2012.07. African Health OER Network Impact Study Final ......African Health OER Network – Impact Study June 2012 8 African Health OER Network Impact Study BACKGROUND AND OVERVIEW

AfricanHealthOERNetwork–ImpactStudyJune2012

Acknowledgements:ThisisthethirdtimethatAfricanHealthOERNetworkprojectcoordinatorshavebeencalledontoarrangeschedulesandproceduresforanevaluation.Theircontinuedsupportisacknowledgedwithgratitude.

Theevaluatorisalsoindebtedto:

Academicsandstudentswhoconsentedtobeinterviewed,foundthetimetomakeinterviewspossible,andexpressedtheirviewsasopenlyandfranklyastheydid;

Alargenumberofstudents,academicsandinterestedpartieswhocontributedtothisevaluationbyrespondinganonymouslytoquestionnairesandonlinesurveyinstruments;

Saide’sinformationservicesforaregularflowofrelevantnewsitems; OERAfricaprojectstaffwhomadethenecessarytravelandadministration

arrangementsforevaluationvisits;and ThebroaderOERAfricateamandotherrespectedcolleaguesfortheircontinued

encouragementandsupport.

ParticularthanksareduetoKathleenLudewigOmolloandMongeTlaka.KathleeninterviewedstudentsinGhanaandarrangedfortranscriptionoftherecordings.Mongeadvisedontheconstructionofonlinequestionnairesandmanagedthecollectionandcaptureofthesedata.Bothmadesterlingcontributionswithoutwhichthisevaluationwouldnothavebeenpossible.

Itishopedthatthisevaluationdoesjusticetotheexperiencesandviewsofallwhocontributedtothedataonwhichitisbased.Needlesstosay,theevaluatorisresponsibleforjudgementsandconclusionsinthisreport.


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TABLE OF CONTENTS

Tableofcontents......................................................................................................................................................3

Listoftables...............................................................................................................................................................6

Acronyms....................................................................................................................................................................7

Backgroundandoverview...................................................................................................................................8

1. TheAfricanHealthOERNetworkandprojectevaluation..........................................8

1.1PROJECTBACKGROUND................................................................................................................................8

1.2Projectevaluationsandthecurrentimpactstudy.............................................................................9

1.3DistinctiveformsofOERdevelopmentinpartnerinstitutions...................................................10

2. Impactstudy:Researchquestionsandresearchdesign..........................................12

2.1FormalquestionsformeasuringimpactoftheNetwork...............................................................12

2.2Impactresearchdesign................................................................................................................................13

2.3Datacollection.................................................................................................................................................14

2.3.1Projectmetrics.............................................................................................................................................14

2.3.2Interviewsandquestionnaires.............................................................................................................15

2.3.3Documentstudy(includingwebsites)...............................................................................................15

2.4Analyzing,interpretingandpresentingdata......................................................................................16

2.5Strengthsandlimitationsoftheimpactstudy...................................................................................16

3. Projectmetrics ........................................................................................17

3.1Indicatorsandattainments........................................................................................................................17

3.2Summary:Indicatorsofimpact................................................................................................................25

4. StudentuseofOER ........................................................................................26

4.1ResponsesfromtheonlineStudentSurvey.........................................................................................26

4.2Viewers’commentsonYouTube..............................................................................................................29

4.3Conclusion:Thebroaderstudentpopulation’suseofOER...........................................................29

5. Qualityofteachingandlearning.......................................................................................29

5.1Students’viewsontheirOERexperiences...........................................................................................30

5.2Academicstaffjudgementsonqualityofteachingandlearning................................................35

5.3Management’sjudgementsonqualityofteachingandlearning................................................36

5.4Conclusion:Impactonteachingandlearning....................................................................................37

6. ImpactofOERonacademics’careerdevelopment....................................................37

6.1Personalaccountsofacademicstaff.......................................................................................................37

6.2Conclusion:OERimpactonacademics’careerdevelopment......................................................40

7. RelativefinancialimplicationsofOER............................................................................40

7.1Conclusion:RelativefinancialimplicationsofOER..........................................................................41

8. UseofOERproducedoutsideoftheNetwork...............................................................42

8.1OERproducers’useofOERfromoutsideoftheNetwork.............................................................42

8.2Non‐OERproducers’useofOERfromoutsideoftheNetwork...................................................43


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8.3Conclusion:UseofOERproducedoutsideoftheNetwork...........................................................43

9. Non‐partnerinstitutionsusingOERfromtheNetwork............................................44

9.1AwarenessanduseoftheNetwork........................................................................................................44

9.1.1Overallstatisticsonvisitorsanddownloads...................................................................................44

9.1.2IndividualresponsestotheonlinePublicSurvey.........................................................................45

9.1.3ThreecameosofOER‘take‐up’.............................................................................................................47

9.2Conclusion:Non‐partneruseofOERfromtheNetwork................................................................48

10. EffectivesocialandtechnicalinstitutionalinfrastructureforOERproductionanduse ........................................................................................48

10.1Technicalinfrastructure...........................................................................................................................48

10.2OERchampions–andthebigchampion............................................................................................49

10.3AstructuralhomeforOER.......................................................................................................................50

10.4AnintellectualhomeforOER..................................................................................................................50

10.5‘Reculturing’thecore:Teachingandresearch................................................................................51

10.6Peerreviewandquality............................................................................................................................51

10.7Useofopenaccesssourcesinallteachingandresearch.............................................................52

10.8Studentexpectations..................................................................................................................................52

10.9Externalsupport..........................................................................................................................................52

11. Effectivecross‐institutionalcollaborationmodelforOERproduction..............53

11.1Cross‐institutionalcollaborationachievedthusfar......................................................................53

11.2Possiblemeasurestopromotecollaboration..................................................................................54

11.3Conclusion:Promotingcross‐institutionalcollaboration...........................................................55

12. Conclusion ........................................................................................55

12.1ImpactwithinNetworkpartnerinstitutions....................................................................................55

12.2Impactacrossbroadercommunitiesandnetworks......................................................................57

12.3Networkrationaleandprovisionoftraininginthehealthsciences......................................57

13. References ........................................................................................59

14. Appendices ........................................................................................62

Appendix1:Interviewees(personal,telephonicandSkype)..............................................................62

Appendix2:Distributionstrategyforquestionnaires...........................................................................63

Appendix3:Additionaldetailonprojectmetrics....................................................................................65

PartA:#Individual/organizationalcontentcontributors...................................................................65

PartB:OERacrossdisciplines..........................................................................................................................67

PartC:YouTubeVideos.......................................................................................................................................68

PartD:Top20ResourcedownloadsfromtheNetwork........................................................................69

PartE:Sourceoftopwebsitereferrals.........................................................................................................70

PartF:Top20searchtermsonHealthOERNetworkwebsite...........................................................70

Appendix4:OERproductionineachinstitution......................................................................................72

UniversityofGhana...............................................................................................................................................72


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KwameNkrumahUniversityofScienceandTechnology.....................................................................73

UniversityofCapeTown.....................................................................................................................................75

UniversityoftheWesternCape.......................................................................................................................76


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LIST OF TABLES

Table1:DistinctiveformsofOERdevelopmentinpartnerinstitutions 10

Table2:Evaluationdesign:alignmentofqualitativeresearchquestionswith

sourcesofdata 14

Table3:Categoriesofrespondents,datacollection,andnumberofresponses 15

Table4:Projectmetrics 17

Table5:Networkimpactintermsofoutputsandattainments 25

Table6:ProfileofresponsestotheonlineStudentSurvey 27

Table7:Students’judgementsontheadvantagesoflearningwiththeuseofOER 31

Table8:ImpactofOERonindividualacademics’careerdevelopment 37

Table9:Downloadsandvisits 44

Table10:CountriesfromwhichonlineresponsestothePublicSurveywerereceived 45

Table11:Inferencesdrawnfromindicatorsofimpact 45

Table12:Listof115authorsrepresenting12institutions,andnumberofresources 65

Table13:310healthOERresourcesacrossdisciplines 67

Table14:OERwiththehighestnumberofviews 69

Table15:Top20resourcedownloadsfromtheAfricanHealthOERNetworkwebsite 69


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ACRONYMS

CET Centre for Educational Technology

DeCoDe Department of Communication Design

HEALTH Higher Education Alliance for Leadership Through Health

ICT Information and Communication Technology

KNUST Kwame Nkrumah University of Science and Technology

MBChB Bachelor of Medicine, Bachelor of Surgery

MPH Masters in Public Health

OER Open Educational Resource/s

OERA OER Africa

OEP Open Educational Practices

PDF Portable Document Format

PG Postgraduate

PPT PowerPoint

Saide South African Institute for Distance Education

SOPH School of Public Health

ToR Terms of Reference

UCT University of Cape Town

UG University of Ghana

U-M University of Michigan

UWC University of the Western Cape


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AfricanHealthOERNetworkImpactStudy

BACKGROUND AND OVERVIEW

Thelengthofthisreportisdue,inpart,tothewide‐rangingcompassofimpact.Becauseoflength,someofthesupportingdocumentationthatwouldnormallybeintegratedinthemainreporthasbeencollatedinanAnnexurecomprisingaseparatedocument.Forthesamereason,inadditiontotheoverlapandrepetitionitwouldintroduce,anexecutivesummaryisnotincluded.Inmattersofsubstance,theConclusioncoverswhatwouldhavebeeninanexecutivesummaryhadtherebeenone.Inmattersofdetail,eachsectionaddressingamajorindicatorhasaconcludingsummary.Sections2and3providedetailoftheresearchquestions,methodologyanddatacollection.Fortherest–thebulkofthisreport–thedetailwillhopefullyprovideanaccountablebasisforconclusionsthatarereached,andforalternativeconclusionsreadersoftheentirereportmayreach.

1. THE AFRICAN HEALTH OER NETWORK AND PROJECT EVALUATION

1.1 PROJECT BACKGROUND

TheAfricanHealthOERNetwork(hereafteralso‘theNetwork’)isasub‐programmeofOERAfrica.TheNetworkseekstoenableparticipantstodevelop,adaptandsharehealtheducationalresourcestoaugmentlimitedhumanandotherresourcesinthehealthsector,andtherebytoimpactpositivelyonoverallhealthprovisioninAfricaandbeyond.

TheNetworkisco‐facilitatedbyOERAfrica,aninitiativeoftheSouthAfricanInstituteforDistanceEducation(Saide),andtheUniversityofMichigan(U‐M).Since2008,thefollowingpartnerstotheNetworkhavebeenengagedinOERdevelopment:

KwameNkrumahUniversityofScienceandTechnology(KNUST). UniversityofGhana(UG). UniversityofCapeTown(UCT). UniversityoftheWesternCape(UWC),withtheprojectfunctioningindependently

intwodifferentunits,namely,theFacultyofDentistryandtheSchoolofPublicHealth(hereafteralsoreferredtoas‘UWCDentistry’and‘UWCSOPH’respectively).

OERAfricaandU‐M’sstrategyforgrowingtheAfricanHealthOERNetworkbyformingpartnershipswithexistinghealthconsortiahasbeenaccompaniedbynewinstitutionsparticipatingintheNetwork. VaryingdegreesofprogresshavebeenachievedwiththeKamuzuCollegeofNursingattheUniversityofMalawiandtheAruaComprehensiveSchoolofNursinginMuni,anewpublicuniversityintheWestNileregionofUganda.CollaborationwiththeseveninstitutionsoftheEastAfricaHEALTHAlliancecarriespromiseofwide‐reachingimpact(seeSection11fordetailofthealliance).

LargelyfundedbytheWilliamandFloraHewlettFoundation,theNetworkhasevolvedoverthreedistinctphases:


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1) PilotPhase(2008)–Asix‐monthgrantenabledU‐MtobringtogetherhealthscienceinstitutionsfromacrossAfricatodiscussopportunitiesforadvancinghealtheducationusingAfrican‐producedopenlylicensededucationalmaterials.

2) DesignPhase(2009)–Thesixfoundingmembersreceivedajointone‐yeargranttoinitiatehealthOERinitiativeswithinthefourAfricanuniversitiesandtoencouragecollaborativeauthoringofmaterialsbetweeninstitutions.

3) NetworkPhase(2010–12)–ThegrantwasrenewedwiththeobjectiveofscalingthehealthOERinitiativeswithineachuniversityandtosystematicallydrawinmoreAfricanand,eventually,globalparticipants.

OnthebasisoftheEvaluationBrief,adocumentstudyandaseriesofinterviewswerecarriedoutbetweenSeptemberandNovember2010.ThisreportreflectsthestatusoftheprojectasitwasattheendofDecember,2010.

1.2 PROJECT EVALUATIONS AND THE CURRENT IMPACT STUDY

Thecurrentimpactstudyfollowsonfromtwoearlierevaluationsoftheproject.

AformativeevaluationoftheDesignPhasecompletedattheendof2009focusedmainlyonOER‘take‐up’andproductioninthepartnerinstitutions(OERAfrica2009).Thisevaluationconcludedthatexpectationsandcontractualtargetshadbeenmet,orexceededbyanimpressivemargin,withprojectcoordinatorsandparticipantsineachpartnerinstitutionhavingengagedOERincreativewaysthatweremostappropriatetotheirowncontexts.

Thesecondevaluation,amid‐termevaluationtitled‘Phase2Evaluation:ConsolidationandSustainability’(OERAfrica2011),reinforcedthefindingthatindividualandinstitutionalparticipantsintheprojecthadmadesignificantprogressinproducingOERaswellasindevelopingOER‐supportivepolicyenvironments.Thistheyhaddoneintheirowndistinctiveways,inamannerthatwasconsistentwiththeirownethos,contextualrealities,strategiesandresources.OERcreationsandOERpolicyhadthusbeendevelopedinlogically‘grounded’ways.Projectconceptualizationandfollow‐throughreflectedarespectforinstitutionalautonomyandtheencouragementofprogressbuiltongroundedneedsandpossibilities.Projectsupporthadbeenconsistentwithinstitutionalneedsandchoices.Incomplementaryways,projectparticipantsandprojectmanagementalikehadbeenresourcefulinexploitingandmakingthemostofopportunities.TheconceptofOERaccordinglyhadcredibilityinpartnerinstitutions.TheevaluationarguedthatcredibilitywasenablinginstitutionstoutilisetheirownresourcestosupportOERinwaysthatcontributetotheviabilityofOERproduction.Thiswasencouragingintermsofsustainability.

WiththeAfricanHealthOERNetworkgrantdrawingtotheendofitsthree‐yearperiod,animpactevaluationwasscheduledforcompletionbytheendofMay2012(AfricanHealthOERNetwork2011).

ThegoaloftheevaluationresearchistoassesstheimpactandvalueoftheNetwork.Thepotentialaudienceincludes:funders,

existingandpotentialinstitutionalpartners,OERcreatorsandusers,networksofAfricanhealtheducationproviders,andtheinternationalOERcommunity.(Saide&U‐M2011:2)


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1.3 DISTINCTIVE FORMS OF OER DEVELOPMENT IN PARTNER INSTITUTIONS

AlthoughthecurrentevaluationfocusesontheimpactoftheNetworkitself,ratherthanitsconstituentinstitutions,institutionaldifferencesformanecessarybackdroptooverallimpact.Table1(below),reflectinginstitutional‐specificapproachestoOERdevelopment,isaconsolidatedversionoftablesinthe‘ConsolidationandSustainability’evaluationreportof2011(AfricanHealthOERNetwork2011).

Table1:DistinctiveformsofOERdevelopmentinpartnerinstitutions

Issue UG KNUST UCT UWCDentistry

UWCSOPH

PriororientationtoOER

OERwasintroducedasanewconcepttothehealthsciences.

OERwasintroducedasanewconcepttothehealthsciences.

Prominentindividualacademicswerealreadyactivee‐learning/OERproducers.

OERwasintroducedasanewconcepttothefaculty.

TworesourceswereavailableasOERpriortotheAfricanHealthOERNetwork.

DevelopmentofOERpolicy

Started‘fromscratch’;Mainlytopdown–ledbyprovost.

Started‘fromscratch’;Mainlytopdown–ledbyprovost.

Bothtopdownandbottomup;Formalizationofexisting,on‐the‐grounddevelopments.

TherewerenosubstantiveinstitutionaldrivingforcestooperationalizeUWC’sopencoursewarepolicy,whichremainedlargelysymbolic.

DevelopmentofOERmaterials

Started‘fromscratch’intandemwithpolicydevelopment.

Started‘fromscratch’intandemwithpolicydevelopment.

MostOERwerebasedonlecturematerialsdevelopedpriortoandduringtheAfricanHealthOERNetwork.

Started‘fromscratch’;OERcreationwasdisconnectedfrompolicydevelopment.

OERdevelopmentwasinformedbysignificantexistingexpertiseinmaterialsdevelopmentfordistanceeducation.

Productionprocess

Divisionoflabour:

academicsprovidethecontentandthescript;TechnicalandmediaspecialistscreatetheOER.

Divisionoflabour:

academicsprovidethecontentandthescript;TechnicalandmediaspecialistscreatetheOER.

Productionisundertakenbyacademics,withallprocesseskeptascloseaspossibletotheacademics,whohaveaccesstotechnicalsupport,asneeded.

Productionisself‐directedbyindividualacademics,withlittleornoinstitutionalsupport.

Productionisbyacademics(someoncontract),withlittleornoinstitutionalsupport;Teamworkisastrongfeature.


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Issue UG KNUST UCT UWCDentistry

UWCSOPH

Pedagogy AcademicsandamultimediaexpertdevelopandrevisetheOER.

Instructionaltechniquesarebasedonthe‘ADDIE’modelofinstructionaldesign.

Facultyhadmovedearliertoa‘structured’problem‐basedlearningpedagogy.

DeterminedbyindividualOERcreatorsworkingmainlyontheirown.

Sophisticatedcasestudyapproachwithstrongcontextualgrounding.

MonitoringofOERquality

Adepartment‐basedreviewmechanismfollowingliaisonandmonitoringwithintheproductionline.

Adepartment‐basedreviewmechanismfollowingliaisonandmonitoringwithintheproductionline.

'Prideofownership’principlewith“lightmoderation”(mainlyforcopyrightissues)attheCentreforEducationalTechnology(CET).

Undertakenbylinemanagement.

Quality‘inside’ratherthan‘ontop’;Teamwork:twoeducationspecialistswriteupallmaterials.

RoleoftheNetworkproject

Initiatedanewparadigm.

Initiated anewparadigm.

Complementedexistinginitiativesanddevelopments.

Initiatedanewparadigm.

Added anopenlicensingdimensiontoexistingresource‐basedteaching.

FacultystaffawarenessoftheNetwork

High–theNetworkisthedominant/soleforceinpromotingOER.

High– theNetworkisthedominant/soleforceinpromotingOER.

Low– manyprojectsonthego;Multiplesourcesoffunding.

High–theNetworkisthedominant/soleforceinpromotingOER.

High– theschoolisreliantonarangeoffundersforproductionofmaterials.

Aswillbeevidentintheglobalpicturethatfollows,institutions–withoneexception–haveprogressedstillfurtherinconsolidatingOERdevelopment.Appendix4providesupdatedlistsofOERproducedbytheAfricanHealthOERNetworkpartners.

ThepartialexceptiontoOERmovingtowardsnormativityinpartnerinstitutionsisUWC(Dentistry),whosewithdrawalfromtheprojectwasconfirmedon22June2011.1Whiletheexperienceofthisfacultyprovidesauseful‘counter’casefordeliberationonthenatureofeffectiveinfrastructureforOERdevelopment,thisdoesnotimplythatimpactontheFacultyofDentistryanditsstudentshasbeenlost.UWCDentistrystaffwhohadoriginallyengagedwithOERremainOERchampions,andcontinueworkonOERproduction.Moresignificantly,thefacultynowseesitselfasauser,ratherthanaproducer,ofOER.

1LetterfromU‐MseniorcontractadministratortotheSchoolofDentistry,22June2011.


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2. IMPACT STUDY: RESEARCH QUESTIONS AND RESEARCH DESIGN

2.1 FORMAL QUESTIONS FOR MEASURING IMPACT OF THE NETWORK

TermsofReference(ToR)fortheimpactstudy(Saide&U‐M2011:3)specifythefollowingresearchquestions:

1) IsthereclearevidencethatthepublishedOERarebeingusedbystudents?

2) IsthereanyevidencethatpartnerinstitutionsareproactivelystartingtouseOERproducedoutsideoftheNetworkintheirprogrammes?Canthisusebelinkedtowhatwehavedone?

3) IsthereanyevidencethatthequalityofteachingandlearningatpartnerinstitutionshasimprovedduetotheinvestmentsinproducingandusingOER?Canweestablishanylinktoimprovedlearningoutcomesatanyinstitutions?

4) WhathavebeentherelativefinancialimplicationsofOERcomparedtoproprietaryapproachesofpublishingandcontentdevelopment,bothintermsofdeliveringeducationinuniversitiesandintermsofproducingeducationalresources?

5) Isthereanyevidenceofanynon‐partnerinstitutionshavingfoundandusedtheproductsfromtheNetwork?

6) WhatistheimpactofOERonacademics’careerdevelopment?

7) WhatistheeffectivesocialandtechnicalinstitutionalinfrastructuretosupportOERproductionanduse?

8) Whatisaneffectivecross‐institutionalcollaborationmodelforOERproduction(Luo,Ng’ambi&Hanss2010)?

Withrespecttoresearchmethods,theToRfurtherspecifythecollectionofbothqualitativeandquantitativedatathroughavarietyofmethods,includingthefollowing:

1) In‐personsemi‐structuredinterviewswithfaculty,staffandstudentsatpartnerandotherinstitutions;

2) Onlinesurveysoffaculty,staffandstudentsatpartnerinstitutions;3) ApubliconlinesurveyavailableontheOERAwebsite;4) DocumentanalysisofcompletedOER,policies,meetingnotes,pressreleases,

websites,studentreflectionsonusingOERetc.;and5) WebanalyticsfromGoogle,YouTube,theOERAwebsite,andtheU‐Mwebsite.

Anannexuretitled‘Outcomesandassociatedtargets,audiencesanddatasources’formedanadditionalpartoftheToR.ThisdocumentappearsincompletedformwithnotesandoutcomesinSection3ofthecurrentdocument.

Aspartoftheprocessoftranslatingformalaimsintoproceduresandactionsteps,adraftversionoftheproposedresearchdesignwascirculatedamongprojectmanagementandparticipatinginstitutionsatthebeginningofFebruary2012.Afterminoramendments,thedraftwasfinalizedattheendofthatmonth.


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2.2 IMPACT RESEARCH DESIGN

TheToRcorrectlynotethat,withsomanydatasources,“wemustbemindfultocarefullyholdalloftheseactivitiesandoutcomestogetherintermsofdrawinginferencesandconclusionsfromdisparatekindsofdata”.Theresearchquestionscanbecondensedasfollows:

(a) Web‐basedandweb‐derivedstatisticsonOERproductionandusewithinandacrossNetworkinstitutions,andOER‘take‐up’atothersites:QuantitativedataintheprojectmetricstableinSection3reflecttheoutcomesofprojectoutputsandthescaleofprojectimpact.

(b) Interviewswithstaff,studentsanduniversitymanagement:Thelargelyqualitativedataderivedfrominterviewsprovideabasisforunderstandingthe‘what’,‘how’,and‘why’ofprojectimpactonteachingandlearningandontheindividualsinvolvedintheseprocesses.

Thesequantitativeandqualitativemethodologiescomplementeachotherwell.Intheformofmetrics,theformermakeprojectdevelopmentstransparentandaccountable.However,as“informationshouldnotbeconfusedwithjudgment”(Ebrahim&Rangan2010:9),thequalitativedataservetoovercomethelimitationsofpurelyquantitativemeasurementbyprovidinganexpanded,morenuancedbasisforjudgement.Itisherethatprojectparticipantsandotherswhomtheprojecthasreachedhavetheopportunitytospeakforthemselves.

Projectdocumentsandotherwebsitesprovideadditionaldatatosupportjudgements.Table2(below)alignssourcesofqualitativedatawitheachoftheeightresearchquestions/aspects.Thesequestions/aspectshavebeenresequencedtoalignthemwithOERimpactacrossdifferentdomains.


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Table2:Evaluationdesign:alignmentofqualitativeresearchquestionswithsourcesofdata

OERimpactin

Researchquestion/aspect

Sourcesofdata Thescaleofprojectimpact

Participatinginstitutions

1.StudentuseofOER Personalaccountsofstudentsandrecentgraduatesinthehealthsciencefaculties

Information(mainlyquantitative)fromdocumentanalysisandstatisticsfromoutcomeindicatorslistedinSection3.

2.Qualityofteachingandlearning

Impressionsandjudgementsofstudents,academicstaffanduniversitymanagement

3.ImpactofOERonacademics’careerdevelopment

Personalaccountsofacademicstaffanduniversitymanagement;institutionalpolicy

4.RelativefinancialimplicationsofOER

Informedestimatesbyacademicstaffanduniversitymanagement

5.UseofOERproducedoutsideoftheNetworkinprogrammes

Personalaccountsofacademicstaffandstudents

Cross‐institutionaldomain

6.Non‐partnerinstitutionsusingOERfromtheNetwork

OERAfricaandU‐Mwebsites;Googleanalytics;YouTube

Reflectiononalldatacollected

7.EffectivesocialandtechnicalinstitutionalinfrastructureforOERproductionanduse

Evaluator’sjudgementbasedonfindingsfromresearchquestions1–5

8.Effectivecross‐institutionalcollaborationmodelforOERproduction

Evaluator’sjudgementbasedonfindingsfromresearchquestions1–7

2.3 DATA COLLECTION

Datacollectionwasnecessarilyverywideranging.

2.3.1PROJECTMETRICS

Dataforprojectmetrics(Table4,Section3,below)weredrawnfromthefollowing:

TheOERAfricawebsite. TheU‐Mwebsite. GoogleAnalyticsorGroups. YouTube. Onlinesurveys.

Statisticsarereflectiveofthevarioussituationsasat31March2012.


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2.3.2INTERVIEWSANDQUESTIONNAIRES

Table3(below)presentstherangeofrespondentsinrelationtotheirnumberandthemethodsofdatacollection.

Table3:Categoriesofrespondents,datacollection,andnumberofresponses

Respondents Methodofdatacollection No.ofresponses

Interviews

Academicstaff,includingmanagement,atpartnerinstitutions*

Interviews:on‐site,telephonicandSkype

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Students* On‐sitefocusgroupinterviews(UGandKNUSTonly;seeAppendix1)

11(2focusgroupsof6+5students)

Questionnaires

OERproducersinpartnerinstitutions

DistributedMSWordquestionnaires

10

Non‐OER‐producingfacultystaffinpartnerinstitutions


Onlineresponsetoquestionnaires**

28

Studentsinthehealthsciencecolleges/faculties



369

BroaderpublicofhealthsciencesstaffandstudentsoutsideoftheNetwork


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*Fordetailofinterviewsandrespondents,seeAppendix1.

**OnlinesurveyswereavailableatSurveyMonkey(www.surveymonkey.com)duringthemonthofMarch2012.(Foradescriptionofthedistributionstrategy,seeAppendix2.)

2.3.3DOCUMENTSTUDY(INCLUDINGWEBSITES)

ThestudyofdocumentsfocusedonprojectdocumentationavailableonthewebsitesofOERAfrica,Open.MichiganandtheUniversityofMichigan(http://www.oerafrica.org/healthoer,http://open.umich.edu/education/med/oernetworkandhttp://ctools.umich.edu/respectively).Institutionshelpfullyprovidedpolicydocuments,strategicplansandlistsofupdatedOERdevelopmentsinadditiontootherdigitalresources.

ResearchpapersontheNetworkanditsfunctioningwereavailablefromboththeNetworkprojectmanagementandindividualinstitutions.


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2.4 ANALYZING, INTERPRETING AND PRESENTING DATA

TheSurveyMonkeyfacilitywasusedforcollectingandcapturingmuchofthedata.Althoughthemainbodyofthecurrentreportmakesjudicioususeofdatafromthesethreesurveys,thecompletedsurveyreportsarenotintegratedintothecurrentreportduetotheirlength.Becausetheseresearchreportsmaybeofinterestintheirownright,theyappearintheseparateaccompanyingdocumentAnnexure:SurveyResponses.ThereportsintheAnnexureappearinthesameformatasthatgeneratedbySurveyMonkey.Inthecaseofopen‐endedquestions,SurveyMonkeyreportsonlyonresponserates.Respondents’actualcommentswereaccordinglycapturedinspreadsheets.Selectedquotationsfromtheseopen‐endedcommentsareincludedinthemainreportbut,intheinterestsoflimitingthebulkofdocumentation,thespreadsheetsarenotincludedintheAnnexure.

WhilequantitativedataconvenientlyaggregatedbyafacilitysuchasSurveyMonkeyareasignificantasset,aggregatedstatisticsperitemdonotprovideinsightsintopatternsofresponseswithinindividualquestionnaires.Forthisreason,theevaluatorreadapproximately100individualresponsesseparatelysoasgetabetter‘feel’forthesurveydata.

Open‐endedresponsesfromquestionnairesandinterviewswereclassifiedandgroupedaccordingtoemergentthemes.Thepresentationofthemesalongsideillustrativequotesintabularformisintendedtoprovideanaccountablebasisforinferencesandconclusionsthataredrawn.Illustrativequotesarecitedverbatim.

ThedistinctivenessofOERdevelopmentsinthepartnerinstitutionshasbeenoutlined(1.3,above).Inpresentingconclusions,thefocusisondevelopingoveralljudgementsontheNetworkasawhole,andnuancingthisasnecessarywithmentionofindividualinstitutions.

2.5 STRENGTHS AND LIMITATIONS OF THE IMPACT STUDY

Itisatruismthatallresearchapproacheshavetheirownlimitations.‘Quasiscientific’methodswithcontrolandexperimentalgroupshavetheallureofappearing‘scientific’.However,inmatterssuchasmeasuringteachingandlearning,theexperimentalapproachisfraughtwithethicaldifficulties.GiventheexistenceofdigitalresourcesandOER,itisalsoquiteimpossibleforaresearchertomanagethedistinctionbetweencontrolandexperimentalgroups.Moreover,standardmethodologiesdonotprovideuniversallyaccepted,all‐encompassingindicatorsformeasuringimpactonteachingandlearning.

Nonetheless,therearereliableindicators,which,whenaggregated,canleadtotrustworthyjudgements.Thechiefstrengthofthecurrentstudyliesinthequantityanddiversityofinformationthathasbeengeneratedsincecommencementoftheproject.Thisbodyofinformationprovidesavaluablemeansoftriangulatingandconsolidatinginsightsfromtheimpactdata.TheNetwork’sseriesoflogicallyconceptualizedresearchandevaluationstudiesovertimehelpstomitigatelimitationsofthe‘snapshot’natureoftheimpactstudy.

Withrespecttolimitations,therearetwogapsinthedatacollected.ThevoicesoffacultystaffandstudentsatUWCaremissingbecausetherewasinsufficienttimeinwhichtofollowthatinstitution’sproceduresforethicalclearancetoauthorizeresearch;andtwoimportantinformantswereunavailableatthetimeofdatacollection.


17

Attributingparticulareffectstoasinglecausecanbedangerousinanetworked,‘globalised’world.AtKNUSTandUGtherecanbefewworriesaboutattributionasitwastheNetworkthatfirstintroducedOERandsupporteditsdevelopmentinboth.Bycontrast,disaggregatingNetworkimpactonOERdevelopmentsatUCTandUWCSOPHfromthatofotherprojectsandprocessesinthoseinstitutionsisdifficult.ThisissueistakenupintheConclusion(Section12)but,forcurrentpurposes,attributionofeffectstotheNetworkcanbesufficientlyjustifiedbecausetheNetworkwasakeyplayerinOERdevelopmentsatboth.InthehealthsciencesatUCT,thedeanregardsOERAfricaasanimportantpartofabroadernetwork.Itisa“facilitator,inspiration,technicalsupportandmanagementcentre”.AtUWCSOPH,theNetworkhelpedto“focusthemind”andapplya“usefulbitofpressure–andfunds”.

Althoughtheprojectmetricstable(Section3,Table4)hasstatisticsbasedonasamplesizethatwouldberegardedasexcellentinmanystudies,definitiveanswerstosomeoftheitemsinthistablewouldrequirea100%sample.Forexample,twooftheacademicswhocompletedtheonlinequestionnaireindicatedthattheyhadvolunteeredtoreviewOER.Fromthis,thereisnowayofextrapolatinghowmanystaffhaveinrealityofferedtoreviewOER.Nonetheless,apercentageofthosewhohadsovolunteeredbasedonthenumberofonlinereturnsmightbeunderstoodasareasonableindicationoftherateofvolunteeringforreview.SeveralitemsinTable4(below)shouldbereadinthisway.

Theevaluatorbelievesthat,theimpactstudy,despitecertainlimitations,isbasedoncredibledatasetsthatallowforcredibleconclusions.Again,thechiefassetinthisstudyistheopportunityitprovidesforthetriangulationofmultipleindicatorsfromdiverserelevantsources.

3. PROJECT METRICS

3.1 INDICATORS AND ATTAINMENTS

Table4(below)providesanoverallquantitativepictureofimpactintheformofoutcomesandattainmentsstemmingfromprojectactivities.ThisprovidesageneralbackgroundtosubsequentcoverageofeachofthemorequalitativeresearchquestionsonOERuse.

The‘Outcomesandnotes’columninTable4includesbasicinformationreflectingthesituationasat31March2012.Detailtoolengthyforinclusioninthisextendedtableisincludedasfootnotesorappendices.

Table4:Projectmetrics

Indicator Outcomesandnotes

AfricanHealthOERNetworkmanagement:Visibleandaccessibleengagementprocessforcreating,using,discussingorpromotinghealthOER

#individualandorganizationalsignaturesonDeclarationofSupport(Target:150individualsand10organizationsbyDecember2011)

90individuals

19organizations


18


#individualssubscribedtothequarterlynewsletter

935individuals

(Afurther40subscriberswereaddedinMay2012duetoinstitutionalengagementwithHaramayaUniversitySchoolofPublicHealth.Afurther237willbeaddedasaresultofrequestsmadebyonlinerespondentsintheirquestionnairereturns.)

#individual/organizationalcontentcontributors

(Target:300individualsbyDecember2011)

115authorsrepresenting12institutions(seeAppendix3,PartA)2

#people/institutionssubscribedtooer‐tech,oer‐dScribeandPartnersForummailinglists3

OER‐tech:21individualsfrom7organizations4

OER‐dScribe:25from11organizations5

PartnersForum:28individualsfrom16organizations6

#individuals/institutionsinperiodicoer‐tech,oer‐dScribeandPartnersForumaudioconferences

OER‐tech:Participationinmonthlycallvariesbutaverages6individuals.

OER‐dScribe:ThelastphonecallwasinMarch2011,sincemanypeoplearealsoinvolvedinOER‐tech.Thislistisstillusedforemaildiscussionseveryfewmonths.

#individuals/institutionsusingOERca(Open.Michigan2011b)7

Saide(6people)

KNUST(2people)

UCT(9people)

PontificalCatholicUniversityofPeru(17people)

#institutionswithlocalinstallsofOERca(Target:1byDecember2011)

UCT

2(a)ThelistincludesscholarlyproductionsaswellasOER.(b)DifferencesacrosstypesofOER(e.g.fromshortvideostofullmodulesandtextbooks)implythatOERdifferwidelyintermsofscaleandthenotionallearninghourstheyrepresent.3http://www.oerafrica.org/healthoer/Home/ConnectwithColleagues/tabid/1868/Default.aspx4Organizationsrepresentedintheoer‐techgroup:U‐M,Saide,UCT,UG,KNUST,FloridaDistanceLearningConsortium,FloridaStateUniversity.

5Organizationsrepresentedintheoer‐dScribegroup:U‐M,Saide,UCT,UG,KNUST,FloridaDistanceLearningConsortium,FloridaStateUniversity,UniversityofWisconsin–EauClaire,PontificalCatholicUniversityofPeru,StudentsforFreeCulture,CreativeCommons.

6OrganizationsrepresentedonthePartnersForum:U‐M,Saide,UCT,UG,KNUST,UWC,OpenUniversityUK,MuniUniversity,UniversityofMalawi,Primafamed,FloridaDistanceLearningConsortium,PeoplesUni,TuftsUniversity,GeorgeWashingtonUniversity,MakerereUniversity,AfricanCenterforGlobalHealthandSocialTransformation.7ThisrowdoesincludeusersfromU‐M,whodesignedthesoftware,andusersfrombeyondtheNetwork.


19


#institutionscontributingtoOERcacodedevelopment

08

#institutionsrequestingexternaldScribeservices,andassociatedrevenue

3:PeoplesUni,MtSinaiSchoolofMedicine,MakerereUniversity

Thishasbeendonevoluntarily,sorevenueis$0.

#academicsvolunteeringtoreviewsubmittedcontent

5

(3outof10facultywhowereinterviewedreportedhavingreviewedOER,asdid2outof28intheFacultySurvey.)

AfricanHealthOERNetworkmanagement:Collectionofhigh‐qualityAfrican‐producedOERrepresentingadiverserangeofhealthdisciplines

Forthedistributionstrategy,seeAppendix2.

#andrangeofhealthdisciplinesrepresented

310healthresourcesrepresenting13disciplinesand20sub‐disciplines(seeAppendix4,PartB).

#resourcespublished,bymaterialtype,bydiscipline,andbyfiletype(e.g.PPT,Word,FlashVideo)

(Target:50byDecember2010,100byDecember2011)

Documents(includingWord,Excel,PPT,PDF) 312Interactive/multimedia 26Video 18Text/HTML 14Audio 11Webpage 4Graphics/photos2

#learninghoursrepresentedbycollectionofresources

Therearetoomanyvariablestoallowforaccuratequantification.Academicshavedifferentunderstandingsoftheconceptoflearninghours(seealsoitembelow:“total#notionallearninghoursproducedbyeachinstitution)”.9

AfricanHealthOERNetworkmanagement:VisibleandusedportfolioofOERhealtheducationlearningmaterials,whichaugmentsandhighlightsinstitutionalandglobalrepositories

amountofmoneysavedbyusingOERinsteadofpayinglicensingfeesforrelevantcopyright‐restricted

SeediscussionunderSection7ofthecurrentreport.

8ThisexcludesU‐M,whichisthecreatorofthesoftware.9WithOER,thenumberoflearninghoursisnotabsolute:itdependsonhowresourcesareintegratedandusedincurriculaindifferentsettingsandwithdifferentstudents.


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content

#views,downloadsandvisitsfromOERAfrica,U‐Mandinstitutionalrepositories

OERAfrica:19416downloads,10824visitors

Totalpageviews:80446

Internetarchive:856downloads

U‐M:1500viewspermonth

SlideShare:1591views

YouTubeVideos:110videos;totalviews1093831(seeAppendix3,PartC)

#visits,visitorsfromOERAfrica,U‐Mandinstitutionalrepositories,andtrendsovertime

OERAfrica:10824visitors

U‐M:766visitors

Totalpageviews:80446

Forthetop20searchtermsandtop20resourcedownloadsseeAppendix3,PartD.

#and%healthsciencefaculty,staffandstudentsawareoftheNetwork

68students–19.4%ofallrespondents

14staff–50%ofallrespondents

31ofthepublicresponses–64.6%ofallrespondents

#requestsforhealthOERthroughtheOERrequestfacility10

10

#requestsforhealthOERwithatleastoneresponse/result

10

#siteshostingNetwork‐producedcontent/metadata

11

(OERAfrica,U‐M,UCT,KNUST,SlideShare,Internetarchive,MERLOT,GLOBE,OERCommons,BlipTV,YouTube)

#websitereferrals 40.25%searchtraffic

14.43%referraltraffic(fortopwebsitereferrals,seeAppendix3,PartE)

45.32%directtraffic

userratingsandcommentsoncontent

YouTube:804individualratings;averageratingis4+starsoutof5(seeAppendix3,PartC)

Top20resourcedownloadsontheNetworkwebsite

1. AlcoholProblems:Ahealthpromotionapproachmoduleguide

2. OperarFistulasVesico‐Vaginais(FFV)

3. Ear,NoseandThroatTutorial

4. ManagingChangeinHealthcareIT

10Seehttp://www.oerafrica.org/healthoer/RequestOER/tabid/1865/Default.aspx.


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Implementations:Selectedreferences

5. SurgicalRepairofVesico‐VaginalFistulae(VVF)

(SeeAppendix3,PartDforthecompletelist.)

Top20searchtermsontheNetworkwebsite

1. heat

2. breast

3. clinical

4. promoting/mental/health

5. promoting/mental/health/scarce‐resource/contexts:oremerging/evidence/practice

(SeeAppendix4,PartFforthecompletelist.)

#resourcesinpeer‐reviewedrepositories(e.g.MedEdPORTAL,MERLOT)

UCThassubmittedtwo,whicharecurrentlyunderreview.

GeographicaldistributionofcontributorsandusersoftheOERAfricaandU‐Mwebsites

AfricanHealthOERNetwork(www.Oerafrica.org/healthoer):7000visits/month

Open.Michigan(Open.umich.edu):10000visits/month,1500ofwhichareforAfricanHealthOERNetworkcontent

AfricanHealthOERNetworkandOpen.Michiganaccessedinover190countries

ForOpen.Michigan/AfricanHealthOERNetwork,thetop10mostpopularcountriesare:

1. UnitedStates

2. India

3. UnitedKingdom

4. Malaysia

5. Canada

6. SouthAfrica

7. Australia

8. Ghana

9. SaudiArabia

10. Pakistan

AfricanHealthOERNetworkmanagement:Preliminarymodelforcross‐institutionalcollaborationmodelforOERproduction


22


#conferencepresentations

#peer‐reviewedpaperspublished

12reportsandpapersonOpen.Michigan(reportsandpaperssub‐section)11

Inadditiontooneotherpeer‐reviewedpublication,achapteronOERdevelopmentatKNUSTandUGappearsinaCOL/UNESCObook,PerspectivesonOpenandDistanceLearning:OpenEducationalResourcesandChangeinHigherEducation:Reflectionsfrompractice(Glennie,Harley,Butcher&VanWyk2012).

Institutions:

IncreasedawarenessofOER

#and%healthsciencefaculty,staffandleadershipawareofOER

Students:214(61.1%)

Staff:23(82.1%)

Public:34(78.8%)

Institutions:

IncreasedaccesstoanduseofOER

#and%healthsciencefaculty,staffandleadershipwhohaveusedthelocallydevelopedOERfromcolleaguesattheirinstitution

Faculty:9(33.3%)

#and%healthsciencefaculty,staffandleadershipwhohaveusedthelocallydevelopedOERfromotherinstitutions

Students:58(16.6%)

Faculty:6(22.2%)

Ininterviews,UWC(DentistryandSOPH)describethemselvesas“users”ofOER.

Institutions:CommunityoftrainedhealthOERcreatorsandusers

#invitedpresentations 24

#trainingworkshopsheld 16

#advocacyworkshopsheld 10

#conferencepresentations 21

#individualstrainedinOERproduction(includesdScribes)12

(Target:AtleastonedScribetrained

200+

UCTandUWCSOPHeachhasatraineddScribeperson.

11Seehttp://open.umich.edu/education/med/oernetwork/reports.12dScribeisacopyrightclearanceandOERproductionprocesscreatedbyU‐M(seehttp://open.umich.edu/dScribe).


23


perinstitutionbyDecember2011) UGandKNUSTOERmodelsrequireICTspecialistsasessentialcomponentsinproduction,andeachhasonesuchappointment.

Institutions:

LocaldevelopmentandsharingofcontextuallyappropriateOER

#resourcesproducedbyeachinstitution

(Target:15resourcesproducedannuallybyinstitutions)

UG,KNUST:Totalof25each(seeAppendix4)

UCThealthsciences(http://opencontent.uct.ac.za/Health‐Sciences)

houses41resources,whichoverlapwithwhatisavailableontheNetworkwebsite.Afurther6OERaremorethan50%complete;and10arescheduledforreleaseinthefirsthalfof2012.

UWCSOPH:Atotalof24,ofwhich17areinthefinalstagesofcompletion.

Note:NumberscannoteasilybeequatedastypesofOERvary,fromshortvideoproductionstofullmodulesandtextbooks.

total#ofnotionallearninghoursproducedbyeachinstitution

Severalacademicsnotedthedifficultyofassessingthenumberoflearninghours.Therangeoflearninghoursspecifiedinresponsesvariedfrom(inrankorder):24(atextbook);11;6;“about”6;3;2;1‐2;1.5and“15minutesofteachingtime”.Thelastoftheseresponses,qualifiedwiththeexplanationof“teachingtime”,isindicativeofverydifferentunderstandingsoftheconceptof‘learninghours’.Aggregatedquantificationwouldthuslackvalidity.

Institutions:

Newconnectionsacrossinstitutionsforsharingknowledgeofhealtheducation

#jointlydevelopedOERwithauthorsfromdifferentinstitutions

1. UG&U‐M

a. CaesareanSection

b. Episiotomy&Repair

c. SexuallyTransmittedDiseasesandPelvicInfections

d. TotalAbdominalHysterectomy

2. KNUST&U‐M

a. MentalStateExamination

b. AutomatedBloodCounts

c. BuruliUlcerDisease(MycobacteriumUlceransInfection)


24


d. ClinicalChemistry(GlucoseToleranceTest)

e. CasesinClinicalMicrobiology

f. LaboratoryMethodsforClinicalMicrobiology

g. ExaminationofthePregnantWoman

3. SaideandtheUniversityofMalawi

a. UniversityCertificateinMidwifery

#jointlysubmittedpublicationswithauthorsfromdifferentinstitutions

1. LudewigOmolloK, RahmanA&YebuahC(2012)ProducingOERfromScratch:ThecaseofhealthsciencesattheUniversityofGhanaandtheKwameNkrumahUniversityofScienceandTechnology.InJGlennie,KHarley,NButcher&TvanWyk(eds)PerspectivesonOpenandDistanceLearning:OpenEducationalResourcesandChangeinHigherEducation:Reflectionsfrompractice.UNESCO/COL.From:www.col.org/psoer,accessedMay2012(U‐M,UG,KNUST)

2. TagoeN,DonkorP,AdanuR,Opare‐SemO&EnglebergNC(2010)BeyondtheFirstSteps:SustaininghealthOERinitiativesinGhana.From:http://open.umich.edu/education/med/oernetwork/reports/health‐oer‐ghana/2010,accessedApril2012(KNUST,UG,U‐M)

3. LuoA,Ng'ambiD&HanssT(2010)FosteringCross‐institutionalCollaborationforOpenEducationalResourcesProduction.From:http://open.umich.edu/education/med/oernetwork/reports/oer‐collab‐report/2010,accessedApril2010(U‐M,UCT)

4. LudewigOmolloK&MawoyoM(2011)ReflectionsonthePastTwoandaHalfYearsofaCollaborativeHealthOERProject.From:http://open.umich.edu/education/med/oernetwork/reports/reflections‐collaboration/2011,accessedApril2012(U‐M,Saide)

5. HoosenS&LudewigOmolloK(2010)TheAfricanHealthOERNetwork:AdvancinghealtheducationinAfricathroughOpenEducationalResources.From:http://open.umich.edu/education/med/oernetwork/reports/ajhpe‐article/2010,accessedApril2012(U‐M,Saide)

6. AdanuRMK,Adu‐SarkodieY,Opare‐SemO,NkyekyerK,DonkorP,LawsonA&EnglebergNC(2010)ElectronicLearningandOpenEducationalResourcesintheHealthSciencesinGhana.InGhanaMedicalJournal44(4).


25


From:http://www.ghanamedj.org/pastjournal.php?JID=25,accessedApril2012(UG,KNUST,U‐M)

Patients:

NascentawarenessofOERthroughconsentprocessforclinicalrecordings

#patientsaccepting/decliningtoberecordedforOER,andexplanationofchoice

Patientsareknowntohavedeclinedconsent.Forexample:“AtKBTH[KorleBuTeachingHospital]atUG,severalpatientsoptedoutofrecordingaltogether”(LudewigOmolloetal.2012:63).However,althoughinstitutionsdonotkeeprecordsofsuchnumbers,OERproducedareevidenceofacceptanceonthepartofmanypatients.Universitiesarestillgrapplingwiththistrickyissue,whichtheyhaveapproachedindifferentways.13

3.2 SUMMARY: INDICATORS OF IMPACT

OnthebasisofevidenceinthelengthylistofmetricsinTable4(above),OERactivitiescanbecategorizedasbeingeitherhighimpactorlimitedimpact.

Table5:Networkimpactintermsofoutputsandattainments

Domainsofhighimpact Domainsoflimitedimpact

Atmanagementlevel:

Visibleandaccessibleengagementprocessforcreating,using,discussingorpromotinghealthOER.

Assemblyofhigh‐qualityAfrican‐producedOERrepresentingawiderangeofhealthdisciplines.

VisibleandusedportfolioofOERhealtheducationlearningmaterials,whichaugmentsandhighlightsinstitutionalandglobal

Atmanagementlevel:

ThenumberofindividualsignaturesontheDeclarationofSupportfallsshortofthetarget.However,thenumberofsignaturesfororganizationshasbeensurpassed.(Note:Inmid‐2011,projectmanagementceasedpromotingthesymbolicsigningofthedeclarationinfavourofthemoremeaningfulengagementmetrics.)

115authorsofOERcontentiswellshortofthe

13 For example: “No OER produced at UCT have yet involved patient recordings, as there is a concern

that, if OER include patients, the life of the OER depends on the patient’s continued cooperation and

consent. A patient may initially agree to be screened in a video for an OER, but circumstances in their

life may change, which could make them rethink this consent. Blocking off a patient’s face may also

affect extra‐linguistic features, such as facial expressions and body language, that are telling to the

diagnosis or treatment” (Mawoyo 2012: 14).

At KNUST and UG, formal patient consent documents have been met with suspicion and have been found to be ineffective in the case of patients who are illiterate. Both universities have successfully employed the strategy of using a graphic artist’s images for certain productions.


26

Domainsofhighimpact Domainsoflimitedimpact

repositories.

ScholarlyoutputonOERatconferencesandinpublications.

targetof300.However,thenumberofpublishedresourcesfarexceedsthetarget.

Atinstitutionallevel:

CreatingawarenessofOER.

IncreasingaccesstoanduseofOER.

DevelopingacommunityoftrainedhealthOERcreatorsandusers.

LocaldevelopmentandsharingofcontextuallyappropriateOER.

Atinstitutionallevel:

Newconnectionsacrossinstitutionsforsharingknowledgeofhealtheducation.

Table5(above)providessubstantiveevidencethattheactivitiesandoutputsofNetworkmanagementandpartnerinstitutionshaveexceededexpectationsintermsofthenumberoflocallyproducedhealthOERproductspostedinthepublicdomain.TheseOERhavebeenwellreceived.Theonlymeaningfulareainwhichimpacthasbeenlimitedisinthefurtherconsolidationofconnectionsacrosspartnerinstitutions.Viewedincontext,thislimitationisunderstandable.WithinpartnerinstitutionstherehasbeenastrongfocusondevelopingtheirownsystemsforOERpractices.InstancesofjointlydevelopedOERwithauthorsacrossinstitutionsarelikelytoincreaseasnewOERusersemerge.Thistrendisalreadyevident(seeSection8).

Againstthislargelyquantitativebackdrop,weturntothemorequalitativedata.

4. STUDENT USE OF OER Formanystudents,issuesoflicensingandcopyrightareoflittleinterest:theissueofrealimportancewhenresourcesarebeingconsideredisthatofusefulness.AnalysisofstudentresponsestoquestionsaboutOERiscomplicatedbythefactthattheydonotthusalwaysdistinguishbetweenOERand‘nonOER’.14Forcurrentpurposes,however,interpretationofstudents’responsesassumesthat,whenstudentsrefertoOER,itisindeedOERthattheyaretalkingorwritingabout.

4.1 RESPONSES FROM THE ONLINE STUDENT SURVEY

ResponsestotheonlineStudentSurveyweresubmittedby369students(seeTable6,below).ThishealthysamplecomprisedstudentswhoexperiencedOERasaformalpartoftheircurriculum,aswellasthosewhohadnot.GiventhedifferencesacrosstheNetworkpartners(seeSection1.3,above),thedistributionofrespondentsacrossinstitutionsisofinterest.

14Therewereanumberofclearindicationsofthislackofdistinctioninfocusgroupinterviews,duringwhichtheinterviewerwasabletoprovideclarification.


27

Table6:ProfileofresponsestotheonlineStudentSurvey

Institution Studentresponses

Respondents’programmeofstudy

Yeargroupofrespondent

KNUST 276 Concentratedinthreelargegroups:humanbiology,medicineandsurgery(MBChB),pharmacy

Years1–4

UCT 87 Widerangeofprogrammese.g.MBChB,physiotherapy,MScnursing,occupationaltherapy,MPhil,disabilitystudies

Years1–6,andaPhD

UG15 6 MBChB Years2–3(clinical)

UWC 0 Questionnairesnotdistributed(seeSection2.5)

ThefollowinginferencesaredrawnfromananalysisofdataintheAnnexure,PartA.

(a) StudentknowledgeoftheAfricanHealthOERNetworkislimitedandlocalized.TherewasfargreaterawarenessoftheconceptofOER(61%ofrespondents)thanoftheNetwork(19%ofrespondents).AwarenessoftheNetworkwasalsoveryrecent:64%ofthe68studentswhohadheardoftheNetworkhaddonesoonlyintheprevioussixmonths.KnowledgeoftheNetworkcamefromlocalsources:72%hadheardaboutitthroughfacultyandstudents;43%hadbecomeawareofitthroughtheirowninstitutionalwebsites.

(b) WhileuseoftheOERAfricawebsiteislimited,thosewhohavedownloadedresourceshavefoundtheseuseful.Only43students(13%)reportedbeingawareoftheOERAfricawebsite.Again,thisknowledgewasfoundtoberecent:ofthese43students,23hadbecomeawareofthewebsiteintheprevioussixmonths.16

(c) ThetypeofOERusedbystudentsislargelydeterminedbythetypeofresourcesmadeavailablebytheirowninstitutions.Atotalof170ofallstudents(49%)hadusedresources(onDVDorwebsite‐derived)producedbyacademicsintheirownuniversity.ResponsesshowastrongcorrelationbetweenthetypeofOERproducedbyaninstitution,andthetypeofresourcemostusedbystudents.StudentsfromKNUSTandUG,forexample,areusersofOERvideoproductions,whilestudentsfromUCTaccessamorediverserangeofOER.

Overall,therankorderoftypesofOERusedis:

o Videos:85%.o Lecturepresentations:79%.o Teachingcasestudies/labexercises:77%.o Teacherguides/textbooks:59%.o Teachernotes:59%.o Researcharticles:54%.

15Unfortunately,asetofcompletedquestionnairessentbyUGdidnotreachitsdestination.16Afurther78reportedhavingfounduseful/relevantresourcesonthewebsite.SomestudentsmaynotdistinguishbetweeninstitutionalwebsitesandtheOERAfricawebsite.


28

(d) ThenumberofstudentsaccessingOERfromotheruniversitiesisverylimited.Only58(17%)ofallstudentsreportedhavingusedOERfromotheruniversities.However,itisnotablethatthesestudents’ownventuresintotheuniverseofOERwerealmostentirelyconfinedtoinstitutionswithintheNetwork.TheOER‐producinguniversitiesandthenumberofstudentsaccessingOERfromthemare:

o KNUSTOER(31students).o Open.Michigan(9students).o UCTOpenContent(5students).o UWCFreeCourseware(3students).

TheonlyothersourceofOERmentioned–by5students–wasKaplanUniversity.

(e) Althoughlimitedinnumber,open‐endedcommentsontheAfricanHealthOERNetworkwereoverwhelminglyfavourable.StudentsappeareagertolearnmoreaboutOER.Thefinaliteminthequestionnaire,anopen‐endedinvitationforcommentonNetwork,drewaresponsefrom37students.Commentsfallintotwointerlinkedcategories:favourablecommentsontheNetwork(24students)andsuggestionsthattheNetworkshouldbemorewidelypublicized(13students).

Examplesoffavourablecommentsare:

o “Ithinkit’saverybrilliantinitiative.”o “Itisexcellent!”o “Itprovidesrelevantinformation.”o “Veryinnovative.”o “Itisquitearesourcefulmovementthatwillcertainlyenhanceeffective

learning.”o “Veryuseful/resourcefulwebsite.Expandtheterritoryandkeepupthe

goodwork.”o “Ithinkitisaniceideaandshouldbemadeknowntoeverystudent.”o “Reallygoodavenueforstudentsinresearch.”o “Alaudableproject,keepthegoodworkup.”o “Anexcitingproject,wouldbeinterestedinbeingacontributor.”

ExamplesoftheviewthattheNetworkshouldbemorewidelypublicizedinclude:

o “Publicityaboutthenetworkshouldbeincreased.”o “PleasetrytoincreasethepublicityontheOERnetwork.”o “AfricanHealthOERNetworkneedsmorepublicity;becauseitismyfirst

timehearingaboutitandIusetheInternetalot.”o “Publicityshouldbeintensified.”o “Wanttoknowmoreaboutit.”o “Onlyjustheardaboutit(asaresultofthissurvey)–looksinteresting,

though.”

EagernesstoknowmoreabouttheNetworkisalsoevidentinthefactthat,whilefewerthan4%ofallstudentsweresubscribedtotheNetworknewsletter,77%expressedthewishtobecomesubscribersandprovidedtheiremailaddressestomakethispossible.


29

4.2 VIEWERS’ COMMENTS ON YOUTUBE

Atotalof804individualratingsonthequalityofvideoproductionswerepostedonYouTube,providinganaverageratingof4+starsoutofapossible5.Actualcomments17leavelittledoubtthattheauthorsareoverwhelminglystudents.Forexample:

“Thanksforhelpingmepassmedschool.”

“Havealabonthistomorrowandthelabmanualislongwindedanddidn'tmakesense…nowit'scrystalclear,thanks.”

“ToobadIdidn'twatchthisvideoamonthago!”

“Fabulous!It'sfinallymakingsense!Desperatelyneededthisfora

presentationonEbola.I'vebeenreadingupfordaysandwatchedafewvideosthatdidn'treallyexplainindetailwhatwasgoingon.GREATvideo!Now,doyouhappentohaveoneonRT‐PCR?”

“Thanksalot.Finallyunderstoodjustwatchingonceafterreadingitforhours!”

Themostcommonlyrecurringwordsinviewers’commentsare“thanks”,“thankyou”and“understand”.

4.3 CONCLUSION: THE BROADER STUDENT POPULATION’S USE OF OER

AlthoughtheNetworkhasnotyetreachedthemajorityofstudentsinparticipatinginstitutions,thoseithasreachedhavefounditsOERworthwhile.AsecondsignificantfeatureofstudentresponseisthattheNetworkappearstoberesponsibleforwhatmeaningfulknowledgestudentshaveofOER;andtheyareeagerformore.This,combinedwiththefactthatknowledgeoftheNetworkisrecent,suggeststhattheNetworkandOERimpactonstudentswillsoongrowinscale.

YouTubeviewers’commentssuggestthattheNetworkresourcesarebeingusedbyasignificantnumberofstudentsbeyondtheNetworkinstitutions.ViewersexpressgreatappreciationfortheeffectivenessoftheOERvideomaterials.

5. QUALITY OF TEACHING AND LEARNING BeforeoutliningviewsonthequalityofOERteachingandlearningfromtheperspectiveofstudents,academicsandmanagement,attentionisdrawntotwoissuesaffectingthewayinwhich‘quality’willbeunderstood.

First,thereisnoabsolutebenchmarkagainstwhichtomeasurethequalityofateachingandlearningepisode.Judgementsaboutqualityarecontextspecific.Thenatureofthe

17SeethefollowingURL,whereloginisrequiredforaccessingthecontent:https://ctools.umich.edu/access/content/group/5766a067‐a84e‐43c8‐94c0‐43add93f6407/13_Evaluation%20and%20Impact%20Analysis/Web%20Analytics/2012_03_21%20‐%20AHON‐YouTube‐Videos.csv,accessedMay2012.


30

studentpopulationandthewayOERareintegratedintothecurriculumareonlytwoofthecontextualfactorsthatwillaffectjudgementsonquality.

Second,theconceptofOERreferstoaformoflicensing,nottothetypeofresource.Thedifferenttypesofresourcescreatedwithinpartnerinstitutionshavedifferentimplicationsforpedagogyandcurriculum.Briefly:

AtKNUSTandUG,theOERthathavebeendevelopedsupportthewell‐establishedpatternofcontactteaching.Increasingclasssizesconstraintheamountofinteractionthatispossiblebetweenlecturersandtheirstudents.Inordertosupplementthelimitedtimetheyhavewithstudentsforclassroomandclinicaltraining,“severalCHSfacultyareinterestedincreatinginteractive,self‐guidedlearningmaterialsthatstudentscanworkthroughontheirownandintheirowntime”(KNUSTnd).OERarethusdescribedas“enhancements”(provost).

AtUWCSOPH,bycontrast,OERintheformoffullydevelopeddistancelearningmaterialsdomorethan‘enhance’teaching:theOERmaterialsaretheteacher.

AtUCT,curriculumimpulsesfromwithinthefacultyhaveplayedalargepartindeterminingthetypeofOERdevelopedandused.AnewMBChBcurriculumwasintroducedin2002inresponsenotonlytonewnationalemphasisonprimaryhealthcare,butalsototheburgeoningofnewknowledgestudentsandpractitionersmustmaster.Thecurriculummodelisoneofastructured,problem‐orientedratherthanproblem‐based,learningapproach(Breier&Wildschut2006).Thistranslatesintoacombinationoflecturesandproblem‐basedsessionsusinglearningresources.ItwasthiscurriculummodelthatcreatedtheneedforOERandtheopencollaborationofacademics.

Inshort,judgementsonqualityarenotbasedonahomogeneousoruniform‘thing’calledOER.TheyarejudgementsaboutthequalityofdifferenttypesofOERdesignedtomeetinstitution‐specificneeds.

5.1 STUDENTS’ VIEWS ON THEIR OER EXPERIENCES

Theanalysisbelowisbasedontwoextendedfocusgroupinterviews,atUGandKNUST.Bothinterviewswererecordedandtranscribed(fordetails,seeAppendix1).WhileitisunfortunatethatstudentscouldnotbeinterviewedatUCTandUWCSOPH,commonalityacrossthetwogroupsatUGandKNUSTmeansthatbothwerecommentingonsimilartypesofOER.‘Apples’werethusbeingcomparedwith‘apples’,anddatafromthetwositescouldbetriangulated.StudentsinbothgroupswereuniformlyoftheviewthattheirlearningwasenhancedwhenitwassupportedbyOER.In‐principleapprovaloftheconceptofOERwasalsoapowerfuloverridingthemeinstudents’comments.TypicalresponsestothequestionofwhethertheOERhadbeenusefulincluded:

“Oh,yeah.Mostofusfounditveryuseful.”

“They[OER]havebeenveryhelpful.Sotheyaregoodworks.Ithinkitwillgoalongwaytohelpallofusandthenextgeneration[laughs]–generationstocome.”

“Yeah,it’sbeensohelpfulandgoodandquite–Ithinkit’squite

better…there’sasayingthat‘itcanonlygetbetter’.”


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WhenstudentswereaskediftheycouldquantifytheefficacyofanOERapproachcomparedtoconventionalteachingapproachesnotusingOER,onethoughtfulresponsewas:“Ithinkitdependsonthetopic…Yeah,forsuchatopic[Obstetrics],OERwillbeataclasslectureby300%.”Forothertopics,theextentofimprovementwasratedatbetween50%and90%.

TheadvantagesofOERarelistedinTable7(below).

Table7:Students’judgementsontheadvantagesoflearningwiththeuseofOER

AdvantagesofOER Illustrativeexampleinstudents’ownwords

Byprovidingimagesaswellastextand‘voiceover’,OERaremoreeffectivethantextbookcoverageofcertaintopics.

“IwasstudyingformyexamandIneededmoreexamplesbecausethetextbookwasjusttextandIwantedsomethingvisual,andthiswassohelpfultome.”

“Butyoulookatanaspectofphysiologyandmicrobiologyandit’ssoabstractbecauseyouarejustreading.Butwiththevisualsandallthosethings,itmakesiteasierforyoutoappreciatethetopic.”

“Onceyouwatchit[theOER],justpractiseanditbecomesapartofyou.“

‘’Ithinkwiththevideosyoutendtounderstanditmore.Becauseformepersonally,Iunderstandlike,whenintermsofstudies,Igetabetterunderstandingwithvideosthanjustevenaudios.”

Comparedtocrowdedsituationsinwhichmanystudentsviewclinicalprocedures,OERaffordaclose‐upviewthatisoftenbetterthanthe‘real‐life’situation.

“Forthisprocedure,thelecturerwantedyouguystohaveafeelofwhatheactuallyisdoingwhenheisexaminingapatientandthewayhishandispositioned,whichyoudon’tnormallyseewhenyouarestandingbytheside.”

“Yeah,formyselfIthinkit’sreallyhelpedwiththeCaesareansectionaspect.Becauseinthetheatreyouarenotreallyallowedtogettooclosetothepatientandsoyoudon’treallyappreciatewhatisgoingonintheoperatingroom.ButwhenyouwatchtheCD,youhave–youareabletojustseewhatisgoingonandyouappreciatethestructuresanddifferentthingsthat’sgoingon.Forexample,someoftheproceduresthataredone,maybeIUDinsertion…,ifyouwerenotabletoseeitduringtheprocedureaspect,youcanwatchthevideoandknowexactlyhowitisdone.”

“Thesurgicalaspect.Ithinkitwashelpfulbutreally,reallyhelpfulinthat…Someofus,weendupstandingatthebackandsowedon’treallyappreciatewhat’sgoingononthetable.”

“[Theward]–issmall!Andtheyareleadingusandyouareallintheward.Youdon’tallow20studentstoenteraroomwhichaccommodatesonlyfourorfive.

OERarenot‘on‐off’experiences;theycanbe

“Soifyouarejustgoinganywhere,youcanjust–youareinataxi,youcanslowlybereadingyournotes…Soit’seasier.Youjustdownloaditandaspeoplelistentomusicanddo


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accessedanywhere,anytime.18

whatevertheyaredoing,inthesamewayyoucanbewatchingordoinganOERasthoughyouarelearning.”

“Soitbecomessoeasylikeifthat’showhediscussessicklecelldisease,thenanyoneatanypointcanjustpickitandjustlistentoitforaquickrevisionofit.”

OERarerelevanttothelocalcontextandconditionsunderwhichGhanaiandoctorspractise.

“IthinkOERisagoodthing.AsIsaidearlier,weusuallyjustreadthebooks.AndmostofthesebooksarewrittenbypeoplefromtheUSA.Onlyafewfromourcountry.Andsoyoureadthethingsthattheyaredoingandtheadvancedthingsbut…inGhana,inKorleBu,wedon’tdothat.SoIthinkthatforthefactthatthevideoactuallyinvolvesourlecturerswhoaretellinguswhattheydohereinKorleBu.”

OERprovidetheopportunityofexperiencingcasesthatmaynotpresentinreallife.

Student1 [whohadfoundanObstetrics/gynaecologyvideoonYouTube]:“Anditwasreallygood.Itwas–even–yeah,youdon’talwaysgettheopportunitytoseebreechontheward…“

Student2:“Yeah.”

Student3:“Ihaveneverseenit.”

OERprovidetheopportunityofamoredispassionateviewingofeventsthatmightotherwisenotbeadequatelyfollowedbecauseoftrauma.

[StudentcommentingonOERondeliveryofababy]:“AndalsothatthevideoonithasbeengoodbecausemaybethefirstdayI…wasso[laughs]traumatized[somestudentslaughing]…Yeah.SoafterthatIwentbacktothevideotogoandwatch…andhey,Imeanafterwatchingforsometime,ithas–ithashelpedmerealizeandgobacktothelabour,watchandseetherealthingproperly.”

OERprovideagoodformofrevision/preparationforclinicalpractice.

“…forabout5or10minuteshavealookatit[theOER]andgotothepatientsanddotheexamination.”

“Soifyouonlywanttowatchgoingintotheabdomen,youjustgothereandyouwatchitandyougoback.”

OERareagoodformofrevisionforexaminations.

“…theoneonthewebsiteObstetrics[inaudiblecoupleofwords]itwasreallyhelpfulgettingtothefinalfifth‐yearexams.Thestepsoftheexaminationofthepatientwerereallyhelpfulpreparingyourselffortheexams.”

OERprovidethereassuranceofformativeevaluation.

“AndIthinkanothergoodthingaboutthewholestudymaterialisthefactthatafterdemonstrationhowthevariousproceduresaredoneandallthat,theyaskquestions.”

“There’sasectionyoucanask–justtoconfirmyou’velearnedandunderstood–testquiz.AndIthinkthat’saplus.It’sverygood.Itmakesyouknowthatyoureallyunderstoodthisprocedure.”

OERcanhelpregularize “Ifounditquitedifficultbecauseeachlecturerhasawayof

18Thispointwasalsomadeinthe‘StudentPerspectiveonusinganOERModule(2009)’videoonhttp://www.youtube.com/watch?v=f2Fm5Grp7sU&feature=relmfu,accessedApril2012.


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standardsbyobviatinglecturerstancesthatstudentsperceiveasidiosyncratic.

examiningsomething…Theyarealldifferent…It’s–hehasthesepeculiarities…Andyougoanddothiswithanotherexaminerandyouarefailed.Attheendoftheday,there’sastandard…Soattheendoftheday,letusgetastandard,putitinasystemandweallgobythatstandard.”

AccessingOERfromothersourcescontributestoricherunderstandingoftopics.

“Yeah,andanotherpointisI think,liketocontinuewithwhatyouaresaying,italsoallowsexchangeofknowledgebetweenthedifferentinstitutions.BecausefirstitwaswhenIwatchedtheLegonvideos,itgavemeanewperspectiveonsomeofthoseexaminationsbecausetherewerethingstheysaidwhichourpeopledidn’tsay…andsoIthinkit’shelpfultoputthevideosinsuchawayordistributetheminsuchawaythatthestudentsfromdifferentuniversitiescanhaveavideofromtheotheruniversitiesaswell.”

OERcanplayanimportantroleincontinuingprofessionaleducation.

[Whenwe’reinpracticeonedaywe’llbeableto]“lookbackovervideoslater:Yeah[somestudentslaughing],verytrue,verytrue.”

Inadditiontothesewide‐rangingadvantagesidentifiedbystudents,threefurtherpointsemergefromtheirutterances.

First,studentsappearedtohavelittleconcernforthecopyrightstatusofresources.Forexample:

…IrememberwhenwestartedOby/gynandweweretaught

mechanismoflabour,andactuallyIwaslostthatday[somestudentslaugh].Icouldn’tunderstandathing.ButIwassokeenthat…IfoundavideoonYouTubeandIdon’tknowifit’sOER.Butitwassogood.WhenIsawit,ImeanI–itwasverydifficultformetoeverforgetit.

Second,studentsarecriticalofOERthattheyperceivetobeof‘lowquality’.OneOERwassaidtohavetoofewillustrations;anotherwas“unnecessarilylong”,andthelightingwasnotgoodeither.Inthecaseofanother:“They–itwasasiftheywerenotorganizedbeforetheyvideoed.Asiftheywerenotorganized,oritwasimpromptu.Theyweren’texpectingit…Thesoundqualitywaspoor.”

Third,andperhapsmostimportantly,students’exposuretoOERhasledtoclearexpectationsofchangedpracticesinteachingandassessment,aswellasininstitutionalpolicyandprovisioning.Commentssuchas“…familyplanningshouldalsobeincludedinthevideos”reflectwaysinwhichtherepertoireofOERshouldbeextended.Similarly,OERshouldbedevelopedtocoversituationsinwhich

…youareconfrontedwithsuchacasethatyouhavenoideaabout.SoIthinkthisstudymaterialshouldtryandcaptureallthese


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things,theserarethings…someonemightcall[you]incompetent,butthereisnovideoonit.

When,duringinterviews,itwasmentionedthatsomeuniversitiesmadevideosoflecturesavailableasOER,itwasasked:

Isitpossiblewecangetthat?Iknowourlecturerswillrejectthisbecausetheysaywewon’tcometoclassbutImeanI’mlookingatthelong‐term.Isitpossiblewe’llgetthere?

Studentsfeltthatanewteachingparadigmwascalledfor:

Student1:Yeah!It[OER]willhelpallofus.Andme,Ithinktheobjectiontheymightraiseisthatstudentswillbelazy.AndIdon’t

thinkthat’sthepoint.Thewholeideaisthatifastudentcanunderstandinandoutoftheclassroom,then–

Student2:Understandit,yeah.

Student1:thatistheessence.Andyouwillbeabletoeducatethepersonwell.Inthatcase,youwill–youaregoingtospend–youcouldhavemadeitlikeaproject.“Beforeyoucometoclass,everybodyshouldwatchthisvideo.”

StudentsmadereferencetoinstitutionalresponsibilityformakingOERincreasinglyavailable:

IthinkthattheyshouldsetitasapolicyoftheuniversitythenandIamthinkingandprobablyallofthelecturersaresupposedtohaveproducedvideosorsomething.Probablyitshouldbe

somethingthattheuniversityshouldinsiston,thateverylecturerdoessomevideosforthenumberoftopicsthatheteachesinasemesterorsomething.

Technologicalinfrastructureisnecessary:

Havetheserviceavailableinyourhostelsandyougo,youaccessit.BecausewhenIgothere,thelasttimeIwenttocheckmyemail,I

wassomad;therearesomesitesIcan’tevengoto.AndI’mlike,“SowhyamIpayingfortechnology?”

Overall,studentscitedcompellingreasonsforthedevelopmentofOERtosupplement–andindeedtochange–normalclassteaching.Criticismstherewere,butthesewereofthequality,accessibilityandlimitedOERcoverageinrelationtotheoverallcurriculum.Inthissense,criticismsaffirmedthevalueofOERfromthestudentperspective.

ImpactofOERonstudentswhowereinterviewedhasbeensuchthattheirexpectationsofOER‐basedteachingandlearninghavebecomenormative.StudentexpectationscouldbecomeapowerfuldriverofOERdevelopment.


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5.2 ACADEMIC STAFF JUDGEMENTS ON QUALITY OF TEACHING AND LEARNING

OneoftheUWCDentistryOERstalwarts,whocontinuestoworktowardscompletingherOERafterthewithdrawalofthisfacultyfromtheNetwork,observed:

Theexperienceofdevelopingit[theOER]wasextremelytime‐

consumingandlengthyasitwasreviewed,changesweremade,andthefullbenefitofusingitinteachinghasnotyetbeenexperienced.

Withthisexception,academicsspokewithonevoiceonthebenefitsOERbroughttoteachingandlearning.Intheviewofone,“Gradsarenowmorereadytofacetheworksituation.”Thefollowingthreepointsmadebyacademicsareverysimilartothosemadebystudents:

(a) Videosofclinicalproceduresallowforbetterviewing.Inadditiontothestandardargumentaboutanunviablenumberofstudentsclusteredaroundapatient,itwasnoted:“Insomeinstancesanimationsandillustrationswithnarrationaremuchmoreeffectivethantheliveperformancealthoughtheylacktheatmosphereofthetheatre.”

(b) ‘Anywhere,anytime’accessibilitytolearningresources:

WecanmakeOERavailableindifferentformats.Therefore,bythisapproachitispossibletomakelecturematerialsaccessibletoallstudentsirrespectiveoftheireconomicbackgroundandsomakingtheresourcesstudent‐oriented.Theyarealsoaccessibleeveninsituationswhenstudentshavetemporarydifficultyinaccessing

theInternet.

(c) OERpromotemoreindependentlearning:

o “Studentsareexpectedtodomoreindependentstudy,butlecturersareaccessibletothemshouldtheyhavequeriesregardingthematerials”(Mawoyo2012:8).

o “Iprovideadequatebackgroundtothetopicforstudentstofetchoutmoreinformationbythemselves.”

OtherpointsmadebyacademicsreferredmoretoOERbenefitsforteachingthanforlearning:

(a) OERbroadenstaffperspectivesonnewvariantsofteachingapproaches:

o “…[OER]…forcedfacultytoconfronte‐learning.”o [Wenow]“focusonimagesmuchmoreinourteaching.”

(b) Thebenefitsofstaffcollaboration:

o “Thedepartmentcomestogetherfora‘peer‐reviewapplication’.Inthemediumterm,thisimprovesquality.Inthelongerterm,[itimproves]thewayacademicsworktogether.”


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o WithOER,thereis“consultationwithothercolleaguesbeforeproduction…[leadingto]…muchmorethoroughnessandthought.OERmakesusmorecertainaboutstepsofprocedurebeingdemonstrated.”

5.3 MANAGEMENT’S JUDGEMENTS ON QUALITY OF TEACHING AND LEARNING

Seniorinstitutionalmanagersechoedseveralofthepointsraisedbyacademics.CommentingontheOERproducedbytheDepartmentofAnatomy,aprovostnotedthevalueofOERinpreparingstudentsforaparticularprocedurethatinducesanxietyinmanystudents:dissections.TheOERmaterialwas“goodfordemonstratinghowtocomposethemselvesandconducttheoperation”.AnotherprovostreportedthattheeffectivenessofOERhadraisedstudents’expectations;theywerebeginningtoexpectthatteachingwouldbesupportedwithmedia‐basedresources.

Seniormanagersidentifiedthreeadditionalbenefits:

(a) OERenableteachingthatwouldnototherwisebepossible.Theexampleofpathologywascitedbecausemanyinstitutionsdonothavethenecessary“pathlaborgansinbottles”.AtUCT,workhascommencedondigitizingapproximately3500specimens–plusdescriptivetext,videoclips,andlinkstorelevantsitesandresearch.Withthefirst1500havingbeencompleted,manyrequestshavebeenreceivedfromfacultiesthatdonothavethenecessaryspecimens.AfteracquiringtheOER,thesefacultiesthenneedonlyadataprojectororcomputertodemonstratetheresourcetostudents.

(b) OERhelptoovercomemanychallenges,viz.thefollowing:

o Facultyfacetheeducationalchallengeofteachingclinicalskillsinwaysthatareminimallyinvasiveinrespectofpatients’privacyandrights.

o Studentshavetobetaughtanindigenouslanguagetogetherwithclinicalskills.

o Ifstudentenrolmentistoreachthenumberswantedbythestate,thecreationofvirtuallearningenvironmentsisessential.

o Studentshavetolearntopractiseinthedistricts,awayfromthe‘ivorytower’.Whiletheyareatsuchsites,theirlearningissupportedbyOER.

o Tobefullyfunctional,doctorsneedanunderstandingofalliedpracticessuchasoccupationaltherapyandspeechtherapy.AnOERapproachisthebestwayofofferingthisadditionalknowledgeandunderstanding.

o OERraiseawarenessofopenaccessjournalsnecessarytoimprovecurrentlearningandtopromotelifelonglearninginafieldwithaknowledgebasethatisexpandingexponentially.

(c) AdoptionofanOERapproachhasgeneratednewinternalpeer‐reviewmechanisms.Inoneinstitution,forexample,collaborativeworkonOERmaterialisfollowedbypeerreviewmanagedbyaheadofdepartment,afterwhichthedeanbecomesinvolved,and“theprovostfinallygivesthego‐ahead”.Thedevelopmentofcollaborativeworkingrelationsthroughpeer‐reviewprocessesmaywellbringmorelong‐lastingbenefitstooverallqualitythantoasingleOER.


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Amoreindirectimpactonqualityiswhatoneheadofdepartmentdescribedas“heightenedawarenessofwhatmaybeusedlegitimatelybystaffandstudents”.Othersalsocommentedonthefactthatmanyacademics“aren’tbeingcarefulaboutcopyright”.Thesameappliedtostudents,whowerecharacterizedasbeing“cavalieraboutcopying”.

5.4 CONCLUSION: IMPACT ON TEACHING AND LEARNING

Asmightbeexpected,thethreesetsofintervieweesjudgedOERfromthestandpointoftheirownparticularinterestsandconcerns.

StudentsmainlyaddressedthequestionofwhetherOERpresentedwhathadtobelearntinamoreaccessibleform,andinawaythatmadeforbetterunderstandinganduseofknowledge.Inthissense,learningwascloselyconnectedwithassessment.Successin‘theexams’wasapowerfulconsideration.Theirswasnotapurelyinstrumentalposition,however.TheywerekeenlyawareofhowOERcanleadtomoreindependentstudentlearning;andtheywerealsoattunedtothepotentialofOERintheirongoingprofessionaldevelopment.

Whileacademicsalsofocusedonlearning,theteachingsideoftheequationwasmorestronglyevidentintheirjudgements.ThereallyimportantissuesforacademicsweretheroleofOERinbroadeningtheirrepertoireofteachingskills,creatingopportunitiesforfruitfulcollaborationwiththeircolleaguesandregularizingunderstandingsabouthowtoteachparticularclinicalprocedures.

SeniormanagerswereequallyinterestedintheroleofOERinpromotingbetterlearningandstudentperformance.Atthesametime,theirjudgementonOERimpacthadadistinctivebreadthintermsofoverallqualityassuranceandthekindoflearningthatisnecessaryandpossibleinthefaceofchangingcontextsandnationalpolicyrequirements.

Therespectiverolesofstudents,academicsandseniormanagerscancarrypotentialfortheassertionofdifferinginterests.InjudgingtheimpactofOERonteachingandlearning,however,thoseintheNetworkwereunited.Theimportantconclusionisthatfromthedistinctiveperspectivesofthesethreesetsofkeyrole‐players,OERhadachievedhighimpact.OERexperienceshadcreateda‘win‐win’situationintermsofbeliefin,andcommitmentto,OERpracticesthatmetcoreneeds.

6. IMPACT OF OER ON ACADEMICS’ CAREER DEVELOPMENT

6.1 PERSONAL ACCOUNTS OF ACADEMIC STAFF

Beingrootedinpersonalandprofessionalidentities,pathsofcareerdevelopmentwillobviouslyvaryacrosscontexts.ThethemesinTable8(below)arisefromtheaccountsofindividualswhohaveventuredintoOERproduction.

Table8:ImpactofOERonindividualacademics’careerdevelopment

Theme Illustrativecase/s

TheadoptionofOERhasreinforceda

UWCSOPHreliedonteamworkpriortotheAfricanHealthOERNetwork:researchersconductcasestudies,theneducationexpertswriteupthecases.TheNetworkbroughttwochanges:(a)


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teachingidentitybasedonteamwork.

Academicshavebecomeusers ofOER.dScribingisanintegralpartofassemblingdataforcasestudiesandlearningmaterials.(b)Openlicensingofresources(butonacautiouslyselectivebasis–seebelow).

WorkingwithOERaddsanewdimensionandimpetustoteaching.

“IthasspurredmeontopublishmoreOER.Ihavetwomoreprojectssoontogoopen.”

“Yes.IthasaffordedmeanapproachtoteachonlineandIamalreadygettingresponses.”

“PracticalaspectsofteachingareeasierthroughOER,andlessstressful.”

“OERproductionhasallowedmetoemphasizegraphicaldemonstrationandevaluationinmyteaching.”

OERpromoteamorelearner‐centredapproachwithmoreindependentstudentwork.

“Yes,OERallowonetogetstudentstopractiseindependently.”

“InowlovetoreferstudentstotheOERAfricawebsiteformoreinformationtheycanseekoutforthemselves.”

“Yes.Iamnowincorporatingmoreofdemonstrationandcoachinginmyteachingingeneral.”

OERmakeformoreroundedacademics;teachingisresearchled.

‘’OERproductionhasgivenmeaccesstoanotherwayofbeingahighereducationpractitioner.Thereissomuchemphasisongettingtheresearchright,andontheotherhandthereisalsosomuchsignificanceattachedtobeingateacher.So,theOERwritingcombinesthetwodimensionsofbeingateacherandaresearcher.Publicationinajournalonlyallowsyoutoshowyourcredentialsasaresearcher,butOERallowmetoprojectmyresearcherandteacheridentitiesatthesametime”(Mawoyo2012:17).

OERhavegivenpersonalrecognition/affirmationasateacher.

“…acceptanceofourfirstonlineproductionofalecturetitled‘DevelopmentofOro‐facialStructuresanditsClinicalCorrelations’.IthasalreadyappearedontheKNUSTOERwebsite.”

“MyOERpublicationhasgivenmemorecredibilityasapreviouslyunpublishedacademic.Ithasassistedtobuildmyconfidenceasacontributorinhighereducation.”

“Ithasbeenrewardinggettingpositivefeedbackfromothers.Iparticularlyenjoywatchingtheclicksgrow.Evenastudent,whosereflectivetaskisincludedinmywebsite,hasbeenexcitedatthepublication.”

“Myworkreachesaninternationalaudience.”

AdoptionofanOERapproachhasbroughtasenseofloss–andfears.

“Therewerenodifferences[between‘normal’teachingandusingOER]…onehoweverlostthepersonaltouch.”

“Ididtheresearchforthemoduleandamfearfulthatpeoplewillgrabit…lecturersdon’twantpeopletoseewhatthey’redoing.”

“AsamarketingpersonforOERatouruniversity,I’mableto


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talkfrompersonalexperienceusingmyresourceasanexample.Shiftingfromaclassroomprojecttoonethatgoespublictakesalotofcourageandneedsasenseof‘lettinggo’.Oneistakingariskwonderinghowotherswillviewyourmaterial.”

ThistablecapturesboththerewardsandthethreatsassociatedwithproducingandusingOER.Tounderstandthenatureandthebalanceofthesetwoforceswouldrequireafollow‐upstudy.However,threepointsareevidentfromtheavailabledata.

First,onewouldexpectsomepossiblesenseoflosstoaccompanyaswitchtoOER‐basedteaching,whichbringswithitsomelossofcontrolovercontent.Asituationinwhichstudentshaveindependentaccesstolearningmaterials,whichtheycanuseintheirownwayandintheirowntime,representsasignificantdeparturefromthehistoricalparadigm,whichholdsthat:theindividualteacherisresponsibleforonegroupofstudentsforafixedperiodoftime;teachingisasoloperformance;theteacheristheonlyormainsourceofinformation;andtheteacherdecidesonwhatcountsasknowledgeandhowitshouldbesequenced,andhowlearningshouldbepaced.Themoresurprisingaspectofasenseof‘loss’isthatonlyasingleacademicreportedit.

Second,fearscanbelinkedtobothpersonalandinstitutionalfactors.Makingone’steaching‘public’mayindeedtake“alotofcourage”(asabove),butthewidespreadprobleminrespondents’commentswasoffearslinkedtoinstitutionalfactors.Thesearisemostclearlyinaunitinwhichlearningmaterialsarebasedonstaffresearchandinwhichasignificantproportionofstaffareoncontract;andallofthisinauniversitythatplacesapremiumonscholarlyresearchoutput.19

Third,themuchmoregeneralpicturewasoneinwhichfearswereverymuchoutweighedbyexamplesofpositiveeffectsinteachingandlearningandbyhowOERhadinfluencedthewayacademicswereredefiningthemselvesasteachers.Oneonlineresponseprovidedthemosteloquentexpressionofidentityasateacher:

OERalignswithmyphilosophyofteaching–shiftingawayfromthelecturerapproachtowardsamoredemocraticclassroominwhichstudentsbringtheirknowledgeandunderstandingswhich

arevaluedandprobed.OERempowersandenablesascaffoldingconstructivistapproachtoteachingandlearning.Iastheeducatoramabletodevelopmyresourcesusingthoseofothersinthefield,andmystudentsarebetterequippedtoprepareforclassesby

doingtheirownresearchonopenaccessmaterial.Itbroadenstheirscopeforlearning.

AdoptinganOERapproachhasbeenacatalystinacademics’rethinkingthecoreaspectsoftheirpractice:howknowledgeisdefined,howonerelatestoone’sstudentsaroundknowledge,andhowonerelatestofellowacademicsinthecourseofdailywork.

19OneanecdotalaccountsuggestedthatanOERofimmensepotentialvaluetothebroaderteachingcommunityhadnotseenthelightofdaybecauseofitspotentialasaresearchpublicationinaproprietaryjournal.


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6.2 CONCLUSION: OER IMPACT ON ACADEMICS’ CAREER DEVELOPMENT

Fearsaboutmakingtheirworkpublicwereevidentinsomeacademics’responses.However,suchfearswerefaroutweighedbypositivewaysinwhichOERproductionandusehadaffectedtheircareerdevelopment.Approachestoteachinghadbeenconsolidatedorredefinedinthecoreareasofeducationpractice.Insomecases,thetwopillarsofacademicwork–teachingandresearch–hadbeenbroughtintoamoreproductiverelationship.SomeacademicshadachievedpersonalrecognitioninwaysthataffirmedtheirroleasOERpractitioners.Seniormanagersconfirmedthisviewofcareerdevelopment.Oneprovostobservedthatacademicshad“embracedOER”,butaddedthattherewerestill“pocketsofmisunderstanding(notquitethesameasresistance)”.

Overall,thenumberofacademicswhoarepositiveabouttheirOERworkfaroutnumbersthosewhoarewaryaboutputtingtheirworkintothepublicdomain.Forthemajorityofacademics,workingwithOERhasnotremainedamarginal‘addon’activity.TheOERapproachhasbecomeintegraltothewayinwhichtheydefinetheirsenseofprofessionalidentity.

7. RELATIVE FINANCIAL IMPLICATIONS OF OER ThequestionnaireforOERproducersaskedthequestion:“Hasthisresource,asanOER,inanywayreducedthecostsofstudyforyourstudents?Ifso,whatdoyouestimatethesavingtobe?”

Typicalresponseswere:“Don’tknow”;“Estimateofcostquitedifficult”;“Ican’ttellnow”;“Notsure”;“Notcertainyet,hasn’tbeenquantified.”Atonelevel,suchresponsessuggestthatinstitutionshavenotyetgrappledseriouslywiththisquestion.Indeed,itisadifficultquestionassavingsassociatedwithOERproductionandusewilldifferwidelyfromsavingsaccruedfromOERadoption,useandreuse.Forexample,theviewofUWCDentistryisthat,intheircircumstances,therewardofOERcreation“isjustnotproportionaltotheeffort”.Nonetheless,evenintheUWCFacultyofDentistry,asavinghasbeenachievedbymaking“extensiveuse”,inthe‘extended’programmeforfirst‐yearstudents,oftheOERoriginallydevelopedforseniorstudents.20

FromthreeotherpartnerinstitutionstherewasevidenceofdirectsavingsachievedthroughuseofOER.Ofthese,anacademicatKNUSTwassomewhatspeculativeintone:

WhatIcanonlysayfornowisthatitmaylikelyreducethecostsof

studybyremovingtheneedtophotocopylecturenotesandtopurchasebooks.ManylecturenotescanbedownloadedontooneCDwhichis0.5GhanaCediscomparedwiththecostofphotocopying.TheInternetlinksareprovidedforeverylecture

andmeantforstudents’self‐learninganddevelopmentthroughsourcingofmoreinformationpertainingtothelecturetitles.Thismaybeagoodsubstitutefortheneedtopurchasebooksthatmaynotevenbeaffordable.

20ThelegacyofDentistry’sinvolvementintheNetworkisthattheynowdefinethemselvesasOERusers.


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UWCSOPHincursaper‐pagelicensingfeeforuseofcopyrightmaterial.Thisamountstoa“heavycommitment”.Unfortunately,actualsavingscannotbequantifiedbecausecostsarebuiltintostudentfees,andvaryinproportiontostudentnumbers.AdampeneroncostsavingachievedbyOERuseisthattheinstitutionis“rathertextbookbound”,andamoveawayfromthatwouldbenecessaryforimpactofsavingstobefeltbystudents.Nonetheless,UWCSOPHseestheadvantageofusingOERinitsownlearningmaterials,andadScriberischargedwithresponsibilityforlocatingOERforexactlythatpurpose.

Inasinglebluntstatement,theUCTeditorofanOERtextbookprovidedthemostcompellingexampleofdirectcostsaving:“AvoidshavingtopayR8000foratextbook.”

Moreover,therewereseveralindicationsthatOERachievesignificantindirectformsofsavingsthroughinterrelatedcombinationsofthefollowing:

a) Savingsintime.

b) Improvedquality/effectivenessoflearning.

c) Enablingteachingontopicsthatmightotherwisenotbecovered.

d) Fosteringcollaborationbetweenacademics.

Illustrativequotesincludethefollowing:

“Student[OER]learningisricherfortheencounter.” “...makesworkeasierinthelongrun,youdon’thavetoacquirematerialsfor

demonstrationandsetupapparatus.”21 “Thenationalpictureanddevelopmentsreducestheamountoftimeavailablefor

clinicalteaching…withOERyoudon’thavetorepeattheperformance.” “Gainsareindirectordiffuse:(a)thequalityofgraduates;(b)fewerstudentsfail.” “…scientists,cliniciansandpublichealthpractitioners–whopreviouslyoperated

veryindependentlyofeachother–havebeenbroughttogetherbytheinterdisciplinaryprocess…”

“Savingintimelookingforactualpatientstoexamine.Sometimesthepatientoneneedsdoesn’tpresent[him/herself].”

7.1 CONCLUSION: RELATIVE FINANCIAL IMPLICATIONS OF OER

ItisnotpossibletociteconclusivestatisticalevidencetoshowthatfinancialsavingsarebeingachievedthroughtheuseofOER.However,thecumulativeweightofevidencefromtheaccountsandexperiencesofacademicsstronglysuggeststhatdirectandindirectformsoffinancialsavingsarebeingrealized.Evidenceofdirectsavingsisstrongestinthecaseofcompletesetsoflearningmaterialsortextbooksthatstudentswouldotherwiseberequiredtobuy.OERvideoproductionsthatare‘enhancements’orsupplementarytothenormallectureprogrammeareself‐evidentlylesslikelytoresultindirectfinancialsavings.

AcrossalltypesofOER,thereisstrongevidenceofmoreindirectformsoffinancialsavingsbroughtaboutthroughreducedstafftimeneededforteaching,qualitygainsinlearning,andincreasedstaffcollaboration.Moreover,thereareexamplesofOERenablingteachingontopicsthatwouldotherwisenotbecovered.Althoughindirectand

21ThiswasstatedbyaprolificOERproducer.


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verydifficulttomeasureinprecisefinancialterms,thesesavingsrepresentsignificantformsofimpact.

IndicationsofashiftfromOERproductiontogreateruseofexistingOERwilldoubtlessincreasethelevelofbothdirectandindirectfinancialsavingsbeingachieved.

8. USE OF OER PRODUCED OUTSIDE OF THE NETWORK TheformalresearchquestionfromtheToR(Section2.1)isphrasedinthisway:

“IsthereanyevidencethatpartnerinstitutionsareproactivelystartingtouseOERproducedoutsideoftheNetworkintheirprogrammes?Canthisusebelinkedtowhatwehavedone?”

Theitalicizedwordsinthisquotation(writer’semphasis)formanimportantpartofthebackgroundrelevanttothisquestion.Frominception,theprojecthasfocusedstronglyontheproductionratherthanuseofOER.Institutionshaveconcentratedon–andachievedconsiderablesuccessin–developingtheirownOERandsystemsforembeddingappropriatepoliciesandpracticesintheirowninstitutions.Nevertheless,theaccountbelowshowsthatthegazeisbeginningtoshiftfromOERwithintheNetwork,toavailableOERbeyond.EvidenceisdrawnfromOERproducersand‘non‐OERproducers’alikeinthepartnerinstitutionstoillustratethistrend.

8.1 OER PRODUCERS’ USE OF OER FROM OUTSIDE OF THE NETWORK

Inanswertothequestion“HaveyouusedOERfromoutsideoftheNetwork?”intheOERProducers’Questionnaire,sevenoftheninerespondentsindicatedthattheyhad.OERinspecializedfieldssuchas“advancedtraumaoperativemanagement”and“laparoscopicsurgery”hadbeenfoundandused.Eventhoughthesampleissmall,if78%ofOERproducershaveusedOERfromoutsideoftheNetwork,itisafirmindicationthatOERproducersareexpandingtheiractivitiestoincludeOERuseandreuse.

Supportforthisviewisfoundindatafromstaffinterviews.AcademicsfromallpartnerinstitutionsreportedincreasedawarenessanduseofOERfromelsewhere.EvenUWCDentistryreporteda“surgeinuseofOER…wedefineourselvesasusers,notproducers,ofOER”.

AcademicsatKNUSTandUGofferedcommentssuchas“We’rebeginningtoknowwhat’soutthere”and“I’minterestedtoseehowotherpeoplehavedonethings”,whendescribinghowtheirworkasOERproducerswasleadingtogreaterawarenessofthepotentialforOERuseandreuse.TypicalstatementsweresimilartothatoftheUCTacademicreportedbyMawoyo(2012):

NowIamabitmoreawarethatthematerialsIamusinginmylecturesarenotnecessarilynew;itisnotthefirsttimeithasbeen

done.IammoreinterestedinusingtheInternettochecktoseewhathasbeendonesoitsavesmetimeespeciallywithnewmodules;forexample,intheHealthPromotiononewherewearetryingtocomeupwithnewwaysofdoingthings.Itgivesmeanideaofhowothersaredoingitintherestoftheworld.Itmakes

memoreconscious.(Mawoyo2012:7)


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UseofOERfromelsewhereisalsoamatterofinstitutionalchoice.UCTandUWCSOPHhaveeachhadtheservicesofa‘dScriber’sincecommencementoftheproject.dScribersdomorethanassistfacultywithconvertingexistingmaterialsintoOER;theyalsoconductsearchesforOERthatareneededtosupportnewmaterials.Thus,whileUWCSOPHhasusedand“sharedback”learningmaterialswiththeUniversityofWashington(Seattle),majoreffortisbeingputintothesearchforOERfromothersourcesthatcanbebuiltintolearningmaterials.Moreover,theuseandsharingofresearchforOERhasbeensystematizedwiththeestablishmentofagroupknownas‘PublicHealthCaseStudies’.Thisgroupcurrentlyhas34membersanditsfunctionisdescribedasfollows:

Groupestablished2011bySchoolofPublicHealth,UniversityoftheWesternCape,SA.Thecontentsareintendedforthe

developmentofcasesforteachinginPublicHealth.Theyaredrawnfromthewww,andfromSOPH'sownwork.Youarefreetore‐purposeSOPH'scaseswhichareofferedwithaCreativeCommonsShareAlikelicenceandtogiveusfeedbackonthem.You

areencouragedtoaddcasestudiesorlinkstocasesfromyourownsettingtothissite.(Mendeley2012)

StatisticsonOERuseofthe219papershousedonthesitearenotyetavailable.However,withadScriberinpost,andanSOPHresearcherdescribingherselfsimplyasan“OERuser”,researchpapersforuseinOERmaterialsarecertainlybeingaccessedandused.22

8.2 NON-OER PRODUCERS’ USE OF OER FROM OUTSIDE OF THE NETWORK

Ofthe28respondentstotheonlinesurveyfornon‐OERproducers,9hadusedOERfromotheruniversities.However,themostsignificantfeatureoftheseresponsesisthattheyprovidegoodreasonforbelievingthatawarenessanduseofOERcanbeattributedtotheNetwork.EightofthenineusersofOERfromotherinstitutionshadinfactdrawntheseOERfromotherNetworkpartners,namelyUCTOpenContent,KNUSTOERandOpen.Michigan.OnlytwohadusedOERfromnon‐Networkpartners(MedEdPORTALandMERLOT).KnowledgeofOERisrecent(30%ofrespondentshavingbecomefamiliarwithitinthepastsixmonths),and41%and19%respectivelyhadattendedOERpresentationsanddemonstrations.ThesefiguresstronglysuggestthatknowledgeofOERcanindeedbeattributedtotheNetwork.Certainly,thereislittleevidenceofknowledgeofOERfromoutsideoftheNetwork.

8.3 CONCLUSION: USE OF OER PRODUCED OUTSIDE OF THE NETWORK

ThePhase2EvaluationoftheNetwork(OERAfrica2011)reportedapparentreluctanceonthepartofOERdeveloperstouseOERfromelsewhere,andprovidedanumberofcogentreasonsforthis.Thatevaluationalsocitedotherresearchreporting“overwhelminghesitancy”ofOERcreatorstoadaptorreuseothers’content(OERAfrica2011:38).

22TheSOPHfindsthesharingofresearchpaperslessproblematicthanthesharingoflearningmaterials.


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Incontrast,thecurrentimpactstudyfindsevidenceofgrowinguseofOERdrawnfromwidersourcesandrepositories.Thistrendisevidentattwolevels:

a) Attheindividuallevel,forbothpersonalandprofessionalreasons,OERproducersarebeginningtoshowgreaterinterestinusingOERfromelsewhere.

b) Attheinstitutionallevel,incaseswheremodulesandfullsetsoflearningmaterialsarebeingdeveloped,thereareincreasinglysystematiceffortstolocateanduseOERoropenresearchmaterialtoincorporateintonewOERthatarebeingcreated.

AwarenessofOERfromelsewhere,andtheuseofsuchOER,canbeattributedtotheNetwork.ThisraisestheinterestingpossibilitythatinductionintoOERandsuccessfulOERproductionmightbecreatingitsownmomentum,resultingingreaterinterestinOERfromelsewhere.

9. NON-PARTNER INSTITUTIONS USING OER FROM THE NETWORK

ThissectionmovesfromthebigpictureofrawstatisticsdrawnfromSection3toanaccountofindividualresponsestotheonlinePublicSurvey.ThreeverybriefcameosprovideamorequalitativeindicationofthekindsofOERtake‐upthathaveoccurred.

9.1 AWARENESS AND USE OF THE NETWORK

9.1.1OVERALLSTATISTICSONVISITORSANDDOWNLOADS

TherelevantsectionfromtheearlierTable4isreproducedinTable9(below).

Table9:Downloadsandvisits

Indicator Notes

#views,downloadsandvisitsfromOERAfrica,U‐Mandinstitutionalrepositories

OERAfrica: 19416downloads,10824visitors

Totalpageviews80446

Internetarchive: 856downloads

U‐M: 1500viewspermonth

SlideShare: 1591views

YouTubeVideos:110videos;totalviews1093831(seeAppendix3,PartC)

#visits,visitorsfromOERAfrica,U‐Mandinstitutionalrepositories,andtrendsovertime

OERAfrica: 10824visitors

U‐M: 766visitors

Totalpageviews: 80446

Forthetop20searchtermsandtop20resourcedownloads,seeAppendix3,PartD.

Derivedfromwebanalytics,theseimpressivestatisticsarecertainlyreliable.However,itcannotnecessarilybeassumedthatOERweredownloadedforthepurposeforwhichtheyhadbeenmadeavailable.Thequestionmustbeaskedwhethertheyarevalidmarkersofprojectimpact.AcomparisonofstatisticsonOERtopicsviewedonYouTubeandtheAfricanHealthOERNetwork(Appendix3,PartsCandD)hasthepotentialfor


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speculation.Curiouscasualwebsurfersandpossiblyevenvoyeursmay,forexample,haveinflatedthenumberofYouTubeviewers.Wehavenowayofknowing.Bycontrast,theprofileofdownloadsfromtheOERAfricaandU‐Mwebsitescreatestheimpressionofusersrepresentingawiderrangeoflegitimatemedicalinterests.

Overall,onthebasisofprojectmetrics,therearegoodgroundsforinferringthattheNetworkisbeginningtomeetgenuineneedsinhealthscienceseducationinthedevelopingworld.Table10(below)reinforcesthisassertion.

9.1.2INDIVIDUALRESPONSESTOTHEONLINEPUBLICSURVEY

AwarenessanduseoftheNetworkwasalsogaugedbymeansofaPublicSurveyQuestionnaire(forthedistributionstrategy,seeAppendix2).Thesampleof52respondentscomprised35academics,5studentsand9in‘other’occupationalcategories.23Assuch,itissuitablyreflectiveofinstitutionalratherthanpurelyindividualperspectives.Table10(below)providesarankorderlistofcountriesfromwhichresponseswerereceived.

Table10:CountriesfromwhichonlineresponsestothePublicSurveywerereceived

♯responses Countriesinwhichrespondentsreside

18 SouthAfrica(ofwhichonlytwowerefromaNetworkpartnerinstitutionviz.UCT)

9 Ghana(ofwhichsixwerefromthetwoNetworkpartnerinstitutions)

3 Kenya

8 India,Malawi,Nigeria,Sudan(tworesponsesfromeachofthesecountries)

14 Burundi,Canada,Denmark,Ethiopia,Gambia,Guyana,Israel,NewZealand,thePhilippines,Switzerland,Tanzania,Uganda,UnitedArabEmirates,Zimbabwe(oneresponsefromeachofthesecountries)

Allbutthreerespondentsarefromdevelopingcountries.Withonly8ofthe52respondentsbeingNetworkpartners,itcanbeinferredthattheNetworkhasaprofilebeyondpartnerinstitutions.

Table11(below)listsindicatorsofimpactoutsideofthepartnerinstitutionsalongsideinferencesaboutimpactthatmaybedrawnfromresponses.

Table11:Inferencesdrawnfromindicatorsofimpact

Indicatorofimpact % Possibleinferenceswithrespecttoimpact

Thosefamiliarwith 71 TheassociationoffamiliaritywithOERandtheNetworkraisestwopossibilities,bothofwhich

23‘Other’includesdiversecategoriessuchas‘independentconsultant’;‘regionaladvisor,WorldHealthOrganization’;‘ICTdirector’).Threerespondentsdidnotspecifyanoccupationalcategory.


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Indicatorofimpact % Possibleinferenceswithrespecttoimpact

theconceptofOER

ThoseawareoftheAfricanHealthOERNetwork

65

reflectwellonNetworkimpact:

(a) ThoseinthehealthscienceswhoknowaboutOERalsoknowabouttheNetwork.

(b) TheNetworkhasraisedawarenessofOER.

Respondentswhoalsoaccessotherwebsites

38 ItappearsasifrespondentsusetheAfricanHealthOERNetworkastheirprimarysourceofOER.

Respondentswhofoundrelevant/usefulresourcesontheOERAfricawebsite

63 Giventhenumberofspecialistfieldsinthehealthsciences,thisfigurereflectsveryfavourablyontherangeofOERintherepositoryaswellasontheirquality.Thisinferenceisreinforcedbythefactthat15%reportedvisitingthesite“frequently”,39%“sometimes”and46%“occasionally”.

Typesofresourcesdownloaded

AllOERtypesareusedbyatleast

50%ofrespondents.

TherepositoryhasafullrangeoftypesofOER.Typesofresourcesdownloadedare:lecturepresentations(by93%ofrespondents);teachingcasestudies/labexercises(by83%);textbooks/learningguides(by82%);researcharticles(by80%);teachernotes(by75%);datasets(by50%).

Respondentswhoare“verylikely”torecommendtheAfricanHealthOERNetworkwebsitetotheircolleagues

80 Thisreinforcesalloftheaboveinferencesoffavourableimpact.Only11%reportedbeing“veryunlikely”torecommendthewebsite.

RespondentswhoarenotsubscribedtotheNetworknewsletter

46 71%ofthe54%notsubscribedwouldliketosubscribe.Thisreflectspositivelyontheirinteractionwiththewebsite.

Note:Figuresaboveareroundedofftothenearestwholenumber.

Respondents’open‐endedcommentsfellintotwocategories:

(a) Appreciationforthesite:

o “Agreatresource.”o “Itisagreatconcept.IhaveaccesstotheUSlibraryandhavethereforenot

accessedtheOER.Ihaveatightworkandstudyscheduleandsimplyhavenotmadetimetolookattheavailableresources.”

o “Excellentwebsite,itgivesmemoreconfidenceinmyworkIdo.”

(b) SuggestionsforwaysofextendingOERbenefits:


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o “Thisinstitutionshouldbeabletolookforfundingtoassistthepeopleoflow‐incomecountriestoparticipateinsomanyworkshopstogainknowledgeaboutresearch.”

o “Goodinitiative,butIdidn'tknowaboutit.”o “Pleaseseehowyourcoursesandprogramscanbeaccreditedorcanbe

transferredfordegreeseekinglearners.”

Onenegativeorplaintivecommentwasoffered:

Encourageinterestedcontributorswhoputinpersonaltimeandresources.Thereshouldbemoreofinclusionratherthanexclusion,beyondinstitutionalorterritorialboundaries.Idevelopedtheideaofaresourcefrominceptiontocompletion.Itwasputonlineandthentakenoff.Whathappenedtomy

resource?24

9.1.3THREECAMEOSOFOER‘TAKE‐UP’

Threeverybriefcameoscomplementthebiggerstatisticalpictureofimpact.

(a) Take‐upofasingleDVD

AmultilingualClinicalSkillsDVDwasdevelopedinlinewithUCT’sfocusonprimaryhealthcarewiththeaccompanyingneedfordoctorswithconversationalcompetenceinindigenouslanguages.

ProfessorHellenberghadoriginallyintendedtoreleasetheDVDforsale.However,throughtheHealthOERinitiative,heandthe

otherauthorswereexposedtotheconceptoftheCreativeCommonslicensingframeworkanditsrelevancetotheFHS[FacultyofHealthSciences]mission.TheythereforeagreedtolicensetheDVDasOER.TheUniversityofStellenbosch–also

locatedintheCaperegion–isnowusingtheseresourcesinitsowntrainingprogrammes.(Mawoyo2012:9)

(b) Downloadingoftextbookchapters

ChaptersofatextbooktitledOpenAccessAtlasofOtolaryngology,HeadandNeckOperativeSurgery(Fagan2012)arehostedontheUCTVULAserver(theUCTvirtuallearningenvironment),aswellasonOERAfrica.Contributorstothetextbookincludethe“topsinussurgeonintheworld,aswellasthetopotologist”onrhinologyandotology.25InthelastweekofFebruary2012theeditorofthetextbookwrotethatchaptershadbeen“downloaded>1400timesfromallovertheworld,principallyIndia”.26ThedeanaddedthatthistextbookhadplayedakeyroleinthequalificationofthefirstENTspecialistinMalawi.

24Becausethisrespondentdidnotreplyanonymously,itwaspossibletofindtheanswertoherquestion.Theresourcehadbeenremovedattherequestofherinstitution.25Personalemailtodeanofhealthsciences,UCT,28February2012.26Personalemailtodeanofhealthsciences,UCT,28February2012.


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(c) Take‐upatnationallevel

TheOERdevelopedbyUGandKNUSThasbeenusedinotherAfricancountries.InApril2011,U‐MdemonstratedtheCaesarean

sectionmoduleco‐developedbyUGandU‐MtotheMinisterofHealthofEthiopia,whoimmediatelydistributedittoseveralcommunityhealthcareworkersuponhisreturn.Themoduleco‐authorfromUGisnowadvisingonhowtointegrateOERinto

clinicalmaternalhealtheducationatanewmedicalschoolinEthiopia.Additionally,twoUGalumnihappenedacrossthetotalabdominalhysterectomyandCaesareansectionmodulesfromUGwhiledoingonlinesearches,andhavesinceusedthemwithfellow

residentsinNigeria.(LudewigOmolloetal.2012:69)

9.2 CONCLUSION: NON-PARTNER USE OF OER FROM THE NETWORK

Despitelimitationsonhowonemightinterpretprojectmetricsinrespectofvisitsanddownloads,projectmetricsindicatethattheNetworkismeetinggenuineneedsintheteachingandlearningofthehealthsciencesinAfricainparticular.ThisconclusionisstronglysupportedbytheviewsofrespondentsintheonlinePublicSurveyaswellasbyaccountsoftake‐upfromothersources.InadditiontotherelevanceoftheOERbeingmadeavailable,datafromdifferentsourcespointtothequalityoftheOER.

10. EFFECTIVE SOCIAL AND TECHNICAL INSTITUTIONAL INFRASTRUCTURE FOR OER PRODUCTION AND USE

ThedifferentapproachestoOERdevelopment–allsuccessfulexceptforthesingleunitthathaltedOERproductionbecauseofcompetingpressuresonhumanresources–providearichdatabaseforextrapolationswithrespecttofactorsthatcontributetothetypeofsocialandtechnicalinfrastructurewithinwhichOERflourish.27

TheoverarchingpointarisingfromexperienceoftheNetworkisthatremarkablysuccessfulOERdevelopmenthastakenplaceindiverseNetworkpartnerinstitutions–butinwaysthatareconsistentwiththedistinctiveethos,contextualrealities,strategiesandresourcesthatcharacteriseeachofthem.Asaresult,institutionshavedevelopedtheirowncreativeproceduresformakingthemostofOER,withappropriatesupportfromtheproject.WhilenoreadytemplateorchecklistforOERdevelopmentemerges,issuesofsignificancedo.Webeginwiththemostobviousissue.

10.1 TECHNICAL INFRASTRUCTURE

ThepromiseofmakingteachingresourcesdefactoOERcanbefulfilledonlyifthereareadequateICTplatforms.Whileprojectmanagementhassucceededadmirablyinmakingresourcesavailable(seeSection9inparticular),challengesinpartnerinstitutionsremain.AswellashavingbeenreportedintheNetwork’scasestudyresearch(Ludewig

27OneoftheproblemsforUWCDentistrywasthatalthoughtherewasaneedforOER,production“justdidn’tworkforus”.


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Omollo2011:11),technologyinfrastructurechallengeswerementionedbymanystudentsandseveralacademicsininterviewsandsurveys.Acaseofstudentexasperationwithcampustechnologywascitedin5.1above,andtherewereseveralothers,suchasonestudent’sdescriptionofhisattemptstousezippedfiles:

Andthenwhenyouunpackthem–Idon’tknow–Ihavetriedittwice.Itriedgettingthe…oralglucosetolerancetest.Idownloaded

itbutthenwhenIunpacked,Icouldn’tgetit.Idon’tknowwhatformattheyputitin.

AcademicsdonotappeartohaveuniformlybetteraccesstoICTeither.OnerespondenttotheonlinePublicSurveywrote:

It[OER]isagoodthing–butIworry.Howopenisopenaccess,whenaccesstotheInternetinCapeTownisstillsouneven?ThestaffinourlocalCapeTownCommunityHealthCentres,westillcannotconnectthemtoVULA.WecannotcommunicateandsharedocsviaVULA.Westilldeliverdocsbycar!

ThenatureofthechallengewasdrivenhomeinthecurrentstudywhenanumberofresponsesfromOERproducershadtobehandwrittenonprintedversionsofthequestionnaire,thenscannedandreturnedfromacentraloffice.Anumberofonlineresponsesdispatchedfromtheappointedofficedidnotreachtheirdestination.

WithouttheinfrastructuralsupportofOERAfrica,itseemspossiblethatmanygoodresourcesproducedonpartnercampuseswilllanguishonDVDsissuedtostudentsinahome‐grownandhome‐boundmanner.AfunctionalInternetconnectionisasinequanonforOERtoflourish.

10.2 OER CHAMPIONS – AND THE BIG CHAMPION

EarlierprojectevaluationscommentedontheexistenceinallinstitutionsofacoreofOER‘champions’fromdifferentbackgrounds.Ofallchampions,themostimportantistheonewhotakestheleadandwhohasthenecessaryinstitutionalpowerandstandingtomanagechange.AtUGandKNUST,thetwoprovostshaveledsuccessfulinstitutionalOERpolicydevelopmentinadditiontocreatingsystemstoinstitutionalizeOERproduction.InnovationsatUGincludedtheinvolvementofretiredprofessorstoeasetheadditionalworkloadthatcomeswithOERproduction,andtheemploymentofafull‐timemediaspecialisttofilmandpackageOER.AtKNUST,thetaskofOERproductionhasbeenharmonizedwiththeworkoftheDepartmentofCommunicationDesign(DeCoDe),tothemutualbenefitofboththeprojectandtheDeCoDeanditsstudents.SenioruniversitymanagementatUCTreliesonthedeanofhealthsciencestocomplementitsowneffortstomakeOERnormativeacrossallfaculties.28

UWCpresentsacontrast.InstitutionalOERpolicyhaslongbeeninplace:

28ThedeanalsoplaysanadvocacyroleonthecontinentthroughherpositionaschairoftheAfricanMedicalSchoolsAssociationandherinvolvementinotherAfricanorganizations.


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UWChasalonghistoryofsupportingtheuse,developmentand

diffusionoffree/opensourcesoftwareandeducationalresources.In2005UWC'sSenatepassedanambitiousFreeContent,Free/OpenCoursewarePolicy,whichremovedinstitutional

obstaclestopublicationofopeneducationalresources.TheFreeCoursewareprojectispartofabroadermovetowardsimplementationofthisstrategy.(FreeCoursewareProject,UWCnd)

Nonetheless,oneintervieweenotedthattheuniversity’s“strategicfive‐yearplanforteachingandlearning”makesnomentionofOER,andanotherremarkedthattheFreeCoursewarewebsite“lookssadandneglected”.Aheadofdepartmentaddedthatthereseemedtohavebeen“nodevelopmentsinceDerek[theacademicwhochampionedthepassageoftheFreeCoursewarethroughthesenate]left.Butithasn’tcloseddownasfarasI’maware.”Twokeyfactorshereappearrelated:(a)thechampionwhoshepherdedtheOERthroughtheUWCsenatesubsequentlylefttheuniversity,and(b)bothUWCSOPHandDentistrypilotedOERwithoutinstitutionalsupport.TheformerhassustaineditsrolelargelybecausethereisnaturalsynergybetweenOERanditsownmodusoperandiofproducingresearch‐basedlearningmaterialsfordistanceeducation.Thelatter,asmentionedabove,haltedOERproductionandhavebecome“OERusers”.

Ahigh‐levelchampionisanassetofcriticalimportance.

10.3 A STRUCTURAL HOME FOR OER

AlooselyknitpoolofchampionsworkingasindividualsisnotthekindofarrangementthatwillcreatesustainableOERmomentuminahighlybureaucraticenvironmentlikeauniversity.OERhastobecomepartoftheformalorganizationalstructure.ProjectexperienceshowsthatanestablishedunitthattakesontheroleofsupportingOERisadecidedasset.ThisisespeciallytrueifthatunitisabletoplaytheadditionalroleofaligningOERpracticesandneedswithuniversityregulationsandblanketissuessuchascopyright.Theacademiccitedbelowcaptureswhatmanyacademicshaveexpressedindifferentways:

WeneedabiggerteamsupportingOER,withfull‐timeemployees.OneofthechallengesIfoundwasthatpeoplewerebusywithotherthingsand,becausetheyarepart‐time,theyhaveotherthingstodo.Ifyouhaveafull‐timepersonthingskeepgoing–itwillnotslowprogress.OERactivitiesneedtohaveafocalpointinthe

faculty–itmakesitmorerealifthereisanOERareaasopposedtoitbeingpartofIT.(Mawoyo2012:13;17)

WiththeexceptionofUWC,NetworkpartnerinstitutionshavepowerfulinstitutionalchampionsandstructuralhomesforOER,staffedbyanindividual,orindividuals,whobecomethepublicfaceofOER.

10.4 AN INTELLECTUAL HOME FOR OER

PartnerinstitutionshavebeenmindfulofthefactthatOER,beingresourcesforteachingandlearning,mustbecoherentlyintegratedintoexistingprogrammes.This


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callsforcurriculumexpertise.KNUST,forexamplehasaninstructionalmodel;andUWCSOPHemploystwofull‐timeacademicswithqualificationsineducation.UCTprovidesanexampleofthesignificantbenefitsofanestablishedintellectualhomeforOER.TheCentreforEducationalTechnology(CET)is“ahybridcentrewithanexpertteamoflearningtechnologists,designers,teachingandresearchstaffandcurriculumsupportspecialists”(Mawoyo2012:3).Inadditiontomanagingtheuniversity’sopenaccessprojectsandsupportingtheNetwork,CETisanextremelypowerfulintellectualhomeforOER.ThetwoearlierevaluationsnotedthenumberofUCTacademicswhobelievedthattheirworkinproducingOERhadbenefitedimmeasurablyfromtheirstudiesinteachingandlearninginhighereducationofferedthroughCET.Theirstudieshadnotonlyenhancedtheirknowledgeofcurriculumandpedagogy.Theyhadalsocometogripswith“pedagogiccontentknowledge”(Shulman1987)–thewayinwhichthecontentofuniquedisciplinesisrecontextualisedintoprocedurestoenablesystematiclearning.

10.5 ‘RECULTURING’ THE CORE: TEACHING AND RESEARCH

Thecoreofacademicworkcomprisesteachingandresearch,butitisthelatterthatcarriesgreaterrewardandprestige.Academicswhowereinterviewedshowedkeenawarenessofthis,expressedintermssuchas:“We’repressurizedforhigherdegrees,forscholarlywork,”and“Researchiswhatcountshere.”

ParityintheincentivesstructureforresearchandOERproductionhasbeenachievedinapprovedinstitutionalpolicyatKNUST,andispendingatUG.Thisisamajoradvance.InthelongertermtherecouldbeadditionalmeritinbuildingonthewayinwhichsomeOERproductionhasbroughtteachingandlearningintoaclosermutualrelation.ThishasoccurredininstanceswheredScribershavebeeninvolvedinlocatingresearchtobebuiltintoOER;and,inthecaseofUWCSOPH,‘own’casestudyresearchisintegraltolearningmaterials.Encouragementforthefusionofresearchandteachingratherthanseeingthemasoppositionalactivitieshasthepotentialfor‘reculturing’(Fullan1998).Althoughwrittenwithschoolinginmind,Fullan’sargumentonthelimitationsofrestructuringhasequalrelevancetohighereducation:

Restructuringreferstochangesintheformalstructureofschoolingintermsoforganization,timetables,roles,andthelike.Restructuringbearsnodirectrelationshiptoimprovementsinteachingandlearning.Reculturing,bycontrast,involveschangingthenorms,values,incentives,skills,andrelationshipsinthe

organizationtofosteradifferentwayofworkingtogether.Reculturingmakesadifferenceinteachingandlearning.(Fullan1998:4)

10.6 PEER REVIEW AND QUALITY

Withoutvisiblepeer‐reviewprocesses,OERwillremainvulnerabletoaccusationsofsuspectquality.(Traditionalcontactteachingremainsstrangelyimmunetosuchsuspicioneventhoughmanystudentsandformerstudentsaresceptical.)PeerreviewisbuiltintoallOERproductionprocessesintheNetwork,atbothfacultyandNetworklevels,andthisisclearlyanessentialpartoftherequiredOERinfrastructure.Itisalsoanecessaryformofreassuranceforproducers,someofwhomhaveanxietyabouttheir


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work–whichwaspreviouslycompletelyprivate–suddenlybeingopentopublicscrutiny.

Atabroaderinstitutionallevel,however,considerationofqualityissueswouldbemostmeaningfuliflinkedwiththe‘bottomline’–thatis,cost.Section7alludedtodirectsavingsachievedthroughuseofOER.Nevertheless,thereappearedtobenoreadymechanismforquantifyingsavingsorcostbenefits.Asdifferentsectorsoftheuniversityplaytheirownrolesintheflowoffinances,thedevelopmentofamechanismforanalyzingcosts,savingsandbenefitswouldhavetobeaninstitutionalundertaking.

10.7 USE OF OPEN ACCESS SOURCES IN ALL TEACHING AND RESEARCH

Thispointfollowsdirectlyontheissueofcostsavings.dScribingprocessescanbeveryslowwhenexistingmaterialsarebeingconvertedintoOER.Copyrightclearanceitselfisslow.Muchofthisdifficultyandexpensecouldbeobviatedifinstitutionswerepreparedtomakeacommitmenttousingasmanyopensourcematerialsaspossibleand,inturn,topublishingtheirownproductsinopenaccessforums.

Thereareusefulprecedents.ArecentmemofromHarvard'sfacultyadvisorycouncildeclaresthatmajorscientificpublishershadmadescholarlycommunication“fiscallyunsustainable”.

Exasperatedbyrisingsubscriptioncostschargedbyacademicpublishers,HarvardUniversityhasencourageditsfacultymemberstomaketheirresearchfreelyavailablethroughopenaccessjournalsandtoresignfrompublicationsthatkeeparticlesbehindpaywalls.29

10.8 STUDENT EXPECTATIONS

Theexpectationsofstudentsarealltooeasilyneglectedwhenuniversitysystemsareunderconsideration.Studentsinthisstudyemergedashavingstrong,clearlyexpressedviewsandexpectations.Theirviews(Section5.1)onhowteachingcanoptimizelearningopportunitiescreatedbyOERwereasincisiveasthoseofacademics.Studentsexpectgoodresource‐basedteachingaswellasfunctionalICTsystemsforaccessingresources;andtheymadeaclearcallformorepublicityaboutsiteslikeOERAfricaandprojectsliketheAfricanHealthOERNetwork.

StudentviewsanddemandscanbeastrongassettothecauseofOERuseandreuse.Responsetotheseviewscouldprovideausefulwayforacademicstocombinereflectiveteachingwithresearchforpublication.

10.9 EXTERNAL SUPPORT

Anintriguingpossibilitywasraisedearlier:DothosewhoareintroducedtoOERandsupportedinOERproductionprogressnaturallyfrombeingproducersoforiginalOER

29ISample,“HarvardUniversitysaysitcan’taffordjournalpublishers’prices”,Guardian,24April2012.From:http://www.guardian.co.uk/science/2012/apr/24/harvard‐university‐journal‐publishers‐prices,accessedApril2012.


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tobecomingusersofOER?Thecurrentstudyfoundsomeevidenceofthis,butuntilthereismoresystematicresearchthispossibilityremainsthekindofhunchthatsometimesguidesresearch.Aschangetakeshold,changescertainlydooccur.Forexample,atUGitwasnotedthatOERcameasa“newidea”.Withmuchprogresshavingbeenmade,“byandlarge,theobstacleisnolongerfearasmuchastimeinwhichtoworkonOER”.

LeavingasidethequestionofwhethertheOERprocessacquiresitsownmomentum,externalsupportforOERremainsimportantatanumberoflevels.Atatechnicallevel,theOERAfricawebsiteisofkeysignificance,andfromuniversitymanagersthereisappreciationforNetworksupportacrossissuesrangingfrompolicydevelopmenttosimplykeepingabreastoffast‐movingdevelopments.ThedeanatUCTwasquotedearlierassayingthatOERAfricaisa“facilitator,inspiration,technicalsupportandmanagementcentre”.

SimilarneedforprojectsupportisevidentonthepartofindividualacademicsinvolvedinOERproductionanduse.AnacademicatUGputitthisway:“Fundingornofunding,wewillcontinuewithOER.Butweneedanoccasional‘brushup’fromOERAfrica.Weneednewideastomaintainthepassion.”

11. EFFECTIVE CROSS-INSTITUTIONAL COLLABORATION MODEL FOR OER PRODUCTION

11.1 CROSS-INSTITUTIONAL COLLABORATION ACHIEVED THUS FAR

Cross‐institutionalcollaborationonOERproductionwithintheNetworkhasnotyetdevelopedmuchbeyondtheindividualnetworksinexistencepriortotheinceptionoftheAfricanHealthOERNetwork.TherelativelackofnetworkingthatisevidentconfirmsthefindingsoftheLuoetal.(2010)studyoncollaboration:

Mostoftheintervieweesstatedthateventhoughtheysawthebenefitsofcross‐institutionalcollaboration,theydidnotknowhowtoinitiatecollaboration.Inparticular,participantsdidnotknow“whattheperson[fromotherinstitutions]does,theskillhe

has,theinterestoftheperson,andproductionsthathe’sdone”.(Luoetal.2010:17)

Intervieweesintheearlier,Phase2evaluation(OERAfrica2011)readilyacknowledgedtheneedforcollaboration,aswellasshortcomingsinthisregard.Atthecurrentstageoftheproject,however,theseshortcomingsarenotperceivedbyprojectparticipantsasanykindoffailure.Aspartofgeneralrecognitionthatchangeisslowandincremental,initialeffortshavebeenstronglyfocusedonthefirst,essentialstep:OERproductionwithintheinstitution.Partnerinstitutionshavefocusedon“gettingthingsrightathomefirst”,asonerespondentputit.

Atthelevelofprojectmanagement,thepictureofcollaborationisverydifferent.“[M]embersoftheAfricanHealthOERNetworkareactiveparticipantsandnetworkersontheinternationalfront,andenjoyahighprofile”(OERAfrica2011:28–29).ThemoststrikingsingleexampleofimpactistobeseeninagreementsforcollaborationwiththeHigherEducationAllianceforLeadershipThroughHealth(referredtoastheHEALTHAlliance),“alegalorganisationthatimplementsregionalactivitiesandcoordinates


54

curricula”.30Thealliancecomprisessevenschoolsofpublichealth,atthefollowinginstitutions:

MakerereUniversity,Uganda. JimmaUniversity,Ethiopia. MuhimbiliUniversity,Tanzania. KinshasaUniversity,DemocraticRepublicofCongo. NationalUniversityofRwandaSchoolofPublicHealth. NairobiUniversity,Kenya. MoiUniversity,Kenya.

TheimpactoftheAfricanHealthOERNetworkisbestcapturedinthefollowingstatementfromaHEALTHAllianceproposal:“ThedevelopmentofstandardizedcurriculaandmaterialsfortheMaster’sProgrammesinPublicHealthwillbedonewithinanOERframework”31(writer’semphasis).

IthasbeenconsistentlyarguedthatOERsuccesswithinpartnerinstitutionswaslargelyattributabletoOERdevelopmenthavingtakenplaceinlogically‘grounded’waysalignedwithinstitutionalneedsandpriorities.ItisnotablethattheNetworkarrangementwiththeHEALTHAlliancehaditsoriginsininstitutionalneeds.Inthisinstance,Networkmanagementwasabletorespondappropriatelytothealliance’swishtoincreaseaccesstopublichealtheducationintheregion,aswellastosynchronizethecoursesinthemastersprogramme(MPH)soastofacilitatecredittransferandstudentexchangeacrossregionalschoolsofpublichealth.

Therecansurelybenobetterstimulusforcross‐institutionalcollaborationonOERproductionthanthecommoncurriculumofanallianceofinstitutionsworkingtogetherwithinanOERframework.

11.2 POSSIBLE MEASURES TO PROMOTE COLLABORATION

ProjectexperiencessuggestanumberofpurposefulmeasuresthatmightbeconsideredaswaysofstimulatingcollaborationsonOERproduction.

(a) VisitingprofessorshipscanbringvaluableOERexpertisetocontextsofneed.Thetwoearlierprojectevaluationsdrawattentiontotheimmensevalueoftheyear‐longsabbatical(August2008–August2009)thatU‐M’sProfessorCaryEnglebergspentatKNUSTduringwhichhealsoworkedwithacademicsatUG.Thiswasnotonlykeyin‘kickstarting’OERprocesses.AfterasubsequentreturnvisitbyProfessorEngleberg,alecturerfromtheDeCoDeatKNUSTundertookasix‐monthresearchfellowshipatU‐Mtostudyinstructionalandinteractivedesignprinciples(LudewigOmolloetal.2012).AfricanacademicswithrecentlyacquiredOERexpertisecouldtakethistootherinteresteduniversitiesaspartofroutinevisitingprofessor/sabbaticalarrangements.

(b) Judgingbytheinterestshownbyrespondentstotheonlinequestionnaires,theAfricanHealthOERNetworknewsletterhasmuchpotentialforgeneratingthekind

30http://halliance.org/31Fromthedraftdocument“Proposalforthedevelopmentofstudent‐centredOERtosupportregionalMPHprogrammesinEastAfricathroughtheHEALTHAlliance”(23February2012).


55

ofpublicityfortheNetworkthatmanystudentandacademicrespondentsurged.Amongotherservices,thenewslettercouldbetheconduitbetweeninstitutionsofferingvisitingprofessorshipsandOERexpertseligibleforsabbaticals.SuchaservicemighthelpovercomethekindofdifficultyexperiencedbyUWCDentistry.Duringtheirearlyinvolvementintheproject,thefaculty’seffortstofindsomeoneexperiencedtoworkwithinprostheticshadbeenunsuccessful,ashadtheireffortsat‘twinning’withanotheruniversity.

(c) TheintellectualhomeforOER–referredtoin10.4above–hasfinancialimplications.Analternativethatcouldalsocontributetointer‐institutionalcollaborationwouldbethedevelopmentofOERcoursesforacademics.ModulesorhigherdegreeprogrammescouldcovervarioustopicsacrosstheproductionanduseofOERinhighereducationteaching.

(d) Research‐productiveacademicshavetheirownpersonalnetworks.ExamplesofactiveresearchbeingcombinedwithmaterialsproductionintheproductionofthemoreextendedtypesofOERwerementionedabove.AsmoreOERofthistypeareproduced,thereisincreasedlikelihoodofexistingresearchnetworksbroadeningintoresearchandOERproductionandusernetworks.Similarly,ifinstitutionsencouragedacademicstouseopenlylicensedteachingmaterialsandtopublishresearchinopenaccessjournals,thiswouldfosterincreasedOERawarenesswithinspecializedcommunitiesofpractice.Peer‐reviewprocessescouldalsoraisesuchawareness,leadingtonewcollaborations.

11.3 CONCLUSION: PROMOTING CROSS-INSTITUTIONAL COLLABORATION

TheoverallpicturestronglysuggeststhatiftheNetworkmodelthathasunderpinnedsuccessfulOERproductionandextensionissustained,cross‐institutionalcollaborationwillfolloworganically,alongthelinesoftheagreementwiththeHEALTHAlliance.

ThemostimportantprinciplewithrespecttoextendingcollaborationwouldseemtobeexactlywhattheNetworkhasbeendoing:identifyinglocallyrootedcurriculumneeds,andthenrespondingwithappropriatesupport.Withitssensitivitytodemand,thismodelovercomeswhatElmore(1999)identifiesasthekeyreasonwhyeducationalinnovationtakesholdinonlyafractionofinstitutions:“Theproblem…liesnotinthesupplyofnewideas,butinthedemandforthem”(1999:256).12. CONCLUSION Thisoverallconclusionnowdrawstogethertheconclusionsreachedattheendofeachofthesub‐sectionsonprojectimpact.Keyfindingsandstatisticsarehighlighted.

12.1 IMPACT WITHIN NETWORK PARTNER INSTITUTIONS

(a) ImpactacrosspartnerinstitutionsTheprojecthashadhighimpactacrossthepartnerinstitutions.ThecommittedpoolofOERchampionscontinuestoincrease,albeitslowly.OERproductioncontinuesapace,accompaniedbytherecenttrendofmuchincreasedinterestandactivityintheuseandadaptationofexistingOER.Theonlynon‐OERproducer,UWCDentistry,nowfocusesonOERuse.


56

(b) ImpactonteachingandlearningAcademicsandstudentsstronglyaffirmthebenefitsofOERinteachingandlearning.Academicsreportimpactintermsofwaysinwhichtheyareredefiningtheirgeneralapproachtoteaching.Multimediaresource‐basedteachingmovesnaturallyinthedirectionofmoreactivelearner‐centredmethodsthatpromotegreaterstudentindependenceandresponsibilityformanagingtheirownlearning.Insomecases,researchandteachingwerebeingbroughtintoamoreproductiverelationship.StudentswerekeenlyawareofchangesinteachingapproachesandofhowacademicscouldfurtherexploitthepotentialofOER.TheyexpressedclearexpectationsthatOER‐basedteachingshouldbecomenormativeandthatcampusinfrastructureshouldallowthemreadyandindependentaccesstoweb‐basedresources.

(c) ExtendingfromOERproductiontoincreasinguseofOERWhilepartnerinstitutionshavefocusedstronglyonproducingOER,bothOER‐producingandnon‐OER‐producingacademicshavebeguntouseOER.TheirknowledgeofOERcanbeattributedtotheNetwork,andindeeditisprincipallyOERfrompartnerinstitutionsthatarebeingused.

(d) MovingfromOERproductiontoOpenEducationalPracticesFacultiesinpartnerinstitutionshavemovedbeyondmeetingtheoriginalNetworkcontractualobligationofOERproduction.Withtake‐uphavingextendedtothehostinstitutionsthemselves,theNetworkisatthethresholdofachievingashiftfromOpenEducationalResourcestoOpenEducationalPractices(OEP).NetworkimpactcomesclosetothisdefinitionofOEP:

OpenEducationalPractices(OEP)aredefinedaspractices

whichsupporttheproduction,useandreuseofhighqualityopeneducationalresources(OER)throughinstitutionalpolicies,whichpromoteinnovativepedagogicalmodels,andrespectandempowerlearnersas

co‐producersontheirlifelonglearningpath.OEPaddressthewholeOERgovernancecommunity:policymakers,managersandadministratorsoforganizations,educationalprofessionalsandlearners.(ICDEnd)

WithOERhavingarrivedatUGandKNUSTasanewconcept,theshiftininstitutionalidentitytowardsOEPisamajordevelopment.Likewise,UCTnowhasanexplicitpositionwithregardtoOEP(seeOER@UCT2011).ThisdevelopmentcannotbeattributedsolelytotheNetwork,whichhasaugmentedotherOERmovementsalreadyinprogressatUCT.However,theNetworkhasclearlymadeanimportantcontribution.Moreover,whenitcomestooverallimpact,itissurelythecauseofOERorOEPthatismoreimportantthanthebrandingthatpromotesit.Theopenaccesscauseislikelytobebestservedwhendifferentforcesandprojectscontributeindifferentwaysbutwithunityofpurpose.

(e) SignificantOERpolicydevelopmentImpactextendsbeyondthepartnerfacultiesthathavepioneeredOERintheirinstitutions.PolicydevelopmentsinthreeofthefourNetworkinstitutionshavemovedtowardsOER‐amenableopenaccessmodesofoperationatinstitutionallevel.Changingidentitiesareevidentatbothinstitutionalandindividuallevels.

(f) NewNetworkconnectionsacrosshighereducationinstitutions


57

Theabovepointalsohasrelevancetotheonlysignificantmetricsindicatornotfullyachieved:“newconnectionsacrossinstitutionsforsharingknowledgeofhealtheducation”.ConnectionsacrossarangeofinstitutionsbeyondtheNetworkpartnersarearguablyamoreimportantdevelopment.Moreover,collaborationandnetworksaretoopersonaltobeengineered–theyemergethroughpracticebasedoncommoninterestsandthedevelopmentoftrust.ProspectsfornewOERconnectionsandcollaborationarecertainlyenhancedbythemorewidespreadavailabilityanduseofNetworkOER.Inthisregard,Networkmanagementhaslaidthenecessarygroundwork.ManagementhasbroughtnewinstitutionsintotheOERframework.ThisformalagreementwiththeHEALTHAlliancebringsthestandardizedcurriculumacrosssevenconstituentuniversitiesintoanOERframework.

12.2 IMPACT ACROSS BROADER COMMUNITIES AND NETWORKS

Inadditiontoinitiatingandsupportingprojectpartnersincontextuallysuitableways,theNetworkhasbeensuccessfulinachievingthefollowing:

Avisibleandaccessibleengagementprocessforcreating,using,discussingorpromotinghealthOER.

Theassemblyofhigh‐qualityAfrican‐producedOERrepresentingawiderangeofhealthdisciplines(310healthresourcesrepresenting13disciplinesand20sub‐disciplines).

AvisibleandusedportfolioofOERhealtheducationlearningmaterials,whichaugmentsandhighlightsinstitutionalandglobalrepositories(OERAfricahasatotalof10824visitors,whileU‐Maverages1500viewspermonth).

ScholarlyoutputonOERinconferencesandpublications.

ImpactoftheNetworkisbeingexperiencedinthedevelopingworld,andinAfricainparticular.Resourcesacrossarangeofdisciplineshavebeendownloadedandused;andjudgedtobeusefulandofhighquality.YouTubevideoOERhavegenerated804individualratingsonquality,withanaverageratingof4+starsoutof5.Themostcommonlyrecurringwordsinviewers’commentsare“thanks”,“thankyou”and“understand”.

IntheonlinePublicSurvey,63%ofrespondentsreportedhavingfoundusefulresourcesontheOERAfricawebsite;and80%were“verylikely”torecommendthesitetocolleagues.

12.3 NETWORK RATIONALE AND PROVISION OF TRAINING IN THE HEALTH SCIENCES

Inconclusion,werelateNetworkimpacttoitsrationale.Theplightofuniversitiesiswellrepresentedinthemedia.Increasingly,inthejargonthathasbecomepopular,theyareexpected‘todomorewithless’.ThefollowinggloomyviewintheSouthAfricanBusinessDayreflectsthisdiscourse.Undertheheading“Excellencehasbecomealuxuryuniversitiescannolongerafford”,anacademic(writinginhisprivatecapacity)argues:

Fromauniversitymanagementperspective,lowpassratesmeanlessmoneyinthepocketandthespectreofundesirable

outcomes…Sohowdoesauniversityrespondtothissituation?In


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realityitallbecomesanumbersgame–managementbyspreadsheet…Withthepresentfundingformulaforhighereducationinplace,universitiestalkexcellencebuttheysimply

cannotaffordit.Universitiescanaffordonlymediocrity.32

Constraintsarereal,butthiskindofargumentwouldbemorepersuasivehadtherebeennotechnologicaldevelopmentandsocialchangesinceJohannesGutenberg.TheAfricanHealthOERNetworkhasshownthatqualityandcost‐effectivenessareneithermutuallyexclusivenorunattainable.ThecurrentimpactstudyfindsexamplesofdirectandsignificantindirectsavingsthroughOER;andenhancedqualityisevidencedintheaccountsofacademicsandstudentsaswellasinnewqualityassurancepeer‐reviewmechanisms.

ThefoundingprojectrationalefortheAfricanHealthOERNetworkisthatpoorhealthoutcomesinAfrica’sdevelopingcountriesarepartlyattributabletotoofewhealthproviders,staffandresources;andtotoomanystudents.OERdevelopedthroughcollaborativenetworkscanleadtomoreproductiveteachingandlearning,andultimatelytomoreandbetterhealthcareproviders(Open.Michigan2011a;OERAfrica&U‐M2010).

ImpactoftheNetworkfullyjustifiesthetheoryofchangeonwhichtheprojectisbased.HighimpacthasbeenachievedinawaythatservesalsoasamodelforOERadoptioninotherdisciplinesinotherAfricanuniversities.

32CBoshoff,“Excellencehasbecomealuxuryuniversitiescannolongerafford”,BusinessDay,23January2012.


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13. REFERENCES AdanuRMK,Adu‐SarkodieY,Opare‐SemO,NkyekyerK,DonkorP,LawsonA&EnglebergNC(2010)ElectroniclearningandOpenEducationalResourcesinthehealthsciencesinGhana.InGhanaMedicalJournal44(4).From:http://www.ghanamedj.org/pastjournal.php?JID=25,accessedApril2012

AfricanHealthOERNetwork(2011)AfricanHealthOERNetwork.From:http://open.umich.edu/education/med/oernetwork/grants/african‐health‐oer‐network/2010,accessedJuly2010

BreierM&WildschutA(2006)Doctorsinadividedsociety:TheprofessionandeducationofmedicalpractitionersinSouthAfrica.From:http://www.hsrcpress.ac.za/product.php?productid=2146&freedownload=1,accessedApril2012

EbrahimE&RanganVK(2010)Thelimitsofnonprofitimpact:Acontingencyframeworkformeasuringsocialperformance.WorkingPaper.SocialEnterpriseInitiative,HarvardBusinessSchool

ElmoreRF(1999)Gettingtoscalewithgoodeducationalpractice.InBMoon&PMurphy(eds)Curriculumincontext.London:PaulChapman

FaganJ(2012)Openaccessatlasofotolaryngology,headandneckoperativesurgery.From:http://www.oerafrica.org/ResourceResults/tabid/1562/mctl/Details/id/39086/Default.aspx,accessedMay2012

FreeCoursewareProject,UWC(UniversityoftheWesternCape)(nd)FreeCoursewareatUWC.From:http://freecourseware.uwc.ac.za,accessedMarch2012

FullanM(1998)Leadershipforthe21stcentury:Breakingthebondsofdependency.EducationalLeadership55(7).From:http://michaelfullan.ca/Articles_98‐99/04_98.pdf,accessedApril2012

GlennieJ,HarleyK,ButcherN&VanWykT(eds)(2012)Perspectivesonopenanddistancelearning:Openeducationalresourcesandchangeinhighereducation:Reflectionsfrompractice.CommonwealthofLearning/UNESCO.From:www.col.org/psoer,accessedMay2012

HoosenS&LudewigOmolloK(2010)TheAfricanHealthOERNetwork:AdvancinghealtheducationinAfricathroughopeneducationalresources.From:http://open.umich.edu/education/med/oernetwork/reports/ajhpe‐article/2010,accessedApril2012

ICDE(InternationalCouncilforOpenandDistanceEducation)(nd)Definitionofopeneducationalpractices.From:http://www.icde.org/en/resources/open_educational_quality_inititiative/definition_of_open_educational_practices,accessedMarch2012

KNUST(nd)KNUSTOpeneducationalresources.Strategicpriorities.From:http://web.knust.edu.gh/oer/pages/sections.php?siteid=knustoer&mid=23&sid=120,accessedApril2012

LudewigOmolloK(2011)GrowinganinstitutionalhealthOERinitiative:AcasestudyoftheUniversityofGhana.From:


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http://open.umich.edu/education/med/oernetwork/reports/case‐study‐ug/2011,accessedMay2012

LudewigOmolloK&MawoyoM(2011)ReflectionsonthepasttwoandahalfyearsofacollaborativehealthOERproject.From:http://open.umich.edu/education/med/oernetwork/reports/reflections‐collaboration/2011,accessedApril2012

LudewigOmolloK,RahmanA&YebuahC(2012)ProducingOERfromscratch:ThecaseofhealthsciencesattheUniversityofGhanaandtheKwameNkrumahUniversityofScienceandTechnology.InJGlennie,KHarley,NButcher&TvanWyk(eds)Perspectivesonopenanddistancelearning:Openeducationalresourcesandchangeinhighereducation:Reflectionsfrompractice.UNESCO/COL.From:www.col.org/psoer,accessedMay2012

LuoA,Ng’ambiD&HanssT(2010)Fosteringcross‐institutionalcollaborationforopeneducationalresourcesproduction.From:http://open.umich.edu/education/med/oernetwork/reports/oer‐collab‐report/2010,accessedApril2012

MawoyoM(2012)GrowinganinstitutionalhealthOERinitiative:AcasestudyoftheUniversityofCapeTown.From:http://www.oerafrica.org/ResourceResults/tabid/1562/mctl/Details/id/39105/Default.aspx,accessedMay2012

Mendeley(2012)Publichealthcasestudies.Aboutthisgroup.From:http://www.mendeley.com/groups/1629163/public‐health‐case‐studies,accessed1May2012

OERAfrica(2009)HealthOERinter‐institutionalprojectformativeevaluationofhealthOERDesignPhase.From:http://www.oerafrica.org/ResourceResults/tabid/1562/mctl/Details/id/37528/Default.aspx,accessedApril2012

OERAfrica(2011)2010‐2011AfricanHealthOERNetworkPhase2evaluation:Consolidationandsustainability.From:http://www.oerafrica.org/ResourceResults/tabid/1562/mctl/Details/id/38800/Default.aspx,accessedApril2012

OERAfrica&U‐M(2010)2010‐2011AfricanHealthOERNetwork.ProposaltoHewlettFoundationEducationProgram.From:https://open.umich.edu/wiki/images/7/71/20091009UM‐OERAfricaHewlett2010HealthOER‐proposal‐public.pdf,accessedJuly2010

OER@UCT(2011)UCTmovingtowardsopeneducationpractices.PostedbyMichaelPaskevicius.From:http://blogs.uct.ac.za/blog/oer‐uct/2011/09/12/uct‐moving‐towards‐open‐education‐practices,accessedMay2012

Open.Michigan(2011a)HealthOERcollaborations.From:https://open.umich.edu/wiki/Health_OER_Collaborations,accessedApril2012

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ShulmanLS(1987)Knowledgeandteaching:Foundationsofthenewreform.InDHartley&MWhitehead(eds)Teachereducation.Majorthemesineducation.Vol.IIICurriculumandchange.London&NewYork:Routledge

TagoeN,DonkorP,AdanuR,Opare‐SemO&EnglebergNC(2010)Beyondthefirststeps:SustaininghealthOERinitiativesinGhana.From:http://open.umich.edu/education/med/oernetwork/reports/health‐oer‐ghana/2010,accessedApril2012


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14. APPENDICES

APPENDIX 1: INTERVIEWEES (PERSONAL, TELEPHONIC AND SKYPE)

UniversityofGhana

Academicstaff:ProfessorAaronLawson(provost),ProfessorRichardAdanu,Rev.DrThomasNdanu,MrChrisYebuah(alltelephonic,29March,4April,2April,30March,respectively)

Students(focusgroupofsixthird‐yearclinicalstudentswhooptedforanonymity)(November2011,interviewconductedbyMsKathleenLudewigOmollo)

KwameNkrumahUniversityofScienceandTechnology

Academicstaff:ProfessorPeterDonkor(provost),MrGeorgeKoffour,MsNadiaTagoe(telephonicandSkype,30March,3April,30March,respectively)

Students(focusgroupinterviewwithfive2011graduates):DrEmmanuelAdomako,DrJocelineAfrane,DrMillicentAmankwah,DrPhilipOppong‐Twene,DrRonaldWilliams(November2011,interviewconductedbyMsKathleenLudewigOmollo)

UniversityofCapeTown

ProfessorMarianJacobs(dean),ProfessorGregDoyle(personalinterviewandSkype,28March,5April,respectively)

UniversityoftheWesternCape

SchoolofPublicHealth,FacultyofCommunityandHealthSciences:

MsLucyAlexander,MsLisaBelle,MsAllisonFullard,ProfessorUtaLehman,MsNikkiSchaay,ProfessorThandiPuoane(personalinterviews,26March)

FacultyofDentistry:

ProfessorWendyMcMillan(personalinterview,27March)


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APPENDIX 2: DISTRIBUTION STRATEGY FOR QUESTIONNAIRES

TherearethreesurveysintotalfortheAfricanHealthOERNetworkimpactresearch:

1. Studentsurvey

2. Facultysurvey

3. PublicSurveyAllthreesurveyswillbemadeavailableinbothaneditableWorddocumentversionforpeoplewhoprefertocompleteitofflineandemailtheirresponseandanonlinesurveyatwww.surveymonkey.com.

FacultyStaffandStudentSurveys

Bothsurveyswillbesharedwiththeprojectcoordinatorsatpartnerinstitutionstodistributeandpublicizetohealthsciencesdepartment/facultytoensurethatasmanypeopleaspossiblecompletethesurvey.

Theconsultantwillcommunicateviaemailwiththeprojectcoordinatorsatthevariousinstitutions.

PublicSurvey

Thissurveyisaddressedtothebroaderpublicofhealthsciencesfacultystaffandstudentsoutsideofthepartnerinstitutionslistedabove.Facultystafforstudentsfromourpartnerinstitutions(UCT,UWC,KNUSTandUG)neednotcompletethisquestionnaire.

ThePublicSurveywillbepublicizedanddistributedasfollows:

Websites

OERAfricawebsite–www.oerafrica.org AfricanHealthOERNetworkwebsite–www.oerafrica.org/healthoer SaidewebsiteandBlog–www.saide.org.za,http://blog.saide.org.za

NewsletterandMailingLists

SentbySaideviatheSaideMarch2012newslettermailinglist AnnouncementontheAfricanHealthOERNetworkmailinglist

PartnerInstitutions

Thefollowingpartnerinstitutionswillbetargetedandaskedtoshare/distributeandpublicizethesurveyontheirwebsites,mailinglist,intranets,librariesetc.:

UniversityofMichigan,UCT,UWC,KNUSTandUG HIBBs,GlobalHealthInformaticsPartnership(GHI)andAmericanMedical

InformaticsAssociation(AMIA) MedEdPORTAL MEPI HEALTHAlliance UniversityofMalawi,HaramayaUniversity,MakerereUniversity


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SocialNetworkingSite

DistributedopenlyviaOERAfricaFacebookpage,otherrelevantFacebookpages,discussionlists,blogs,Twitteretc.,withanopeninvitationforinstitutionsandindividualstocompletethequestionnaireonline.

SurveyDistributionandReport

Allsurveyswillbeavailablefrom1March–31March2012. ResultcompilationinApril,2012


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APPENDIX 3: ADDITIONAL DETAIL ON PROJECT METRICS

PARTA:#INDIVIDUAL/ORGANIZATIONALCONTENTCONTRIBUTORS

Table12:Listof115authorsrepresenting12institutions,andnumberofresources

Creators/authors #resources

1. DaveWood11533

2. YashikSingh20

3. DianeAwerbuck15

4. JWelbeck,JOOliver‐Comey,BGoka,ORodrigues,EBadoe,CEnweronu‐Laryea,COduro‐Boatey,LRenner,RichardMKAdanu,ChrisAndrewYebuah

13

5. JessicaCote,PeteHanke11

6. BeverlyMusick8

7. DesmondTutuTuberculosisCentre7

8. NiiArmahAdu‐Aryee,EQArchampong,EDYeboah,Baako,MichaelSegbefia,RichardMKAdanu,ChrisAndrewYebuah

6

9. CallieArchibald,KristenZwick5

10. AtinkutAlamirrew,DesalegnTegabu4

11. CaryEngleberg4

12. JaneYeats4

13. GeorgeKoffour,SamuelOwusuAgyeman‐Duah,BenjaminPrempeh,EllaKasanga

4

14. TimNoakes4

15. RAKwame‐Aryee,RichardMKAdanu,DorothyAdelinaDaisyMensah,MadamHammond,ChrisAndrewYebuah

4

16. JohanFagan3

17. ParvatiDev,PatriciaYoungblood3

18. DesalegnTegabu3

19. RichardAdanu,CaryEngleberg3

20. SarahHoosen3

21. JohnESidle3

22. SherrilynneFuller3

23. JonnyMyers2

24. KathleenLudewigOmollo2

33Correspondenceofthisnumberwiththetotalnumberofauthorsispurelycoincidental!


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25. GeorgeKoffour,SamuelOwusuAgyeman‐Duah,BenjaminPrempeh2

26. Unknown2

27. AldoMarchesini2

28. MatumoRamafikeng,LanavanNiekerk1

29. DiMcIntyre1

30. MignonneBreier,AngeliqueWildschut1

31. NadiaTagoe,PeterDonkor,RichardAdanu,OheneOpare‐Sem,CaryEngleberg

1

32. NeilMyburgh,DebraJackson1

33. People'sOpenAccessEducationInitiative1

34. PeterDonkor1

35. OheneOpare‐Sem,CaryEngleberg1

36. OpenUniversity,UK1

37. TimNoakes1

38. RolandEastman1

39. RebeccaNgalande,ElizabethChodzaza,ChrissiePhiri,EphraimBanda,LignetChepuka,MaryKamphindaBanda,WynessGondwe,AndrewMoore,ChristineRandell

1

40. ResearchEthicsProgramWebsite1

41. USAgencyforInternationalDevelopment1

42. UtaLehmann1

43. WendyVenter,KirstieRendall‐Mkosi,LucyAlexander1

44. VeronicaMitchell1

45. WorldMedicalAssociation1

46. YawAdu‐Sarkodie,CaryEngleberg,CharlesAgyeiOsei1

47. TYoung,TTucker,MGalloway,PManyike,AChapman,JMyers1

48. RichardPhillips,StephenSarfo,EmmanuelAdu,CaryEngleberg,VeronicaOkyere‐Afriyie

1

49. RupeshDaya,MauriceKibel,StaceyStent1

50. SarahHoosen,KathleenLudewigOmollo1

51. UniversityofMichigan,OERAfrica1

52. StephenJeffery1

53. StephenJeffery,PeterdeJong1

54. GeorgeKoffour,SamuelOwusuAgyeman‐Duah,BenjaminPrempeh,AnneAcquaah

1

55. GraemeCopley1


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56. IngePetersen,ArvinBhana,AlanJFlisher,LeslieSwartz,LindaRichter(eds)

1

57. InternationalJournalofEpidemiology1

58. MohamedJeebhay,RodneyEhrlich1

59. KathleenLudewigOmollo,MonicaMawoyo1

60. KenHarley1

61. MKibel,LLake,PPendlebury,CSmith(eds)1

62. KirstieRendall‐Mkosi,LucyAlexander,NandiphaMatshanda1

63. KwabenaDanso,CaryEngleberg1

64. KNUST1

65. LaurelBaldwin‐Ragaven,LeslieLondon1

66. LeadershipInitiativeforPublicHealthinAfrica1

67. LearningNetworkforHealthandHumanRights,SchoolofPublicHealthandFamilyMedicine

1

68. LeslieLondon1

69. FrancisAYeboah,CaryEngleberg1

70. DiMcIntyre,LucyGilson1

71. BrianWatermeyer,LeslieSwartz,TheresaLorenzo,MargueriteSchneider,MarkPriestley(eds)

1

72. BritishJournalofSurgery1

73. DepartmentofMedicine,UCT1

74. CaryEngleberg,YawAdu‐Sarkodie1

75. CeliceMcDermott,NanaOsem,OseiTutu,AkuaNketiahAdjapong,KojoTwumNimak,OppongVictorBarnor,CaryEngleberg,VeronicaBoatemaa,Owusu‐Afriyie

1

76. MickeyChopra,JohnCoveney1

77. AirongLuo,DickNg’ambi,TedHanss1

78. AkyeEssuman,CaryEngleberg1

PARTB:OERACROSSDISCIPLINES

Table13:310healthOERresourcesacrossdisciplines

Discipline Numberofresources

BehaviouralSciences 4

Psychology 2

Ethics 54

ClinicalEthics 7


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Discipline Numberofresources

CodesofEthics 7

EthicalAnalysis 13

ResearchEthics 11

HealthServicesAdministration 3

OrganizationandAdministration 3

Informatics 35

PublicHealthInformatics 8

Medicine 42

FamilyMedicine 1

InternalMedicine 3

Microbiology 6

Obstetrics&Gynaecology 14

Otolaryngology 2

Surgery 9

Paediatrics 15

SportsMedicine 5

TravelMedicine 1

Nursing 1

Midwifery 1

Pathology 1

Pharmacology 7

Biopharmaceutics 7

PublicandCommunityHealth 150

CommunityMentalHealthServices 1

Epidemiology 1

OccupationalHealth 6

MedicalSociology 5

Neurology 1

Researchdesign 5

PARTC:YOUTUBEVIDEOS

110videos 560minutes 1093831(909365,U‐Mand184466,OERAfrica,totalviews) 855favourites


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804individualshaveratedthevideos,withaverageratingofover4starsoutof5. 183comments

Table14:OERwiththehighestnumberofviews

Title Views

1. EpisiotomyRepair:Infiltrationanaesthesiaatthetimeofcrowning 190311

2. ExaminationofthePregnantWoman:Examinationofthechest 93873

3. Real‐timePolymeraseChainReaction(PCR) 75025

4. Enzyme‐LinkedImmunosorbentAssay(ELISA) 64726

5. ExaminationofthePregnantWoman:Examinationofthepregnantabdomen

64394

6. IntrotoPolymeraseChainReaction(PCR) 39719

7. ExaminationofthePregnantWoman:ReportingtheObstetricAbdominalExamination

38031

8. EpisiotomyRepair:Suturingofthemusclelayer 27292

9. TotalAbdominalHysterectomy:Catheterisation 23948

10. EpisiotomyRepair:Placementofaswabandinfiltrationoflocalanaestheticfortherepair

22765

PARTD:TOP20RESOURCEDOWNLOADSFROMTHENETWORK

Table15:Top20resourcedownloadsfromtheAfricanHealthOERNetworkwebsite

Title Views

1. AlcoholProblems:Ahealthpromotionapproachmoduleguide 810

2. OperarFistulasVesico‐Vaginais(FFV) 512

3. Ear,NoseandThroatTutorial 510

4. ManagingChangeinHealthcareITImplementations:Selectedreferences 509

5. SurgicalRepairofVesico‐VaginalFistulae(VVF) 490

6. MeasuringHealthandDiseaseI:Introductiontoepidemiologymoduleguide 489

7. DataQuality:Missingdata[PPTslides] 430

8. GrowinganInstitutionalHealthOERInitiative:AcasestudyoftheUniversityofGhana 414

9. ManagingHumanResourcesforHealthModuleGuide 404

10. PolicyfordevelopmentanduseofOpenEducationalResources(OER)–KNUST 380

11. AdultHIV:Antiretroviraldrugs 355


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Title Views

12. AdultHIV:HIVinfection 328

13. GuidetogainingethicalconsentfrompatientsforcontentreleasedasOER 323

14. 2010‐2011AfricanHealthOERNetworkPhase2Evaluation:Consolidationandsustainability 320

15. AdultHIV:HIV‐associatedinfections 303

16. CaesareanSection 300

17. AdultHIV:ManagingpeoplewithHIVinfection 274

18. TotalAbdominalHysterectomy 256

19. ClinicalChemistry(GlucoseToleranceTest) 243

20. AdultHIV:Introduction 232

PARTE:SOURCEOFTOPWEBSITEREFERRALS

youtube.com saide.org.za facebook.com rainbownation.co oercommons.org ocwconsortium.org ku.ac.ke creativecommons.org university‐directory.eu web.knust.edu.gh open.umich.edu collegeopentextbooks.org google.com library.stanford.edu unam.na openeducationweek.org elearn.uniswa.sz search.mywebsearch.com ajol.info vuma.ac.za ariadne‐eu.org

PARTF:TOP20SEARCHTERMSONHEALTHOERNETWORKWEBSITE

Searchterm

Heat Breast Clinical promoting/mental/health


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promoting/mental/health/scarce‐resource/contexts:oremerging/evidence/practice

postgraduate/diploma/occupational/health measuring/health/disease vaginal/delivery doctors/a/divided/society:or

profession/education/medical/practitioners/South/Africa alcohol/problems biological/monitoring/workers gastric/lavage/procedure/animation health/human/rights/pamphlets heart/exam Africaoer Genetics Ghana examination/nervous/system/video/tutorial Human/rights/key Managing/change/healthcare/information/technology


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APPENDIX 4: OER PRODUCTION IN EACH INSTITUTION

UNIVERSITYOFGHANA

ClinicalExaminationsinSurgery

This is a series designed for medical students, to assist in preparation for clinicalexaminations in surgery. It contains over 1.5 hours of video and 21multiple choicequestions.Theindividualmultimedia‐basedmodulesthatmakeupthisseriesare:

1. SurgicalHistoryTaking – DrNiiArmahAdu‐Aryee

2. BreastExamination –

3. ExaminationoftheLump – ProfessorEQArchampong

4. ExaminationoftheGoitre – ProfessorEQArchampong

5. ExaminationoftheAbdomen – ProfessorEQArchampong

6. ExaminationofHernia – DrNiiArmahAdu‐Aryee

Theseresourcescanbeaccessedonlineathttp://open.umich.edu/education/med/oernetwork/med/surgery/clinical‐exam

ClinicalExaminationsinGynaecology

This is a series designed for medical students, to assist in preparation for clinicalexaminations in gynaecology. It contains 51minutesof video and11multiple choicequestions.Theindividualmodulesthatmakeupthisseriesare:

1. BasicGuidelinesandHistoryTaking – DrRAKwame‐Aryee

2. GeneralPhysicalExamination – DrRAKwame‐Aryee

3. ExaminationoftheAbdomen – DrRAKwame‐Aryee

4. PelvicExamination – DrRAKwame‐Aryee

Theseresourcescanbeaccessedonlineat:http://open.umich.edu/education/med/oernetwork/med/ob‐gyn/clinical‐exam

ClinicalExaminationsinPaediatrics

Thisisaseriesdesignedformedicalstudents,toassistinpreparationforclinicalexaminationsinpaediatrics.Itcontainsnearly3hoursofvideoand38multiplechoicequestions.Theindividualmodulesthatmakeupthisseriesare:

1. GeneralPhysicalExamination – ProfessorORodrigues

2. ExaminationoftheRespiratorySystem – ProfessorJOOliver‐Comey

3. ExaminationoftheCardiovascularSystem – DrCOduro‐Boatey

4. ExaminationoftheAbdomen – DrLRenner

5. OverviewoftheCentralNervousSystem(CNS)– DrEBadoe

6. CNSExaminationofSmellandSight – DrEBadoe


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7. CNSExaminationofFacialNerveandHearing – DrEBadoe

8. ExaminationofthePeripheralNervousSystem(PNS)– DrEBadoe

9. CNSExaminationoftheLegs – DrEBadoe

10. ExaminationoftheMusculoskeletalSystem – ProfessorPGoka

11. ExaminationoftheNewBorn:Part1 – DrEnweronuLaryea

12. ExaminationoftheNewBorn:Part2 – DrEnweronuLaryea

13. ExaminationoftheEar,Nose,andThroatSystems – ProfessorJWelbeck

Theseresourcescanbeaccessedonlineat:http://open.umich.edu/education/med/oernetwork/med/paediatrics/clinical‐exam

OtherResources

1. CaesareanSection – ProfessorsRichardAdanuandCaryEnglebergThisprogrammeincludesnarratedsurgicalvideooftheprocedureaswellasinteractivecaseexercisesandabriefself‐assessment.Theseresourcescanbeaccessedonlineat:http://open.umich.edu/education/med/oernetwork/med/ob‐gyn/caesarean‐section/2009

2. EpisiotomyandRepair – ProfessorsRichardAdanuandCaryEnglebergThisprogrammeincludesnarratedsurgicalvideooftheprocedureaswellasinteractivecaseexercisesandabriefself‐assessment.Theseresourcescanbeaccessedonlineat:http://open.umich.edu/education/med/oernetwork/med/ob‐gyn/episiotomy/2009.

KWAMENKRUMAHUNIVERSITYOFSCIENCEANDTECHNOLOGY

OER:2009–11–allhttp://creativecommons.org/licenses/by‐nc‐sa/3.0/

Projecttitle Department

1. MentalStateExamination BehaviouralSciences

2. LaboratoryMethodsforClinicalMicrobiology Microbiology

3. Microbiology

4. ClinicalChemistry(GluocoseToleranceTest) MolecularMedicine

5. AutomatedBloodCounts

6. BuruliUlcer InternalMedicine

7. ExaminationofthePregnantWoman Ob/Gyn

8. FrogHeartPreparation PharmacologyLabProcedures

9. RespiratoryDepressantEffectofMorphineonRabbits PharmacologyLabProcedures

10. RespiratoryDepressantEffectofPentobarbitoneonRabbits PharmacologyLabProcedures

11. Settingupthekymograph PharmacologyLabProcedures

12. Setupanisolatedtissue‐organbathexperiment PharmacologyLab


74

Projecttitle Department

Procedures

13. Strychninepoisoningintoads PharmacologyLabProcedures

14. Muscariniceffectinrats PharmacologyLabProcedures

15. Conditionsnecessaryforthemaintenanceofanisolatedsmoothmusclepreparationinvitro

PharmacologyLabProcedures

KNUSTOERweblinkshttp://er.knust.edu.gh

Department Projecttitle Description

1. ChildHealth CaseScenariosinPaediatricPractices

Thismoduleconsistsofasetofcaseswithmultiplechoicequestionsandself‐answeredquestions.Themodulealsocontainsimagestoaidintheexplanationoftheclinicalcases.

2. Pharmacology BloodGlucoseMonitoring Thisprogrammecontainsasetofvideostodemonstratepharmacologicallabprocedureonbloodglucosemonitoring.

3. Pharmacology EstimationofHaemoglobinConcentration

Thisprogrammecontainsasetofvideostodemonstratepharmacologicallabprocedureontheestimationofhaemoglobinconcentration.

4. Pharmacology

Haematology–TheRedBloodCellCount

Thisprogrammecontainsasetofvideostodemonstratepharmacologicallabprocedureonhaematology–theredbloodcellcount.

5. Pharmacology Haematology–TheWhiteBloodCellCount

Thisprogrammecontainsasetofvideostodemonstratepharmacologicallabprocedureonhaematology–thewhitebloodcellcount.

6. Pharmacology HIVAntibodyTestUsingaRapidHIVCard

ThisprogrammecontainsasetofvideostodemonstratepharmacologicallabprocedureonHIVantibodytestusingarapidHIVcard.

7. Pharmacology MalariaAntigenRapidTest Thisprogrammecontainsasetofvideostodemonstratepharmacologicallabprocedureonthemalariaantigenrapidtest.

8. PharmacologyOne‐stepPregnancyDipstickTest

Thisprogrammecontainsasetofvideostodemonstratepharmacologicallabprocedureontheone‐steppregnancydipsticktest.


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Department Projecttitle Description

9. ClinicalandSocialPharmacy

AnOverviewontheTherapeuticsofHypertension

Thiscontainsa2Danimationonanoverviewoftherapeuticsonhypertension.

10. Maxillo‐FacialSciences‐Dentalschool

DevelopmentofOro‐facialStructuresandItsClinicalCorrelations

Partofthecourse:OralAnatomy.Thisisavideopresentationofthedevelopmentoforo‐facialstructuresanditsclinicalcorrelations.

UNIVERSITYOFCAPETOWN

Title Department Progresstowardscompletion

1. ICFCaseStudies Physiotherapy 50%

2. TheAbuseProject DivisionofPublicHealth 70%

3. DOHMod4‐5(CD2) SchoolofPublicHealthandFamilyMedicine

60%

4. DOHMod6‐8(CD2) SchoolofPublicHealthandFamilyMedicine

60%

5. Clinicalskillsvideo(bloodcultureprocedure)

ClinicalSkills 95%

6. Inguinalcanal(PowerPoint)

HumanBiology 80%

7. OTCurriculumSeminar(videoclipsincludingDrGalheigo,Brazil,andDrSaha,India)

OccupationalTherapy

8. PHCtreeinfographic PrimaryHealthCare

FourteenfurtherOERareunderconsideration.Thesearein:PrimaryHealthCare,HumanBiology,theChildren’sHealthUnit,theEducationDevelopmentUnit,andHealthandRehabilitationSciences.

UCTOpenContenthas41resourcesvaryingfromlectures,videoproductions,andauniversitycertificateinmidwifery,toatextbook.TheseareallavailableontheOERAfricawebsite.

Thefacultyiscurrentlyworkingon10newresourcesaimedforpublicationinthefirsthalfof2012.


76

UNIVERSITYOFTHEWESTERNCAPE

SchoolofPublicHealth2009projects(All:http://creativecommons.org/licenses/by‐sa/3.0)

Deliverables Statusupdate Type

SOPHmoduleguides

1) 2009 ManagingHumanResourcesforHealth(MPH)

CompleteandonOERAfricasite

DistancelearningcourseinPDFandMSWord

2) 2009 MeasuringHealthandDisease1:Introductiontoepidemiology(PGCertificateinPublicHealth)



3) 2009 AlcoholProblems:Ahealthpromotionapproach(MPH)



Slideswith‘voiceover’

4) 2009 MakinggraphswithExcel (linkedtoitem2)

MinorcorrectioneditunderwaybyLucyAlexander

PowerPointtutorialwithrecordedvoice

5) 2009 WritingaLiteratureReview Stilltorecordvoice:80%done;LucyAlexander

PowerPointtutorialwithrecordedvoice

Casestudies

6) 2009 TheRevolvingDoor:ChildmalnutritioninMountFrere,EasternCapeProvinceofSouthAfrica(severechildhoodmalnutritionandmortalityintheEasternCapeProvince1998–2004)

99%done;needsfinalcheckbyLucyAlexander

CasestudygeneratedbySOPHforthisproject,presentedinMSWordandPDF

7) 2009 NoOne'sListeningtoEachOther:ThechallengeofurbansanitationinaninformalsettlementinSub‐SaharanAfrica(titleprovisional)

85%done;dScribedone;layoutandfinalchecktobedonebyLucyAlexanderandRuthStern


8) 2009 WalkingtheTalk:Theroleofcommunityhealthworkersinreducingtheburdenofnon‐communicablediseasesinKhayelitsha,CapeTown

85%done;dScribedone;layoutandfinalchecktobedonebyLucyAlexander


9) 2009–12 Developapublichealthcasestudyrepositoryforthepostgraduateprogramme

100casestudiescapturedonMendeley/ZoteroandRefworks;LisaBelleinprocessofaddingPDFs

RepositoryofOERpublichealthcasestudiesfromtheInternetandSOPH'scases


77

2010–12projects


SOPHmoduleguides

1) 2010–12 HealthManagementIModuleGuide(PGCertificateinPublicHealth)



2) 2010–12 HealthManagementIIModuleGuide(MPH)



3) 2010–12 HealthSystemsResearchIModuleGuide(PGCertificateinPublicHealth)



4) 2010–12 HealthPromotionIModuleGuide (PGCertificateinPublicHealth)

MSWordinprocessof"cleanup";tobesentwithin10days


5) 2010–12 HealthPromotionIIModuleGuide(MPH)

WithOERAfrica DistancelearningcourseinPDFandMSWord

6) 2010–12 HealthPromotingSchools (MPH) MSWordinprocessof"cleanup";tobesentwithin10days


7) 2010–12 MicronutrientMalnutritionModuleGuide(MPH)

MSWordinprocessof"cleanup”;tobesentwithin10days


8) 2010–12 PublicHealthNutrition:PolicyandProgrammingModuleGuide(MPH)

MSWordinprocessof"cleanup";tobesentwithin10days


9) 2010–12 GlobalisationandHealth– Introductorysession(MPH)

ContenttobeeditedforOERbyLucyAlexanderorNandiphaMatshanda

DistancelearningsessioninPDFandMSWord

Casestudies

10) 2010–12 AddressingAvoidableDeathsfromGastrothroughPublicHealthAction

Writingcomplete;finaleditbyLucyAlexanderneeded;layoutCherylOntong.Checkauthorshipissue(LucyAlexander)


11) 2010–12 WormsOpenDoors:Wormsasanentrypointtohealthpromotioninschools

FirstdraftcompletebyWendyWalton;

CasestudygeneratedbySOPHforthis


78


contenteditorRuthSternwillcheckitby5April;thenrevise,layout

project,presentedinMSWordandPDF

12) 2010–12 CausalFactorsofaChild'sMalnutrition:NikkiSchaayinterviewsEmeritusProfessorDavidSanders,SOPH,UWC,2011

Complete;checkingpermissionwithDSandNS

Podcast

Slideswith‘voiceover’

13) 2010–12 Plagiarism:Don'tdoit 50%complete Tutorials(voiceoverPPT)

14) 2010–12 AnIntroductiontoResearch Slidesdeveloped;recordingon12April

Tutorials(voiceoverPPT)

15) 2010–12 WhatDoWeMeanby"ScholarlyLiterature"foryourLiteratureReview?

Tobeconfirmed Tutorials(voiceoverPPT)

Openresourcesonqualitativeresearchmethods

16) 2010–12 MendeleyQualitativeResearchMethodsGroup

CompleteexceptforatechnicalproblemwithdownloadingPDFs

MendeleyGroupcontainingopenresourcesonqualitativeresearchmethods

Unlessotherwisenoted,thisworkispublishedunderthetermsoftheCreativeCommonsAttribution3.0License(http://creativecommons.org/licenses/by/3.0/)

Copyright©2012bySaideandRegentsoftheUniversityofMichigan

NairobiOfficeCatherineNgugiOERAfricaProjectDirector

[email protected]:+254(0)202403836

POBox66093–00800Nairobi,Kenya

www.oerafrica.org