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.
Presentation given in 2012 to Communication Officer colleagues at an international consortium skills-sharing workshop. This gave a basic introduction to open licensing and communication practioners might use it in their work.
IWMW 2003: Web Accessibility debate (Brian Kelly, 2)IWMW
Slides used by Brian Kelly in debate on "Web accessibility is difficult to implement" at the IWMW 2003 event held at the University of Kent on 11-13 June 2003.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2003/debate/#debate-1
Presentation given in 2012 to Communication Officer colleagues at an international consortium skills-sharing workshop. This gave a basic introduction to open licensing and communication practioners might use it in their work.
IWMW 2003: Web Accessibility debate (Brian Kelly, 2)IWMW
Slides used by Brian Kelly in debate on "Web accessibility is difficult to implement" at the IWMW 2003 event held at the University of Kent on 11-13 June 2003.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2003/debate/#debate-1
Pathways for Open Resource Sharing through Convergence in Healthcare Educatio...heamedev
Pathways for Open Resource Sharing through Convergence in Healthcare Education. This project envisages seamless access to academic and clinical learning resources for healthcare students and staff. Deliver a substantial number (c.180 credits) of OER in medical and healthcare education;
Establish the basis for a long term national partnership between the NHS and academia by sharing of appropriately licenced content between JorumOpen and the NeLR to aid discoverability and energise new creative solutions for the purpose of supporting students learning in practice;
Achieve widespread uptake of the MEDEV Toolkit and recommendations (use of CC, consent, policies etc.) in a wide variety of NHS settings (and modify it based on experience);
Promote debate, in collaboration with the SCA and OpenLearn, over the development of Consent Commons (based on the notion of Clinical Commons, proposed by Ellaway, et al., 200612);
Establish the value of the service/s to enhancing the student experience in clinical placement settings.
Presented by Susan Maloney, MHS, Managing Senior Fellow and Senior Program Officer, Partnership for Prevention, and Yvonne Hamby, Project Director, JSI Research and Training Institute and Infertility Prevention Program, Region VIII at the 2010 National
Creating flexible learning spaces for the the future studentBettShow
By Dr Graham Walton, Head of Library Planning and Resources at Loughborough University and Liz Waller, Head of Information Services at the University of York
Slides used for short intro presentation on open practice at JISC eLearning 11 online conference, November 2011. Facilitated by Terry McAndrew and organised by Lou McGill.
Pathways for Open Resource Sharing through Convergence in Healthcare Educatio...heamedev
Pathways for Open Resource Sharing through Convergence in Healthcare Education. This project envisages seamless access to academic and clinical learning resources for healthcare students and staff. Deliver a substantial number (c.180 credits) of OER in medical and healthcare education;
Establish the basis for a long term national partnership between the NHS and academia by sharing of appropriately licenced content between JorumOpen and the NeLR to aid discoverability and energise new creative solutions for the purpose of supporting students learning in practice;
Achieve widespread uptake of the MEDEV Toolkit and recommendations (use of CC, consent, policies etc.) in a wide variety of NHS settings (and modify it based on experience);
Promote debate, in collaboration with the SCA and OpenLearn, over the development of Consent Commons (based on the notion of Clinical Commons, proposed by Ellaway, et al., 200612);
Establish the value of the service/s to enhancing the student experience in clinical placement settings.
Presented by Susan Maloney, MHS, Managing Senior Fellow and Senior Program Officer, Partnership for Prevention, and Yvonne Hamby, Project Director, JSI Research and Training Institute and Infertility Prevention Program, Region VIII at the 2010 National
Creating flexible learning spaces for the the future studentBettShow
By Dr Graham Walton, Head of Library Planning and Resources at Loughborough University and Liz Waller, Head of Information Services at the University of York
Slides used for short intro presentation on open practice at JISC eLearning 11 online conference, November 2011. Facilitated by Terry McAndrew and organised by Lou McGill.
A presentation given to the lunchtime seminar learning and teaching group at the Stockton Campus, University of Durham Medical School, 12 October 2010.
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
Proposing a 'consent commons' to cover the use of people in open educational ...meganqb
This is a paper prepared for the "OpenEd 2010" conference, Barcelona, 2-4 November 2010. It considers the need to obtain consent from all people, particularly patients, to be involved in educational resources, especially any which may be going to be made 'open'.
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
To learn more about Open Helix and how to take advantage of some of the free resources, learning tools and training webinars, contact David Cunningham, Cambridge Healthtech Institute, at 781-972-5472
To learn more about our 30 Day Free Trial offer that will provide you or your organization with access to over 100 bioinformatics and genomics tutorials, contact David Cunningham, Cambridge Healthtech Institute, at cunningham@healthtech.com or 781-972-5472.
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.”
-The William and Flora Hewlett Foundation
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Workshop given at Haramaya University College of Health Sciences and College of Medical Sciences on 29 April 2012.
CC BY The Regents of the University of Michigan.
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.
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
PORSCHE NHS eLearning Repository Copyright Consent Good Practiceheamedev
nhs porsche medbiq toolkit medev 2011 consent commons e-learning repository oer healthcare education ocw learnining resources practice based training technical good practice ukoer nelr consent oerporsche
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 presentation which accompanied workshops at AMEE2010 and the AMEE eLearning Symposium in Glasgow, given by Suzanne Hardy, Lindsay Wood and Megan Quentin-Baxter from the HIgher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine.
This is the presentation given during the OER slot at the JISC10 conference in April 2010 at the Queen Elizabeth II Conference Centre, Westminster, London.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
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1. Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE) Seamless access to academic and clinical elearning resources contact: lindsay@medev.ac.uk www.medev.ac.uk/ourwork/oer/ #porscheoer #ukoer #medev cc: by Tony the Misfit http://www.flickr.com/photos/tonythemisfit/2580913560/
4. 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
11. Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent with resource
12. consent commons 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.
13.
14. 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. Contact: gillian@medev.ac.uk #ukoer #actor #medev www.medev.ac.uk/oer/ cc: by-nc By Maxi Walton http://www.flickr.com/photos/maxiwalton/898138774/
17. Mitigating risk by adopting good practice to save time and money OER is irrelevant (but a nice by-product )
18.
Editor's Notes
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 2010 The 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.
JW Then SH 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 university Where 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 not Universties are not aware of their responsibilities in this setting Doctors want to do it properly Universities want to do it properly No mechanism is currently in place to support them doing that
Malcolm Teague from the NHS-HE forum, is helping us with questions of access, authentication and authorisation across N3 and JANET.
3 scenarios Full live cross search – fits in with ACErep project in Leeds Metadata 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.
Of course many HEIs will already have some kind of institutional repository, but we had outlined an API toolkit in our original plan and as APIs to many web 2.0 services are so readily available nowadays, and because we had recently recruited a great developer, we decided to have a go at a mashup of a number of APIs. The idea was to be able to make the process of putting your stuff out there, and enabling people to find it, as easy as possible, using only one form and one one interface….. James has a proof of concept using Picasa, YouTube, Delicious and Twitter working so far. Some other services are proving a bit more tricky because of the time it take to process the files when uploading them – e.g. Slideshare but we are still working on it. We think its going to be useful for the Subject Centre anyway, and know that the CORE materials project in Liverpool has been doing something similar..
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.
What we need is something that works alongside copyright and licensing regimens to give us something to evidence or give provenance to materials which required consent under data protection law, so that onward transmission sharing and reuse becomes easier, and we can open up more healthcare materials to use as OERs. Consent is a currently a barrier to open release as legacy materials can ’t evidence the consent status of clinical recordings – so we end up with non-commerical no-derivatives licenses as a default rather than a fallback position, where we can apply them. Everyone wants to use more open licenses but needs to be able to evidence consent.
JW The OOER project recommended just getting consent – and then we are clear. SH We feel this is something we should all be doing anyway – in the same way we collect and store consent for treatment and research. And in the same way as we reference in publications. It should be as easy and as embedded in practice as that. Its about good practice which is easy and practical to implement. It ’s about covering our backs and trying to think further down the line – making the consent status clear for other users who may use this recording in a different way. What a consent license could do is make the patients rights clear alongside the owner ’s rights.
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.
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.
On the website you can find reports, the toolkit – version 3 will be significantly better in terms of the single interface, and available in November 2010. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies – about 10 so far, though we have done about 60. Do get in touch with us and follow us on Twitter…..