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African Health OER Network - University of Cape Town


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Presentation by Ted Hanss given at the University of Cape Town in South Africa on July 27, 2012....

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Presentation CC BY Regents of the University of Michigan.

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African Health OER Network - University of Cape Town

  1. Collaborative Development in Health Sciences African Health OER Network Case Study Ted Hanss University of Michigan University of Cape Town Faculty of Health Sciences 27 July 2012 Copyright 2012 The University of Michigan. Except where otherwise noted, this work is licensed under the Creative#1 Commons Attribution 3.0 United States License. To view a copy of this license, visit <>.
  2. Agenda • Motivation: Health Challenges • Response: African Health OER Network – What is OER and what are its benefits? – History of the Network – Impact of the Network • OER Examples#2
  3. Motivation: Health Challenges#3
  4. Health Challenges The inadequate density and distribution of healthcare providers negatively affects health outcomes around the globe. This is especially true in Sub-Saharan Africa.#4
  5. Source: World Health Organization. Working Together for Health: The World Health Report 2006. WHO Publications: Geneva. 2006.#5
  6. Source: World Health Organization. Working Together for Health: The World Health Report 2006. WHO Publications: Geneva. 2006.#6
  7. Millennium Development Goals • Reduce child mortality – Drop the under-five rate by two thirds • Improve maternal health – Reduce maternal mortality by three quarters • Combat HIV/AIDS, malaria, and other diseases – Halt and begin to reverse the spread of HIV/AIDS and the incidence of the others
  8. Human Resources for Health • Any long-term solution to the global health crisis requires investment in human resources. • Only well-trained health providers can ensure: – Achievement of the UN’s Millennium Development Goals, – Implementation of global vaccination and medication distribution, and – Preparation for the next epidemic#8
  9. Education Challenges • Low budgets, small workforce, high disease burden • Scarce, aging, and Image CC:BY-NC University of Ghana emigrating teaching Crowded clinical staff settings • Insufficient classroom spaces#9
  10. When you look in textbooks it’s difficult to find African cases. The cases may be pretty similar but sometimes it can be confusing when you see something that you see on white skin so nicely and very easy to pick up, but on the dark skin it has a different manifestation that may be difficult to see. -Richard Phillips, lecturer, Department of Internal Image CC:BY-NC-SA Kwame Nkrumah Medicine, KNUST (Ghana) University of Science and Technology#10
  11. Response: African Health OER Network#11
  12. Free access to online articles, data, knowledge and information for the public good. Open Access Educational materials and resources offered via a license allowing anyone to use, adapt, and re-distribute.#12
  13. Benefits of OER to the University • Share expertise and curricula with other institutions • Recruit students • Decrease duplication, increase efficiency • Increase university’s reputation globally#13
  14. Benefits of OER to the Faculty • Recognition for their teaching • Publish and promote their resources • Connect with other collaborators • Extend their reach and visibility#14
  15. U of Ghana Faculty Perspective v=KHLFSFhvBpA#15
  16. The mission of the African Health Open Educational Resources (OER) Network is to advance health education in Africa by creating and promoting free, openly licensed teaching materials created by Africans to share knowledge, address curriculum gaps, and support health education#16 communities.
  17. Why OER? Kwame Nkrumah University of Science and Technology (KNUST) (Ghana) Peter Donkor Pro Vice Chancellor, former Provost of the College of Health Sciences atch?v=AR31aCaj60Q (90 seconds)#17
  18. Why OER?#18
  19. Gather Existing Materials Assist health professionals in finding materials that are free, electronic, and openly licensed (i.e. expressly allow the general public to use, adapt, copy, and redistribute) Approach Facilitate Discussion Foster dialogue between health professionals around pedagogy, policy, peer review, and openness via onsite consultation, discussion lists, conference calls, and newsletters#19
  20. History of the Network#20
  21. 2008 • U-M President Mary Sue Coleman leads delegation to Ghana and South Africa (February and March) • Hewlett Foundation awards planning grant with additional support from Soros and FAIMER (March) – Health OER workshop in Ghana (May) – dScribe development and materials piloting at U-M – Grant writing trip in Africa (July) • Institute of Medicine meeting (September) • Hewlett awards “Design Phase” grant (Nov)#21
  22. 2009 • “Health OER Design Phase” partnership of U-M, OER Africa, University of Ghana and Kwame Nkrumah University of Science and Technology (Ghana), and University of Cape Town and University of the Western Cape (South Africa)#22
  23. 2009 Design Phase Logic Model INPUT ACTIVITIES OUTPUT OUTCOMES Detailed policy Reduced policy barriers to OER Existing strategies to learning development and use facilitate OER materials activities Institutional Community of trained health OER Hewlett Policy Published and developers and implementers Foundation Engagement support implemented OER (including learning materials logic model Visible and used portfolio of OER health U-M compilation) education learning materials Community of financial Practice website at support Visible and accessible engagement process Health OER Publishing in health OER Institutional Projects leadership Enhanced dScribe workflow Understanding of the contribution OER makes to faculty productivity and student Faculty learning outcomes members, Framework for students Impact studying faculty Understood and implemented best practices Analysis productivity and for inter-institutional collaboration in OER OER Africa effect on learning expertise outcomes development and use Model for building institutional capacity dScribe through OER workflow and development and OER tool deployment Evidence-based, long-term logic model for OER Africa Analysis and web site feedback on inter- Health OER institutional collaboration capacity#23
  24. 2009 Design Phase Tasks • Hold policy/sensitization and content development workshops • Identify curricular needs • Publish materials (emphasis on co-creation of OERs that work in respective local contexts) • Undertake impact analysis – Assess capacity to collaborate – Design framework for assessing OER use and effect on learning outcomes and faculty productivity#24
  25. Cape Town Workshop (2009)#25
  26. 2010 Awarded 2 Year Follow-on Grant#26
  27. Accomplishments • 160 individuals trained • Student publishing assistants • 12 institutions have contributed OER Africa Convening, 2011. Photo by: Saide. – 135 learning modules, including 339 separate materials – 144 videos • Over 1 million YouTube views • Access from nearly every country around the world • Policy workshops and subsequent implementation of OER-enabling policies#27
  28. Visualization of greatest wordfrequency in YouTube comments – from
  29. Platforms and Distribution • Power outages are common. • Bandwidth is very expensive. • OER is distributed offline and online by authoring institutions and the two Network co-facilitators, OER Africa and U-M. Learn more: v=qMiObNC3KYI (12 minutes)#29
  30. L E D EG N Distribution Flow for African Health OER Network Health OER L C IN TITU N O AL S TIO S Server icon public domain, All other icons - excluding Computer trademarks - are public Lab domain or CC BY from DVD/CD S ID A E Server O E TH R (Public) Search Utility (Referatory) U IV R ITY O M H A N E S F IC IG N Hard drive Internet Television Service Print-On- Demand-Books Mobile Distribution#30
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  32. Impact - Alumni University of Ghana ybPf6o (1:30 min) University of Ghana. Photo by: The Regents of the University of Michigan.#32
  33. Impact • Participants are interested in connecting with colleagues at other institutions for the purpose of sharing knowledge. • Several institutions have used or adapted OER from elsewhere. • Several institutions have successfully integrated students into the design process for OER, freeing up faculty time for other activities.#33
  34. OER Examples#34
  35. Midwifery students in Malawi at Kamuzu College of Nursing show off OER course materials on CD-ROM#35
  36. Image CC:BY-NC-SA Saide and University of Botswana#36
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  42. Challenges and Lessons Learned • Intellectual property and faculty reward • Technology standards and interoperability • Building partnerships and sustainability • Best Practices: – Institutional level planning – Building collaborations with other institutions – Planning the big picture – Deployment – Assessment#42 – Sustainability
  43. Summary • OER is seen as a means to streamlining health education, not an end in itself.#43 “Share your ideas” by britbohlinger
  44. Questions/Discussion#44
  45. Ted Hanss Chief Information Officer University of Michigan Medical School +1.734.998.0086 More information: Acknowledgement: This project is supported by the Hewlett Foundation#45