This document summarizes a study on shifting educator perspectives and practices through an online professional development course on open educational resources (OER) at the Open University of Sri Lanka. The course aimed to build educators' capacity to reuse, revise and remix OER for innovative learning experiences. Survey results found the course increased educators' understanding of OER concepts and skills in identifying, evaluating and integrating OER. Factors like course design and peer support facilitated learning, while time constraints hindered it. Impacts included changes in mindsets and practices regarding OER adoption. The study concluded the course significantly impacted educators' abilities to engage in OER-based e-learning.

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From OER to OEP:From OER to OEP:
Shifting Practitioner Perspectives & PracticesShifting Practitioner Perspectives & Practices
with Innovative Learning Experience Designwith Innovative Learning Experience Design
ShironicaShironica KarunanayakaKarunanayaka
SomSom NaiduNaidu
J.C.N.J.C.N. RajendraRajendra
H.U.W.H.U.W. RatnayakeRatnayake
-- The Open University of Sri LankaThe Open University of Sri Lanka --
26th ICDE World Conference, Sun City, South Africa

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Introduction
Open Educational Resources (OER) enable educators gain
access to a wide variety of teaching, learning and research
materials that can be reused, revised, re-mixed and re-
distributed (UNESCO, 2012).
While ICT can be used to harness the benefits of OER more
efficiently, effective use of OER can be best realized
through systematic course design and integrating
appropriate OER in the learning and teaching transactions
(COL,2011).
The Faculty of Education at the Open University of Sri
Lanka (OUSL) implemented a professional development
course for educators on OER-based e-Learning, adapted
from a course on OER-based e-Learning developed by
CEMCA in collaboration with WOU, Malaysia.

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Conceptual Framework
Constitutive Elements of OEP (Source: OPAL, 2009; Ehlers, 2011)
4R Framework:
Reuse
Revise
Remix
Redistribute
(Wiley, 2006)
Focus on OER extends beyond mere ‘access' to engagement
in 'innovative open educational practices' (OEP), with different
degrees of openness in the usage and creation of OER.

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Conceptual Framework
For building greater change
in the capacity of educators,
four core capacities have
been identified - personal
vision-building, inquiry,
mastery, and collaboration.
Experience, Reflection, and
Support are key common
components supporting this
process (Fullan, 1993).
• This kind of engagement of teachers in OEP comprises
significant change in their thinking and actions.
• And those who embrace this process are considered
‘change agents’ and/or ‘innovators’.

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A Learning ‘Engine’ for Effective,
Efficient and Engaging Learning
Engines of Education
(Naidu & Karunanayaka,
2014, p.8)

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OER-eL Online Course
05 Modules
Concept and
Practices of OER
Search and
Evaluation of OER
Materials
Licensing and
Copyrights
Designing
Learning
Experiences for
OER-based e-
Learning
Integrating OER in
e-Learning

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Engine in
Action –
Matrix of different
ways and levels of
OER integration
horizontally and
vertically in the
learning
experience of the
OEReL course

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Research Questions
What changes in capacity were observed
in educators?
What factors facilitated the professional
development process?
What factors hindered the professional
development process?
What are the impacts of professional
development process on educators?

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Methodology
Research Design – Case Study
Participants – 35 academic staff members of OUSL
17 males (49%) and 18 females (51%)
13 (37%) PhD holders, 12 (35%) Masters Degrees. and 10 (28%) with
postgraduate diploma or a first degree
Methods of Data Collection –
Analysis of Data –
Quantitative & Qualitative

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Results & Discussion
What changes in capacity were observed in
educators?
Development of new knowledge, thinking, perceptions,
attitudes and skills
Understanding around key concepts related to OER and their
relationships
Skills to identify, evaluate, develop, adapt and integrate OER into
teaching and learning
Skills in OER-based course design
Confidence in applying their new knowledge and skills

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Understandings around Key Concepts
0
20
40
60
80
100
Pre Mid End
Open Learning Open Access Open Scholarship
Open Licensing OER OEP
Open Badges MOOCs OER-based eLearning
OER-based Course Design
%

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Understanding around
Key Concepts
Pre-Concept Map
Post-Concept Map

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Understanding
around Key Concepts
Pre-Concept Map
Post-Concept Map

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Responses to Modules

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What factors facilitated the
professional development process?
Category Codes Supportive quotes
Institution-
related
Relevance
Usefulness
“…The great motivation here was that it was very much
related to my profession…”
Course-
related
Design
OER
Activities
Rubrics
Guidance
Rewards
“..The design adopted - SBL liked it very much..”
“..The focus of the modules…learning resources,
..assessments…helped me understand the concepts…”
“…I have been able to improve, due to the constructive
feedback given by the facilitators..”
“..It was a rewarding experience achieving a badge..”
Peer-related Discussion
Forums
“..Group discussion was an interesting forum to interact
and get ideas...knowledge exchanged…”
“..Peer Group Learning was a great strength..”
Personal Motivation
Satisfaction
“..From the beginning I was excited with this course as I am
a firm believer that the knowledge should be shared...”
“…Satisfaction got after completing the assignments…
good feedback...commendable comments ..good marks..
motivate me to continue…”

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What factors hindered the
professional development process?
Category Codes Supportive quotes
Institution-
related
Time
constraints
“..Managing everything at office…and finding time for
the OER course was a big challenge, so had to burn
midnight oil quite a lot…”
Course-
related
Heavy
workload
Finding
OER
“..Having assignments to submit each and every week is
challenging and time consuming, and sometimes
frustrating too…”
“…It is not easy to find OER for all the topics and very
time consuming..”
Peer-related Discussion
Forums
“…The biggest failure in my learning exercise…is that I
could not post any comments for my colleagues… I too
did not get much feedback…..”
Personal Frustrations
Concerns
“…To answer this assignment you need to read and
understand well which I could not, due to the heavy
workload…I felt bad with my delay…”

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What are the impacts of the professional
development process on educators?
Aspects Quotes to Support
Learning
Scenario
- Relevance;
Goal-based;
Application
“…Overall, this was a thought provoking exercise…
I learned a lot…I felt so happy about it and will be
using this experiences in future activities...as now I
am very much competent with a diverse
knowledge on OER…”.
Learning and
Assessment Tasks
– Relevance;
Depth; Peer-
support
“…The discussion forum…. It is really an
exhilarating experience. Here I found different
persons looking at things from different
viewpoints and bringing out the richness in the
lesson material…”
Learning
Resources
- Relevance;
Variety; Adoption
of 4Rs;
“… I finally located suitable material which
permitted me to remix and revise…which I
consider a great success. I managed to locate OER
material in a variety of formats… it enhanced the
e-learning experience…”
Changes in
Perspectives
Changes in
Practices
Satisfaction
Motivation
Self-
Confidence
Becoming a
Learning
Community
Becoming
Reflective
Practitioners
Impacts

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Impacts…
“…I can confidently say that the course has widened
and deepened my knowledge on the use of OER for
teaching and learning. It has also changed my
mindset about the use of OER … I thought
incorporating OER into teaching/learning to be an
easy exercise. However, after going through this
course I realize that…loads of thinking, planning and
hard work is required to develop OER assisted
courses…”

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Impacts…
“…The past few months following the OER online
course has been both invigorating and challenging.
…In addition to learning about OERs, I also increased
my knowledge and skills in various pedagogical
features...I firmly believe that participation in this
course has had a significant impact not only in
enhancing my knowledge and skills in OERs and
related concepts but also in helping me develop as a
person itself…”

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Conclusions
This innovative practice has significantly impacted the adoption of OER
by educators and their capacity to engage in OER-based e-Learning.
In addition to the enhancement of conceptual knowledge and skills
related to searching, identifying, evaluating and integrating OER,
participants also developed their competencies in designing,
developing and implementation of an OER-based e-Learning course.
Despite challenges faced with time constraints, technical issues and
finding and selecting relevant and high quality OER and their effective
integration, the participants’ motivation to find solutions was
commendable.
As an empowered and motivated group of academics in OER-based e-
Learning, they would be able to actively and constructively contribute
towards future challenging endeavors which should ultimately have a
significant impact on OUSL taking the leadership in Sri Lanka, in this
novel arena.

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Acknowledgements
•Commonwealth Educational Media Centre for Asia
(CEMCA) – For providing the course & financial support
•The Open University of Sri Lanka (OUSL) – For support in
implementation
•Colleagues at Wawasan Open University (WOU), Malaysia,
who were involved in the original course development
•Participant academic staff members of the OUSL – For their
valuable contributions