1. New technologies, health education and digital literacies Megan Quentin-Baxter Professor of Health Professions Education, Newcastle University SCORE Fellow, FHEA, FAcadMEd

2. Open academic practice “Imagine a world in which every single person is given free access to the sum of all human knowledge.” Downes, S. (2006) Models for Sustainable Open Educational Resources, National Research Council Canada, http://www.oecd.org/edu/ceri/36781698.pdf http://www.oecd.org/edu/ceri/36781698.pdf [All URLs accessed Jan 28, 2013] ©2012 Newcastle University, Megan Quentin-Baxter cc-by

3. © 2013 Newcastle University, Suzanne Hardy, cc-by #durbbu 9 Jan 2013 CC-BY jonathan mcintosh http://www.flickr.com/photos/jonathanmcintosh/3746142610/http://www.flickr.com/photos/jonathanmcintosh/3746142610/

4. Open academic practice Evidence has shown that students given access to the 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 http://jime.open.ac.uk/article/2008-14/352 accessed Dec 3, 2012. http://jime.open.ac.uk/article/2008-14/352 ©2012 Newcastle University, Megan Quentin-Baxter cc-by

5. MITx/edX (OpenCourseWare) “EdX is a not-for-profit enterprise of its founding partners Harvard University and MIT that features learning designed specifically for interactive study via the web.” ©2012 Newcastle University, Megan Quentin-Baxter cc-by

6. Coursera, Udacity Coursera “A social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. We envision a future where [our technology enables professors in] the top universities [who] are educating not only thousands of students, but millions.” Udacity “Higher education is broken with increasingly higher costs for both students and our society at large. Udacity is the future of online higher education. We offer accessible, affordable, engaging classes that anyone can take, anytime.” ©2012 Newcastle University, Megan Quentin-Baxter cc-by

7. FutureLearn “The institutions chosen to feature on the UK's new open online course platform have been selected on the basis of their performance in domestic league tables, according to the vice-chancellor of The Open University, which is leading the project. Futurelearn, which will carry so-called “MOOCs” from 12 UK universities and aims to rival US providers such as Coursera, Udacity and EdX.” ©2012 Newcastle University, Megan Quentin-Baxter cc-by University of Birmingham University of Bristol Cardiff University University of East Anglia University of Exeter King's College London Lancaster University University of Leeds The Open University University of St Andrews University of Southampton University of Warwick

8. ©2012 Newcastle University, Megan Quentin-Baxter cc-by MOOCs

9. ©2012 Newcastle University, Megan Quentin-Baxter cc-by COOCs

10. The altruistic motivation of sharing (as for institutions), which is supported by traditional academic values. Personal non-monetary gain, such as publicity, reputation within the open community or “egoboo” as it is sometimes called. Free sharing can be good for economic or commercial reasons, as a way of getting publicity, reaching the market more quickly, gaining the first- mover advantage, etc. Sometimes it is not worth the effort to keep the resource closed. If it can be of value to other people one might just as well share it for free. OECD, 2007 ©2012 Newcastle University, Megan Quentin-Baxter cc-by Why get involved in OER

11. 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? ©2012 Newcastle University, Megan Quentin-Baxter cc-by

12. OERu The OER university (OERu) will assemble courses from existing open educational resources (OER) under CC licenses enabling an international partnership of accredited universities, colleges and polytechnics to provide free learning opportunities for students worldwide with pathways to formal academic credit. The OERu will create a parallel learning universe for learners who cannot afford a tertiary education by offering CC- licensed courses — with the opportunity to acquire formal academic credit at greatly reduced cost when compared to full-tuition studies. Cable Green, March 21st, 2012 ©2012 Newcastle University, Megan Quentin-Baxter cc-by

13. Newcastle University Change-management strategies/policy framework to take advantage of open practice Embed third party published materials in teaching materials and OER Position the institution as a potential contributor of open resources in the future Use of OER to support recruitment Discipline based approach ©2012 Newcastle University, Megan Quentin-Baxter cc-by

14. Professor Suzanne Cholerton, PVC Teaching and Learning The use and re-use of third party resources in education is complicated by legalities of copyright, performance and consent where the law (under review) is out of date in our technological world, consuming more in transaction costs and legal uncertainty than the resources themselves. Institutions are running legal risks as they seek to fulfill their 'offer' to students. ©2012 Newcastle University, Megan Quentin-Baxter cc-by Photographs ©2012 Newcastle University Institutional policy

15. © 2013 Newcastle University, Suzanne Hardy, cc-by #durbbu 9 Jan 2013

16. If they [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 Digital literacy

17. Academics face a complex legal environment where a wide variety of licence terms cover the use of published and orphaned works They want to annotate, modify and mash-up materials from different sources to use in teaching (including third party works) Institutions want to record (capture) teaching episodes for subsequent replay, and to make file copies digitally available (via VLE) for students to copy/download >9,500 lecture recordings with over 560,000 viewings >90% of respondents rating the system as useful/very useful 31+ UK HEIs currently have lecture recording facilities ©2012 Newcastle University, Megan Quentin-Baxter cc-by Lecture capture

18. cc by-nc-sa http://www.flickr.com/photos/robertfrancis/100775342/ www.medev.ac.uk/oer/value.html Original image: ©2009 Mosby, Elsevier (all rights reserved) To purchase: http://amzn.to/HRMR2Khttp://amzn.to/HRMR2K Mashup: Professor Phil Bradley, ©2010, Newcastle University. All used with permission.

19. Consent ©2002 Transportation Security Administration, image of Dr Susan Hallowell, Director, Research Lab, http://en.wikipedia.org/wiki/Backsca tter_X-ray accessed Sept 2012. All rights reserved. Used with permission. Consent obtained, and fully reserved (anyone wishing to use this please obtain consent first). http://en.wikipedia.org/wiki/Backsca tter_X-ray ©2012 Newcastle University, Megan Quentin-Baxter

20. 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 eight principles of the Data Protection Act (1998). The Act requires that we obtain consent to process personal data, and explicit consent to process sensitive personal data. ©2012 Newcastle University, Megan Quentin-Baxter cc-by

21. Digital literacy Either we teach the people to use the system Or We make the system easier (and more useful) to use “Reaching the hardest parts” ©2012 Newcastle University, Megan Quentin-Baxter cc-by

22. Modernising copyright ©2012 Newcastle University, Megan Quentin-Baxter cc-by Modernising copyright: a modern, robust and flexible framework Government response to consultation on copyright exceptions and clarifying copyright law http://www.ipo.gov.uk/response- 2011-copyright-final.pdf http://www.ipo.gov.uk/response- 2011-copyright-final.pdf [Crown copyright]

23. 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 ©2012 Newcastle University, Megan Quentin-Baxter cc-by

24. “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 licence 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 ©2012 Newcastle University, Megan Quentin-Baxter cc-by PublishOER

25. Elsevier content Veterinary - small enough market sector to test approaches Social media interfaces Support from the commissioning editor original image: ©2009 Mosby/Elsevier (all rights reserved, used with permission) To purchase: http://amzn.to/I5jH2thttp://amzn.to/I5jH2t ©2012 Newcastle University, Megan Quentin-Baxter cc-by

26. Outputs from Student App Development Day Photographs ©2012 Newcastle University Megan Quentin-Baxter cc:by ©2012 Newcastle University, Megan Quentin-Baxter cc-by

27. Mashing up content - student app Content ©Saunders (mixed dates) and software ©2012 Newcastle University James Outterside; all rights reserved. Used with permission.

28. Content ©Saunders (mixed dates) and software ©Tuong Vu, Viet Hoang and Son Hoang 2012; all rights reserved. Used with permission. Mashing up content - student app

29. Further details on the technical work are available via the PublishOER blog: http://www.medev.ac.uk/blog/oer-phase-3-blog/ http://www.medev.ac.uk/blog/oer-phase-3-blog/ Permissions system (prototype) – access with social sign-on: http://www.medev.ac.uk/publish_oer/http://www.medev.ac.uk/publish_oer/ Public Demonstrator of Dynamic Learning Maps: https://learning-maps.ncl.ac.uk/public/ https://learning-maps.ncl.ac.uk/public/ Image ©2012 Newcastle University Dan Plummer cc-by

31. Image ©2012 Newcastle University James Outterside

32. Mashup ©2012 Newcastle University James Outterside Images ©Saunders all rights reserved used with permission

33. Mashup ©2012 Newcastle University James Outterside Images ©Saunders all rights reserved used with permission

34. Mashup ©2012 Newcastle University James Outterside Image ©Saunders all rights reserved used with permission Acknowledgement to Alison, Andy and Pat Lockley, University of Nottingham, Xpert project, for the built-in licence concept

35. ©2012 RightsLink all rights reserved

36. Essential basics Establish a ‘notice and take down’ policy Include, where appropriate, disclaimers in files Include how to reference the work in future works e.g. ©2013 Newcastle University, Megan Quentin-Baxter Cover permission or consent for – Copyright – Performance rights – Human involvement in teaching materials (patients or not) If you have permission or consent say so! ©2012 Newcastle University, Megan Quentin-Baxter cc-by

37. http://www.ncl.ac.uk/info/legal/takedown.html ©2013 Newcastle University, cc-by Megan Quentin-Baxter and Suzanne Hardy

38. All unattributed images are ©2012 Newcastle University, all rights reserved. This file is made available under a Creative Commons attribution licence, except any third party materials identified ‘rights reserved’. Users are free to link to, reuse and remix this under the licence. Use at your own risk.attribution To attribute please include the phrase “©2012, Newcastle University, cc:by http://www.ncl.ac.uk/”http://www.ncl.ac.uk/ Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, or people portrayed, please contact the University and we will make reasonable endeavour to take down the original files within 10 working days. See the full policy at http://www.ncl.ac.uk/info/legal/takedown.htmlUniversity http://www.ncl.ac.uk/info/legal/takedown.html ©2012 Newcastle University, Megan Quentin-Baxter cc-by Attribution/disclaimer

39. Acknowledgements PublishOER project partners –Elsevier –JISC Collections –Newcastle University –Rightscom –Royal Veterinary College Funders –Joint Information Systems Committee (JISC) –Higher Education Academy –Support Centre for Open Resources in Education (SCORE) The Open University www.medev.ac.uk Logos © (all rights reserved) used with permission

40. 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. http://www.researchinfonet.org/publish/finch/. http://www.researchinfonet.org/publish/finch/ Hargreaves, I. (2011). Digital Opportunity, a Review of Intellectual Property and Growth. Intellectual Property Office. http://www.ipo.gov.uk/ipreview.htm.http://www.ipo.gov.uk/ipreview.htm 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. http://www.oecd.org/dataoecd/35/7/38654317.pdf. http://www.oecd.org/dataoecd/35/7/38654317.pdf Saylor Foundation. (2013). Home Page. Saylor Foundation: New York. http://www.saylor.org/. http://www.saylor.org/ UNESCO. (2011 & 2012). Guidelines for Open Educational Resources (OER) in Higher Education, UNESCO. http://bit.ly/u9Hult. 2012 Paris OER Declaration, World Open Educational Resources Congress, UNESCO. http://bit.ly/xqB0RI.http://bit.ly/u9Hulthttp://bit.ly/xqB0RI ©2012 Newcastle University, Megan Quentin-Baxter cc-by

41. Further Reading UK Intellectual Property Office www.ipo.gov.ukwww.ipo.gov.uk LACA (Libraries and Archives Copyright Alliance) http://www.cilip.org.uk/get- involved/advocacy/copyright/pages/about.aspx http://www.cilip.org.uk/get- involved/advocacy/copyright/pages/about.aspx JISC Digital Media www.jiscdigitalmedia.ac.ukwww.jiscdigitalmedia.ac.uk JISC Legal www.jisclegal.ac.ukwww.jisclegal.ac.uk Naomi Korn, A Practical Guide to Copyright, 2010 Tim Padfield, Copyright for Archivists and Records Managers, 2010 JISC funded Web2Rights www.web2rights.org.ukwww.web2rights.org.uk Strategic Content Alliance IPR and Licensing Toolkit http://sca.jiscinvolve.org/ipr- publications/www.web2rights.com/SCAIPRModule http://sca.jiscinvolve.org/ipr- publications/www.web2rights.com/SCAIPRModule OER IPR Support www.web2rights.com/OERIPRSupportwww.web2rights.com/OERIPRSupport OOER risk-kit http://ooer.labyrinth.mvm.ed.ac.uk/mnode.asp?id=556044 http://ooer.labyrinth.mvm.ed.ac.uk/mnode.asp?id=556044 ©2012 Newcastle University, Megan Quentin-Baxter cc-by

42. Questions?

43. Megan is an active member of teaching staff in the Faculty of Medical Sciences at Newcastle University, serving on Student Progress Committee; Digital Rights Group; Internal Subject Review; Faculty Ethics Committee; Regs and Approvals. She works closely with and for the JISC and the HEA. She is a member of ASME Educational Research Group and has led major OER projects in the UK including OOER; PORSCHE; ACTOR; PublishOER; PSRB/SA and 'OER International'. She is currently a consultant to the Leadership Foundation HE. Megan is interested in creating enablers and promoting risk- managed approaches to sharing in HE. She works with Naomi Korn on copyright interpretation for learning, and the FRRIICT group in relation to ethics in research. ©2012 Newcastle University, Megan Quentin-Baxter cc-by