Using OER in Teaching Higher Secondary Students at FDRC AWES May 2015

M
ay- 2015
VINOD K KANVARIA: OER AT FDRC 2
I Can
Read
This.
Can
I ?

Using OER in Teaching Higher
Secondary Students
This interaction is aimed to cover -
Open: An Introduction
Open Source: An Understanding
The Blurred Line between ‘Open’
and ‘Free’
OER: What do they include?
OR: Classification
May- 2015 Vinod K Kanvaria: OER at FDRC 3

Using OER in Teaching Higher
Secondary Students
This interaction is aimed to cover -
OER: Uses and Applications
OER: Life Cycle for Development
OER for Teaching-learning
OER Repositories
OER for Professional Development

My Role in the Classroom ?My Role in the Classroom ?
6
5
4
3
2
1

6
5
4
3
2
1
TEACHER

6
5
4
3
2
1
TEACHER
LEARNER

6
5
4
3
2
TEACHER
LEARNER
MANAGER

6
5
4
3
TEACHER
LEARNER
MANAGER
EVALUATOR

6
5
4
TEACHER
LEARNER
MANAGER
EVALUATOR
HUMAN BEING

6
5
TEACHER
LEARNER
MANAGER
EVALUATOR
HUMAN BEING
AND MANY MORE……..

My various roles in the classMy various roles in the class
ManagerManager
My RoleMy Role
LearnerLearnerTeacherTeacher
Evaluator
Evaluator
Human
Human
Being
Being

What are My Needs? As a TeacherWhat are My Needs? As a Teacher
Distribute
teaching material
Distribute
learning material
Copy teaching
material
Copy learningmaterial

What are My Needs? As a LearnerWhat are My Needs? As a Learner
1 Free material
Unbound material
3 Not copyrighted
material
4 Free to modify
material
2

What are my needs?
Minimum efforts
Maximum automation
Data management
Minimum repetition
As a Manager

Enter your subheadline here Textboxes
Response
sheet
management
Response
sheet
management
Data
management
Data
management
Open
evaluation
Open
evaluation
Continuous and
Comprehensive
Evaluation
Continuous and
Comprehensive
Evaluation
As anAs an
EvaluatorEvaluator
As anAs an
EvaluatorEvaluator
What are My Needs?What are My Needs?

What are my needs?
Democracy
Equality
Equal opportunity
Freedom to representativeness
As a Human Being

Open !
What is ‘Open’ ?
What is it ?

What is Open ?
Copyright
Free
Open / Copyleft

See, What is happening?

OPEN IS EXPECTED TOOPEN IS EXPECTED TO enhance the quantity asenhance the quantity as
well as qualitywell as quality OF TEACHING AND LEARNINGOF TEACHING AND LEARNING
OpenOpen
EducationEducation
FreeFreeCopyrightCopyright

OPEN SOURCE: DEEPER UNDERSTANDING
Free Redistribution
Free and Unbound Source Code
Derivative or Derived Works
Integrity of the Source Code
Equality of Persons or Groups
No Discrimination against Fields
Open Source

OPEN SOURCE: DEEPER UNDERSTANDING
Distribution of License Version-free
Must Not Be Product-specific
Not Restrict Other Software
Must Be Technology-neutral
Open Source

OER defined
"OER are teaching, learning and research
resources that reside in the public domain or
have been released under an intellectual
property license that permits their free use or
re-purposing by others. Open educational
resources include full courses, course
materials, modules, textbooks, streaming
videos, tests, software, and any other tools,
materials or techniques used to support
access to knowledge.“
(William and Flora Hewlett Foundation, 2007)

Open Educational Resources
The four ‘R’s of OER
Reuse – Use the work in verbatim, just exactly as you
found it
Rework – Alter or transform the work so that it better
meets your needs
Remix – Combine the (verbatim or altered work) with
other works to better meet your needs
Redistribute – Share the verbatim work, the reworked
work, or the remixed work with others
David Wiley, 2007

Blurred Line Between Free and Open
Both are Important
Natural Sciences Social Sciences
Free Open
Monetary
Concept
Social
Concept

What can Open Educational
Resources include?
Social Sciences
Learning
content
Licenses
OER
Tools

Full courses, course
materials, content modules,
learning objects, collections
and journals, online tools and
software to support content
creation
Learning Content

Software to support the creation,
delivery, use and improvement of
open learning content including
searching and organization of
content, content and learning
management systems, content
development tools, and on-line
learning communities
Tools

Intellectual property licenses
to promote open publishing
of materials, design-
principles, and localization of
content
Licenses

What are the Six Licenses?

OPEN LICENSES: What symbols stand for?
Creative Commons
Attribution
Non-commercial
No Derivatives
Share alike
Combination as per the need
Open License
C
C

On the basis of Internet
connectivity, Target
group and Focus
Classification of OER

On the basis of Internet
connectivity
Online OER Offline OER
One-time
Connection
OER

On the basis of Target group
Individual OER Group OER

On the basis of Focus
Communication
Focused OER
Content
Focused OER

But,

OER: Use and Application
OER: Using it in a
Variety of Ways

Application of Open Educational
Resources for Teachers
Social SciencesTeaching Learning
OER
Professional
Development

Way 1
Enhancing an existing
course or offering by
adding OER
In this case adding OER to the
current course may help not only
teachers and teacher educators, but
their learners too.

Way 2
Improving existing content
by replacing the existing
materials with the OER
The replacement of the existing materials may
help in arousing the interest of the learners or
helping out with the conflict management in
the mechanism of dealing with the outdated
and insignificant material.

Way 3
Creating new part of
materials by using or re-
purposing OER
For the new content, teacher can develop OER
materials, or use the existing OER or use the
material generated for some other purpose by
others as per his/her specific needs.

Way 4
Creating new courses by
using, re-using and
repurposing OER
This can help them in creating easily the
new courses considering latest
advancement- technical and content-
based.

Way 5
Getting students to
generate OER
When new OERs will be generated,
these can be discussed in open for
feedback and further refinement
before distribution at mass level.

OER Life Cycle

Prepare
•Module Specifications Sheet (Outline, Duration, Learning
Outcomes, Assessment Criteria, Learning Units Description).
•Context of Use (whether mainstream educational system
through programmes of studies or short professional
development courses or both).
•Identify type of Open Licensing to be used.
•Selection of the pedagogical strategy and instructional
techniques.
•Module Specifications Sheet (Outline, Duration, Learning
Outcomes, Assessment Criteria, Learning Units Description).
•Context of Use (whether mainstream educational system
through programmes of studies or short professional
development courses or both).
•Identify type of Open Licensing to be used.
•Selection of the pedagogical strategy and instructional
techniques.

Search and Classify
•Identify repositories to be used (e.g. Open learn, Connexions,
MIT, OER Commons, Wiki Educator or Wikipedia etc.).
•Look for related content – browse metadata, check license
type, check content quality, level, format, pedagogical approach,
duration etc.
•Build a checklist of available content – classify according to
the pertinent criteria above or as per one's requirements.
•Identify what is missing and what needs to be added, developed
from scratch and/or adapted/repurposed/ re-contextualized.
•Identify repositories to be used (e.g. Open learn, Connexions,
MIT, OER Commons, Wiki Educator or Wikipedia etc.).
•Look for related content – browse metadata, check license
type, check content quality, level, format, pedagogical approach,
duration etc.
•Build a checklist of available content – classify according to
the pertinent criteria above or as per one's requirements.
•Identify what is missing and what needs to be added, developed
from scratch and/or adapted/repurposed/ re-contextualized.

(Re) Purpose
•Decontextualize highly adapted learning content.
•Rewrite material that is not contextually correct, write new
materials to cater for those that are missing, and/or mix materials
from different sources.
•Add context-related learning activities that meet the pedagogical
approach selected.
•Decontextualize highly adapted learning content.
•Rewrite material that is not contextually correct, write new
materials to cater for those that are missing, and/or mix materials
from different sources.
•Add context-related learning activities that meet the pedagogical
approach selected.

Value Addition
•Add new learning/pedagogical scenarios that improve the
learning experience of learners.
•Provide multiple modalities (such as animations and
multimedia) for learning to suit individual preferences of learners
(such as learning/cognitive styles).
•Provide multiple access/delivery modes to increase accessibility
to learners with different constraints such as internet connection,
limited bandwidth etc.
•Add new learning/pedagogical scenarios that improve the
learning experience of learners.
•Provide multiple modalities (such as animations and
multimedia) for learning to suit individual preferences of learners
(such as learning/cognitive styles).
•Provide multiple access/delivery modes to increase accessibility
to learners with different constraints such as internet connection,
limited bandwidth etc.

Publish and Deliver
•Publish on e-learning platform, stand-alone websites, and
CD/DVD formats.
•Deliver the course to target audience.
•Monitor the learner progress and achievements and provide
tutoring/technical support.
•Share in the different OER repositories or simply put the
content available on your local website and let others know
about it.
•Publish on e-learning platform, stand-alone websites, and
CD/DVD formats.
•Deliver the course to target audience.
•Monitor the learner progress and achievements and provide
tutoring/technical support.
•Share in the different OER repositories or simply put the
content available on your local website and let others know
about it.

Review
•Gather feedback from learners on the course.
•Review content to improve the course for subsequent cohorts.
•Restart the cycle if there are changing requirements and/or to
keep up-to-date with on-going developments in the area or to
check for other OER that have been published or improved.
•Gather feedback from learners on the course.
•Review content to improve the course for subsequent cohorts.
•Restart the cycle if there are changing requirements and/or to
keep up-to-date with on-going developments in the area or to
check for other OER that have been published or improved.

OER
Some Exemplary Cases

OER for Teaching-Learning
Edmodo
Classroom 2.0
Wikispaces & Wikiclass
Moodle
i-Rubric & Cmap
Mahara
OER

OER Repositories
Merlot
Jorum
Bepress
Slide share
Open Clipart
UNESCO, COL
OER

OER for Professional Development
P2P U
L4C
Coursera
OERu, WikiSOO
R-campus
Free Training.org
Open License

Marching along with the Future
In the current century,
keeping in concern the
future of education,
massive benefit and multi-
dimensional use, OERs must
be used and supported for
massive use.

Our success will
depend upon
the extent to which
we are able
to change ourselves
with the changing
times
Education in the 21st Century
And, “Success is the
ability to go from
one failure to
another, with no
loss of enthusiasm.”
--Winston Churchill

Let us all join hands to
achieve excellence in
Education
through
Open Educational Resources

Hoping to join youHoping to join you
Somewhere, Someday,Somewhere, Someday,
Sometime,Sometime,
Again…......Again…......

References, that might fascinate you
http://www.opensourcescripts.com/help
.html
http://col-oer.weebly.com/module-5---
using-oer.html
http://wikieducator.org/Open_Education
al_Content/olcos/CHOOSE_a_license
http://wikieducator.org/Open_Education
al_Content/olcos/SEARCH
http://www.collegeopentextbooks.org
May- 2015Vinod K Kanvaria: OER at FDRC61

 http://wikieducator.org/Open_Educational_Con
tent/olcos/PRODUCE_%26_REMIX
 http://col-oer.weebly.com/module-6---the-oer-
life-cycle.html
 http://cnx.org/
 http://www.bepress.com/
 http://www.oercommons.org/
 http://www.moodle.org/
 https://openstaxcollege.org/books
 http://www.curriki.org/xwiki/bin/view/Main/W
ebHome

http://www.geogebra.org/
http://www.merlot.org/merlot/index.ht
m
http://facultyfiles.deanza.edu/gems/dea
nsusan/CMC32008Conf.ppt
http://en.wikipedia.org/wiki/Open_educ
ational_resources
http://en.wikiversity.org/wiki/Open_edu
cational_resources
http://www.un.org/esa/socdev/enable/d
isacc00.htm

 http://www.teacherswithoutborders.org/abo
ut
 http://www.w3.org/WAI/WCAG20/quickref/
 http://www.oerderves.org/wp-
content/uploads/2007/03/a-review-of-the-
open-educational-resources-oer-
movement_final.pdf
 http://icommons.org/2007/03/01/virtual-
learning-10-open-education-
resources/#more-491
 http://www.knownet.com/writing/weblogs/G
raham_Attwell/entries/beijing_paper/710645
8966/attach/OpenContentBeijing.rtf

Using OER in Teaching Higher Secondary Students at FDRC AWES May 2015

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Using OER in Teaching Higher Secondary Students at FDRC AWES May 2015