Introduction to open educational resources, the eLearning Repository and the PORSCHE project
personal experiences of current practice
Introduction to Creative Commons and open licensing and questions
Copyright
Patient and non-patient consent
Demonstration of finding openly licensed resources online
Using the OER toolkit, attribution tools and attributing creators
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
The document reports on the HEFCE/JISC/HEA OER programme, which funded 12-month pilot projects to make UK higher education resources openly available online. The goals were to explore barriers and recommendations for adopting open educational resources (OER). Projects involved releasing existing resources through individual, institutional, and subject-based strands of activity. The programme evaluated pilots and their outcomes to inform future OER adoption in higher education.
The document discusses the HEFCE/JISC/HEA OER programme, which provided £5.7 million in funding for 12-month pilot projects to open up existing high-quality UK higher education resources. The programme aimed to make resources freely available and reusable under open licenses. It supported projects in three strands: institutional, individual, and subject-based. Projects were required to deposit resources in Jorum Open and be evaluated. The document provides details on the programme and shares information about related open education initiatives.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
Impact and Opportunity of OER - A DOL TAACCCT Case StudyPaul_Stacey
The document discusses opportunities for open educational resources (OER) through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants from the Department of Labor. It notes that TAACCCT grants totaling $2 billion over 4 years aim to prepare workers for high-skill jobs and require all materials be openly licensed. This represents the largest OER initiative. Services are described to help grantees meet requirements around licensing, accessibility, online learning, and using data for continuous improvement. Examples of consortium projects and an OER course development process are also provided.
The document discusses the OpenCourseWare Consortium, which advances learning through sharing free, open, high-quality educational materials organized as courses worldwide. It supports over 260 member organizations and its activities are funded by organizations like the Hewlett Foundation. The consortium shares courses through its website to promote flexible, sharable education resources.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
The document reports on the HEFCE/JISC/HEA OER programme, which funded 12-month pilot projects to make UK higher education resources openly available online. The goals were to explore barriers and recommendations for adopting open educational resources (OER). Projects involved releasing existing resources through individual, institutional, and subject-based strands of activity. The programme evaluated pilots and their outcomes to inform future OER adoption in higher education.
The document discusses the HEFCE/JISC/HEA OER programme, which provided £5.7 million in funding for 12-month pilot projects to open up existing high-quality UK higher education resources. The programme aimed to make resources freely available and reusable under open licenses. It supported projects in three strands: institutional, individual, and subject-based. Projects were required to deposit resources in Jorum Open and be evaluated. The document provides details on the programme and shares information about related open education initiatives.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
Impact and Opportunity of OER - A DOL TAACCCT Case StudyPaul_Stacey
The document discusses opportunities for open educational resources (OER) through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants from the Department of Labor. It notes that TAACCCT grants totaling $2 billion over 4 years aim to prepare workers for high-skill jobs and require all materials be openly licensed. This represents the largest OER initiative. Services are described to help grantees meet requirements around licensing, accessibility, online learning, and using data for continuous improvement. Examples of consortium projects and an OER course development process are also provided.
The document discusses the OpenCourseWare Consortium, which advances learning through sharing free, open, high-quality educational materials organized as courses worldwide. It supports over 260 member organizations and its activities are funded by organizations like the Hewlett Foundation. The consortium shares courses through its website to promote flexible, sharable education resources.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
The document discusses the OpenCourseWare Consortium, which advances open sharing of free educational materials worldwide by organizing courses. It has over 260 member institutions that have published over 14,000 open courses from their OpenCourseWare sites for informal learning. The Consortium is supported by various foundations and organizations and promotes the benefits of open educational resources (OER) such as continuous improvement of materials and greater access to education.
Open Education: The Business andPolicy Case for OERCable Green
This document discusses the business and policy case for open educational resources (OER). It notes that the number of students in tertiary education is growing rapidly and accommodating this growth would require building many new universities. OER provide a way to increase access to education at low cost since copying and distributing digital resources approaches zero cost. It outlines several benefits of OER including customization, affordability, and translation. Research shows that when the cost of sharing information is near zero, there is an ethical obligation to share and governments should require publicly funded resources be openly licensed. Studies also found students prefer and perform as well or better in courses using open textbooks compared to traditional textbooks. The document argues for policies that promote efficient use of public funds
The OTTER project aims to create Open Educational Resources (OERs) by transforming existing teaching materials at the University of Leicester into openly licensed resources. The project uses the CORRE evaluation framework to guide the process. CORRE assesses the content, openness, reuse/repurposing, and evidence/impact of potential OERs. Key steps include gathering content from partners, screening for issues, addressing copyright and formatting, validating resources, and releasing OERs to repositories. Tracking data like views, downloads and surveys provides evidence on OER usage and impact. The goal is to sustainably produce high quality OERs that enhance the university's reputation and attract students through knowledge sharing.
The Open University launched its OpenLearn initiative to make some of its educational content freely available online to advance open educational resources and distance learning. Over its first 18 months, OpenLearn attracted over 2 million visitors and 60,000 registered users. Evaluation found that OpenLearn helped widen participation in higher education and provided learning opportunities for underrepresented groups. The initiative also advanced the university's technological and pedagogical research into open online education.
This document discusses open education and provides an overview of the topic. It defines open education as using open sharing to improve educational access and effectiveness worldwide. Some key points made include:
- Open education allows knowledge and expressions to be given without being given away for the first time in human history due to technology.
- It benefits learners through lower costs and higher quality resources, and benefits faculty through increased reputation and reaching more learners.
- Many open education initiatives are happening around the world, including open textbooks at the University of Minnesota and interactive simulations on the PhET website.
- Delft University of Technology has created over 50 MOOCs and published 200 open courseware courses. The document encourages starting open education efforts
This document discusses the BC Open Textbook Project, which aims to create 40 free and open textbooks for the highest enrolled first and second year post-secondary subjects in British Columbia. It notes that the project received $1 million in funding in 2014 to support faculty authors in reviewing, adapting, and creating new open textbooks. The benefits of open textbooks discussed include lower costs for students and improved access and outcomes. Examples are provided of faculty collaboratively adapting and updating open textbooks in sprints or workshops. Initial results found that the project has saved students over $500,000 in textbook costs since 2013.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
EdTech Europe 2015 [Track 2]: Sir John DanielEdTech Europe
This document discusses the rise of online learning and MOOCs. It begins by asking why distance learning has expanded access to postsecondary education significantly but has done little for secondary students deprived of education. It then defines MOOCs as Massive Open Online Courses. It discusses the trend towards openness in software, research, and educational resources. It outlines the Paris Declaration which encourages open licensing of educational materials produced with public funds. It notes that while early MOOCs had low completion rates, more students are now taking regular online courses than MOOCs. It presents models showing the hype cycle and technology adoption life cycle for online learning and argues that MOOCs have helped bridge the gap for mainstream adoption of online education.
This document discusses the ChemistryFM project which released open educational resources for an introductory chemistry course. It worked with a community radio station to develop podcasts for science week. The university's IP policy allows academic staff to freely share teaching materials. OERs must be integrated into actual course resources, not separate duplicates. Support like funding and developing an sharing culture are needed to sustain OER projects, but mandates alone may not work.
Digital Learning: Learners expectations and experiences of technologySarah Knight
The document discusses a study by Jisc Digital Student Project that examined further education (FE) students' expectations and experiences with technology. The study gathered feedback from learners through focus groups, surveys, and consultation events. Key findings included the importance of accessible WiFi, organized virtual learning environments, and support for using personal devices. The goal is to better understand digital learner needs in order to enhance their experiences and support colleges in engaging students in ongoing technology discussions.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
#oersymposium2014 S3K Cheryl Hodgkinson Williams Pat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This document outlines plans for Safer Internet Day 2014 at a further education college in Essex, England. It discusses raising awareness of safe internet practices among the college's 2500 students and 270 staff through an interactive exhibition. Stories will be collected from students and staff about both positive and negative online experiences. On the event day, these stories and feedback booths will be displayed using technology stations. Afterward, student-produced resources and an online toolkit will help promote the event's messages long-term. The goal is to engage the college community in building a safer internet environment.
Mobile learning in practice - Jisc Digital Festival 2015Jisc
Want to optimise your students' learning experience through mobile technology? This workshop stimulated thinking and discussion around integration of mobile apps into teaching practice by showcasing further and higher education case studies and providing practical guidance and hands-on activities.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
#OpenScot Update for Warsaw Policy Forum June 2017Joe Wilson
This is an Open Scotland update for the Warsaw Open Educational Resource Policy Forum June 2017 You can find out more about Open Scotland http://openscot.net/
Hvordan kan jobcentret hjælpe med rekruttering, fastholdelse og opkvalificering af dine medarbejdere? Hvilke samarbejds- og tilskudsmuligheder findes der?
Få indblik i, hvordan jobcenteret vil servicere din virksomhed i dag og fremover
– og hvordan forventningerne afstemmes, så samarbejdet bliver til et parløb.
The document discusses the OpenCourseWare Consortium, which advances open sharing of free educational materials worldwide by organizing courses. It has over 260 member institutions that have published over 14,000 open courses from their OpenCourseWare sites for informal learning. The Consortium is supported by various foundations and organizations and promotes the benefits of open educational resources (OER) such as continuous improvement of materials and greater access to education.
Open Education: The Business andPolicy Case for OERCable Green
This document discusses the business and policy case for open educational resources (OER). It notes that the number of students in tertiary education is growing rapidly and accommodating this growth would require building many new universities. OER provide a way to increase access to education at low cost since copying and distributing digital resources approaches zero cost. It outlines several benefits of OER including customization, affordability, and translation. Research shows that when the cost of sharing information is near zero, there is an ethical obligation to share and governments should require publicly funded resources be openly licensed. Studies also found students prefer and perform as well or better in courses using open textbooks compared to traditional textbooks. The document argues for policies that promote efficient use of public funds
The OTTER project aims to create Open Educational Resources (OERs) by transforming existing teaching materials at the University of Leicester into openly licensed resources. The project uses the CORRE evaluation framework to guide the process. CORRE assesses the content, openness, reuse/repurposing, and evidence/impact of potential OERs. Key steps include gathering content from partners, screening for issues, addressing copyright and formatting, validating resources, and releasing OERs to repositories. Tracking data like views, downloads and surveys provides evidence on OER usage and impact. The goal is to sustainably produce high quality OERs that enhance the university's reputation and attract students through knowledge sharing.
The Open University launched its OpenLearn initiative to make some of its educational content freely available online to advance open educational resources and distance learning. Over its first 18 months, OpenLearn attracted over 2 million visitors and 60,000 registered users. Evaluation found that OpenLearn helped widen participation in higher education and provided learning opportunities for underrepresented groups. The initiative also advanced the university's technological and pedagogical research into open online education.
This document discusses open education and provides an overview of the topic. It defines open education as using open sharing to improve educational access and effectiveness worldwide. Some key points made include:
- Open education allows knowledge and expressions to be given without being given away for the first time in human history due to technology.
- It benefits learners through lower costs and higher quality resources, and benefits faculty through increased reputation and reaching more learners.
- Many open education initiatives are happening around the world, including open textbooks at the University of Minnesota and interactive simulations on the PhET website.
- Delft University of Technology has created over 50 MOOCs and published 200 open courseware courses. The document encourages starting open education efforts
This document discusses the BC Open Textbook Project, which aims to create 40 free and open textbooks for the highest enrolled first and second year post-secondary subjects in British Columbia. It notes that the project received $1 million in funding in 2014 to support faculty authors in reviewing, adapting, and creating new open textbooks. The benefits of open textbooks discussed include lower costs for students and improved access and outcomes. Examples are provided of faculty collaboratively adapting and updating open textbooks in sprints or workshops. Initial results found that the project has saved students over $500,000 in textbook costs since 2013.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
EdTech Europe 2015 [Track 2]: Sir John DanielEdTech Europe
This document discusses the rise of online learning and MOOCs. It begins by asking why distance learning has expanded access to postsecondary education significantly but has done little for secondary students deprived of education. It then defines MOOCs as Massive Open Online Courses. It discusses the trend towards openness in software, research, and educational resources. It outlines the Paris Declaration which encourages open licensing of educational materials produced with public funds. It notes that while early MOOCs had low completion rates, more students are now taking regular online courses than MOOCs. It presents models showing the hype cycle and technology adoption life cycle for online learning and argues that MOOCs have helped bridge the gap for mainstream adoption of online education.
This document discusses the ChemistryFM project which released open educational resources for an introductory chemistry course. It worked with a community radio station to develop podcasts for science week. The university's IP policy allows academic staff to freely share teaching materials. OERs must be integrated into actual course resources, not separate duplicates. Support like funding and developing an sharing culture are needed to sustain OER projects, but mandates alone may not work.
Digital Learning: Learners expectations and experiences of technologySarah Knight
The document discusses a study by Jisc Digital Student Project that examined further education (FE) students' expectations and experiences with technology. The study gathered feedback from learners through focus groups, surveys, and consultation events. Key findings included the importance of accessible WiFi, organized virtual learning environments, and support for using personal devices. The goal is to better understand digital learner needs in order to enhance their experiences and support colleges in engaging students in ongoing technology discussions.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
#oersymposium2014 S3K Cheryl Hodgkinson Williams Pat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This document outlines plans for Safer Internet Day 2014 at a further education college in Essex, England. It discusses raising awareness of safe internet practices among the college's 2500 students and 270 staff through an interactive exhibition. Stories will be collected from students and staff about both positive and negative online experiences. On the event day, these stories and feedback booths will be displayed using technology stations. Afterward, student-produced resources and an online toolkit will help promote the event's messages long-term. The goal is to engage the college community in building a safer internet environment.
Mobile learning in practice - Jisc Digital Festival 2015Jisc
Want to optimise your students' learning experience through mobile technology? This workshop stimulated thinking and discussion around integration of mobile apps into teaching practice by showcasing further and higher education case studies and providing practical guidance and hands-on activities.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
#OpenScot Update for Warsaw Policy Forum June 2017Joe Wilson
This is an Open Scotland update for the Warsaw Open Educational Resource Policy Forum June 2017 You can find out more about Open Scotland http://openscot.net/
Hvordan kan jobcentret hjælpe med rekruttering, fastholdelse og opkvalificering af dine medarbejdere? Hvilke samarbejds- og tilskudsmuligheder findes der?
Få indblik i, hvordan jobcenteret vil servicere din virksomhed i dag og fremover
– og hvordan forventningerne afstemmes, så samarbejdet bliver til et parløb.
This document discusses using media to involve parents in middle school students' education. It outlines types of parent involvement like volunteering, communication, and decision-making. While parent involvement benefits students, it often declines in middle school due to adolescent development and parents' discomfort. Using virtual proximity through DVDs, blogs, and translations can address these issues by appealing to adolescents' technology interests and facilitating understanding across language barriers. The document suggests strategies for greater learning at home and communicating positively with parents.
This document discusses the rise of brushless motor technology in power tools. It provides the following key points:
- Brushless motors have been hailed as a major advancement, providing more power and efficiency over brushed motors by eliminating carbon brushes. This allows for smaller, more powerful tools with longer run-times.
- Leading tool brands have significantly expanded their brushless lines in recent years, with some like Milwaukee having over 20 brushless models. Brushless tools now make up a growing share of the cordless tool market.
- Though initially more expensive, brushless tools are expected to become more affordable as the technology advances and users recognize the long-term benefits over brushed tools in terms of performance
E-Merchant is established in 2007
Management Team has experience of around 30 years in the Software Industry
Entered in market with Internet Marketing, Search Engine Optimization and Digital Consulting
Established as a Market leader in Digital Marketing
Evolved as global software company
Gained expertise in Enterprise, Mobile and Business Applications
Simplified the development, deployment and management of business applications on-premise or on any Cloud, on any platform and on any device with minimal IT complexity and low total cost of ownership
Targeting Domain specific solutions
Team has exclusive experience in handling Domestic and International Customer
Group of highly committed employees part of our family to provide solutions to our esteemed customer’s Business challenges
Audi tests gesture control using an armband device to move virtual car components in 3D simulations. Engineers use the Myo armband, developed for gaming, to intuitively move and assemble virtual auto parts using hand gestures to test assembly processes prior to production. The goal is to make virtual assembly more natural by controlling virtual objects with gestures instead of controllers. Audi hopes the gesture control testing will help them implement the technology for virtual validation of assembly steps in the coming months.
Get Social with StarBuzz Social Web Community StarBuzz Weekly
This document summarizes the social media marketing services of Meena Chopra and StarBuzz Community Network. They offer services including blog creation and posting, optimizing Facebook pages and profiles, growing Twitter followers, video uploads to YouTube, and more. Their reach spans over 8 million people across various platforms. Statistics are provided showing large numbers of fans and followers for main Facebook pages and engagement metrics for videos and other content. A variety of work samples and portfolio items are displayed to showcase their work.
El documento describe el origen e historia de Internet. Comenzó en 1969 como ARPANET, una red creada por el Departamento de Defensa de EE.UU. para permitir la comunicación entre universidades e investigadores. En 1990, Tim Berners-Lee creó el World Wide Web en el CERN, permitiendo a los usuarios acceder e intercambiar información de forma sencilla. Internet ha crecido exponencialmente desde entonces, convirtiéndose en una red global descentralizada que conecta a miles de millones de personas.
This document is a service agreement between a customer and LMi.net for web hosting and domain registration services. It collects customer contact and billing information, specifies the service plan and features, establishes login credentials for the web server and email accounts, outlines responsibilities of both parties, and details LMi.net's policies regarding use of the services. The customer agrees to LMi.net's terms by signing and dating the document.
La empresa se dedica al desarrollo web, hospedaje y mercadeo en internet desde 1997. Ofrecen servicios de desarrollo de sitios web, hospedaje, correo electrónico, posicionamiento SEO y publicidad digital. Su enfoque es brindar soluciones integrales y personalizadas para ayudar a sus clientes a alcanzar sus objetivos de negocio en internet.
Un "webmaster / community manager ", pourquoi pas ?Pierre A. Martin
Avez-vous déjà réfléchi à votre stratégie de communication et de marketing sur le web et les réseaux sociaux? Je vous invite à prendre quelques minutes pour aller plus loin
NetworkingPAE - Vender está bien, fidelizar al cliente, mejor. Emilio BenítezPayPerThink
En el octavo encuentro de NetworkingPAE conversamos con Emilio Benítez, Director Financiero de PayPerThink.
El programa de Netowrking PAE está diseñado y desarrollado por La Dirección General de Empresa y Actividad Emprendedora del Gobierno de Extremadura y la Fundación Incyde, con la financiación del Fondo Social Europeo.
Desarrolla encuentros de negocio entre emprendedores, empresarios y empresarias que tengan interés en ampliar su red de contactos y buscar nuevas oportunidades de negocio.
Kompetanseforum NHO: om "Verden er din" og #SoMeHilde Veum
NHO Reiseliv har i fire år hatt ekstra fokus på rekruttering av kompetent arbeidskraft til reiselivsnæringen. Dette innebærer i første omgang å sikre tilgang av faglært arbeidskraft - kokker, servitører, resepsjonister og reiselivsmedarbeidere. Som en del av dette arbeidet har vi jobbet aktivt med sosiale medier for å nå ungdommene.
Kompetanseforum i NHO ønsket en presentasjon av hvordan vi har jobbet, og hva vi har klart å oppnå.
Fire Drills: an Analog for Verifying Your Solution's Emergency Response PlansAndrew 'Drew' Cox
Without verification your plan is only a hunch. You can choose to verify your plan on your own, on purpose, in controlled circumstances; or while your site is down during the biggest day of your career. Having a plan is only half of the equation. Learn how to test your response plan on your own terms, by planning and executing “fire drills.”
For over 40 years, Sandia National Laboratories has applied research to develop technologies that offset carbon emissions and reduce the cost of wind energy. Sandia partners with government agencies and industry to increase the viability of wind power. Sandia leads research on advanced rotor designs, evaluates turbine interaction in wind plants, and operates testing facilities like the Scaled Wind Farm Technology facility to study wakes and test new technologies. This work aims to improve wind turbine performance and lower the cost of wind energy through tools that more accurately predict power production and reduce uncertainties.
Desarrollo de péptidos bioactivos y probióticos para la tercera_Daniel RamónFIAB
El documento describe 1) el proyecto SENIFOOD para desarrollar ingredientes funcionales para mejorar la calidad de vida de las personas mayores, 2) la búsqueda de péptidos bioactivos a partir de residuos de cacao con actividad antioxidante, antiinflamatoria y neuroprotectora, y 3) un probiótico Bifidobacterium longum llamado ES1 con propiedades antiinflamatorias demostradas en ensayos preclínicos y clínicos.
Este documento presenta diferentes tipos de diccionarios como normativos, enciclopédicos y bilingües. Explica las reglas de acentuación del español y las clases de palabras que llevan tilde. También define conceptos como texto, párrafo y oración, e incluye ejercicios sobre acentuación y uso de preposiciones.
Este documento describe las actividades de un proyecto escolar para valorar la identidad cultural de Ancash en Perú. El proyecto incluyó talleres de capacitación sobre la lengua y cocina de Ancash, una visita a sitios arqueológicos en Casma, y una feria gastronómica donde los estudiantes presentaron platillos basados en la quinua y difundieron las propiedades nutricionales de este cultivo. El objetivo final del proyecto fue que los estudiantes aprendieran sobre y se sintieran orgullosos de la cult
This document discusses value-oriented maintenance and improvement of overall equipment effectiveness (OEE) and cost efficiency. It describes ConMoto Consulting Group's experience optimizing production sites through their MaintenanceScoreTest assessment and modular improvement system. Their approach identifies maintenance weaknesses, compares processes to maintenance excellence standards, and implements customized improvements to maximize value creation through optimal maintenance processes.
The document discusses open educational resources (OER) in healthcare education and strategies for sharing them while mitigating legal risks. It recommends clearly marking all resources with Creative Commons licenses, obtaining consent to share any content depicting people and storing copies of consent with the resources. It also suggests reviewing institutional policies against risk assessment tools and establishing incentives for staff to share and reuse OERs.
Pathways for Open Resource Sharing through Convergence in Healthcare Educatio...heamedev
The document discusses the Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE) project. The project aims to (1) provide seamless access to academic and clinical learning resources for healthcare students through repositories, (2) deliver a substantial number of open courseware in healthcare education, and (3) establish the basis for long-term sharing of appropriately licensed content between academia and healthcare through national partnerships. The project will use metadata exchange and content syndication to connect repositories and promote the sharing of educational resources.
This is the set of presentations given at OER11, May 2011, Manchester Conference Centre in a symposium entitled 'Stars and Fast Cars: walking the red carpet of good practice'
The document provides information and resources about finding and using open educational resources (OER) appropriately through good practices like attribution and risk mitigation. It lists tools for finding images, videos and other openly licensed materials online from sites like Flickr, Google Images and academic collections on iTunes U. Principles of acknowledging creators and patients' consent are discussed.
The document reports on the progress of the Pathways to Open Resource Sharing through Convergence in Healthcare Education (PORSCHE) project. It discusses developing open educational resources and sharing best practices between higher education and healthcare. It also addresses issues around digital professionalism, managing risk, and attributing third-party materials.
The document discusses the HEFCE/JISC/HEA OER program which provided £5.7 million in funding for pilot projects to open up existing high-quality education resources from UK higher education institutions. The program aims to make a wide range of learning resources freely available and re-usable. Funded projects are expected to demonstrate long-term commitment to openly releasing resources and exploring sustainability. The OOER project focuses on issues related to consent, securing resources from non-HEI staff, and developing toolkits to help identify and categorize potential open resources and inform the process of uploading resources. Key challenges discussed include obtaining consent for reused medical images and clarifying intellectual property rights and ownership of teaching materials.
WikiVet is a project that aims to share open educational resources (OERs) for veterinary education. It allows veterinary students and graduates to create and publish learning materials online under open licenses. The project has grown internationally with over 200 veterinary schools involved. Content includes videos, articles, and other media created by students and graduates. WikiVet helps make veterinary education more accessible globally by allowing free sharing and reuse of educational resources.
Open educational resources (OER) refer to openly licensed educational materials that can be legally shared and adapted. The document discusses OER in higher education courses related to aquaculture and fisheries. It outlines what OER include, how they are licensed, where to find and contribute OER, and why they are used. Barriers to OER adoption include lack of awareness, quality concerns, and difficulty modifying resources. However, OER provide opportunities for affordable and accessible education through additional learning sources. The document concludes by recommending increased cooperation between higher education and research to strengthen open education in aquaculture and fisheries fields.
This document summarizes an open educational resources (OER) project related to art, design, and media higher education. The project aims to review policies around digital learning resources, establish guidelines for open access resources, and make existing learning resources freely available through institutional repositories and JISC Jorum Open.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Open Educational Resources in Aquaculture Education and TrainingJohn Bostock
The document discusses open educational resources (OER) in aquaculture education and training. It defines OER as teaching and learning materials in the public domain or released under an open license allowing free use and modification. While OER offer benefits like cost savings and quality improvements, there are also barriers to their widespread adoption. For aquaculture, the availability of OER is currently limited, though initiatives like the Aqua-tnet project have increased resources. Further developing OER in aquaculture could help educators and provide educational opportunities, but challenges around funding, copyright, and pedagogy remain.
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
This document discusses open educational resources and findings from the PORSCHE OER project. The key points are:
- Open educational resources are teaching materials that can be freely used and shared. The PORSCHE project examined how to better organize and share such resources between academic and clinical healthcare education networks.
- Some of the project's recommendations included requiring authors to clearly license all content, obtaining proper consent for any resources involving people, and reviewing policies regarding copyright and risk assessment.
- The project found benefits to developing open resources, such as enhancing teaching quality, providing financial benefits, and potentially improving student recruitment and retention. However, consent and intellectual property issues require careful consideration.
Open Educational Resources - Evidence and ImpactRobert Farrow
The document discusses open educational resources (OER) and the Open Educational Resources movement. It describes some of the research and projects that have been conducted to understand the impact and use of OER, including 28 fellowships, research projects, publications, and studies of OER use in various countries. It also discusses challenges in understanding and assessing OER use and impact, and proposes using collective intelligence methods to identify challenges, find solutions, and provide evidence to support different claims about OER.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
What Teachers Want? Reusing OCW in the High School ClassroomEileen McMahon
The document summarizes findings from workshops held with Boston Public School teachers to introduce them to OpenCourseWare collections from MIT, Tufts University, and UMass Boston. The key findings were that while teachers were interested in the materials, they needed more support and guidance on how to integrate and remix OpenCourseWare content into their own lesson plans. Follow up surveys found that teachers made use of the materials after the workshops and found Google Docs and other collaboration tools introduced in the workshops to be helpful. The document proposes several opportunities for OpenCourseWare consortiums to better support teacher adoption, such as developing curriculum tools and hosting online communities for sharing best practices.
Similar to PORSCHE Sharing e-learning resources SHA Newbury (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Film vocab for eal 3 students: Australia the movie
PORSCHE Sharing e-learning resources SHA Newbury
1. Open educational resources - using and creating sharable teaching materials in health care - findings of the PORSCHE OER project Kate Lomax NeLR, London Deanery Lindsay Wood, Suzanne Hardy, Megan Quentin-Baxter HEA MEDEV
2.
3. Programme 13.30 Welcome to and purpose of the workshop - introduction to open educational resources, the eLearning Repository and the PORSCHE project 14.00 Breakout - personal experiences of current practice 14.20 Introduction to Creative Commons and open licensing and questions 14.50 Demonstration of finding openly licensed resources online 15.15 Using the OER toolkit, attribution tools and attributing creators 16.00 Wrap up and close
4.
5. "digitised materials 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
15. Institutional policy recommendations That authors should ‘hallmark’ all their content with e.g. CC licences(e.g. CC ‘by’ attribution only) Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent in NHS record (patients) or with resource Review institutional policies against good practice Include disclaimers in resources UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights Seek to replace, over time, any questionable material Have sophisticated‘take-down’policies
16. Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE) Seamless access to academic and clinical elearning resources cc: by Tony the Misfit http://www.flickr.com/photos/tonythemisfit/2580913560/ contact: lindsay@medev.ac.uk www.medev.ac.uk/ourwork/oer/ #porscheoer #ukoer #medev
18. 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. consent commons
28. Proposing a “Consent Commons” A human subject version of Creative Commons Accepts a basic human right to refuse their image/voice appearing and, where they have previously consented, their right to withdraw their consent Would work like Creative Commons in that you hallmark material with the consent status and when consent needs to be reviewed (if ever) Has levels of release (e.g. Closed; ‘medic restrict’; review [date]; fully open) Terms of the consent needs to be stored with/near the resource www.medev.ac.uk
29. Digital professionalism 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. CC-BY Official US Navy Imagery www.flickr.com/photos/usnavy/5509486066/
30. Accredited Clinical Teaching Open Resources (ACTOR) Partners: University of Bristol, University of Cambridge, Hull York Medical School, Newcastle University, Peninsula College of Medicine and Dentistry. www.medev.ac.uk/oer/ #ukoer #actor #medev cc: by-nc By Maxi Walton http://www.flickr.com/photos/maxiwalton/898138774/ Contact: gillian@medev.ac.uk
38. MEDEV’s value statement from the OOER project shows some of the benefits of developing open educational resources. These include: enhancing the quality of learning and teaching resources financial benefits benefits for institutions, and collaboration between institutions potential advantages for student recruitment, satisfaction, and retention Sharing openly: benefits www.medev.ac.uk/ourwork/oer/value/
44. 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/www.medev.ac.uk/ourwork/oer/value/
45. 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 Andy Powell comment on David Wiley’s blog http://opencontent.org/blog/archives/1735
46. Mitigating risk by adopting good practice to save time and money OER is irrelevant (but a nice by-product )
59. www.medev.ac.uk MEDEV good practice toolkit learning resource metadata collection content comparison against good practice guidance on copyright/IPR, consent and quality assurance sign-off/auditing learning resource ‘put in many places’ syndication through APIs
60. MEDEV good practice risk assessment toolkit www.medev.ac.uk/ourwork/oer/toolkits/
78. Links in response to questions Creative Commons licence embedding during content creation https://creativecommons.org/about/downloads Creative Commons licence embedding in Adobe media http://bit.ly/paJR33 JISC OER starter pack and model templates http://www.web2rights.com/OERIPRSupport/starter.html JSIC OER IPR Support Licence Compatability Wizards http://www.web2rights.com/OERIPRSupport/creativecommons/
89. The OER InfoKit from JISC InfoNet: openeducationalresources.pbworks.com
90. The OER Synthesis and Evaluation Report: www.caledonianacademy.net/spaces/oer/
91.
92. UK HEFCE JISC/Academy OER programme Organising Open Educational Resources (OOER) [PHORUS – HSaP] Phase 1 OER project 250K - Apr 2009-Mar 2010 Investigated institutional practice, developed toolkits, disseminated widely 15 UK partners www.medev.ac.uk/oer/ PORSCHE & ACTOR [SWAPBox – SWAP] Phase 2 OER projects £125K & £20K respectively Linking NHS and academic networks Disseminating through ‘clinical education’ programmes (training the trainers)
93. Attribution and disclaimer This file is made available under a Creative Commons attribution share alike licence To attribute author/s please include the phrase “cc: by-saSuzanne Hardy, Megan Quentin-Baxter, Kate Lomax and Lindsay Wood July 2011, http://www.medev.ac.uk/ourwork/oer/ “ 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. www.medev.ac.uk
96. 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 whenthe 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
97. 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
98. What rights does a 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
99. Copyright infringement 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 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
100. Exceptions You may copy 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
101. Obtaining clearance to use 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
102. Fair dealing Your use 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 –instead use licencedmaterials, or ask for permission www.copyrightservice.co.uk
103. 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
104.
105. Open Educational Resources Recordings of people (especially patients and their families, healthcare workers, actors, students, etc.) in learning materials
106. Consent as distinct from IPR Defined by the 8 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 guidelines for consent/patient recordings
107. 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)
108. Consent for use in teaching Patient or non-patient participation in the development of teaching materials is not ‘in their best interests’ If it can be copied digitally then you have to assume that it is ‘open’ There is no such thing as ‘anonymising’ patient or other information
109. The Data Protection Act (1998) Schedule 1 states: "1 Personal data shall be processed fairly and lawfully and, in particular, shall not be processed unless - (a) at least one of the conditions in Schedule 2 is met, and (b) in the case of sensitive personal data, at least one of the conditions in Schedule 3 is also met."
110. The Data Protection Act (1998) Schedule 2 states (paraphrased in [], emphasis added) "Conditions relevant for purposes of the first principle: processing of any personal data 1 The data subject has given his consent to the processing. 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.]”
111. The Data Protection Act (1998) Schedule 3 states (paraphrased in [], emphasis added) "Conditions relevant for purposes of the first principle: processing of any sensitive personal data 1 The data subject has given his explicit consent to the processing. 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.]”
112. GMC guidance Making and 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
113.
114. GMC principles 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: give patients the information they want, or need, about the purpose of the recording make recordings only where you have appropriate consent or other valid authority for doing so ensure that patients are under no pressure to give their consent for the recording to be made where practicable, stop the recording if the patient asks you to, or if it is having an adverse effect on the consultation or treatment anonymiseor code recordings before using or disclosing them for a secondary purpose, if this is practicable and will serve the purpose disclose or use recordings from which patients may be identifiable only with consent or other valid authority for doing so make appropriate secure arrangements for storing recordings be familiar with, and follow, the law and local guidance and procedures that apply where you work.
115. GMC principles And you must not: make, or participate in making, recordings against a patient’s wishes, or where a recording may cause the patient harm 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).
116. GMC states 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. Images of internal organs or structures Images of pathology slides Laparoscopic and endoscopic images Recordings of organ functions Ultrasound images X-rays
117. NHS states Patients are any person or people currently in receipt of healthcare treatment, or who has/have been in receipt of healthcare treatment. 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. The NHS guidelines recommend at least three or possibly four (Scotland) levels of consent, ranging from none to 'publication' NHS level III consent. "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. Level I consent is for use within the patient record only. Level II consent is for teaching and learning but with restricted access only. Level III consent is usually for open access and in the public domain."
118. Issues Where to store copies of consent? Withdrawing consent? How to find properly consented materials? What is the advice in relation to lecture capture? How do you stop someone else ripping you off
119. Policies, disclaimers and risk 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 please contact…’ Actively manage your risks Take out liability insurance
121. Institutional policy recommendations That authors should ‘hallmark’ all their content with e.g. CC licences(e.g. CC ‘by’ attribution only) Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent in NHS record (patients) or with resource Review institutional policies against good practice Include disclaimers in resources UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights Seek to replace, over time, any questionable material Have sophisticated‘take-down’policies
122.
123. Understanding risk, using risk assessment toolkits and 'digital professionalism' Open Educational Resources
124. Policies, disclaimers and risk 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
125. Institutional policy recommendations That authors should ‘hallmark’ all their content with CC licences e.g. CC ‘by’ (attribution only) Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent with resource Review institutional policies against good practice Include disclaimers in resources UK HE enters a dialogue with publishers to increase the potential for re-using upstream copyrights Have sophisticated‘take-down’policies
130. Principles 1. Acknowledge that patients’ interests and rights are paramount. 2. Respect the rights to privacy and dignity of other people who are included in recordings, such as family members and health care workers. 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. 4. Take professional responsibility for your making and use of recordings and alert colleagues to their legal and ethical responsibilities where appropriate. Email: d.hiom@bris.ac.uk
131. Digital professionalism 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. CC-BY Official US Navy Imagery www.flickr.com/photos/usnavy/5509486066/
141. Digital literacy “digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society” Joint Information Systems Committee (JISC), 2011
142. “most learners are still strongly led by tutors and course practices: tutor skills and confidence with technology are therefore critical to learners' development” Beetham et al, 2009
143.
144.
145. 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
146.
147.
148. LibTeachMeets have happened in: Cambridge (27.09.10, 29.03.11) Huddersfield (09.02.11) Newcastle (04.05.11) Brighton (25.05.11) Liverpool (26.05.11) Leicester (14.06.11) London (20.06.11) LibTeachMeets are coming up in: Stirling & Inverness (20.07.11) Bedfordshire (21.07.11) Sheffield (10.11.11) Oxford (tbc) google teachmeet calendar: http://tinyurl.com/tm-google-calendar
149. TeachMeet – grow your own People, venue, date / time, web presence, funding, cake!
155. Chretien, K. C., S. R. Greysen, et al. (2009). "Online Posting of Unprofessional Content by Medical Students." JAMA 302(12): pp1309-1315.
156. Ellaway, R. (2010). "eMedical Teacher # 38: Digital Professionalism." Medical Teacher 32(8): pp705–707.
157. 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.
158. 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
159. 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.
160.
161. Attribution and disclaimer This file is made available under a Creative Commons attribution share alike licence To attribute author/s please include the phrase “cc: by-saSuzanne Hardy, Megan Quentin-Baxter, Kate Lomax and Lindsay Wood July 2011, http://www.medev.ac.uk/ourwork/oer/ “ 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. www.medev.ac.uk
Editor's Notes
Welcome, thanks for coming, housekeeping
One of the defining characteristics of OERs is that educational materials which have an open licence attached to them. There are several forms of open licence, of which Creative Commons is one. Probably the best known. Open educational resources are inextricably bound up with intellectual property issues, as most educational content is protected under conventional copyright terms that must be honored. Creative Commons, an organisation that provides ready-made licensing agreements that are less restrictive than the "all rights reserved" terms of standard international copyright, is a "critical infrastructure service for the OER movement.
What are we talking about? This is my favourite definition – there are a lot of definitions
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.
Organising Open Educational Resources had 17 HEIs as partners, who carried out 12 workpackages. The project ran for a year, with a budget of £500,000, with half of that in the form of the grant, and the rest as matched funding.It was about enabling the community. To facilitate HEIs and individuals ‘go open’ by mitigating risk and implementing policies and procedures based on good practice.Part of that is preparedness to engage with the debate, and readiness of content to be released openly.Today I am going to go right back to basics.We wanted to shed light on pools of best practice, and share that across the constituency – making sure that everyone knows in their own context, the people, policies, procedures, and permissions involved in going OER.
These are only a few of the many recommendations, but they are the ones which we want to highlight to you . We really need institutions to use CC licences on their works, to clarify exactly who owns what and how it may be used. Institutions frightened of giving away the ‘crown jewels’ may be perfectly happy with releasing up to 75% of a module or programme (which may still be useful to others). To protect ourselves and our colleagues into the future we need sophisticated searching (reputation based materials) and take down policies. We would like to know that staff can be rewarded for getting involved in this, as contributors and users of other people’s resources. We also had many recommendations for JorumOpen (the national repository) who we were working with to implement as many as we can.
3 scenariosFull live cross search – fits in with ACErep project in LeedsMetadata exchange, search from entry website, only have to negotiate N3 gateway if need to download materials.Content package exchange – have everything in Jorum accessible from eLearning Repository and vice versa. No need to negotiate gateway.
SH 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.
Here is the problem.OERs move across clinical and academic settings. The same person might be making and delivering materials.They may be, or the recordings used within them are collected by clinicians under rigorous guidance both at a national (GMC) level and a local trust of health authority level.When these materials are then delivered in an educational event in an academic setting things can go awry.This slide illustrates one of the things that is special to our project and other healthcare projects:Where we have clinicians who are paid by the NHS, who create materials in clinical settings, but deliver them in academic settings under an honorary contract with the university but who are not paid by that universityWhere then does risk and responsibility lie?Enlarging on this a bit further, what we have on the left is a very clear process for taking cosent for using recordings within a clinical setting for treatment, research and ‘local’ education. On the right however, we then wish to re-use images and incorporate them into VLEs, share materials, etc. But no evidence of consent, we don’t have access to the patient record. And so the location of risk is unclear. What we do know is that both the clinical organisation and the academic organisation both want to do what is right. It is not clear where the responsibilities of the clinical setting end – what happens once images left their patch? On the other side, universities are beginning to be aware of their responsibilities but have no mechanisms to handle them But all want to do the right thing. Mobilty of image around the world and the fact that resources are being shared whether they were intended to be shared or notUniversties are not aware of their responsibilities in this settingDoctors want to do it properlyUniversities want to do it properlyNo mechanism is currently in place to support them doing that
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’.
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.
In traditional fashion let’s go round the room, and say who we are, where we are from and what you are hoping to get out of the day.
How many of us are pirates?We all know people who take materials they find on the internet and use them in their learning and teaching resources…. 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?Today we are going to examine why we should stop doing that, and look at some tools to help us change our practice, and start doing things differently from today.
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.
In our field – healthcare education there is a third thing we should be thinking about.If there are people in our resources, if they contain any recordings – video, audio, photographs – we need to additionally think about consent. I am not going to focus on this today, but it is useful to know that there are another couple of pieces of work going on around consent and making this explicit too – email me if you want more details on this, or I can come back another time to talk to you specifically about that.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.
Across the UK staff and students are already uploading teaching and other materials to the Internet/web, especially to social networking sites. Failure to follow best practice doesn’t mean that you can’t do it, it just means that you need more insurance. If you have deep pockets and have little conscience you can put materials up, and wait for lawyers to get in touch. The ‘best practice compliance’ table developed in the OOER project was developed to assist institutions to understand how their policies measured up, in order to safeguard themselves from litigation brought against them, and also to establish their own rights in relation to their own copyrights. It is intended as a guide only and legal advice should be sought by those wishing to adopt good practice risk-management policies.
There is emerging evidence that 50% of staff time/resources on preparation for teaching can be saved by engaging with OERThis rerentblog 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.
New teachers taking over courses can save time if they know they can reuse the materials created by their predecessor….
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?
Thanks for listening…..NOTESChair of TEL strategy development group at DH is Dr Stuart Charney – elearning simulation and other tel systems.National eLearning Portal Kate Lomax: www.elearning.nhs.ukForthcoming workshops on copyright and elearning – nb contact kate and see if collaboration usefulIs the search on the readiness toolkit available to build services on top of? E.g does it have RSS?Elearning developers network – consent commons? CoP. Resources loads of useful stuff there.NLMS Jo Sidebottom
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.
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.
Think of job applications – should we be testing all new staff? IT and clerical staff are tested for their ability to preform the tasks required of their job. Should we make academics carry out an information retrieval exercise? Should we make them do a blog post or Tweet something?Networking and collaboration are essential to teaching, research and personal development. Is it acceptable to push social media to one side?Thinking about UKOER – the most successful projects seem to be the ones who engage fully with social media….Do we tacitly accept that when an applicant says they use social media, that they actually do?As a personal tutor, do I eally need to know HOW to change privacy settings on Facebook? Whose job is it?Are these basic things part of, underpinning information literacy?
Lindsay Wood, Project OfficerHEFCE, JISC and HEA
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.
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.
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.
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.
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’).
To obtain permission then contact the author or their publisher (owner of the copyright).
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.
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.
Thanks for listening…..NOTESChair of TEL strategy development group at DH is Dr Stuart Charney – elearning simulation and other tel systems.National eLearning Portal Kate Lomax: www.elearning.nhs.ukForthcoming workshops on copyright and elearning – nb contact kate and see if collaboration usefulIs the search on the readiness toolkit available to build services on top of? E.g does it have RSS?Elearning developers network – consent commons? CoP. Resources loads of useful stuff there.NLMS Jo Sidebottom
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’.
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…’
Across the UK staff and students are already uploading teaching and other materials to the Internet/web, especially to social networking sites. Failure to follow best practice doesn’t mean that you can’t do it, it just means that you need more insurance. If you have deep pockets and have little conscience you can put materials up, and wait for lawyers to get in touch. The ‘best practice compliance’ table developed in the OOER project was developed to assist institutions to understand how their policies measured up, in order to safeguard themselves from litigation brought against them, and also to establish their own rights in relation to their own copyrights. It is intended as a guide only and legal advice should be sought by those wishing to adopt good practice risk-management policies.
These are only a few of the many recommendations, but they are the ones which we want to highlight to you . We really need institutions to use CC licences on their works, to clarify exactly who owns what and how it may be used. Institutions frightened of giving away the ‘crown jewels’ may be perfectly happy with releasing up to 75% of a module or programme (which may still be useful to others). To protect ourselves and our colleagues into the future we need sophisticated searching (reputation based materials) and take down policies. We would like to know that staff can be rewarded for getting involved in this, as contributors and users of other people’s resources. We also had many recommendations for JorumOpen (the national repository) who we were working with to implement as many as we can.
Thanks for listening…..NOTESChair of TEL strategy development group at DH is Dr Stuart Charney – elearning simulation and other tel systems.National eLearning Portal Kate Lomax: www.elearning.nhs.ukForthcoming workshops on copyright and elearning – nb contact kate and see if collaboration usefulIs the search on the readiness toolkit available to build services on top of? E.g does it have RSS?Elearning developers network – consent commons? CoP. Resources loads of useful stuff there.NLMS Jo Sidebottom
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…’
These are only a few of the many recommendations, but they are the ones which we want to highlight to you . We really need institutions to use CC licences on their works, to clarify exactly who owns what and how it may be used. Institutions frightened of giving away the ‘crown jewels’ may be perfectly happy with releasing up to 75% of a module or programme (which may still be useful to others). To protect ourselves and our colleagues into the future we need sophisticated searching (reputation based materials) and take down policies. We would like to know that staff can be rewarded for getting involved in this, as contributors and users of other people’s resources. We also had many recommendations for JorumOpen (the national repository) who we were working with to implement as many as we can.
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.
LliDA report
This was the wording from a recent JISC digital literacies call
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
Base level – understandingThen can move on to developing skills and competencesThen enabling the individual to act professionallyBut information literacy often the only place it is formally addressed, and then siloed into library skills – and as we heard yesterday, students seem unaware of whay they are learning these skills
A TeachMeet is an organised (but informal) meeting (in the style of an unconference) for teachers to share good practice, practical innovations and personal insights in teaching with technology.Participants volunteer to demonstrate good practice they've delivered over the past year, or discuss a product that enhances classroom practice.TeachMeet events are open to all and do not charge an entry fee.Cake helps (for librarians anyway)
Would it be appropriate to start to think about a 23 things for ethics in social media?
In one respect Its about assessing and managing risk – what are the threats?