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

New technologies, health education and digital literacies

Megan Quentin-BaxterProfessor of Health Professions Education, Newcastle UniversitySCORE Fellow, FHEA, FAcadMEd

http://creativecommons.org/licenses/by/3.0/

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

• [All URLs accessed Jan 28, 2013]

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

http://www.oecd.org/edu/ceri/36781698.pdf


© 2013 Newcastle University, Suzanne Hardy, cc-by

#durbbu 9 Jan 2013CC-BY jonathan mcintosh http://www.flickr.com/photos/jonathanmcintosh/3746142610/

http://www.flickr.com/photos/jonathanmcintosh/3746142610/


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


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.”



Coursera, UdacityCoursera•“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.”



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.”


University of BirminghamUniversity of BristolCardiff UniversityUniversity of East Anglia

University of ExeterKing's College LondonLancaster UniversityUniversity of Leeds

The Open UniversityUniversity of St AndrewsUniversity of SouthamptonUniversity of Warwick



MOOCs



COOCs


• 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


Why get involved in OER


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?



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



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



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.


Photographs ©2012 Newcastle University

Institutional policy


© 2013 Newcastle University, Suzanne Hardy, cc-by

#durbbu 9 Jan 2013


• 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


• 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


Lecture capture


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/HRMR2K

Mashup: Professor Phil Bradley, ©2010, Newcastle University. All used with permission.

http://amzn.to/HRMR2K


Consent• ©2002 Transportation Security

Administration, image of Dr Susan Hallowell, Director, Research Lab, http://en.wikipedia.org/wiki/Backscatter_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).

©2012 Newcastle University, Megan Quentin-Baxter

http://en.wikipedia.org/wiki/Backscatter_X-ray

http://en.wikipedia.org/wiki/Backscatter_X-ray


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.



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”



Modernising copyright


• 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

• [Crown copyright]

http://www.ipo.gov.uk/response-2011-copyright-final.pdf





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 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


PublishOER


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/I5jH2t


http://amzn.to/I5jH2t


Outputs from Student App Development Day

Photographs ©2012 Newcastle University Megan Quentin-Baxter cc:by

Photographs ©2012 Newcastle University Megan Quentin-Baxter cc:by



Mashing up content - student appContent ©Saunders (mixed dates) and software ©2012 Newcastle University

James Outterside; all rights reserved. Used with permission.


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


Further details on the technical work are available via the PublishOER 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/Public Demonstrator of Dynamic Learning Maps: https://learning-maps.ncl.ac.uk/public/Image ©2012 Newcastle University

Dan Plummer cc-by

http://www.medev.ac.uk/blog/oer-phase-3-blog/

http://www.medev.ac.uk/publish_oer/

https://learning-maps.ncl.ac.uk/public/


Image ©2012 Newcastle University Dan Plummer cc-by


Image ©2012 Newcastle University James Outterside


Mashup ©2012 Newcastle University James Outterside

Images ©Saunders all rights reserved used with permission



Images ©Saunders all rights reserved used with permission



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


©2012 RightsLink all rights reserved


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!



http://www.ncl.ac.uk/info/legal/takedown.html

©2013 Newcastle University, cc-by Megan Quentin-Baxter and Suzanne Hardy

http://www.ncl.ac.uk/info/legal/takedown.html


• 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.

• To attribute please include the phrase “©2012, Newcastle University, cc:by 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.html


Attribution/disclaimer

http://creativecommons.org/licenses/

http://www.ncl.ac.uk/

mailto:[email protected]


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


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/.

• Hargreaves, I. (2011). Digital Opportunity, a Review of Intellectual Property and Growth. Intellectual Property Office. 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.

• Saylor Foundation. (2013). Home Page. Saylor Foundation: New York. 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.



Further Reading• UK Intellectual Property Office www.ipo.gov.uk• LACA (Libraries and Archives Copyright Alliance)

http://www.cilip.org.uk/get-involved/advocacy/copyright/pages/about.aspx

• JISC Digital Media www.jiscdigitalmedia.ac.uk• JISC Legal www.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.uk • Strategic Content Alliance IPR and Licensing Toolkit

http://sca.jiscinvolve.org/ipr-publications/www.web2rights.com/SCAIPRModule

• OER IPR Support www.web2rights.com/OERIPRSupport• OOER risk-kit

http://ooer.labyrinth.mvm.ed.ac.uk/mnode.asp?id=556044




• Questions?


• 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.



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