Impact of Open Educational Resources in Healthcare Technology Teaching Practices by Dr Gousalia Sukumar
This blog post was written Gousalia Sukumar as part of the final assignment for the module EDM 122 at City University of London
Introduction
In this essay, I reflect on the importance of integrating Open Educational Resources (OER) into my teaching practices aligned with the existing digital world. Through critical analysis, I will be exploring how I incorporate OER to adapt my teaching strategies and their impacts on healthcare technology.
Initially, the term “Open” means universal access of inclusive education, and equity for all learners. This term is used for open education defined by the European Commission (EU Science Hub, European Commission, 2016) as “a way of delivering education, frequently using digital technologies by eliminating barriers and making learning reachable, abundant, and adaptable for all …”
I recognised OERs are fundamentally a pool of high-quality teaching and learning resources that can be accessed freely and openly. I have been using a few OERs in my teaching, learning, and research activities in addition to the online resources. However, I was not familiar with the term “OER” until I followed the EMD 122.
My research explores the ambiguity of open/openness and free/non-free controversial aspects of OER. OER classified teaching and learning materials as available for free, open to access: a set of right “5Rs of Openness” Retain, Revise, Remix, Reuse & Redistribute by re-users (Wiley et al., 2014). Certain resources appear to be free under some restrictions (Winn, 2012). I recognise that they require registration, restricting modifications, or imposing commercial purpose bans. Non-free OERs grant free access, and do not allow full permission to modify the content (Creative Commons, 2019).
I acknowledge the most common definition for OERs is any format of teaching, learning, and research resources that exist in the public domain, with an open license providing no-cost access, reuse, adaption, repurpose, and redistribution by others (UNESCO, 2019). These resources have a Creative Common license (CC) that indicates how the resources may be used, reused, adapted, and shared. I was not familiar with Creative Commons before following this course. Understand that this grant free tools and copyright licenses (CC BY, CC BY-SA, CC By-ND, CC BY-NC, CC BY-NC, CC BY-NC-SA; CC BY-NC-ND) that assist scholars/designers share their resources with others while keeping some rights (Creative Commons, 2019).
My scholarly reviews highlighted that the OER is a part of an Open Educational Practice (OEP). This explains the ways academics use OER in teaching/learning to create, use, reuse, and share in pedagogical practices (Karunanayaka & Naidu, 2020). Some scholars mainly focus on OER predominantly (Hogan et al., 2015). The idea of OEP has been shifted from resources to practice and applications. Researchers have analysed the effect of academics on knowledge creation and sharing as a form of pedagogical practice (Beetham et al., 2012). When analysing these views, the resource-centric view is highlighted by Wiley (2014) as education would improve by using OER. But Cronin (2017) argued the practice-centric approach which fosters open pedagogies and learner empowerment. Also, OEP includes OER, open pedagogies, and open sharing of teaching practices that promote collaboration and engagement Cronin (2017).
I teach Healthcare/Clinical technology, realised that digital innovation in Health technology evolves continuously but the integration and delivery of this knowledge in education remain limited. It urges a high demand for a workforce with specialised knowledge and skills to meet current expectations and minimise the gap between academia and employment on practical experience (Weeks et al., 2019). I have challenges in providing hands-on experience with expensive wearable devices, work placement opportunities, curriculum design, and policies of institutions etc. I integrate a range of online resources and a few OER in my teaching to better prepare the students for the workforce, however, I was not clear about OER’s features and confusion over copyright policies (Rolfe, 2012). This course enhanced my OER literacies and supported to integrate of more OERs in teaching to reduce the gap. Many scholars showcased OER related to my discipline as open textbooks, Open access journals, streaming videos, and digital learning objects (Bauch et al., 2020); open access clinical resources in the Osmosis library (Hassall & Lewis, 2017); Wikis, e-textbooks and podcast (Purdy, 2015); virtual patients (Lehmann et al., 2015); surgery stimulators (Funke et al., 2012); Massive open online courses-MOOC (Frey et al., 2010) promote the teaching and learning.
Integrating OER effectively replaces traditional online-based teaching to meet all learner’s needs (Parsley et al., 2018). My learners are from different backgrounds and experiencing setbacks such as language barriers, financial, health issues, dyslexia, etc. UNESCO imagined OER as a “Universal educational resource available for the whole of humanity” (UNESCO, 2002, p.28). Adil et al. (2022) categorised the benefits as “stretched access to knowledge; support lifelong learning, pedagogical advantages and boost students’ outcomes”. Moreover, benefits learners by being cost-effective (Parsley et al., 2018), the high-quality resources are accessible (Pande, 2018), openly reachable, customisable, and adaptable (Write et al., 2019), and globally accessible (Tang, 2020).
I become aware, that following e-courses upskill the knowledge in modern healthcare (MH). An e-health online course attaches with Health Education England, MOOC/OER support to connect the existing knowledge by integrating MH into education. Telemedicine and telehealth are offered by the University of Edinburgh to deliver remote healthcare services. I recognise following these courses provide invaluable experience for life-long education.
Active learning
Active learning is more effective than the traditional teacher-centred approach (Zhou et al.,). My usual teaching and learning strategies are primarily student-centred approach (Lee, 2018) and promote learners’ knowledge and interpreting skills (Fuad et al., 2018). OER has been very demanding in higher education (Baker et al., 2019); and enhances learning through practice and implementation (Amornrit et al., 2018). I design my activities tailored to meet all learner’s needs and learning styles (visual, auditory & kinaesthetic) (Kolb, 1984). I integrate Gamification, problem-based learning (PBL), case studies, and digital technology-based activities to improve learners’ outcomes and students’ satisfaction (Garcia et al., 2022). This evidence – high attendance, participation, and outcomes of assessments, validate my outcomes. Regarding pedagogical innovation (Rolfe, 2012), I intend to embed more suitable OER in my active learning strategies to shift from online-based activities such as Wikimedia videos, Pixabay for images, DOAJ for open-access journals; and employment-based group activities/projects and class discussion (Driessen et al., 2020). When I incorporate the OER in active learning, I recognise that three main parts are crucial: awareness of guidelines and selection of OER; assisting learners with resources and network facilities, and delivering content through tasks (Amornrit et al.,2018).
I analysed a few selected active learning strategies as follows:
My favourite strategy is implementing practical-based PBL. Currently, I ask students to interpret patients’ clinical data (Asthma, BP, ECG, Blood Glucose level, etc). This method is very effective for clinical learning as it focuses on patient-based learning (Dring, 2019). I provide clinical practical for hands-on experience & patients’ clinical readings from different backgrounds aligned with NMC guidelines to meet the discrimination code (online digital resources from NHS, BUPA, and Diabetes websites). Integrating OER-based active learning strategies is valuable for “theory to practice” gap implementation (Dewsbury et al., 2022). To implement OERs, I am planning to integrate OER-based activities with Wikimedia Commons for medical tests/clinical videos (eg- Asthma, blood glucose test, urine test- videos on clinical medicine, medical diagnosis); BioiXiv – operated by Cold Spring Harbor Laboratory (Cancer biology resources-case studies) that are available under a Creative Commons CC0 license (public domain – anyone can use for any purpose without attribution; enable to distribute, remix, adapt and build) which is valuable for “theory to practice” gap implementation (Hills et al., 2022).
Moreover, I use YouTube videos on clinical/wearable devices and virtual learning to bridge the gap between theoretical and real-world practical skills. Students enjoy these activities by doing and thinking (Patiño et al., 2023) is very effective for clinical learning as it focuses on patient-based learning (Dring, 2019). I use Khan Academy YouTube videos to explain pathophysiology and create activity sheets for group activities. I was not aware that these pages could be accessed via Creative Commons and lack of knowledge of licenses (Ertmer, 1999). I now understand Khan Academy has CC-BY-NC-SA and academics can remix, adapt, and build for non-commercial purposes. Currently, I integrate online-based case study analysis where students write their views, and feedback from peers, and groups in forums. I write my feedback in the forum as well (synchronous and asynchronous). I create a forum in Moodle to share ideas among learners. Now I understand that Moodle is a search engine, this is not open accessed platform. I need to learn how to set up for open forum discussion. Moreover, I expect that it increases my workload to give continuous feedback, and it is time-consuming. In the future, I plan to do more research on open license and free access resources and copyright literacies (Atenas et al., 2015).
I integrate activities with online journals, especially on wearable clinical devices from Google Scholar, and ask learners to download, annotate, and summarise the articles. In addition, I am not aware of the copyright policies of Google Scholar journal articles. I now updated my knowledge as Google Scholar is a search engine to access journals, OERs must be open access and come through Creative Commons with open licenses this organisation allows users to reuse, retain, revise, remix, and redistribute (5Rs) the content. Many of them are behind paywalls or have copyright restrictions. Therefore, not all Google Scholar journals are freely accessible and open-licensed. I should search it through Creative Commons which is freely accessible without a paywall as teachers identified this as a barrier for adaptation Nkuyubwatsi (2017).
When I integrate activities, I apply Roger’s (2003) diffusion of innovation theory which has five key elements knowledge, persuasion, decision, implementation, and confirmation. Also, I ask, “Will the innovation be beneficial to me in my particular situation?”. On some occasions, I found this process unproductive ultimately rejecting the innovation (Nkuyubwatsi, 2017) due to some learners’ poor IT skills (Kaosaiyaporn, 2011); lack of motivation & suitable platform (Hu et al., 2015) and internet access (Adil et al., 2022).
Many hardcopy textbooks are replicated by e-textbooks (Gu et al., 2015). I use e-textbooks for making notes, research-based projects, etc. I now admit that not all e-books are OER. Many eBooks are purchased by commercials and copyrights. They cannot be repurposed or adapted the open access e-textbooks through Creative Commons allows to revise, adapt, or adjust (Wiley et al., 2014). I use OER e-textbooks from the library that support to develop of my healthcare learners’ inter-professional experience (free & high-quality materials). Open-access E-textbooks have multiple tools such as highlighter, magnification, copy and paste, download, print, and search within the book to fulfill learners’ differentiated needs. However, students and I struggled to read continuously on the computer screen, and it caused eye strain (Casselden & Pears, 2020). Some OERs are non-editable. Sometimes, I print journal/book pages to minimise this challenge. In the future, I am dedicated to integrating OER repositories like DOAJ, PubMed Central, POLS – medical journals or institutional open-access archives, and Elsevier open-access journals.
I incorporate images into my teaching resources to enhance learning making difficult concepts more understandable and creating an imaginative learning atmosphere for learners. Also, I persuade learners to use it in their tasks to improve visual communication. I extract images from Google images, my pictures, and institutional repositories. I use the Fair Use copyright clause. I understand that OER images need to be in the public domain and contain Creative Commons attributes or permission needs to be granted from the copyright holders. In the future, I am planning to use Wiki images, and Pixabay which are OERs (Perez, 2017).
Future Implementation:
- Integrate Wikipedia pedagogy. Create active learning tasks to engage students in the Wikipedia community, asking learners to take part in encyclopaedic articles as formative assignments. It will develop digital literacy skills, research skills, and subject knowledge. Moreover, develop collaborative learning and knowledge sharing with a global audience (McDowell et al., 2022).
- Organise training sessions for both teaching & support staff and learners due to their limited knowledge of OER. Moreover, I would attend CPD to update my knowledge (Ertmer, 1999).
- Integrate open networks supported by social media and Web 2.0 tools (Facebook, Twitter, YouTube, and Instagram (Luo et al., 2020)
- Feedback from students and support staff for further improvement
Conclusion:
The Integration of OER into healthcare technology enhances inclusive teaching and learning practices and supports scholars to adapt to evolving technologies and bridge the gap between academia and employment. However, there are several challenges addressed that could be resolved in the future to promote developed teaching practices.
I plan to publish this essay on the course blog EDM 122: “Digital Literacies and Open Practice” blog under the Creative Commons license CC- BY-NC-SA to ensure accessibility and attributions. This license allows for adaptation, remixing, adaptation, and building on the materials as long as the creator and adaptors are shared under the same licensing terms and not allow for commercial purposes (Creative Commons, 2019). I trust this license protects authoring rights and permits to develop of knowledge and thoughts impartial to future users as it needs to be shared under the same terms and in a non-commercial way.
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