heltasa conference 2012 slideshare

Opening up new waysas students engage with

Open Educational Resources(OER)

@ HELTASA 2012

Veronica Mitchell Education Development Unit, Health Sciences Faculty

University of Cape Town, South Africa

Philosophy of openness

http://www.flickr.com/photos/hikingartist/7165990596/sizes/m/in/photostream/ CC.BY-ND

Open Scholarship @ UCT

??A changing educational landscape

WhatWhyHow

Educational theory

www.tagxedo.com

Images from http://blogs.uct.ac.za/blog/oer-uct http://www.capetowndeclaration.org/http://oercongress.weebly.com/paris-declaration.html

Commitment to opennessCommitment to openness

Signing the Berlin Declaration

20122007

2011

www.tagxedo.com

http://www.flickr.com/photos/loop_oh/4313629167/ 

What are we doing?

www.tagxedo.com

What is happening?

our classrooms?

Photo by SJCckell http://www.flickr.com/photos/sjcockell/3251147920/

Why?

Our networked society

What is OER?Knowledge for the public good

Students’ perspectiveIllustration by Stacey Stent @ UCT

chocolate vs knowledge

Sharing

Photo by Veronica Mitchell

ResourcesIn networked society

Icons by http://dryicons.com

Social media

Websites

Blogs

etc

/

New waysthatmatter

Image: David Castillo Dominici / FreeDigitalPhotos.net3d Man With Multiple Arrow Paths"vv

Self-organization as a learner

in the Health Sciences Faculty

Opening up new opportunities for learning

Created by Shihaam Shaikh

Abundance of content Self inquiry Online open content

Shifting pedagogy Sharing quality

Value inversion

Online education as poor relation

high status participation of elite universities

Pedagogy Quality as fitness for purpose

Online Accessible rather than doubtful quality

Size & shape Expansion at all levels

Values of online open content

http://unesdoc.unesco.org/images/0021/002136/213605e.pdf 

UNESCO-COL GUIDELINES

OER are teaching, learning, and research materials in any medium that reside in the public domain or have been released under an open licence that permits their free use and, in some instances, re-purposing by others. The use of open file formats improves access and reuse potential of OERs which are developed and published digitally

“

Openness

Reuse, Remix, Revise Sourcing images: Yale University

http://www.yale.edu/imaging/

Reuse, Remix, ReviseSourcing images Centre for Disease Control and Prevention

Searched: Emphysema

http://phil.cdc.gov/phil/quicksearch.asp

Public Health Image library

Reuse, Remix, Revise Sourcing images

UCT Open Content

Self study for students

Reuse, Remix, Revise UCT Open Content

UNESCO-COL GUIDELINES

Suggest that student bodies:

Familiarize themselves Undertake advocacy Encourage publication / redistribution Quality assessment through social networks Engage with institution re ICT connectivity Actively support and promote OER

CopyrightPreviously copyright was binary

All rights retained vs public domainrestricted vs open

Copyright

Some rights reserved

Now alternative licensing optionsInternet enables …

Stacey Stent illustration 2010http://opencontent.uct.ac.za/Centre-for-Higher-Education-Development/Studying-at-University-A-guide-for-first-year-students

Where are we heading?

Digital Discourse for Students in the

Health Sciences Faculty2012

Veronica Mitchell & Nicole Southgate

Workshop@UCT OER4Us

Carpeted_Commons.jpg

Students feedback…

New exposure

Very helpful / beneficial

Learnt to respect the work of others

Importance of sharing information

Workshops: Digital professionalism Self regulation

http://www.bma.org.uk/images/socialmediaguidancemay2011_tcm41-206859.pdf

http://www.waikatodhb.govt.nz/file/fileid/37681

Publications / Redistributing

Video recording:

Fertility discussion for HIV+ women

Year 3 medical studentsIn Women’s Health block

Affordance of the internet

Peer-to-Peer teaching beyond the UCT classroom

Students’ informed consent

Basil Bernstein

< Power – weaker classification

< Control – weaker framing

> Porosity of boundaries

Theoretical frames

Supercomplexity

A Will to Learn

Lifewide Learning

Theoretical frames

UCT June 2012

Curricula in professional subjects (Barnett & Coate 2005:77)

Ronald Barnett

Stewart Mennin

Complex Adaptive Systems

Theoretical frames

Stacey Matrix

Ralph Stacey's Agreement & Certainty MatrixZimmerman, B., Lindberg, C., & Plsek, P. (2001). Edgeware: insights from complexity science for health care leaders. Irving, Texas: VHA

http://www.gp-training.net/training/communication_skills/consultation/equipoise/complexity/stacey.htm.

Yrjo Engeström

Activity Theory

Theoretical frames

Activity theory as a potential framework for technology research in an unequal terrainJ. Hardman

http://web.uct.ac.za/depts/educate/download/SAJHE.pdf

Expanding horizons of knowledge & experiences Sharing & building knowledgeOpenness & transparency Personal agencyIncreased potential learning resources

Up to date information

Building online Community of Practice

Benefits

CopyrightsInstitutional IP policies

Ethics

Reliability

Caution / Protection

User / producer

[moving] from cultivating walled gardens to supporting

do-it-yourself landscapes

John Mak’s blog on Connectivism.

Learner Weblog Education and Learning webloghttp://suifaijohnmak.wordpress.com/2012/11/17/cfhe12-oped12-moocs-emerging-as-

landscape-of-change-part-5-questions-openness-with-mooc/

“Educational landscape?

??

Image by Shihaam Shaikh 2011

Acknowledgements to:

Greg Doyle Sam Lee Pan

Nicole SouthgateTamzyn Suliaman

Laura Czerniewicz Shihaam Shaikh

Glenda Cox Cheryl Hodgkinson-Williams

Stacey Stent Thank youThank you

References

Barnett, R. 2000. Supercomplexity and the curriculum. Studies in higher education. 25.3: 255-265.

Barnett. R. & Coate, K. 2005. Engaging the higher curriculum in higher education. SRHE & Open University Press. London.

Bernstein, B. 2000. Pedagogy, symbolic control and identity: Theory, research and critique: The pedagogic device. Revised edition, Rowman & Littlefield Publishers, Inc. Lanham.

Mennin, S. 2010. Self-organisation, integration and curriculum in the complex world of medical education. Medical Education. 44:20-20.

Engeström, Y. 2001. Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work. 14:1.

Wiley, D. (2009) Open education license draft. Available on: http://opencontent.org/blog/archives/355

Opening up new ways as students engage with Open Educational Resources by Veronica Mitchell is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 2.5 South Africa License

Veronica Mitchell Education Development Unit, Health Sciences Faculty

University of Cape Town, South Africa