NHS.netvs JANET means that what students have access to from academic settings differs greatly from NHS/clinical settings.This has taught us some very valuable lessons in accessibility.Not one NHS – many NHSs – SHAs, PCTS, etc all have their own local implementations and guidance.Plus there is a National Learning Management System – open only to those on NHS payrollAnd local LMSs – which can cater for non NHS payroll staff – such as Doctors in training, student nurses and medics etcGives a discrepancy for prequalified staff who can’t access training materials mandated – as these reside in the NLMS to which they have no access.The NHS eLearning Repository was a solution to house content which could be then accessed from either system, or indeed from outside NHS.net. Seen by SHAs as a useful repository.Wanted to help NeLR find a home for the content in the repository but needed to go through same quality audit process as we had done with OOER partners in HE.Not a great deal of existing sharing in NHS.Little knowledge of open licensing and copyright/IPR.Feeling that HEIs much further forward then NHS.However, eLfH had done significant work in this area for its content – all created for this system, but all locked down.Culture of necessity to make money by selling content – currently being exacerbated by cuts to NHS budgets.Disparate policies and procedures, no central edict on ownership and licensing. Students have varied access to what they need.Staff delivery of curriculum complicated by honorary contracts in both directions: NHS employed staff contracted to deliver HE, HE employed staff contracted to deliver NHS training.Sharing naturally happens in ‘tribes’ or specialties. Not formally recognised as ‘open practice’ but good practice does exist. Down to curiosity of how peers tackle things? Keeping an eye on the competition? Altruism in sharing for the good of patients and carers. The NHS in England is now using Open Athens MD. As this can support federated access then there should be potential for federated NHS access to Jorum if this hasn't been explored already. NHS Evidence is also supporting a task and finish group to see whether University students and staff could get federated access to NHS core library content i.e. using their University credentials. If this can define the suitable attributes to identify the appropriate staff and students then this might assist federated access to the NHS eLearning Repository from students and health related academics. This has not taken place within the life of the PORSCHE project.The N3 JANET Gateway Phase II projects are investigating whether NHS smartcard credentials could be made available as an identity provider for federated access. A "sandpit" proof of concept exercise on this has yet to conducted, thus this remains a long-term aim. Developments will be monitored through continued involvement with the NHS-HE Forum, and will be reported via the MEDEV website.The NeLR is currently running the Athens Agent. This software predates OpenAthens SP and therefore cannot directly enable federated access management technology at this time.BUTThere was a desire to share more openlyTo find out if the current use of CC was rightTo scan content and check against risk factorsTo encourage better practice and knowledge of consent, copyright, ownership and licensing.
Answer: only Jorum whitelisted, during course of our project, but must be implemented locally. Priority for limited bandwidth is patient information and communication, which means at lunchtime when staff permitted to access internet – system crawls to a halt. Some trusts still block images from websites, and IE7 often default browser. No one has admin rights on their desktop machine and memory sticks, for transporting PPTs etc around must be sanctionned by IT and are encrypted.Highlighted when I went to do some peer observation of teaching and students difficulties in presenting a simple PPT.Natalie Lafferty and Andrew Howe at Dundee have written about this for the NHS-HE forum – see URL1
So our challenges were to investigate open practice in the NHS and across NHS/HEI boundariesWe did find quite a bit – there were some great resources which we were keen to share – but lack of understanding about ownership and licensing meant that our open collection was small.We then focussed on the kind of staff development workshops that Ana and Helen have described – raising awareness of copyright, ownership, licensing and consent using a cascade model via SHA eLearning leads, and a proactive dissemination programme.All presentations were made available on Slideshare and CC licensed – we are told uptake and reuse of these has been good in SHAs and that the slides have been repurposed in staff development sessions.Contractual barriers are a major challenge – if a resource is created by NHS employee, who is contracted to deliver it via an honorary contract in HE setting – who owns the materials?Digital literacy means different things to different people.Getting the majority of staff to admit they need help with upskilling themselves is potentially majorly disruptive and costly.Fear of what will be found if the stone is left unturned.People are embarrassed to admit they don’t know how to use the machine on their desk – they feel they are supposed to know.Little staff development focus on ‘digital fluency’.Lack of connection between research practice and learning and teaching practice. And Litle incentive to connect them.Perception that it’ll take time to upskiill – time people don’t have.Is this an excuse for fear of engagement?There is different terminology in the NHS and HE – and any jargon is off putting.
Change needed from top down and from grass roots.Lots more workshops on copyright.Lots more places to share good practice, informally and formally.Lots more pointers to finding openly licensed content.Use students and the curriculum to drive change – we focus on professionalism part of the curriculum in medicine, dentistry and veterinary medicine, which is examined and important.Wherever we can we should be actively encouraging advocacy and drivers for change.We need to make doing this stuff as easy as possible – so that not doing it becomes a chore.Draw on analogies from other parts of professional life, like citation and attribution in research.Avoid jargon or trendy terminology. Stop talking about OER and open practice, and concentrate on good practice, Feels less of a paradigm shift for the majority and something they can more easily strive for and work towards.Encourage informal sharing: medical librarians use teachmeets and 23 web 2.0 things to upskill and share in bite sized chunks. Less intimidating. Learning with others, sharing small things works.Use fun social informal locally organised forums to instigate change.It’s easier to admit you don’t know something with friends and colleagues in the same position. Also people really like talking about their teaching!Involve students all the way.
On the website you can find fullreports, a beginners guide to OER, and the Risk-Kit. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies.
Jiscel11 open practice_sh
Open practice across sectors: humanand animal healthcare. Lessons from ACTOR and PORSCHE Suzanne Hardy School of Medical Sciences Education Development, Newcastle University
Existing culture JISC Innovating eLearning 2011: Learning in25 November 2011 #jiscel11 2 transition - open practice across sectors
Which of these can be accessed from nhs.net?a. YouTubeb. Facebookc. Twitterd. Slidesharee. Jorum JISC Innovating eLearning 2011: Learning in25 November 2011 #jiscel11 3 transition - open practice across sectors
Challenges JISC Innovating eLearning 2011: Learning in25 November 2011 #jiscel11 4 transition - open practice across sectors
Ideas JISC Innovating eLearning 2011: Learning in25 November 2011 #jiscel11 5 transition - open practice across sectors
firstname.lastname@example.org twitter.com/hea_medev twitter.com/glittrgirl skype: glitt3rgirl www.medev.ac.uk/ourwork/oer/ JISC Innovating eLearning 2011: Learning in25 November 2011 #jiscel11 6 transition - open practice across sectors