oer11 starsand fastcars_symposium

Stars in fast cars: walking the red carpet of good practice with OERs in health and social care education

Dr Megan Quentin-BaxterHigher Education Academy Subject Centre for Medicine Dentistry and Veterinary Medicine

megan@medev.ac.uk

#ukoer #porsche #actor #medev

www.medev.ac.uk/oer/ cc: by-nc By Maxi Waltonhttp://www.flickr.com/photos/maxiwalton/898138774/

UK policy context

• HEFCE JISC/Academy OER programme • Projects in health and social care• Health and social care educational context• Educational context• Recommendations• Attribution and disclaimer

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)

Educational context

• Health and social care education– Professional programmes leading to registration with

the professional bodies

– Education is a shared responsibility between academia and the health/social care sectors (NHS)

– Education takes place in practice

– Responsibility educating the educators (PG Certificate in Clinical Education)

– Teachers employed by different organisations

OOER 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 attribution and disclaimers in resources, and use

resources from elsewhere professionally• UK HE enters a dialogue with publishers to increase the

potential for re-using upstream copyrights• Have sophisticated‘take-down’policies

www.medev.ac.uk

OER11 Symposium

• PORSCHE – NHS context and sharing across sectors

• ACTOR – disseminating good practice through UK Clinical Education programmes

• Consent Commons – emerging need for tools and principles to support people appearing in clinical recordings in OER

• Digital professionalism – mainstreaming professional attitudes and behaviours in UK UG curricula

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-sa Megan Quentin-Baxter, May 2011, http://www.ucel.ac.uk/oer11/ ”

• 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

Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE)Kate LomaxeLearning Repository, The London DeaneryLindsay WoodHigher Education Academy Subject Centre for Medicine Dentistry and Veterinary Medicine, Newcastle University

Sharing resources and best practice across the NHS/HE divide

contact: lindsay@medev.ac.uk www.medev.ac.uk/ourwork/oer/ #porscheoer #ukoer #medev

cc: by Tony the Misfithttp://www.flickr.com/photos/tonythemisfit/2580913560/

eLearning in the NHS

• established, albeit limited use• access is complex - many different

systems, security, ownership• local and national content, local and

national infrastructure

NHS infrastructurenow and in the future

Lightweight technical solutions

Good practice in a complex world

Sharing resources and best practice across HE/NHS divide

• identify and overcome barriers to OER creation and use

• promote sustainable best practices in a changing NHS

• document issues and raise awareness of mutually useful resources and tools

Some rights reserved by te.esce

PORSCHE :

Working in partnership to:

www.medev.ac.uk/oer/register/

15www.medev.ac.uk/oer/register/

www.medev.ac.uk/oer/suzanne@medev.ac.uklindsay@medev.ac.uk

twitter.com/hea_medev

www.medev.ac.uk/blog/oer-phase-2-blog/

www.elearningrepository.nhs.uk/richard.osborn@londondeanery.ac.ukkate.lomax@londondeanery.ac.uktwitter.com/nhselearning

OER11, Manchester 11th May 2011

(Gillian Brown, Education Advisor)

Accredited Clinical Teaching Open Resources (ACTOR)

Contact: gillian@medev.ac.uk

#ukoer #actor #medevwww.medev.ac.uk/oer/

cc: by-nc By Maxi Waltonhttp://www.flickr.com/photos/maxiwalton/898138774/

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/

Sharing openly is good!• Use of public funds/money, cost

savings, collaboration• Transparency and accountability• Legally defensible• Advantages for student recruitment,

learning, satisfaction and retention• Equality of access, helping the

developing worldcc: by-nc By Maxi Walton

The ACTOR Community of Practice

"...groups of people who share a concern or a passion for something they do and learn how to do it better as they

interact regularly." (Wenger, 2000)

WHO is the community?

•PG Cert Clin Ed Leads/Tutors

• (accredited/ or not)

•Their students•Clinicians in NHS settings

WHAT will they will do?

•Identify and categorise potential resources•Document compliance with MEDEV toolkit•Analyse policies and document practice•Align resources to the UK Professional Standards Framework

WHY will they do it?• To analyse policies and practice• To share and gain access to

resources • To reduce development work when

creating resources from scratch

WHAT’s in it for them?

• Enhancement of quality in learning and teaching resources

• Institutional collaboration• Advantages for marketing

and student retentioncc: by-nc By Maxi Walton

WHAT’s in it for them? • Learn how to licence

materials• Knowing where they stand

in regard to their own resources

• >30 creditscc: by-nc By Maxi Walton

WHEN will they do it?

• Clinical diaries can be an issue

• During the remaining months of the project

• …and thereafter?cc: by-nc By Maxi Walton

HOW do we sustain a sense of ‘community’ for people who only

meet online?

• F2F in beginning and wherever possible• Employ web 2.0 technologies/social

networking for communication

Web 2.0 technologies and social networking

Tools we’ve used so far:•Project management software•Video conferencing (Elluminate / Adobe Connect) •Skype•Blogs: http://www.medev.ac.uk/blog/oer-phase-2-blog, http://www.medev.ac.uk/blog/actor/

What OER tools will facilitate production and sharing of

resources?• Google• Flickr• Xpert• Xerte• GLOmaker• Etc…

You don’t know what you don’t know

…especially when there is no time or resource to find out!

So far…

• We’re getting there!• Slow start – timing of site visits• Seeing the benefit of sharing

resources within just one institution!

• Cascade effect

University of Warwick Anatomy collection as part of their iTunes U presencedeimos3.apple.com/WebObjects/Core.woa/Browse/warwick.ac.uk.1885881473.0188588

1478.1882421734?i=2066269580

Royal Veterinary College ‘ocular reflexes’ interactive activity as part of their submission to the Jorum repository http://resources.jorum.ac.uk/xmlui/handle/123456789/14457

Summary• Creating a national community while

facing a lack of time/resource (clinical diaries)

• Drawing on the potential that current web 2.0 and social networking technologies can offer

• A network/community centred around their professional activity – that they feel they’ve contributed to

You don’t know what you don’t know

…especially when there is no time or resource to find out!

Questions

References• Adobe Connect (2011) Web Conferencing | Adobe Connect,

http://www.adobe.com/products/adobeconnect.html • Elluminate (2011) eLearning & Collaboration Solutions ::

Elluminate, http://www.elluminate.com • UKPSF (2006) United Kingdom Professional Standards

Framework (UKPSF) – The Higher Education Academy, http://www.heacademy.ac.uk/ourwork/universitiesandcolleges/accreditation/ukpsf

• Wenger, E. (2000) ‘Communities of practice and learning systems’, Organization, Vol. 7, No. 2, pp.225–246.

This file is made available under a Creative Commons attribution share alike licence. To attribute author/s please include the phrase “cc: by-sa Gillian Brown, May 2011”

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.

Consent Commons: a proposed model for recognising the rights of people to refuse of withdraw from participation in open educational

resourcesSuzanne HardySenior Advisor

Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine

Clinical setting Academic setting

• Doctor collects consent• Recordings taken• Consent for recordings stored with patient record• Clear guidance available

• Recordings incorporated into educational event• Uploaded to VLE• No evidence of consent• No access to patient record • Location of risk unclear

We all want to do the right thing!

Consent everything-even where ownership and patient/non-patient rights appear clear, and store consent with resource

Consent as distinct from IPR• Defined by the 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 review of the guidelines for consent/patient recordings

www.medev.ac.uk

Consent as distinct from IPR• 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

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.

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.

www.medev.ac.uk/oer/register/

www.medev.ac.uk/oer/suzanne@medev.ac.uktwitter.com/hea_medev

www.medev.ac.uk/blog/oer-phase-2-blog/

• This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence.

• Please include the following phrase ‘Suzanne Hardy, OER11, 11 May 2011 http://www.ucel.ac.uk/oer11’

Moving towards a culture of digital professionalism to encourage

involvement in open educational resources

Helen BlanchettJISC Netskills

Newcastle University

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 Imagerywww.flickr.com/photos/usnavy/5509486066/

Digital professionalism in the curriculum?

• Digital professionalism: how we present and manage presence in the digital environment and how that presence relates to professionalism in the curriculum

• Professionalism in Tomorrow’s Doctors:www.gmc-uk.org/education/undergraduate/professional_behaviour.asp

• No reference to professionalism online: implicit? explicit in your curriculum?

• Information/resources increasingly easy to find• Blurring of personal and professional identities online• Increasing need to manage issues of disclosure• Changing public expectations• Misunderstandings of digital spaces• Consequence• Permanence• Lack of understanding of copyright and licencing in online

environments

Towards a digital professionalism: 7 principles

Rachel Ellaway (2010)

Principle #1: establish and sustain an on online professional presence that befits your responsibilities while representing your interests. Be selective in which channels and places you establish a profile.

Principle #2: use privacy controls to manage more personal parts of your online profile and do not make public anything that you would not be comfortable defending as professionally appropriate in a court of law

Principle #3: think carefully and critically about how what you say or do will be perceived by others and act with appropriate restraint

Principle #4: think carefully & critically about how what you say or do reflects on others (individuals & organisations) and act with appropriate restraint

Principle #5: think carefully and critically about how what you say or do will be perceived in years to come; consider every action online as permanent

By Michael Deschenes (Own work) [Public domain], via Wikimedia Commons

Principle #6: be aware of the potential for attack or impersonation, know how to protect your online

reputation and what steps to take when it is under threatEllaway, 2010

Principle #7: an online community is still a community and you are still a professional

DO WE THE HAVE SKILLS & ABILITIES NEEDED?

Information literacy

“Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner”Chartered Institute of Library & Information Professionals (CILIP)

Digital literacy

“digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society”

“learners' information literacies are relatively weak but learners have little awareness of the problem”

(Beetham et al 2009)

“many medical students seem unaware of or unconcerned with the possible ramifications of sharing personal information in publicly available online profiles even though such information could affect their professional lives”

(Ferdig et al, 2008)

“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)

How does this relate to oer?And finally….

Manage risk by adopting good practice

• Know how to find appropriately licenced content

• Use the most openly licenced content wherever possible

• Attribute 3rd party material• Explicitly attribute your own work with

disclaimer and licence as openly as possible• Pass on good practice to peers and students

Make hidden curricula explicit

Digital professionalismAcademic practiceInformation & digital literacies

Who takes responsibility?

References• Beetham, H., L. McGill, et al. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age.

Glasgow, Glasgow Caledonian University/JISC. Online at http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf

• Chretien, K. C., S. R. Greysen, et al. (2009). "Online Posting of Unprofessional Content by Medical Students." JAMA 302(12): pp1309-1315.

• Ellaway, R. (2010). "eMedical Teacher # 38: Digital Professionalism." Medical Teacher 32(8): pp705–707.

• 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.

• 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

• 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.

• Mostaghimi,A., Crotty, B.H., “Professionalism in the digital age” Annals of Internal Medicine 19 Apr 2011;154(8):560-562.

• This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence.

• Please include the following phrase ‘Helen Blanchett, OER11, ’ www.ucel.ac.uk/oer11/abstracts/1166.html

oer11 starsand fastcars_symposium

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