1. Health Sciences and Practice &Medicine Dentistry and Veterinary MedicineHigher Education Academy Subject Centres eLearning in Health 2011 conference collaboration, sharing and sustainability in the current environment Open educational resources:who uses what and for how long Name of facilitator(s) Heather Wharrad Title of facilitator(s) Reader in Education & Health Informatics

2. OER movement • “..no point duplicating effort to create content that is already available....” (OER Recommendation 6 OLTF Report 2011) • Repositories are being filled with OER content eg JORUM, UNOW, MERLOT • 1999, the Universitas 21 LRC sought to “make efficiency gains by minimising replication and to reuse the existing unpublished learning and teaching resources that are replicated by universities the world over”. Despite significant backing from VCs the project was terminated in 2006 as a critical mass of users was never achieved (Allen, Kligyte, Bogle & Pursey, 2008). Windle, Wharrad, McCormick, Laverty, Taylor (2010)

3. Sharing vs Reuse • Emphasis on enabling the sharing of OER • Little known about ‘reuse’ • How much reuse actually occurs?

4. RLOs and OER • OECD (Pedro, 2008): • 41% of OER materials = Learning Objects • OER/RLO differences - • RLO initiatives focus on development (not discovery/aggregation) • Communities - “central to sharing and reuse” • Addressing quality and sharing built into design

5. Some we prepared earlier…..

6. Creative commons licence www.nottingham.ac.uk/nmp/sonet/rlos

7. Tomorrow the world (n=140) ! RLO Time Patient Safety User and carer Learning disabilities Communications Ethics Health promotion Social sciences Skills Paediatrics Mental health Sciences Evidence-based practice Research methods Biology

8. Community

9. Quality Storyboard workshops Spec Review Develop Review Use & evaluation

10. The LOs Introduced new concepts clearly The LOs were well integrated S. A. S. A. S. A. Agree Agree Agree Disagree Disagree Disagree S. D. S. D. S. D. The LOs were at the right level Interactivity V.I. Important Unimportant V.U. Evaluation “ A brilliant way to learn” “A fun way to learn lots of information”

11. Response rate on average 5% But wide variation...

13. Questions Is it important for OER materials to be reused? Who uses OER and why? What type of OER tends to be reused? Should we be promoting reuse? Implications of OER for healthcare education? Method Collated the data (2006-2010) from 5938 feedback forms from 130 RLOs released between 2003 and 2010

16. By institution

17. University of Technology Sydney 13NCTL - Descriptive statistics for interval and ratio scale data 1NCTL - Probability associated with inferential statistics 2NCTL – Qualitative and quantitative research 5NCTL – Relative reduction and absolute risk 60NUCL – Levels of Measurement 61NUCL - Levels of Measurement: what you can and can't do arithmetically 69NSN – Search strategy for locating Randomised Controlled Trials 6NCTL - Numbers needed to treat and numbers needed to harm 72NSN – The Liver and drug metabolism 7NCTL – Confidence intervals 8NCTL - Determining the clinical importance of trial results 9NCTL – Sensitivity and specificity

18. Chester University 174NCTL - An introduction to receptor pharmacology 2NCTL - Qualitative and quantitative research 38NCTL – Why critique research 3NCTL – Designing a questionnaire 46NLOL - Aseptic Non-Touch Technique 48NUCL - Bioavailability 52NUCL - Drug-receptor interaction 54NUCL - Half-life of drugs 55NUCL - Hand Hygiene • 62NSN- Liver Anatomy • 64NUCL - Lock and Key Hypothesis • 66NSN- Plasma Proteins and Drug Distribution • 74NUCL - Understanding First Pass Metabolism • 79NCTL - Targets for Drug Actions • 87NMN - Midwife's abdominal examination in the antenatal period

19. Top 10 RLOs Aseptic Technique (657 Dec 2010 now 900) Menstrual cycle (369) Why critique research? (245) Plasma proteins (227) First pass metabolism (214) Sensitivity & specificity (200) Introduction to the Atom (159) Inflammatory response (158) Literature Searching (154) Glove use (151) Small no of RLOs with only 1-2 returns 1 Clinical skills EBM/EBP Pharmacology Basic Sciences Inform. skills Learning Disability

20. Aseptic Non-touchTechnique

22. Patterns of reuse 1. Transfer – simple transfer to a recipient who reuses resources. 2.  Relational – where rich reuse partnerships are established. A recipient institution develops a relationship with us and then extends the depth and richness of the reuse partnership, providing feedback, data and possibly then providing resources in return. 3.  Nodal – spread from one institution to another and then from the recipient to another. 4.  Ripple - spreading out from a recipient institution at the centre, but continuing to spread through the exposure and recommendation of others. 5.  Cloning – a host institution reuses our resources and them begins a programme of development and sharing for themselves.

23. Reuse rate per RLO -assuming 5-10% feedback return? -adjusted for no of RLOs released per year 37-181 times per RLO

24. Users

25. Ratings

26. Future work and Implications? • Is it important for OER materials to be reused? • Who uses OER and why? • telephone interviews to gain better understanding of the reuse communities • how they are using RLOs and other OER • cultural fit and adaptations required • What type of OER tends to be reused? • Skills, EBP, pharmacology, learning disability • Attributes of reuse (LOAM tool) • Should we be promoting reuse? • Sustainability? Continuing to develop communities of practice around development and sharing • Implications of OER for healthcare education? • Dynamic (student centred) digital curriculum map links to OER

27. Acknowledgements Jocelyn Daniels (HELM Media evaluation Assistant) Richard Windle (HELM Senior Lecturer and SCORE fellow) Mike Taylor, Fred Riley, Lucrezia Herman – (HELM learning technologists) All RLO content writers and reviewers UCEL and RLO-CETL partners

28. LOAM footprint