1. Digital professionalism: a barrier to open sharing? New competences, or more of the same? Suzanne Hardy Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine Newcastle University
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9. “ learners' information literacies are relatively weak but learners have little awareness of the problem ” Beetham et al 2009
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11. “ 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
12. “ 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
29. 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.
Slides used at UHMLG conference 21 June 2011, Southampton.
Just as we expect students and junior staff to model professional behaviours in real life, we need them to do the same in the digital environment.
In one respect Its about assessing and managing risk
Managing risk and encouraging good practice Plagiarism well understood Refencing and citation = but that what about acknowledging sources in teaching materials? Where did that image com from? Whose is it? What are the barriers to adopting good practice in learning and teaching? And who is responsible for ensuring we do the best we can?
Something missing An assumption of skill/competence/familiarity
LliDA report
This was the wording from a recent JISC digital literacies call
No point in blocking social networking sites, or in discouraging natural behaviours – students have to be students as the GMC itself points out Which presents us with somewhat of a dichotomy
Think of job applications – should we be testing all new staff? IT and clerical staff are tested for their ability to preform the tasks required of their job. Should we make academics carry out an information retrieval exercise? Should we make them do a blog post or Tweet something? Networking and collaboration are essential to teaching, research and personal development. Is it acceptable to push social media to one side? Thinking about UKOER – the most successful projects seem to be the ones who engage fully with social media…. Do we tacitly accept that when an applicant says they use social media, that they actually do? As a personal tutor, do I eally need to know HOW to change privacy settings on Facebook? Whose job is it? Are these basic things part of, underpinning information literacy?
Base level – understanding Then can move on to developing skills and competences Then enabling the individual to act professionally But information literacy often the only place it is formally addressed, and then siloed into library skills – and as we heard yesterday, students seem unaware of whay they are learning these skills
This raises some interesting points – IS there in fact a difference? We had an interesting debate on Twitter a couple of weeks ago which led to a longer Skype discussion between me, Natalie Lafferty at Dundee and AnneMarie Cunningham at Cardiff, who argued that Uni and NHS policies and procedures can already cope with this, which they may very well be able to do, but enacting good practice and offering guidance with the addition of permanence is challenging.
SH We would like to propose a consent commons to work alongside or with creative commons as a way of demonstrating due diligence in dealing with issues of consent and using patient data sensitively in learning and teaching with specific reference to being able to share.
On the website you can find reports, the toolkit – version 3 will be significantly better in terms of the single interface, and available in November 2010. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies – about 10 so far, though we have done about 60. Do get in touch with us and follow us on Twitter…..
Thanks for listening….. NOTES Chair of TEL strategy development group at DH is Dr Stuart Charney – elearning simulation and other tel systems. National eLearning Portal Kate Lomax: www.elearning.nhs.uk Forthcoming workshops on copyright and elearning – nb contact kate and see if collaboration useful Is the search on the readiness toolkit available to build services on top of? E.g does it have RSS? Elearning developers network – consent commons? CoP. Resources loads of useful stuff there. NLMS Jo Sidebottom
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