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OER Use by Public School Students in Pakistan

Sana Shams, Yasira Waqar, Syed Muslim Raza Center for Language Engineering, KICS-UET, Virtual University of Pakistan

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USE OF OER IN PUBLIC SCHOOLS OF PAKISTAN:
SANA SHAMS
SANA.SHAMS@KICS.EDU.PK
Center for Language Engineering
University Of Engineering And Technology, Lahore, Pakistan
GRANT NO: 107311-002, SUB-PROJECT SP10: IMPACTS OF OER,
REGION: PAKISTAN IN SOUTH-EAST ASIA
INVESTIGATING THE IMPACT OF OER ON SECONDARY
AND TERTIARY EDUCATION IN PAKISTAN
OBJECTIVES are to understand the
• Extent of use of OER by students and teachers
• Factors that enable and inhibit the use of OER by students and teachers
• Impact of use of OER on student learning such as development of critical
thinking skills, participation in the class, achievement in subject and
collaboration among learners
COMPUTER LABS IN SCHOOLS
• Punjab – 2008
• KPK – 2015, 500 schools equipped
with Labs
• Sindh
• Balochistan
• Gilgit Baltistan
OER Use by Public School Students in Pakistan
SCHOOL’S TECHNOLOGY INFRASTRUCTURE
Schools
Facilities Availability
IT Lab Setup
(2008-to date)
✓
Internet ?
Information System ?
OER Library ✕
Universities
Facilities Availability
IT Lab
Laptop distribution
✓
Internet ✓
LMS UMS ?
OER Library ✓
OER INITIATIVES IN PAKISTAN
Schools
• Digitized Textbooks grade
6-10
• Videos in the text to
augment student
understanding.
Universities
Virtual University of Pakistan
• 6000 hours of course material
• Over 160 university courses

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OER Use by Public School Students in Pakistan

  • 1. USE OF OER IN PUBLIC SCHOOLS OF PAKISTAN: SANA SHAMS SANA.SHAMS@KICS.EDU.PK Center for Language Engineering University Of Engineering And Technology, Lahore, Pakistan GRANT NO: 107311-002, SUB-PROJECT SP10: IMPACTS OF OER, REGION: PAKISTAN IN SOUTH-EAST ASIA
  • 2. INVESTIGATING THE IMPACT OF OER ON SECONDARY AND TERTIARY EDUCATION IN PAKISTAN OBJECTIVES are to understand the • Extent of use of OER by students and teachers • Factors that enable and inhibit the use of OER by students and teachers • Impact of use of OER on student learning such as development of critical thinking skills, participation in the class, achievement in subject and collaboration among learners
  • 3. COMPUTER LABS IN SCHOOLS • Punjab – 2008 • KPK – 2015, 500 schools equipped with Labs • Sindh • Balochistan • Gilgit Baltistan
  • 5. SCHOOL’S TECHNOLOGY INFRASTRUCTURE Schools Facilities Availability IT Lab Setup (2008-to date) ✓ Internet ? Information System ? OER Library ✕ Universities Facilities Availability IT Lab Laptop distribution ✓ Internet ✓ LMS UMS ? OER Library ✓
  • 6. OER INITIATIVES IN PAKISTAN Schools • Digitized Textbooks grade 6-10 • Videos in the text to augment student understanding. Universities Virtual University of Pakistan • 6000 hours of course material • Over 160 university courses
  • 8. District Number of Female Schools Number of Male Schools Total number of Students Faisalaba 5 4 1529 GUjranwala 2 2 863 Jehlum 2 1 548 Kasur 2 1 1042 Lahore 4 3 3508 Rawalpindi 2 4 810 Total 17 15 8300 SCHOOL STUDENTS & TEACHERS SURVEYED
  • 9. Province N ni Public Uni. Pvt. Uni Teachers Students Islamabad 18 3 1 2 15 975 Punjab 57 13 5 8 70 2146 Sindh 51 1 0 1 26 30 KPK 32 7 7 0 30 175 Total 158 24 13 11 141 3326 Students and teachers of 1st students of BS Engineering and Technology UNIVERSITY STUDENTS & TEACHERS SURVEYED
  • 10. • 60% of secondary school teachers: male and females teachers having Post Graduate qualification are aware of OER resources. Teachers with Diploma or Bachelors qualification are not aware of OER. • mostly use OER to learn bout Computer Science and in limited cases about Science subjects. • provide background and up to date information about the topic • get students excited about a topic, develop critical thinking skills, • improve learning in the subject, allow the teacher to do things that are not usually done, increase learner participation, • increase interest of learner in the subject, improve learner satisfaction with the learning experience, OER USE BY SCHOOL TEACHERS
  • 11. OER USE BY SCHOOL TEACHERS • AS IS, by downloading • Perceived Barrier: • Time consuming • Indicated need for training in combining and sharing resources as well as in adding open license to the resources. • Indicated training in locating available resources
  • 12. OER USE BY UNIVERSITY STUDENTS • students (80%) are either not aware or have not used most of the OER repositories that are available online. • None of the university students surveyed reported about using any university prescribed learning resources or OERs. • Regarding the contextualization and use of OERs by university students, 93% students reported that they download the OERs from the internet to enhance their respective learning • 75.3% (8.9% always; 22.5% often; 43.9% sometimes) students use this material without changing it.
  • 13. OER USE BY UNIVERSITY TEACHERS • 29% of university teachers who are aware of OER • Use AS IS after downloading • OERs give access to best possible resources • OERs are cost efficient for learners as well as for institutions • 73% teachers were using OERs because it enables the creation of more flexible material and improves the quality of teaching. • Perceived Barriers: • Technological factors • Non-availability of OER in local language as inhibiting factors.
  • 14. ROER4D META-SYNTHESIS FRAMEWORK (OUR 2 CENTS) • Educational Challenges – basic resources to build on, cost of distance edu. Progs/ job placements • Contextual Factors – Language, organizational norms, infrastructure, discipline • Agents – perception of students, teachers, etc. Govt. policy • OEP/OER - focus on 4Rs, use of resources As IS, knowledge of what OERs are • Impact - • Import -