This document summarizes a presentation about sourcing open educational resources (OER) in the Health Sciences Faculty at the University of Cape Town. It discusses the faculty's commitment to openness by signing the Berlin Declaration and participating in Open Access Week. It provides examples of successful OER projects in occupational and environmental health, occupational therapy, and health and human rights education. The benefits of OER for individual educators, departments, and the university are presented. Challenges around permissions, funding, academic identity, and technology are also addressed.

1. Sourcing
Open Educational Resources
(OER)
in the Health Sciences Faculty
@ UCT Teaching and Learning Conference
st
21 October 2013
Veronica Mitchell, Greg Doyle and Nicole Southgate
Education Development Unit, Health Sciences Faculty
University of Cape Town, South Africa

2. OER Team @ HSF
2011
2012

3. Open Scholarship @ UCT
A changing educational landscape

4. Commitment to openness
to openness
Commitment
Signing the Berlin Declaration
Images from http://blogs.uct.ac.za/blog/oer-uct

5. Open Access week 2012

6. Uneven terrain
Carpeted_Commons.jpg

7. Uneven terrain

8. Success
stories
http://www.flickr.com/photos/hikingartist/5726834773/sizes/s/in/photostream

9. Open Scholarship @ UCT
Powe
r
Point
1600 views
A changing educational landscape

10. Open Scholarship @ UCT
Textb
ook
1100 views
> 100,00 downloads

11. Open Scholarship @ UCT
YouT
u
174,000 views
Knowledge as a public good
be vi
d
eos

12. www.tagxedo.com
Sharing

13. New paradigms

14. UNESCO-COL GUIDELINES
“
OER are teaching, learning, and
research materials in any medium
that reside in the public domain or
have been released under an open
licence that permits their free use
and, in some instances,
re-purposing by others.
The use of open file formats
improves access and reuse potential
of OERs which are developed and
published digitally
http://unesdoc.unesco.org/images/0021/002136/213605e.pdf

15. WHY
OER
?
http://www.flickr.com/photos/hikingartist/5726834773/sizes/s/in/photostream

16. Why OER for
individual educators?
?
Knowledge as a public good

17. Health education
Occupational and Environmental Health Research
English
English
iSi Xhosa
Aldicarb sticker
French
Pesticide Label Card

18. Why OER for
individual educators?
?
Facilitate blended learning

19. Occupational Therapy resource
Occupation Based Community Development Framework

20. Why OER for
individual educators?
?
Deeper learning
Multimodal
Collaborative connections

21. Health & human rights education
Themes
International
Local
Disability
LGBTI
Psychological Society of
SA
Local & international
LGBTI NGOs
http://opencontent.uct.ac.za/Health-Sciences/Public-Health-and-Family-Medicine/The-Human-Rights-Key

22. Health & human rights education
e.g.
GenderDynamiX
Resources
Psychological Society of SA
Position statement
on sexual & gender diversity
http://www.psyssa.com/doc-frame.asp?
doc=PsySSA_sexuality_gender_position_statement_2013.pdf
http://www.genderdynamix.org.za/about/

23. Why OER for
individual educators?
?
Sav
e
s tim
e
Promotes alternate pedagogies
e.g. flipped classroom / blended learning
Increases impact of teaching materials
Extends use of teaching resources to other learners
Pedagogical idea sharing
Fosters connections between other colleagues, departments,
universities, cross-disciplinary studies, other roleplayers
Profiles teaching
Creates record of teaching for teaching portfolios

24. R’s
Permissions
Reuse
Redistribute
Remix
Revise
David Wiley
http://opencontent.org/definition/
Openness

25. OER for departments
Effective social responsiveness
?
Enhances teaching coherence across courses
Improved learning experiences by selecting materials in pedagogically
sound and innovative ways
Increase institutional visibility
Ensures better long-term archiving, curation and reuse of teaching
materials
Attracts alumni as life-long learners

26. Benefits
Expanding horizons of knowledge & experiences
Sharing & building knowledge
Openness & transparency
Personal agency
Increased potential learning resources
Up to date information
Building online Community of Practice

27. Funding?
Initial
Hewlett Foundation
Sustainability?
Faculty budget allocation
Leaders & champions at all levels necessary

28. Academic identity
?
Shifting power relations
Beyond gatekeepers of knowledge
Student expectations
Digital divide?

29. E-Learning / Technology enhanced learning
“ technology is not only transforming
access to knowledge,
but may also be influencing
the balance of power between
academic and student
in knowledge production and use
Janice Hansen. 2009. Displaced but not replaced: the impact of e-learning on academic
identities in higher education. Teaching in Higher Education. 14:5.

30. Possible theoretical frames
Ronald Barnett
Supercomplexity
A Will to Learn
Lifewide Learning

31. Possible theoretical frames
Stewart Mennin
Stacey Matrix
Complex Adaptive Systems
Yrjo Engeström
Activity theory

32. Who are the contributors ?
Individuals
eg. Occupational
Therapy
Public Health

33. bridging the shift

34. From the administrator’s perspective

35. From the administrator’s perspective
Is there a known
licence?
Copyright
Permission
denied
No
Find open
alternative
Creative commons
Use, attach
correct licence
Create
alternative
Copyright
Clearance
process
Publish to
OpenContent!
Unable to
create
alternative
Omit from
resource
/

36. Benefits vs Challenges
 Busy clinician vs time spent with him/her
 Volume of work vs rewards of contributing
 Inability to find alternatives vs skills learned while
creating them
 Loss of drive to keep projects going

37. ?
Educational landscape?
“
[moving] from cultivating walled gardens
to supporting
do-it-yourself landscapes
Learner Weblog Education and Learning weblog
http://suifaijohnmak.wordpress.com/2012/11/17/cfhe12-oped12-moocs-emerging-as-landscape-of-change-part-5-questions-openness-with-mooc/
John Mak’s blog on Connectivism .

38. Thank you

39. References
Barnett, R. 2000. Supercomplexity and the curriculum.
Studies in higher education. 25.3: 255-265.
Hardman, J. 2005.Activity theory as a potential framework for technology research in an
unequal terrain. http://web.uct.ac.za/depts/educate/download/SAJHE.pdf
Mennin, S. 2010. Self-organisation, integration and curriculum in the complex world of
medical education. Medical Education. 44:20-20.
Wiley, D. (2009) Open education license draft.
Available on: http://opencontent.org/blog/archives/355
Zimmerman, B., Lindberg, C., & Plsek, P. 2001. Edgeware: insights from complexity
science for health care leaders. Irving, Texas: VHA
http://www.gp-training.net/training/communication_skills/consultation/equipoise/complexity/stacey.htm.