OER4Us: Open Educational Resources: Digital Discourse for Students in the Health Sciences Faculty
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This presentation for Year 1 students in the Health Sciences Faculty forms the framework for a 2 hour workshop. It aims to educate them about Open Educational Resources, to develop their capacity to source appropriate material (especially images) on the World Wide Web, to raise an awareness of online copyright issues and to assist the students in understanding and respecting copyright laws. The link between health and human rights is used as the main topic for guiding students’ searches.
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OER4Us: Open Educational Resources: Digital Discourse for Students in the Health Sciences Faculty
- 1. OER4Us Open Educational Resources: Digital Discourse for Students in the Health Sciences Faculty 2012 Education Development Unit Health Sciences Faculty Photo by Veronica Mitchell University of Cape Town, South Africa Open lock from OpenUCT Initiative http://openuct.uct.ac.za/
- 2. OER4Us By Veronica Mitchell Samantha Lee Pan Nicole Southgate www.tagxedo.com (CC BY-NC-SA)
- 3. Sharing chocolate vs knowledge Photo by Veronica Mitchell
- 4. Philosophy of openness Knowledge for the public good Not just for an elite few
- 5. Objectives for student workshop To respect online Copyright To understand Creative Commons Licensing To expand my learning capabilities through the internet To draw value from Open Educational Resources (OERs)
- 6. Overview Understanding OER Intellectual Property matters Human rights focus
- 10. This work is licensed under the Creative Commons Attribution-Non-commercial-Share Alike 2.5 South Africa License. You are free to copy, communicate and adapt the work on condition that you attribute the Language Development Group, University of Cape Town (and Stacey Stent for the illustrations), and make your adapted work available under the same licensing agreement. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA.
- 11. Task 1 •What is the phone number for organizing assistance at the Writing Centre? •What are the English and Xhosa explanations for the action word examine? •When you reflect on yourself as a learner, what ought you to ask yourself? Stacey Stent illustration 2010 (CC BY-NC-SA) http://opencontent.uct.ac.za/Centre-for-Higher-Education-Development/Studying-at-University-A-guide-for-first-year-students
- 12. © UNESCO UNESCO/CLT/CPD/CPO/2010/PI/157 The information and illustrations contained in this toolkit may be freely used and copied for educational and other non- commercial purposes, provided that any reproduction of data be accompanied by an acknowledgement of UNESCO as the source. The ideas and opinions expressed in this publication are those of the authors and are not necessarily those of the organisation. http://unesdoc.unesco.org/images/0018/001892/189249e.pdf
- 13. Chiiya, C. et al. (2008) We are all in the same boat, UNESCO. Stigma Available at: http://unesdoc.unesco.org/images/0018/001892/189249e.pdf [Accessed on: 13 May 2012]
- 14. YouTube video www.tagxedo.com (CC BY-NC-SA) Meet Creative Commons via http://bit.ly/HhCzda OER Africa http://www.youtube.com/watch?v=_P-bQB8zUSo&feature=youtu.be
- 15. Open Educational Resources Image from the Hewlett Foundation (CC BY)
- 16. Copyright Previously copyright was binary All rights retained vs public domain restricted vs open
- 17. Copyright Now alternative licensing options Internet enables … Some rights reserved
- 19. Carpeted Commons by Brett Taylor (CC BY)
- 20. Openness http://wikieducator.org/File:Recyclethis-185807557.jpg Sunshine Connelly (CC BY) Open lock from OpenUCT initiative (http://openuct.uct.ac.za/)
- 21. Licences offer different options Source: Hodgkinson-Williams, CA, & Gray, E (2008) Degrees of Openness: The Emergence of OER at UCT. Centre for Educational Technology, University of Cape Town
- 22. Licence terms and conditions Choosing our licence online
- 23. Commitment to openness lara tion own Dec Cap eT The Signi ng the B erlin Decl ar ation Images from http://blogs.uct.ac.za/blog/oer-uct and http://www.capetowndeclaration.org/
- 25. Occupational Therapy Author: Matumo Ramafikeng
- 26. Our networked society Network by SJCockell (CC BY)
- 27. Examples of other institutions Open University in UK Johns Hopkins Bloomberg School of Public Health in US
- 28. Affordance of the internet Other resources Ted Talks YouTube channels Khan Academy Videos Screenshots are used for review purposes only.
- 29. Part of a global movement
- 30. Magazine http://issuu.com/shihaamd/docs/opencontent_issue1_vol1? mode=embed&viewMode=presentation&layout=http://skin.issuu.com/v/color/layout.xml&backgroundColor=2a5083&showF lipBtn=true
- 31. Blog Exciting new opportunity for UCT STAFF and STUDENTS: Open Education Resource (OER) Grants
- 32. Opening up new opportunities for learning Created by Shihaam Shaikh (CC BY-NC)
- 33. Created by Shihaam Shaikh (CC BY-NC)
- 34. Opening our eyes to images Compfight Quick images from Flickr http://compfight.com/ http://search.creativecommons.or g/ http://www.flickr.com/photos/brooklyn_museum/ Photo by Veronica Mitchell http://www.flickr.com/photos/whitehouse http://www.flickr.com/ http://www.google.co.za/imghp?hl=en http://www.sxc.hu http://www.cadyou.com/ http://www.openimages.eu/blog/ http://www.picdrome.com/ http://www.3dmodelfree.com/ http://ookaboo.com/o/pictures/ http://en.wikipedia.org/wiki/Gray%27s_Anatomy http://images.wellcome.ac.uk/ All Screenshots are used for review purposes only. http://openclipart.org// Green eye image from Microsoft ClipArt (used under MS service agreement)
- 35. What does this mean for us as students? Access widened Copyright Respect Attribution
- 36. Myths We can use images from the internet: as long as we’re not making a profit we acknowledge the url there is no logo on the image it’s just in the institution
- 37. Truth We can use images from the internet: if permitted by author if allowed by copyright when open – public domain
- 38. Personal learning environment Self-regulation as a Health Professional Image: David Castillo Dominici / FreeDigitalPhotos.net 3d Man With Multiple Arrow Paths (used under the standard/free license)
- 39. Professionalism ? In terms of knowledge, empathy & reflection Olckers, L., Gibbs, T, & Duncan, M. (2007) Developing health science students into integrated professionals: A practical tool for learning. BMC Medical Education 7:45. [Online]. Available: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2186307/ (CC BY)
- 40. Human Rights YouTube clip 4.30mins The Universal Declaration of Human Rights http://www.youtube.com/watch?v=hTlrSYbCbHE
- 41. Health and Human Rights Tasks 2 & 3 as per programme instruction to be submitted on a Word doc under Assignments in Vula Title of task Name and student number
- 42. Health and Human Rights (HHR) Task 2 In UCT OpenContent, find the HHR pamphlets on human rights Read pamphlets as designated per group Save a component on Word doc
- 43. Health and Human Rights Task 2 How did you know you were allowed to do this? How have you acknowledged the authors?
- 44. Health and Human Rights Task 3 http://www.flickr.com/photos/adam_jones/4109870533/ http://www.flickr.com/photos/vectorportal/5718613730/ ) Microsoft ClipArt (used under MS service agreement Refugee image in the public domain http://www.flickr.com/photos/79471640@N00/894916988/
- 45. Health and Human Rights • Share views within small groups • Submit on Vula Know your rights & wrongs re Intellectual Property )
- 46. Benefits Sharing & building knowledge Expanding horizons of knowledge & experiences Openness & transparency Personal agency Building an online Community of Practice Up to date information Image PD
- 47. Caution / Protection Copyright needs to be respected Images PD
- 48. Summary on Copyright http://www.flickr.com/photos/loop_oh/4313629167/ By Rupert Ganzer (CC BY-ND) Internet is changing the way we learn Open space with the worldwide web Wider options through connectivity Legal considerations are essential Self regulation is vital
- 49. Are we respecting & valuing copyright ? Thank you OER4Us by Veronica Mitchell and Nicole Southgate is licensed Under a Creative Commons Attribution-NonCommercial 2.5 South Africa License Except for images from third-parties, where the appropriate license has been stated.
- 50. How are we doing as your facilitators in this Copyright conversation ? Evaluation please on SurveyMonkey link ? http://commons.wikimedia.org/wiki/File:Thumbs_up_by_Wakalani.jpg
Hinweis der Redaktion
- Exploring online resources and copyright issues
- New ways of thinking in education linked to the affordances of the internet
- Sharing a slab of chocolate with a student Each taking our half becomes a memorable, tasty experience. The chocolate is then consumed. While sharing knowledge empowers us by extending our own knowledge to new levels
- Education is a human right that ought to be available to all, not just to those who can afford it. OER embraces a philosophy of sharing that enables teachers and learners to develop further through the contributions of others, and to share their own resources as a reciprocal option.
- Most students in Higher Education are comfortable in the online environment yet they frequently are unaware of copyright terms and conditions.
- This workshop brings new insights through promoting an understanding of OER combined with online searching tasks. Human rights education linked to health is incorporated as the main topic
- The Student Guide for Year 1 students is a valuable resource for all students adjusting to their initial year at University. By June 2012, there were over 4100 clicks on the resource.
- Let’s find it through the UCT OpenContent portal
- What impression to the images make on the readers? Stacey Stent as the illustrator has made her illustration available to other users
- The copyright enables us to use the text and images, share them with others as long as the use is in a similar manner of openness, however not to make any financial gain from the resource.
- First class task is to find 3 answers. This can be a competitive task between rows of students
- Another open resource that can be useful to the students as they learn about HIV. Stigma surrounding HIV is an important issue to understand.
- Using this resource can improve students’ knowledge on HIV especially in terms of discrimination.
- The YouTube clip offers a fresh perspective on OER from the Middle East
- The Hewlett Foundation have been prominent funders in start-up of the Open Movement.
- The traditional binary limitations of copyright were restrictive.
- Alternative licensing systems are enabling through legal sharing and re-working of materials Creative Commons provides a range of options where some rights are reserved.
- Licensing is shown in different ways
- The different options give us more choices
- The philosophy of OER offers opportunities to reuse, remix, redistribute, rework or revise resources
- A range of options are available from very restrictive to open like Wikipaedia
- Here is the licensing page online. To license this presentation we chose our options which includes not limiting others to make derivatives from this resource
- The University of Cape Town is commited to this open philosophy. The Cape Town Declaration was signed in 2007 and the Berlin Declaration in 2011. New policies for OER are now emerging to guide our practice
- The initiative is developing in different ways
- Educators are encouraged to publish their resources in OpenContent For instance Matumo benefitted from her open publication when it was identified by international Occupational Therapists who translated the teaching module into Spanish. It contributed towards a paper in the Journal of Occupational Therapy of Galicia (TOG)
- Connectivity is on the increase – very relevant for education
- Numerous highly acclaimed Universities worldwide are embracing OER
- Other resources such as videos originate from organizations such as TED and the Khan Academy
- In 2012 the first ever Open Education Week happened internationally - UCT organized functions for educators and students
- An OpenContent magazine has been launched
- An OER blog is following trends and reflecting on the development of OER
- Closed boxes are now opening up to release resources and ideas to others
- We need to know how and where to find OER
- Another way of looking at the resource sites
- Now resources can be located beyond our own learning institutions
- Because information and images are so readily available on the internet, there is a fuzzy assumption by many that free usage is allowed
- Moral boundaries are valid online. Legal restrictions need to be sought out and respected.
- Self-regulation is essential
- Considering OER Knowledge – more information and resources are available. We need to understand copyright Empathy – respect for the author’s legal rights is imperative Reflection – as users we ought to check on ourselves that we are demonstrating transparency and accountability in our practice
- Introducing the topic of human rights - a video clip as a reminder of the sections in the UDHR
- Drawing on health and human rights pamphlets published in UCT OpenContent and on other sites such as UCT, School of Public Health and Family Medicine Work is submitted online – posted onto the Faculty Management System
- Brief feedback as students are participating in the task
- Frequently the sole user of an iPad
- Constant awareness of Copyright issues is imperative
- Change is inevitable as we engage with the networked, connected, globalized world. We can gain by tapping into the affordances offered by technology.
- A question that we ought to continually be asking ourselves
- Using SurveyMonkey we welcome students’ evaluations on What went well? What suggestions do you have for improvement? Any special comment that you would like to share?