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OCWC 2013: Multidirectional knowledge exchange


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Presentation given at the Open CourseWare Consortium global conference on May 10, 2013.

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OCWC 2013: Multidirectional knowledge exchange

  1. 1. Enabling multi-directionalknowledge sharing: Barriers andexample approaches tocontextualization and integrationof OER from other institutionsKathleen Ludewig Omollo, Ted HanssOpen.Michigan, Medical School Information ServicesUniversity of Michigan May 10, 2013, OCWC GlobalSlides at: where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2013 The Regents of the University of Michigan. Background Image CC:BY-SA opensourceway (Flickr)
  2. 2. Physical Location: University of MichiganImage of Mitten Territory CC BY, adapted by Pieter Kleymeer from Marty Hogan on FlickrMap of USA, public domain, 2
  3. 3. Vision of open educationImage CC:BY Sherrie Thai (Flickr)3circulate new ideasdevelop new skillsfoster collaboration and innovation
  4. 4. “Through the Health OpenEducational Resourcesprogram, we aretransforming our healthcurriculum to providestudents with richer learningexperiences andstrengthening theirability to practice in aglobal health context.” James O. Woolliscroft, M.D.Dean, University ofMichigan Medical SchoolLocal + GlobalImage CC:BY tuppus (Flickr)4
  5. 5. African Health OER Network (est. 2008) 5
  6. 6. Barriers•  Unsure of where to look orquality•  Differing curriculum,culture, language•  Limited access to Internet,computers, power•  Lack of local support(incentives, skills) •  Staying up to date onOER field6Image CC:BY Phil Roeder (Flickr)
  7. 7. 7Caesarean  Sec*on  OER  Module,  CC  BY-­‐NC  University  of  Ghana  and  Dr.  N.  Cary  Engleberg.    Approach: Local experts, localized contentImage CC:BY NC University of Ghana and Cary Engleberg7
  8. 8. 8Caesarean  Sec*on  OER  Module,  CC  BY-­‐NC  University  of  Ghana  and  Dr.  N.  Cary  Engleberg.    Approach: Local experts, localized contentImage CC:BY NC St. Paul Hospital Millennium Medial College (Ethiopia), University of Ghana, Cary Engleberg(placeholder to Lia)8
  9. 9. Image CC:BY-NC-SA Kwame Nkrumah University of Science and TechnologyApproach: Local experts, localized contentWhen you look intextbooks it’s difficult tofind African cases. [S]ometimes it can beconfusing when you seesomething that you seeon white skin so nicelyand very easy to pick up,but on the dark skin it hasa different manifestationthat may be difficult tosee.Professor at Partner Institution inGhana9
  10. 10. Approach: Distributing online + ofine 10
  11. 11. Approach: Crowdsourcing translationsImage CC:BY NC SA Tobias Mikkelsen (Flickr)11
  12. 12. Approach: Crowdsourcing translations 121.  Prioritize resources to translate. Choose short documents (e.g.videos <15 min.) with multi-cultural origin or appeal2.  Share the resources publicly under a license (e.g. CreativeCommons) that allows derivatives such as translations 3.  Create primary caption track in English as foundation for translations4.  Decide on translation tool (e.g. YouTube, Amara that permits multiple users and offerscomputer translations 5.  Recruit volunteer translators from local and international connectionsand websites. 6.  As volunteers sign-up, add them to the appropriate languages/videos tracks and send instructions and deadline7.  Encourage and thank volunteers during campaign8.  Report results 9.  Refine process (e.g. collect feedback from volunteers)More details:
  13. 13. Approach: Crowdsourcing translations 13*Numbers from April 10th 2013. More details: Language # VideosSpanish   31  Portuguese   16  French   14  Russian   7  Danish   2  Swahili   2  Ganda   1  Arabic   1  Chinese  (Simplified)   1  Chinese  (Tradi*onal)   1  Total  Cap*ons   76  Afliation of Volunteers # VolunteersUniversity  of  Michigan  Ac*ve  Member  or  Alumni  22  External  or  Unknown   24  # Languages Per Video otherthan English captions# Videos5 34 03 72 191 2Total (of 31 targeted) 31
  14. 14. Approach: Networks for building capacity 14Image CC:BY-SA Scott Maxwell (Flickr)“African universitiesstruggle to haveaccess to information.If we have information,why do we not alsoshare it as part of apool of universities toexchange information forthe purpose of improvedlearning.”Dean at Partner Institutionin Ghana
  15. 15. Approach: Networks for scaling 15
  16. 16. Image CC:BY-SA opensourceway (Flickr)Outcomes: New content, skills, awareness16Increased awareness, access to, andability to create learning materials (local skills, practices, policies)Visible and used collection:8,500 visits/month to 2 main websites 550 copies of sampler DVDsYouTube: 2.5M total views, ~400 comments, rating of 4.38 out of 5
  17. 17. “We have limited resourcesbut because of the Internet,we can share. The Southhas diseases [the GlobalNorth] knows nothingabout. Our materials arerelevant to us and in theNorth.” Professor at PartnerInstitution in South AfricaOutcomes: Uses and adaptations17Image Public Domain by kuba (OpenClipArt)Learn more:
  18. 18. Closing: Assurance of model, OER“The African Health Open Educational Resources (OER)Network has shown that:•  quality and cost-effectiveness are neither mutuallyexclusive nor unattainable…•  The current impact study finds examples of direct andsignificant indirect savings through OER…•  Enhanced quality is evidenced in the accounts of academicsand students as well as in new quality assurance peer-review mechanisms.•  OER developed through collaborative networks can leadto more productive teaching and learning...” – 2012 report by independent evaluator18Image CC:BY-SA opensourceway (Flickr)
  19. 19. Email: kludewig@umich.eduSlides:, by Kathleen Ludewig Omollo, Ted Hanss. Copyright 2013 The Regents of the University of Michigan. Except whereotherwise noted, this work is available under a Creative CommonsAttribution 3.0 License. 19