Introducing OER for Teacher Development in African Universities


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Introducing OER for Teacher Development in African Universities presentation from 1st UNISA ODL Conference 5 - 7 September 2012. By Greig Krull and Tony Mays.

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  • Greig
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  • Introducing OER for Teacher Development in African Universities

    1. 1. Introducing OER for TeacherDevelopment in African Universities Greig Krull and Tony Mays UNISA ODL Conference 5 September 2012
    2. 2. Outline• Challenges• Initiative• Assumptions• Capacity-building Engagements• Lessons Learned• Future Work• Q&A
    3. 3. Challenges • Need to increase teacher enrolments and throughput • Static or declining state subsidies • Keep teaching at the cutting edge of the discipline • Need to constantly update learning resources
    4. 4. Initiative• Support African Universities to make greater use of OERs• Individual and collaborative support to create and share high quality OER materials for teaching and learning • Access to evaluating, adapting, using and sharing of quality educational resource materials • Creation and use of a sustainable OER support infrastructure • Creation and sustainability of OER networks and communities • Application of relevant educational technologies
    5. 5. Initiative Assumptions Structured engagement OER can be sourced with OER provides and adapted to meet opportunities to specific curriculum improve the quality of needs of African higher education institutions provision Institutions can OERs can potentially African institutions can establish conditions reduce the time and apt and use OER that enable them to other resources published by otherpublish OER for further needed to service African institutions adaptation and use curriculum needs
    6. 6. OER Life Cycle Find/Get Share/ Create/ Redistribute Remix Use and Localise/ Refine AdaptFrom:Wiley, D. (2008) OER_Handbook/ educator/ OER_Lifecycle
    7. 7. Pilot Sites
    8. 8. Capacity-building Workshop 1• Aim: Explore how informed engagement with OER can support curriculum development and renewal processes• Outline: – Nature of OER – Open licensing possibilities – Find, evaluate and adapt OER – Learner Support in ODL provision (NISTCOL only)• UDSM outcome: Process for the development and review of courses and materials• NISTCOL outcome: Process to prioritise the development and review of courses and materials
    9. 9. Capacity-building Workshop 2• Aim: Build capacity for academics to design elearning materials, incorporating OERs• Outline: – Rethinking teacher education, assessment and learning activities – Search for and incorporate OERs – Implement course design elements in Moodle• UDSM outcome: Implementation Plan to develop, review and publish pilot courses as OERs• NISTCOL outcome: Implementation Plan to develop, review and publish Education Leadership and Management Programme (migrate from diploma to degree level)
    10. 10. Lessons Learned• Practical engagement and concrete examples• Better to work from the premise of OER integration from the start than to ‘reverse engineer’• Need to revisit issues of copyright/ fair use/ licensing• OER in service of curriculum needs; not an end in themselves …• Part of a natural progression from information transmission lectures to problem- and resource-based learning (and increasingly ODL provision)• Integration of different media for different learning purposes and needs• Iterative processes: formative peer feedback for improvement• Hence: Opened discussion at a deep philosophical and pedagogical level on ODL provision, elearning and learning communities
    11. 11. Future Work• Refine and publish courses as OERs• Already published: NISTCOL module on Numeracy• In process: NISTCOL resources in Science and Social Science Ed• In process: UDSM MUCE resources in MST and SS and Language• Inter-institutional interest group discussion fora through OER Africa website – ECD, Maths, Science, SS, ELM, SNE• Moving locus of responsibility from OER Africa to interest group leaders across multiple institutions
    12. 12. Q&A This work is licensed under a Creative Commons Attribution 3.0 Unported License. Thank you Tony Mays and Greig Krull