Enabling multi-directional knowledge sharing: Barriers and example approaches to contextualization and integration of OER from other institutions Kathleen Ludewig Omollo, Ted Hanss Open.Michigan, Medical School Information Services University of Michigan May 10, 2013, OCWC Global Slides at: Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2013 The Regents of the University of Michigan. Background Image CC:BY-SA opensourceway (Flickr)

Physical Location: University of Michigan Image of Mitten Territory CC BY, adapted by Pieter Kleymeer from Marty Hogan on Flickr Flickr Map of USA, public domain, 2

Vision of open education Image CC:BY Sherrie Thai (Flickr)Flickr 3 circulate new ideas develop new skills foster collaboration and innovation

“Through the Health Open Educational Resources program, we are transforming our health curriculum to provide students with richer learning experiences and strengthening their ability to practice in a global health context.” James O. Woolliscroft, M.D. Dean, University of Michigan Medical School Local + Global Image CC:BY tuppus (Flickr)Flickr 4

African Health OER Network (est. 2008) 5

Barriers Unsure of where to look or quality Differing curriculum, culture, language Limited access to Internet, computers, power Lack of local support (incentives, skills) Staying up to date on OER field 6 Image CC:BY Phil Roeder (Flickr)Flickr

7 Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg. Approach: Local experts, localized content Image CC:BY NC University of Ghana and Cary Engleberg 7

8 Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg. Approach: Local experts, localized content Image CC:BY NC St. Paul Hospital Millennium Medial College (Ethiopia), University of Ghana, Cary Engleberg (placeholder to Lia) 8

Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology Approach: Local experts, localized content When you look in textbooks it’s difficult to find African cases. [S]ometimes it can be confusing when you see something that you see on white skin so nicely and very easy to pick up, but on the dark skin it has a different manifestation that may be difficult to see. Professor at Partner Institution in Ghana 9

Approach: Distributing online + offline 10

Approach: Crowdsourcing translations Image CC:BY NC SA Tobias Mikkelsen (Flickr)Flickr 11

Approach: Crowdsourcing translations Prioritize resources to translate. Choose short documents (e.g. videos <15 min.) with multi-cultural origin or appeal 2. Share the resources publicly under a license (e.g. Creative Commons) that allows derivatives such as translations 3. Create primary caption track in English as foundation for translations 4. Decide on translation tool (e.g. YouTube, Amara formerly UniversalSubtitles.org) that permits multiple users and offers computer translations 5. Recruit volunteer translators from local and international connections and websites. 6. As volunteers sign-up, add them to the appropriate languages/videos tracks and send instructions and deadline 7. Encourage and thank volunteers during campaign 8. Report results 9. Refine process (e.g. collect feedback from volunteers) More details:

Approach: Crowdsourcing translations 13 *Numbers from April 10 th More details: openmi.ch/translationw13- resultsopenmi.ch/translationw13- results Language# Videos Spanish31 Portuguese16 French14 Russian7 Danish2 Swahili2 Ganda1 Arabic1 Chinese (Simplified)1 Chinese (Traditional)1 Total Captions76 Affiliation of Volunteers# Volunteers University of Michigan Active Member or Alumni 22 External or Unknown24 # Languages Per Video other than English captions # Videos Total (of 31 targeted)31

Approach: Networks for building capacity 14 Image CC:BY-SA Scott Maxwell (Flickr)Flickr “African universities struggle to have access to information. If we have information, why do we not also share it as part of a pool of universities to exchange information for the purpose of improved learning.” Dean at Partner Institution in Ghana

Approach: Networks for scaling 15

Image CC:BY-SA opensourceway (Flickr)Flickr Outcomes: New content, skills, awareness 16 Increased awareness, access to, and ability to create learning materials (local skills, practices, policies) Visible and used collection: 8,500 visits/month to 2 main websites 550 copies of sampler DVDs YouTube: 2.5M total views, ~400 comments, rating of 4.38 out of 5

“We have limited resources but because of the Internet, we can share. The South has diseases [the Global North] knows nothing about. Our materials are relevant to us and in the North.” Professor at Partner Institution in South Africa Outcomes: Uses and adaptations 17 Image Public Domain by kuba (OpenClipArt)OpenClipArt Learn more: ahon-remixeshttp://openmi.ch/blog- ahon-remixes

Closing: Assurance of model, OER “The African Health Open Educational Resources (OER) Network has shown that: quality and cost-effectiveness are neither mutually exclusive nor unattainable … The current impact study finds examples of direct and significant indirect savings through OER … Enhanced quality is evidenced in the accounts of academics and students as well as in new quality assurance peer- review mechanisms. OER developed through collaborative networks can lead to more productive teaching and learning...” – 2012 report by independent evaluator2012 report 18 Image CC:BY-SA opensourceway (Flickr)Flickr

Slides: openmi.ch/ocwcg2013 Newsletter: openmi.ch/healthoernetwork- newsletter Web: oerafrica.org/healthoer, openmi.ch/healthoernetwork Presentation by Kathleen Ludewig Omollo, Ted Hanss. Copyright 2013 The Regents of the University of Michigan. Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Engage 19