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Share and share_alike_sh_2
- 1. Practical tools to help you: exemplifying good practice Suzanne Hardy Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine
- 2. Mitigating risk by adopting good practice to save time and money OER is irrelevant (but a nice by-product )
- 3. openeducationalresources.pbworks.com/ www.elearningreadiness.org/ stemoer.pbworks.com/w/page/6799480/User-Guide-to-OER www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=415115&c=1 blogs.unbc.ca/open/2011/02/03/finding-and-using-open-educational-resources/ www.medev.ac.uk/oer/resource/add/
- 6. Things to do today: good practice with resources for learning and teaching (OER is irrelevant) 3
- 7. 1 Using the Xpert to find resources, including images, sounds and videos www.nottingham.ac.uk/xpert/
- 8. 2 Using Flickr advanced search for photos, diagrams and video www.flickr.com/search/advanced/
- 9. 3 Using Google Images advanced search www.google.co.uk/
- 12. University of Warwick Anatomy collection as part of their iTunes U presence deimos3.apple.com/WebObjects/Core.woa/Browse/warwick.ac.uk.1885881473.01885881478.1882421734?i=2066269580
- 14. ©
- 16. 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.
- 26. www.medev.ac.uk/oer/ [email_address] twitter.com/glittrgirl twitter.com/hea_medev www.medev.ac.uk/blog/oer-phase-2-blog/
- 29. The Higher Education Academy OER pages: www.heacademy.ac.uk/ourwork/teachingandlearning/oer/ The JISC OER pages: www.jisc.ac.uk/oer The OER InfoKit from JISC InfoNet: openeducationalresources.pbworks.com The OER Synthesis and Evaluation Report: www.caledonianacademy.net/spaces/oer/ The JISC Legal IPR Toolkit: www.web2rights.com/OERIPRSupport/index.html References
- 31. 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/
- 32. Reflection
- 43. www.jisc.ac.uk/publications/programmerelated/2009/scaiprtoolkit.aspx www.web2rights.com/OERIPRSupport/diagnostics.html#D
- 46. www.medev.ac.uk Creative Commons: creativecommons.org/about/licenses/
- 47. www.medev.ac.uk Flickr search.creativecommons.org
- 52. www.google.co.uk
- 56. cc: by Least restrictive Most open Most reusable This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered, in terms of what others can do with your works licensed under Attribution.
- 58. Drop down gives HTML or plain text options to copy into your resource
Hinweis der Redaktion
- There is definitely an appetite for change I met with Alaster Rutherford from NICE last week, who is eager to have NICE guidance and NHS evidence content shared more widely. I had an email this morning from colleagues at the DH who are meeting on Friday – we epxect to talk again after that. There are more and more tools to help make sharing openly easier and easier. Creative Commons licensed content is awesome, but attributing it properly can be difficult and confusing. The first rule for re-using openly licensed content is that you have to properly attribute the creator. There are specific requirements for what needs to go into that attribution, but those requirements can be confusing and hard to find. The solution: A simple tool everyone can use to do the right thing with the click of a button. That’s why we’re building Open Attribute, a suite of tools that makes it ridiculously simple for anyone to copy and paste the correct attribution for any CC licensed work. These tools will query the metadata around a CC-licensed object and produce a properly formatted attribution that users can copy and paste wherever they need to.
- One of the conditions of the funding was that we release everything under CC licenses. One of the main characteristics of an Open Educational Resource, is that it has an open license attached to it. These work in addition to existing copyright, which is made up of 2 parts: ownership and licensing. The copyright part deals with ownership – Creative Commons deals with the licensing part, making explicit to users which they can do with the resource and under what circumstances. You always retain IPR. Creative Commons is the licensing regime we were required to apply, but its not the only one. There are others. CC has a range of licenses with varying degrees of which you are allowed to do, and whether or not you can make commercial use of materials. The simplest is attritbution only, the most restrictive is attribution-noncommerical-noderivatives. There are very good reasons you may choose that license – such as if you have material containing data which would be sensitive out of that particular context. We also had to tag everything with ukoer, and deposit materials or metadata into Jorum Open, the national repository at www.jorum.ac.uk Thinking about licensing is something we should be thinking about with all of our resources whether they are going into an open repository or not. If they are being uploaded into a VLE, or if you are distributing them by email, it is likely they are being reshared via email, social networking etc.Making the use of the material and understanding what can and can ’t be done with a resource is therefore essential to all of us. CC makes it easy.
- Example OER resource (video) with example attribution – owner and source clearly identified. For an easy-to-use tool see the XPERT project and their attribution tool.
- 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?
- What we need is something that works alongside copyright and licensing regimens to give us something to evidence or give provenance to materials which required consent under data protection law, so that onward transmission sharing and reuse becomes easier, and we can open up more healthcare materials to use as OERs. Consent is a currently a barrier to open release as legacy materials can ’t evidence the consent status of clinical recordings – so we end up with non-commerical no-derivatives licenses as a default rather than a fallback position, where we can apply them. Everyone wants to use more open licenses but needs to be able to evidence consent.
- In our field – healthcare education there is a third thing we should be thinking about. If there are people in our resources, if they contain any recordings – video, audio, photographs – we need to additionally think about consent. I am not going to focus on this today, but it is useful to know that there are another couple of pieces of work going on around consent and making this explicit too – email me if you want more details on this, or I can come back another time to talk to you specifically about that. I was at a meeting yesterday which is bringing together experts to put together a set of principles and a code of practice around consent, and in our OER2 project, PORSCHE, we are working with CC UK and others to put together some ideas around a Consent Commons to complement Creative Commons – making consent in resources.
- 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.
- 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?
- 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
- Is this useful? Will you use these tricks? You can filter all Google content by usage rights
- Lindsay Wood, Project Officer HEFCE, JISC and HEA
- Such as ‘by’ attribution only (meaning that others have to acknowledge you as the original author); non-commercial to prevent others from making money out of your copyright.
- This means that others can search for resources which are marked as, for example, ‘by’ attribution only if they are looking for existing images and other materials to include in their e.g. teaching materials. If you find a Creative Commons licenced resource that you want to use then attribute it and use it according to the licence.