H800 2014

Cognitive overload: it is difficult to separate the 'content' from the 'context' in a OER, thus it is difficult to decontextualize an OER and re-contextualize it to a different learning context/purpose;

This UKOER phase 2 project was working closely with the NHS eLearning Repository to explore sharing open educational resources across clinical (i.e. NHS) and academic (i.e. HEI) settings in the UK. We worked with Jorum to look at potential ways to represent OERs in both repositories to increase access to both datasets via access from NHSNet and JANET.

The work of the project built on the excellent partnership established in our previous UKOER phase 1 pilot project, OOER, and extended and embed the good practice development begun in phase 1, together with equivalents such as the eLearning readiness toolkit developed by the NHS.

Alongside this important work, we further developed the concept of a Consent Commons to make sure that the interests of patients and non-patients appearing in clinical recordings used in OERs are fairly represented (in accordance with UK Data Protection and Privacy and Electronic Communications legislation, following the guidelines from the Information Commissioners Office), alongside the copyright and ownership interests - typically represented in, for example, a Creative Commons license. 

This makes it permissible to embed the videos into learning materials as the YouTube player is the means by which this happens, in contrast to downloading and converting them to another format which is not automatically permitted.

This is, however, on the basis that the video has been uploaded with the permission of the rightsholder and thus not infringing copyright in the first place.

The central idea behind the theory of nonconceptual mental content is that some mental states can represent the world even though the bearer of those mental states need not possess the concepts required to specify their content.

However, the specific suggestion we address here is that vicarious learning is a distinct idea that may have its own implications, particularly for distance learners and others whose access to normal learning dialogue is limited.

Vicarious learning accordingly arises in situations where a learning experience is witnessed and reacted to as a learning experience by another learner.

This is a clear example of vicarious learning where the focus of the learning episode is some cognitive skill or understanding

foreign intervention is less desirable than autonomous growth and innovation

M-Pesa (“mobile money” in Swahili) is a Kenyan mobile phone service which allows people to pay or transfer money to any other mobile phone user. It came about to meet the needs of a population poorly served by traditional banking services, before spreading throughout Africa, and is now among the most advanced mobile payment systems in the world. It’s different from your typical money transfer, because it doesn’t rely on bank accounts

Today, over 50% of adult Kenyans use the service to transfer money and pay for bills and even shopping