Designing sustainable governance for open education in healthcare: an ecosystem perspective and...

Designing sustainable governance for open education in healthcare: an ecosystem perspective and complexity theory view

GO-GN seminar, Krakow, april 10-11, 2016

Nicolai van der Woert M Ed M elmac

senior consultant, Radboud university medical center, health academy

Supervisors: prof. dr. Roland Laan, prof. Andy Lane, Mary Dankbaar PhD

Introduction

Senior consultant, Radboudumc Health Academy President NeuroBlend Foundation SIG Open Education SURF PhD researcher Global OER Graduate Network

Presentation topics

Designing sustainable governance for open education in healthcare – an ecosystem perspective and complexity theory view

Research questions


1 How to design a sustainable governance setup for open education in healthcare ? 2 Do the ecosystem perspective and complexity theory view contribute to the design process and sustainable outcomes? 3 Which teacher friendly design tools can be used in the design process? 4 Can research outcomes be generalised to other subject matter domains within and outside healthcare ? (reflective)

RQ1: Governance setup 1

How to design a sustainable governance setup for open education in healthcare ?

Educational governance, not corporate Open education requires a different approach as closed education

Most teachers are not familiar with this concept

Governance?

Governance of

education

Leadership & Management

Policies Procedures

Organisation structure

Bussiness model

Products & Services

Legal and Regulatory

frames

Monitoring transparency

Oversight

Mission Vision

Strategy Ethics

Resilience

Sustainability

RQ2: ecosystem, complexity 2 Do the ecosystem perspective and complexity theory view contribute to the design process and sustainable outcomes?

• Old scientific paradigm:

• Building models, Blueprint thinking

• Education is not that simple, need of a different approach

RQ2: ecosystem, complexity

• Open education system:

• No clear boundaries

• Users not known in person

• Interactions depend on many internal and external factors

• Often unpredictable behavior

• Difficult to control and manage

• System / network of learners provide feedback

2 Do the ecosystem perspective and complexity theory view contribute to the design process and sustainable outcomes?

Ecosystem definition from biology/ecology

Ecosystem: a system of organisms, their surroundings, and processes which determine their mutual dynamics Ecosystems have complex connections and dependencies between organisms, their surroundings, the processes that keep the system going

Education as ecosystem

Macro: overarching values and norms

Exo: politics, economy, government, educational system

Meso: interactions

Micro: peers, workplace, learning space, resources

Jij

Platform/learning environment

Organisational structure, governance C

urr

icu

lum

, co

nte

nt

Learn

ing &

instru

ctioin

Macro

Exo

Meso

Micro

Dynamic development and evolution

t=0 t=1 t=2

Education as ecosystem

Jij

Platform/learning environment

Organisational structure, governance C

urr

icu

lum

, co

nte

nt

Learn

ing &

instru

ctioin

Macro

Exo

Meso

Micro

Biotic actors Non-biotic actors Processes Nutrition Context Biotopes Resilience Biodiversity

Students, teachers VLE Learning process, interactions Content: OERs, OCW, MOOCs Learning environment, Learning communities Networks, groups Learning from experience and feedback content, new target populations

Ecosystem services: supportive activities added by humans Tipping points: from one stable state to the next, could happen after disruption or instability

Terminology as methaphore

Biodiversity makes an ecosystem thrive Monoculture makes an ecosystem vulnerable, dependent http://www.public-domain-image.com/free-images/nature-landscapes/field/this-irrigation-pipeline-running-across-a-furrowed-colorado-field-725x480.jpg

Complexity theory

Complexity theory is about change, it talks about the dynamics of the system.

t=0 t=1 t=2

Scientific roots of complexity theory

Complexity theory

Network theory

Systems theory

Nonlinear systems

Adaptation and

evolution

Self organisation

Complex systems • Non-linear behavior, small events can have large consequences

• Unpredictable

• Unclear boundaries

• Self organisation

(patterns, repetition, internal memory, system can learn)

• Networked

• Feedback loops in the system itself

• Jump-wise evolution (edge of chaos new state)

Chaotic C-E: non predictable Stability focussed interventions Crisis management Never the same Novel practice

Complex is not complicated

Cynefyn framework, David Snowden

Complex Cause-effect: coherent in retrospect, do not repeat Pattern management Complex adaptive systems Emergent practice

Complicated C-E:separated over time & space

Analytical, reductionist, scenario planning Systems thinking

Good practice

Simple/known C-E: easily seen by all,

repeatable, predictable Standard operating procedures

Best Practice

disorder

order unorder

Presentation topics


Educational Design Research Definition of McKenney & Reeves (2012) … a genre of research in which the iterative development of practical solutions to complex educational problems also provides the context for empirical investigations that yield theoretical understanding that can inform the work of others

EDR characteristics • theory based approach of the problem • design as intervention process • interventionist researcher role • collaborative in nature • responsively grounded • iterative design process

Exploration & analysis

•Orientation

•Literature

•Field study

•Exploration

•Analysis

Design & construction

•Exploring & mapping solutions

•Constructing solutions

Evaluation & reflection

•Planning

•Field work

•Meaning making

Maturing intervention

Theoretical understanding

Implementation: adoption, enactment, sustained maintenance Spread: dissemination & diffusion

Mindset: planning for actual use

Educational Design Research (EDR)

Research project flow

2014

PhD proposal Planning Literature

Conclusions Reporting Transfer

model construction select cases

2015 2016 2017 2018

design cases 1st run design cases 2nd run

t=0, baseline t=1 t=2

ecosystem theory complexity theory

Exploration & analysis

•Orientation

•Literature

•Field study

•Exploration

•Analysis

Design & construction

•Exploring & mapping solutions

•Constructing solutions

Evaluation & reflection

•Planning

•Field work

•Meaning making

Maturing intervention

Theoretical understanding

Implementation: adoption, enactment, sustained maintenance Spread: dissemination & diffusion

Mindset: planning for actual use

Educational Design Research (EDR)

Readiness, maturity Timeline analysis

Focus groups Apply theory Refine design

Adoption Outcomes

Expert appraisal Delphi rounds

Open Business Models

Op basis van business

model canvas van

Osterwalder en

Pigneur, elaborated

by Paul Stacey

https://plus.google.com/communities/110674632694419423671

https://plus.google.com/communities/110674632694419423671

https://paulgstacey.files.wordpress.com/2015/12/canvas.png

https://paulgstacey.files.wordpress.com/2015/12/canvas.png

https://docs.google.com/drawings/d/1kACK7TkoJgsM18HUWCbX9xuQ0Byna4plSVZXZGTtays/edit?pref=2&pli=1

https://docs.google.com/drawings/d/1kACK7TkoJgsM18HUWCbX9xuQ0Byna4plSVZXZGTtays/edit?pref=2&pli=1

Research question 3

Helping in designing the open governance structure

3 Which teacher friendly design tools can be used in the design process?

Presentation topics


Case 1: NeuroBlend project

• EU project 2005-2008

• Neurology nurses

• Open Educational Resources, Patient cases, ward cases, wiki

• Open learning environment, walled garden

• professional association EANN, later WFNN

• Outdated

Case 2: Anatomy - TOOL project

• Open content collection

• Simple pedagogy

• 160 anatomy professionals, teachers

• Open learning environment, walled garden

• professional association

Case 3: reuse of OER in medical curriculum

• Self directed pedagogy

• Recommended OER for each course

• Open choice space: OCW, MOOC, coaching, support, test

• 36 clinical subjects: students search for content

• Content curation, digital literacy

Case 4: dutch UMCs

• Harvesting

• Content curation

• National platform

• Support system (educational, library, re-use)

• Teacher training

• Digital literacy skills

Presentation topics


Case 1: Neuroblend

• New governance structure, System needs to be modernised

• Cocreation, network instead of professional associations

• Complexcity, ecosystem

• Unpredictable behavior, jumpwise

• Feedback was neglected

• Blueprint thinking

• Business model

• Multiprofessional education

• From OERs to courses and short clips

• Portable devices

• User needs

NeuroBlend board We thought we were

“open” for business, but the world has changed. Howcome we were so

blind for all the feedback? This is very

confronting.

My new conception of NeuroBlend is that it is a

living (eco-)system instead of a thing. We have not been good

guardians in the past.

Needs in the field are about open courses and knowledge clips. But our strength is in innovative

solutions for (open) education. We have to do both to survive and

feel good ourselves.

This ecology thinking is a change of paradigm

and it hurts. Althoug I hate blueprint

thinking, I was an accomplice to it...

Case 2: Anatomy TOOL project

• Ecosystems perspective helpful

• Complexity needs history to understand

• Business model was out of scope, now in scope

• Governance is a new concept, but needed

Anatomy teachers Complex systems? I am still confused,

but at a higher level.

I understand now we cannot do this

ourselves, we need experts in the field of (open) education to

help us.

Setting up a business model is not my cup of

tea, I teach. But we have to do it to

make the project sustainable. More guidance please !?

Our profession has to survive in bad weather and open content is not

enough. We need to think of new educational services and

new pedagogies to make anatomy attactive

to young people.

Case 3 and 4: re-use in UMCs

• To be continued

Presentation topics


Governance?

Governance of

education

Leadership & Management

Policies Procedures

Organisation structure

Bussiness model

Products & Services

Legal and Regulatory

frames

Monitoring transparency

Oversight

Mission Vision

Strategy Ethics

Resilience

Sustainability

Reflection • Ecosystems perspective helpful as a metaphore, needs to be

elaborated

• Complexity is a dificult topic, we are educatedn in the old paradigm

• Sliding back into baking mold

• Business model canvas gives direction, easy tool with guidance

• Governance structure for openness needs to be dynamic governance, multi layered

• Iterations needed to refine the approach

Research question 4 4

Can research outcomes be generalised to other subject matter domains within and outside healthcare ? (reflective)

In healthcare: - Wide scope: 4 cases - Transfer of final conclusions to other healthcare domains is expected to

be relatively easy, positive or negative

Outside healthcare - Gut feeling: possibilities for transfer of conclusions = OK - Scientific proof can only be obtained after experimentation - No time for that - EDR methodology is to conclude with the transfer question

- Reflections supported by OE(R) experts (Delphi round?)

Presentation topics


Research project flow

2014

PhD proposal Planning Literature

Conclusions Reporting Transfer

model construction select cases

2015 2016 2017 2018

design cases 1st run design cases 2nd run

t=0, baseline t=1 t=2

Questions

[email protected]

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