Presentation on theme: "FACULTY OF HEALTH FACULTY OF HEALTH AND TILT Megan Quentin-Baxter Professor of TELT 5 November 2014 Learning to love ‘open’ #ausoer14."— Presentation transcript:
FACULTY OF HEALTH FACULTY OF HEALTH AND TILT Megan Quentin-Baxter Professor of TELT 5 November 2014 Learning to love ‘open’ #ausoer14
Learning to love ‘open’ –Dr Megan Quentin-Baxter, Professor of Technology Enhanced Learning and Teaching (since June 2014). –Previously Professor of Health Professions Education, Faculty of Medical Sciences, Newcastle University (UK). Worked closely with the Higher Education Academy, Jisc, Leadership Foundation, and the UK Research Councils. –SCORE Fellow. Led major ‘open’ projects in the UK e.g. OOER; PORSCHE; ACTOR; PublishOER; ‘Professional & Statutory (Regulatory) Body/Subject Associations’; FRRIICT; 'OER International’; iridium and Co-Curate Northeast. Co-chaired OER14, Newcastle, April –Loving living in Tasmania.
Open academic practice –The “most important legacies that [open] will leave are improving teaching and encouraging institutions to develop distinctive missions” John Daniel, (2012) Making Sense of MOOCs All URLs accessed Oct 30, 2014 –[All URLs accessed Oct 30, 2014]
University of Tasmania –Founding member of OERu –“Opening UTAS to the world would serve four key purposes: –promote the UTAS reputation and brand in areas of specialisation and research expertise; –grow enrolments in UTAS delivered courses; –contribute to areas of social and community need; and –enhance curriculum offerings. –In meeting these four purposes, a range of our learning and teaching resources can be used, from individual resources (i.e. learning objects) through to modules, units and ultimately fully creditable courses.” University of Tasmania TELT White Paper 2013
University of Tasmania –Provide open access to first year material for a unit (the full 13 weeks) in each of a range of our key Faculty of Health courses (Pharmacy, Medicine, Psychology, BMedRes, Paramedicine) –The material needs to be IP compliant –It needs to be searchable from the web –It needs to be sustainable and maintainable –The usage needs to be evaluated and linked to enrolment and progression/ retention data Justin Walls, Associate Dean
University of Tasmania –Student engagement and support – enhancing the student learning environment –Rethinking the process of learning/pedagogy (andragogy) –Educating educators to facilitate learning –Promoting co-creation and co-curation –Development of professional (employability) skills –Promoting transparency –Capitalising on new opportunities in research –Developing new business models –Managing risk –Developing leaders
Learning to love ‘open’ Justifications for OEP and OER have included: –Openly sharing the product of public funding. –Royalty-free texts and journals. –Simplifying licensing of resources for authors and educators. –Packaging and indexing educational materials so they are easier to find and use. –Nurturing online communities of authors and educators. –Growing ‘open education’ as a field and a movement.
Learning to love ‘open’ –Some evidence has shown that students given access to course materials in advance learn in less time and to a higher standard Lovett, M., Meyer, O., Thille, C. (2008). The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning. JIME
Disruptive technology –Academic papers – open publishing: publicly funded research ‘free at the point of use’ –Open access to publicly funded research data –Open educational resources (OER) –MOOCs and open courses –OpenCourseWare, EdX, Coursera, Udacity, FutureLearn, OERu, etc. –Social networking Consumer ‘pull’ rather than course push
Consent –Gaining consent from someone participating in the development of an educational resource is slightly different to copyright permission (although it may overlap with IP 'moral rights'). –Copyright is an automatic right, consent lies with the 13 principles of the Privacy Act (1988). –The Act requires that we obtain consent to process personal data, and explicit consent to process sensitive personal data.
#DURBBU 9 JAN 2013
Risk management –If resources can be copied digitally then the author should assume that they are ‘open’ whether licensed or not. –Risk management is about balancing the possibility against the probability of being sued. –There is no such thing as ‘anonymising’ patient or other human-derived information. –Good practice exists already and is made up of: adoption of appropriate policies (rules); and developing processes for embedding the principles /policies via role modeling, staff development, negotiation, etc. –Institutional policy and practice – where systems are in place they are too complex to work in practice.
PublishOER –Benefits-led approaches increase flexibility such as mash-ups and social networking while authors/publishers receive fair compensation –Investigate policy principles – teaching and OER –Develop case studies to test policy principles –Develop a technology to support principles –permissions requests (knows about the requester) –APIs to publishers content (browse and search across titles) –New ways to pay
“Can we establish a national licence, principles or rules for third party content to be used in OERs?” –Every third party resource on a case by case basis –Permission sought for every use and re-use –Up to ten original or 'derived' things (e.g. images) per teaching resource for any purpose, including openly licensed –including if they are transformed in some way; annotated, cropped, coloured, videoed, etc. and text sections reproduced as a.jpg or.pdf –Possibly not royalty-free –Downgraded quality of images/text/sound –Full attribution given to sources marked with their own license including 'all rights reserved’ –Notification of publishing of any embedded works as OER –Possibly for a time-limited duration –Low ‘transaction cost’ and easy to use; built-in stats gathering
Business models – Path-finding ‘curricula’ among all the free content out there and supporting learners through to completion – Crowdsourcing and new presentations of knowledge – Reducing time for/cost of learning and reusing curricula – Managing academic reward – Targeting CPD/employers on how to capitalise on open courses – Conducting market research on learners/new business models
In the future –Should every institution seek to share their learning resources? –Should we all use the content provided by MIT/others and simply accredit it? –Could the cost of, say, a medical degree, be reduced by accrediting open learning as part of (or prior to) the course? –Can we justify the price of our courses for supporting the 'process' of learning? –What is the role of ‘commercial providers’ – they have the copyright on the best content – can they cherry-pick?
Further Reading Atkins, D.E., Seely-Brown, J., Hammond, A.L. (2007). A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. Report to The William and Flora Hewlett Foundation. Finch Group. (2012). Accessibility, Sustainability, Excellence: How to Expand Access to Research Publications. Research Information Network: London. Hargreaves, I. (2011). Digital Opportunity, a Review of Intellectual Property and Growth. Intellectual Property Office. Organisation for Economic Co-operation and Development (OECD). (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Centre for Educational Research and Innovation: Paris. Saylor Foundation. (2013). Home Page. Saylor Foundation: New York. UNESCO. (2011 & 2012). Guidelines for Open Educational Resources (OER) in Higher Education, UNESCO Paris OER Declaration, World Open Educational Resources Congress, UNESCO.