"Redesigning learning environments to enhance creation and sharing of Open Educational Resources" - Presentation made at the National Conference on Celebration of the Centenary Year of Humanities & Social Sciences in Sri Lanka (1921-2021) on 21.12.2021

1. Redesigning learning environments to
enhance creation and sharing of
Open Educational Resources
Shironica P. Karunanayaka
Senior Professor in Educational Technology
Faculty of Education
The Open University of Sri Lanka
http://www.free-powerpoint-templates-design.com
https://shironicakarunanayaka.wordpress.com/
The National Conference on Celebration of the Centenary Year of Humanities & Social Sciences
in Sri Lanka (1921-2021) - 21.12.2021

2. Conceptual Framework
Capacity Development Intervention
Introduction
Findings
Outline
Concluding Thoughts
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3. Introduction
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4. SDG 4
Education for All
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Open Educational Resources (OER) are learning, teaching and
research materials in any format and medium that reside in the
public domain or are under copyright that have been released under
an open license that permits no-cost access, re-use, re-purpose,
adaptation, and redistribution by others (UNESCO, 2019).
https://creativecommons.org/about/cclicenses/

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September - 2007
Value Principle:
“Education is a
Common Good”

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in Education…
• Education is sharing.
• OER enable extremely efficient and affordable sharing.
• OER provide an immediate way to make education significantly more accessible.
• OER provide permissions to engage in continuous quality-improvement of resources.
• OER represent multiple opportunities for innovations in teaching and learning.
• This ‘openness’ in education affects the practices of teaching and learning.

8. UNESCO Recommendation on OER
Objective 1:
Building capacity of stakeholders to create,
access, re-use, adapt and redistribute OER
(a) building awareness on OER
(b) providing systematic and continuous capacity building
(c) raising awareness concerning the use of copyrighted works
(d) leveraging open licensed tools
(e) making available easily accessible resources
(f) promoting digital literacy skills (UNESCO, 2019)
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9. Conceptual
Framework
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TPACK Framework
(Koehler & Mishra, 2009) (Naidu, 2016)

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Research Questions
➢ What are the effects of an intervention program designed for
educators on the creation and sharing of OER-integrated TEL
materials, on changing their thinking and practices?
➢ What challenges were faced by the educators during the creation
and sharing of OER-integrated TEL materials?
➢ What are the desirable design strategies in a fully online learning
environment to enhance capacity development of educators on
the creation and sharing of OER-integrated TEL materials?

12. Capacity
Development
Intervention
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Research Design
{Source: https://www.pinterest.com/pin/392446555013513558/}

14. The Process
Participant
Selection
Intervention
– Phase 1
• 16 Educators
• MEd /
Computer
Tech. in Edu.
• BEd / PGDE
• Age 31-50 y
• Exp. 6-20 y
Purposive
Selection
Intervention
– Phase 2
Plan; Act
Observe; Reflect
Plan; Act
Observe; Reflect
• OER-TEL
material design
• Online activities
• Knowledge
construction
• Concept mapping
• L. Exp. Design
• Peer reviews
• Assessment
• Concept maps
• Reports
• Forum
discussions
• Reflective
journals
• Questionnaire
Design
Refinement
Desirable
design
strategies
• OER-TEL
material
development
• Online activities
• Storyboarding
• Digital tools
• OER Search
• OER Creation
• Peer reviews
• Assessment
• OER-TEL materials
• Storyboards
• Reports
• Oral Presentations
• Forum
discussions
• Reflective journals
• Questionnaire
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Data Sources
Phase 1:
• Concept maps (16)
• Explanatory reports (16)
• Discussion forum: ‘TPACK
framework’ (24 posts)
• Discussion forum: Sharing
draft concept maps (126
posts)
• Reflective journal: ‘TPACK
framework’ (15 entries)
• Reflective journal: Draft
concept maps (15 entries)
• Questionnaire survey
Phase 2:
• OER-integrated TEL materials (16)
• Brief reports and storyboards (16)
• PowerPoint presentations (16)
• Discussion forum: ‘Using digital tools’ (63 posts)
• Discussion forum: ‘OER integration’ (57 posts)
• Discussion forum: Sharing draft storyboards
(257 posts)
• Discussion forum: ‘OER-integrated TEL material
development’ (150 posts)
• Reflective journal: ‘Using digital tools’ (12 entries)
• Reflective journal: ‘OER integration’ (10 entries)
• Reflective journal: ‘TEL material development’
(16 entries)
• Questionnaire survey
• Focus group discussion

16. Findings
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17. Effects on Changing
Thinking and
Practices
Motivation to
create OER.
Motivation to
share OER
• I'm eagerly expecting to use OER
amongst my students now…
• I like to prepare a collection of OER…
• I've made many changes in the way
that I do my lessons…
• Using OER is good way to share
content done by others while not
infringing copyrights…
• I feel that I want to create more
and more OER in the future…
• Now I use these digital tools with
my students…and they engage in
the lessons with great interest…
• I created video content by myself
and uploaded with CC license…
• Adopting the TPACK framework
• Thinking about copyright issues
• Using, adapting, and integrating OER
• Creating new OER and sharing OER
• Using and integrating digital tools
• Encouraging students and peers
• Increased confidence and motivation
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Importance of
creating OER.
Current
use of OER.

18. Challenges faced
Phase 1
…time consuming…
…English knowledge…
…to get out of the track…
Phase 2
…finding OER…
..identifying CC licenses..
..selecting digital tools..
…spent a lot of time…
…technical issues…
…power failures…
…bad network coverage…
…felt overwhelmed… …Internet data…
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•Cognitive load
•Time constraints
•Technical issues
•Skill limitations

19. ZOOM Platform Moodle LMS Learning Activities
Individual activities
- Quizzes; Polls
Specific guidelines
Knowledge construction on the TPACK
framework, ID models and design aspects
Small group activities
- Breakout rooms
Structured activities
Concept mapping to plan a TEL material
based on the TPACK framework
Video-based
discussions
Learning resources
Learning experience design based on
constructivist theory of learning
Group presentations and
peer feedback
Peer-facilitated
discussion forums
Competency development on using free
digital tools; searching, identifying, selecting,
creating, and sharing OER
OER – Multimedia
integration
Reflective journal Storyboarding on TEL material
Digital tool integrations –
Mentimeter; Padlet;
Edpuzzle; Flipgrid…etc.
Assessment rubrics
Sharing of draft concept maps, storyboards
for peer review
Desirable Design Strategies
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20. Concluding
Thoughts
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Concluding Remarks
➢ Significant impacts of the intervention are observed, despite various challenges.
➢ Specific design strategies have facilitated the educators to move from being mere
consumers of knowledge to co-creators of knowledge in a learning community.
➢ The carefully structured online learning environment supported the integration
of digital tools and the adoption of OER in learning experience design.
➢ The ‘teachers as designers’ approach stimulated and supported the educators to
become creators of digital learning materials as OER and share them as well.
➢ The shifts from the conventional mindsets to think out of the box and putting
ideas into action through ‘learning by designing’, enabled educators to apply
their knowledge and skills effectively and efficiently in authentic contexts.

22. ➢ Enacting changes in the thinking and practices of
educators towards embracing digital education practices
and open educational practices is quite significant in the
current COVID-19 pandemic scenario.
➢ This is an opportune moment to revive, reimagine and
redesign online teaching and learning environments with
OER integration, with an appropriate blend between
content, pedagogy and technology.
➢ Empowering educators to take a leadership role as
‘change agents’ in a knowledge-society, will undeniably
contribute in our shared journey towards achieving SDG4
and ‘Education for All’.
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23. THANK YOU
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