Upload
suzannehardy
View
219
Download
0
Embed Size (px)
Citation preview
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 1/36
7/14/2011
1
Sharing sustainable learning and
teaching resources
Suzanne Hardy
Higher Education Academy SubjectCentre for Medicine, Dentistry and
Veterinary Medicine
University of Newcastle
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 2/36
7/14/2011
2
Learning outcomes
� Be able to confidently use resources such as images andresources from the internet and el sewhere, attributing content
creators (copyright owners), when creating teaching and
learning resources
� Understand the difference between copyright ownership and
licencing and how to use resources shared under licence
� Be able to clearly indic ate the copyright status of any works you
have created using an appropriate Creative Commons licence
� Be aware of how to deal with consent issues in using patient
data in learning and teaching resources
� Exemplify best practice in digital professionalismand manage
risks when creating sustainable teaching resources
Icebreaker
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 3/36
7/14/2011
3
Background£5.7+£4=£9.7 millions
(and another £4 millions)
"digitised materials offered
freely and openly for educators,
students and self-learners to
use and reuse for teaching,
learning and research
Hylén, Jan (2007). Giving Knowledge for Free: The
Emergence of Open Educational Resources. Paris,
France: OECD Publishing. p. 30
Sharing openly is good
50%www.medev.ac.uk/ourwork/oer/value/
� Public money
� Transparency and accountability
� Equality of access
� Increased utility
� Increased applications & better retention
� Students do use OER and it does save
timehttp://blogs.nottingham.ac.uk/learningtechnology/2011/02/08/it-
turns-out-that-oer-does-save-time-and-students-do-use-them/
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 4/36
7/14/2011
4
One of the benefits of being explicitly open is
that it removes the need for people to ask
before re-using stuff. Without it, everythingboils down to am I allowed to do this? type
question and many forms of re-use will stop at
that hurdle because the costs of getting the
answer are too great
Andy Powell comment on David Wileys blog
http://opencontent.org/blog/archives/1735
Resource/Website/RepositoryResource/Website/Repository
Metadata/RepositoryMetadata/Repository
News/RSSNews/RSS
© Suzanne Hardy
OER
openeducationalresources.pbworks.com/
www.elearningreadiness.org/
stemoer.pbworks.com/w/page/6799480/User-Guide-to-OER
www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=415115&c=1
blogs.unbc.ca/open/2011/02/03/finding-and-using-open-educational-resources/
www.medev.ac.uk/ourwork/oer/
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 5/36
7/14/2011
5
PERSONAL EXPERIENCES OF
CURRENT PRACTICE
Do you share?
IPR& COPYRIGHT ISSUES
Open Educational Resources
Intellectual property rights (IPR)� There are four main types of IP rights ± Patentsprotect what makes things work (e.g. engine parts,
chemical formulas)
± Tr ade mark s are signs (like words and logos) thatdistinguish goods and services in the marketplace
± Designs protect the appearance of a product/logo,from the shape of an aeroplane to a fashion item
± Copyright is an automatic right which appl ies whenthework is expressed(fixed,writtenor recorded)� Copyright, Design and Patents Act, 1988
� Copyright arises automatically when an original idea (author usessome judgment or skill) is expressed/created ± www.ipo.gov.uk
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 6/36
7/14/2011
6
Who owns copyright?
�The owner of the copyright is the person (or persons, if jointly owned) who c r eated/expr essed it, i.e. theauthor (writer, composer, artist, producer, publisher, etc.) ± Original literary works such as novels or poems
± Original dramatic works such as dance
± Original musical works, i.e. the musical notes
± Original artistic works such as graphic works (paintings,drawings etc.), photographs and sculptures, including soundrecordings, films and broadcasts
± Typographical arrangements of published editions
� An exception is an employee who creates a work in thecourse of their employment (employer owns)
� www.cla.co.uk
What rights does a copyright owner
have?
� A copyright owner has economi c and mor al rights
� Economic rights cover copyright owner acts, includingrights to copy the work, distribute (e.g. making it availableon-line), rent, lend, perform, show, or adapt it
� Owners can waive, assign, li c enc e or sell the ownership of their economic rights
� Moral rights can be waived (but n ot licensed or assigned)
and include the right to ± Be identified as the author
± Deny a work (that an author did not create)
± Object to derogatory treatment of the work� www.cla.co.uk
Copyright infringement� It is an infringement of copyright (in relation to a
substantial part of a work) without the per missi on orauthorisation of the copyright owner, to ± Copy it and/or issue copies of it to the public
± Rent or lend it to the public
± Perform or show it in public
± Communicate it to the public
� Secondary infringement may occur if someone,without permission, imports, possesses or deals withan infringing copy , or provides the means for making it
� Material found on the internet is subject to copyright� www.cla.co.uk
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 7/36
7/14/2011
7
Exceptions
� You may copy copyright work s if ± Copyright has expi r ed (e.g. for literary, dramatic,musical or artistic works = 70 years from when the lastauthor dies)
± Your use of the work (which must be acknowledged) is f ai r dealing as defined under the 1988 CopyrightDesigns and Patents Act (UK)
± Your use of the work is covered under a li c ensingscheme that you and the copyright holder havesubscribed to
± The copyright owner has given you per missi on� www.copyrightservice.co.uk
Obtaining clearance to use copyright
material� For per missi on to copy, contact the copyright owner in
writing and specify ± The material you wish use (title, author name etc.)
± The exact content to be duplicated (i.e. page numbers)
± The number of copies you wish to make
± How the copies will be used (i.e. for an event, course work)
± Who the copies will be distributed to (i.e. students)
� For most published works this will be the publisher
� Permission is needed for each and every purpose
� Fees may be charged to copy the item, or for administeringthe request to copy the item
� www.cla.co.uk
Fair dealing� Your use of the work (which must be acknowledged) is
f ai r dealing as defined under the 1988 CopyrightDesigns and Patents Act (UK) ± Research and private study
± Instruction or examination
± Criticism or review
± News reporting
± Incidental inclusion
± Accessibility for someone with, e.g. a visual impairment
� There is no simple formula or % that can be applied instead use li c enc ed materials, or ask for per missi on
� www.copyrightservice.co.uk
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 8/36
7/14/2011
8
Using licenced works
� A li c enc e (a set of rules) describes how copyright itemsmay be used by others
� Licensing schemes (such as Creative Commons) thatboth authors (owners) and users can access for free ± If both sides observe the rules then both pa rties are
instantly protected
± Owners licence others to use their content
± Users obey the terms of the licence
± Creative Commons provides different licences that can becombined together
± Policies can be developed to guide owners what licences touse
©
INTRODUCTION TO OPEN LICENSING
AND CREATIVE COMMONS
Open Educational Resources
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 9/36
7/14/2011
9
http://creativecommons.org/
C reative C ommons:creativecommons.org/about/licenses/
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 10/36
7/14/2011
10
FINDING OPENLY LICENSED
RESOURCES ONLINE
Open Educational Resources
www.nottingham.ac.uk/xpert/
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 11/36
7/14/2011
11
www.google.co.uk/
www.jorum.ac.uk
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 12/36
7/14/2011
12
USING ATTRIBUTION TOOLS TO
ACKNOWLEDGE CREATORS
Open Educational Resources
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 13/36
7/14/2011
13
www.nottingham.ac.uk/xpert/attribution/
Attribution tools
http://openattribute.com/
Drop down gives HTML or plain text options to copy into your resource
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 14/36
7/14/2011
14
Reflection
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 15/36
7/14/2011
15
RECORDINGS OF PEOPLE (ESPECIALLY
PATIENTS AND THEIR FAMILIES,
HEALTHCARE WORKERS, ACTORS,
STUDENTS, ETC.) IN LEARNING
MATERIALS
Open Educational Resources
Consent as distinct from IPR
� Defined by the 8 principles in the Data Protection Act1998 (and Human Rights Act 1998)
� Recognises the need for more sophisticated managementof consent for recordings of people (still s, videos, audios,etc.) ± Teachers (academics, clinicians, practice/work based learning
tutors, etc.)
± Students and product placement (branded items)
± Role players/actors/performers/hired help (including recordingcrew)
± Patients/patient families/care workers/support staff/membersof public in healthcare settings (sensitive personal data)
± GMC guidelines for consent/patient recordings
Considerations
� People
� Patients (children and vulnerable adults)
� Dead people/patients (children and
vulnerable adults)
� Existing recordings (already exist)
� New recordings (that you are planning to
make)
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 16/36
7/14/2011
16
Clinical setting Academic setting
� Doctor collectsconsent
� Recordings taken
� Consent for
recordings stored with
patient record
� Clear guidance
available
� Recordingsincorporated into
educational event
�Uploaded to VLE
�No evidence of
consent
�No access to patient
record
� Location of risk
unclear
We all want to do the right thing!
Consent for use in teaching
� Patient or non-patient participation in the
development of teaching materials is not in
their best interests
� If it can be copied digitally then you have to
assume that it is open
� There is no such thing as anonymisingpatient or other information
The Data Protection Act (1998)
� Schedule 1 states:
� "1 Personal data shall be processed fairly and lawfully and, in particular, shall not be
processed unless -
� (a) at least one of the conditions in Schedule 2is met, and
� (b) in the case of sensitive personal data, at least one of the conditions in Schedule 3 is alsomet."
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 17/36
7/14/2011
17
The Data Protection Act (1998)
� Schedule 2 states (paraphrased in [], emphasis added)� "C onditions relevant for purposes of the first principle: processing of any
personal data
� 1 The data subject has given his consent to the processing.
� 2 The processing is necessary - [for any of the above (schedule 2) plus the
purpose of performing any right or obligation which is conferred or imposed by
law on the data controller in connection with employment; in order to protect
the vital interests of the data subject including where consent has been
unreasonably with held, or another person in a case where consent cannot be
be given or the data controller cannot reas onably be expected t o obtain the
consent; processing is carried out by a body or association which is not
established or conducted for profit and exists for political, philosophical,
religious or trade-union purposes, safeguards the rights and freedoms of data
subjects and is not disclosed to third parties without consent.]
The Data Protection Act (1998)
� Schedule 3 states (paraphrased in [], emphasis added)� "C onditions relevant for purposes of the first principle: processing of any
sensitive personal data
� 1 The data subject has given his expli c it consent to the processing.
� 2 The processing is necessary -[for the purpose of entering a into contract;
compliance with some legal obligation; to protect the vital interests of the
data subject; for the administration of justice; for the exercise of any
function of: houses of parliament, conferred on any person or under any
enactment,C rown, a Minister of the C rown or government department,exercised in the public interest of any person; for the purposes of legitimate
interests by the data controller except where prejudice the legitimate
interests of the data subject; the Secretary of State has specified particular
circumstances.]
GMC guidance
� Making and using visual and audio recordings
of patients 2001
± Referred to clinical care and research, did not refer
to teaching
� Making and using visual and audio recordings
of patients 2011
± Does refer to teaching
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 18/36
7/14/2011
18
GMC principles
When making or using recordings you must respect patientspr ivacy and dignity, and theirright to make or participate in decisions that affect them. This mea ns that you must:
�give patients the information they want, or need, about the purpose of the record ing
�make recordings only where you have appropriate consent or other valid authority fordoing so
�ensure that patients are under no pressure to give their consent for the r ecording to bemade
�where practicable, stop the recording if the patient asks you to, or if it is having an adverseeffect on the consultation or treatment
�anonymise or code recordings before using or disclosing them for a secondary purpo se, if this is practicable and will serve the purpose
�disclose or use recordings from which patients may be identifiable only with consent orother valid authority for doing so
�make appropriate secure arrangements for storing recordings
�be familiar with, and follow, the law and local guidance and procedures that apply whereyou work.
GMC principles
� And you must not:
±make, or participate in making, recordings against
a patients wishes, or where a recording may
cause the patient harm
± disclose or use recordings for purposes outside
the scope of the or iginal consent without
obtaining further consent (except in the
circumstances set out in paragraphs 10 and 15-
17).
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 19/36
/ /
19
GMC states
� Consent to make the recordings listed below will
be implicit in the consent given to theinvestigation or treatment, and does not need tobe obtained separately.
± Images of internal organs or structures
± Images of pathology slides
± Laparoscopic and endoscopic images
± Recordings of organ functions
± Ultrasound images
± X-rays
NHS states
� Patients are any person or people currently i n receipt of healthcaretreatment, or who has/have been in receipt of healthcare treatment.
� Children and vulnerable adults may or may not be in healthcare treatmentbut should always be considered under the 'sensitive' part of the DataProtection Act 1998.
� The NHS guidelines recommend at least three or possibly four (Scotland)levels of consent, ranging from none to 'publication' NHS level III consent.
� " Many NHS Trusts have patient consent forms which specifically designate'level III consent' (public access including the internet). If this applies, thenOpen Access in the sense of sharing materials publicly clearly would fall within this permission.
± Level I consent is for use within the patient record only.
± Level II consent is for teaching and learning but with restricted access only.
± Level III consent is usually for open access and in the public domain."
Issues
� Where to store copies of consent?
� Withdrawing consent?
� How to find properly consented materials?
� What is the advice in relation to lecture
capture?
� How do you stop someone else ripping you off
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 20/36
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 21/36
21
Proposing a ³Consent Commons´
� A human subject version of Creative Commons
� Accepts a basic human right to refuse theirimage/voice appearing and, where they havepreviously consented, their right to withdraw theirconsent
� Would work like Creative Commons in that youhallmark material with the consent status and whenconsent needs to be reviewed (if ever)
� Has levels of release (e.g. Closed; µmedic restrict¶;review [date]; fully open)
� Terms of the consent needs to be stored with/near theresource
www.medev.ac.uk
consentcommons
Consent Commons ameliorates uncertainty about
the status of educational resources depicting
people, and protects institutions from legal risk by
developing robust and sophisticated policies and
promoting best practice in managing information.
Consent everything-even where ownership and
patient/non-patient rights appear clear, and
store consent with resource
Engendering trust
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 22/36
22
RISK ASSESSMENT TOOLKITS AND
'DIGITAL PROFESSIONALISM'
Open Educational Resources
www.medev.ac.uk/ourwork/oer
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 23/36
23
www.web2rights.com/OERIPRSupport/risk-management-calculator/
www.web2rights.com/OERIPRSupport/diagnostics.html/
http://medicalimages.pbworks.com/
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 24/36
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 25/36
25
� Information/resources increasingly easy to find
� Blurring of personal and professional identities online
� Increasing need to manage issues of disclosure
� Changing public expectations
� Misunderstandings of digital spaces� Consequence
� Permanence
� Lack of understanding of ownership
and licencing in online environments
Digital professionalism in the
curriculum?
� Digital professionalism: how we present andmanage presence in the digital environmentand how that presence relates toprofessionalism in the curriculum
� Professionalism in Tomorrows Doctors:www.gmc-uk.org/education/undergraduate/professional_behaviour.asp
� No reference to professionalism online:implicit? explicit in your curriculum? Hidden?
� Are there any differences?
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 26/36
26
Digital literacy
digital literacy defines those capabilities
which fit an individual for living, learning and
working in a digital society
Joint Information Systems Committee (JISC), 2011
most learners are
still strongly led by
tutors and course
practices: tutor skills
and confidence with
technology are
therefore critical to
learners'
development
Beetham et al, 2009
Digital professionalism:embodiment?
Academic practice:enactment?
Information literacy:competence?
Digital literacy:awareness?
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 27/36
27
TOWARDS A DIGITAL
PROFESSIONALISM: 7 PRINCIPLES
Rachel Ellaway(2010)
Principle #1: establish and sustain
an on online professional presence
that befits your responsibilities
while representing your interests.
Be selective in which channels and
places you establish a profile.
Principle #2: use privacy controls to manage more
personal parts of your online profile and do not
make public anything that you would not be
comfortable defending as professionally
appropriate in a court of law
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 28/36
28
Principle #3: think carefully and critically
about how what you say or do will be
perceived by others and act with
appropriate restraint
Principle #4: think carefully & critically
about how what you say or do reflects
on others (individuals & organisations)
and act with appropriate restraint
Principle #5: think carefully and critically
about how what you say or do will be
perceived in years to come; consider every
action online as permanent
By Michael Deschenes (Own work) [Public
domain], via Wikimedia Commons
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 29/36
29
Principle #6: be aware of the potential for attack or
impersonation, know how to protect your online
reputation and what steps to take when it is under
threatEllaway, 2010
Principle #7: an online community is still a
community and you are still a professional
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 30/36
30
± An unconference: By teachers, for teachers
± Focussed on sharing ideas: Practical, helpful,inspiring
± Everyone participates
± Everyone learns
± 2- or 7-minute presentations
± Anyone can speak
± No obligation to pay attention
With thanks to Isla Kuhn, @ Cambridge for these slides
� Quick and cheap
oTo attend
oand to organise
±Share ideas
oWhat worked? What didnt?
±Opportunity to present ±Networking
With thanks to Isla Kuhn, @ Cambridge for these slides
LibTeachMeets have happened
in:
� Cambridge (27.09.10,
29.03.11)
� Huddersfield (09.02.11)
� Newcastle (04.05.11)
� Brighton (25.05.11)
� Liverpool (26.05.11)
� Leicester (14.06.11)
� London (20.06.11)
LibTeachMeets are coming up
in:
± Stirling & Inverness
(20.07.11)
± Bedfordshire (21.07.11)
± Sheffield (10.11.11)
± Oxford (tbc)
google teachmeet calendar: http://tinyurl.com/tm-google-calendar
With thanks to Isla Kuhn, @ Cambridge for these slides
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 31/36
31
TeachMeet grow your own
People, venue, date / time, web presence, funding, cake!
With thanks to Isla Kuhn, @ Cambridge for these slides
http://plcmcl2-things.blogspot.com/
http://23thingswarwick.blogspot.com/p/programme-outline.html/
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 32/36
32
Attribution and disclaimer
� This file is made available under a Creative Commons
attribution share alike licence� To attribute author/s please include the phrase cc: by-sa
Suzanne Hardy, July 2011,
http://www.medev.ac.uk/ourwork/oer/
� Users are free to link to, reuse and remix this material under
the terms of the licence which stipulates that any derivatives
must bear the same terms. Anyone with any concerns about
the way in which any material appearing here has been linked
to, used or remixed from elsewhere, please contact the
author who will make reasonable endeavour to take down the
original files within 10 working days.
www.medev.ac.uk
SHARING RESOURCES BETWEEN ACADEMIA AND THE NHS
Open Educational Resources
Pathways for Open Resource Sharingthrough Convergence in HealthcareEducation (PORSCHE)
Seamless access to academic andclinical elearning resources
contact: [email protected]/ourwork/oer/#porscheoer #ukoer #medev
cc:by Tony the Misfit
http://www.flickr.com/photos/tonythemisfit/2580913560/
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 33/36
33
www.jorum.ac.uk
www.elearningrepository.nhs.uk/
3NHS/HEI
� NHSNet/N3
� Athens
� Limited access
� JANET
� Shibboleth/JISC FAM
� Unlimited access
AccreditedClinical Teaching Open
Resources (ACTOR)Partners:
University of Bristol, University of Cambridge,
Hull York Medical School, Newcastle University,
Peninsula College of Medicine and Dentistry.
Contact: [email protected]
#ukoer #actor #medev
www.medev.ac.uk/oer/
cc:by-nc By Maxi Walton
http://www.flickr.com/photos/maxiwalton/898138774/
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 34/36
34
Learning outcomes
� Be able to confidently use resources such as images and
resources from the internet and el sewhere, attributing content
creators (copyright owners), when creating teaching and
learning resources
� Understand the difference between copyright ownership and
licencing and how to use resources shared under licence
� Be able to clearly indic ate the copyright status of any works you
have created using an appropriate Creative Commons licence
� Be aware of how to deal with consent issues in using patient
data in learning and teaching resources
� Exemplify best practice in digital professionalismand manage
risks when creating sustainable teaching resources
Mitigating risk by adopting good practice
to save time and money
OER is irrelevant
(but a nice by-product )
www.medev.ac.uk/oer/
twitter.com/glittrgirl
twitter.com/hea_medev
www.medev.ac.uk/blog/oer -phase-2-blog/
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 35/36
35
References� Beetham,H.,L. McGill,et al. (2009). Thrivingin the 21st century: LearningLiteracies for the Digital Age.
Glasgow,Glasgow CaledonianUniversity/JISC. Online at
http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf
� Chretien,K. C., S. R. Greysen,et al. (2009). "Online Postingof Unprofessional Content by Medical
Students." JAMA 302(12): pp1309-1315.
� Ellaway, R. (2010). "eMedical Teacher # 38: Digital Professionalis m." Medical Teacher 32(8): pp705707.
� Farnan,J. M., J. A. M. Paro,et al. (2009). "The RelationshipStatus of Digital Media andProfessionalism: Its
Complicated" Academic Medicine 84(11): pp1479-1481.
� Ferdig,R. E., K. Dawson,et al. (2008). "Medical students andresidents use of online social networking
tools: Implications for teachingprofessionalism in medical education." First Monday 13(9). Online at
http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2161/2026
� Thompson,L. A., K. Dawson,et al. (2008). "The Intersectionof Online Social NetworkingwithMedical
Professionalism." J GenI nternMed 23(7): p954-957.
� Mostaghimi,A., Crotty,B.H.,Professionalism inthe digital ageAnnals of I nternal Medicine 19 Apr
2011;154(8):560-562.
� The Higher Education Academy OER pages:
www.heacademy.ac.uk/ourwork/teachingandlearning/oer/
� The JISC OER pages: www.jisc.ac.uk/oer
� The OER InfoKitfrom JISC InfoNet:
openeducationalresources.pbworks.com
� The OER Synthesis and Evaluation Report:
www.caledonianacademy.net/spaces/oer/
� The JISC Legal IPR Toolkit:
www.web2rights.com/OERIPRSupport/index.html
References
� http://www.nottingham.ac.uk/xpert/attribution/
� http://ocw.mit.edu/index.htm
� http://oerwiki.iiep-unesco.org/index.php?title=UNESCO_OER_Toolkit
� http://www.creativecommons.org
� http://wylio.com/
� http://openattribute.com
References
7/14/2011
8/6/2019 Teaching Skills Workshop Newcastle July 2011
http://slidepdf.com/reader/full/teaching-skills-workshop-newcastle-july-2011 36/36
36
URLs
� www.medev.ac.uk/ourwork/oer
� www.nottingham.ac.uk/xpert/� http://creativecommons.org/
� www.jorum.ac.uk/
� www.flickr.com/search/advanced/
� www.google.com/advanced_image_search/
� www.nottingham.ac.uk/xerte/
� www.glomaker.org/
� http://openlearn.open.ac.uk/