sourcing open educational resources in the health sciences faculty at the university of cape town
DESCRIPTION
Openness is changing the educational landscape. This presentation gives a glimpse into the process of promoting OER.TRANSCRIPT
SourcingOpen Educational Resources
(OER)in the Health Sciences Faculty
@ UCT Teaching and Learning Conference21st October 2013
Veronica Mitchell, Greg Doyle and Nicole SouthgateEducation Development Unit, Health Sciences Faculty
University of Cape Town, South Africa
OER Team @ HSF
2011
2012
Open Scholarship @ UCT
A changing educational landscape
Signing the Berlin Declaration Images from http://blogs.uct.ac.za/blog/oer-uct
/
Commitment to opennessCommitment to openness
Open Access week 2012
Uneven terrain
http://www.flickr.com/photos/hikingartist/5726834773/sizes/s/in/photostream
Successstories
Open Scholarship @ UCT
A changing educational landscape1600 views
PowerPoint
Open Scholarship @ UCT
> 100,00 downloads1100 views
Textbook
Open Scholarship @ UCT
Knowledge as a public good
174,000 views
YouTube videos
www.tagxedo.com
Sharing
New paradigms
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
“
http://www.flickr.com/photos/hikingartist/5726834773/sizes/s/in/photostream
WHYOER
??
Why OER for individual educators?
Knowledge as a public good
??
Health education Occupational and Environmental Health Research
French
Pesticide Label Card
English
English iSi Xhosa
Aldicarb sticker
Why OER for individual educators?
Facilitate blended learning
??
Occupational Therapy resource
Occupation Based Community Development Framework
Why OER for individual educators?
Deeper learningMultimodal Collaborative connections
??
Health & human rights education
ThemesInternationalLocalDisabilityLGBTI
Psychological Society of SA
Local & internationalLGBTI NGOs
http://opencontent.uct.ac.za/Health-Sciences/Public-Health-and-Family-Medicine/The-Human-Rights-Key
Health & human rights education
Psychological Society of SA
Position statementon sexual & gender
diversityhttp://www.psyssa.com/doc-frame.asp?doc=PsySSA_sexuality_gender_position_statement_2013.pdf
GenderDynamiX
Resources
http://www.genderdynamix.org.za/about/
e.g.
Why OER for individual educators?
Promotes alternate pedagogies e.g. flipped classroom / blended learning
Increases impact of teaching materialsExtends use of teaching resources to other learners
Pedagogical idea sharing
Fosters connections between other colleagues, departments, universities, cross-disciplinary studies, other roleplayers
Profiles teaching Creates record of teaching for teaching portfolios
Saves time??
Openness
R’sR’sReuseReuseRedistributRedistributeeRemixRemixReviseReviseDavid Wiley
http://opencontent.org/definition/
Permissions
OER for departments
Effective social responsiveness
Enhances teaching coherence across courses
Improved learning experiences by selecting materials in pedagogically sound and innovative ways
Increase institutional visibility
Ensures better long-term archiving, curation and reuse of teaching materials
Attracts alumni as life-long learners
??
Expanding horizons of knowledge & experiences Sharing & building knowledgeOpenness & transparency Personal agencyIncreased potential learning resources
Up to date information
Building online Community of Practice
Benefits
Leaders & champions at all levels necessary
Funding?
InitialHewlett Foundation
Sustainability?Faculty budget allocation
Digital divide?
Academic identity
Shifting power relations
Beyond gatekeepers of knowledge
Student expectations
??
E-Learning / Technology enhanced learning
technology is not only transforming access to knowledge,
but may also be influencing the balance of power between
academic and student in knowledge production and use
““
Janice Hansen. 2009. Displaced but not replaced: the impact of e-learning on academicidentities in higher education. Teaching in Higher Education. 14:5.
Supercomplexity
A Will to Learn
Lifewide Learning
Possible theoretical frames
Ronald Barnett
Possible theoretical frames
Stewart Mennin Yrjo Engeström
Activity theory
Complex Adaptive Systems
Stacey Matrix
Who are the contributors ?
Individuals
eg. Occupational TherapyPublic Health
bridging the shift
From the administrator’s perspective
/
From the administrator’s perspectiveIs there a known
licence?
Copyright
Permission denied
Publish to OpenContent!
Create alternative
No
Find open alternative
Creative commons
Use, attach correct licence
Unable to create
alternative
Omit from resource
Copyright Clearance process
Benefits vs Challenges
Busy clinician vs time spent with him/her
Volume of work vs rewards of contributing
Inability to find alternatives vs skills learned while creating them
Loss of drive to keep projects going
[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???
Thank you
ReferencesBarnett, R. 2000. Supercomplexity and the curriculum. Studies in higher education. 25.3: 255-265.
Hardman, J. 2005.Activity theory as a potential framework for technology research in an unequal terrain. http://web.uct.ac.za/depts/educate/download/SAJHE.pdf
Mennin, S. 2010. Self-organisation, integration and curriculum in the complex world of medical education. Medical Education. 44:20-20.
Wiley, D. (2009) Open education license draft. Available on: http://opencontent.org/blog/archives/355
Zimmerman, B., Lindberg, C., & Plsek, P. 2001. Edgeware: insights from complexity science for health care leaders. Irving, Texas: VHAhttp://www.gp-training.net/training/communication_skills/consultation/equipoise/complexity/stacey.htm.