Open practices and regional social networks to enable multi-directional knowledge sharing Kathleen Ludewig Omollo International Program Manager, Office of Enabling Technologies Medical School Information Services, University.

Transcript Open practices and regional social networks to enable multi-directional knowledge sharing Kathleen Ludewig Omollo International Program Manager, Office of Enabling Technologies Medical School Information Services, University.

Open practices and regional social networks to enable multi-directional knowledge sharing

Kathleen Ludewig Omollo International Program Manager, Office of Enabling Technologies Medical School Information Services, University of Michigan April 11, 2013, Group for Infotech & Development Slides at: http://openmi.ch/grid-w13

Open.Michigan initiative Help our faculty, students, staff and others to share their educational resources and research with the world Image CC:BY-SA opensourceway ( Flickr ) 2

Vision Share our knowledge, Allow and train others to build upon it, Gain new knowledge in return 3 Image CC:BY-NC-SA werkunz ( Flickr )

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 University 4 Image CC:BY-SA opensourceway ( Flickr )

Qualities of open content Free Public Under some licenses to use, adapt, redistribute Image CC:BY-SA Colleen Simon ( Flickr ) 5

Values of open 6 Chart CC BY Regents of the University of Michigan. Inspired by Open Government Plan from U.S. Department of Health and Human Services .

Open licenses signal intent 7 Image CC:BY OpenCage ( Wikimedia Commons )

Open licenses mean some rights reserved 9 Learn more at open.umich.edu/share/license Image CC:BY-SA opensourceway ( Flickr )

“Some rights reserved” is an alternative.

Option: Creative Commons (two C ’s instead of 1 C) (www.creativecommons.org/licenses/)

Open licenses enable revisions, remixes… 12 Image CC:BY Paul Albertella ( Flickr )

such as copies… 13 Image CC:BY-SA opensourceway ( Flickr )

to online, offline, semi connected, print… 14

and translations… 15 Image CC:BY NC SA Tobias Mikkelsen ( Flickr )

or other transformations.

16 Image CC:BY Tome Loh ( Flickr )

e.g. Converting formats from laptop… 17 Image CC:BY NC University of Ghana

To mobile, 18 http://open.umich.edu/blog/2012/01/31/mo bile-a-prototype-spurred-by-the-hype/ Image CC:BY NC University of Ghana

E.g. Converting voiceovers from others...

19 Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.

To local context by local experts.

(placeholder to Lia) 20 Image CC:BY NC St. Paul Hospital Millennium Medial College (Ethiopia), University of Ghana, Cary Engleberg 20

Increased demand for education brings… 21 Image CC:BY-NC-SA 350.org ( Flickr )

Limited instructor capacity and space.

22 Image CC:BY-NC University of Ghana

23 It is difficult to find relevant materials

When 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

Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology

Gather Existing Materials

Finding existing learning materials that are free, electronic, and licensed to allow anyone to copy, adapt, and share

Publicly Distribute Materials

Promote the materials worldwide through multiple online and offline methods

Facilitate Discussion

Foster dialogue between health professionals around pedagogy, policy, and peer review

Adapt and Create New Materials

Provide tools and guides for educators and students to design, license, and share learning materials 24

Gather Existing Materials

Finding existing learning materials that are free, electronic, and licensed to allow anyone to copy, adapt, and share

Publicly Distribute Materials

Promote the materials worldwide through multiple online and offline methods

Facilitate Discussion

Foster dialogue between health professionals around pedagogy, policy, and peer review

Adapt and Create New Materials

Provide tools and guides for educators and students to design, license, and share learning materials 25

Networks for building, scaling capacity 26

“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 opensourceway ( Flickr )

Enable multi-direction knowledge transfer 27

“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 CC:BY tuppus ( Flickr )

U-M Global Open Education Partnerships 28

Excellence in Higher Education for Liberian Development (2011-2015) Competency based Obstetrics and Gynecology Residency Training Program (2012-2013) Human Resources for Health: Ghana-Michigan Charter (2008-2010) Ghana Emergency Medicine Collaborative (2010-2014) Core Courses for Masters in Public Health (2012-2013) African Health OER Network (2008 – 2012)

More details: http://open.umich.edu/connect/projects#openmi

Case Study

Ghana, South Africa, Kenya, Malawi African Health OER Network (2008 – 2012)

GOAL Develop 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 29 More details: http://openmi.ch/blog-ahon-complete

Case Study

Ethiopia, Uganda, Rwanda, Kenya, Tanzania, Democratic Republic of Congo, South Africa Core Courses for Masters in Public Health (2012-

2013)

GOAL Collaboratively develop open curriculum for 3 post-graduate courses in public health PARTNERS East 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 Competency-based Obstetrics and Gynecology Residency Training Program (2012 2013)

GOAL Streamline clinical training in obstetrics and gynecology through multimedia-based modules for self learning PARTNERS • St. Paul Hospital Millennium Medical College • Federal Ministry of Health 31

Case Study

Ghana Human Resources for Health: Ghana-Michigan Charter (2008-2010)

32 GOAL Strengthen 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 Ghana Emergency Medicine Collaborative (2010-2014)

GOAL Improve 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 33 More details: http://openmi.ch/em-gemc

Case Study

Liberia Excellence in Higher Education for Liberian Development (2011-2015)

GOAL Create national centers of excellence in engineering and agriculture PARTNERS • University of Liberia • Cuttington University • RTI International • Rutgers University • North Carolina State University 34 More details: http://open.umich.edu/education/engin/eheld/

35 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 )

E.g. Open Translation Workflow More details: http://openmi.ch/translationw13-results , https://open.umich.edu/wiki/Adding_Captions_to_Videos 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 campaign 8. Report results 9. Refine process (e.g. collect feedback from volunteers) 36

Translation Details, by Language* * Results up to April 10th

# Languages Per Video other than English captions # Videos Language # Videos

Spanish Portuguese French Russian Danish Swahili Ganda Arabic Chinese (Simplified) Chinese (Traditional) Total Captions 1 1 1 76 31 16 14 7 2 2 1 5 4 3 2 1 Total (of 31 targeted) 3 0 7 19 2 31

# Volunteers per completed translation

2 (translator & reviewer) 1 Total

# Captions

12 64 76 37

Translation Details, by Volunteers* * Results up to April 10th

# Languages selected in sign-up # Volunteers Affiliation

University of Michigan Active Member or Alumni External Unknown Total

# Volunteers

22 20 4 46 5 4 3 2 1 1 0 1 7 37

# Languages actually contributed # Volunteers

2 1* 1 23 *1 Volunteer provided Chinese Simplified & Chinese Traditional captions 38

Translation Details, by Volunteers* * Results up to April 10th

# videos selected in sign-up

31 (all)

# Volunteers

4 24-30 15-23 0 6 8-14 2-7 1 Total Median Mean 6 22 8 46 5 8.717391

# videos actually contributed

12 10-11 8-9 6-7 4-5 2-3 1 Total Median Mean

# Volunteers

1 1 2 2 8 24 2 8 2 3.625

Outcomes: Health, Art, Design Collab.

40 Electronic learning activities are not widespread Health 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 Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology

Outcomes: Active community & collection 41 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) Image CC:BY-SA Scott Maxwell ( Flickr )

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 Image CC:BY-SA opensourceway ( Flickr )

43 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) Image CC:BY-SA opensourceway ( Flickr )

Opportunities Millions of open resources available Adaptation, translation, curation for new contexts and delivery methods Credentialing for prior or self-learning Image CC:BY-SA opensourceway ( Flickr ) 44

Amplify your work • 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 45 Image CC:BY-SA opensourceway ( Flickr )

46 Key: What you create is relevant to others Share your knowledge through open practices, Enable others to build upon it, Increase the visibility and impact of your work.

Image CC:BY Alan Cleaver ( Flickr )

47 Take a step: Come to upcoming workshop U-M's Open Remix Culture Creating and Sharing Legally Using Open Licenses May 8, 2013, 10:00-11:30am Dave Malicke Part of the Enriching Scholarship series. Sign up coming soon: http://openmi.ch/-enrichsch . Image CC:BY tuppus ( Flickr )

Closing For more info: [email protected]

open.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/ .

Open practices and regional social networks to enable multi-directional knowledge sharing Kathleen Ludewig Omollo International Program Manager, Office of Enabling Technologies Medical School Information Services, University.

Transcript Open practices and regional social networks to enable multi-directional knowledge sharing Kathleen Ludewig Omollo International Program Manager, Office of Enabling Technologies Medical School Information Services, University.

Open practices and regional social networks to enable multi-directional knowledge sharing

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