Presentation by Kathleen Ludewig Omollo on April 26, 2012 to St Paul Hospital Millennium Medical College in Addis Ababa.
CC BY The Regents of the University of Michigan.
Sectors of the Indian Economy - Class 10 Study Notes pdf
Health OER intro to SPHMMC Ethiopia
1. Introduction to Open Educational
Resources for Health Training
Kathleen Ludewig Omollo
International Program Manager
University of Michigan Medical School Office of Enabling Tech.
April 26, 2012 – St. Paul Hospital Millennium Medical College
Slides at: http://openmi.ch/sphmmc-oer-intro
Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License
(http://creativecommons.org/licenses/by/3.0). Copyright 2012 The Regents of the University of Michigan.
Cover image CC:BY-SA Jessica Duensing (Flickr)
1
2. 2
PATH
•Copyright Trivia
•What is “Open”?
•Example: African Health Open Educational Resources
(OER) Network
•How to Create Your Own OER
•Discussion: OER for Ob/Gyn at SPHMMC
Image CC:BY-NC-SA werkunz (Flickr)
4. What rights are
included in
copyright?
(hint: there are 5)
Image CC:BY Ute Hagen (Flickr) 4
5. Copyright holders have the exclusive right to do and
to authorize others to do the following:
3. Reproduce the work in whole or in part
4. Prepare derivative works, such as translations,
dramatizations, and musical arrangements
5. Distribute copies of the work by sale, gift, rental, or
loan
6. Publicly display the work
7. Publicly perform the work
5
8. • 1710, Great Britain:“For the Encouragement of
Learned Men to Compose and Write useful
Books…” - Source: “An Act For the
Encouragement of Learning” by Queen Anne
• 1788, U.S.: “To promote the progress of Science
and Useful Arts, by securing for limited times to
authors and inventors the exclusive right to their
respective writings and discoveries.”
• 1952, Universal Copyright Convention: “ensure
respect for the rights of the individual and
encourage the development of literature, the
sciences and the arts.”
8 Image CC:BY-SA Loz Pycock (Flickr)
9. 9
Notable International Treaties
Regarding Copyright:
•1886: Berne Convention for the
Protection of Literary and Artistic Works
•1952: Universal Copyright Convention
•1988: Berne Convention
Implementation Act
•1995: Trade-Related Aspects of
Intellectual Property Rights
Image CC:BY tuppus (Flickr)
10. Takeaway:
•Goal: To advance
knowledge
•How: Exclusive rights
on creative works for
limited times
10 Image CC:BY-NC Cayusa (Flickr)
14. Copyright occurs automatically
at the creation of a new work,
when it is fixed in tangible form.
This means that almost
Image CC:BY Horia Varlan (
flickr)
everything is copyrighted--
not just published material but
also your lecture slides, your
speaker notes, your drafts, your
whiteboard/blackboard drawings,
your snapshots...
14
15. What is a license?
Licenses let people know
how they may use a
copyrighted work.
Image CC:BY-SA lumaxart (Flickr) 15
16. Free
Public
Under some licenses to use, adapt, redistribute
Image CC:BY-SA Colleen Simon (Flickr)
16
18. Types of Open Licenses:
Creative Commons is one example
Some Rights Reserved
(www.creativecommons.org)
18
19. BY :: Attribution
You let others copy, distribute, display, and
perform your copyrighted work but only if
they give you credit.
19
20. NC :: Noncommercial
You let others copy, distribute, display, and
perform your copyrighted work but for
noncommercial purposes only.
20
21. SA :: Share Alike
You let others copy, distribute, display, and
perform your copyrighted work as long as
any derivative work is licensed under the
same license.
21
22. Learning
Creativity
Sharing
Public All Rights
Domain Reserved
least restrictive most restrictive
Adaptability means…
Translation
Localization
Bridge materials
Innovation
Collaboration 22
23. Case Study: African
Health OER Network
Image CC:BY-NC Jon Milet Baker (Flickr) 23
24. Motivations:
Challenges to Health Education in Africa
•low budget, small workforce, high disease
burden
•scarce, aging, and emigrating teaching staff
•not enough instructors or classroom spaces
•repetitive instructional responsibilities
•and….
Image CC:BY Phil Roeder (Flickr) 24
25. large lectures &
crowded clinical situations
25 Image CC:BY-NC University of Ghana
26. 26
When you look in
textbooks it’s difficult to
find African cases. The
cases may be pretty
similar but sometimes it
can be confusing when
you see something that
you see on white skin so
nicely and very easy to
pick up, but on the dark
skin it has a different
manifestation that may be
difficult to see.
-Richard Phillips, lecturer,
Department of Internal
Image CC:BY-NC-SA Kwame Nkrumah
Medicine, KNUST (Ghana) University of Science and Technology
27. The mission of the African
Health Open Educational
Resources (OER) Network (est.
2008) is to advance health
education in Africa by creating
and promoting free, openly
licensed teaching materials
created by Africans to share
knowledge, address curriculum
gaps, and support health
education communities. www.oerafrica.org/healthoer
27
28. Gather Existing Materials
Assist health professionals in finding materials that
are free, electronic, and openly licensed (i.e.
expressly allow the general public to use, adapt,
copy, and redistribute)
APPROACH
Facilitate
Discussion
Foster dialogue
between health
professionals around
pedagogy, policy,
peer review, and openness
via onsite consultation,
discussion lists, conference
calls, and newsletters
28
29. Example: KNUST and UG (Ghana)
Challenge
Electronic learning activities are
not widespread; health
instructors do not have time to
learn multimedia skills.
Approach
•KNUST: Multidisciplinary
collaborations with the College of
Image CC:BY-NC-SA Kwame Nkrumah
Art University of Science and Technology
•University of Ghana (UG): Hire (KNUST)
external multimedia specialists
29
30. Example: Ghana
Challenge
Would like to focus
materials development on
clinical exams and surgical
procedures
Approach
Update informed consent
procedures to allow for
public use
30 Image CC:BY Alan Cleaver (Flickr)
31. 31
Community Usage
•160 people •8500 views/mo
trained in open on website
licenses •Accessed in 190+
•115 authors countries
•12 institutions •861K views on
YouTube
Collection •795 favorites on
•135 modules YouTube
•339 materials •173 comments
•144 videos (906 on YouTube
minutes)
Image CC:BY-NC-SA HeyThereSpaceman (flickr)
32. Visualization of greatest word frequency in Youtube comments – from wordle.com.
http://wiki.datawithoutborders.cc/index.php?title=Project:Current_events:A2_DD 32
33. 33
Remix Example
Image CC:BY-NC-SA Saide and University of Botswana
44. EXAMPLE DISCLAIMER
& TITLE SLIDE
Author(s): John Doe, MD; Jane Doe, PhD, 2009
License: Unless otherwise noted, this material is made available under the terms of
the Creative Commons Attribution 3.0 License:
http://creativecommons.org/licenses/by/3.0/
We have reviewed this material in accordance with U.S. Copyright Law and have tried to maximize
your ability to use, share, and adapt it.
Copyright holders of content included in this material should contact open.michigan@umich.edu with
any questions, corrections, or clarification regarding the use of content.
For more information about how to cite these materials visit http://open.umich.edu/privacy-and-terms-use.
Any medical information in this material is intended to inform and educate and is not a tool for self-
diagnosis or a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare
professional. Please speak to your physician if you have questions about your medical condition.
Viewer discretion is advised: Some medical content is graphic and may not be suitable for all viewers.
45. On Slide Learning about Orchids 45
Lady Finger Phalaenopsis A Phalaenopsis hybrid
add some extra information in the
attribution: author, source (name and
link), license (name and link)
Lady Finger Orchid CC:BY aussiegall (flickr) http://creativecommons.org/licenses/by/2.0/
phalaenopsis CC:BY audreyjm529 (flickr) http://creativecommons.org/licenses/by/2.0/
Phalaenopsis hybrid CC:BY-SA Zizonus (flickr) http://creativecommons.org/licenses/by-sa/2.0/
46. Additional Source Information
Slide 3: Janeway. Immunobiology : The Immune System in Health and
Disease. Current Biology Ltd./Garland Publishing, Inc. 1997
Slide 4: Spinach is Good” Center for Disease Control; Life Magazine.
January 17, 1938; rejon, http://openclipart.org/media/files/rejon/11221
Slide 5: Goody Two Shoes - McLoughlin Bro's (New-York) 1888
Slide 6: Jot Powers, “Bounty Hunter”, Wikimedia Commons,
http://commons.wikimedia.org/wiki/File:Bounty_hunter_2.JPG, CC: BY-
SA 2.0 http://creativecommons.org/licenses/by-sa/2.0/
Example at the end of the presentation
46
47. What if you want to make your
existing work available under
an open license?
47
48. What types of third-party
(i.e. created by someone other
than you) objects might you
encounter?
48
50. main policy concerns to publicly sharing content
:: copyright : copyright law grants limited
exclusive rights to authors of creative
works
:: product endorsement : avoiding the
appearance of endorsing a product or
organization
:: privacy : the protection of an individual’s
(student, instructor, patient) privacy
50
51. possible actions
:: retain : keep the content because it is
licensed under an open license or is in the
public domain
:: replace : you may want to replace content
that is not openly licensed (and thus not
shareable)
:: remove : you may need to remove content
due to privacy, endorsement, or copyright
concerns
51
53. Content
3.Which key elements in core curricula are amenable
to self-learning?
4.What are the relevant learning objectives for the
OER modules used/created?
5.Where may existing OER be used wholely or
adapted for the curriculum?
6.In what ways can you adapt OER from another
institution to fit SPHMMC context?
53
54. Obstetrics and Gynaecology OER from African Health OER
Network
http://www.oerafrica.org/healthoer or
http://openmi.ch/healthoernetwork
4.Caesarean Section
5.Episiotomy & Repair
6.Examination of the Pregnant Woman
7.Procedures in Obstetrics and Gynaecology
8.Sexually-Transmitted Diseases and Pelvic Infections
9.Total Abdominal Hysterectomy
10.University Certificate in Midwifery
11.Textbook of Urogynaecology
12.Surgical Repair of Vesico-Vaginal Fistulae (VVF)
13.Clinical Examinations in Gynaecology Collection, including:
1. Basic Guidelines and History Taking
2. General Physical Examination in Gynaecology
3. Examination of the Abdomen
4. Pelvic Examination
54
55. Pediatrics OER from African Health OER Network
http://www.oerafrica.org/healthoer or
http://openmi.ch/healthoernetwork
4.Clinical Examinations in Paediatrics Collection, including:
1. General Physical Examination
2. Examination of the Respiratory System
3. Examination of the Cardiovascular System
4. Examination of the Abdomen
5. Overview of the Central Nervous System (CNS)
6. CNS Examination of Smell and Sight
7. CNS Examination of Facial Nerve and Hearing
8. Examination of the Peripheral Nervous System (PNS)
9. CNS Examination of the Legs
10. Examination of the Musculoskeletal System
11. Examination of the New Born: Part 1
12. Examination of the New Born: Part 2
13. Examination of the Ear, Nose, and Throat Systems
5.Case Scenarios In Pediatric Practices
6.Gastric Lavage Procedure Animation
7.South African Child Gauge 2009/2010 55
56. Relevant Pharmacology OER from African Health OER Network
http://www.oerafrica.org/healthoer or
http://openmi.ch/healthoernetwork
4. One Step Pregnancy Dipstick Test
56
57. Community Healthcare Worker materials from Open University
UK Health Education and Training in Africa (HEAT)
http://www8.open.ac.uk/africa/heat/heat-resources
4.Adolescent and Youth Reproductive Health
5.Antenatal Care
6.Communicable Diseases
7.Family Planning
8.Health Education, Advocacy and Community Mobilisation
9.Health Management, Ethics and Research
10.Hygiene and Environmental Health
11.Immunization
12.Integrated Management of Newborn and Childhood Illness
13.Labour and Delivery Care
14.Non-Communicable Diseases, Emergency Care and Mental Health
15.Nutrition
16.Postnatal Care
57
58. M1 Endrochrinology and Reproduction from University of
Michigan Medical School
http://open.umich.edu/education/med/m1/endo-repro/winter2008/
4.Syllabus
5.01.26.09: Histology of the Endocrine System
6.01.28.09(a): Nutrition Assessment
7.01.28.09(b): Histology of the Male Reproductive System
58
59. M2 Reproduction from University of Michigan Medical School
http://open.umich.edu/education/med/m2/repro/2010
4.Breast Lab
5.Gestational Lab
6.Ovary Testes Lab
7.Uterine Lab
8.03.15.11: Your Patient Has Breast Cancer Until You Prove She Doesn’t
9.03.16.09: Clinical Aspects of the Menstrual Cycle
10.03.18.09: Clinical Aspects of Gynecologic Diseases
11.03.19.09: Benign and Malignant Diseases of the Testis and Scrotum
12.Ob/Gyn Learning Resources from the African Health OER Network
13.Surgical Excision of a Multi-Lobular, Recurrent, Bartholin Duct Cyst
14.Daily Schedule: M2 Reproduction
15.03.18.09(a): Gynecologic Diseases
16.03.18.09(b): Abortion
17.03.18.09(c): Ovary Pathology
18.03.19.09(a): Testicular Disease
19.03.19.09(b): Testicular Pathology
20.03.20.09: Androgens
59
60. Policy
3.Who owns the copyright to the materials intended
to be shared as OER - the faculty or the institution?
4.Under which Creative Commons license will the
OER be shared?
5.How will you ensure the quality of the OER?
6.If you intend to include record video or audio for a
demonstration (e.g. surgical procedure), how will you
obtain permission from patients or students being
recorded?
http://open.umich.edu/education/med/oernetwork/guid
60
61. Professional Development
3.Are teaching staff familiar with multimedia and
instructional design principles?
http://www.youtube.com/watch?v=-fGBoacMRxE
5.Do teaching staff know where to find OER and
other open content to adapt for their own OER?
http://open.umich.edu/share/use
7.Who will be responsible for assisting and training
faculty with technology and instructional design for
OER? (e.g. existing technology or library staff)
61
62. Technological Infrastructure
3.What is the desired format of the OER (e.g. text-
based, narrated lectures, video)?
5.How will you use to distribute the OER (e.g. media
types, file formats, soft copy or hard copy)?
7.What are the technological factors affecting OER
production and dissemination? (e.g. student and
faculty access to & attitudes toward technology,
classroom environment, network instrastructure,
technology support staff)
62
63. Concluding Remarks
OER and content development are not an end but one
facet of an approach to enhancing instruction.
•Collection of 19 video interviews in Ghana about
OER: http://www.youtube.com/playlist?
list=PLF4EC45F2B54D6112
•Open Health at UMMS Video: http://
www.youtube.com/watch?v=LGtevQ9xCkI
Image CC:BY Willi Heidelbach (Flickr) 63
64. Image CC:BY Karrie Nodalo (flickr)
This presentation builds upon slides from other
Open.Michigan team members, including:
Emily Puckett Rodgers, Pieter Kleymeer, Garin
Fons, Greg Grossmeier, Susan Topol, Dave
Malicke, Ted Hanss, and Erik Hofer 64
01/26/10 01/26/10 Copyright Duration: 1710, UK, Statute of Anne: . If it was published after 10 April 1710, the length of copyright was 14 years; if published before that date, 21 years, renewable for second term of 14 years 1788, US: 14 years, renewable for second term of 14 years - 1988 Berne Berne Convention Implementation Act, signed by over 160 countries: Individual is life + at least 50 years; - Since 1976: U.S: individual is life + 70 years; corporate is 95 years from publication
01/26/10 01/26/10
01/26/10 01/26/10
01/26/10 01/26/10 Copyright holders may keep their rights, and license some or all of those 5 rights to individuals or groups. They may also sign over (or transfer)s all of their rights completely.
Two C’s, as opposed to one C
Creative Commons licenses are legal contracts, and have been upheld in court: http://wiki.creativecommons.org/Case_Law
This is where open licenses address the gaps in our current system. As content creators, you take more control over how you want others to use and share your materials and you help other people do this by giving them permission ahead of time. Open sharing practices encourage the cycle of creativity, learning and ultimately innovation by allowing others to legally build upon each other’s work. In this way, we allow others to take control over the way they learn and what they learn, curating their own collections of materials and adapting those materials to suit their needs. Licensing provides even more opportunities for sharing and for using these materials in a variety of settings outside of the protected 4 walls of closed education systems allows for teaching and learning to happen formally and informally. Creative Commons are the most used licenses for content but there are software licenses (GNU) that can be used. Share online legally, throughout the world Choose how you would like to share Many of the license allow for adaptation You can choose how you want to share and easily show others how they can use your work. You take an active step toward sharing and making your materials more useful to others. “ Realizing the full potential of the internet — universal access to research, education, full participation in culture, and driving a new era of development, growth, and productivity.” ~ Creative Commons mission
01/26/10 01/26/10
Presenter: Kathleen The Network began in mid 2008 at a workshop that included 27 participants from across Africa, who gathered to discuss the relevance and potential of OER to advance health education on the continent. During that initial workshop, the participants identified existing challenges to health education in Africa. Those challenges vary by country but generally include: - Low government budget for health Low health worker to population ratio, with disproportionate concentration of health professionals in urban areas High disease burden, particularly among infectious diseases Scarce, aging, and emigrating lecturers for basic sciences Demand for higher education in Africa has increased substantially over the past several decades. There are not enough instructors or physical classroom spaces to meet demand. For example, in Ghana, the national government aims to triple the number of healthcare workers, but the Ghanaian medical schools can only admit one-third of qualified applicants due to limited faculty size. Additionally, the existing instructors often must balance heavy of workloads research, service, and administrative duties with repetitive instructional responsibilities across the expanding enrollment
Presenter: Kathleen Another challenge in some of the universities is crowded lab demonstrations and clinical demonstrations in teaching hospitals. These crowded and often noisy conditions limit student’s ability to see, hear, or ask questions.
Presenter: Kathleen Lastly, another barrier that we realized was often overlooked was a lack of contextually appropriate instructional materials. Many of the most widely used textbooks and medical videos used worldwide are from European or U.S. publishers. This means that the books may promote different processes, have different cultural influences and practices, neglect tropical diseases, and rely more heavily on expensive tests and equipment to guide diagnoses compared to how those same topics would be taught by in African countries. Additionally, those textbooks often use images of Caucasian patients, which may occasionally be problematic. For example, certain dermatological diseases may manifest themselves differently in dark compared to light skin.
The 2008 workshop included participants from ten African universities and institutes, three foundations, and one U.S. university. A subset of those institutions formed the partnership that would later become the African Health OER Network. Founding African health science schools include University of Cape Town, University of the Western Cape, Kwame Nkrumah University of Science and Technology (KNUST for short), and the University of Ghana. The Network is co-facilitated by the South African Institute for Distance Education and the University of Michigan. Other partners added since 2008 include University of Malawi, University of Botswana, EBW Healthcare in South Africa, the East Africa HEALTH Alliance of 7 schools of public health, and the Global Health Informatics Partnership. One of our goals is strategically draw in more African and, eventually, global participants, while developing models of collaboration and sustainability that can be replicated in other regions of the world.
The approach that we’ve taken is four-fold. First, we strive to gather relevant existing OER. Then we train individuals how to adapt those materials as well as to create new materials if there no existing suitable materials. Then we distribute the materials as widely as possible through a variety of websites as well as offline methods such as sampler DVDs or external hard drive. Lastly, and perhaps most importantly, we try to facilitate dialogue around health education, quality assurance and instructional design of materials, and institutional OER practices and policies. The dialogue is essential, as we view Open Licenses as a means to streamlining education, not an end in itself.
Challenge: Both universities had nascent e-learning activities prior to engaging with OER, but many lecturers still relied on low-tech delivery methods, such as, paper notes, dry-erase boards, and PowerPoint slides. Physicians have many strains on their time, and while doctors can provide content, they rarely possess acute technological skill. Training doctors to be experts in multimedia production would be an expensive and inefficient use of their time. Thus, both universities sought alternatives to relieve the health educators of doing technical production . At KNUST in Ghana, the health OER initiative found expertise within the university in the College of Art. In the Department of Communication Design, recent graduates or final-students working on their capstone projects assist lectures with photos, videos, sound, and packaging for the learning modules . The Department of sculpture has also been involved in shaping 3-D sculptures of the top and bottom of the brain in order to converted to electronic 3D representation to teach about the central nervous system. University of Ghana adopted a similar approach, but hired out the university. They hired a media specialist who worked in the commercial film and television industry in Accra, a database specialist, and a graphic artist specializing in 3D animation.
Challenge: Each institution chose to focus its OER production on clinical videos and laboratory procedures since those are the most difficult to see up close in large classes. Many of the clinical videos require filming of patients. In those cases, obtaining informed consent and upholding patient privacy are essential. KNUST and UG each have affiliated teaching hospitals, and it is expected that large groups of students will be shadowing physicians on ward rounds. At the outset of the projects, though, neither hospital nor university had existing consent forms or even informal accepted standards that would permit patient recordings for any use other than internal viewing among hospital staff. Each university had to therefore develop new practices for informed consent and request explicit permission to record. At University of Ghana, physicians opted to create a formal, written consent form for patients to sign. At KNUST, they currently rely primarily on oral permission but are currently exploring adapting University of Ghana ’ s written patient consent form for their OER productions .
Presenter: Kathleen Here are some of our preliminary results, over 160 people trained, 115 authors spanning 12 institutions, 135 learning modules. The vast majority of our materials are in English, since that was the common language among the founding partners. We do, however, have one bilingual English-Portuguese gynecology guide from Mozambique and a resource from University of Cape Town was translated from English into Spanish for the Journal of Occupational Therapy of Galicia. Our demonstration videos and animations have been especially popular on YouTube, with over 860,000 views in approximately 15 months.
Speaking of YouTube, we have over 175 comments on our videos. This is a visualization of word frequency from our comments. You can see that among the most common words are thanks, thank you, and understand.
Example of module that built upon existing OER
Article that was translated from Eng
We offer a number of opportunities for health educators and support staff to interact. We have three communities, each consisting of an audio conference every 2-3 months with a complementary mailing list. There’s a community for senior leaders, such as heads of departments. There’s one for multimedia and technology specialists. Lastly, there’s a third called dScribe, named for a distributed OER publishing model developed by University of Michigan. During that call, we discuss copyright education and clearance, as well as methods to engage students as producers and advocates of OER. We also coordinate a quarterly newsletter, which is sent to approximately 1000 email subscribers worldwide.
When creating new learning materials… Start now by making a small change in how you create your own content.
We build upon the work of others and make use of content whose rights are held by individuals, corporations, and organizations around the world. Respecting the copyright of those who we borrow and build from is an essential component of strengthening the culture of sharing. Why don’t we include seeking permission? That is only advisable if you have a connection to the author, as you can spend months waiting on permission.
Here is my email address if you would like learn more about the project. We also brought some handouts with us as well as some sampler DVDs of the learning modules from African universities.