HELTASA conference 2012 slideshare
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Undergraduate Health Science students can be users and producers of Open Educational Resources (OER). These slides were presented at the HELTASA conference held in Nov 2012 at Stellenbosch University, Western Cape, South Africa. They explain how and why we are introducing students to OER in the Health Sciences Faculty at the University of Cape Town.
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HELTASA conference 2012 slideshare
- 1. Opening up new ways as students engage with Open Educational Resources (OER) @ HELTASA 2012 Veronica Mitchell Education Development Unit, Health Sciences Faculty University of Cape Town, South Africa
- 2. Philosophy of openness http://www.flickr.com/photos/hikingartist/7165990596/sizes/m/in/photostream/ CC.BY-ND
- 3. Open Scholarship @ UCT What Why How Educational theory ? www.tagxedo.com A changing educational landscape
- 4. Commitment to Commitment to openness openness 2011 Signi n g th e Berlin Decla ration 2012 2007 Images from http://blogs.uct.ac.za/blog/oer-uct http://www.capetowndeclaration.org/ http://oercongress.weebly.com/paris-declaration.html
- 5. What are we doing? www.tagxedo.com http://www.flickr.com/photos/loop_oh/4313629167/
- 6. What is happening? www.tagxedo.com our classrooms?
- 7. Why? Our networked society Photo by SJCckell http://www.flickr.com/photos/sjcockell/3251147920/
- 8. What is OER? Knowledge for the public good Students’ perspective Illustration by Stacey Stent @ UCT
- 9. Sharing chocolate vs knowledge Photo by Veronica Mitchell
- 10. Resources In networked society Social media Websites Blogs etc Icons by http://dryicons.com
- 11. in the Health Sciences Faculty New ways that matter Self-organization as a learner Image: David Castillo Dominici / FreeDigitalPhotos.net 3d Man With Multiple Arrow Paths"vv/
- 12. Opening up new opportunities for learning Created by Shihaam Shaikh
- 13. Abundance of content Onlin Self inquiry e ope n con t ent
- 14. Shifting pedagogy Value Sharing quality s o f on line o p en co n tent 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
- 15. 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://unesdoc.unesco.org/images/0021/002136/213605e.pdf
- 16. Openness
- 17. Reuse, Remix, Revise Sourcing images: Yale University http://www.yale.edu/imaging/
- 18. Reuse, Remix, Revise Sourcing images Centre for Disease Control and Prevention Public Health Image library Searc h ed: E mphy sema http://phil.cdc.gov/phil/quicksearch.asp
- 19. Reuse, Remix, Revise Sourcing images UCT Open Content Self s tu dy fo r stud ents
- 20. Reuse, Remix, Revise UCT Open Content
- 21. 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
- 22. Copyright Previously copyright was binary All rights retained vs public domain restricted vs open
- 23. Copyright Now alternative licensing options Internet enables … Some rights reserved
- 24. Where are we heading? Stacey Stent illustration 2010 http://opencontent.uct.ac.za/Centre-for-Higher-Education-Development/Studying-at-University-A-guide-for-first-year-students
- 25. Workshop@UCT OER4Us Digital Discourse for Students in the Health Sciences Faculty 2012 Veronica Mitchell & Nicole Southgate Carpeted_Commons.jpg
- 26. Students feedback… eneficial ful / b Very help expo sure New of o thers work espe ct the earnt to r L ation i nform of sharing port ance Im
- 27. Workshops: Digital professionalism Self regulation http://www.bma.org.uk/images/socialmediaguidancemay2011_tcm41- http://www.waikatodhb.govt.nz/file/fileid/37681 206859.pdf
- 28. Publications / Redistributing Video recording: Fertility discussion for HIV+ women Year 3 medical students In Women’s Health block Affordance of the internet Peer-to-Peer teaching beyond the UCT classroom
- 30. Theoretical frames Basil Bernstein < Power – weaker classification < Control – weaker framing > Porosity of boundaries
- 31. Theoretical frames Ronald Barnett UCT June 2012 Supercomplexity A Will to Learn Lifewide Learning Curricula in professional subjects (Barnett & Coate 2005:77)
- 32. Theoretical frames Stewart Mennin Complex Adaptive Systems Stacey Matrix Ralph Stacey's Agreement & Certainty Matrix Zimmerman, 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 .
- 33. Theoretical frames Yrjo Engeström Activity Theory Activity theory as a potential framework for technology research in an unequal terrain J. Hardman http://web.uct.ac.za/depts/educate/download/SAJHE.pdf
- 34. Benefits Expanding horizons of knowledge & experiences Sharing & building knowledge Openness & transparency Personal agency Increased potential learning resources Up to date information Building online Community of Practice
- 35. Caution / Protection User / p ro duce Copyrights r Institutional IP policies Ethics Reliability
- 36. Educational landscape? ? “[moving] from cultivating walled gardens to supporting do-it-yourself landscapes Learner Weblog Education and Learning weblog http://suifaijohnmak.wordpress.com/2012/11/17/cfhe12-oped12-moocs-emerging-as- landscape-of-change-part-5-questions-openness-with-mooc/ John Mak’s blog on Connectivism .
- 37. Acknowledgements to: Greg Doyle Sam Lee Pan Nicole Southgate Tamzyn Suliaman Laura Czerniewicz Image by Shihaam Shaikh 2011 Shihaam Shaikh Glenda Cox Cheryl Hodgkinson-Williams Thank you Stacey Stent
- 38. 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
- 39. 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
Notas do Editor
- Breaking through the classroom walls
- Taking our share vs building knowledge and empowering Knowledge shared is knowledge doubled
- Students are sharing their information
- Recognizing abundance of information
- Open Educational Resources (OER) 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. Open educational resources can include full courses, course materials, modules, textbooks, research articles, videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. OER is not synonymous with online learning or eLearning. Rather, many OER – while shareable in a digital format – are also printable. Given the bandwidth and connectivity challenges common in some developing countries, a high percentage of resources will be shared as printable resources, rather than being designed solely for use in online learning.
- Philosophy of OER
- Open Educational Resources (OER) 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. Open educational resources can include full courses, course materials, modules, textbooks, research articles, videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. OER is not synonymous with online learning or eLearning. Rather, many OER – while shareable in a digital format – are also printable. Given the bandwidth and connectivity challenges common in some developing countries, a high percentage of resources will be shared as printable resources, rather than being designed solely for use in online learning.
- There are 2 layers of legal protection surrounding academics – the first overarching layer is the SA copyright law. Copyright applies automatically to original works that has been reduced to a tangible format – this means that by default everything that is on the internet falls under copyright protection unless specified otherwise. The default position therefore means that copying is not allowed unless permission has been granted or the copying falls under one of the exceptions. Copyright is essentially a set of rights granted to an author of an original work, including a bundle of the following exclusive rights: right to reproduce the work right to adapt the work right to distribute or sell the work right to publish the work perform in public or broadcast the work moral rights in the work freedom to transfer rights in work freedom to grant permission to use work in specified manner The second layer is the UCT Intellectual Property Policy which gives specific protection and freedoms to academics. To read the new policy: http://www.uct.ac.za/downloads/uct.ac.za/about/policies/intellect_property.pdf Creative Commons works in conjunction with both by providing a way to manage rights. Other: Copyright management in teaching: http://education-copyright.org/copyright-mngmnt-teaching/
- One of the key initiatives enabling the legal sharing and re-working of materials has been the development of alternative licensing systems. Previously copyright was binary: All rights retained or public domain. Now alternative licensing options such as the GNU General Public License (http://www.gnu.org/licenses/gpl.html) and Creative Commons provide a range of options where some rights are reserved.
- Student workshops
- First time
- Workshops on social media
- We take ownership of what we do and say – there’s an open digital space for each individual unlike before