Overview of Open.Michigan - University of Cape Town

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Presentation by Ted Hanss given at the University of Cape Town in South Africa on July 26, 2012....

PPT available for download at http://open.umich.edu/sites/default/files/20120726open.michiganoverview4uct-hanss.ppt.

Presentation CC BY Regents of the University of Michigan.

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  • I'm here to talk to you about Open.Michigan, an initiative at the University of Michigan that publishes open educational resources and supports open teaching and learning practices at our University. I'll be sharing our story, about how we started, our goals and our engagement efforts over the last three and a half years.
  • First I have to give you a little bit of background about the University of Michigan. We're a very large public research institution. One of our taglines is: "Leaders and Best." We pride ourselves on distributed innovation. This is the size of the community Open.Michigan is trying to serve.
  • As a public institution, we have a responsibility to serve our community and to share the knowledge we produce at U-M. Recently Mary Sue Coleman has been campaigning about the importance of connecting our university to the rest of the state, by providing education and skills that can stay in Michigan.
  • We found a home for Open.Michigan in the Medical School, with support from Dean Woolliscroft.   With this support, Open.Michigan is charged with gathering and editing the first two years of medical education at U-M and publishing these online as Open Educational Resources. Open.Michigan is still housed in the Medical School but we serve the entire University of Michigan community and campuses.   We are two full-time staff "strong" with an additional program manager for our international health OER project and a handful of folks who dedicate some percentage of their appointment to Open.Michigan projects.
  • We also help support the African Health OER Network, a Hewlett funded project that encompasses over 17 institutions across the U.S. and Africa. There’s a tangible need to share and contextualize health sciences resources across the world, which is one of the reasons we’re supported by the Medical School. For us, open means going beyond using free content but contributing content back into the pool of resources available for the global learning community.
  • Open.Michigan serves both as a model for other open education initiatives by developing and documenting support material as well as an initiative which supports open publication of U-M scholarly content. “ Earth” symbol by Francesco Paleari from the Noun Project (http://thenounproject.com/noun/earth/#icon-No1071)
  • At Open.Michigan, we have two major goals:   to sustain a thriving culture of sharing knowledge at U-M; and to provide comprehensive public access to U-M’s scholarly output.   We do a host of activities to support these goals.   As one of these goals is to sustain a culture of sharing, our engagement efforts are very important to the health of our initiative. “ SHARE” by Share Conference. CC: BY-SA http://www.flickr.com/photos/shareconference/5422273956/
  • In order to support a culture of sharing, we have several objectives we aim to achieve and I'll talk more about how we do these things later in the presentation. We base our actions on participation and ground-up interest, so we have a lot of 1:1 contact with members of our community and we go to lots and lots of meetings with people across campus.
  • Our goal doesn't stop at publishing content.   We are also interested in making it easy for people to share by giving them tools and guidance for their own creation and publication of open content.   We've developed an open publishing platform based on Drupal called OERbit.   We've developed a participatory, volunteer driven process for collecting, assessing and re-publishing educational resources under open licenses called dScribe and we've developed a content and decision management tool to support the dScribe process called OERca. We try to make it easy to support open educational practices by providing lots of DIY resources and this is where our strong branding comes in handy.
  • Early on in our process, we saw the need for strong branding. You see it in the font we use, our color scheme and in the design of our website. Our branding spreads across all our media and collateral and we even have business cards for the Open.Michigan initiative. We were early adopters of blogging and videos to get our message out to our community about what we do.
  • In the past five years, we had to focus on different aspects of our goals and objectives.   Each phase had a slightly different focus in terms of community engagement and we've been consistently adding onto our models for engagement each year.   We have also established ourselves as a national model for OER production and alongside our local community engagement efforts, we've participated in conferences and other activities that support the development of open educational practices.   We're a sustaining member of the OpenCourseWare Consortium and former Open.Michigan team members have gone on to work for Creative Commons, manage ISKME's OER Commons and work for Microsoft Research.
  • Our first couple of years was about getting institutional buy in from key stakeholders, including the Medical School Dean, the dean of libraries, the Dean of the School of Information and others.   We worked closely with the General Counsel to develop open policies that were aligned with the sharing culture at U-M. For example, at U-M faculty generally own the copyright to their works and can choose how to share their work.   We also developed the dScribe process and tools. dScribe process relies on volunteers who receive training from our team. They partner with a content creator, usually a faculty member to gather, assess and clear educational resources to publish on the Open.Michigan collection.   During this phase of our project, we focused on creating campaigns geared at students to invite them to become dScribes and partner with faculty members to publish OER.   The initiative had to prove this proof of concept was an efficient and effective way of publishing OER that didn't rely on a large staff like MIT's and also incorporated the learning community into the process.   Additional Notes: U-M policy U-M very decentralized: created a participatory, distributed process for creating OER “ Leaders and Best”: wanted to be able to use/adapt OER in a way that didn’t just mimic MIT PD-Inel: worked with General Counsel at U-M to determine how to best classify scientific content (especially medical content) in terms of copyright based on factual representation. dScribe process for clearing content participatory and distributed focuses on student-faculty relationships 8 step process: connect, training, gather, license, assess and clear, edit, review, publish OERca is a web-based content clearing application that supports the dScribe process. upload content (e.g. powerpoint presentations) add metadata (e.g. source and license information) extract and replace third party copyrighted content re-assemble and publish with attribution information and disclaimer slides
  • Our second phase consisted of starting to identify the culture of sharing that already existed at U-M and making these projects more transparent on our website. We highlight open source tools like the Michigan Tailoring System and Open Access publications like Digital Culture Books on our site.   We started reaching out to new schools across U-M and continued to focus on dScribe training and campaigning.   This is essentially running a long course, with time dedicated to recruiting, training, supporting and graduating cohorts of dScribes.   At one semester we had 24 dScribes from the School of Information and all Open.Michigan team members dedicated their semester to keeping this cohort functioning.   We also started organizing community building events, like bringing in speakers, and partnering more deeply with the Library and their open access publishing units to promote open practices on campus.   An Open.Michigan team member during this time taught an online class at U-M Flint called "Open Pedagogy—A New Paradigm for Teaching and Learning" and another team member helped write the "Code of Best Practices in Fair Use for OpenCourseWare" with MIT and the Center for Social Media.   Additional Information: Volunteers Built up dScribe program, especially in School of Information One term had 24 dScribes from the School of Information Awareness (events) Started organizing and hosting larger awareness raising events Open Everything, Fall 2009 https://open.umich.edu/blog/2009/10/08/open-everything/ CTO Nathan Yergler speaks at U-M Open.Michigan continues to report on open activities around campus Experimented with a book club Reached out to the Library system for deeper collaborations Code of Best Practices in Fair Use for OCW, MIT, U-M, American http://www.centerforsocialmedia.org/ocw An Open.Michigan team member also taught an online class at U-M Flint: EDT 585: Open Pedagogy – A New Paradigm for Teaching and Learning more strategic engagement with MLibrary Publishing Expand publishing efforts beyond M1/M2 Reach out to central campus and other campuses (School of Ed, Nursing, LSA) N 536 - Utilization of Nursing Research in Advanced Practice Teaching Persuasive Writing http://www.flickr.com/photos/opensourceway/4749432099/in/photostream/
  • Phase three was when we really started digging into the culture we'd identified at U-M.   We created the first Open Education Coordinator, a position dedicated to community engagement.   We started conducting more regular surveys of our community to identify needs, gaps and opportunities for open practices to support what is already happening on campus.   We developed communications plans and started actively and strategically using social media to reach out to and connect with our community.   We started partnering more with current projects, interests and activities on campus.   Instead of starting from "Open" we're starting with other people's passions, research interests and needs and blending "openness" into our support of these activities. We are staring to shift our outreach from “This is how you do open” to “How can I help you better achieve your goals?”   This has been really successful and we've seen an increase in the amount of people participating in our events and in the outcomes of the events.   You see a few examples on this slide of projects we're consulting on (MERLOT, Global Health Disparities, Emergency Health), committees we're a part of (eTextbooks, Digital Storytelling), and local conferences or events we've coordinated or presented at.  
  • With the increasing availability of digitized collections, documents and primary source materials, it is becoming easier for faculty members to find and incorporate a variety of content into their classroom setting. This is an example of a history professor who created an “interactive syllabus.” Partnering with two graduate student instructors who knew where to find content and how to use it (licensing!), they created a wiki that featured embedded and linked content to a trove of primary source documents from libraries across the country. They were able to use this syllabus to engage students in conversations during the class time, focusing on using history as a lens for gaining skills like evaluation, analysis and synthesis. Dr. Witgen embedded points he wanted to make within this discussion rather than lecturing and was able to easily and quickly adapt to the needs of the students during the semester. This was the first time he had taught this course and it was outside of his discipline so finding and using primary source documentation and other research enabled him to engage the students in exploration of the content. He was able to focus on teaching and engaging, rather than lecturing and finding the content, thus flipping his classroom experience.
  • Brenda Gunderson teaches the Intro to Statistics class at U-M. Her class usually contains around 1,200 students per term. In order to meet their needs, she’s developed two book-sized resources to accompany her traditional textbook. Because she retained the copyright to these resources (interactive notes and a lecture guide) she’s now working with Open.Michigan to publish this content on our collection and we are depositing a local copy with the Espresso Book Machine in our library where students will be able to print out the books on demand. (Library experimenting with business models for on-demand textbooks.) Because these resources will also be available on Open.Michigan, students can print out individual copies of chapters or download them onto their computers or tablets. They will be available for Fall 2012.
  • Michael Hortsch, (Assoc. Prof, Dept of Cell and Developmental Biology)   Submitted course presentation slides to Open.Michigan as OER. Demand from students to interact with these slides: wanted a learning experience. Creating an app called “The Second Look” based on histology slides. Content is be openly licensed (CC: BY-NC) and available on Open.Michigan, The app will be commercialized on the Apple App Store. .99 for the app and one deck (28 decks altogether) or $24,99 for the complete bundle. Open.Michigan helping him to develop the content and the app for this project.
  • Not only do we showcase faculty and staff work, but students are an integral part of our initiative. We built the dScribe process around student participation, focusing on teaching students the skills to create and share their own educational resources. We also publish student content, like these posters and assignments from Pharmacy 476 and a cross-disciplinary handbook created for students engaged in global engagement.
  • To this end we're re-examining our original dScribe process and envisioning wider ways for students and others to participate in facilitating open practices on our campus, not just through publishing support but through advocacy, engagement and teaching others. We'll be working on an incentives structure that reflects these opportunities over the course of this summer: https://open.umich.edu/wiki/Badges Researching and developing a badging system for our U-M community of sharers so that we can formally recognize the skills, participation and motives behind sharing at U-M and help facilitate the growth of a culture of sharing.   We’re also interested in how different kinds of learning opportunities can be incorporated into systems of assessment and accreditation and how pathways of competency can be build within and around formal learning settings.  
  • We've seen steady growth over the last three and a half years of our initiative's activity.   (That large red spike is YouTube, showing just how popular that platform is for folks educating themselves!)   As we partner with other groups on campus, we see more engagement with Open.Michigan and more support for our work.   Our mailing list has gone up substantially and we had seventy-five participants at our last weekend-long event.   Additional Notes: Outcomes • Youtube: nearing 2 million hits (youtube is acting funny (they are updating things) so our total upload counts on the /openmichigan page are different (less than) the total lifetime count found within our analytics tab. • SlideShare: 27,201 Total visits to date: • Open.umich.edu: 147,154 • /wiki: 19,564 • /blog: 14,299 UMMS: We have shared 648 materials from 71 UMMS faculty across the first two years of Medical School. Medical students have shared 230 notes covering 11 sequences. OERca: 21 schools/units represented in OERca 13 external, including Brazil, South Africa, England, United States, Oman 114 dScribes 86 dScribe2s Open.Michigan collection Second most viewed U-M YouTube channel with over 1 million views over 10,000 views per month to our collection over 360 contributors across U-M 180 courses and resources 1,412 individual materials First faculty member to publish all course content as OER in Fall 2011 (Paul Conway, archivist and digital humanist) Recognition 15 presentations (locally and nationally) and trainings (2011) ACE Award for Technical Innovation from OpenCourseWare Consortium (2011) Invitation to Clinton Global Initiative University (2009) Involvement on three committees across U-M on various publication and open policy practices Participation in other campus efforts like CI Days, and innovative teacher training
  • Our training is in high demand with 15 presentations or trainings given last semester alone.   We struggle to balance this outreach and community development with dScribe, which is basically an intense volunteer program.   In the last year and a half we've focused on awareness building efforts, experimenting with making the resources we have published more accessible, valuable and engaging and developing new tools and processes for becoming part of the open community.   Currently assessing our dScribe program and our offerings and examining the question "what is the Open.Michigan experience at U-M?” We’ve realized we need to drop jargon like “OER” to most of our potential collaborators and focus on the concept of sharing well.
  •  Thanks for listening, I'm happy to answer any questions. Feel free to get in touch with me or the Open.Michigan team through any of these channels.
  • Overview of Open.Michigan - University of Cape Town

    1. 1. July 2012 Initiative Initiative InitiativeDescription Goals Engagement Ted Hanss Chief Information Office University of Michigan Medical Schoo Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2012 The Regents of the University of Michigan
    2. 2. Health System 26,007 faculty, staff, volunteers, and students 58,947 students3 campuses 42,301Ann Arbor, Dearborn, Flint faculty and staff
    3. 3. The mission of the University of Michigan is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving and applying knowledge, art, and academicvalues, and in developing leaders and citizens who
    4. 4. Office of Enabling TechnologiesOur HomeMedical School Information Services University of Michigan Medical School open.umich.edu/education/med
    5. 5. The mission of the AfricanHealth Open EducationalResources (OER) Network isto advance health educationin Africa by creating andpromoting free, openlylicensed teaching materialscreated by Africans to shareknowledge, addresscurriculum gaps, and www.oerafrica.org/healthoersupport health educationcommunities.
    6. 6. When you look intextbooks it’sdifficult to findAfrican cases.[S]ometimes it can beconfusing when you seesomething that you seeon white skin so nicelyand very easy to pickup, but on the dark skinit has a differentmanifestation that maybe difficult to see. Image CC:BY-NC-SA Kwame Nkrumah-Richard Phillips, lecturer, University of Science and Technology
    7. 7. “Open.Michigan enables University of Michigan faculty, students, staff and others to share their educational resources and research with the world.”
    8. 8. 1culture of sharing 2comprehensive public access
    9. 9. 1ulture of sharing • Build partnerships and communities of sharing • Make visible the community and support it needs • Increase support for OER production
    10. 10. 2comprehensivepublic access Make it easy to create and use open content •Build tools, processes, increase visibility of content •Consult, educate, train
    11. 11. Phase Three Build community, evaluate, Phase Twostrategize Refine processes, identify culturePhase OneBuildprocesses,tools, policy
    12. 12. Phase Oned processes, tools, polic
    13. 13. Phase Twone processes, identify cu Policy dScribe volunteers Publishing Expand OER Community Events
    14. 14. Phase Threecommunity, evaluate, stratCatalyze Medical Textbook of the Future,community Diagnose This, A2DataDiveinterests • EvaluatiConnect with Digital storytelling, eTextbooks, U- onother M Wikipedians, HASTAC • Strategiinitiatives c Planning MERLOT, Global Health • AnalyticsConsult on Disparities, Emergency Healthnew projects
    15. 15. Facilitate OER ProductionAffordability (low/no cost)Ease of Reuse History 373: History of the American West Michael Witgen CC: BY-SA openmi.ch /history373
    16. 16. Facilitate OER ProductionAffordability (low/no cost)Ease of Reuse lib.umich.edu/e bm STATS 250: Introduction to Statistics and Data Analysis Brenda Gunderson CC: BY-NC-SA
    17. 17. Expand and Improve OER offeringsQualityInnovationNewdistributionchannels CC: BY-NC Michael Hortsch
    18. 18. Expand and Improve OER offerings Participatory Learning Skills-based Collaboration openmi.ch/cgh-handbookopenmi.ch/pharm476-w11
    19. 19. A badge is a symbol of identity, signifying a level of achievement or character, participation in an event or activity, or belonging to a group. Open.Michigan wants to harness the excitement created by those who share or advocate for sharing scholarly material and use that to gain momentum in the open education movement at the University ofCC: BY-NC-SA “Soldering badge” Michigan.adafruit https://open.umich.edu/wiki/Badges
    20. 20. Outcomes Participation Collection 360 contributors 1,142 materials 71 UMMS faculty 188 videos 114 dScribes 180 courses & (volunteers) resources 21 U-M units 10,000 views per month 387 mailing list 13 U-M colleges & members schools 1 million YouTube views 27,000 SlideShare views
    21. 21. Ongoing Analysis Open.Michigan’s analytics dashboard (openmi.ch/-DashBoard)
    22. 22. Futures …
    23. 23. Connect Contactopen.umich.edu Ted Hanssopen.michigan@umich. ted@umich.edueduFacebookopenmi.ch/mediafbTwitter@open_michigan Thanks to Emily Puckett Rodgers, primary author of this presentation.

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