OER1166 Symposium ppt
Wednesday 11 May 13.30 Breakout Room 6
Symposium Short Papers (4):
Stars and fast cars: walking the red carpet of good practice with OERs in health and social care education
Chair: Megan Quentin-Baxter, Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine
Conference Themes: Communities and collaboration
Intended audience: Academic and practice educators, support staff and students in health and social care education
Background & rationale: Over half of the medical schools, and many dental and veterinary schools have worked together since 2009 to solve difficult challenges relating to sharing educational resources and teaching students who are learning in clinical practice. Policies for copyright ownership and licencing vary significantly between academic and clinical (work based) teaching environments, and staff can be employed by one and working in the other for all, part or none of their time. At present the infrastructure is governed separately, and there is some reluctance to investigate current practice too deeply, possibly through fear that raising the issues may force a situation that is worse than present, and a possible increase in bureaucracy. This mitigates against developing a culture of 'digital professionalism' in which confident, educated professionals adopt a legally and ethically safe approach to using and sharing educational resources. This work is relevant to all vocational or professional programmes, and engagement with employers, where complexity of the development and sharing of educational resources exists.
Main idea(s) to be explored: This symposium explores the issues raised by two clinical education phase 2 UKOER projects funded by the Higher Education Funding Council for England and administered by the Joint Information Systems Committee and the Higher Education Academy. Both PORSCHE and ACTOR are MEDEV projects.
• PORSCHE sets the infrastructure across NHS and academic settings
• ACTOR is the community of practice working with students and staff of postgraduate clinical education programmes
• Consent Commons describes a framework for handling sensitive issues in relation to the rights of people appearing in OER
• Digital professionalism is the means to enact good practice – mainstreaming the issues to potentially make them relevant to every subject and every skill mix.
How will discussion be facilitated? There will be four short presentations of ten minutes with brief Q&A on each, followed by group discussion (multiple groups if a large audience) facilitated by the Symposium chair, on the issues raised. The central tenet is the articulation of human behaviour/good practice which already exists in pockets, but which requires dissemination to the mainstream, in all clinical education settings. Participants will be encouraged to consider the issues from their own perspective, especially those who are engaging with employers to deliver education, and asked to consider what other issues are important from their perspective.
Keywords: ukoer; oer; policies; procedures; good practice; digital professionalism; medicine; dentistry; veterinary medicine; nursing; allied health professions; social care; tools; nhsnet; janet; clinical education; practice education; employers; employer engagement
References:
Casey, J., Brosnan, K., Greller, W. (2005) Prospects for using learning objects and learning design as staff development tools in HE TrustDR http://trustdr.ulster.ac.uk/outputs.php
Di Savoia, A., (2009) ‘Creating OER for Art, Design, Media and Performance students’ OpenEd 2009 Vancouver
McGill, L., Currier, S., Duncan, C., Doublas, P., (2008) Good Intentions: improving the evidence base in support of sharing learning materials JISC http://ie-repository/jisc.ac.uk/265
Pegler, C. (2010) How can we achieve sustainability in OER ‘The Leeds Manifesto’ SCORE http://www8.open.ac.uk/score/news/oer-and-sustainability-leeds-manifesto
Rodway-Dyer, S. (2010) OER Evaluation Report University of Exeter