enabling multi-directional knowledge sharing: barriers and example approaches to contextualization...
TRANSCRIPT
Enabling multi-directional knowledge sharing: Barriers and example approaches to
contextualization and integration of OER from
other institutions
Kathleen Ludewig Omollo, Ted HanssOpen.Michigan, Medical School Information
ServicesUniversity of Michigan
May 10, 2013, OCWC GlobalSlides 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 FlickrMap of USA, public domain, http://www.clker.com/clipart-23453.html
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Vision of open education
Image CC:BY Sherrie Thai (Flickr)
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circulate new ideas
develop new skills
foster collaboration and innovation
“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
Local + Global
Image CC:BY tuppus (Flickr)
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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 OER field
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Image CC:BY Phil Roeder (Flickr)
7Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.
Approach: Local experts, localized content
Image CC:BY NC University of Ghana and Cary Engleberg
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8Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.
Approach: Local experts, localized content
Image CC:BY NC St. Paul Hospital Millennium Medial College (Ethiopia), University of Ghana, Cary Engleberg
(placeholder to Lia)
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Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology
Approach: Local experts, localized contentWhen 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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Approach: Distributing online + offline
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Approach: Crowdsourcing translations
Image CC:BY NC SA Tobias Mikkelsen (Flickr)
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Approach: Crowdsourcing translations
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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 campaign8. Report results 9. Refine process (e.g. collect feedback from volunteers)More details:
https://open.umich.edu/wiki/Adding_Captions_to_Videos
Approach: Crowdsourcing translations
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*Numbers from April 10th 2013. More details: openmi.ch/translationw13-results
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
Affiliation of Volunteers
# Volunteers
University of Michigan Active Member or Alumni
22
External or Unknown 24
# Languages Per Video other than English captions
# Videos
5 3
4 0
3 7
2 19
1 2
Total (of 31 targeted) 31
Approach: Networks for building capacity
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Image CC:BY-SA Scott Maxwell (Flickr)
“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
Approach: Networks for scaling 15
Image CC:BY-SA opensourceway (Flickr)
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
“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
Outcomes: Uses and adaptations17
Image Public Domain by kuba (OpenClipArt)Learn more: http://openmi.ch/blog-ahon-remixes
Closing: Assurance of model, OER
“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
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Image CC:BY-SA opensourceway (Flickr)
Email: [email protected]
Slides: openmi.ch/ocwcg2013
Newsletter: openmi.ch/healthoernetwork-newsletter
Web: oerafrica.org/healthoer,openmi.ch/healthoernetwork
Presentation by Kathleen Ludewig Omollo, Ted Hanss. 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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