original artistic works such as graphic works (paintings, drawings etc.), photographs and sculptures, including sound recordings, films and broadcasts
Typographical arrangements of published editions
An exception is an employee who creates a work in the course of their employment (employer owns)
www.cla.co.uk

What rights does a copyright owner have?
A copyright owner has economic and moral rights
Economic rights cover copyright owner acts, including rights to copy the work, distribute (e.g. making it available on-line), rent, lend, perform, show, or adapt it
Owners can waive, assign, licence or sell the ownership of their economic rights
Moral rights can be waived (but not licensed or assigned) and include the right to
Be identified as the author
Deny a work (that an author did not create)
Object to derogatory treatment of the work
www.cla.co.uk

Copyright infringement
It is an infringement of copyright (in relation to a substantial part of a work) without the permission or authorisation of the copyright owner, to
Copy it and/or issue copies of it to the public
Rent or lend it to the public
Perform or show it in public
Communicate it to the public
Secondary infringement may occur if someone, without permission, imports, possesses or deals with an infringing copy, or provides the means for making it
Material found on the internet is subject to copyright
www.cla.co.uk

Exceptions
You may copy copyright works if
Copyright has expired (e.g. for literary, dramatic, musical or artistic works = 70 years from when the last author dies)
Your use of the work (which must be acknowledged) is fair dealing as defined under the 1988 Copyright Designs and Patents Act (UK)
Your use of the work is covered under a licensing scheme that you and the copyright holder have subscribed to
The copyright owner has given you permission
www.copyrightservice.co.uk

Obtaining clearance to use copyright material
For permission to copy, contact the copyright owner in writing and specify
The material you wish use (title, author name etc.)
The exact content to be duplicated (i.e. page numbers)
The number of copies you wish to make
How the copies will be used (i.e. for an event, course work)
Who the copies will be distributed to (i.e. students)
For most published works this will be the publisher
Permission is needed for each and every purpose
Fees may be charged to copy the item, or for administering the request to copy the item
www.cla.co.uk

Fair dealing
Your use of the work (which must be acknowledged) is fair dealing as defined under the 1988 Copyright Designs and Patents Act (UK)
Research and private study
Instruction or examination
Criticism or review
News reporting
Incidental inclusion
Accessibility for someone with, e.g. a visual impairment
There is no simple formula or % that can be applied –instead use licencedmaterials, or ask for permission
www.copyrightservice.co.uk

Using licenced works
A licence (a set of rules) describes how copyright items may be used by others
Licensing schemes (such as Creative Commons) that both authors (owners) and users can access for free
If both sides observe the rules then both parties are instantly protected
Owners licence others to use their content
Users obey the terms of the licence
Creative Commons provides different licences that can be combined together
Policies can be developed to guide owners what licences to use

©


Introduction to open licensing and creative commons

http://creativecommons.org/

Creative Commons: creativecommons.org/about/licenses/

CONSENT

Clinical setting
Academic setting
Recordings incorporated into educational event
Uploaded to VLE
No evidence of consent
No access to patient record
Location of risk unclear
Doctor collects consent
Recordings taken
Consent for recordings stored with patient record
Clear guidance available
We all want to do the right thing!

Proposing a “Consent Commons”
A human subject version of Creative Commons
Accepts a basic human right to refuse their image/voice appearing and, where they have previously consented, their right to withdraw their consent
Would work like Creative Commons in that you hallmark material with the consent status and when consent needs to be reviewed (if ever)
Has levels of release (e.g. Closed; ‘medic restrict’; review [date]; fully open)
Terms of the consent needs to be stored with/near the resource
www.medev.ac.uk

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.
consent commons

Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent with resource

Engendering trust

www.medev.ac.uk/ourwork/oer

Demonstration of finding openly licensed resources online

www.nottingham.ac.uk/xpert/

www.google.co.uk/

www.jorum.ac.uk

Using attribution tools to acknowledge creators

www.nottingham.ac.uk/xpert/attribution/

Attribution tools
http://openattribute.com/

Drop down gives HTML or plain text options to copy into your resource

Recordings of people (especially patients and their families, healthcare workers, actors, students, etc.) in learning materials

Consent as distinct from IPR
Defined by the 8 principles in the Data Protection Act 1998 (and Human Rights Act 1998)
Recognises the need for more sophisticated management of consent for recordings of people (stills, videos, audios, etc.)
Teachers (academics, clinicians, practice/work based learning tutors, etc.)
Students and ‘product placement’ (branded items)
Role players/actors/performers/hired help (including recording crew)
Patients/patient families/care workers/support staff/members of public in healthcare settings (sensitive personal data)
GMC guidelines for consent/patient recordings

Considerations
People
Patients (children and vulnerable adults)
Dead people/patients (children and vulnerable adults)
Existing recordings (already exist)
New recordings (that you are planning to make)

Consent for use in teaching
Patient or non-patient participation in the development of teaching materials is not ‘in their best interests’
If it can be copied digitally then you have to assume that it is ‘open’
There is no such thing as ‘anonymising’ patient or other information

The Data Protection Act (1998)
Schedule 1 states:
"1 Personal data shall be processed fairly and lawfully and, in particular, shall not be processed unless -
(a) at least one of the conditions in Schedule 2 is met, and
(b) in the case of sensitive personal data, at least one of the conditions in Schedule 3 is also met."

Schedule 2 states (paraphrased in [], emphasis added)
"Conditions relevant for purposes of the first principle: processing of any personal data
1 The data subject has given his consent to the processing.
2 The processing is necessary - [for any of the above (schedule 2) plus the purpose of performing any right or obligation which is conferred or imposed by law on the data controller in connection with employment; in order to protect the vital interests of the data subject including where consent has been unreasonably with held, or another person in a case where consent cannot be be given or the data controller cannot reasonably be expected to obtain the consent; processing is carried out by a body or association which is not established or conducted for profit and exists for political, philosophical, religious or trade-union purposes, safeguards the rights and freedoms of data subjects and is not disclosed to third parties without consent.]”

Schedule 3 states (paraphrased in [], emphasis added)
"Conditions relevant for purposes of the first principle: processing of any sensitive personal data
1 The data subject has given his explicit consent to the processing.
2 The processing is necessary - [for the purpose of entering a into contract; compliance with some legal obligation; to protect the vital interests of the data subject; for the administration of justice; for the exercise of any function of: houses of parliament, conferred on any person or under any enactment, Crown, a Minister of the Crown or government department, exercised in the public interest of any person; for the purposes of legitimate interests by the data controller except where prejudice the legitimate interests of the data subject; the Secretary of State has specified particular circumstances.]”

GMC guidance
Making and using visual and audio recordings of patients 2001
Referred to clinical care and research, did not refer to teaching
Making and using visual and audio recordings of patients 2011
Does refer to teaching

GMC principles
When making or using recordings you must respect patients’ privacy and dignity, and their right to make or participate in decisions that affect them. This means that you must:
give patients the information they want, or need, about the purpose of the recording
make recordings only where you have appropriate consent or other valid authority for doing so
ensure that patients are under no pressure to give their consent for the recording to be made
where practicable, stop the recording if the patient asks you to, or if it is having an adverse effect on the consultation or treatment
anonymiseor code recordings before using or disclosing them for a secondary purpose, if this is practicable and will serve the purpose
disclose or use recordings from which patients may be identifiable only with consent or other valid authority for doing so
make appropriate secure arrangements for storing recordings
be familiar with, and follow, the law and local guidance and procedures that apply where you work.

GMC principles
And you must not:
make, or participate in making, recordings against a patient’s wishes, or where a recording may cause the patient harm
disclose or use recordings for purposes outside the scope of the original consent without obtaining further consent (except in the circumstances set out in paragraphs 10 and 15-17).

GMC states
Consent to make the recordings listed below will be implicit in the consent given to the investigation or treatment, and does not need to be obtained separately.
Images of internal organs or structures
Images of pathology slides
Laparoscopic and endoscopic images
Recordings of organ functions
Ultrasound images
X-rays

NHS states
Patients are any person or people currently in receipt of healthcare treatment, or who has/have been in receipt of healthcare treatment.
Children and vulnerable adults may or may not be in healthcare treatment but should always be considered under the 'sensitive' part of the Data Protection Act 1998.
The NHS guidelines recommend at least three or possibly four (Scotland) levels of consent, ranging from none to 'publication' NHS level III consent.
"Many NHS Trusts have patient consent forms which specifically designate 'level III consent' (public access including the internet). If this applies, then Open Access in the sense of sharing materials publicly clearly would fall within this permission.
Level I consent is for use within the patient record only.
Level II consent is for teaching and learning but with restricted access only.
Level III consent is usually for open access and in the public domain."

Issues
Where to store copies of consent?
Withdrawing consent?
How to find properly consented materials?
What is the advice in relation to lecture capture?
How do you stop someone else ripping you off 

Policies, disclaimers and risk
In order to safeguard yourself against litigation for copyright or data protection (consent) violation
Have a policy/disclaimer
Clearly publish your policy and keep it up to date
Train your staff in the use of the policy
Follow your policy (do what you say you will do)
You may also want a disclaimer ‘this resource has been provided… use it at your own risk. If you have any concerns about any material appearing in this resource please contact…’
Actively manage your risks
Take out liability insurance 

www.medev.ac.uk
October 2010 cc: by-sa

Institutional policy recommendations
That authors should ‘hallmark’ all their content with e.g. CC licences(e.g. CC ‘by’ attribution only)
Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent in NHS record (patients) or with resource
Review institutional policies against good practice
Include disclaimers in resources
UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights
Seek to replace, over time, any questionable material
Have sophisticated‘take-down’policies

Understanding risk, using risk assessment toolkits and 'digital professionalism'

Policies, disclaimers and risk
In order to safeguard yourself against litigation for copyright or data protection (consent) violation
Have a policy/disclaimer
Clearly publish your policy and keep it up to date
Train your staff in the use of the policy
Follow your policy (do what you say you will do)
You may also want a disclaimer ‘this resource has been provided… use it at your own risk. If you have any concerns about any material appearing in this resource…’
Actively manage your risks
Take out liability insurance

www.medev.ac.uk

Institutional policy recommendations
That authors should ‘hallmark’ all their content with CC licences e.g. CC ‘by’ (attribution only)
Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent with resource
Review institutional policies against good practice
Include disclaimers in resources
UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights
Have sophisticated‘take-down’policies

www.web2rights.com/OERIPRSupport/risk-management-calculator/

www.web2rights.com/OERIPRSupport/diagnostics.html/

http://medicalimages.pbworks.com/

Principles
1. Acknowledge that patients’ interests and rights are paramount.
2. Respect the rights to privacy and dignity of other people who are included in recordings, such as family members and health care workers.
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.
4. Take professional responsibility for your making and use of recordings and alert colleagues to their legal and ethical responsibilities where appropriate.
Email: d.hiom@bris.ac.uk

Digital professionalism
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.
CC-BY Official US Navy Imagery
www.flickr.com/photos/usnavy/5509486066/

“learners' information literacies are relatively weak but learners have little awareness of the problem”
Beetham et al 2009

Information/resources increasingly easy to find
Blurring of personal and professional identities online
Increasing need to manage issues of disclosure
Changing public expectations
Misunderstandings of digital spaces
Consequence
Permanence
Lack of understanding of ownership and licencing in online environments

Digital professionalism in the curriculum?
Digital professionalism: how we present and manage presence in the digital environment and how that presence relates to professionalism in the curriculum
Professionalism in Tomorrow’s Doctors:www.gmc-uk.org/education/undergraduate/professional_behaviour.asp
No reference to professionalism online: implicit? explicit in your curriculum? Hidden?
Are there any differences?

Digital literacy
“digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society”
Joint Information Systems Committee (JISC), 2011

“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

An ‘unconference’: By teachers, for teachers
Focussed on sharing ideas: Practical, helpful, inspiring
Everyone participates
Everyone learns
2- or 7-minute presentations
Anyone can speak
No obligation to pay attention

Quick and cheap
To attend…
…and to organise
Share ideas
What worked? What didn’t?
Opportunity to present
Networking

LibTeachMeets have happened in:
Cambridge (27.09.10, 29.03.11)
Huddersfield (09.02.11)
Newcastle (04.05.11)
Brighton (25.05.11)
Liverpool (26.05.11)
Leicester (14.06.11)
London (20.06.11)
LibTeachMeets are coming up in:
Stirling & Inverness (20.07.11)
Bedfordshire (21.07.11)
Sheffield (10.11.11)
Oxford (tbc)
google teachmeet calendar: http://tinyurl.com/tm-google-calendar

TeachMeet – grow your own
People, venue, date / time, web presence, funding, cake!

http://plcmcl2-things.blogspot.com/

http://23thingswarwick.blogspot.com/p/programme-outline.html/

Attribution and disclaimer
This file is made available under a Creative Commons attribution share alike licence
To attribute author/s please include the phrase “cc: by-saSuzanne Hardy, Megan Quentin-Baxter and and Lindsay Wood June 2011, http://www.medev.ac.uk/ourwork/oer/ “
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.
www.medev.ac.uk

Sharing resources between academia and the NHS

Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE)
Seamless access to academic and clinical elearning resources
cc: by Tony the Misfit
http://www.flickr.com/photos/tonythemisfit/2580913560/
contact: lindsay@medev.ac.uk
#porscheoer #ukoer #medev

3
www.jorum.ac.uk
www.elearningrepository.nhs.uk/

NHS/HEI
NHSNet/N3
Athens
Limited access
JANET
Shibboleth/JISC FAM
Unlimited access

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.
#ukoer #actor #medev
cc: by-nc By Maxi Walton
http://www.flickr.com/photos/maxiwalton/898138774/
Contact: gillian@medev.ac.uk

Mitigating risk by adopting good practice
to save time and money
OER is irrelevant
(but a nice by-product )

lindsay@medev.ac.uk
megan@medev.ac.uk
suzanne@medev.ac.uk
www.medev.ac.uk/blog/oer-phase-2-blog/

References
Beetham, H., L. McGill, et al. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age. Glasgow, Glasgow Caledonian University/JISC. Online at http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf
Chretien, K. C., S. R. Greysen, et al. (2009). "Online Posting of Unprofessional Content by Medical Students." JAMA 302(12): pp1309-1315.
Ellaway, R. (2010). "eMedical Teacher # 38: Digital Professionalism." Medical Teacher 32(8): pp705–707.
Farnan, J. M., J. A. M. Paro, et al. (2009). "The Relationship Status of Digital Media and Professionalism: It’s Complicated " Academic Medicine 84(11): pp1479-1481.
Ferdig, R. E., K. Dawson, et al. (2008). "Medical students’ and residents’ use of online social networking tools: Implications for teaching professionalism in medical education." First Monday 13(9). Online at http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2161/2026
Thompson, L. A., K. Dawson, et al. (2008). "The Intersection of Online Social Networking with Medical Professionalism." J Gen Intern Med 23(7): p954-957.
Mostaghimi,A., Crotty, B.H., “Professionalism in the digital age” Annals of Internal Medicine 19 Apr 2011;154(8):560-562.

References
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
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/
http://openattribute.com

URLs
www.nottingham.ac.uk/xpert/
http://creativecommons.org/
www.jorum.ac.uk/
www.flickr.com/search/advanced/
www.google.com/advanced_image_search/
www.nottingham.ac.uk/xerte/
www.glomaker.org/
http://openlearn.open.ac.uk/

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https://www.medev.ac.uk	71
http://www.medev.heacademy.ac.uk	3
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Porsche workshop Birmingham_june_2011

by SuzanneHardy on Jun 30, 2011

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Porsche workshop Birmingham_june_2011 — Presentation Transcript