The document outlines various online educational initiatives and training programs facilitated through OpenLearn Create, including topics like Zambian education, carbon literacy, digital learning for displaced communities, and safeguarding in football. It provides data on platform engagement, course statistics, and the issuance of digital badges for participation, while highlighting partnerships and collaborations aimed at addressing specific educational needs. The report also discusses the evolution of the platform and its offerings, with a focus on accessibility and impact by the year 2024.

1. Click to edit Master title
style
OpenLearn
Create
Rebecca Ferguson
Fereshte Goshtasbpour
15 April
2024
An OpenTEL Learning at Scale
special interest group online event

2. 2
1. OpenLearn Create past and present: openness and learning at scale: Anna Page
2. Zambian education school-based training (ZEST): Ebony Carberry
3. Carbon Literacy training: Victoria Hands and Gabriella Daroczi
4. CGIAR biodiversity courses: Anna Page
5. Climate Compatible Growth: Ashutosh Bhagurkar
6. Digital learning for youth and adults in forcibly displaced communities: Koula Charitonos and Jian Xi Teng
7. FIFA Guardians Safeguarding in Football Diploma: Ben Oakley
8. Fit for Law – LawCare collaboration: Neil Graffin
9. Influencing UP – how local peacebuilders are using TEL to influence international funding practice: Gabi Kent
10. Learning languages with senior learners: Sylvia Warnecke
11. Learning Resources for Global Educators: Oli Biard
12. Using OpenLearn Create for Counselling CPD: Naomi Moller and Andreas Vossler
13. Open Networking Lab: Jon Rosewell
14. R OLC analytics: Thomas Ullmann
15. Safeguarding in the International Aid sector: Andy Rixon
16. Blended engagement in the School of Physical Sciences: Alice Dunford
17. Skills for Prosperity Kenya: Fereshte Goshtasbpour
18. Supporting Adolescent Girls’ Education (SAGE): Lina Aghajanian
19. Tackling antimicrobial resistance through professional learning: Rachel McMullan
20. Teacher Education in Sub-Saharan Africa (TESSA): Kris Stutchbury
21. Teacher Professional Development (TPD@Scale): Freda Wolfenden
22. Transformation by Innovation in Distance Education (TIDE): Beck Pitt

3. Click to edit Master title
style
OpenLearn Create
past and present:
openness and
learning at scale
Anna Page
Senior Producer, OU Corporate & Commercial
Platform
https://www.open.edu/openlearncreate/
anna.page@open.ac.uk
15 April
2024

4. 4
OpenLearn Create evolution and stats
OpenLearn Labspace in 2008
(started 2006)
OpenLearn Create redesign
2016 (OEPS funded)
OpenLearn Works redesign
2012
404,08
1
OpenLearners who have logged in since
Labspace began (57,276 logged in before
January 2016 in Labspare/OpenLearn Works
era)
347,236
Course participants – enrolments
on courses (as of 8 April 2024)
13
million
Visits to the platform since
January 2016

5. 5
OpenLearn Create
The difference between OpenLearn and OpenLearn Create

6. 6
Some open resources on OpenLearn Create

7. 7
OLC global reach this financial year (to March 2024)
827
thousand
Visits to OLC since August 2023
Top
10
countrie
s
1. United Kingdom
2. India
3. United States
4. Philippines
5. Tanzania
6. Nigeria
7. South Africa
8. Cote D’Ivoire
9. Kenya
10.Ethiopia
Monthly average visits from 1 Aug 2023 to 31
March 2024 was 103k per month

8. 8
Open courses, collections and closed cohorts
118
Private collections
containing
377 closed cohort
courses and materials
104 Live open materials
33 Live open articles
6 Live guides and handbooks
1 Live competition space
93 Open collections
Courses including drafts
(excludes draft materials,
articles, etc)
6,189
563 Live open courses

9. 9
Languages of users
34
Language packs
(not all used
yet, some are
different
versions of the
same language)
The number of languages
supported on the platform.
The top 7 languages spoken by
the audience:
English
Spanish
French
Portuguese
Thai
Arabic
Chinese

10. 10
Customised headers and footers

11. 11
Mobile responsive courses

12. 12
Interactivity

13. 13
Analytics and reporting
Moodle Stats and Data dashboard for a
specific CGIAR course, showing current
list of reports available.

14. 14
Digital badges, Statement of Participation,
Custom Moodle Certificate
145,27
7
Badges issued (as of 5 April
2024). First badge issued during
2014.

15. 15
At the OU, badges are used for:
Short courses for specific purposes, for example:
• introduction to a subject
• Continuing Professional Development
Badges within OU formal modules, for example:
• as evidence of skills-based activities, such as collaboration
OU student employability (badge for each skill)
Completing a piece of online learning (not involving a
tutor), for example OpenLearn courses
Attending a live activity so tutor/administrator involved
in issuing the badge, for example an in-person workshop or
a webinar

16. 16
Digital badging research evidence
Some of the OU research into perceptions and use of digital badges:
Fox, Alison; Crabb, Eleanor; DaSilva, Marie; O'Sullivan, Terry (2022).
Findings and resources from the BEAUPEEP perceptions of digital badging
project. The Open University. Collection.
https://doi.org/10.21954/ou.rd.c.6343157 (accessed 23 February 2024)
Cross, Simon; Charania, Amina; Wolfenden, Freda; Adinolfi, Lina; Sen, Sohini
and Sarkar, Durba (2022). Digital Badges for TPD at scale in the Global
South: a framework for implementation and field study in Assam, India. The
Open University, Milton Keynes. https://oro.open.ac.uk/85097/ (accessed 23
February 2024)
Law, Patrina; Perryman, Leigh-Anne and Law, Andrew (2015). Badging and
employability at The Open University. European Journal of Open, Distance and
e-Learning, Best of EDEN 2013-2014, article no. 704.
https://oro.open.ac.uk/40480/ (accessed 23 February 2024)

17. 17
How badges are issued on OU platforms
Digital badges issued
on OpenLearn and
OpenLearn Create tend
to be based on
activities within a
course completed online
by learners and tracked
by the system, with no
human intervention
required for grading or
verification, so they
are issued
automatically.
However, a few badges on
OpenLearn Create do have
human intervention for
grading or verification
so they can be issued to
learners via the system,
such as badges for
attending a face-to-face
to event or a badge
involving a submitted
assignment which needs
grading by a human.

18. 18
How badges are issued on OU platforms
1. Learner completes all the
activities which are criteria
for the badge.
2. The regular system data updates pick up on the
completion and tell the system to issue the badge to
the learner.
3. The badge is issued via an email message and appears in
the learner’s OpenLearn Create profile.
4. The badge email message includes the badge image for the
learner to use on their CV, social media platforms, etc and a
link to the badge page for that learner which lists what they
had to achieve to receive the badge.
5. The learner profile on OpenLearn Create includes the badge,
the option to download the image and a share option – share to
social media, e.g. LinkedIn, Facebook.

19. 19
Open Badges assessment
You decide the assessment strategy for awarding a badge, for example:
Do learners need to visit
every page of course
material (this can be
tracked, though the
computer cannot track if
they’ve read and
understood the material)?
Is there a badge activity
which is carried out
offline (e.g. workshop
attendance) and needs to
be verified online to
achieve the badge?
Is there a badge for each
section of the course or
only a badge at the end
of the course?
Do other activities
count towards the badge
– do those activities
need to be marked by
someone or can the
computer track that the
learner has completed
the activity
successfully?
Are learners required to
pass an end of course
quiz which has a pass
grade?
Are there any practice
quizzes (no pass grade)
which count towards the
badge?

20. 20
Future high-level development aspirations for OLC
Refreshed design to allow for more flexibility in
layouts and in alignment with OU branding
Upgrade OLC profile
Make Collection pages mobile responsive – June
2024
New and enhanced data reports
Improvements to accessibility
Push notifications

21. Zambian
Education
School-based
Training (ZEST)
Project Manager: Ebony Carberry
Project funders: Scottish Government
(UK)
Project link:
Active teaching and learning for Africa:
ZEST
Ebony.carberry@open.ac.uk
15 April
2024
Project partners: World Vision (Zambia) &
Ministry of Education (Zambia)

22. 22
What?
• The courses draw on the TESSA OER
(www.tessafrica.net).
• Educative classroom resources
for teachers and teacher
educators
• Creative commons license/OLG
• Co-designed/versioned in
context
• Badged open courses which
mediate the OER
• Project lifecycle 2017-2024
• Innovative
• Scalable
• Sustainable
www.tessafrica.ne Active teaching and learning for Africa:
ZEST – OER supporting primary teacher in
Zambia
Teachers’ Toolbox - Print or
digital using a Raspberry Pi and
SD card
• Nine learner-centred teaching
approaches
• Audio and video resources to
explain and exemplify the nine
approaches
• TESSA OER library
• TESSA Curriculum guide linking
TESSA OER to the Zambian school
curriculum
Why?
• Need for in-service training
and response to Zambia MoE and
local needs & address gaps in
teacher performance
• Contribute to improved quality
of teaching and learning
experiences of children in
primary school

23. 23
Scale: As at March 2024
numbers reached in 5 Districts
in Central Province
• 5 Districts
• 47 Zones
• 468 Schools
• 646 School champions
(IT support
teachers)
• 480 Head teachers
• 47 ZICS
• 494 SICS
• 4992 Teachers
ZEST on OpenLearn Create
Reach Access Use
Impact
At the end of the project (April 2024): the training program and
free from copyright to teachers and educators throughout Zambia, thus
How?
Journey from print to
digital using OLC and
Raspberry Pi and SD card
Stage 1 Paper
Stage 2 Online / digital
Stage 3 Sustainability CGIAR Bioversity courses

24. Click to edit Master title
style
Carbon Literacy
Training
Presenter: Dr Victoria Hands
Project funders : HEFCW
Link: www.open.edu/openlearncreate/Carbon-Literacy
Carbon-literacy@open.ac.uk
15 April
2024

25. 25
April 2022-2024 Carbon Literacy Training on
OLC
Expression of interest: 1488
Accessed Open Learn Create: 919
Attended live training: 749
Number of certificates issued: 489
Number of OU staff and student Facilitators: 3
Visit the Sustainability pages of our website for testimonials from staff and
students.
Contact us:
sustainability@open.ac.u
k
‘The Carbon Literacy
training was excellent
and above all
empowering.’
‘It covers a lot of
ground, but in a way
that is accessible and
easy to digest. ‘
'As someone who already had a good
understanding of climate science (from
my OU study!) I still learned a lot
from the course, particularly about
the societal impacts of climate change
and climate justice and found
interesting videos and websites I
hadn't come across before through the
self-study activities.’

26. Click to edit Master title
style
CGIAR
Bioversity
courses
Anna Page
OU BDU / CGIAR / OU Corporate & Commercial
Project link
https://www.open.edu/openlearncreate/course/index.php?cate
goryid=464
anna.page@open.ac.uk
15 April
2024

27. 27
CGIAR Bioversity courses on OLC
• Early versions of the courses used wikis, blogs and
forums for some activities
• Later versions use blogs and forums
• Interactive timeline plus embedded Moodle quiz
questions and end of course quiz

28. 28
CGIAR Bioversity courses on OLC
No of
cohort
s
Number
of
learner
s
badges
issued
Course 1
edition 1
4 40 18
Course 1
edition 2
2 38 14
Course 1
edition 3
2 38 27
Course 1
edition 4
2 48 12
Course 2
edition 1
none 44
New, so
none
issued yet
• Course 2 edition 2 will be
rebranded with the new CGIAR
logo
• There will be French and Spanish
versions of Course 2
• There are plans for a course
about Seed Quality Management

29. Presented by Ashutosh Bhagurkar

31. Role of OU

32. OpenlearnCreate: Energy, Financial, CLEW modelling tools on
OpenLearn
CCG courses total views on
OpenlearnCreate 134,525
• CCG courses are free to access
• Course typically contains lecture slides, quizzes and practical
exercises.
• If users complete the course, they obtain a certificate
• CCG also organises intensive in person training for modelling
tools. Users can then obtain a ‘badge’
• Users can showcase the certificate and badge on LinkedIn,
potentially boosting employment opportunities.
Example of certificate obtained
by completing a CCG course on
OpnlearnCreate

33. Jian Xi Teng
UNESCO Institute for Lifelong Learning
Digital learning for youth and adults
in forcibly displaced communities
Koula Charitonos
Open University
Francis Randle
UNHRC Education

34. 34
Digital learning for youth and adults in forcibly displaced communities
• Blended course - 4 Units, 12h of study (statement of participation and badge
on completion)
1: Understanding forcibly displaced communities and what digital
learning can offer
2: Leveraging different approaches to learning with technology
3: Co-creating learner-centred digital programmes
4: Participatory monitoring, evaluation and learning
• Intended for policymakers and programme providers involved in the design,
delivery and monitoring of activities in digital learning programmes.
• Research-informed; re-used, re-purposed content from UIL and UNHRC (e.g.
reports, videos)
• Launch: November 2023 (222 enrolments).
• Currently exists as non-facilitated (independent learning) on OLC and UIL
platforms

35. 35
Live session, 6 December 2023
Example of task in Unit 1
- How to support policy makers, officials, and programme officers across diverse
roles and geographies to make links with complex scenarios in their everyday
practice?
- “How the global and local intersect and how this knowledge can be translated
into teaching and learning practice?” (Carvalho et al., 2023)

36. Click to edit Master title
style
FIFA Guardians
Safeguarding in
Football
Diploma
Ben Oakley
FIFA / UNICEF / OU
https://safeguardinginsport.fifa.com/
Ben.oakley@open.ac.uk
15 April
2024

37. 37
Introduction
• Global Ed. programme (2021 – present) to upskill staff from 211
Football Assocns
o ‘Closed’ FIFA cohort - 60 hrs. online learning, quizzes, moderated
discussion forums, assignments x2, webinars, 5-day residential workshop. =
‘Diploma’
o ‘Open’ access courses for all – less parts in italics (above) = ‘Award’
o English, Spanish, French, + (coming soon … Arabic, Portuguese)
Visual aesthetics important …
• FIFA Guardians landing page – WordPress site
• Courses 1 & 2 used Articulate Rise 360 ~ Courses 3-5 used XML

38. 38
Challenges Successes
* FIFA expectations * Work-related content
* Translations * Modest personalised 500-word
assignments
* Video / audio balance * Learner engagement
Global uptake
• FIFA Diploma Cohort 1 - 70 nations (105 learners),
Cohort 2 – 140 nations (180)
• Open access Course 1 = 15,000 completions
‘Award’ 5 (courses) = 500

39. Click to edit Master title
style
FitforLaw –
LawCare
collaboration
Neil Graffin
15 April
2024

40. 40
FitforLaw – LawCare collaboration
• 3 courses (currently two produced) on wellbeing in the legal
profession
o Managing and understanding yourself
o Working with others
o Wellbeing for managers
• Collaboration with charity LawCare
• Research underpinning the development of the courses

41. 41
FitforLaw – LawCare collaboration
• Advertised on the LawCare website and used by them in their
telephone advice line
• Also previously been advertised through the Law Society of
England and Wales and Law Society of Northern Ireland and
other channels
• Managing and understanding yourself has had 7159 visits and
897 completions since 2018

42. Click to edit Master title
style
Influencing UP
How local peacebuilders are
using TEL to influence
international funding practice
Gabi Kent, Snr Lecturer in Knowledge
Exchange (SSGS, FASS)
OU HEIF KTV with Foundations for Peace
www.open.edu/openlearncreate/FFP-InfluencingUp
Gabi.kent@open.ac.uk
15 April
2024

43. 43
Influencing Up
A short course made by local peacebuilding funders and
activists for international philanthropic funders and grant-
makers who are interested in supporting meaningful and
sustainable conflict transformation.

44. 44
THREE reflections…
 Open TEL is a powerful and innovative social change tool for local activists and
peacebuilders in conflict contexts.
 Balancing risks mitigations with benefits of SCALE when teaching politically risky
topics is tricky…
 Course co-design requires a genuine collaboration not only between academics
and community partners but also with OLC/ LDS colleagues

45. 45
Learning resources for global educators
Presented by Oli Biard, Liz Chamberlain, Clare Woodward, Kris Stutchbury and Claire Furlong
This presentation will be followed by Naomi Moller and Andreas Vossler
Using OpenLearn Create for counselling CPD

46. Click to edit Master title
style
Learning
languages with
senior learners
Sylvia Warnecke
Open University and Lingo Flamingo
15/3/24

47. 47
Key facts on this provision
• Social care staff CPD course
• Produced and delivered with Glasgow-based charity Lingo Flamingo
• Initially KE-funded in Scotland, now self-sustaining
• Non-accredited
• Students receive certificate issues by both partners together on
successful completion
• We are exploring a digital badge issued by professional social
care body in Scotland

48. 48
OLC use for this course
• Collection page where all presentations of this course sit - also used for
marketing
• Closed groups for each presentation
• We use:
• forums for group work around application of new skills
• personal blogs for formative assessment
• questionnaires for surveys
• Microsoft Teams for online tutorials
• External online editor who:
• produced the original course website
• undertakes maintenance
• creates closed group access

49. The course – building blocks
Closed group
course on
OpenLearn
Create
Fully online
blended tuition
15 weeks study
– 50 study
hours
6 course units
5 90-minute
online tutorials
5 formative
assessment
tasks
Digital badge
task for
professional
recognition
Group
discussion in
the course
forum
Tutor support
and feedback

50. 50
Our upskilling approach
Studying
materials and
group
Planning the care
context application
Trying out the
Reflecting on
application with
peers
Reflection and
with professional
recognition element

51. 51
The unit structure
Input
Tutorial with application
planning
Application
Reflection with peers
Community links
Further engagement

52. Click to edit Master title
style
Learning
Resources for
Global
Educators
Liz Chamberlain, Clare Woodward, Kris
Stutchbury, Claire Furlong, Oli Biard
OU WELS ECYS
https://www.open.edu/openlearncreate
/course/index.php?categoryid=573
olivier.biard@open.ac.uk
15 April
2024

53. 53
Learning Resources for Global Educators
What
• A collection of OU education project OER for
educators and implementers
• Range of materials, courses, audio and video
• Range of countries, levels and languages
Why
• Improve access to a dispersed set of
resources from various projects with various
OLC sites
• Highlight the research behind some of the
resources
• Showcase breadth and depth of the OU’s work
How
• OLC based portal
• Adaptation of the ‘filter’ from TESSA
Reflections
• Open by licence but also by design
• Online / offline

54. Click to edit Master title
style
Using OpenLearn Create
for Counselling CPD
Prof Naomi Moller / Dr Andreas Vossler
School of Psychology and Counselling
Counselling short courses/CPD
Naomi.Moller@open.ac.uk
Andreas.Vossler@open.ac.uk
15 April
2024

55. 55
Counselling CPD: OpenLearn / OpenLearn Create content
- Free counselling CPD content on both OpenLearn
and OpenLearn Create content
- ‘How to do counselling online’: Our biggest free
course with 29,602 learners (most successful
OpenLearn Create course in terms of student
numbers) – nominated for Times Higher Education
Awards (Knowledge Exchange)
- Free CPD for counsellors now and historically:
related to research (e.g. ‘Working with infidelity’
CPD course) but also not
- We also now have paid for CPD courses on the
FASS VLE: Counselling CPD Short Courses

56. 56
Still from video made for online
counselling course showing client and
therapist mid-session
Motivations for OpenLearn Create content
 How courses can provide impact
(impact/evidence of impact) in
terms of research, funded and un-
funded,
 How content that is a mix of
free/paid can act to promote
curriculum, particularly the new
counselling curriculum that we
are developing,
 How paid CPD courses can help to
diversify income.

57. Click to edit Master title
style
Open
Networking Lab
Jon Rosewell, Karen Kear, Helen Donelan et
al
Ufi VocTech Trust
ONL @ OpenLearn
Karen.Kear@open.ac.uk
15 April
2024

58. 58

59. 59

60. R OLC
Analytics
Thomas Ullmann
The Fleming Fund
https://www.open.edu/openlearncreate/course
/index.php?categoryid=415
thomas.ullmann@open.ac.uk
15 April
2024

61. 61
Quarterly learning analytics reports
OLC data analytics report
1. Courses and pathways
2. Enrolled users report
a) Total
b) Per quarter
3. OLC completion report
a) Activity
i. % of completions
ii.No of completions
iii.Quarterly metrics
b) Quiz
c) Badges
4. …
5. Alternative downloads
6. Satisfaction
7. Pathway data
8. Toolkit downloads
CSV 1 … CSV n
CSV 2
Quarterly
reports
for the
funder
Deliverabl
es
Impact

62. 62
Quarterly learning analytics reports
• 25 modules and 10 pathways on Tackling Antimicrobial Resistance.
• Multitude of data reports on OLC.
• Problem: More than 150 CSV files for all modules and pathways.
• Solution: Bespoke R scripts converting all CSV files into analytics reports
summarising key metrics (total and quarterly). Metrics are often based on
multiple reports.
• Report contains sections for each key metric, such as enrolment information,
activity and quiz completion measures, satisfaction scores, downloads, Adobe
Analytics Web log statistics, etc. The generated data tables and data points
serve multiple purposes, for example, to create the quarterly report for the
funder.

63. Click to edit Master title
style
Safeguarding in
the
International
Aid Sector
Andy Rixon – Senior Lecturer WELS / HWSC
Funding: Foreign and Commonwealth Development
Office & World Health Orgainsation
OLCreate: Safeguarding in the International
Aid Sector | OLCreate (open.edu)
andy.rixon@open.ac.uk
15 April
2024

64. 64
About the project…
• International Development Office project funded by FCDO
• Motivation - Sexual exploitation and abuse of vulnerable people in
contact with Aid Agencies
• 3 courses for the FutureLearn platform on leadership in the sector
• 3 presentations of each course on FutureLearn with 4,500 enrolled
learners 19% completion rate
• Rewritten and sited on OpenLearn Create July 2022 (Badged course)
• 426 learners 149 badges
• World Health Organisation funded the translation of one course into
4 languages in Nov 2023

65. 65
• Pros and Cons of repackaging material between learning platforms
• The importance of visibility
• How to sustain and update content
• Opportunity for evaluation
Learning & Issues…

66. Click to edit Master title
style
Blended
Engagement in
the School of
Physical Sciences
Dr Alice Dunford
SPS@OU, The Ogden Trust, The Institute of
Physics, Department of Education
Alice.Dunford@open.ac.uk
15 April
2024

67. 67
Blended Learning, Engagement and Outreach in SPS
Aim: to develop a high impact engagement & outreach programme that supports
young people and teachers.
Series of programmes with a primary focus on Teacher Continued Professional
Development in partnership with several external partners.
Two main collections of courses:  One focusing on school outreach support
 One
focussing on Teacher Continued Professional
Development

68. 68
Subject Knowledge for Physics Teaching
• Blended learning teacher CPD for non-
specialist physics teachers (current &
aspiring).
• Created in partnership with The Ogden Trust
and the Institute of Physics
• Delivered by the Ogden Trust in
partnership with DfE and STEM Learning
• Hubs based around the country, led by Ogden
trained experienced teachers and ex teachers.
• Aim to have 800 teachers enrolled each year.
• Currently delivered over 37100 hours of
online and in person teaching.
• “An excellent course. Gets you to think about your delivery of certain topics and how you
can improve upon these.” SKPT Atomic Physics participant
• “This course allowed us to get a true appreciation of Physics.” SKPT Forces participant
• “Brilliant course - saved video and revisit resources…” SKPT Forces participant

69. Click to edit Master title
style
Skills for
Prosperity Kenya
Fereshte Goshtasbpour
FCDO funded
partners: Leornard Cheshire
Project webpage
Fereshte.Goshtasbpour@open.ac.uk
15 April
2024

70. 70
Skills for Prosperity Kenya (2020-23)
• Project
• aim: To develop HE capacity and expertise to deliver quality digital
education (online and blended) in Kenya
• Stakeholders: 37 public universities; Ministry of Education/ Commission
for University Education
• Programme:

71. 71
Skills for Prosperity Kenya
Interesting aspects
• Quick development model
• Accessible delivery through collaborative and multi online formats/
methods

72. 72
Skills for Prosperity Kenya
Impact case study vignettes &
https://bit.ly/3xgZbJR
Programme impact
videos:
https://bit.ly/3wTtpSZ
Programme publications:
Ferguson, R., Whitelock, D., Cross, S., Pitt, B. and
Goshtasbpour, F. (2024). Capacity Building for Digital
Education. Open Learning: The Journal of Open, Distance and
e-Learning .
https://www.tandfonline.com/doi/full/10.1080/02680513.2024.23
17894
Farrow, R., Coughlan, T., Goshtasbpour, F. and Pitt, B.
(2023). Supported Open Learning and Decoloniality: Critical
Reflections on Three Case Studies. Education Sciences.
13(11), 1115; https://doi.org/10.3390/educsci13111115
Goshtasbpour, F., Pitt, B., Cross, S., Ferguson, R., and
Whitelock, D. (2023). Challenges for Innovation and
Educational Change in Digital Education in Low-Resourced
Settings: A Kenyan Example. EDEN 2023 Annual Conference.
National Institute for Digital Learning (NIDL), Dublin City
University.
Goshtasbpour, F. and Ferguson, R. (2022). High quality
professional training using Open Educational Resources (OER
https://medium.com/skills-for-prosperity/high-quality-
professional-training-using-open-educational-resources-
7edac1027f81
Goshtasbpour, F., Ferguson, R., Pitt, B., Cross, S. and
Whitelock, D. (2022). Adapting OER: Addressing the Challenges
of Reuse When Designing for HE Capacity Development. 21st
European Conference on e-Learning - ECEL 2022.
https://doi.org/10.34190/ecel.21.1.718

73. Click to edit Master title
style
Supporting
Adolescent Girls’
Education
(SAGE)
Lina Aghajanian
Funded by FCDO, led by Plan International
https://www.open.edu/openlearncreate/course
/index.php?categoryid=602
lina.aghajanian@open.ac.uk
15 April
2024

74. 74
SAGE, Zimbabwe – about the project
• Funded by UK aid (FCDO) and delivered by a consortium of diverse
partners,
led by Plan International
• OU role: academic partner and technical lead of the non-formal
literacy and numeracy skills programme
• By 2026, will have reached 18,000 out-of-school adolescent girls
• OpenLearn Create: learning resources (OERs) delivered at-scale
• Use of Whatsapp to support professional development of community
educators

75. 75
SAGE OpenLearn Create collection

76. Click to edit Master title
style
Tackling antimicrobial
resistance through
professional learning
Rachel McMullan
Funder - Fleming Fund
Tackling AMR course page
rachel.mcmullan@open.ac.uk
15 April
2024
This Photo by Unknown Author is licensed under

77. 77
Tackling Antimicrobial Resistance (AMR) through
professional learning
• AMR is a significant global health issue threatening our ability to
treat infections.
• Individuals and teams with AMR-related responsibilities are critical to
tackling AMR.
• There is a need to provide learning opportunities at scale to support
professionals to acquire and apply new knowledge and skills and
developing new forms of AMR practice that mitigate the impact of AMR.
• The OU has been awarded funds by the Fleming Fund to develop flexible,
contextually appropriate, technology-supported professional learning
approaches that support learning for AMR-related work in LMICs.

78. 78
• A Global AMR curriculum and toolkit has
been developed on the OLC platform
(launched Jan ‘21)
• Global curriculum
• 25 modules covering key AMR-related areas
• 10 learner pathways targeted to
professionals in specific roles
The global AMR curriculum and toolkit on OLC
• Downloadable toolkit
• 3 tools supporting teams to apply
knowledge from global curriculum to
local practice

79. Click to edit Master title
style
Teacher
Education in
sub-Saharan
Africa (TESSA)
Dr Kris Stutchbury
Project funders: various charitable
foundations in the past/Alumni/OSC
Project link: www.tessafrica.net
Kris.Stutchbury@open.ac.uk;
TESSA@open.ac.uk
15 April
2024

80. 80
TESSA – OER to support Primary teachers and Secondary Science
www.tessafrica.net
What?
• Educative classroom resources for teachers
and teacher educators
• Individual country websites
• Translated into four languages
• Creative commons license
• Co-designed/versioned in context
• Badged open courses which mediate the OER

81. 81
TESSA on OpenLearn Create
Why?
• Need for in-service training
and more relevant pre-service
training (eg TESSA MOOC,
Teaching Early reading,
Inclusive Education)
• New curricula asking for new
pedagogies – but core content
is fairly stable
• OER need to be mediated – BOCs
are a way to do this and
respond to local needs
How?
• Learning design/co-design – relevance to context/issues
• ‘vanilla moodle’ – TESSA MOOC translated and presented on
Government servers in Togo; Inclusive Education MOOCs presented
on CoL platform
• Off-line access
Reach Access Use
Impact

82. Click to edit Master title
style
Teacher
Professional
Development
TPD@Scale
Freda Wolfenden
TPD@Scale Coalition for the Global South /
IDRC
tpdatscalecoalition.org
Freda.Wolfenden@open.ac.uk
15 April
2024

83. 83
The TPD@Scale Coaliton
for the
Global South
Collaborative
effort
of education and
technology
stakeholders
worldwide who are
engaged in large
scale teacher
professional
development (TPD).
Countries with previous
projects
Countries with current
activities
Mission
Aims to contribute to the
attainment of SDG 4 by promoting
quality, equitable, and
sustainable large-scale, ICT-
mediated teacher professional
development through
collaboration, research, and
implementation support.
Map of Overall Engagements (29 Countries)

84. 84
Impact Learning Cycle (LC) on “Teacher Professional
Development at Scale” (based on the TPD@Scale
OLC courses )
• The TPD@Scale OLC courses guide participants on scaling ICT-
mediated TPD programmes through adaptation and localization to
improve teacher practices.
• 12 learning teams from Bangladesh, Bhutan, Kyrgyz Republic,
Maldives, Vietnam, Georgia, Moldova, Nepal, Sudan, Tajikistan,
Uzbekistan, and Yemen took part in the learning cycle.
• Other course users also include researchers and TPD designers who
are now involved in the “Empowering Teachers Initiative:
TPD@Scale”, an ongoing project of the Coalition.
• The courses have recently been shared with the Association for the
Development of Education in Africa (ADEA).

85. Click to edit Master title
style
Transformation by
Innovation in
Distance Education
(TIDE)
Beck Pitt
UK-Aid-funded SPHEIR Programme
https://tinyurl.com/smt4vt2z
Beck.Pitt@open.ac.uk
15 April
2024
Explore.Create.Learn
by
Beck
Pitt
is
licensed
CC
BY
2.0.

86. 86
TIDE Project Aims
• Brought together UK and Myanmar universities to
increase the quality of distance education and result
in more employable graduates.
• The partnership aimed to innovate and strengthen the
quality of the distance education system at
institutional levels and in the design and delivery of
learning, focusing on environmental science
disciplines and making use of the rapidly emerging ICT
infrastructure and mobile telecommunication
networks.
• Activities aimed to benefit more than 500,000
students across Myanmar who accessed higher
education through distance learning.
“Permission
to
Share”
and
“Creative
Commons
opens
beautiful
doors”
was
produced
by
Visual
Thinkery
for
TIDE
project,
part
of
the
UK-Aid-funded
SPHEIR
programme
(spheir.org.uk),
and
is
licensed
CC
BY
4.0

87. 87
https://tinyurl.com/2bh7vawt