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

Kathleen Ludewig OmolloInternational Program Manager, Office of

Enabling TechnologiesMedical School Information Services, University

of Michigan April 11, 2013, Group for Infotech & Development

Slides at: http://openmi.ch/grid-w13Except 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. Image CC:BY-SA opensourceway (Flickr).

Help our faculty,

students, staff and others to share their educational

resources and research with

the world

Open.Michigan initiative

Image CC:BY-SA opensourceway (Flickr)

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Share our knowledge,

Allow and train others to build upon it,

Gain new knowledge in return

Vision

Image CC:BY-NC-SA werkunz (Flickr)

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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 UniversityImage CC:BY-SA opensourceway (Flickr)

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Image CC:BY-SA Colleen Simon (Flickr)

Free

Public

Under some licenses to use, adapt, redistribute

Qualities of open content 5

Values of open

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

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Image CC:BY OpenCage (Wikimedia Commons)

Open licenses signal intent 7

Image CC:BY Orin Zebest (Flickr)

All rights reserved limits use, automatically

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Open licenses mean some rights reserved

Image CC:BY-SA opensourceway (Flickr)

Learn more at open.umich.edu/share/license

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All Rights Reserved(default)

10“All rights reserved” is the default. 10

Option: Creative Commons(two C’s instead of 1 C)

(www.creativecommons.org/licenses/)

11“Some rights reserved” is an alternative.

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Image CC:BY Paul Albertella (Flickr)

Open licenses enable revisions, remixes…

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such as copies…

Image CC:BY-SA opensourceway (Flickr)

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to online, offline, semi-connected, print…

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and translations…

Image CC:BY NC SA Tobias Mikkelsen (Flickr)

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Image CC:BY Tome Loh (Flickr)

or other transformations. 16

e.g. Converting formats from laptop…

Image CC:BY NC University of Ghana

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http://open.umich.edu/blog/2012/01/31/mobile-a-prototype-spurred-by-the-hype/

To mobile,

Image CC:BY NC University of Ghana

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

E.g. Converting voiceovers from others...

Image CC:BY NC University of Ghana and Cary Engleberg

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20Caesarean Section OER Module, CC BY-NC University of Ghana and Dr. N. Cary Engleberg.

To local context by local experts.

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

(placeholder to Lia)

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Increased demand for education brings…

Image CC:BY-NC-SA 350.org (Flickr)

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Limited instructor capacity and space.

Image CC:BY-NC University of Ghana

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

It is difficult to find relevant materialsWhen 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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Facilitate Discussion

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

review

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Facilitate Discussion

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

review

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“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

Networks for building, scaling capacity

Image CC:BY-SA opensourceway (Flickr)

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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

Enable multi-direction knowledge transfer

Image CC:BY tuppus (Flickr)

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

African Health OER Network(2008 – 2012)

Core Courses for Masters in Public Health (2012-2013)

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

Ghana Emergency Medicine Collaborative (2010-2014)

Competency-based Obstetrics and Gynecology Residency Training Program (2012-2013)

U-M Global Open Education Partnerships

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

African Health OER Network (2008 – 2012)

GOALDevelop 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

Case Study

Ghana,South Africa,Kenya,Malawi

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

Core Courses for Masters in Public Health (2012-2013)

GOALCollaboratively develop open curriculum for 3 post-graduate courses in public health

PARTNERSEast 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,Uganda,Rwanda,Kenya,Tanzania,Democratic Republic of Congo, South Africa

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Competency-based Obstetrics and Gynecology Residency Training Program (2012-2013)

GOALStreamline clinical training in obstetrics and gynecology through multimedia-based modules for self-learning

PARTNERS•St. Paul Hospital Millennium Medical College•Federal Ministry of Health

Case Study

Ethiopia

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

GOALStrengthen 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

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Ghana Emergency Medicine Collaborative (2010-2014)

GOALImprove 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

Case Study

Ghana

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More details: http://openmi.ch/em-gemc

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

GOALCreate national centers of excellence in engineering and agriculture

PARTNERS•University of Liberia•Cuttington University •RTI International•Rutgers University•North Carolina State University

Case Study

Liberia

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More details: http://open.umich.edu/education/engin/eheld/

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)

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E.g. Open Translation Workflow 36

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 campaign8. Report results 9. Refine process (e.g. collect feedback from volunteers)

More details: http://openmi.ch/translationw13-results, https://open.umich.edu/wiki/Adding_Captions_to_Videos

Translation Details, by Language* 37

# Languages Per Video other than English captions

# Videos

5 3

4 0

3 7

2 19

1 2

Total (of 31 targeted) 31

* Results up to April 10th

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

# Volunteers per completed translation

# Captions

2 (translator & reviewer) 12

1 64

Total 76

Translation Details, by Volunteers* 38

Affiliation # Volunteers

University of Michigan Active Member or Alumni

22

External 20

Unknown 4

Total 46

# Languages selected in sign-up

# Volunteers

5 1

4 0

3 1

2 7

1 37

# Languages actually contributed

# Volunteers

2 1*

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

* Results up to April 10th

Translation Details, by Volunteers* 39

# videos selected in sign-up

# Volunteers

31 (all) 4

24-30 0

15-23 6

8-14 6

2-7 22

1 8

Total 46

Median 5

Mean 8.717391

# videos actually contributed

# Volunteers

12 1

10-11 1

8-9 2

6-7 2

4-5 2

2-3 8

1 8

Total 24

Median 2

Mean 3.625

* Results up to April 10th

Outcomes: Health, Art, Design Collab.

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

Electronic learning activities are not widespreadHealth 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

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Outcomes: Active community & collection

Image CC:BY-SA Scott Maxwell (Flickr)

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)

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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

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Image CC:BY-SA opensourceway (Flickr)

Image CC:BY-SA opensourceway (Flickr)

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)

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Opportunities

Image CC:BY-SA opensourceway (Flickr)

Millions of open resources available

Adaptation, translation, curation for new contexts and delivery methods

Credentialing for prior or self-learning

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Amplify your work

Image CC:BY-SA opensourceway (Flickr)

• 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

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Share your knowledge through open practices,

Enable others to build upon it,

Increase the visibility and impact of your work.

Key: What you create is relevant to others

Image CC:BY Alan Cleaver (Flickr)

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Image CC:BY tuppus (Flickr)

Take a step: Come to upcoming workshopU-M's Open Remix

Culture - Creating and Sharing Legally Using Open LicensesMay 8, 2013, 10:00-11:30am Dave Malicke

Part of the Enriching Scholarship series. Sign up coming soon: http://openmi.ch/-enrichsch.

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For more info:kludewig@umich.ed

uopen.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/.

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