Biomedical Science Laboratory Photographs

Image: Laboratory safety open educational resources
Creative Commons BY-SA (3.0)

Content Authors:                            Level:

Dr Viv Rolfe                                                       School, College, University, General interest

OER Features:

Laboratory safety photo gallery on Flickr

Spectrophotometry photo gallery on Flickr

Microbiology photo gallery on Flickr


OER Description:

We have uploaded three sets of biomedical science laboratory photographs onto FLICKR for your use and reuse.

The first is a set of images relating to laboratory safety. In the lab the understanding and compliance of health and safety procedures is hugely important for the safety of the individual and others working there. Here is a bundle of photographs illustrating safety signage, protective equipment and waste disposal equipment that you can use and reuse in either your own studies or to compile your own educational resources.

The second set relates to the use of the spectrophotometer and illustrations of a simple assay that we conducted as part of one of our other open educational resources. The photographs for example illustrate how to correctly place a cuvette into the machine, obtain readings, and how to prepare the relevant samples for an assay including a blank, standards of known concentrations and unknown samples.

The final set is relating to microbiology.

Feel free to use these biomedical science resources under the following Creative Commons license terms:

BY – by means please attribute us – De Montfort University HALSOER Project

SA – means if you adapt, crop or alter the images, please share alike – or share back what you have developed.

Open Technology to Support Biology Courses and Resources

Phil Tubman is a learning technologist at Lancaster University and is working on the present Biology Courses project, and he has just delivered a presentation to “Psychology in Education” students on open education.

Biology courses talk

To see Phil’s presentation, go to:

Phil has talked about open education from the technological perspective, which is actually very important. An awful lot of material released to share on the internet is just in one format, and this not just restricts the “openness” and flexibility of the resource, but it is restrictive in terms of accessibility and availability to learners with different approaches and study requirements.

In this presentation he talks about the emergence of open working which was led by the “open source” community and facilitated by open licences. In parallel, open education is growing around a dedicated community of participants and is facilitated by the open content licence Creative Commons.

The talk points out to be truly open, resources need to be produced using open source technology and software. As a second step, it needs to be produced in multiple formats to greaten the chance of the resources being adapted and reused. In biology courses, we use these approaches, and further try and enhance the open availability of resources using search engine optimisation to make our biology OERs discovered on the internet.

We are very lucky to have Phil Tubman as part of our technology team working on this project. We will report on technology developments and innovations as our biology courses website develops.


Parasite science teaching resources

Recent conference news

New science teaching resources are about to be shared onto the internet by Malgorzata Rekas, who is heading up the biomedical science team in producing open educational resources as part of the UKOER phase 3 programme project “HALSOER” (Health and Life Science Open Educational Resources). At a recent conference, she jointly won a prize for the best poster.

The conference hosted by Bart’s and The London School of Medicine and Dentistry, and was organised by the Higher Education Academy and was entitled, “From curiosity to confidence: sharing what it takes to ‘go open’ with learning and teaching resources” on 27th April 2012. Most of the discussion topics involved best practice in creating and sharing open educational materials. The HALS team produced a poster demonstrating example of science teaching resources completed so far at De Montfort. This included parasitology, where OERs are being developed in collaboration with external partners at local Leicester hospitals to review a range of parasites, with emphasis on diagnosis. Malgorzata is also producing OERs on mycology (fungi), and is highlighting a number of different fungi that are common causes of skin diseases. The team were awarded a shared first place for the poster presentation.

science teaching resources


Click on image above for large version

At the conference, several subjects relevant to open education practice were discussed, including copyright and licensing, learning materials development, and different approaches taken to producing OERs. The copyright, licensing, consent and ethical issues were matters especially emphasised on the day.

Professor Megan Quentin- Baxter from the University of Newcastle and Doctor Jane Williams from the University of Bristol delivered a presentation about the available policy tools to facilitate sharing learning resources as well as importance of understanding of copyrights and consent issues. The discussion detailed reusing learning materials, citing and attributing resources, as well as guidance on including recordings of people in science teaching resources and materials.

Paul Scott from the Hull York Medical School discussed Accredited Clinical Teaching Open Resources (ACTOR Project) and their institutional approaches in building on existing community practice to simplify sharing and utilising learning resources. Furthermore Suzanne Hardy talked through her experiences from the following projects; Pathways for Open Resources Sharing through Convergence in Health Education (PORSCHE), Organising Open Educational Resources (OOER), and PublishOER project, all part of the UKOER programme.

Overall the day proved to be very interesting as it highlighted the many challenges that we face in developing OERs, and the HALS team gained insight into how other institutions are tackling these. During the conference the key questions “how to publish learning materials to avoid legal barriers?”, and “why bother with OERs?” were asked and given a broad discussion.

As open education and open learning gathers momentum in the UK and indeed around the world, the community can look forward to further biomedical science teaching resources from the HALS team.

Malgorzata Rekas