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HELTASA conference 2012 slideshare


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Undergraduate Health Science students can be users and producers of Open Educational Resources (OER). These slides were presented at the HELTASA conference held in Nov 2012 at Stellenbosch University, Western Cape, South Africa. They explain how and why we are introducing students to OER in the Health Sciences Faculty at the University of Cape Town.

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HELTASA conference 2012 slideshare

  1. 1. Opening up new ways as students engage withOpen Educational Resources (OER) @ HELTASA 2012 Veronica MitchellEducation Development Unit, Health Sciences Faculty University of Cape Town, South Africa
  2. 2. Philosophy of openness CC.BY-ND
  3. 3. Open Scholarship @ UCT What Why How Educational theory ? A changing educational landscape
  4. 4. Commitment to Commitment to openness openness 2011 Signi n g th e Berlin Decla ration 2012 2007Images from
  5. 5. What are we doing?
  6. 6. What is happening? our classrooms?
  7. 7. Why? Our networked society Photo by SJCckell
  8. 8. What is OER? Knowledge for the public good Students’ perspective Illustration by Stacey Stent @ UCT
  9. 9. Sharingchocolate vs knowledge Photo by Veronica Mitchell
  10. 10. Resources In networked society Social media Websites Blogs etc Icons by
  11. 11. in the Health Sciences FacultyNew waysthatmatterSelf-organizationas a learner Image: David Castillo Dominici / 3d Man With Multiple Arrow Paths"vv/
  12. 12. Opening up new opportunities for learning Created by Shihaam Shaikh
  13. 13. Abundance of content Onlin Self inquiry e ope n con t ent
  14. 14. Shifting pedagogy Value Sharing quality s o f on line o p en co n tent Value inversion Online education as poor relation high status participation of elite universities Pedagogy Quality as fitness for purpose Online Accessible rather than doubtful quality Size & shape Expansion at all levels
  15. 15. UNESCO-COL GUIDELINES“OER are teaching, learning, andresearch materials in any mediumthat reside in the public domain orhave been released under an openlicence that permits their free useand, in some instances,re-purposing by others.The use of open file formatsimproves access and reuse potentialof OERs which are developed andpublished digitally 
  16. 16. Openness
  17. 17. Reuse, Remix, Revise Sourcing images: Yale University
  18. 18. Reuse, Remix, ReviseSourcing images Centre for Disease Control and Prevention Public Health Image library Searc h ed: E mphy sema
  19. 19. Reuse, Remix, Revise Sourcing images UCT Open Content Self s tu dy fo r stud ents
  20. 20. Reuse, Remix, ReviseUCT Open Content
  21. 21. UNESCO-COL GUIDELINES Suggest that student bodies:  Familiarize themselves  Undertake advocacy  Encourage publication / redistribution  Quality assessment through social networks  Engage with institution re ICT connectivity  Actively support and promote OER
  22. 22. Copyright Previously copyright was binaryAll rights retained vs public domain restricted vs open
  23. 23. Copyright Now alternative licensing options Internet enables … Some rights reserved
  24. 24. Where are we heading? Stacey Stent illustration 2010
  25. 25. Workshop@UCTOER4Us Digital Discourse for Students in theHealth Sciences Faculty 2012 Veronica Mitchell & Nicole Southgate Carpeted_Commons.jpg
  26. 26. Students feedback… eneficial ful / bVery help expo sure New of o thers work espe ct the earnt to r L ation i nform of sharing port ance Im
  27. 27. Workshops: Digital professionalism Self regulation 206859.pdf
  28. 28. Publications / Redistributing Video recording: Fertility discussion for HIV+ women Year 3 medical students In Women’s Health block Affordance of the internet Peer-to-Peer teaching beyond the UCT classroom
  29. 29. Students’ informed consent
  30. 30. Theoretical frames Basil Bernstein< Power – weaker classification < Control – weaker framing > Porosity of boundaries
  31. 31. Theoretical frames Ronald Barnett UCT June 2012 Supercomplexity A Will to Learn Lifewide LearningCurricula in professional subjects (Barnett & Coate 2005:77)
  32. 32. Theoretical framesStewart MenninComplex Adaptive Systems Stacey Matrix Ralph Staceys Agreement & Certainty MatrixZimmerman, B., Lindberg, C., & Plsek, P. (2001). Edgeware: insights from complexity science for health care leaders. Irving, Texas: VHA .
  33. 33. Theoretical framesYrjo Engeström Activity Theory Activity theory as a potential framework for technology research in an unequal terrain J. Hardman
  34. 34. BenefitsExpanding horizons of knowledge & experiencesSharing & building knowledgeOpenness & transparencyPersonal agencyIncreased potential learning resourcesUp to date informationBuilding online Community of Practice
  35. 35. Caution / Protection User / p ro duce Copyrights r Institutional IP policies Ethics Reliability
  36. 36. Educational landscape? ?“[moving] from cultivating walled gardens to supporting do-it-yourself landscapes Learner Weblog Education and Learning weblog landscape-of-change-part-5-questions-openness-with-mooc/ John Mak’s blog on Connectivism .
  37. 37. Acknowledgements to: Greg Doyle Sam Lee Pan Nicole Southgate Tamzyn Suliaman Laura CzerniewiczImage by Shihaam Shaikh 2011 Shihaam Shaikh Glenda Cox Cheryl Hodgkinson-WilliamsThank you Stacey Stent
  38. 38. ReferencesBarnett, R. 2000. Supercomplexity and the curriculum.Studies in higher education. 25.3: 255-265.Barnett. R. & Coate, K. 2005. Engaging the higher curriculum in higher education. SRHE& Open University Press. London.Bernstein, B. 2000. Pedagogy, symbolic control and identity: Theory, research andcritique: The pedagogic device. Revised edition, Rowman & Littlefield Publishers, Inc.Lanham.Mennin, S. 2010. Self-organisation, integration and curriculum in the complex world ofmedical education. Medical Education. 44:20-20.Engeström, Y. 2001. Expansive Learning at Work: toward an activity theoreticalreconceptualization. Journal of Education and Work. 14:1.Wiley, D. (2009) Open education license draft.Available on:
  39. 39. Opening up new ways as students engage with Open Educational Resources by Veronica Mitchell is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 2.5 South Africa License Veronica Mitchell Education Development Unit, Health Sciences Faculty University of Cape Town, South Africa