I interviewed Chris Hebbes yesterday. Chris is another Teaching Fellow on the TIGER project based at Leicester. Chris is currently converting Strand Three Patient Safety materials into OERs. The materials are based on a one-day patient safety workshop run for interprofessional groups. The workshop is currently delivered face-to-face and is divided into two sessions. In the morning, students watch the DVD based on Mildred’s story, and they do group exercises around empowerment leadership, communication and general aspects of patient safety. The afternoon is essentially around some clinical scenarios using simulation.
There are three parts of the materials that need to be converted into OERs:
- The DVD based on Mildred’s story
- The group activities for students
- The scenarios
Chris reflected on the problems and challenges that he had in the process of turning materials into OERs. These are summarized into a couple of points below:
- Copyright and licensing issues with the DVD: The DVD based on Mildred’s story is produced by a hospital. They’re happy for the DVD to be used for teaching, but not happy for the DVD to be distributed as a free OER. There are other films about patient safety produced by other organisations, such as the NHS institute for innovation and the National Patient Safety Agency (NPSA), which we could use as an alternative.
- Developing a guide for tutors: There is a need to develop a separate guide for tutors as part of the OER. The guide will provide tutors with guidance in two areas:
- Guidance about what this OER is about and how it might be used: Within each activity, there should be some information and guidance to tutors about why we are doing these sections, why we are producing a guide for tutors, and how the OER might be used by tutors, i.e. how to structure student interaction.
- Guidance for reuse and repurpose: It’s useful to guide the tutor how they might reuse and repurpose the OER. For example, ‘you can use this material in this way, and you might want to turn this activity into an e-tivity in the following way…’
3. Contextualized vs. generic information: It’s difficult to take all the context information out of an OER, examples include:
- When turning the scenario materials into OERs the context is what makes the simulation engaging.
- Working within the National Health Service (NHS), there are certain government policies that drive what happens, for example, the leadership, which is what our materials are based on, but they might not be relevant to educators and students elsewhere. In the tutor guidance, it can give some contextual information about this is how things work in the UK, etc.
Ming Nie 11 Feb 2011