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Teacher Professional Learning Communities: a collaborative OER adoption approach in Karnataka, India

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Sriranjani Ranganathan, Gurumurthy Kasinathan
IT for Change

Published in: Education
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Teacher Professional Learning Communities: a collaborative OER adoption approach in Karnataka, India

  1. 1. IT for Change, CC-BY Professional Learning Communities ­ a participatory approach to OER in Karnataka Sub-Project 5, ROER4D Sriranjani Ranganathan Gurumurthy Kasinathan March 2017
  2. 2. IT for Change, CC-BY Can a collaborative, “bottom­up” approach  by teachers working together to create, adapt and share  contextually appropriate resources provide a model of OER  adoption? Action research with a group or 67 Mathematics, Science and Social Science Government High School teachers in Karnataka, who are part of a larger professional learning of teachers created by the ‘Subject Teacher Forum’ program Research period - January 2014 to December 2015 Location – Karnataka state, India What did the research seek to study
  3. 3. IT for Change, CC-BY Actors in the study
  4. 4. IT for Change, CC-BY Overall context of the research 1. Techno­social context  ✔ ICT program penetration high in high schools but actual availability poor ✔ Teachers use of ICTs poor, outsourced model of implementation ✔ Proprietary software environment 2. Pedagogical context  ✔ Text book culture - teacher as a minor technician ✔ Teacher isolation impacting teacher development 3. Socio­cultural context ✔ Linguistic diversity ✔ Text books created at state level may not be able to address local contexts
  5. 5. IT for Change, CC-BY Methodology Tools Object of analysis Focus of data collection activity 1. Structured questionnaire 67 COA teachers and Comparable group of 124 teachers Information about ICT use, resource adoption practices, and teacher development processes 2. Focus group discussions 67 COA teachers across 10 focus group discussions Sharing beliefs and perspectives on resources, and key concepts (OER, KOER, TPD, PLC etc.) 3. Mailing lists interactions Mails sent and received by COA teachers on the PLC mailing lists (state-wide community of 12,800 teachers) Reuse, creation, revision, remixing, and redistribution of resources by teachers in PLC mailing lists 4. KOER content analysis Select content reuse, creation, revision, remixing, and redistribution by COA teachers Creation, adaptation and sharing of resources by COA teachers on the KOER portal 5. Key informant interviews 5 Teachers, teacher educators, senior department officials Factors enabling and constraining the development of an OER model based on COA
  6. 6. IT for Change, CC-BY Action research cycle (Mindmap)
  7. 7. IT for Change, CC-BY How did OER adoption impact techno­social factors  Capacity building of COA teachers in using digital technologies – Demographic profile of the teachers in the COA and Comparable groups – ICT usage habits ●
  8. 8. IT for Change, CC-BY How did OER adoption impact techno­social factors  Free and open technology environment – Change in teachers’ conception of resources 86.50% 13.50% Open Proprietary The exposure to the free and open source software applications has introduced teachers to a variety of resource formats, enabling their movement from the common “power point presentations” to mind maps …… …… They are also seeking and exploring multiple tools that can work on different devices and looking for convergent solutions - mobile upload of a solution to a solved problem (solved by hand), sharing recordings of broadcasts by teachers, looking for mathematical teaching….. learning software for the smart phone, exploring Unicode font converters for local language typing or upgrading Geogebra from its 2D version to a 3D one.
  9. 9. IT for Change, CC-BY How did OER adoption impact techno­social factors  ● Systemic integration of ICTs into TPD and OER adoption – Systemic availability of ICT infrastructure for teacher training – Perspectives on technology and teacher training ● Techno-social challenges
  10. 10. IT for Change, CC-BY How did OER adoption impact techno­pedagogical factors  ● COA processes influence on OER adoption – Design of the KOER website and OER creation; teachers review of this – OER processes seen on the KOER website – A professional learning community as a site for OER adoption
  11. 11. IT for Change, CC-BY How did OER adoption impact techno­pedagogical  factors 
  12. 12. IT for Change, CC-BY How did OER adoption impact techno­pedagogical  factors  Use for a different purpose from original purpose Translate to another language Change format Change sequence Mix two or more materials Reduce/Add content Use with own examples 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00% COA Percentage Comparable Percentage
  13. 13. IT for Change, CC-BY How did OER adoption impact techno­pedagogical  factors  Number of resource pages created Concept maps Additional web links from the Internet Audios/ videos/ images Text materials (lesson plans) Simulations/ animations 0 10 20 30 40 50 60 39 24 22 18 23 8 42 9 7 6 5 2 56 21 25 23 16 4 51 21 14 44 15 1 KOER Resources - mathematics and science subjects, in English and Kannada languages Mathematics (English) Mathematics (Kannada) Science (English) Science (Kannada)
  14. 14. IT for Change, CC-BY How did OER adoption impact techno­pedagogical  factors 
  15. 15. IT for Change, CC-BY How did OER adoption impact techno­pedagogical factors  ● Impact of COA processes on TPD – OER counter to the textbook culture (teachers made videos) – Use of technology for self learning and in teaching – Impact of COA processes on teacher networking Science videos Maths made interactive
  16. 16. IT for Change, CC-BY How did OER adoption impact techno­pedagogical factors  ● Use of technology for self learning and in teaching ● Impact of COA processes on teacher networking Comparable COA 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% 0.00% 64.18% 44.76% 7.46% 55.24% 28.36% use of ICTs for teaching No response No Yes No Yes 0 10 20 30 40 50 60 70 80 90 100 88.68% 16.67%11.32% 83.33% Interactions with teachers from other districts Comparable COA
  17. 17. IT for Change, CC-BY How did OER adoption impact techno­pedagogical factors  ● Techno-pedagogical challenges – Sustainability of KOER portal publishing – Quality of OER
  18. 18. IT for Change, CC-BY How did OER adoption impact socio­cultural factors Understanding of open licensing - “Implicit” OER – ● Comparable COA 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% 1.90% 5.33% 80.00% 34.67% 18.10% 60.00% Yes No Do not understand question
  19. 19. IT for Change, CC-BY Effectiveness of COA processes on OER adoption – socio cultural factors ● Contextually relevant resources – OER to respond to the teachers’ and learners’ contexts – OER creation in the local language
  20. 20. IT for Change, CC-BY Conclusions ● Professional Learning Communities” - a systemic model for OER adoption and TPD in the public education system – Embedding OER adoption in the public education system ● Policy recommendations – Implement PLC approach to TPD in in-service teacher education – Implement the COA model for OER adoption – Copyright policy should make open licensing as the default – Implement a free and open technology environment
  21. 21. IT for Change, CC-BY Next steps for research ● How does the community help the OER adoption process ● OER adoption in classrooms ● Abstracting principles and designing for upscaling to other states
  22. 22. IT for Change, CC-BY Acknowledgments This work was carried out with the aid of a grant from the International Development Research Centre, Ottawa, Canada. Education Department, Government of Karnataka

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