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: Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2013 The Regents of the University of Michigan. Image CC:BY-SA opensourceway (Flickr).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)Flickr 2

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

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

Image CC:BY-SA Colleen Simon (Flickr)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.Open Government Plan from U.S. Department of Health and Human Services 6

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

Image CC:BY Orin Zebest (Flickr)Flickr All rights reserved limits use, automatically 8

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

All Rights Reserved (default) 10 “All rights reserved” is the default. 10

Option: Creative Commons (two C’s instead of 1 C) ( 11 “Some rights reserved” is an alternative. 11

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

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

to online, offline, semi-connected, print… 14

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

Image CC:BY Tome Loh (Flickr)Flickr or other transformations. 16

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

bile-a-prototype-spurred-by-the-hype/ To mobile, Image CC:BY NC University of Ghana 18

19 Caesarean 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 19

20 Caesarean 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) 20

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

Limited instructor capacity and space. Image CC:BY-NC University of Ghana 22

Image CC:BY-NC-SA Kwame Nkrumah University of Science and Technology 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 23

Adapt and Create New Materials Provide tools and guides for educators and students to design, license, and share learning materials 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 24

Adapt and Create New Materials Provide tools and guides for educators and students to design, license, and share learning materials 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 25

“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)Flickr 26

“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)Flickr 27

Excellence in Higher Education for Liberian Development ( ) African Health OER Network (2008 – 2012) Core Courses for Masters in Public Health ( ) Human Resources for Health: Ghana-Michigan Charter ( ) Ghana Emergency Medicine Collaborative ( ) Competency- based Obstetrics and Gynecology Residency Training Program ( ) U-M Global Open Education Partnerships 28 More details:

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 Case Study Ghana, South Africa, Kenya, Malawi 29 More details:

Core Courses for Masters in Public Health ( ) 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, Uganda, Rwanda, Kenya, Tanzania, Democratic Republic of Congo, South Africa 30

Competency-based Obstetrics and Gynecology Residency Training Program ( ) 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 Case Study Ethiopia 31

Human Resources for Health: Ghana-Michigan Charter ( ) 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 32

Ghana Emergency Medicine Collaborative ( ) 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 Case Study Ghana 33 More details:

Excellence in Higher Education for Liberian Development ( ) GOAL Create 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 34 More details:

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: ahon-remixeshttp://openmi.ch/blog- ahon-remixes Image Public Domain by kuba (OpenClipArt)OpenClipArt 35

E.g. Open Translation Workflow 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) More details:

Translation Details, by Language* 37 # Languages Per Video other than English captions # Videos Total (of 31 targeted)31 * Results up to April 10th Language# Videos Spanish31 Portuguese16 French14 Russian7 Danish2 Swahili2 Ganda1 Arabic1 Chinese (Simplified)1 Chinese (Traditional)1 Total Captions76 # Volunteers per completed translation # Captions 2 (translator & reviewer) Total76

Translation Details, by Volunteers* 38 Affiliation# Volunteers University of Michigan Active Member or Alumni 22 External20 Unknown4 Total46 # Languages selected in sign-up # Volunteers # Languages actually contributed # Volunteers 21* 123 *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) Total46 Median5 Mean # videos actually contributed # Volunteers Total 24 Median 2 Mean * 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 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 40

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

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,2012 report see also openmi.ch/blog-ahon-completeopenmi.ch/blog-ahon-complete 42 Image CC:BY-SA opensourceway (Flickr)Flickr

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

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

Amplify your work Image CC:BY-SA opensourceway (Flickr)Flickr Learn how to openly license your own work: Promote open practices and content: Volunteer to caption or translate educational videos:

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)Flickr 46

Image CC:BY tuppus (Flickr)Flickr 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:

For more info: 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. Closing 48