Download to read offline
![• Information/resources increasingly easy to find
• Blurring of personal and professional identities online
• Increasing need to manage issues of disclosure
• Changing public expectations
• Misunderstandings of digital spaces
• Consequence
• Permanence
• Lack of understanding of ownership
and licencing in online environments
By Michael Deschenes (Own work) [Public
7 March 2012 CETL4HealthNE workshop
domain], via Wikimedia Commons](https://image.slidesharecdn.com/cetl4healthneworkshopmarch20121-120313115226-phpapp01/75/Cetl4healthne-workshop-March_2012-72-2048.jpg)
Uploaded byGillian Brown
Cetl4healthne workshop - March_2012
The document outlines best practices for using and creating sustainable e-learning and teaching resources, emphasizing the importance of copyright, ownership, and consent. It provides guidance on obtaining permissions, mitigating risks, and adhering to ethical standards in educational settings, especially related to digital professionalism. Key considerations include copyright laws, the significance of open educational resources, and the necessity of establishing clear policies for resource use.
More Related Content
Similar to Cetl4healthne workshop - March_2012
Cetl4healthne workshop - March_2012
- 1. Using and creatingsustainable learning and teaching resources Suzanne Hardy & Gillian Brown School of Medical Sciences Education Development, Newcastle University 7 March 2012 CETL4HealthNE workshop
- 2. 7 March 2012 CETL4HealthNE workshop
- 3. 7 March 2012 CETL4HealthNE workshop
- 4. Icebreaker 7 March 2012 CETL4HealthNE workshop
- 5. Overview • What aresustainable elearning and teaching resources? Why should I care? • Considerations: copyright and ownership, licensing, illusion of safety, mitigating risk, consent • Adopting good practice: tools to help, search strategies, using existing content, digital professionalism, strategies for upskilling and confidence building • Final thoughts: what are you going to takeaway from today? 7 March 2012 CETL4HealthNE workshop
- 6. 7 March 2012 CETL4HealthNE workshop
- 7. Using and creatingsustainable learning and teaching resources WHAT ARE SUSTAINABLE LEARNING AND TEACHING RESOURCES? 7 March 2012 CETL4HealthNE workshop
- 8. Background £5.7+£4+£4= £13.7 millions 7 March 2012 CETL4HealthNE workshop
- 9. Sharing openly isgood • Public money • Transparency and accountability • Equality of access • Increased utility • Increased applications & better retention • 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/ www.medev.ac.uk/ourwork/oer/value/ 7 March 2012 CETL4HealthNE workshop
- 10. Mitigating risk byadopting good practice to save time and money OER is irrelevant (but a nice by-product ) 7 March 2012 CETL4HealthNE workshop
- 11. 7 March 2012 CETL4HealthNE workshop Considerations
- 12. Things to consider COPYRIGHT AND OWNERSHIP 7 March 2012 CETL4HealthNE workshop
- 13. Intellectual property rights(IPR) • There are four main types of IP rights – Patents protect what makes things work (e.g. engine parts, chemical formulas) – Trade marks are signs (like words and logos) that distinguish goods and services in the marketplace – Designs protect the appearance of a product/logo, from the shape of an aeroplane to a fashion item – Copyright is an automatic right which applies when the work is expressed (fixed, written or recorded) • Copyright, Design and Patents Act, 1988 • Copyright arises automatically when an original idea (author uses some judgment or skill) is expressed/created – www.ipo.gov.uk CETL4HealthNE 7 March 2012 workshop
- 14. Who owns copyright? •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.) – Original literary works such as novels or poems – Original dramatic works such as dance – Original musical works, i.e. the musical notes – Original artistic works such as graphic works (paintings, drawings etc.), photographs and sculptures, including sound recordings, films and broadcasts – Typographical arrangements of published editions • An exception is an employee who creates a work in the course of their employment (employer owns) • www.cla.co.uk CETL4HealthNE 7 March 2012 workshop
- 15. What rights doesa copyright owner have? • A copyright owner has economic and moral rights • 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 • Owners can waive, assign, licence or sell the ownership of their economic rights • Moral rights can be waived (but not licensed or assigned) and include the right to – Be identified as the author – Deny a work (that an author did not create) – Object to derogatory treatment of the work • www.cla.co.uk CETL4HealthNE 7 March 2012 workshop
- 16. Copyright infringement • Itis an infringement of copyright (in relation to a substantial part of a work) without the permission or authorisation of the copyright owner, to – Copy it and/or issue copies of it to the public – Rent or lend it to the public – Perform or show it in public – Communicate it to the public • Secondary infringement may occur if someone, without permission, imports, possesses or deals with an infringing copy, or provides the means for making it • Material found on the internet is subject to copyright • www.cla.co.uk CETL4HealthNE 7 March 2012 workshop
- 17. Exceptions • You maycopy copyright works if – Copyright has expired (e.g. for literary, dramatic, musical or artistic works = 70 years from when the last author dies) – Your use of the work (which must be acknowledged) is fair dealing as defined under the 1988 Copyright Designs and Patents Act (UK) – Your use of the work is covered under a licensing scheme that you and the copyright holder have subscribed to – The copyright owner has given you permission • www.copyrightservice.co.uk CETL4HealthNE 7 March 2012 workshop
- 18. Obtaining clearance touse copyright material • For permission to copy, contact the copyright owner in writing and specify – The material you wish use (title, author name etc.) – The exact content to be duplicated (i.e. page numbers) – The number of copies you wish to make – How the copies will be used (i.e. for an event, course work) – Who the copies will be distributed to (i.e. students) • For most published works this will be the publisher • Permission is needed for each and every purpose • Fees may be charged to copy the item, or for administering the request to copy the item • www.cla.co.uk CETL4HealthNE 7 March 2012 workshop
- 19. Fair dealing • Youruse of the work (which must be acknowledged) is fair dealing as defined under the 1988 Copyright Designs and Patents Act (UK) – Research and private study – Instruction or examination – Criticism or review – News reporting – Incidental inclusion – Accessibility for someone with, e.g. a visual impairment • There is no simple formula or % that can be applied, fair dealing doesn’t permit internet sharing –instead use licenced materials, or ask for permission • www.copyrightservice.co.uk CETL4HealthNE 7 March 2012 workshop
- 20. Using licenced works •A licence (a set of rules) describes how copyright items may be used by others • Licensing schemes (such as Creative Commons) that both authors (owners) and users can access for free – If both sides observe the rules then both parties are instantly protected – Owners licence others to use their content – Users obey the terms of the licence – Creative Commons provides different licences that can be combined together – Policies can be developed to guide owners what licences to use CETL4HealthNE 7 March 2012 workshop
- 21. Policies, disclaimers andrisk • In order to safeguard yourself against litigation for copyright or data protection (consent) violation – Have a policy/disclaimer – Clearly publish your policy and keep it up to date – Train your staff in the use of the policy – Follow your policy (do what you say you will do) • You may also want a disclaimer ‘this resource has been provided… use it at your own risk. If you have any concerns about material in this resource…’ • Actively manage your risks • Take out liability insurance CETL4HealthNE 7 March 2012 workshop
- 22. 7 March 2012 CETL4HealthNE workshop
- 23. Things to consider POLICY 7 March 2012 CETL4HealthNE workshop
- 24. 7 March 2012 CETL4HealthNE workshop
- 25. 7 March 2012 CETL4HealthNE workshop
- 26. Adopting good practice PERMISSION AND LICENSING 7 March 2012 CETL4HealthNE workshop
- 27. Get written permission Takes time and money 7 March 2012 CETL4HealthNE workshop
- 28. OER: a definition “digitisedmaterials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research” Hylén, Jan (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Paris, France: OECD Publishing. p. 30 See also: http://open.umich.edu/oertoolkit/oer_intro/definition/distinction2.html 7 March 2012 CETL4HealthNE workshop
- 29. http://creativecommons.org/ 7 March 2012 CETL4HealthNE workshop
- 30. CETL4HealthNE Creative Commons: creativecommons.org/about/licenses/ 7 March 2012 workshop
- 31. Adopting good practice CONSENT 7 March 2012 CETL4HealthNE workshop
- 32. Consent not copyright/IPR •Defined by the principles in the Data Protection Act 1998 and Human Rights Act 1998 • Recognises the need for more sophisticated management of consent for recordings of people (stills, videos, audios, etc.) – Teachers (academics, clinicians, practice/work based learning tutors, etc.) – Students and ‘product placement’ (branded items) – Role players/actors/performers/hired help (including recording crew) – Patients/patient families/care workers/support staff/members of public in healthcare settings (sensitive personal data) – GMC review of the guidelines for consent/patient recordings CETL4HealthNE 7 March 2012 workshop
- 33. Considerations • People • Patients(children and vulnerable adults) • Dead people/patients (children and vulnerable adults) • Existing recordings (already exist) • New recordings (that you are planning to make) 7 March 2012 CETL4HealthNE workshop
- 34. GMC guidance • Makingand using visual and audio recordings of patients 2001 – Referred to clinical care and research, did not refer to teaching • Making and using visual and audio recordings of patients 2011 – Does refer to teaching 7 March 2012 CETL4HealthNE workshop
- 35. www.gmc-uk.org/guidance/ethical_guidance/making_audiovisual.asp 7 March 2012 CETL4HealthNE workshop
- 36. CONSENT 7 March 2012 CETL4HealthNE workshop
- 37. Engendering trust Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent with resource 7 March 2012 CETL4HealthNE workshop
- 38. 7 March 2012 CETL4HealthNE workshop
- 39. Adopting good practice TOOLS TO HELP 7 March 2012 CETL4HealthNE workshop
- 40. www.medev.ac.uk/ourwork/oer/ 7 March 2012 CETL4HealthNE workshop
- 41. www.jiscdigitalmedia.ac.uk/clinical-recordings/ 7 March 2012 CETL4HealthNE workshop
- 42. www.web2rights.com/OERIPRSupport/ 7 March 2012 CETL4HealthNE workshop
- 43. Adopting good practice USE EXISTING MATERIAL WHENEVER POSSIBLE 7 March 2012 CETL4HealthNE workshop
- 44. Things to dotoday: good practice with resources for learning and teaching (OER is irrelevant) 7 March 2012 CETL4HealthNE workshop
- 45. Using the Xpertto find resources, including images, sounds and videos www.nottingham.ac.uk/xpert/ 7 March 2012 CETL4HealthNE workshop
- 46. Using Flickr advancedsearch for photos, diagrams and video www.flickr.com/search/advance d/ 7 March 2012 CETL4HealthNE workshop
- 47. Using Google Imagesadvanced search www.google.co.uk/ 7 March 2012 CETL4HealthNE workshop
- 48. www.nottingham.ac.uk/xpert/ 7 March 2012 CETL4HealthNE workshop
- 49. www.flickr.com/search/advanced/ 7 March 2012 CETL4HealthNE workshop
- 50. www.google.co.uk/advanced_search?hl=en 7 March 2012 CETL4HealthNE workshop
- 51. 7 March 2012 CETL4HealthNE workshop
- 52. www.elearningrepository.nhs.uk/ 7 March 2012 CETL4HealthNE workshop
- 53. www.jorum.ac.uk/ 7 March 2012 CETL4HealthNE workshop
- 54. creativecommons.org/ 7 March 2012 CETL4HealthNE workshop
- 55. www.mededportal.org/ 7 March 2012 CETL4HealthNE workshop
- 56. www.merlot.org/ 7 March 2012 CETL4HealthNE workshop
- 57. Adopting good practice CREDIT WHERE CREDIT’S DUE 7 March 2012 CETL4HealthNE workshop
- 58. www.harvardgenerator.com/ 7 March 2012 CETL4HealthNE workshop
- 59. www.harvardgenerator.com/ 7 March 2012 CETL4HealthNE workshop
- 60. openattribute.com/ 7 March 2012 CETL4HealthNE workshop
- 61. Drop down givesHTML or plain text options to copy into your resource 7 March 2012 CETL4HealthNE workshop
- 62. 7 March 2012 CETL4HealthNE workshop
- 63. Adopting good practice MITIGATING RISK 7 March 2012 CETL4HealthNE workshop
- 64. Policies, disclaimers andrisk • In order to safeguard yourself against litigation for copyright or data protection (consent) violation – Have a policy/disclaimer – Clearly publish your policy and keep it up to date – Train your staff in the use of the policy – Follow your policy (do what you say you will do) • 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…’ • Actively manage your risks • Take out liability insurance CETL4HealthNE workshop 7 March 2012
- 65. Attribution and disclaimer •This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence. • Please include the following phrase ‘Suzanne Hardy CETL4HealthNE workshop, December 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 suzanne@medev.ac.uk who will make reasonable endeavour to take down the original files within 10 working days. 7 March 2012 CETL4HealthNE workshop
- 66. 7 March 2012 Reflection CETL4HealthNE workshop
- 67. Adopting good practice DIGITAL LITERACY? FLUENCY? PROFESSIONALISM? 7 March 2012 CETL4HealthNE workshop
- 68. Digital professionalism • Tobe 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 CC-BY Official US Navy Imagery www.flickr.com/photos/usnavy/5509486066/ environment. 7 March 2012 CETL4HealthNE workshop
- 69. “many medical studentsseem unaware of or unconcerned with the possible ramifications of sharing personal information in publicly available online profiles even though such information could affect their professional lives” Ferdig et al, 2008 7 March 2012 CETL4HealthNE workshop
- 70. “most learners are stillstrongly led by tutors and course practices: tutor skills and confidence with technology are therefore critical to learners' development” Beetham et al, 2009 7 March 2012 CETL4HealthNE workshop
- 71. • Information/resources increasingly easy to find • Blurring of personal and professional identities online • Increasing need to manage issues of disclosure • Changing public expectations • Misunderstandings of digital spaces • Consequence • Permanence • Lack of understanding of ownership and licensing in online environments 7 March 2012 CETL4HealthNE workshop
- 72. • Information/resources increasingly easy to find • Blurring of personal and professional identities online • Increasing need to manage issues of disclosure • Changing public expectations • Misunderstandings of digital spaces • Consequence • Permanence • Lack of understanding of ownership and licencing in online environments By Michael Deschenes (Own work) [Public 7 March 2012 CETL4HealthNE workshop domain], via Wikimedia Commons
- 73. – An ‘unconference’:By teachers, for teachers – Focussed on sharing ideas: Practical, helpful, inspiring – Everyone participates – Everyone learns – 2- or 7-minute presentations – Anyone can speak – No obligation to pay attention www.camlibtm.info/about/ 7 March 2012 CETL4HealthNE workshop
- 74. http://23thingswarwick.blogspot.com/p/programme-outline.html/ 7March 2012 CETL4HealthNE workshop
- 75. Final thoughts WHAT NEXT? 7 March 2012 CETL4HealthNE workshop
- 76. 7 March 2012 CETL4HealthNE workshop
- 77. Next 7 March 2012 CETL4HealthNE workshop
- 78. PublishOER 7 March 2012 CETL4HealthNE workshop
- 79. Consent Commons amelioratesuncertainty 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. consent commons 7 March 2012 CETL4HealthNE workshop
- 80. Mitigating risk byadopting good practice to save time and money OER is irrelevant (but a nice by-product ) 7 March 2012 CETL4HealthNE workshop
- 81. www8.open.ac.uk/score/make-commitment-open-education 7 March 2012 CETL4HealthNE workshop
- 82. gillian@medev.ac.uk twitter.com/hea_medev twitter.com/gillybean42 skype: gillybeanwork suzanne@medev.ac.uk twitter.com/hea_medev twitter.com/glittrgirl skype: glitt3rgirl www.medev.ac.uk/ourwork/oer/ 7 March 2012 CETL4HealthNE workshop
- 83. Attribution and disclaimer •This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence. • Please include the following phrase ‘Suzanne Hardy & Gillian Brown, CETL4HealthNE workshop, March 2012,’ • 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 suzanne@medev.ac.uk or gillian@medev.ac.uk who will make reasonable endeavour to take down the original files within 10 working days. 7 March 2012 CETL4HealthNE workshop
Editor's Notes
- #3 Welcome, thanks for coming, housekeeping
- #5 In groups of 2 or 3 people, introduce yourself to your neighbour and consider these questions:Where do you get your resources for use in teaching?What do your students do with your resources? (keep copies?)Who owns the resources you create?
- #9 The background is a huge recent investment in the UK in Open Educational Resources. A one year project we were involved in was one of 29 in the HEFCE (www.hefce.ac.uk) funded UK OER pilot programme which ran March 2009 – March 2010The projects were administered by the Joint Information Systems Committee (www.jisc.ac.uk)and the Higher Education Academy (www.heacademy.ac.uk).Phase 2 of OER has recently been announced, with an extra 4 millions being committed in a climate of austerity, thus representing a significant policy movement in favour of OERs in the UK.
- #10 There is emerging evidence that 50% of staff time/resources on preparation for teaching can be saved by engaging with OERThis rerent blog post sets out come compelling evidence for students using OER and that an OER approach can save time and money.The OU has also published work which indicates that student engage with OER prior to enrolling on the course, and only enrol when they know they can pass – so OER can improve retention rates at University.
- #12 What might we need to consider?
- #14 IPR is made up of Patents, Trade marks, Designs, and Copyright. This presentation focuses on Copyright as the most key IPR relating to OER. The others protect designs, functionality and appearances.
- #15 Copyright is typically split into OWNERSHIP and LICENCE. Anything which is EXPRESSED (drawn, written, documented) is automatically covered by copyright, whether the author wants it or not. Exceptions include where employees have signed over their rights to their employer.If you tell your friend about an idea that you have had in the pub, and they draw an image of it for you, then they will own the copyright.
- #16 Economic rights include the rights to financially exploit the creation, and moral rights include the right to have the author’s name attributed on copies. Authors can (explicitly) waive, assign (as if to a publisher), licence or sell the ownership of their works.
- #17 Essentially if you re-use materials which are copyright to others then this counts as an INFRINGEMENT and the copyright holder may take you to court. If you re-use something that someone else has breached the copyright of then this is secondary infringement and is just as bad as the original offence. People often download un-attributed materials from the Internet thinking that they are safe to re-use; they are not.
- #18 There are occasions when you can copy copyright works, for example, if the copyright has expired, if it constitutes ‘fair dealing’, the work is covered by a licence or the author has given their permission (if you have permission then always cite the author and state ‘used with permission’).
- #19 To obtain permission then contact the author or their publisher (owner of the copyright).
- #20 Fair dealing does allow some rights to copy copyright works for specific purposes, however this is NOT an excuse for infringing another person’s copyright. If in doubt, use materials which are licenced or ask for permission.
- #21 A licence is simply a legal statement saying what you can and cannot do with the copyright works. Some organisations (such as the Copyright Licencing Agency) use licencing schemes (standard legal clauses) which are well recognised. This makes it easier for owners to share, for users to understand the rules of use, and for both parties to observe protocol. Creative Commons provides some well-recognised licencing schemes.
- #22 The best way to safeguard yourself and your organisation against copyright infringement is to develop appropriate policies, advertise the policy clearly, train everyone in how to implement it, and follow it. For example, if you have a policy which says that ‘this material has been produced to the highest possible ethical standards and anyone with any concerns should contact xxx in writing after which the offending material will be removed within 10 working days pending investigation’. Then if someone contacts you, do what your policy says. Alternatively, you could just increase your annual insurance premiums to give you greater liability insurance in case of a breach (more on risk in a moment). Together with policies you could also use disclaimers: ‘the material provided on this site has been checked according to xxx however no warranties express or implied…’
- #23 What we need is something that works alongside copyright and licensing regimens to give us something to evidence or give provenance to materials which required consent under data protection law, so that onward transmission sharing and reuse becomes easier, and we can open up more healthcare materials to use as OERs.Consent is a currently a barrier to open release as legacy materials can’t evidence the consent status of clinical recordings – so we end up with non-commerical no-derivatives licenses as a default rather than a fallback position, where we can apply them. Everyone wants to use more open licenses but needs to be able to evidence consent.
- #28 Managing risk and encouraging good practicePlagiarism well understoodRefencing and citation = but that what about acknowledging sources in teaching materials? Where did that image com from? Whose is it?What are the barriers to adopting good practice in learning and teaching?And who is responsible for ensuring we do the best we can?
- #29 One of the conditions is that the content is openly licensed.Many forms of open licenses – but we were mandated to use the most well known and easiest to understand – Creative Commons Open licensing can be the key to unlocking content. Imagine an iceberg where the visible bit is currently openly licensed content and under the waterline is unknown – we’d like to get to the stage where that image is inverted.
- #30 One of the conditions of the funding was that we release everything under CC licenses.One of the main characteristics of an Open Educational Resource, is that it has an open license attached to it. These work in addition to existing copyright, which is made up of 2 parts: ownership and licensing. The copyright part deals with ownership – Creative Commons deals with the licensing part, making explicit to users which they can do with the resource and under what circumstances.You always retain IPR.Creative Commons is the licensing regime we were required to apply, but its not the only one. There are others.CC has a range of licenses with varying degrees of which you are allowed to do, and whether or not you can make commercial use of materials.The simplest is attritbution only, the most restrictive is attribution-noncommerical-noderivatives.There are very good reasons you may choose that license – such as if you have material containing data which would be sensitive out of that particular context.We also had to tag everything with ukoer, and deposit materials or metadata into Jorum Open, the national repository at www.jorum.ac.uk Thinking about licensing is something we should be thinking about with all of our resources whether they are going into an open repository or not. If they are being uploaded into a VLE, or if you are distributing them by email, it is likely they are being reshared via email, social networking etc.Making the use of the material and understanding what can and can’t be done with a resource is therefore essential to all of us.CC makes it easy.
- #31 Such as ‘by’ attribution only (meaning that others have to acknowledge you as the original author); non-commercial to prevent others from making money out of your copyright.
- #33 While copyright is an automatic right, data protection is better described as a set of principles. Arising from the perspective of patient consent (patient data is classed as ‘sensitive’ under the DPAct1998) for patient materials used in teaching, we argue for additional tools to support consent from people. When creating open educational resources copyright doesn’t quite go far enough to recognise the rights of people who are represented to be respected (whether they have copyright or not). Representation could be a photograph, voice or video recording, data set or patient story. For example, if a person has agreed for their photograph to appear in your open educational resources (they are a student, a member of staff, an actor, etc.), and they pass away, what do you do if their family asks you to take down the OER? (What you are legally required to do may be different to what you would choose to do, in principle). Therefore you are essentially operating ‘policies’.
- #37 In our field – healthcare education there is a third thing we should be thinking about.A human consent version of a Creative Commons licence would enable much more sophisticated recognition of the role and rights of people (whether they are the ‘creators’ or not) to be treated fairly and with respect. We need new technologies to support the implementation of Consent Commons – such as the ability to inform users that a resource has been updated or ‘taken down’. I was at a meeting yesterday which is bringing together experts to put together a set of principles and a code of practice around consent, and in our OER2 project, PORSCHE, we are working with CC UK and others to put together some ideas around a Consent Commons to complement Creative Commons – making consent in resources.
- #38 We feel this is something we should all be doing anyway – in the same way we collect and store consent for treatment and research. And in the same way as we reference in publications. It should be as easy and as embedded in practice as that. Its about good practice which is easy and practical to implement. It’s about covering our backs and trying to think further down the line – making the consent status clear for other users who may use this recording in a different way. What a consent license could do is make the patients rights clear alongside the owner’s rights.
- #39 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.
- #65 The best way to safeguard yourself and your organisation against copyright infringement is to develop appropriate policies, advertise the policy clearly, train everyone in how to implement it, and follow it. For example, if you have a policy which says that ‘this material has been produced to the highest possible ethical standards and anyone with any concerns should contact xxx in writing after which the offending material will be removed within 10 working days pending investigation’. Then if someone contacts you, do what your policy says. Alternatively, you could just increase your annual insurance premiums to give you greater liability insurance in case of a breach (more on risk in a moment). Together with policies you could also use disclaimers: ‘the material provided on this site has been checked according to xxx however no warranties express or implied…’
- #67 Do you know who owns copyright of the teaching resources you produce?What about your student’s work?If you share, what and how do you do it?
- #69 Just as we expect students and junior staff to model professional behaviours in real life, we need them to do the same in the digital environment.
- #71 No point in blocking social networking sites, or in discouraging natural behaviours – students have to be students as the GMC itself points outWhich presents us with somewhat of a dichotomy
- #77 What are you going to takeaway from this afternoon’s session?
- #78 Two of the issues which have come up in workshops previously are about how we can safely use third party materials, and how to evidence consent exists.
- #79 publishOER to deal with one of biggest barriers – using the most appropriate content without fear of riskElsevierJISC CollectionsRightscomNewcastle UniversityRVCOne of four in this strand dealing with using published content
- #80 We would like to propose a consent commons to work alongside or with creative commons as a way of demonstrating due diligence in dealing with issues of consent and using patient data sensitively in learning and teaching with specific reference to being able to share.
- #83 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. You’ll also find some information about PublishOER and Consent Commons there.