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UON SPH OER - Addressing Myths & Motivations
 

UON SPH OER - Addressing Myths & Motivations

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This presentation identifies motivations for and myths about open educational resources. The presentation was shared for a workshop "Open Education for Collaboration, Flexibility, and Global ...

This presentation identifies motivations for and myths about open educational resources. The presentation was shared for a workshop "Open Education for Collaboration, Flexibility, and Global Visibility", which I gave at University of Nairobi on August 27, 2013. All of the materials for the workshop are available at http://openmi.ch/uon-aug2013.

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  • The end goal is not just to circulate and revise content and learning materials, but to circulate new ideas, develop new skills, and foster collaboration and innovation. Some of the benefits of this model include: 1. Saving time – for authors by building on one others’ effort, and for formal and informal learners by having ubiquitous access to educational resources that they can use “Anytime, any place, any pace” (to use an expression from a presentation on Wednesday by Stephanie from KU Leuven in Belgium) 2. Saving money for accessing materials (free to access) 3. Improving quality and relevance of learning content (more eyes to review) (Next)
  • Sometimes existing material does not exist. This was especially true when we started the African Health OER Network in 2008. There was lack of contextually appropriate learning materials, not only in health OER but generally for health for sub-Saharan Africa – not just open but proprietary as well. Many medical textbooks and publications originate in Western countries, and therefore use photographs and examples that are not always suitable for the African context. In an OER from the health sciences, for example, there may be differences in curriculum, clinical practices, cultural sensitivity in patient interactions, and the manifestations of certain diseases, particularly dermatological diseases, on light versus dark skin tones. (Next.)
  • In 2009, the University of Ghana and the University of Michigan developed a set of Caesarean section learning modules which included a video of the surgical procedure being conducted on a local patient in Ghana. (Next.)
  • St. Paul Hospital Millennium Medical College in Ethiopia was interested in the learning modules for their ob/gyn training program. When watching the video, Dr. Lia from Ethiopia realized that the procedure is done slightly different in Ghana than how they teach it locally. In order to address these differences, the professor in Ethiopia, Dr. Lia, chose change only a few key elements: - she added a new video introduction where she introduced the module to her students - she narrated over the existing audio commentary on the surgical videos to provide more context for her students. - she added some additional questions to the self-assessment to confirm that students had listened to her audio commentary about specific procedures followed at St. Paul’s With minimal new recording and only a few new multiple choice questions added, Dr. Lia was able to provide nearly immediate access to high quality learning materials to meet a high priority learning need. The original co-author from Michigan was able to guide Dr. Lia through the adaptation. (Next.)
  • Due to bandwidth limitations, materials are distributed multiple standard and creative ways, online, offline, and sometimes a hybrid. The open educational resources created will be posted on the institutional websites, Saide/OER Africa server in South Africa, and a server in the U.S., the University of Michigan open educational resources website, Open.Michigan (http://open.umich.edu). In order to, to enhance discoverability, we promote the resulting learning materials to directories and repositories around the world using metadata and syndication (such RDFa, RSS feeds, and other data export relationships). In areas with limited Internet connectivity, the resources may also be made shared with participating partner institutions through offline, removable media (e.g., USB drive, DVD). We have even experimented with adapting a learning module originally designed for access on a computer for offline HTML distribution on mobile phones using a micro SD card or by bluetooth. We’re looking at other easily customizable offline distribution models, such as Pirate Box or Library Box, or RaspberryPi (which Marshall Smith mentioned during his keynote yesterday), which can be used to setup a low-cost flexible server that can be accessed by those in range, even without Internet access. Even with the various search engines, there is no complete directory of OER, which means sometimes people don’t know where to start. To address this we, created a human-centric OER Search service, which is similar to a reference service offered by libraries. The request is submitted through an online form at http://openmi.ch/request-health-OER, which includes context about the request. To date, we have received and responded to 22 requests. (Next.) (Learn more at https://open.umich.edu/wiki/Distribution_Flow_and_Model_for_OER)
  • At Michigan, our OER efforts have always included a global component. Part of this is due to the central role of the medical school in OER. The University of Michigan Medical School has a strong history of global health research and education partnerships. Approximately 1/3 of our medical students do part of their clinical training abroad. Both our institutional initiative called Open.Michigan, which is our umbrella initiative for OER and all things open – and one of our flagship projects – the African Health Open Educational Resources Network - were envisioned in 2007 and launched in 2008. These complementary initiatives were intentional by our leadership, who knew that learning resources developed at one institution cannot simply be taken and used by others at another institution, especially not one in another country, without any alteration. Customization and communication is necessary to make materials contextually relevant and meaningful to a new group of educators and learners. (Next)
  • The African Health OER Network project emerged out of the belief that OER could be leveraged to address the health care worker shortage faced by many sub-Saharan African countries. Begin by focusing of the higher education institutions that train health professionals. The founding members included: South African Institute for Distance Education, Kwame Nkrumah University of Science and Technology, University of Ghana, University of Cape Town, University of the Western Cape.
  • The Network has since expanded to include other institutions in Africa. When new institutions join, we are able to bring them into the existing communication channels, so that they can learn from their peers. Some new partners that we have been able to bring in this way: UNIMA UDS UCC AITI-KACE SPHMMC HEALTH Alliance (existing hub to 7 schools of public health) Ethio FMOH (existing hub to 13 other medical schools) Although the Network has Africa in the title, and sub-Saharan Africa remains our regional focus, we welcome participants from around the world. We’ve occasionally had institutions from US, UK, Brazil, Haiti, and elsewhere participate in our in-person or virtual events. Our final Hewlett grant officially ended six months ago, but we have designed the network in a way that have been able to sustain the network. For example, Michigan and OER Africa continue has coordinated quarterly audio conferences for the technology interest groups and has maintained the quarterly newsletter. Each issue of the newsletter consists predominantly of guest articles from individuals and institutions that are part of the Network. Some institutions incorporate open licenses into other grants for content development. It may be worth mentioning that many members participate in other networks - both open content related networks (OCWC, Creative Commons Affiliates) as well as health professional societies.
  • In addition to the creation of new materials, we’ve also seen uses and adaptation of materials from other institutions. There is South to South exchange between African Institution: There have been multiple exchanges of content between the institutions that are part of the Network community Among other examples, Medical residents in Nigeria discovered gynecology surgery videos developed by the University of Ghana, which they integrated into their training. Through student networks in Ghana, medical students at University of Ghana and University of Cape Coast learned of and studied an obstetrics examination module developed by KNUST. There is also South to/from North exchange, that is African to as well as from U.S. and European institutions At Michigan: A U-M professor has used the Buruli ulcer module and clinical microbiology videos from Ghana in his infectious diseases class for first year medical students. Additional, obstetrics and gynecology video-based modules developed by Ghanaian physicians have also been added as supplemental materials for U-M medical students. Open textbooks authored by health professionals in South Africa are available to the U-M community through our library’s print-on-demand service with Espresso Book Machine. These are also in a centralized catalog available to all libraries and organizations that have an Espresso Book Machine. An open access Spanish journal translated and published a lecture from an occupational health module from University of Cape Town. A patient in Croatia discovered an Automated Blood Counts module KNUST online (Next.) Learn more at http://openmi.ch/blog-ahon-remixes
  • The static materials are not the same as the interaction with a lecturer. Many will still pay and enroll in classes b/c of interaction w/ peers and faculty and credentialing. You don’t need an elearning and OER department – integrate OER in your elearning activities by making only a few changes (open.umich.edu/share), e.g. use search.creativecommons.org to find Creative commons stuff instead of just Google. Peer Review examples – MERLOT, MedEdPORTAL, Biomed Central You can give a portion of things way in order to generate interest. Knowledge are an educational materials are an experience good – you don’t know how good it is until you have a look. We have multiple examples where portions were given away and others commercialized (ICD book from nursing, U-M Histology app for ipad, pediatric palliative care videos give away exercises and handouts but charge for full video) Confusing plagiarism with copyright – w/ open licenses you must attribute the author. (Plagiarism is claiming someone else’s work as your own.) Creative Commons works within copyright law. You don't need to register to have copyright - you don't need to fill out a form that goes in some database. All you need to do is select the license, look to make sure you have content within your work (do you have someone else's images?), and the add the license at the bottom. You can use my first slide of PPT as example. Creative Commons licenses have been upheld in Court: http://wiki.creativecommons.org/Case_Law Other barriers to use that people add – Adding technical limitations like watermarks, sharing in non-editable formats like SWF Flash or PDF Putting openly licensed materials behind pay walls Adding additional terms of use (e.g. limited to people in certain professions or locations) People want to create to get their own name out there by creating something new. This doesn’t take advantage of open licenses though. It can save time to build on and adapt someone elses work
  • The static materials are not the same as the interaction with a lecturer. Many will still pay and enroll in classes b/c of interaction w/ peers and faculty and credentialing. You don’t need an elearning and OER department – integrate OER in your elearning activities by making only a few changes (open.umich.edu/share), e.g. use search.creativecommons.org to find Creative commons stuff instead of just Google. Peer Review examples – MERLOT, MedEdPORTAL, Biomed Central You can give a portion of things way in order to generate interest. Knowledge are an educational materials are an experience good – you don’t know how good it is until you have a look. We have multiple examples where portions were given away and others commercialized (ICD book from nursing, U-M Histology app for ipad, pediatric palliative care videos give away exercises and handouts but charge for full video) Confusing plagiarism with copyright – w/ open licenses you must attribute the author. (Plagiarism is claiming someone else’s work as your own.) Creative Commons works within copyright law. You don't need to register to have copyright - you don't need to fill out a form that goes in some database. All you need to do is select the license, look to make sure you have content within your work (do you have someone else's images?), and the add the license at the bottom. You can use my first slide of PPT as example. Creative Commons licenses have been upheld in Court: http://wiki.creativecommons.org/Case_Law Other barriers to use that people add – Adding technical limitations like watermarks, sharing in non-editable formats like SWF Flash or PDF Putting openly licensed materials behind pay walls Adding additional terms of use (e.g. limited to people in certain professions or locations) People want to create to get their own name out there by creating something new. This doesn’t take advantage of open licenses though. It can save time to build on and adapt someone elses work
  • The Network has since expanded to include other institutions in Africa. When new institutions join, we are able to bring them into the existing communication channels, so that they can learn from their peers. Some new partners that we have been able to bring in this way: UNIMA UDS UCC AITI-KACE SPHMMC HEALTH Alliance (existing hub to 7 schools of public health) Ethio FMOH (existing hub to 13 other medical schools) Although the Network has Africa in the title, and sub-Saharan Africa remains our regional focus, we welcome participants from around the world. We’ve occasionally had institutions from US, UK, Brazil, Haiti, and elsewhere participate in our in-person or virtual events. Our final Hewlett grant officially ended six months ago, but we have designed the network in a way that have been able to sustain the network. For example, Michigan and OER Africa continue has coordinated quarterly audio conferences for the technology interest groups and has maintained the quarterly newsletter, which goes out to over 1000 subscribers . Each issue of the newsletter consists predominantly of guest articles from individuals and institutions that are part of the Network. Some institutions incorporate open licenses into other grants for content development. It may be worth mentioning that many members participate in other networks - both open content related networks (OCWC, Creative Commons Affiliates) as well as health professional societies. One reason why the Network has continued to grow. (Next.)

UON SPH OER - Addressing Myths & Motivations UON SPH OER - Addressing Myths & Motivations Presentation Transcript

  • Kathleen Ludewig Omollo University of Michigan - Open.Michigan Initiative Audience: University of Nairobi School of Public Health Download slides: http://openmi.ch/uon-aug2013 Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2013 The Regents of the University of Michigan. 1 Open Education for Collaboration, Flexibility, and Global Visibility
  • Vision of open education Image CC:BY Sherrie Thai (Flickr circulate new ideas develop new skills foster collaboration and innovation 2
  • Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology It can be difficult to find relevant materials. When you look in textbooks it’s difficult to find African cases. [S]ometimes it can be confusing when you see something that you see on white skin so nicely and very easy to pick up, but on the dark skin it has a different manifestation that may be difficult to 3
  • 4Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg. Flexibility of Content Image CC:BY NC University of Ghana and Cary Englebe 4
  • 5Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg. Flexibility of Content Image CC:BY NC St. Paul Hospital Millennium Medial College (Ethiopia University of Ghana, Cary Engleberg (placeholder to Lia) 5
  • Flexibility of Content 6
  • High Visibility 7
  • High Visibility 8 Inclusion in first page of search results
  • Recognition 9
  • Cost Savings 10 Slide from: http://wcet.wiche.edu/connect/oer-webcast
  • Cost Savings 11 Slide from: http://wcet.wiche.edu/connect/oer-webcast
  • “Through the Health Open Educational Resources program, we are transforming our health curriculum to provide students with richer learning experiences and strengthening their ability to practice in a global health context.” James O. Woolliscroft, Collaboration: Local + Global Benefits Image CC:BY tuppus (Flickr) 12
  • 13 Advance health education in Africa by: •Creating and promoting free, openly licensed teaching materials created by Africans to share knowledge •Identifying and addressing curriculum gaps •Bridging health education communities Collaboration: African Health OER Network 13
  • 14 14 African Health OER Network, est. 2008 14
  • African Health OER Network, Current 15
  • “We have limited resources but because of the Internet, we can share. The South has diseases [the Global North] knows nothing about. Our materials are relevant to us and in the North.” Professor at Partner Institution in South Africa Exchange of knowledge 16 mage Public Domain by kuba (OpenClipArt) Learn more: http://openmi.ch/blog-ahon-
  • Image CC:BY-SA opensourceway (Flickr Dispelling Myths Myth that open content is separate from regular materials development Myth open licenses & peer review cannot coexist Myth that open licenses cannot coexist with print or commercialized complements 17
  • Image CC:BY-SA opensourceway (Flickr Addressing Misunderstandings & Fears Misunderstanding of authors’ or institutionals rights when signing publishing agreements Misunderstanding of copyright Misunderstanding of plagiarism Fear that open education will drive out face to face interactions or formal education 18
  • Questions? 19