 I invite Joseph Miller to talk about student led and medical curriculum. Thank you very much. I consider myself the warm-up for this session. In the spirit of Lorna Campbell's numbers for OER 16, I have three slides, two quotes, one picture and a hyperlink. I'm going to tell you two thirds of a story because we're in the middle of a project here at Edinburgh. To look at taking existing open educational resources, remixing them, reusing them and using them to support the teaching of LGBT health awareness within the medical curriculum here at Edinburgh. So I'm going to tell you a little bit about why we did it, how far we've got with it and where we're going to take it over the next couple of months. This is the first quote. It was recognised that LGBT health awareness is not very well taught within the curriculum in Edinburgh, and that's not an unusual situation. It's not well taught within medical curricula generally. Our students have some teaching in year four in a module called Genito Urinary Medicine, which is about sexual health. But there is a module in year one called Health Ethics and Society. The module lead on that, who was going to be co-presenting with me today, but I'll tell you why she's not later, she had always felt that it was an omission that there wasn't any teaching on LGBT health in that module. Students had also come to her after the end of the module a couple of years ago and queried why LGBT health wasn't covered. So there was a recognition that it was an omission and that it could do with some additional teaching. This isn't also an unusual situation not just for undergraduate medicine, it's also in postgraduate. So there was a survey done by Stonewall last year querying the education programmes within practising doctors and practising NHS staff. And three quarters of those surveyed who are in a public facing role have never had any training on LGBT health issues, or on the rights of same sex parenting, or on appropriate and inclusive language to use with LGBT patients. And interestingly also, just as an extra bit of background, if you're thinking, well, is it necessary, is there any reason for having teaching on LGBT health? Nearly 67% of people responding to that same survey felt that sexual orientation was not relevant to health needs. And yet there is evidence of very distinct health disparities with LGBT patients. There's three times more likely to suffer from mental health issues. Gay men are six times more likely to attempt suicide than general population. And self-harm rates are 2% amongst general population and 15% to 20% within LGBT population. So there's some quite sobering statistics to begin the day. Welcome to the conference. So one of the things is that this is another piece of research about why there isn't more teaching in higher education on this topic and some of the barriers and the obstacles that were raised around time, resources and expertise. And as we were talking about what we could do to try and support this teaching, this was where turning to open educational resources and open community gave a very useful starting point. And it was Melissa who is going to be speaking afterwards and who is also my boss that pointed me in the direction of a US-based repository of medical teaching resources called MedEd Portal. I don't know if this is familiar to you all in the room, but this is a repository that is affiliated to the Association of American Medical Colleges and specifically provides a repository of open educational resources and teaching resources to support undergraduate medical teaching. So the one that we looked at was this one. So this is the URL. So preparing future physicians to care for LGBT patients and medical school curriculum. So this portal, MedEd Portal and the Association of American Medical Colleges started an initiative in 2007 to look at providing supportive teaching materials on this topic because obviously the research that I showed in the first quote around this coverage not being very, this topic not being well covered in medical curricula in the UK was also the same in the US. So they developed a set of resources for teaching open resources. And this particular package had not only a literature review and a set of slides that gave some introduction to health disparities within LGBT patients but also about inclusive terminology. It had a reading list. It had guidance on how to run a panel discussion with members of the LGBT community and some sample questions to use for that panel discussion. And they also had some case studies and some group activities. So it was a full package for teaching a two hour session with undergraduate medical students. But the only thing with this is obviously it was a US set of resources. So the research was US based and the context was US. So we wanted to look at taking that and remixing it for a UK context and for our students in Edinburgh. And so decided the best thing to do was to involve students. So this is the picture. So we put out a call to medical students to participate in this project. And we had 40 responses from students interested in participating. And from those 40 we chose the six students. And we split them up into three different work areas. So two of them took on responsibility for the literature review and for updating the slides. Three of them worked with the LGBT Health and Wellbeing Centre here in Edinburgh, as well as the student societies and also personal networks that we had to identify volunteers that would be willing to record their experiences of healthcare because we wanted to create some digital resources that could be used not just in face-to-face teaching but also with some online resources as well. And then we had a student that organised the face-to-face event. So we were following the same pattern of the teaching package that we got from MedEd a Portal. And on the 24th of March this year, last month, we held this event. And one of the things, because we knew that this year it would have to sit outside of the regular curriculum. And so asking students to come to an event six o'clock at night, we thought the best people to persuade students to come would be other students. So we had one of the students who was organising it and we had 50 students come along to this. So she broadcasted on the networks. We did provide some wine, which was always a good incentive to get students to come along. And the students ran the whole session. So from six till nine, they did the presentation on the literature review. They facilitated the group discussions and they facilitated the panel. We had a panel of five representatives from medical community and from LGBT community sharing their experiences of healthcare. And the feedback was really positive and we had the head of teaching came as well and the NBCHB program manager came. And the reason why my co-presenter isn't here is because today coincides with the meeting where they are going to embed this into the curriculum next year. So it will be part of the curriculum and not have to run on a six till nine with wine. Extra curricula. And the other thing that we are doing, so there's also a teaching week in July where the person that is organising that would like us to re-run that session or get the students to re-run that session for that teaching week, which is great. And we need to package everything that we've got. So we've had 12 interviews that have been recorded and transcribed and that they are in the post of being edited. And they will form part of the package that we will use with the literature review that the students did and the slides and we will package that back up. And a method, a very interested method portal in this case study so it will probably go back into that. That portal would also, we will look for others. I'm not sure that there is a similar kind of repository. We weren't able to find one that was a UK equivalent. But that is where we are at the moment. So I think that is my ten minutes. But it has been, it was a really useful experiment for us really in taking something, a gap in a curriculum that needed plugging and looking to the open educational resources and open community for what would give us a starting point to take this forward. And I think it has been very successful. It was also very useful to involve students in this process as well. Not only because they had really good networks to draw on but also they were much closer to their own student body as well to put that together. So that's it, that's my ten minutes. Warm up, thank you. So at the moment it's going to be, there's a couple of options. So one of which is the students, the year four students have a project that they need to do about peer teaching. So one option is that it will be a peer taught session. And it will also involve the recorded stories as the backup. But there is also some desire to keep the panel discussion element going so to use the links that we have with the LGBT health wellbeing when we know what the date is to be able to organise for a panel discussion. Because I think that was the bit that the students found the most useful is actually being able to speak to people about their experiences. Yes. So it was partly because we asked them for their particular area of interest so we laid out that there was three different elements to this project. There was the literature review, there was the patient interviews and the recording the digital stories and then there was the event organising. So they were selected based on what their area of interest was and to get to kind of a cross-section that would fit those. And also they came across all years so they were from all, well not the fifth years because the fifth years were sitting their finals, but from years one to four. So we wanted that sort of cross-section as well. Yes. No, I think it was very much a really helpful starting point because it was basically, especially when it came to the literature review it was a starting point to look at what is the equivalent in the UK. What are the equivalent surveys? What are the equivalent statistics? And actually taking that a little bit further, has the terminology moved on? Is there anything that's missing that we should start thinking about? So it was a really useful starting point for that. The guidance on the panel discussion was also really helpful but it was really helpful for formalising the interview structure as well. I know we have somebody in the room who was one of our interviewees. So there was a set of kind of guide questions of eight questions and that was really helpful because the same kind of format could be used for the interviews as a panel. You're not starting from nothing, you're starting from something and it was much easier to follow that sort of structure and say we can divide this work up quite easily. And actually the thing is that for me, there was very little for me and Jenny, the academic, to do and it felt quite strange not to be really involved in this but we just kind of turned up to the event on the 24th and it was all in hand. Yes. I think it's a fairly similar picture at other institutions. There was an annual review of, but the GMC does an annual review of medical schools and 2014 it sort of highlighted that this was the most, the least covered area across all the schools. The schools that did cover specific health disparities in different socio-economic groups because some don't even have that on the curriculum but of those that did, LGBT health disparities were the least covered. So I think this is a really positive step forward that Edinburgh's taking by including it. It used to be a national centre for medical education. That's right, yeah. Are professional bodies or scholarly bodies now a certain purpose? For example, is the GMC sharing these kinds of things? Well the GMC, so that's an under-interesting one because the GMC didn't have this explicit. I mean, because the medical curriculum has to follow the GMC kind of explicit outcomes and it's not an explicit outcome which is why it's possibly not covered. However, there is an argument as whether it should be an explicit outcome. I don't know when the next review is. It's probably in another couple of years when they really need the tomorrow's doctors so hopefully they will conclude it then. Can you consider or have considered the curriculum, but why do you need that to look at the professionals as well or have they been involved in similar initiatives in that area? Well, we were concentrating on the medical students but we did involve the LGBT health and wellbeing centre who have much more of a network across all health providers. So there was a call that went out across all of their networks around this project. Also we are talking about how we could take that forward as well because the students have to do research projects and centres like the health and wellbeing centre rely on research as their evidence base. So we're talking about how students could support their needs for research as well. At this point we were just looking at specifically what we've needed for the medical curriculum. It's a slightly different title. This was the original title we put in and then I said to Alison we should put the word open in so that they let us in to the conference. So it's learning to develop open knowledge co-lon improving social capital for learning co-lon, the Edinburgh editor. That's what we're doing. I'm going to pass across to Alison in a moment because it was actually her team that did the research, it was an international research team on this project which is a luxury for me to have access to so many people to do this to help me with this research. The main reason of doing this research, so can I just check of the words on this slide? Is the word editor-thon familiar to people? Hands up if you know what an editor-thon is or could give it a good guess. Hands up who has taken part in an editor-thon. Would you like to describe Charlie what an editor-thon is? Together at the same time with snacks usually. We're focusing with snacks. So editor-thons are fairly common these days, the Wikimedians run them, you come together. What we know is that the information on Wikipedia improves as a result. That's something we can point to, no problem. The purpose of this research was to better understand what else is going on in the room for the participants, what kind of experience this was. The reason that I commissioned this research and I asked Alison's team to help me, it's because I wanted to find out what else was going on because if I was going to invest in having more of these and in fact in having a Wikimedian in residence to run more of these for the university, I needed to be sure what the benefits, find out what the benefits to the institution would be beyond just improving knowledge, improving the content in Wikipedia, which is a nice thing to do, but hard to get senior management funding for. So we had this diverse team and it was, my thinking was that this was probably about, so you'll be familiar with the fact that Wikimedia has a women problem, less than 15% of the people who edit Wikimedia are women and as a result that leads to some skewing of topics and coverage. So the aim of having edited on events in which we look particularly at improving the information about women scientists or historical female figures is to inspire women to think about those people but also to write about those people and to create new editors because if we need to increase the number of female editors in Wikipedia just obviously, but also to understand what the learning of those people is. So if you come to an edited on, do you continue to edit and is that just an area of interest that you continue to edit or are you developing skills and practices around open knowledge and participating in an open knowledge community is what interested me. So as soon as we started running these edited ons, it was clear that a good number of the people who were going to be attending these at University of Edinburgh are University of Edinburgh staff. And that seemed to me to fit very well with Alson's area of research which is about workplace learning and professional learning in a professional workplace. So I thought what is it that is going on if we have University of Edinburgh colleagues in a edited on? Are we creating new open practitioners? I have the feedback on that. Is it all right or is it doing your head in? So of course Alson helped me to formulate much better research questions than what's going on. So these are our formal research questions. Does a Wikipedia edited on event to the formation of a network of open practice? This is what I had hoped we might discover and how does it do that? How do learners self-organise? How do professional self-regulate their learning? To what extent? Are there other things going on around cultural capital and social networks for open practice? I'm going to pass across to Alson at this point for her to explain what the research was and how they did it. Thanks Melissa. So as Melissa said we were very interested in particular in this idea of social capital I'm actually going to go through what we found in terms of research questions in verse order. So of course social capital is this idea of relational resources that people work around that helps them to exchange social capital. And in this case we're talking about people creating these wiki pages and we found so there was a lot of creation during the event but after the event people were really inspired and enthused and kept creating the pages. You'll notice the spikes there in terms of when people did work after the event was finished and we think those are when there were weekly events afterwards that continued the creation of the wiki pages. So I don't know if Melissa said what the topic was. The first women to study medicine in the UK was at Edinburgh University of course and their names and seven of them, a whole bunch of them in Africa Wikipedia pages and some of them Wikipedia pages were just lately wrong but that was the topic. So the situated Edinburgh University information which is a great topic because we were able to use the university archives to improve the information that was available on Wikipedia. So we had archivists, technologists, historians, general enthusiasts come along. So we gathered data in three different ways. The first is we did a social network analysis then we used a questionnaire to look at how people were self-regulating their learning and finally we followed that up with some very interesting interviews. So this is the outcome of the social network analysis just to unpack this for you a little bit. This is two modes so the red dots are the users and the blue dots are the sites. There were 47 participants in total and we found that 20 of them were the most active. There were 31 sites already in existence. Those were extended and 11 of them were new. What we found was that in terms of social capital there were three different ways in which people were operating within the site. There were either initiators creating new pages and that required learning a lot of technical skills in terms of how to create a new page if they hadn't done so already. There were collaborators who were working on pages and there were what we termed loan workers. One thing that was very unexpected for us was that there were a large number of loan workers if you look at the right hand side of the sociogram there you'll see a lot of people who seemed to be working on wikipages themselves. The large red dot there is a site where people are doing a lot of collaboration. That was actually quite unusual and we were surprised by this so we used the other data to really see what was happening here. I want you to remember this because what we see in a sociogram is not always the full story. What we found was that there was a lot of self-organisation. People were really excited about what they were doing and they were getting together in person and cooperating. There was a list of sites on the wall and people agreed to sometimes take the lead for those sites. What we were seeing in the social network analysis was not a full picture of what was happening. In terms of self-regulation people were highly self-regulated. The self-regulation is not a fixed rate. It's something which is influenced very much by motivation and interest. People were very motivated and interested. We found that their familiarity prior experience was a key motivator and their connections with other people the new connections they were making and also the people involved seemed to have this confidence to learn. We found there were a number of different supports which helped the learning. One was the structured formal sessions. Those were absolutely critical to help people in terms of creating the pages. But also there were other learning resources and scaffolds available, the archivist material and so on. Those were important as well. One key support was the Wikimedia. This idea of having someone on site to be able to advise and help was absolutely key. What those supports did was they enabled people to take that formal aspect of the editathon and also learn informally. It was that informal learning that was actually very deep and meaningful. People described to us very in-depth rich learning experiences which wasn't just about the technical knowledge and the knowledge about the topic of the editathon but it was also about relational knowledge and sociocultural knowledge, a very deep learning experience for everyone involved. Back to Melissa. This is just to summarise in terms of the learning for the university. Those phrases about sociocultural knowledge and how to operate within a network of people with a common purpose. That's the kind of language that you see whenever we talk about workplace learning and what we should invest in to make sure that colleagues make use of their in-work networks to improve and to develop skills. This is a great example of that. What we discovered is that the editathon is a reusable learning design. The Wikimedians use that same learning design in lots of different scenarios in lots of different places. It's quite well tested. It seems very successful. It delivers deep learning outcomes. It's opportunities for professional development and workplace learning of open practice skills because not only the technical but the discussions about copyright. I cannot get people to come to a training session about copyright. But when we're doing the Wikipedia editathon and we're talking about the images of these women and their signatures and why women of note are not represented on Wikipedia where you can get pictures of Leslie Yellowlees and are we allowed to, all of that kind of thing. It's a very rich conversation about copyright and openness, the digital practice skills. The opportunity to build networks amongst workplace teams. For me, as a manager, seeing groups of people who don't necessarily work together coming together for what they thought was a fun activity and in fact turned out to be a rich learning experience but they still think it was a fun activity seemed to me a very good investment in developing networks in the workplace. And if you choose a topic about women in science and you talk about women and digital skills you can perhaps see that as an investment in gender equality as part of your university's commitment to Athena Swan. So my suggestion to you is if you are in a situation where you are having to make a case in an academic department for the kind of activities that we might do as part of our showing commitment to Athena Swan you should suggest a Wikipedia editathon. Thank you. One of the things which is improvement on so if you look at the room, those that have Wikipedia had an improvement on Wikipedia but they were forbidden from making new articles. So they had to make an improvement and making an improvement like citing a fact or having the fact of re-wording is an easier and more medium than making a new article when a heavy asleep learning curve came. And so variations on the parameters of the event are different and in looking for responses to that. You had a series of editathons did you have different responses or outcomes to different points of effect? This research was about one particular editathon and the success story is that this research helped me to make the case for employing our Wikimedia in residence and now we have many editathons and we will research more and more around that. But the Alison's team aren't even finished with the data they got from that one because the interviews particularly the questions that were being asked of the interviews they started I think by saying oh yeah no Melissa made me go to... I went to the editathon it was alright and then of course the excellent questioning from the researcher brought out such a rich set of data that we've still got plenty more to do just on that one. But yeah the plan is to research in lots of different ways and you've got a lover Wikimedia who sets rules and restrictions and makes us push against the boundaries. So thank you. Can I just say when Melissa commissioned the work she chose a group of people who would quite easily turn round analyse the data and say a Wikimedia doesn't help at all but that was opposite of what we actually found and I know some people in the room here helped in terms of filling in the questionnaires and the interview data and thanks so much we have such rich data and we have a lot more to analyse. That's a good question and it's a good challenge and that's why you need your librarians and archivists to be with you and ideally a Wikimedia because for a successful editathon you have to decide what content that's going to be doable in the time and manageable for the participants because they're going to have to self-regulate. So our first one was actually it was successful because we were focusing just on those seven women particularly and then there were a few other topics associated with it including Surgeons Hall and various other university events or history events and so that would be my suggestion is to focus it specifically on a topic. Martin runs enormous over several days events with very large topics so it depends how confident you are but the thing about it is that the information is not yet in Wikipedia the information may not be yet on the internet so at an editathon you don't just sit down at the computer and put the type thing into Google and find all the information it's really important that you what we're trying to do is to get the information from probably books paper, journal articles all kinds of things that haven't yet made it into Wikipedia itself so it's your librarians and archivists who are absolutely key to providing the resources in the room that we then write about to put on to the pages so their advice the Edinburgh archivists advice as to what was going to be achievable in terms of information about these women and the time that they studied helped us to frame that so it takes a bit of time thinking about the planning but there's lots of different models and Martin knows quite a few so if you have an idea run it up to Wikipedia and they'll go that will never work but they'll probably say that sounds like worth a try and it was the women's seven students and we had the first that was open and it was on women for March 2015 so we had it on and all the women's seven students who were interested in coming and we had six librarians and they had their student instructors so we were trying to educate them about information about research about studying art so having and we have the resources in a little bit all the records for all the journals and everything and they weren't allowed to they would have had the first one first before they had to go on the way so any of that kind of planning it can work really well is Edinburgh the first perhaps the only university in the world that uses this? to claim that? so some of the university libraries so Martin is Wikimedia residents at the Bodleian Library which of course is either part of Oxford or completely distinct from Oxford University depending on the way the wind is blowing at the time but yes I think the University of Edinburgh is the first of the UK universities to have a Wikimedia residents for the university as opposed to specifically in the library so our Wikimedia who is Ewan who is around it's particularly looking at development of digital skills and so although in information services we're very close to the library he's not based in archives and collections he's based where learning, teaching and web is based thank you great hi so my name is Denitha Petrova I teach on the Masters program of digital media design at the University of Edinburgh and first I'd like to tell you a little bit about our program we have on campus and online version and we are focused on studying the relationship between visual and sonic design and digital media our courses are focused on projects that I use animation video and mobile games 3D, 2D animations sound design and web design and web development and also we our students work individually but also in some of the courses we run group projects either in small or larger groups so we deliver in different ways through lectures and seminars but we also use forums and social media we do a lot of collaborative activities peer review and we of course have guests supporting lectures from practitioners in the field and so digital media and rich media is very important for us because our students actually create projects using digital media so naturally we make this part of the learning process and we use digital media tools to facilitate the learning experience so digital media is digitalized content text, graphics and audio video but also rich media is very important for us because through rich media we interact we get to interact with the content and so our students in creating rich media projects for them this is a natural way of connecting with the material a natural way of learning and teaching and research shows that for instance in advertising use of rich media increase the engagement rates of the users over five times so we try and move from the traditional teaching methods and we use digital media technologies and in this way we also allow our students to disrupt the traditional teaching and participate in the teaching and learning experience so how do we do it I'll focus on two things the flip classroom and some of the participatory tools that we develop ourselves but we use learn as a virtual learning platform we also use Panopto to record live lectures and of course we use blocks and we also allow live stream lectures for our distance learners who wish to watch the lecture in real time so in the flip classroom approach our lectures are pre-recorded so the students ask to watch the lectures in advance we try and deliver short shorter lectures but lots of them so instead of watching one hour lecture we give them 10-15 minute slots so after that in the class we discuss the material we do exercises based on the lecture material and we also sometimes prepare for assignments in the lecture time this is a screenshot from learn we have courses, media and culture and I'm not sure if you can see there but you have the introduction and the lecture then we have weekly challenge we have playlists that the students can upload video materials to this is a screenshot from a flip classroom this is an interview that the lecturer is doing with one of the students based on in this case artificial intelligence which was the topic of this particular lecture and also this is a view from Panopto on the top left corner the students who are watching from a distance can see the video recording on the other side they can either see the lecture slide or any other material that the tutor has uploaded there and below that they can flip through the pages and choose where they wish to stop maybe make some notes or skip some of the material if they want to go further so how do we support our audio students through this experience when we run the flip classrooms prior to that we set activities for the distance learners and so they can do their own recordings or they can send us notes but we do try and get them to actually record themselves and then in the flip classroom we choose some of the recordings and play them in class so this is one of our students who is doing an activity on artificial intelligence so there is a little bit of role play here she is based in London and here is another one she did record her interview in a more creative way in this case she is answering a specific question again on artificial intelligence so they do get to participate in this experience digitally another way of doing the flip classroom is through engaging the students in role play activities in this case this is I recorded a lecture on reflection in creative practice and the students were asked to watch the lecture and then in the lecture time we were splitting groups and then each of the group members had a role in this case it was an artist, tutor, critic and researcher so they were working in groups and discussing the material asking questions and in this way I was trying to prompt them to think about their own practice but also to share and discuss the learning material this is another view as you can see also this is all recorded so the students from a distance can watch these discussions as well I chose this one because it really shows how much they engaged with the material it was actually a very interesting experience for me to be there and another one so it's the students asking students questions I was just mostly listening and occasionally moderating or getting involved another way through which we get the students to engage more through quizzes and games so again this would involve them knowing the material and would involve them having seen the lecture this is a screenshot from Penopto it shows on the top left corner the classroom and then on the right you can see some of the questions and the answers that I've given them so they were asked to choose the correct answer by using a specific colour code so this is another view actually a really fun day but it does show that the students really like this kind of more fun way of engaging and I think maybe not every lecture but occasionally running activities like that helps them a lot and so what we aim for by doing all these things is to experiment with the material to increase the communication between the students and not just to cover the material but to master it and we also want to shift the responsibility for learning towards the students very quickly another digital media tool that we have is something that was developed by Professor John Lee who is the director of our digital media design program and so it's an experimental tool this is the screenshot so on the top left corner he is giving a lecture on the other side you can add anyone that has access to it can actually add links to PDFs other lectures, videos and what I did then based on the original tool that he developed I pre-recorded one lecture this was the one on aesthetics of participation I split it in several different parts and in the class the students were asked then to take each part and add learning materials on top of what I've already done so as you can see here just one example one student has added a link to a specific Wikipedia article and another example so they were adding actual artworks here so in this way they were really engaging with the material and also that is something that I can revisit next year when I'm doing the lecture again and see if I could find something interesting and exciting and so to conclude the future for us is where we're looking to integrate further the on-campus and OGL programs we also are looking to include more participatory digital media tools and really for us what is important is experimentation because this is the core of our program to experiment and play with digital media and I believe that is my 10 minutes thank you I'll start off a potential consequence of using examples like YouTube video is that they'll recommend related videos so this could be helpful in that they could be seeing your videos and videos from another course in perspective or they might be led down the rabbit hole of the crazy things we put on YouTube did you have any indication of whether students were watching related material well we are masters programs are students as I said they come prepared already so of course there are all sorts of videos there but we as part of the recorded lecture I also put lots of links and places that they can go and look for specific videos that relate to the topic of the lecture so it's a risk that we have to take because again experimentation and self-learning is important so it's something that we cannot worry about too much because we live in the sort of digital media world and it's very noisy and it's very busy so we have to learn to sift through the material and now students have to learn to do that so you're actually encouraging them to find related material and incorporate that into that that's a truly open aspect yes it is well we try so I wasn't quite clear how because I know you showed a learn and learn we use that and it feels quite siloed and it in itself doesn't really offer students well it's kind of tricky for students to share things with other students so I'm not sure how did you get around that so that students could all see what each other was suggesting or sharing we start with learn so this is this is the official learning platform but then we just spread to other places open platforms so tools that we develop and we put on our own server because yes it is restrictive but it's a good place to kind of go and find the original materials at least and after that we go elsewhere so you're right it can be restrictive and it really keeps it within the university which is a good thing for certain things like for submitting assignments or having close discussions but then there are other tools for other purposes of course thank you I even left out some adjectives I could have added as well so well thanks for this opportunity I'm Therese Bird and my colleague here is Ali Jones and we're both from the Lester Medical School I'm an educational designer there and Ali is a fifth year medical student and he is the genesis of Teach Me Anatomy so he will be presenting as well he'll be telling the nuts and bolts of its genesis so indeed how a medical student built a sustainable crowdsourced peer-reviewed open online textbook in his spare time and I'll start by showing you the site so Teach Me Anatomy is basically a it's an online free anatomy textbook and it's written as you'll hear by students for students very much a community project and it was basically its purpose was not so much open OER openness but to help medical students ask their degree that was kind of its whole point so it started out as a simple and free WordPress and Ali will explain how it came to what it is now so you can see the kind of nice menu across the top and I will show you if I can get this to work so basically it's just you can kind of slide along the different menu items and you can see that you can choose the different regions of the body to be studying all of the materials are text and images there are no videos on here very interesting for people in the world of YouTube and so if you click on one of the articles this is what it looks like so you can see I highlighted when I took the screenshot I highlighted the image and so you can see when you hover the mouse on it you get this image and you can see the copyright is a mixture and that's because Ali and the students were kind of just figuring out how to deal with copyright and so you'll hear that story here as of this morning or last night I think I got this right the site is now CC by so it's kind of more properly open as of last night after we chatted and things so you'll hear the whole story how it's gone along you can also see that there's a way to give your ratings that's turned out to be quite a driver on the site and quizzes is something that you've just added to what in the last last six months okay now basically forgive my impertinence but I'm kind of just stating here as I kind of think through the history of the open educational movement that's kind of what I've got at the top and across the bottom I've got what I'm calling open-ish things open-ish kind of of course I would probably really put Wikipedia more at the top but I guess the reason why I didn't was just because this was sort of my point of view back I kind of saw the MIT initiative and Creative Commons as kind of the real genesis so in the whole educational world or the open educational world those were the different initiatives and of course we can get to the end and we could say Coursera Future Learn are they open well you know open-ish they're free and yet they you know Future Learn comes from the Open University Coursera you know we could say they came from the original MOOCs from Downs and you know so and which was quite open philosophy but across the bottom these are the you know these different platforms had kind of varied beginnings YouTube started with three employees from PayPal just goofing around putting some videos out there and it's open-ish now sorry what is open-ish what I mean by open-ish is Nick Pierce another score fellow use that term to describe repositories and platforms that are a mixture of open and closed and so a lot of these along the bottom started closed but became open or just remain a mixture and yet can be used openly certainly all free now except for the app stores I'll get to that but Flickr was one of the first sites that I used to share and find images and where you could I was clear I could find the license clearly YouTube kind of hides the license iTunes you kind of hides the license but you can put it you can put them in there Khan Academy you know where that started I'm a little unclear what the license is now but it certainly has an open ethos why did I put the app store because a lot of stuff on there is free and I know that our students use the app store as the library and that's a kind of a strange new world that we're in but that's what's going on and the app store is also it's got a kind of a porous interface with the iTunes you which is free and a lot of it is well a certain percentage of it is open so there is a synergy there so basically as I kind of think through the history I can see that you know these open-ish platforms and presences have a sustainability perhaps that perhaps others don't and that feeds in to the story of Teach Me Anatomy and I think this is where I want to go so this slide really covers the why and the how so why did I put the site together and how did I put it together so I was in my fifth year of medical school now studying my anatomy module and like most students rarely use textbooks in five years I can count the number of textbooks I've used on one hand I'm technological age so I love using the internet to get all my resources so studying my first anatomy module went on the internet to find something for medical students I really couldn't find anything relevant at all there was really nothing nothing for me to use there's some great 3D models some great images but nothing text based nothing like a textbook on the internet so I had an idea why didn't I put something together that could act as this sort of resource so really it rose from a clear user need that I wanted it my peers were saying there's nothing really out there so there was a clear need for it and the sort of aims that it wanted to meet was it had to be a responsive design so it had to work on tablets and mobiles and on PCs undergraduate level for undergraduate medical students and it had to be free it wasn't explicit aims that I'd written down it was just really what I thought worked there were some aims at the beginning as well there were things that it wasn't meant to be and from the outset it wasn't ever meant to be a commercial venture it was never meant to be to make money and actually it wasn't meant to be for anyone outside of Leicester so it was from the outset it was purely for Leicester medical students so I'll just briefly look at this the site development so I start the chart here in 2013 which is actually about a year after it actually started it actually started up on WordPress in 2012 and then after some months Ali plunked down the money I think about 50 pounds or so to get his own domain in WordPress which is all you really need for that and it was about that time that the number of hits started to go up so if you can't see the numbers there the blue line is the average daily views which is at this time about 30,000 a day starting from close to zero there in 2013 and comments now that's a small red line there at the bottom doesn't almost go up very much but going from the comments became quite important they became the driver and that was how a larger community outside of Leicester students was formed was from these comments and it was comments, it was suggestions it was corrections this is a student making an online textbook how is it going to be for sure how is it going to be vetted was it peer reviewed it kind of all grew from the comments so at the beginning in 2013 there were maybe a handful of comments per day till now about five sorry, a month till now about 500 comments a month and this is something that keeps Ali very busy and then as you can see he hit on the idea of selling ad space starting trying to earn some money to redevelop the site just from word press to make it a better site as you saw you need money for that so to hire the developer he started to sell ads started with ad sense didn't get all that much revenue somehow hit on the, was it your idea to approach the pharmaceuticals he fell in with the American Pharmaceuticals and that's kind of where things really took off because they wanted to advertise there we don't even see the ads here in the UK they're kind of targeted in such a way that you see them if you hit the site from the US and it was from that time on that's kind of when, the trajectory is similar but it does get steeper after that point and then he could afford to do the softer redesign and it kind of went up from there so that's why I kind of just oops, yeah just that, you can see how from that trajectory more sustainability came in because there was money coming in then and even though that was not the point as he said and the crowd source quality increased because just more people were commenting on it people were writing in yet they were hitting the stars as something fairly recent at the beginning people were just emailing where it says contact us and people were coming and saying you know you've got a mistake there and then he would respond to that oh sorry I got one more and so basically that's just to explain about the quality and you know it's kind of a dilemma how do you start if you don't have the quality how are you going to get the clicks but you have to start somewhere so you just start building and so he started with friends he had a Facebook group and said can you check my articles the content actually started from Grey's Anatomy the images which were then out of copyright the older ones but the human body doesn't change and so at least not that fast so he's used those and it was written text around it which he authored friends authored and they just kind of crowd sourced the quality and it gradually became where outsiders and people from all over the world were making comments and adding suggestions the Lester Medical School stance is separate because this is not a textbook from our curriculum and basically they just kind of say you this is your stuff and we're not saying whether it's right or not students let the buyer beware just be aware that it might not be correct but in Ali's new ventures which he'll show at the end we're going to speed up I'm sorry he's got senior practitioners vetting the articles just for a couple of slides just run through some of the impact the sites had so you can see started collecting statistics in March 2013 and steady growth allowing for dips in the academic holidays and then going up to the last month nearly a million views in a month and it's growing it's still growing today yesterday broke the views the most amount of views in a day so up to 44,000 in one day so still growing and last year we did a demographic survey just looking at who exactly was using the site and the results were quite surprising so although the site was written by medical students for medical students actually they are not the joint majority user only 27% of our users are actually medical students from other healthcare groups so nurses, midwives, physios then a whole host of other professionals and then also patients and nurses so an unintended consequence if you like built for medical students but actually a lot of other people can use it then this just shows where the users come from so in dark blue is the high concentration of users in light blue sort of a mild concentration so the main countries USA which is about 33% the UK is about 17% Australia India and Canada are the sort of top 5 countries but you can see nearly all of the countries there are in light blue and I picked out one it's just on the west coast of Africa western Sahara which is white that's the only country I can see on that map that hasn't visited Teach Me Anatomy so again another unintended consequence it was really just written for people at Leicester to use but now we've got users all across the world and I thought I'd just spend a slide talking about licensing so before I put the site together I had no idea about image use or licensing or anything like that no idea at all and really learnt as I went along and the main issue was getting hold of images because all the content on there is written by students but we don't have a medical illustrator and we don't have a graphic designer so the question was how do we get images which are really important in anatomy so the first question I sort of asked was well is the site can qualify under fair use it's overwhelming and aring but decided it probably didn't the second question I asked was well can we use a creative commons licence and if we can can we use a commercial licence or a non-commercial licence and I figured that it's a bit wishy washy is it commercial, is it non-commercial but I don't want to take the chance so just plumped for the safest licence which was the commercial one so in the end we ended up with three sources of material on the website so original content used by students public domain worked to disgrace anatomy images which have been edited and adapted and creative commons licence material and there's also been reused by, particularly the images been reused by a lot of teachers and one of the things that really allows for the sustainability is this comments box at the bottom of every article and this allows people to submit comments about the article and also give it a five star rating so you can see the three different types of comments we get there, we get some positive comments and also suggestions of what to improve and this really adds to the sustainability because now we have users feeding back into the resource and telling us what they want it's also got a profitability attached to it so revenue is generated via advertisements it's got quite low running costs it's just a website and this allows us to fund further development so in the last tax year the revenue brought in was about £40,000 so this allowed us to develop two apps and develop our spin off websites which are all run by students at Leicester so a surgical website an obstetrics and gynaecology website and a physiology website the surgical website went live in August and the two other sites are in development at the moment so just to conclude basically why is this such a good model of an open initiative I think because it satisfied a clear need there was a clear directive and it went from community to crowdsource in terms of both content and quality and those just fed off each other and that was the kind of virtuous cycle of open, open education the ratings and comments kind of drove those it became commercial that was almost kind of accidental it just wasn't exactly a point at the beginning but it certainly helped for redevelopment and it has gone from openish to open and there's how to contact us thank you that's a good question really that license is there just as a sort of filter and people have contacted and said can I use it for this or that and I pretty much always say yes so people have published it in books and people have used it for commercial means but what we ask is that if people want to use it for a commercial reason just get in contact with them and they'll say yes and they'll say yes and they'll say yes and we'll use it for a commercial reason just get in contact first and so then we can check so we've had about 100 requests via email to use content from the site only said no a couple of times and that was when people wanted just to copy the whole site and put it somewhere else so actually we're quite open but we don't say no to anything that's commercial we just want to know what it is first but to give me pushing a point you're dependent on changes suggested by your community and you're determined to be a living resource and say if the money ran out and you could run the site in more you'd be happy if you were someone to take an update so long as the content existed you'd hope it would be updated in the future and you've actually got a known derivative licence so you're explicitly forbidding people to make derivative versions but the value of this comes from people altering it well the people are suggesting alteration so they're not something like Wikipedia where they can log in and alter it themselves they suggest and then we write what they want basically but I can see the point you're making and this sort of illustrates that we're still figuring it out as we go along I have no idea what Creative Commons even was when I first started out and only just added the licence for the text onto the site yesterday all the images have been licensed for a long time so that really illustrates that it's finding out what works and how these things happen You may have come at this I'm just taking a look at the site goodness is it so impressive and I do really like this functionality that you've all paid sorry to have said this but is this a plugin within WordPress because this is very empowering for that commenting dimension that's more where it's not a plugin and this is something that we paid a developer to produce so one of the things that we haven't done or even started to do is actually make some of the technology on the site open source so for example the rating and comment function that's not something we've even begun to perhaps export into a plugin that's a little bit barely possible technology but really helps it's like there needs to be a platform that offers that somehow that kind of Amazon like thing that people are used to I've had students ask me that for just learning materials full stop when it's sort of snowballed and actually this sort of thing is strangely and perversely addictive so you put the stuff up there it gets a bit of positive feedback and it really just snowballs from there so when I first set up the site I was only spending three or four hours a week on it probably max now I'm spending two hours maybe a day going through comments and updating things and changing bits around so if I was doing that in the beginning I probably wouldn't have thought it was worth it but as the site snowballed and you could see how much people value it and how people like it and you get a lot of positive feedback it's really quite an addictive thing so there hasn't really been a point where I thought it's not been worth it but the amount of work has snowballed up I'll change my risk scenario by the way my risk scenario isn't that the pharmaceutical companies stop giving me money it's that you and everyone involved in this gets recruited into really interesting research or doctorary jobs which take up all your time so you have no longer time to maintain it and then you might think about what happens to hit on your license to do some continuing any more questions ok, that's that, that's great the lunch hour was a slug at the front of the clock and took a bit of time for the lunch hour on a simple question and then for the second there was a little bit of order of two in that one that would be packed with what would be from 30 plus one on this so with the pieces that have come up a lot in all these sessions so far