Post on 12-Jan-2016
Open practices and regional social networks to enable multi-directional knowledge sharing
Kathleen Ludewig OmolloInternational Program Manager, Office of
Enabling TechnologiesMedical School Information Services, University
of Michigan April 11, 2013, Group for Infotech & Development
Slides at: http://openmi.ch/grid-w13Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. http://creativecommons.org/licenses/by/3.0/. Copyright 2013 The Regents of the University of Michigan. Image CC:BY-SA opensourceway (Flickr).
Help our faculty,
students, staff and others to share their educational
resources and research with
the world
Open.Michigan initiative
Image CC:BY-SA opensourceway (Flickr)
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Share our knowledge,
Allow and train others to build upon it,
Gain new knowledge in return
Vision
Image CC:BY-NC-SA werkunz (Flickr)
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Open practices
• “using the content, tools and processes shared with us;
• enabling others to use, share and adapt what we create; and
• supporting transparency in our content, tools and processes”
School of Open, Peer to Peer UniversityImage CC:BY-SA opensourceway (Flickr)
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Image CC:BY-SA Colleen Simon (Flickr)
Free
Public
Under some licenses to use, adapt, redistribute
Qualities of open content 5
Values of open
Chart CC BY Regents of the University of Michigan. Inspired by Open Government Plan from U.S. Department of Health and Human Services.
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Image CC:BY OpenCage (Wikimedia Commons)
Open licenses signal intent 7
Image CC:BY Orin Zebest (Flickr)
All rights reserved limits use, automatically
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Open licenses mean some rights reserved
Image CC:BY-SA opensourceway (Flickr)
Learn more at open.umich.edu/share/license
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All Rights Reserved(default)
10“All rights reserved” is the default. 10
Option: Creative Commons(two C’s instead of 1 C)
(www.creativecommons.org/licenses/)
11“Some rights reserved” is an alternative.
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Image CC:BY Paul Albertella (Flickr)
Open licenses enable revisions, remixes…
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such as copies…
Image CC:BY-SA opensourceway (Flickr)
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to online, offline, semi-connected, print…
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and translations…
Image CC:BY NC SA Tobias Mikkelsen (Flickr)
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Image CC:BY Tome Loh (Flickr)
or other transformations. 16
e.g. Converting formats from laptop…
Image CC:BY NC University of Ghana
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http://open.umich.edu/blog/2012/01/31/mobile-a-prototype-spurred-by-the-hype/
To mobile,
Image CC:BY NC University of Ghana
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19Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.
E.g. Converting voiceovers from others...
Image CC:BY NC University of Ghana and Cary Engleberg
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20Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.
To local context by local experts.
Image CC:BY NC St. Paul Hospital Millennium Medial College (Ethiopia), University of Ghana, Cary Engleberg
(placeholder to Lia)
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Increased demand for education brings…
Image CC:BY-NC-SA 350.org (Flickr)
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Limited instructor capacity and space.
Image CC:BY-NC University of Ghana
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Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology
It is difficult to find relevant materialsWhen 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
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Facilitate Discussion
Foster dialogue between health professionals around pedagogy, policy, and peer
review
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Facilitate Discussion
Foster dialogue between health professionals around pedagogy, policy, and peer
review
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“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
Networks for building, scaling capacity
Image CC:BY-SA opensourceway (Flickr)
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“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
Enable multi-direction knowledge transfer
Image CC:BY tuppus (Flickr)
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Excellence in Higher Education for Liberian Development (2011-2015)
African Health OER Network(2008 – 2012)
Core Courses for Masters in Public Health (2012-2013)
Human Resources for Health: Ghana-Michigan Charter (2008-2010)
Ghana Emergency Medicine Collaborative (2010-2014)
Competency-based Obstetrics and Gynecology Residency Training Program (2012-2013)
U-M Global Open Education Partnerships
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More details: http://open.umich.edu/connect/projects#openmi
African Health OER Network (2008 – 2012)
GOALDevelop OER by and targeted toward Africans in order to share knowledge, address curriculum gaps, and support international health education communities.
PARTNERS•South African Institute for Distance Education•Kwame Nkrumah University of Science and Technology•University of Ghana•University of Cape Town•University of the Western Cape•University of Malawi
Case Study
Ghana,South Africa,Kenya,Malawi
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More details: http://openmi.ch/blog-ahon-complete
Core Courses for Masters in Public Health (2012-2013)
GOALCollaboratively develop open curriculum for 3 post-graduate courses in public health
PARTNERSEast Africa HEALTH Alliance: •Makerere University•Jimma University •Moi University •University of Nairobi •National University of Rwanda •Kinshasa University •Muhimbili University of Health and Allied Sciences
•South African Institute for Distance Education
Case Study
Ethiopia,Uganda,Rwanda,Kenya,Tanzania,Democratic Republic of Congo, South Africa
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Competency-based Obstetrics and Gynecology Residency Training Program (2012-2013)
GOALStreamline clinical training in obstetrics and gynecology through multimedia-based modules for self-learning
PARTNERS•St. Paul Hospital Millennium Medical College•Federal Ministry of Health
Case Study
Ethiopia
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Human Resources for Health: Ghana-Michigan Charter (2008-2010)
GOALStrengthen local capacity for human resource planning, education, and research
PARTNERS•Kwame Nkrumah University of Science and Technology•University of Ghana•Ghana Health Service
Case Study
Ghana
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Ghana Emergency Medicine Collaborative (2010-2014)
GOALImprove the provision of emergency care in Ghana through innovative team training programs
PARTNERS•Kwame Nkrumah University of Science and Technology•Komfo Anokye Teaching Hospital •Ghana College of Physicians and Surgeons•Ghana Ministry of Health
Case Study
Ghana
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More details: http://openmi.ch/em-gemc
Excellence in Higher Education for Liberian Development (2011-2015)
GOALCreate national centers of excellence in engineering and agriculture
PARTNERS•University of Liberia•Cuttington University •RTI International•Rutgers University•North Carolina State University
Case Study
Liberia
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More details: http://open.umich.edu/education/engin/eheld/
Outcomes: Uses and adaptations
Creation of new materials
Use and adaptation of materials from other institutions:•African to/from African Institutions•African to/from U.S. and European institutions
More details: http://openmi.ch/blog-ahon-remixes
Image Public Domain by kuba (OpenClipArt)
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E.g. Open Translation Workflow 36
1. 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) 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 campaign8. Report results 9. Refine process (e.g. collect feedback from volunteers)
More details: http://openmi.ch/translationw13-results, https://open.umich.edu/wiki/Adding_Captions_to_Videos
Translation Details, by Language* 37
# Languages Per Video other than English captions
# Videos
5 3
4 0
3 7
2 19
1 2
Total (of 31 targeted) 31
* Results up to April 10th
Language # Videos
Spanish 31
Portuguese 16
French 14
Russian 7
Danish 2
Swahili 2
Ganda 1
Arabic 1
Chinese (Simplified) 1
Chinese (Traditional) 1
Total Captions 76
# Volunteers per completed translation
# Captions
2 (translator & reviewer) 12
1 64
Total 76
Translation Details, by Volunteers* 38
Affiliation # Volunteers
University of Michigan Active Member or Alumni
22
External 20
Unknown 4
Total 46
# Languages selected in sign-up
# Volunteers
5 1
4 0
3 1
2 7
1 37
# Languages actually contributed
# Volunteers
2 1*
1 23*1 Volunteer provided Chinese Simplified & Chinese Traditional captions
* Results up to April 10th
Translation Details, by Volunteers* 39
# videos selected in sign-up
# Volunteers
31 (all) 4
24-30 0
15-23 6
8-14 6
2-7 22
1 8
Total 46
Median 5
Mean 8.717391
# videos actually contributed
# Volunteers
12 1
10-11 1
8-9 2
6-7 2
4-5 2
2-3 8
1 8
Total 24
Median 2
Mean 3.625
* Results up to April 10th
Outcomes: Health, Art, Design Collab.
Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology
Electronic learning activities are not widespreadHealth instructors do not have time to learn multimedia skills
In response, partnerships emerged between:•Students and educators•Artists, technologists, and educators
E.g. communication design, sculptors, videographers, 3D animators
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Outcomes: Active community & collection
Image CC:BY-SA Scott Maxwell (Flickr)
Increased awareness, access to, and ability to create learning
materials
Quarterly newsletter (1000+ subscribers)
Cross-institutional interest groups
Visible and used collection(8,500 visits/mo to websites, 2.5M total views and 350+comments on
YouTube)
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Outcomes: Summary from External Eval.“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 evaluator, see also openmi.ch/blog-ahon-complete
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Image CC:BY-SA opensourceway (Flickr)
Image CC:BY-SA opensourceway (Flickr)
Dispelling myths and preconceptions
Myth that open content is separate from regular materials development
Myth that open licenses cannot coexist with peer review
Myth that open licenses cannot coexist with print or commercialized complements
Authors misunderstanding copyright or open licenses (e.g. adding other barriers to use)
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Opportunities
Image CC:BY-SA opensourceway (Flickr)
Millions of open resources available
Adaptation, translation, curation for new contexts and delivery methods
Credentialing for prior or self-learning
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Amplify your work
Image CC:BY-SA opensourceway (Flickr)
• Learn how to openly license your own work: http://openmi.ch/om-share
• Promote open practices and content: http://openmi.ch/-infokit
• Volunteer to caption or translate educational videos: http://openmi.ch/translate-dm-mb-signup
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Share your knowledge through open practices,
Enable others to build upon it,
Increase the visibility and impact of your work.
Key: What you create is relevant to others
Image CC:BY Alan Cleaver (Flickr)
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Image CC:BY tuppus (Flickr)
Take a step: Come to upcoming workshopU-M's Open Remix
Culture - Creating and Sharing Legally Using Open LicensesMay 8, 2013, 10:00-11:30am Dave Malicke
Part of the Enriching Scholarship series. Sign up coming soon: http://openmi.ch/-enrichsch.
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For more info:kludewig@umich.ed
uopen.umich.edu
Download this presentation at:
openmi.ch/grid-w13
Presentation by Kathleen Ludewig Omollo. 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.http://creativecommons.org/licenses/by/3.0/.
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