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OER11: ACTOR project


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A presentation for the OER11 conference in Manchester, May 2011. This explains what the ACTOR project is all about.

A presentation for the OER11 conference in Manchester, May 2011. This explains what the ACTOR project is all about.

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  • We all know the benefits of OER, how sharing is good for economic reasons, transparency, legal reasons, accessibility… What we wanted to do within *this* project, is to get the message out there to the community…
  • Wenger defines communities of practice as such. Building on the use and re-use of OERs we are concentrating on creating a community of practice which will extend beyond the original partners.
  • So – who are these people? Well. Some of these courses are acredited against the UKPSF - The UK Professional Standards Framework (UKPSF) for teaching and supporting learning, a framework which uses a descriptor-based approach to professional standards. It aligns them to descriptors such as professional activity, core knowledge and professional values. If anyone would like any information about the While they are in competition for students, each PGCertClinEd is run by a small number of dedicated staff committed to diversifying their provision, and there are tens of thousands of potential applicants as NHS leaders required educational supervisors to be ‘ trained ’ .
  • So – what will they do? Well, looking through the material they already have available, they can identify resources that can be made OPEN – and they ’ ll do this using the MEDEV toolkit. (as the PORSCHE project explained, this risk assessment toolkit looks at copyright clearance, patient consent, accessibility and quality assurance – it then allows you to print a record of each resource you ’ ve taken through this process – for audit purposes). They are investigating current institutional policy (where it exists) around opening up educational resources. This way we can document the processes necessary to enable learning resources from the sector to be made ‘ open ’ .
  • Policies and practice: This way we can document the processes necessary to enable learning resources from the sector to be made ‘ open ’ . How do the policies their institutions have in place relate to IPR and consent?
  • Applying CC licences What happens if they move to a new institution and inherit a previous course director ’ s materials. Can they use it? If an academic gets another job in a different institution – can they take their old material (that they designed) with them? These are all issues we are addressing with the ACTOR community Up to 30 credits worth of clinical education materials into Jorum to share.
  • Clinical diaries can be a nightmare for one-2-one meetings, let alone a meeting for all partners (and others) to attend. The project is due to finish (officially) on 31 st August 2011. Thereafter…well, it ’ s a matter of sustainability
  • Motivation so far has been good. Obviously this is a small project and therefore a small amount of funding just covers expenses. With this in mind we considered the following Face-to-face meetings to begin with. Each site visit to partners consisted of a meeting (approx. half a day) to go through the project plans and discuss potential issues or threats to competition of the project. Then a more blended approach was necessary. The use of web 2.0 and social networking tools have been used a lot within this project. Most communication has been online in some format or other. For example….
  • PM s/w – basecamp. Proves useful for most of our MEDEV projects. Used as a central repository for and messages/notes/emails/files relating to the problem. Everyone has a login for it and is advised when any new relevant information appears. We purchased a copy of Elluminate for workshops with run within MEDEV. This has proved extremely useful for hosting online Exec Group/Partner meetings. Elluminate allows video conferencing, participation on screen whiteboards, voting/poll systems. No travel – meeting for up to 90 mins at desk – in this economic climate is a bonus. It also allows webcasting so we can demonstrate resources/toolkits and any new technologies. Skype: Face to face video or audio conference can be invaluable for a quick meeting – say 5mins – to report on any progress to date or to get together to decide on one issue, rather than 20 emails going back and forth. Blogs: MEDEV has an oer-phase-2-blog which takes feeds from individual staff blogs which are tagged with ‘ oer-phase-2 ’ and the PORSCHE and ACTOR blogs. These combine into one big feed which can be syndicate and commented on. If you wish to view ACTOR separately – the URL is shown here.
  • Using Google’s advanced search helps them find openly licenced images Same with Flickr – using the advanced search Xpert is a search tool created at Nottingham university which allows you to search for openly licenced material (images, videos, etc.) which also searches Flickr. It then shows you an easy way to attribute resources and embed them into teaching materials. Xerte has online and desktop tools which allow creation of learning objects that can then be uploaded to blackboard or another VLE GLOmaker is similar in that it has tools to help you create ‘shareable’ content.
  • Nominal funding means that the partners engage voluntarily so there are challenges to the virtual community [For the money we had we could’ve paid one person to create all of these materials – but would they be as good?] A site visit to one partner for 90 mins has proved more valuable than anything else they’ve done in the last year.
  • Our 5 main partners are on board – not only are they disseminating inforamtion about the ACTOR community at conferences much like this – but they are disseminating within their own institutions and this is havinga significant effect on their superiors, their colleagues and their students. Here’s a couple of example of the kind of resources….
  • Example OER resource (video) with example attribution – owner and source clearly identified. ‘ Aspects of Anatomy’ (very West End title!) A professor of anatomy demonstrates various aspects with plastinated specimens
  • Another example from the RVC – an extremely well-behaved virtual dog. you can shine lights / out a finger in front of the eye / or poke it with a cotton bud to judge the reaction and make a diagnosis
  • This is the purpose of the ACTOR project.
  • Transcript

    • 1. OER11, Manchester 11 th May 2011 (Gillian Brown, Education Advisor) Accredited Clinical Teaching Open Resources (ACTOR) Contact: #ukoer #actor #medev cc: by-nc By Maxi Walton
    • 2. 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: #ukoer #actor #medev cc: by-nc By Maxi Walton
    • 3. Sharing openly is good!
      • Use of public funds/money, cost savings, collaboration
      • Transparency and accountability
      • Legally defensible
      • Advantages for student recruitment, learning, satisfaction and retention
      • Equality of access, helping the developing world
      cc: by-nc By Maxi Walton
    • 4. The ACTOR Community of Practice "...groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." (Wenger, 2000) cc: by-nc By Maxi Walton
    • 5.
      • WHO is the community?
      • PG Cert Clin Ed Leads/Tutors
              • (accredited/ or not)
      • Their students
      • Clinicians in NHS settings
      cc: by-nc By Maxi Walton
    • 6.
      • WHAT will they will do?
      • Identify and categorise potential resources
      • Document compliance with MEDEV toolkit
      • Analyse policies and document practice
      • Align resources to the UK Professional Standards Framework
      cc: by-nc By Maxi Walton
    • 7. WHY will they do it?
      • To analyse policies and practice
      • To share and gain access to resources
      • To reduce development work when creating resources from scratch
      cc: by-nc By Maxi Walton
    • 8. WHAT ’ s in it for them?
      • Enhancement of quality in learning and teaching resources
      • Institutional collaboration
      • Advantages for marketing and student retention
      cc: by-nc By Maxi Walton
    • 9. WHAT ’ s in it for them?
      • Learn how to licence materials
      • Knowing where they stand in regard to their own resources
      • >30 credits
      cc: by-nc By Maxi Walton
    • 10. WHEN will they do it?
      • Clinical diaries can be an issue
      • During the remaining months of the project
      • … and thereafter?
      cc: by-nc By Maxi Walton
    • 11. HOW do we sustain a sense of ‘ community ’ for people who only meet online?
      • F2F in beginning and wherever possible
      • Employ web 2.0 technologies/social networking for communication
      cc: by-nc By Maxi Walton
    • 12. Web 2.0 technologies and social networking
      • Tools we ’ ve used so far:
      • Project management software
      • Video conferencing (Elluminate / Adobe Connect)
      • Skype
      • Blogs: http :// blog , http :// /
      cc: by-nc By Maxi Walton
    • 13. What OER tools will facilitate production and sharing of resources?
      • Google
      • Flickr
      • Xpert
      • Xerte
      • GLOmaker
      • Etc…
      cc: by-nc By Maxi Walton
    • 14. You don’t know what you don’t know … especially when there is no time or resource to find out! cc: by-nc By Maxi Walton
    • 15. So far…
      • We ’ re getting there!
      • Slow start – timing of site visits
      • Seeing the benefit of sharing resources within just one institution!
      • Cascade effect
      cc: by-nc By Maxi Walton
    • 16. cc: by-nc By Maxi Walton University of Warwick Anatomy collection as part of their iTunes U presence
    • 17. cc: by-nc By Maxi Walton Royal Veterinary College ‘ocular reflexes’ interactive activity as part of their submission to the Jorum repository
    • 18. Summary
      • Creating a national community while facing a lack of time/resource (clinical diaries)
      • Drawing on the potential that current web 2.0 and social networking technologies can offer
      • A network/community centred around their professional activity – that they feel they ’ ve contributed to
      cc: by-nc By Maxi Walton
    • 19. You don’t know what you don’t know … especially when there is no time or resource to find out! cc: by-nc By Maxi Walton
    • 20. Questions … ? cc: by-nc By Maxi Walton
    • 21. References
      • Adobe Connect (2011) Web Conferencing | Adobe Connect , adobeconnect.html
      • Elluminate (2011) eLearning & Collaboration Solutions :: Elluminate , http://
      • UKPSF (2006) United Kingdom Professional Standards Framework (UKPSF) – The Higher Education Academy ,
      • Wenger, E. (2000) ‘Communities of practice and learning systems’, Organization , Vol. 7, No. 2, pp.225–246.
      cc: by-nc By Maxi Walton
    • 22. cc: by-nc By Maxi Walton This file is made available under a Creative Commons attribution share alike licence . To attribute author/s please include the phrase “ cc: by-sa Gillian Brown, May 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.