Transcript Enabling multi-directional knowledge sharing: Barriers and example approaches to contextualization and integration of OER from other institutions Kathleen Ludewig Omollo, Ted Hanss Open.Michigan, Medical School Information Services University.

Enabling multi-directional
knowledge sharing: Barriers and
example approaches to
contextualization and integration
of OER from other institutions
Kathleen Ludewig Omollo, Ted Hanss
Open.Michigan, Medical School Information
Services
University of Michigan
May 10, 2013, OCWC Global
Slides at: http://openmi.ch/ocwcg2013
Except 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.
Background Image CC:BY-SA opensourceway (Flickr)
Physical Location: University of Michigan
Image of Mitten Territory CC BY, adapted by Pieter Kleymeer from Marty Hogan on
Flickr
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Vision of open education
circulate new ideas
develop new skills
foster collaboration and innovation
Image CC:BY Sherrie Thai (Flickr)
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Local + Global
“Through the Health Open
Educational Resources
program, we are
transforming our
health curriculum to
provide students with
richer learning experiences
and strengthening their
ability to practice in a
global health context.”
James O. Woolliscroft,
M.D.
Dean, University of
Michigan
Medical School
Image CC:BY tuppus (Flickr)
African Health OER Network (est. 2008)
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Barriers
• Unsure of where to look
or quality
• Differing curriculum,
culture, language
• Limited access to
Internet, computers,
power
• Lack of local support
(incentives, skills)
• Staying up to date on
Image CC:BY Phil Roeder (Flickr) OER field
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Approach: Local experts, localized
content
Image CC:BY NC University of Ghana and Cary Engleberg
Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.
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Approach: Local experts, localized
content
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(placeholder to Lia)
Image CC:BY NC St. Paul Hospital Millennium Medial College (Ethiopia),
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University of Ghana, Cary Engleberg
Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.
Approach: Local experts, localized
content
When you look in
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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
Image CC:BY-NC-SA Kwame Nkrumah
University of Science and Technology
Approach: Distributing online + offline
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Approach: Crowdsourcing translations
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Image CC:BY NC SA Tobias Mikkelsen (Flickr)
Approach: Crowdsourcing translations
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 formerly
UniversalSubtitles.org) 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 campaign
8. Report results
9. Refine process (e.g. collect feedback from volunteers)
More details: https://open.umich.edu/wiki/Adding_Captions_to_Videos
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Approach: Crowdsourcing translations
Language
# Videos
# Languages Per Video
other than English captions
# Videos
Spanish
31
5
3
Portuguese
16
4
0
French
14
3
7
Russian
7
2
19
Danish
2
1
2
Swahili
2
Total (of 31 targeted)
31
Ganda
1
Arabic
1
Chinese (Simplified)
1
Chinese (Traditional)
1
Total Captions
76
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Affiliation of Volunteers
# Volunteers
University of Michigan Active
Member or Alumni
22
External or Unknown
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*Numbers from April 10th 2013. More details: openmi.ch/translationw13-
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Approach: Networks for building capacity
“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
Image CC:BY-SA Scott Maxwell (Flickr)
Approach: Networks for scaling
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Outcomes: New content, skills,
awareness
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Increased awareness, access to, and
ability to create learning materials
(local skills, practices, policies)
Visible and used collection:
8,500 visits/month to 2 main websites
550 copies of sampler DVDs
YouTube: 2.5M total views,
~400 comments, rating of 4.38 out of 5
Image CC:BY-SA opensourceway (Flickr)
Outcomes: Uses and adaptations
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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
Image Public Domain by kuba (OpenClipArt)
Learn more: http://openmi.ch/blogahon-remixes
Closing: Assurance of model, OER
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“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 peerreview mechanisms.
•OER developed through collaborative networks can
lead to more productive teaching and learning...”
– 2012 report by independent evaluator
Image CC:BY-SA opensourceway (Flickr)
Engage
Email: [email protected]
Slides:
openmi.ch/ocwcg2013
Newsletter:
openmi.ch/healthoernetworknewsletter
Web: oerafrica.org/healthoer,
Presentation by Kathleen Ludewig Omollo, Ted Hanss.
Copyright 2013 The Regents of the University of Michigan. Except
openmi.ch/healthoernetwork
where otherwise noted, this work is available under a Creative
Commons Attribution 3.0 License.
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