A new 'Consent Commons' licensing framework is proposed, complementing Creative Commons, ... more A new 'Consent Commons' licensing framework is proposed, complementing Creative Commons, to clarify the permissions given for using and reusing clinical and non-clinical digital recordings of people (patients and non-patients) for educational purposes. Consent Commons is a sophisticated expression of ethically based 'digital professionalism', which recognises the rights of patients, carers, their families, teachers, clinicians, students and members of the public to have some say in how their digital recordings are used (including refusing or withdrawing their consent), and is necessary in order to ensure the long term sustainability of teaching materials, including Open Educational Resources (OER). Consent Commons can ameliorate uncertainty about the status of educational resources depicting people, and protect institutions from legal risk by developing robust and sophisticated policies and promoting best practice in managing their information.
Exploration of seven stage framework generated through extended groupwork involving experienced O... more Exploration of seven stage framework generated through extended groupwork involving experienced OER practitioners at the 2011 SCORE Symposium. This framework suggests how to approach ‘OER nirvana’ as teachers, managers, staff developers and systems developers, through Subject Centre, JISC/HEA funded UK OER and institutional OER initiatives, community engagement building for JorumOpen and staff development through HEA initiatives. The model's overlap with Joanna Wild's OER ladder (a SCORE fellowship development) to also explored. A particular strength of the ladder and stairway models is recognition that practitioners are not equally OER-ready and that individuals and institutions may intentionally become ‘out of step’. The workshop drew on contexts and examples identified by ALT-C participants who lovcated themselves and other stakeholders within their institutions on the OER stairway continuum. The workshop format provided opportunities to critique the model and suggest new metaphors or alternative institutional-, role- or discipline-specific steps.
A new 'Consent Commons' licensing framework is proposed, complementing Creative Commons, ... more A new 'Consent Commons' licensing framework is proposed, complementing Creative Commons, to clarify the permissions given for using and reusing clinical and non-clinical digital recordings of people (patients and non-patients) for educational purposes. Consent Commons is a sophisticated expression of ethically based 'digital professionalism', which recognises the rights of patients, carers, their families, teachers, clinicians, students and members of the public to have some say in how their digital recordings are used (including refusing or withdrawing their consent), and is necessary in order to ensure the long term sustainability of teaching materials, including Open Educational Resources (OER). Consent Commons can ameliorate uncertainty about the status of educational resources depicting people, and protect institutions from legal risk by developing robust and sophisticated policies and promoting best practice in managing their information.
Exploration of seven stage framework generated through extended groupwork involving experienced O... more Exploration of seven stage framework generated through extended groupwork involving experienced OER practitioners at the 2011 SCORE Symposium. This framework suggests how to approach ‘OER nirvana’ as teachers, managers, staff developers and systems developers, through Subject Centre, JISC/HEA funded UK OER and institutional OER initiatives, community engagement building for JorumOpen and staff development through HEA initiatives. The model's overlap with Joanna Wild's OER ladder (a SCORE fellowship development) to also explored. A particular strength of the ladder and stairway models is recognition that practitioners are not equally OER-ready and that individuals and institutions may intentionally become ‘out of step’. The workshop drew on contexts and examples identified by ALT-C participants who lovcated themselves and other stakeholders within their institutions on the OER stairway continuum. The workshop format provided opportunities to critique the model and suggest new metaphors or alternative institutional-, role- or discipline-specific steps.
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Papers by Suzanne Hardy