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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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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
