PORSCHE NHS eLearning Repository Copyright Consent Good Practice


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PORSCHE NHS eLearning Repository Copyright Consent Good Practice

  1. 1. Open educational resources - using and creating sharable teaching materials in health care - findings of the PORSCHE OER project<br />Kate Lomax<br />NeLR, London Deanery<br />Lindsay Wood, [Suzanne Hardy], [Megan Quentin-Baxter]<br />HEA MEDEV<br />
  2. 2.
  3. 3. Programme<br />
  4. 4.
  5. 5. "digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”<br />Hylén, Jan (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Paris, France: OECD Publishing. p. 30<br />
  6. 6. NHS context<br /><ul><li>Endless organisational change
  7. 7. increased local ownership of education and training provision.
  8. 8. Simulation, eLearning and emerging technologies – TEL framework
  9. 9. shift towards skills networks, healthcare professionals empowered to deliver results</li></ul>"Times they are a'changing" AGAIN! (http://www.flickr.com/photos/lwr/4018985290/) / LEOL30 (http://www.flickr.com/photos/lwr/) / CC BY-NC-SA 2.0 (http://creativecommons.org/licenses/by-nc-sa/2.0/)<br />
  10. 10. Is there room for OER in the NHS?<br />Pressures for commercial partnerships and income generation opportunities<br />But also <br />doing at a national level only what is best done at a national level – leavingmaximum opportunities for flexible, local implementation and innovation;<br />
  11. 11. Do once and share- making the best use of scarce resources<br />
  12. 12. Making the case for OERs<br />removing barriers and disciplinary silos of training and education resources. <br />reduces duplication <br />supports cross-institutional sharing <br />promotes the concept of lifelong learning <br />supports discovery of most used/highest quality resources <br />Good intentions: improving the evidence base in support of sharing learning materials Lou McGill, Sarah Currier, Charles Duncan, Peter Douglas http://ie-repository.jisc.ac.uk/265/1/goodintentionspublic.pdf<br />
  13. 13.
  14. 14. OOER<br />organising open educational resources<br /><ul><li> Guidance and toolkits for institutional policy, consent, copyright and IPR, quality and pedagogy.
  15. 15. 2000 resources uploaded to www.jorum.ac.uk
  16. 16. Recommendations included:
  17. 17. Authors ‘hallmark’ all content (whether to be made open or not) with CC licences
  18. 18. Consent everything (even where ownership and patient/non-patient rights appear clear) and store copies of consent with resource
  19. 19. Review institutional policies against good practice risk-assessment tools
  20. 20. UK HE enter into dialogue with publishers to increase potential for third party upstream rights (especially images, music and video)
  21. 21. Establish staff reward system (for recognition of sharing & reusing resources, PDRs, promotion criteria, etc.)</li></ul>www.medev.ac.uk/oer/<br />#ukoer #ooer #medev<br />contact: suzanne@medev.ac.uk<br />
  22. 22. Institutional policy recommendations<br />That authors should ‘hallmark’ all their content with e.g. CC licences(e.g. CC ‘by’ attribution only) <br />Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent in NHS record (patients) or with resource<br />Review institutional policies against good practice<br />Include disclaimers in resources<br />UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights<br />Seek to replace, over time, any questionable material<br />Have sophisticated‘take-down’policies<br />
  23. 23. Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE)<br />Seamless access to academic and clinical elearning resources<br />cc: by Tony the Misfit<br />http://www.flickr.com/photos/tonythemisfit/2580913560/<br />contact: lindsay@medev.ac.uk <br />www.medev.ac.uk/ourwork/oer/ <br />#porscheoer #ukoer #medev<br />
  24. 24. 3<br />www.jorum.ac.uk<br />www.elearningrepository.nhs.uk/<br />
  25. 25. 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.<br />consent commons<br />
  26. 26. Clinical setting<br />Academic setting<br /><ul><li> Recordings incorporated into educational event
  27. 27. Uploaded to VLE
  28. 28. No evidence of consent
  29. 29. No access to patient record
  30. 30. Location of risk unclear
  31. 31. Doctor collects consent
  32. 32. Recordings taken
  33. 33. Consent for recordings stored with patient record
  34. 34. Clear guidance available</li></ul>We all want to do the right thing!<br />
  35. 35. Proposing a “Consent Commons”<br /><ul><li>A human subject version of Creative Commons
  36. 36. Accepts a basic human right to refuse their image/voice appearing and, where they have previously consented, their right to withdraw their consent
  37. 37. Would work like Creative Commons in that you hallmark material with the consent status and when consent needs to be reviewed (if ever)
  38. 38. Has levels of release (e.g. Closed; ‘medic restrict’; review [date]; fully open)
  39. 39. Terms of the consent needs to be stored with/near the resource</li></ul>www.medev.ac.uk<br />
  40. 40. Accredited Clinical Teaching Open Resources (ACTOR)<br />Partners: <br />University of Bristol, University of Cambridge, <br />Hull York Medical School, Newcastle University,<br />Peninsula College of Medicine and Dentistry.<br />www.medev.ac.uk/oer/<br />#ukoer #actor #medev<br />cc: by-nc By Maxi Walton<br />http://www.flickr.com/photos/maxiwalton/898138774/<br />Contact: gillian@medev.ac.uk<br />
  41. 41.
  42. 42. Icebreaker<br />
  43. 43. personal experiences of current practice<br />Breakout: group work (20 minutes)<br />
  44. 44. Feedback to group<br />
  45. 45. Pre-workshop areas of interest<br />“appropriate and accurate”<br />“what you don't know”<br />“separating the facts”<br />“pros and cons of sharing e-learning”<br />“responsible for the authenticity of the content “<br />“use of images and other materials - copyright issues”<br />“sharing and copyright issues”<br />
  46. 46.
  47. 47. CONSENT<br />
  48. 48. www.medev.ac.uk<br />October 2010 cc: by-sa<br />
  49. 49.
  50. 50. MEDEV’s value statement from the OOER project shows some of the benefits of developing open educational resources.  <br />These include:<br /><ul><li>enhancing the quality of learning and teaching resources
  51. 51. financial benefits
  52. 52. benefits for institutions, and collaboration between institutions
  53. 53. potential advantages for student recruitment, satisfaction, and retention</li></ul>Sharing openly: benefits<br />www.medev.ac.uk/ourwork/oer/value/<br />
  54. 54. Sharing openly is good<br />50%<br /><ul><li>Public money
  55. 55. Transparency and accountability
  56. 56. Equality of access
  57. 57. Increased utility
  58. 58. Increased applications & better retention
  59. 59. Recent blog post: It turns out students do use OER and it does save time http://blogs.nottingham.ac.uk/learningtechnology/2011/02/08/it-turns-out-that-oer-does-save-time-and-students-do-use-them/</li></ul>www.medev.ac.uk/ourwork/oer/value/<br />
  60. 60. One of the benefits of being explicitly ‘open’ is that it removes the need for people to ask before re-using stuff. Without it, everything boils down to ‘am I allowed to do this?’ type question and many forms of re-use will stop at that hurdle because the costs of getting the answer are too great<br />Andy Powell comment on David Wiley’s blog<br />http://opencontent.org/blog/archives/1735<br />
  61. 61. Mitigating risk by adopting good practice <br />to save time and money<br />OER is irrelevant<br />(but a nice by-product )<br />
  62. 62.
  63. 63. IPR & Copyright issues<br />Open Educational Resources<br />
  64. 64. Intellectual property rights (IPR)<br /><ul><li>There are four main types of IP rights
  65. 65. Patents protect what makes things work (e.g. engine parts, chemical formulas)
  66. 66. Trade marks are signs (like words and logos) that distinguish goods and services in the marketplace
  67. 67. Designs protect the appearance of a product/logo, from the shape of an aeroplane to a fashion item
  68. 68. Copyright is an automatic right which applies whenthe work is expressed (fixed, written or recorded)
  69. 69. Copyright, Design and Patents Act, 1988
  70. 70. Copyright arises automatically when an original idea (author uses some judgment or skill) is expressed/created
  71. 71. www.ipo.gov.uk</li></li></ul><li>Who owns copyright?<br /><ul><li>The owner of the copyright is the person (or persons, if jointly owned) who created/expressed it, i.e. the author (writer, composer, artist, producer, publisher, etc.)
  72. 72. Original literary works such as novels or poems
  73. 73. Original dramatic works such as dance
  74. 74. Original musical works, i.e. the musical notes
  75. 75. Original artistic works such as graphic works (paintings, drawings etc.), photographs and sculptures, including sound recordings, films and broadcasts
  76. 76. Typographical arrangements of published editions
  77. 77. An exception is an employee who creates a work in the course of their employment (employer owns)
  78. 78. www.cla.co.uk</li></li></ul><li>What rights does a copyright owner have?<br /><ul><li>A copyright owner has economic and moral rights
  79. 79. Economic rights cover copyright owner acts, including rights to copy the work, distribute (e.g. making it available on-line), rent, lend, perform, show, or adapt it
  80. 80. Owners can waive, assign, licence or sell the ownership of their economic rights
  81. 81. Moral rights can be waived (but not licensed or assigned) and include the right to
  82. 82. Be identified as the author
  83. 83. Deny a work (that an author did not create)
  84. 84. Object to derogatory treatment of the work
  85. 85. www.cla.co.uk</li></li></ul><li>Copyright infringement<br /><ul><li>It is an infringement of copyright (in relation to a substantial part of a work) without the permission or authorisation of the copyright owner, to
  86. 86. Copy it and/or issue copies of it to the public
  87. 87. Rent or lend it to the public
  88. 88. Perform or show it in public
  89. 89. Communicate it to the public
  90. 90. Secondary infringement may occur if someone, without permission, imports, possesses or deals with an infringing copy, or provides the means for making it
  91. 91. Material found on the internet is subject to copyright
  92. 92. www.cla.co.uk</li></li></ul><li>Exceptions<br /><ul><li>You may copy copyright works if
  93. 93. Copyright has expired (e.g. for literary, dramatic, musical or artistic works = 70 years from when the last author dies)
  94. 94. Your use of the work (which must be acknowledged) is fair dealing as defined under the 1988 Copyright Designs and Patents Act (UK)
  95. 95. Your use of the work is covered under a licensing scheme that you and the copyright holder have subscribed to
  96. 96. The copyright owner has given you permission
  97. 97. www.copyrightservice.co.uk</li></li></ul><li>Obtaining clearance to use copyright material<br /><ul><li>For permission to copy, contact the copyright owner in writing and specify
  98. 98. The material you wish use (title, author name etc.)
  99. 99. The exact content to be duplicated (i.e. page numbers)
  100. 100. The number of copies you wish to make
  101. 101. How the copies will be used (i.e. for an event, course work)
  102. 102. Who the copies will be distributed to (i.e. students)
  103. 103. For most published works this will be the publisher
  104. 104. Permission is needed for each and every purpose
  105. 105. Fees may be charged to copy the item, or for administering the request to copy the item
  106. 106. www.cla.co.uk</li></li></ul><li>Fair dealing<br /><ul><li>Your use of the work (which must be acknowledged) is fair dealing as defined under the 1988 Copyright Designs and Patents Act (UK)
  107. 107. Research and private study
  108. 108. Instruction or examination
  109. 109. Criticism or review
  110. 110. News reporting
  111. 111. Incidental inclusion
  112. 112. Accessibility for someone with, e.g. a visual impairment
  113. 113. There is no simple formula or % that can be applied –instead use licencedmaterials, or ask for permission
  114. 114. www.copyrightservice.co.uk</li></li></ul><li>Using licenced works<br /><ul><li>A licence (a set of rules) describes how copyright items may be used by others
  115. 115. Licensing schemes (such as Creative Commons) that both authors (owners) and users can access for free
  116. 116. If both sides observe the rules then both parties are instantly protected
  117. 117. Owners licence others to use their content
  118. 118. Users obey the terms of the licence
  119. 119. Creative Commons provides different licences that can be combined together
  120. 120. Policies can be developed to guide owners what licences to use </li></li></ul><li>
  121. 121. Introduction to open licensing and creative commons<br />Open Educational Resources<br />
  122. 122. http://creativecommons.org/<br />
  123. 123. <br />
  124. 124. Creative Commons: creativecommons.org/about/licenses/<br />
  125. 125. Other open licensing models? <br />Open Government license<br />e.g. from the Department of Health website:<br />http://www.dh.gov.uk/en/Copyright/DH_4067693<br />
  126. 126. http://www.nationalarchives.gov.uk/information-management/uk-gov-licensing-framework.htm<br />
  127. 127. Demonstration of finding openly licensed resources online<br />Open Educational Resources<br />
  128. 128.
  129. 129. www.jorum.ac.uk<br />
  130. 130. MedEdPORTAL<br />Live demo<br />http://www.mededportal.org/<br />
  131. 131.
  132. 132. www.nottingham.ac.uk/xpert/<br />
  133. 133. www.google.co.uk/<br />
  134. 134. http://creativecommons.org/<br />
  135. 135. Medical images ? <br />
  136. 136. Remember to check the terms and conditions<br />http://www.photolibrary.nhs.uk/TermsAndConditions.php<br />
  137. 137. Open Educational Resources<br />Recordings of people (especially patients and their families, healthcare workers, actors, students, etc.) in learning materials <br />
  138. 138. Consent as distinct from IPR<br /><ul><li>Defined by the 8 principles in the Data Protection Act 1998 (and Human Rights Act 1998)
  139. 139. Recognises the need for more sophisticated management of consent for recordings of people (stills, videos, audios, etc.)
  140. 140. Teachers (academics, clinicians, practice/work based learning tutors, etc.)
  141. 141. Students and ‘product placement’ (branded items)
  142. 142. Role players/actors/performers/hired help (including recording crew)
  143. 143. Patients/patient families/care workers/support staff/members of public in healthcare settings (sensitive personal data)
  144. 144. GMC guidelines for consent/patient recordings</li></li></ul><li>Considerations<br />People<br />Patients (children and vulnerable adults)<br />Dead people/patients (children and vulnerable adults)<br />Existing recordings (already exist)<br />New recordings (that you are planning to make)<br />
  145. 145. Consent for use in teaching<br />Patient or non-patient participation in the development of teaching materials is not ‘in their best interests’<br />If it can be copied digitally then you have to assume that it is ‘open’ <br />There is no such thing as ‘anonymising’ patient or other information <br />
  146. 146. The Data Protection Act (1998)<br /><ul><li>Schedule 1 states:
  147. 147. "1 Personal data shall be processed fairly and lawfully and, in particular, shall not be processed unless -
  148. 148. (a) at least one of the conditions in Schedule 2 is met, and
  149. 149. (b) in the case of sensitive personal data, at least one of the conditions in Schedule 3 is also met."</li></li></ul><li>The Data Protection Act (1998)<br /><ul><li>Schedule 2 states (paraphrased in [], emphasis added)
  150. 150. "Conditions relevant for purposes of the first principle: processing of any personal data
  151. 151. 1 The data subject has given his consent to the processing.
  152. 152. 2 The processing is necessary - [for any of the above (schedule 2) plus the purpose of performing any right or obligation which is conferred or imposed by law on the data controller in connection with employment; in order to protect the vital interests of the data subject including where consent has been unreasonably with held, or another person in a case where consent cannot be be given or the data controller cannot reasonably be expected to obtain the consent; processing is carried out by a body or association which is not established or conducted for profit and exists for political, philosophical, religious or trade-union purposes, safeguards the rights and freedoms of data subjects and is not disclosed to third parties without consent.]”</li></li></ul><li>The Data Protection Act (1998)<br />Schedule 3 states (paraphrased in [], emphasis added)<br />"Conditions relevant for purposes of the first principle: processing of any sensitive personal data<br />1 The data subject has given his explicit consent to the processing.<br />2 The processing is necessary - [for the purpose of entering a into contract; compliance with some legal obligation; to protect the vital interests of the data subject; for the administration of justice; for the exercise of any function of: houses of parliament, conferred on any person or under any enactment, Crown, a Minister of the Crown or government department, exercised in the public interest of any person; for the purposes of legitimate interests by the data controller except where prejudice the legitimate interests of the data subject; the Secretary of State has specified particular circumstances.]”<br />
  153. 153. GMC guidance<br />Making and using visual and audio recordings of patients 2001<br />Referred to clinical care and research, did not refer to teaching<br />Making and using visual and audio recordings of patients 2011 <br />Does refer to teaching<br />
  154. 154.
  155. 155. GMC principles<br />When making or using recordings you must respect patients’ privacy and dignity, and their right to make or participate in decisions that affect them. This means that you must:<br /><ul><li>give patients the information they want, or need, about the purpose of the recording
  156. 156. make recordings only where you have appropriate consent or other valid authority for doing so
  157. 157. ensure that patients are under no pressure to give their consent for the recording to be made
  158. 158. where practicable, stop the recording if the patient asks you to, or if it is having an adverse effect on the consultation or treatment
  159. 159. anonymiseor code recordings before using or disclosing them for a secondary purpose, if this is practicable and will serve the purpose
  160. 160. disclose or use recordings from which patients may be identifiable only with consent or other valid authority for doing so
  161. 161. make appropriate secure arrangements for storing recordings
  162. 162. be familiar with, and follow, the law and local guidance and procedures that apply where you work.</li></li></ul><li>GMC principles<br />And you must not:<br />make, or participate in making, recordings against a patient’s wishes, or where a recording may cause the patient harm<br />disclose or use recordings for purposes outside the scope of the original consent without obtaining further consent (except in the circumstances set out in paragraphs 10 and 15-17).<br />
  163. 163. GMC states<br /><ul><li>Consent to make the recordings listed below will be implicit in the consent given to the investigation or treatment, and does not need to be obtained separately.
  164. 164. Images of internal organs or structures
  165. 165. Images of pathology slides
  166. 166. Laparoscopic and endoscopic images
  167. 167. Recordings of organ functions
  168. 168. Ultrasound images
  169. 169. X-rays</li></li></ul><li>NHS states<br /><ul><li>Patients are any person or people currently in receipt of healthcare treatment, or who has/have been in receipt of healthcare treatment.
  170. 170. Children and vulnerable adults may or may not be in healthcare treatment but should always be considered under the 'sensitive' part of the Data Protection Act 1998.
  171. 171. The NHS guidelines recommend at least three or possibly four (Scotland) levels of consent, ranging from none to 'publication' NHS level III consent.
  172. 172. "Many NHS Trusts have patient consent forms which specifically designate 'level III consent' (public access including the internet). If this applies, then Open Access in the sense of sharing materials publicly clearly would fall within this permission.
  173. 173. Level I consent is for use within the patient record only.
  174. 174. Level II consent is for teaching and learning but with restricted access only.
  175. 175. Level III consent is usually for open access and in the public domain."</li></li></ul><li>Issues<br />Where to store copies of consent?<br />Withdrawing consent?<br />How to find properly consented materials?<br />What is the advice in relation to lecture capture?<br />
  176. 176. Policies, disclaimers and risk<br /><ul><li>In order to safeguard yourself against litigation for copyright or data protection (consent) violation
  177. 177. Have a policy/disclaimer
  178. 178. Clearly publish your policy and keep it up to date
  179. 179. Train your staff in the use of the policy
  180. 180. Follow your policy (do what you say you will do)
  181. 181. You may also want a disclaimer ‘this resource has been provided… use it at your own risk. If you have any concerns about any material appearing in this resource please contact…’
  182. 182. Actively manage your risks
  183. 183. Take out liability insurance </li></li></ul><li>www.medev.ac.uk<br />October 2010 cc: by-sa<br />
  184. 184. Institutional policy recommendations<br /><ul><li>That authors should ‘hallmark’ all their content with e.g. CC licences(e.g. CC ‘by’ attribution only)
  185. 185. Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent in NHS record (patients) or with resource
  186. 186. Review institutional policies against good practice
  187. 187. Include disclaimers in resources
  188. 188. UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights
  189. 189. Seek to replace, over time, any questionable material
  190. 190. Have sophisticated‘take-down’policies</li></li></ul><li>Using OER TOOLKITS<br />Open Educational Resources<br />
  191. 191. e-Learning resource ‘’elements’’ and source<br />Wipe board activity<br />Clinician? <br />NHS/HE contract?<br />In-house filming/<br />external contractor?<br />Contract?<br />Original <br />content?<br />Permission to film from Trust, etc.?<br />Staff, students, <br />public, relatives, etc.?<br />Role-player,<br /> patient?<br />
  192. 192. www.medev.ac.uk<br />MEDEV good practice toolkit<br />learning resource metadata collection<br />content comparison against good practice guidance on copyright/IPR, consent and quality assurance<br />sign-off/auditing<br />learning resource ‘put in many places’ syndication through APIs<br />
  193. 193. MEDEV good practice risk assessment toolkit<br />www.medev.ac.uk/ourwork/oer/toolkits/<br />
  194. 194. www.medev.ac.uk/ourwork/oer<br />
  195. 195.
  196. 196.
  197. 197.
  198. 198.
  199. 199.
  200. 200.
  201. 201.
  202. 202.
  203. 203.
  204. 204. Using attribution tools to acknowledge creators <br />Open Educational Resources<br />
  205. 205. ‘’Good’’ attribution?<br />Author?<br />Original source?<br />URL?<br />+ licence<br />
  206. 206. ‘’Good’’ attribution?<br />
  207. 207. Attribution facilitation tools<br />http://openattribute.com/<br />
  208. 208. Drop down gives HTML or plain text options to copy into your resource<br />
  209. 209.
  211. 211. Discussion<br />Technical and cultural barriers<br />Repositories<br />Getting content in and out<br />PORSCHE ‘open collection’<br />How it could be used?<br />Cross-search feature? <br />What do end users like?<br />Authentication issues<br />Deposit process? <br />Automated content ‘pushing’ into LMS (using ‘API’/’feeds’)<br />
  212. 212. Post-session evaluation<br />Please complete this online evaluation (5 mins, 10 questions)<br />http://www.surveymonkey.com/s/PORSCHE<br />
  213. 213. www.elearningrepository.nhs.uk/<br />richard.osborn@londondeanery.ac.uk<br />kate.lomax@londondeanery.ac.uk<br />twitter.com/nhselearning<br />www.medev.ac.uk/oer/<br />suzanne@medev.ac.uk<br />lindsay@medev.ac.uk<br />twitter.com/hea_medev<br />
  214. 214. Links in response to questions<br />Creative Commons licence embedding during content creation<br />https://creativecommons.org/about/downloads<br />Creative Commons licence embedding in Adobe media<br />http://bit.ly/paJR33<br />JISC OER starter pack and model templates<br />http://www.web2rights.com/OERIPRSupport/starter.html<br />JSIC OER IPR Support Licence Compatability Wizards<br />http://www.web2rights.com/OERIPRSupport/creativecommons/<br />
  215. 215. References<br /><ul><li>http://www.jorum.ac.uk
  216. 216. http://www.elearning.nhs.uk/
  217. 217. http://www.medev.ac.uk/ourwork/oer/toolkit/
  218. 218. http://www.nottingham.ac.uk/xpert/attribution/
  219. 219. http://ocw.mit.edu/index.htm
  220. 220. http://oerwiki.iiep-unesco.org/index.php?title=UNESCO_OER_Toolkit
  221. 221. http://www.creativecommons.org
  222. 222. http://wylio.com/
  223. 223. http://openattribute.com</li></li></ul><li>References<br /><ul><li>The Higher Education Academy OER pages: www.heacademy.ac.uk/ourwork/teachingandlearning/oer/
  224. 224. The JISC OER pages: www.jisc.ac.uk/oer
  225. 225. The OER InfoKit from JISC InfoNet: openeducationalresources.pbworks.com
  226. 226. The OER Synthesis and Evaluation Report: www.caledonianacademy.net/spaces/oer/
  227. 227. The JISC Legal IPR Toolkit: www.web2rights.com/OERIPRSupport/index.html</li></li></ul><li>URLs<br />www.medev.ac.uk/ourwork/oer<br />www.nottingham.ac.uk/xpert/<br />http://creativecommons.org/<br />www.jorum.ac.uk/<br />www.flickr.com/search/advanced/<br />www.google.com/advanced_image_search/<br />www.nottingham.ac.uk/xerte/<br />www.glomaker.org/<br />http://openlearn.open.ac.uk/<br />http://openiconlibrary.sourceforge.net/<br />http://thenounproject.com/<br />
  228. 228. UK HEFCE JISC/Academy OER programme<br /><ul><li>Organising Open Educational Resources (OOER)
  229. 229. [PHORUS – HSaP]
  230. 230. Phase 1 OER project
  231. 231. 250K - Apr 2009-Mar 2010
  232. 232. Investigated institutional practice, developed toolkits, disseminated widely
  233. 233. 15 UK partners
  234. 234. www.medev.ac.uk/oer/
  235. 235. PORSCHE & ACTOR
  236. 236. [SWAPBox – SWAP]
  237. 237. Phase 2 OER projects
  238. 238. £125K & £20K respectively
  239. 239. Linking NHS and academic networks
  240. 240. Disseminating through ‘clinical education’ programmes (training the trainers)</li></li></ul><li>
  241. 241. APPENDIX<br />PORSCHE OER Workshop<br />
  242. 242. Understanding risk, using risk assessment toolkits and 'digital professionalism'<br />Open Educational Resources<br />
  243. 243. Policies, disclaimers and risk<br />In order to safeguard yourself against litigation for copyright or data protection (consent) violation<br />Have a policy/disclaimer<br />Clearly publish your policy and keep it up to date<br />Train your staff in the use of the policy<br />Follow your policy (do what you say you will do)<br />You may also want a disclaimer ‘this resource has been provided… use it at your own risk. If you have any concerns about any material appearing in this resource…’<br />Actively manage your risks<br />Take out liability insurance<br />
  244. 244. Institutional policy recommendations<br /><ul><li>That authors should ‘hallmark’ all their content with CC licences e.g. CC ‘by’ (attribution only)
  245. 245. Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent with resource
  246. 246. Review institutional policies against good practice
  247. 247. Include disclaimers in resources
  248. 248. UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights
  249. 249. Have sophisticated‘take-down’policies</li></li></ul><li>www.medev.ac.uk/ourwork/oer<br />
  250. 250. www.web2rights.com/OERIPRSupport/risk-management-calculator/<br />
  251. 251. www.web2rights.com/OERIPRSupport/diagnostics.html/<br />
  252. 252. http://medicalimages.pbworks.com/<br />
  253. 253. Principles<br />1. Acknowledge that patients’ interests and rights are paramount.<br />2. Respect the rights to privacy and dignity of other people who are included in recordings, such as family members and health care workers.<br />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.<br />4. Take professional responsibility for your making and use of recordings and alert colleagues to their legal and ethical responsibilities where appropriate.<br />Email: d.hiom@bris.ac.uk<br />
  254. 254. Digital professionalism<br /><ul><li>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.</li></ul>CC-BY Official US Navy Imagery<br />www.flickr.com/photos/usnavy/5509486066/<br />
  255. 255. “learners' information literacies are relatively weak but learners have little awareness of the problem”<br /> Beetham et al 2009<br />
  256. 256. <ul><li>Information/resources increasingly easy to find
  257. 257. Blurring of personal and professional identities online
  258. 258. Increasing need to manage issues of disclosure
  259. 259. Changing public expectations
  260. 260. Misunderstandings of digital spaces
  261. 261. Consequence
  262. 262. Permanence
  263. 263. Lack of understanding of ownership and licencing in online environments</li></li></ul><li>Digital professionalism in the curriculum?<br /><ul><li>Digital professionalism: how we present and manage presence in the digital environment and how that presence relates to professionalism in the curriculum
  264. 264. Professionalism in Tomorrow’s Doctors:www.gmc-uk.org/education/undergraduate/professional_behaviour.asp
  265. 265. No reference to professionalism online: implicit? explicit in your curriculum? Hidden?
  266. 266. Are there any differences?</li></li></ul><li>Digital literacy<br />“digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society”<br />Joint Information Systems Committee (JISC), 2011<br />
  267. 267. “most learners are still strongly led by tutors and course practices: tutor skills and confidence with technology are therefore critical to learners' development”<br />Beetham et al, 2009<br />
  268. 268.
  269. 269. www.medev.ac.uk/oer/<br />lindsay@medev.ac.uk<br />megan@medev.ac.uk<br />suzanne@medev.ac.uk<br />www.medev.ac.uk/blog/oer-phase-2-blog/<br />
  270. 270.
  271. 271. References<br /><ul><li>Beetham, H., L. McGill, et al. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age. Glasgow, Glasgow Caledonian University/JISC. Online at http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf
  272. 272. Chretien, K. C., S. R. Greysen, et al. (2009). "Online Posting of Unprofessional Content by Medical Students." JAMA 302(12): pp1309-1315.
  273. 273. Ellaway, R. (2010). "eMedical Teacher # 38: Digital Professionalism." Medical Teacher 32(8): pp705–707.
  274. 274. Farnan, J. M., J. A. M. Paro, et al. (2009). "The Relationship Status of Digital Media and Professionalism: It’s Complicated " Academic Medicine 84(11): pp1479-1481.
  275. 275. Ferdig, R. E., K. Dawson, et al. (2008). "Medical students’ and residents’ use of online social networking tools: Implications for teaching professionalism in medical education." First Monday 13(9). Online at http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2161/2026
  276. 276. Thompson, L. A., K. Dawson, et al. (2008). "The Intersection of Online Social Networking with Medical Professionalism." J Gen Intern Med 23(7): p954-957.
  277. 277. Mostaghimi,A., Crotty, B.H., “Professionalism in the digital age” Annals of Internal Medicine 19 Apr 2011;154(8):560-562.</li></li></ul><li>UK HEFCE JISC/Academy OER programme<br /><ul><li>Organising Open Educational Resources (OOER)
  278. 278. [PHORUS – HSaP]
  279. 279. Phase 1 OER project
  280. 280. 250K - Apr 2009-Mar 2010
  281. 281. Investigated institutional practice, developed toolkits, disseminated widely
  282. 282. 15 UK partners
  283. 283. www.medev.ac.uk/oer/
  284. 284. PORSCHE & ACTOR
  285. 285. [SWAPBox – SWAP]
  286. 286. Phase 2 OER projects
  287. 287. £125K & £20K respectively
  288. 288. Linking NHS and academic networks
  289. 289. Disseminating through ‘clinical education’ programmes (training the trainers)</li></li></ul><li>Attribution and disclaimer<br />This file is made available under a Creative Commons attribution share alike licence<br />To attribute author/s please include the phrase “cc: by-sa Suzanne Hardy, Megan Quentin-Baxter, Kate Lomax and Lindsay Wood August 2011 http://www.medev.ac.uk/ourwork/oer/ “<br />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. <br />www.medev.ac.uk<br />