Uhmlg2011

Digital professionalism: a barrier to open sharing? New competences, or more of the same? Suzanne Hardy Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine Newcastle University

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/

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 copyright & 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?

Where does this appear?
In order to teach peers and students about online presence:

Information literacy
“ Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner”
Chartered Institute of Library & Information Professionals (CILIP), 2004
www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

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

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

“ 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

“ 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

Towards a digital professionalism: 7 principles
Rachel Ellaway (2010)

Principle #1: establish and sustain an on online professional presence that befits your responsibilities while representing your interests. Be selective in which channels and places you establish a profile.

Principle #2: use privacy controls to manage more personal parts of your online profile and do not make public anything that you would not be comfortable defending as professionally appropriate in a court of law

Principle #3: think carefully and critically about how what you say or do will be perceived by others and act with appropriate restraint

Principle #4: think carefully & critically about how what you say or do reflects on others (individuals & organisations) and act with appropriate restraint

Principle #5: think carefully and critically about how what you say or do will be perceived in years to come; consider every action online as permanent
By Michael Deschenes (Own work) [Public domain], via Wikimedia Commons

Principle #6: be aware of the potential for attack or impersonation, know how to protect your online reputation and what steps to take when it is under threat
Ellaway, 2010

Principle #7: an online community is still a community and you are still a professional

Tools and guidance
How can we help?

23things-cammedlib.blogspot.com/

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

www.medev.ac.uk/ourwork/oer

twitter.com/ambrouk

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.

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: [email_address]

Manage risk by adopting good practice
Know how to find appropriately licenced content
Use the most openly licenced content wherever possible
Attribute 3 rd party material
Explicitly attribute your own work with disclaimer and licence as openly as possible
Pass on good practice to peers and students

Make hidden curricula explicit
Digital professionalism
Academic practice
Information & digital literacies
Base familiarity
Who takes responsibility?

www.medev.ac.uk/oer/ [email_address] twitter.com/glittrgirl twitter.com/hea_medev www.medev.ac.uk/blog/oer-phase-2-blog/

Attribution and disclaimer
This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence .
Please include the following phrase ‘Suzanne Hardy, UHMLG, 21 June 2011’
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.slideshare.net/suzannehardy/

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Uhmlg2011

by SuzanneHardy on Jun 21, 2011

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