OER Phase 2 ACTOR outcomes

General recommendations

  • That institutions who run clinical education programmes put policies in place to ensure staff know about open educational resources, copyright/IPR issues, take-down policies, institutional processes and tools that can help them create educational material.
  • Clinical education institutions are encouraged to use the MEDEV risk-kit (or similar) to ensure best practice when creating and releasing new teaching and learning materials.
  • Staff should be trained in ‘best practice’ in creating learning materials – especially electronic materials that are available online.
  • That the community increases the amount of material made available via open educational resources.
  • Staff should support the use of OER through the creation of accompanying guidance materials.
  • Technology should be almost invisible when considering open educational resources.
  • All repositories containing OER must be well designed/organised and have good search facilities.
  • The ACTOR community of practice should continue to map resources across to the (new) UK Professional Standards Framework.
  • Although not achievable within the project timeline, mapping each resource within each programme to the UKPSF would provide a gap analysis and become a useful curriculummapping tool.
  • A Consent Commons framework would illustrate consent status, and also monitor when that consent needed to be reviewed or withdrawn. This research is significant to the ACTOR project and the clinical education community and should be investigated.
  • That the HEA/JISC continue their relationship with the community of practice .
  • That the HEA/JISC continue to support small projects for dissemination of information relating to OER and risk management.

Implications of OER on the clinical education sector are significant. Now that the funding is over the community are keen to keep their network of contacts within the sector. The single practitioner may feel isolated in the use, or creation, of OER so the formation of communities of practice (Wenger, 2002) benefits the individual academic. This creates a network/community centred on their professional activities that they can contribute to. “…there seems to be a genuine need for an approach as described here in the context of OER: on their own they appear to be insufficient to provide most people with meaningful learning experiences”, (Fetter et al, 2007, p. 8).

The MEDEV risk-kit will continue to be accessible from our website, this also contains a repository for learning and teaching materials.  The potential value to the promotion and implementation of the UKPSF is considerable and there is therefore a need to continue the community of practice long term to promote this process. MEDEV will explore with the Higher Education Academy how this might be achieved.

 

Fetter, S., Berlanga, A. J. and Sloep, P. B. (2010) ‘Peer support & Open Educational Resources’ [online]. Available from http://dspace.ou.nl/handle/1820/2958 (accessed 23 June 2011).

Wenger, E. (2002) Cultivating communities of practice: a guide to managing knowledge, Boston, Harvard Business School Press.

 
 
MEDEV, School of Medical Sciences Education Development,
Faculty of Medical Sciences, Newcastle University, NE2 4HH

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