The document discusses two projects - TESSA and TESS-India - that aimed to localize open educational resources (OERs) for teacher education in sub-Saharan Africa and India. It identifies several challenges with the localization process, such as lack of time and technology for localizers, cultural differences that impacted adaptation, and balancing openness with quality control. The conclusion advocates for creating a knowledge partnership approach to OER projects that respects local contexts and experiences while providing institutional guidance.
The role of OER localisation in building a knowledge partnership for developm...Leigh-Anne Perryman
Slides from the OER Research Hub/TESS-India/TESSA presentation at OCWC Global Conference, 25 April 2014.
Downloadable speaker notes: https://docs.google.com/document/d/1t59yM9WmObEN0MQUPeryWMhvLsYxXYprIGRTf56c_0Y/edit?usp=sharing
This document provides a summary of Linda Buturian's teaching experience and qualifications. It lists her positions as a Senior Teaching Specialist and English Instructor, along with the courses she has taught. It also outlines her experience coordinating digital projects and as an iPad Mobile Learning Content Coordinator. Finally, it lists some of her fellowships, awards, grants, and presentations related to her work in teaching, digital storytelling, and international education.
Interaction and 3 generations for italian instit. for ed tech genoa 2017Terry Anderson
This document discusses interaction, learning, and teaching in distance education. It begins with an overview of Terry Anderson's background and experience in distance education at Athabasca University. It then covers three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist. Each generation is characterized by its view of knowledge, the role of interaction, and appropriate social forms for learning. The document emphasizes that interaction is critical for learning but can take many different forms depending on context. It concludes by considering the future of educational systems in light of emerging technologies and models of online learning.
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers? An Article by Hur and Brush (2009)
System connectedness is a concept suggesting that individuals find their identity through connections to community and the world. Research shows implementing this concept enhances teaching and learning by creating a sense of connectedness and intrinsic motivation. Challenges include educational reforms having less impact if students don't value content areas. Teachers can integrate system connectedness by incorporating community helpers units or promoting connections across subjects using technology like video calls. Classroom rituals also foster system connectedness through cards for absent students or songs building community.
Journey of an Explorer and Learning FacilitatorSanjaya Mishra
This presentation was about the works of Dr. Sanjaya Mishra before the jury members of the ISTD-Vivekanada National Award for Excellence in Training and HRD 2006-7. Dr. Mishra received this award in December 2007
This document provides an academic literacy planning aid called "The Road Map" presented by Richenda Gwilt and Kristy Widdicombe. It summarizes what they did which included focusing on research, information, communication and reflection skills. It discusses implementing sessions with clear learning objectives and evaluating whether students met those objectives. The document concludes by asking if faculty have any other questions and provides contact information for the presenters.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
The role of OER localisation in building a knowledge partnership for developm...Leigh-Anne Perryman
Slides from the OER Research Hub/TESS-India/TESSA presentation at OCWC Global Conference, 25 April 2014.
Downloadable speaker notes: https://docs.google.com/document/d/1t59yM9WmObEN0MQUPeryWMhvLsYxXYprIGRTf56c_0Y/edit?usp=sharing
This document provides a summary of Linda Buturian's teaching experience and qualifications. It lists her positions as a Senior Teaching Specialist and English Instructor, along with the courses she has taught. It also outlines her experience coordinating digital projects and as an iPad Mobile Learning Content Coordinator. Finally, it lists some of her fellowships, awards, grants, and presentations related to her work in teaching, digital storytelling, and international education.
Interaction and 3 generations for italian instit. for ed tech genoa 2017Terry Anderson
This document discusses interaction, learning, and teaching in distance education. It begins with an overview of Terry Anderson's background and experience in distance education at Athabasca University. It then covers three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist. Each generation is characterized by its view of knowledge, the role of interaction, and appropriate social forms for learning. The document emphasizes that interaction is critical for learning but can take many different forms depending on context. It concludes by considering the future of educational systems in light of emerging technologies and models of online learning.
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers? An Article by Hur and Brush (2009)
System connectedness is a concept suggesting that individuals find their identity through connections to community and the world. Research shows implementing this concept enhances teaching and learning by creating a sense of connectedness and intrinsic motivation. Challenges include educational reforms having less impact if students don't value content areas. Teachers can integrate system connectedness by incorporating community helpers units or promoting connections across subjects using technology like video calls. Classroom rituals also foster system connectedness through cards for absent students or songs building community.
Journey of an Explorer and Learning FacilitatorSanjaya Mishra
This presentation was about the works of Dr. Sanjaya Mishra before the jury members of the ISTD-Vivekanada National Award for Excellence in Training and HRD 2006-7. Dr. Mishra received this award in December 2007
This document provides an academic literacy planning aid called "The Road Map" presented by Richenda Gwilt and Kristy Widdicombe. It summarizes what they did which included focusing on research, information, communication and reflection skills. It discusses implementing sessions with clear learning objectives and evaluating whether students met those objectives. The document concludes by asking if faculty have any other questions and provides contact information for the presenters.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
Back to the Features: questioning the impact of ancillary resources on open t...Arthur Green
In this session, we present several case studies of ancillary resource development for open textbooks in British Columbia. Through these case studies we explore an emerging framework for best practices and the often unrecognized challenges that ancillary resource development poses for open educational resources (OER).
There is increasing evidence that lack of ancillary resources impact OER adoption. Over 40% of the respondents to a 2016 survey of 2,902 faculty members at 29 higher education institutions ranked instructor supplements and student supplements (ancillary resources) as important or very important factors in textbook adoption (Green 2016).
Indeed, the lack of ancillary resources for open textbooks negatively impacts faculty perceptions and adoption rates (Jhangiani et al. 2016). While ancillary resources are often expected by overworked instructors in need of teaching aids, the development of ancillary resources for open textbooks poses several challenges that can be both logistic and fundamental to open education.
For example, ancillary resources may not be shared in the same locations as the associated open textbook, may not be adequately updated with new textbook versions, may not be openly licensed, and may actually undermine the opportunity that open textbooks provide to improve pedagogical approaches.
Moreover, the types of ancillary resources required and the way ancillary resources are developed in different disciplinary settings may require different strategic approaches. In this presentation, we overview these challenges, introduce some applied examples of ancillary resource development, and provide the first steps towards best practices for ancillary resource development.
Building Understanding of Open Education: An Overview of the Impact of OER on...OER Hub
Open educational resources (OER) can have positive impacts on teaching and learning according to a study by de los Arcos et al. The study surveyed over 7,000 educators and learners from 182 countries and found that OER can improve student performance and satisfaction, help at-risk learners complete their studies, and lead educators to reflect more on their teaching practices. The study also found that 79.8% of educators adapt OER to better suit their needs and accommodate diverse learners. OER also allow both students and institutions to save money on textbooks and materials.
Presentation of the goals and plans for ongoing collaboration between OpenCoursesWare's Community College Consortium for OER (CCCOER) and the Open University's OER Research Hub Project
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Running Effective OER and Open Textbook Programs at Your Academic Library: AC...Sarah Cohen
This document summarizes a workshop on running effective open educational resource (OER) and open textbook initiatives in academic libraries. The workshop covered introducing OER and its benefits, developing advocacy strategies, and creating an action plan. Participants learned how to frame discussions around OER adoption, address common concerns, and develop SMART goals and tactics to advance OER on their campuses. The workshop emphasized sharing strategies and building connections to support OER efforts.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
The document introduces open educational resources (OER) and open textbooks. It discusses the high costs of textbooks for students and rising tuition, with the average student spending over $1,200 per year on textbooks. Open textbooks can help address this issue by providing free or low-cost alternatives. The document outlines strategies for adopting, creating, editing, and using open pedagogy in the classroom. It also discusses barriers to faculty adoption and ways to promote open textbooks, such as through an open textbook library and partnerships with student government.
Creative Commons Licenses for Flipped EducatorsBdelosArcos
Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen.
For more information: oerresearchhub.org
Lumen Learning aims to reduce textbook costs by 90% and increase student success by 10% through the use of open educational resources (OER) and learning analytics. OER allow content to be reused, revised, remixed, and redistributed, addressing the realities that textbook costs are a barrier to student success, content has become a commodity, and digital favors scale. The presentation outlines 50 high-enrollment courses where proven OER sources can replace textbooks, and discusses opportunities to enhance learning through cognitive science and student engagement in creating materials.
We Can and We Should: libraries' role in open educationSarah Cohen
We can and we should: the libraries' role in open education
Libraries around the country, and the world, are increasingly devoting time and resources to open education. But why? In what way are libraries part of this movement and how does it serve our missions and services? This presentation will describe the value that libraries’ engagement in this space can offer to our institutions, our students, and our profession; and, to outline possible ways forward for libraries that are interested in committing their limited resources to this transformative effort.
The document provides statistics on incoming and outgoing tickets/transmissions for the Oklahoma One-Call System from 2012-2017. It shows year-over-year percentage increases in tickets and breaks down ticket volumes and types by month, company type, work type, and notification method. Maps show ticket volume changes by county across Oklahoma from 2016 to 2017.
This document discusses the high cost of textbooks for college students and the problem it poses for learning. It introduces open educational resources (OER) as a solution. OER are teaching and learning materials that are free and openly licensed for use. The document provides examples of OER repositories and research showing OER can improve student outcomes while lowering costs. It encourages readers to consider adopting, adapting, or creating OER when possible to increase access to education.
This document discusses open education in the United States. It notes that the US education publishing market is worth $16.6 billion and textbook prices have increased 411% since 1987. It states that US students owe over $1.3 trillion in student debt and 2 in 3 students decide against buying textbooks due to high costs. Open educational resources are freely accessible digital materials that can be legally used and modified. The document provides examples of open education initiatives in Washington state, Utah, Michigan, and for higher education that aim to reduce costs and improve learning through openly licensed educational materials.
Many colleges are looking to open educational resources and openly licensed course material to reduce costs and expand access for their students. Surveys from faculty who have adopted OER and their students report positive outcomes in teaching and learner engagement in addition to the cost savings. Join CCCOER to hear from two OER Authoring platform providers who work with colleges to develop and deliver open courses that are engaging and help measure how students are learning. Faculty and other users of the platform will also be featured.
When: Wed, February 8, at 10am PT/ 1pm ET
Featured Speakers:
Nathan Battle, Academic Success Director, Odigia
OER courses in Odigia transform textbooks into interactive learning experiences while providing additional tools to measure and promote better student engagement. In addition to ready-to-use courses, Odigia empowers subject matter experts to create new courses using existing OER content as a foundation.
Alyson Indrunas, Professional Development Director, Lumen Learning
Lumen helps you solve affordability and access problems with well-designed open textbooks and other course materials students and instructors access directly through the LMS. Fully-customizable courses designed using OER in more than 65 subjects are available and which can help you measure student success.
Cyrus Helf, Multi-media specialist at Western Los Angeles College
Sharing the open course shells he builds for faculty in Canvas using open licensed ancillaries and textbooks from OpenStax.
CCCOER Webinar: Marketing OER Degrees to StudentsUna Daly
This document summarizes a presentation about marketing open educational resources (OER) degree programs to students. It discusses efforts at multiple community colleges, including Lord Fairfax Community College, Pierce College District JBLM, College of the Canyons, and Northern Virginia Community College. Key points included educating faculty, current students, potential students, and community stakeholders about OER programs and courses through various marketing channels. Success requires a layered approach and informing everyone who works with students.
The document discusses a research study on the challenges of localizing open educational resources (OER) for teacher education in India. It finds that localizers face difficulties with translation, navigating their own preferences and hierarchical views of knowledge, and unfamiliar pedagogies promoted by OER. Better support for localizers through more training, reflection time, and ongoing communities could help address these challenges. Creating a knowledge partnership with sensitivity to local contexts can maximize the potential of OER to promote development while avoiding neo-colonial approaches to education.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Back to the Features: questioning the impact of ancillary resources on open t...Arthur Green
In this session, we present several case studies of ancillary resource development for open textbooks in British Columbia. Through these case studies we explore an emerging framework for best practices and the often unrecognized challenges that ancillary resource development poses for open educational resources (OER).
There is increasing evidence that lack of ancillary resources impact OER adoption. Over 40% of the respondents to a 2016 survey of 2,902 faculty members at 29 higher education institutions ranked instructor supplements and student supplements (ancillary resources) as important or very important factors in textbook adoption (Green 2016).
Indeed, the lack of ancillary resources for open textbooks negatively impacts faculty perceptions and adoption rates (Jhangiani et al. 2016). While ancillary resources are often expected by overworked instructors in need of teaching aids, the development of ancillary resources for open textbooks poses several challenges that can be both logistic and fundamental to open education.
For example, ancillary resources may not be shared in the same locations as the associated open textbook, may not be adequately updated with new textbook versions, may not be openly licensed, and may actually undermine the opportunity that open textbooks provide to improve pedagogical approaches.
Moreover, the types of ancillary resources required and the way ancillary resources are developed in different disciplinary settings may require different strategic approaches. In this presentation, we overview these challenges, introduce some applied examples of ancillary resource development, and provide the first steps towards best practices for ancillary resource development.
Building Understanding of Open Education: An Overview of the Impact of OER on...OER Hub
Open educational resources (OER) can have positive impacts on teaching and learning according to a study by de los Arcos et al. The study surveyed over 7,000 educators and learners from 182 countries and found that OER can improve student performance and satisfaction, help at-risk learners complete their studies, and lead educators to reflect more on their teaching practices. The study also found that 79.8% of educators adapt OER to better suit their needs and accommodate diverse learners. OER also allow both students and institutions to save money on textbooks and materials.
Presentation of the goals and plans for ongoing collaboration between OpenCoursesWare's Community College Consortium for OER (CCCOER) and the Open University's OER Research Hub Project
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Running Effective OER and Open Textbook Programs at Your Academic Library: AC...Sarah Cohen
This document summarizes a workshop on running effective open educational resource (OER) and open textbook initiatives in academic libraries. The workshop covered introducing OER and its benefits, developing advocacy strategies, and creating an action plan. Participants learned how to frame discussions around OER adoption, address common concerns, and develop SMART goals and tactics to advance OER on their campuses. The workshop emphasized sharing strategies and building connections to support OER efforts.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
The document introduces open educational resources (OER) and open textbooks. It discusses the high costs of textbooks for students and rising tuition, with the average student spending over $1,200 per year on textbooks. Open textbooks can help address this issue by providing free or low-cost alternatives. The document outlines strategies for adopting, creating, editing, and using open pedagogy in the classroom. It also discusses barriers to faculty adoption and ways to promote open textbooks, such as through an open textbook library and partnerships with student government.
Creative Commons Licenses for Flipped EducatorsBdelosArcos
Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen.
For more information: oerresearchhub.org
Lumen Learning aims to reduce textbook costs by 90% and increase student success by 10% through the use of open educational resources (OER) and learning analytics. OER allow content to be reused, revised, remixed, and redistributed, addressing the realities that textbook costs are a barrier to student success, content has become a commodity, and digital favors scale. The presentation outlines 50 high-enrollment courses where proven OER sources can replace textbooks, and discusses opportunities to enhance learning through cognitive science and student engagement in creating materials.
We Can and We Should: libraries' role in open educationSarah Cohen
We can and we should: the libraries' role in open education
Libraries around the country, and the world, are increasingly devoting time and resources to open education. But why? In what way are libraries part of this movement and how does it serve our missions and services? This presentation will describe the value that libraries’ engagement in this space can offer to our institutions, our students, and our profession; and, to outline possible ways forward for libraries that are interested in committing their limited resources to this transformative effort.
The document provides statistics on incoming and outgoing tickets/transmissions for the Oklahoma One-Call System from 2012-2017. It shows year-over-year percentage increases in tickets and breaks down ticket volumes and types by month, company type, work type, and notification method. Maps show ticket volume changes by county across Oklahoma from 2016 to 2017.
This document discusses the high cost of textbooks for college students and the problem it poses for learning. It introduces open educational resources (OER) as a solution. OER are teaching and learning materials that are free and openly licensed for use. The document provides examples of OER repositories and research showing OER can improve student outcomes while lowering costs. It encourages readers to consider adopting, adapting, or creating OER when possible to increase access to education.
This document discusses open education in the United States. It notes that the US education publishing market is worth $16.6 billion and textbook prices have increased 411% since 1987. It states that US students owe over $1.3 trillion in student debt and 2 in 3 students decide against buying textbooks due to high costs. Open educational resources are freely accessible digital materials that can be legally used and modified. The document provides examples of open education initiatives in Washington state, Utah, Michigan, and for higher education that aim to reduce costs and improve learning through openly licensed educational materials.
Many colleges are looking to open educational resources and openly licensed course material to reduce costs and expand access for their students. Surveys from faculty who have adopted OER and their students report positive outcomes in teaching and learner engagement in addition to the cost savings. Join CCCOER to hear from two OER Authoring platform providers who work with colleges to develop and deliver open courses that are engaging and help measure how students are learning. Faculty and other users of the platform will also be featured.
When: Wed, February 8, at 10am PT/ 1pm ET
Featured Speakers:
Nathan Battle, Academic Success Director, Odigia
OER courses in Odigia transform textbooks into interactive learning experiences while providing additional tools to measure and promote better student engagement. In addition to ready-to-use courses, Odigia empowers subject matter experts to create new courses using existing OER content as a foundation.
Alyson Indrunas, Professional Development Director, Lumen Learning
Lumen helps you solve affordability and access problems with well-designed open textbooks and other course materials students and instructors access directly through the LMS. Fully-customizable courses designed using OER in more than 65 subjects are available and which can help you measure student success.
Cyrus Helf, Multi-media specialist at Western Los Angeles College
Sharing the open course shells he builds for faculty in Canvas using open licensed ancillaries and textbooks from OpenStax.
CCCOER Webinar: Marketing OER Degrees to StudentsUna Daly
This document summarizes a presentation about marketing open educational resources (OER) degree programs to students. It discusses efforts at multiple community colleges, including Lord Fairfax Community College, Pierce College District JBLM, College of the Canyons, and Northern Virginia Community College. Key points included educating faculty, current students, potential students, and community stakeholders about OER programs and courses through various marketing channels. Success requires a layered approach and informing everyone who works with students.
The document discusses a research study on the challenges of localizing open educational resources (OER) for teacher education in India. It finds that localizers face difficulties with translation, navigating their own preferences and hierarchical views of knowledge, and unfamiliar pedagogies promoted by OER. Better support for localizers through more training, reflection time, and ongoing communities could help address these challenges. Creating a knowledge partnership with sensitivity to local contexts can maximize the potential of OER to promote development while avoiding neo-colonial approaches to education.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
Implementation of inclusive early childhood education in Ghana. I explore the barriers to and enablers of inclusive practice using a qualitative case study approach. I conducted interviews with education officials, headteachers and teachers
Online support for teachers: Theory, design and impact (July 2017, CLRI, Univ...nickkelly
In this seminar we address the complex question of: What should online support for Australia’s teachers look like?
We provide an overview of the complicated network of government, commercial, and research websites that provide resources and communities for teachers. We turn to the literature and the theory to discuss the gaps that remain. For example, why, in the face of so many online portals, do teachers resort to querying through Google?
We posit suggestions about the kinds of online support would have a significant impact, in terms of initial teacher education, professional identity, job satisfaction, and retention. Our talk is grounded in four years’ experience developing TeachConnect (www.teachconnect.edu.au) a design-based research project creating an online platform to support teachers. We discuss the policy context within which the challenge of supporting teachers online occurs and pragmatic approaches to research within this paradigm.
Learner centred instruction and the Role of Instructors for ELT class-rooms t...Tulika Chandra
The document discusses the role of instructors in learner-centered English language teaching classrooms. It addresses that instructors must provide efficient learning strategies to students, help students identify their preferred learning styles, and encourage students to set their own goals and evaluate their own progress. Rather than simply teaching content, instructors should facilitate effective learning and ensure students take responsibility for their own education. The document also emphasizes that instructors must leverage the technologies students use in their daily lives and make the classroom experience more engaging for students.
This document discusses the importance of social-emotional learning (SEL) and citizenship education in schools. It raises questions about who is responsible for teaching social skills, how to fit it into the curriculum, and whether current approaches are effective. Concerns are expressed that SEL may not be adequately addressed or supported in some schools due to curricular priorities, staff attitudes, and pressure from parents and the community. Ideas are generated for infusing SEL into different subject areas and assessing its impact through projects and collaboration between teachers.
Evolution of Digital Storytelling at Mercy CollegeMatt Lewis
Mercy College began exploring the use of digital storytelling (DS) in 2010 through a faculty learning community focused on critical inquiry. Faculty learned about DS through workshops and training, seeing its potential to empower students' voices and address learning outcomes. An initial pilot with freshman seminar courses was successful, leading to more faculty adopting DS and presenting on their experiences. While scaling DS campus-wide faced challenges like resources and support, its early successes helped gain administrative backing and spread adoption across departments.
The document discusses the benefits and guidelines for implementing hybrid online learning in K-12 classrooms. It argues that hybrid models can provide students with greater engagement, flexibility, and access to knowledge beyond the classroom by combining online and face-to-face learning. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, analysis, collaboration, and use of technology that are well-suited to hybrid environments. Recommendations include building an online community, using various technologies to encourage interaction, and assigning collaborative tasks.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
PowerPoint presentation for the Asia-Pacific Educational Research Association and Taiwan Education Research Association Conference in Kaohsiung, Taiwan on 10 - 12 November, 2016.
This document discusses pedagogical approaches to blended learning. It begins by outlining some core values of lifelong learning and continuing education. It then provides an overview of Athabasca University as an example of a fully online university. The document proposes two principles: that learning evolves from past technologies, and different social structures determine effective technology use. It outlines three generations of online pedagogy: cognitive/behaviorist, social constructivist, and connectivist. Each generation is associated with different social structures and technologies. The document advocates empowering students to create their own learning networks and interactions through open educational resources and social platforms. Overall, it argues blended learning works best when pedagogy, technology and outcomes are appropriately matched to
The document summarizes the key aspects of the National Curriculum Framework 2005 in India. It discusses how NCF-2005 was developed to address issues raised in the 1993 Learning Without Burden report. It outlines the framework's focus on child-centered learning, inclusive education, connecting knowledge across subjects, and assessing students in a way that benefits teachers and learners. Additionally, it emphasizes the importance of critical thinking, multilingual education, infrastructure development, community participation, and vocational training in the school system. Overall, NCF-2005 aims to provide high-quality, inclusive education for all children in India.
Hybrid online learning: An introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in face-to-face classrooms. Hybrid learning combines online and in-person instruction, allowing students to access resources and knowledge beyond the classroom. Standards from the American Association of School Librarians and Common Core emphasize students' need to use technology as a learning tool. Research suggests hybrid models provide individualized learning while maintaining social support from classmates and teachers. The document provides tips for collaborative online learning and lists popular platforms to integrate online content and activities into face-to-face courses.
Hybrid online learning: An Introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in classrooms. Hybrid learning involves adding online delivery of content and instruction to traditional face-to-face teaching. It can provide students with greater flexibility, engagement, and access to knowledge beyond what is taught in the classroom. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, media literacy, and use of technology that hybrid learning supports. The document provides examples of online learning platforms and guidelines for creating collaborative online learning communities.
"Uncovering the Possibilities of Virtual Schooling for EFL"Susana Galante
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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The role of OER localisation in building a knowledge partnership for development: The TESSA and TESS-India teacher education projects
1. The role of OER localisation
in building a knowledge
partnership for
development: The TESSA
and TESS-India teacher
education projects
Alison Buckler
Leigh-Anne Perryman
Tim Seal
(Open University, UK)
Shankar Musafir
(TESS-India, India)
Photo: Alison Buckler CC-BY
2. ‘What is the future of open
education? Where is it
going? I think there is only
one answer: localisation’
(David Wiley)
‘Localization must involve locals; a
community of practice bolsters
localization; localization must be done in
appropriate formats; and effective
localization is directly proportional to
understanding local contexts’ (Tiffany Ivins)
9. Knowledge for
development
Partnerships for
development
OER: A new paradigm of
knowledge partnerships
for development?
Research Questions
● How have two Open
University (UK) based
projects designed and
facilitated the localisation of
OER?
● How can communities best
be supported to localise
OERs?
● What challenges still need to
be addressed?
● How can we conceptualise a
new paradigm of open
education for development?
10. Quantity
India: needs 1.33 million
teachers
Bihar: 75% of teacher ed.
colleges did no training
between 2007-2010
Sub-Saharan Africa:
needs 5 million more
teachers by 2030 (UNESCO,
2013)
Photo: Leigh-Anne Perryman CC-BY
11. Quality
•India - Bihar: 45% of teachers don’t
have minimum qualification.
•India: some states, only 1% pass
Teacher Eligibility Test
•Sub-Saharan Africa: >50% of
primary school children “learning so
little that they had no value added
to their education” (Brookings, 2012).
•India – ASER: “A ritual exercise
bringing the same disturbing but
worsening news” (Deccan Herald,
2013)
Photo: Eric Parker CC-BY-NC
12. TESSA - Teacher Education in Sub Saharan Africa
Original member countries:
Ghana, Nigeria, Kenya, South Africa,
Sudan, Rwanda, Tanzania, Uganda
Zambia
Subject areas:
Literacy, Numeracy, Science,
Social Science, Life skills/Arts
Format:
•Text based units structured around:
Photo: Alison Buckler CC-BY
– activities, case studies and resources
•Conceptualised as:
– ‘professional learning and strategy toolkit’
•Available online and in print
13. TESS-India - Teacher Education through
School based Support in India
Focus States::
Assam,Bihar, Karnataka, Madhya Pradesh,
Odisha,Uttar Pradesh, West Bengal
Subject areas:
English, Math Science, Leadership,
Language & Literacy
Format:
•Text (inc video) based units structured around:
– activities, case studies and resources
•Stand alone, self directed study units
•Available online in multiple formats, including for
print
Photo: TESS-India CC-BY-SA
14. Methods
TESS-India
•Participant observation at localisation
workshops in three states (Bihar, Madhya Pradesh and
Uttar Pradesh)
•Analysis of workshop reports
•Interviews with localisation stakeholders (two facilitators
and three practitioners)
TESSA
•Retrospective analysis of adaptation documents
•Retrospective analysis of interview transcripts with
adaptation stakeholders (two facilitators and eight
participants from Ghana, Kenya and Sudan)
15. Localisation - TESSA
Taken from OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa:
Lessons from TESSA (Teacher Education in Sub Saharan Africa)
http://jime.open.ac.uk/article/2012-03/html
17. Theme 1: Technology and Time
“I’d give people much more time to familiarise themselves with the underlying
philosophy of TESSA, all of it really, the teaching and learning, interaction, distance
learning, OERs…” (TESSA Curriculum Director, 2010)
The localisers “were
working with hard
copies, scribbling on
them. Printing and
typing took a lot of
time. Reading
handwriting was
difficult. This is a
logistical problem”.
(TESS-India localisation
facilitator, 2014)
Photo: Alison Buckler CC-BY
18. Theme 2: Cultural differences and the ‘right
kind’ of expert
“Most of the teachers
are clueless about how
to teach… Frankly
speaking…there are two
types of teachers. First
are the ones who have
got no interest in
teaching and just teach
for the sake of it. There
will be no impact on
those. The other type
are the willing types.
These teachers will use
the TDUs most and will
adapt them as well”
(TESS-India SLE, 2014)
Photo: Alison Buckler CC-BY
19. Theme 3: Quality, control and openness
“The issue of
scale-able ways
of assuring quality
in a context where
all (in principle)
can contribute
has not been
resolved, and the
question of
whether quality
transfers
unambiguously
from one context
to another is
seldom surfaced.”
(Falconer, et al, 2013: 4)
Photo: Alison Buckler CC-BY
20. Theme 3: Quality, control and openness (2)
“What TESSA was trying to do
was to have a template that
gave a structure and a form
so when people used it they
knew there was a case study,
they knew there was an
activity, but that activity is
related to them in their
context… But, underneath all
of that there was an approach
to teaching and learning that
is consistent.” (TESSA Curriculum
Director, 2010)
“The objectives have been decided beforehand. So I was trying always to keep
these objectives, not to distract from these objectives.” (TESSA Versioner, Sudan, 2010)
21. Theme 3: Quality, control and openness (3)
“I would like to see more
from the State people…
like if they want to see
more assessment done in
the classroom or if they
want more attention paid
to low achievers that sort
of thing… Really, I’d like
more radical localisation
rather than safe
localisation but there’s a
reluctance, a deference
that gets in the way.”
(TESS-India Academic Manager,
2014)
23. Conclusion: Creating a knowledge partnership
Knowledge
partnership
Respect for
individual
perceptions &
experience
Institutional
(quality)
control &
guidance
Sensitivity to
context (e.g.
status of
knowledge
ownership)
Openness & ‘embedded’ engagement with
OER
ALISON (3 mins) [2.02] [3:06]
Localisation is one of the OER movement’s biggest challenges, but also one that is under-explored and under-critiqued.
Conference on OER for a multicultural world, very little attention on local relevance or cultural transfer.
Localisation central tenet of projects we represent - TESSA and TESS-India - both of which are creating OER for huge, gepgraphically and culturally diverse groups of teachers and teacher educators in SSA and India respectively.
The Pan-African and Pan-Indian materials were written collaboratively by academics from the OU and our partner institutions in India and SSA - so they are, to a degree - contextualised at a national and regional level. But it is difficult to underestimate the diversity of classrooms in these contexts.
ALISON (....3min)
How can the TESSA project, for example, ensure that the OER are relevant for teachers working in this school in northen Nigeria...
ALISON (....3min)
… where class sizes are into the 80s and 90s…
ALISON (...3min)
… and where there are quite literally no resources for teaching and learning.
ALISON (...3min)
But also written for teachers in this school in South Africa… school much better resourced but higher levels of personal poverty among the pupils with over half being brought up by grandparents and with 1 in 6 HIV positive.
ALISON (...3min)
Similarly in India… the TESS-India materials needed to be appropriate for schools like this one in urban Uttar Pradesh...
ALISON (...2 min ends)
And this one in rural Bihar.
Of course every classroom is different and every teacher has different needs, which is why the TESSA and TESS-India OER are also pedagogically and logistically designed to be easily adaptable by the end user.
But we argue that this is not enough and that to better support these end users - these teachers and teacher educators - to engage with these materials, to learn from them, and to engage with the possibility of adapting them further, supported localisation embedded within OER production is one way of better enabling this engagement and, therefore, improving the quality and relevance of the OER.
So it is the process of supported localisation that we are going to talk about today.
The research questions we began this study with are listed here. The first three are necessarily procedural - we wanted to know what was going on inside these localisation processes and what challenges were encountered.
But we also wanted to explore this issue of localisation on a more theoretical level. We are interested in how OER can improve the quality of education on a global level, not just education for all, but quality education for all. We wanted to explore the possibility of OER sitting within a new paradigm of international development that brings together two existing paradigms of knowledge for development and partnerships for development - we suggest that the collaborative creation and supported adaptation of OER could form a new paradigm of knowledge partnerships for development.
So today we’re going to present some of our findings as well as our emerging framework of OER and knowledge partnerships.
LEIGH-ANNE (1min 30) [1.12] [1:19]
I’m a researcher with the OER Research Hub and TESS-India is one of our collaborations. Now Alison has painted a broad contextual picture, I’m going to focus in on the education systems of the two geographical areas we cover in our research. While it’s certainly necessary to be sensitive to the varied contexts of schooling in sub-Saharan Africa and India, a common concern is the lack of teachers, the quality of teaching and, consequently, the standards of learning - issues that are addressed by both TESSA and TESS-India.
Both India and SSA feature enormous numbers of unqualified teachers and insufficient capacity to train new and existing teachers.
For example, India currently needs 1.33 million teachers, yet in the state of Bihar, 75 per cent of teacher education institutions did not conduct any training between 2007-2010 (UNICEF, 2010).
Moving to Sub-Saharan Africa, UNESCO estimates that the region will need an additional five million teachers by 2030 (UNESCO, 2013)..
LEIGH-ANNE (1min 30) [1.30] [1:41]
Moving from quantity to quality, there’s no escaping the fact that the low quality of teaching and learning is a great concern in both SSA and India. For example, in Bihar state in northern India, 45 % of school teachers don’t have the minimum qualification for teaching (MHRD, 2013).
Ranging more widely in India it’s also a great concern that in some states only 1% pass the Teacher Eligibility Test – passing which is mandatory to teach in government skills.
Returning to SSA, in 2012, the Brookings Institute established a baseline in education quality below which students ‘were learning so little that they had no value added to their education’. A subsequent report estimated that over half of the 111 million children attending primary school in Sub-Saharan Africa were below this baseline (Brookings, 2012).
Back in India again, since 2005 the NGO Pratham has been conducting the Annual Status of Education Report which year on year has revealed ever-falling standards of learning, resulting in the Deccan Herald deeming the 2013 report ‘a ritual exercise bringing the same disturbing but worsening news’
There’s a clear need for work to improve the quality of both teachers, and teaching in these two contexts. I’ll now hand over to Tim who will say something about the two projects that are the focus of our research.
TIM (2min 30) [2.35] [1:20]
match tess india format [1 minute]
Introduction to TESSA
TESSA is an OER project based at the Open University (UK)
Initial Hewlett funding 2005 -
It represents a consortium of teacher education institutions from nine original member countries in Sub-Saharan Africa shown here.
continuing to grow with new member countries
Between 2006 and 2009 TESSA academics created a bank of 75 Pan-African teacher development OER study units in the subjects here.
Materials were developed collaboratively through a series of workshops and followed up with virtual working. online / email / phone / conference calls
Resources are conceptualised as school-based ‘professional learning and strategy toolkit’ - supporting teachers to make changes in their practice -
Use was institution led - integration of the materials into existing programmes (OU of Sudan incorporated materials into 3rd -final-year of in-service BEd, -------or the creation of new programmes (OU of Tanzania - created a new qualification diploma in education course) depending on the needs of each institution-
Tim: introduce TESS-India (2 min 30) [1.40] [1:15]
TESS-India is an OER project based at the Open University (UK)
DfID funding received in November 2012 and current phase ends May 2015
The project works in 7 states in India outlined here
125 Pan-Indian teacher development OER study units are being created in the subjects at both primary and secondary level.
Again materials were developed collaboratively between OU and Indian academics
Teacher development units are stand alone and are self directed in the nature of study - again they look at supporting teachers to make changes in their practice -
Use of media within both projects were similar but there was significant use of video in TESS-India
TIM (1 minute) [0.18] included in the next 3:08]
Collected data through observation of the localisation workshops and interviews including the retrospective analysis of TESSA documents and interviews.
To understand the TESS-India localisation process (which is ongoing at the time of writing) participant observation at localisation workshops allowed for detailed examination of the ways in which those tasked with localising the resources worked together to identify aspects of the adaptation and the support required for this task.
Observation was carried out by the Hindi-speaking author in order to capture the details and nuances that were difficult for the other authors to interpret through a translator. Additional data collected = workshop reports and interviews with participants including two facilitators and three practitioners (conducted in early 2014). It was intended that analysis of change logs that localisers are keeping in order to document the changes they suggest as well as their rationale for suggesting those changes would be included, but these are only just emerging at the time of data-collection.
The findings of the TESS-India experience have been analysed alongside data from TESSA including a
retrospective analysis of TESSA adaptation documents and interviews conducted between 2009-2010 with two facilitators and eight participants (four Ghanaian, two Kenyan and two Sudanese) from three TESSA versioning workshops.
TIM (3 min) [3.35] [3:08]
do bullets!!!!
TESSA, versioning took place through (2007 /2009)
A collective decision was made that 40 per cent of each Pan-African study unit would be open for adaptation in the supported process; it was intended that this would ensure the integrity and internal consistency of the OER’ .
Initial whole project workshop was held with TESSA institution coordinators from all institutions in order to ‘develop collective understandings of the factors to be considered when adapting OER
A versioning handbook was created from this workshop to be provided to all participants, and at some of the workshops trips to local schools were included to act as a basis for discussion and as case studies for testing out ideas regarding what changes would be appropriate.
Regional (West , East, Southern) workshops lasting two or three days, led by curriculum manager (OU person) and exec chair (African academic) - institution coordinators were there but also the people selected (by coordinators) to do the versioning (2 per subject per country 5 subjects).
At least one draft version would be complete per subject by the end of the workshop
followed up by almost a year of materials development with some collaborative support from the OU
All versioning was done in english, then translated.
All versioning was done electronically with the exception of Sudan where access to technology was limited therefore versioning was done in hard copy, and then transcribed into a digital format
TIM (3 min) [1:40] [1:53]
TESS-India process was very similar apart from
Versioning was done in local language, so materials were translated before the workshops
Localisers were selected by a third party(NGO) responsible for process
Localisers were directly paid. In TESSA it was part of their institutional workload
There was a technology barrier which was universal in terms of localisers being able type in Hindi, not physical access to technology which it was in Sudan
Allowed adaptation of all content but guided them through the workshops and handbook to keep the pedagogic approach the same
LEIGH-ANNE (3mins) [2:30] [2:33]
Three main themes emerged from our research findings and I’ll talk you through them now.
The first, we’ve identified as Technology and Time.
Starting with TIME localisation workshop participants for both TESS-India and TESSA said they felt the workshops too short.
One reason was that the localisers were unfamiliar with concept of OER and so they needed more time for induction. TESSA – particularly problematic. So, OER familiarity was pre-requisite for T-I localisers but didn’t amount to much real understanding.
This quote sums up some of the issues….QUOTE
Many localisers also said they felt that the deadlines for returning reversioned materials were too tight.
This, in turn was related to problems with technology
For example, sharing computers was common in both projects.
Internet unavailability was also an issue, especially for TESSA. For example, one Nigerian teacher training institute was disconnected for 5 weeks at a time.
Technological competence was also an issue in that, as Tim has mentioned, Indian localisers could not type in Hindi and instead annotated hard copies.
QUOTE
Managing this adds another level of quality assurance to the process.
LEIGH-ANNE (3mins) [3:45] [2:51]
The second theme relates to cultural differences and the notion of the right kind of expert
Starting with TESS-India – at both the resource-writing stage and the localisation stage subject experts from UK OU and from India were brought together.
Cultural differences emerged from this process regarding respect for expertise and localisers’ reluctance to change experts’ material
In addition, participants weren’t familiar with cross-cultural working and there was a reluctance to address consequent tensions
For example, some of the localisers seemed to feel affronted when changes to their work were suggested but there was no mechanism for dealing with this.
The localisers for the two projects typically came from different backgrounds.
TESSA - many localisers were materials authors already and understood the aims of the project, but in TESS-India many localisers were subject experts who’d written textbooks for Indian education system.
However, many of the TESS-India localisers were so senior they were out of touch with on the ground experiences of teachers in their state. Some had a deeply negative perception of teachers and questioned the value of OER. SEE QUOTE.
Challenge – navigating the ex-textbook writers’ emphasis on subject over pedagogy (the TESS-India resources emphasise methods over topic); and the textbook writers’ preference for a formal writing style (which contrasted with the more informal writing style of the TESS-India materials)..
There was also a need to provide training in active learning techniques during the workshops, as these techniques featured heavily in the TESS-India resources but were not commonly understood by the localisers..
LEIGH-ANNE (1min) this plus next slide is [3:20] [1:42]
Theme 3: Quality, control and openness
Quality is a big issue for OER movement but it’s also a challenge, especially in development-related projects (see QUOTE).
The two-tier TESSA and TESS-India localisation process both feature a quite directive initial phase of resource adaptation, intend to offer a way of ensuring that the changes that are needed to meet local needs actually do take place during the production process, while also allowing for further localisation by teachers and teacher-educators once they have bought in to the resources’ use within their own practice.
However, our research data highlights questions around how the issues of control, quality and openness interact.
Leigh-Anne (1 min 30) [00:53]
While in both projects localisation was intended from the start, TESSA managed this process quite tightly by determining sections of the materials that could be versioned, and sections that couldn’t. Localisers were then free to adapt to their own contexts within this framework.
These two quotes give a flavour of the process: QUOTES
Could be seen that the controlled nature of the process in TESSA prevented some versioners from fully engaging with the concept of being a ‘partner’ in the process. However, it actually led to more changes than with TESS-India.
We’ve represented the dynamic between institutional control, localiser freedom and the level of openness involved in the localisation progress diagrammatically. Note that this is not a quantitative representation and the numbers are just a rough guide showing direction for each element of the diagram.
In TESSA, the fairly high level of institutional control resulted in a moderate level of localiser freedom but ultimately a pretty high level of openness, evidenced in the extent to which the resources were adapted.
Leigh-Anne (1min 30) [1:10] [1:02]
TESS-India – lack of guidance and structured support about what to change led not to freedom but, instead, to minimal changes being made, informed by a deferential approach to other academics’ work and a hierarchical view of knowledge ownership. This, in turn, limited the level of openness.
ALISON [2:40]
So I’m going to conclude the presentation with three points.
The first is that our comparison of the TESSA and TESS-India projects’ attempts to increase the relevance and usability of their OER was in no way an attempt to suggest that one way was better than the other. We just believe that nowhere near enough attention is being given to the cultural transfer of OER, and that until more attention is given to the frameworks and processes of OER development, and not just distribution and accessibility, the potential of OER in improving education quality on a global level will not be realised.
Our second, and related, point relates to the moral and ethical imperatives of OER producucers to help enable this greater access on multicultural levels. Capacity building built into the TESSA and TESS-India OER development models. This capacity building was conceptualised around the workshops and through the training of academics to adapt the OER.
When you consider this capacity building alongside Joanna Wild’s stairway model of OER engagement, at best the academics were probably moved into the medium engagement category. No small achievement - and in many ways was the aim. The TESSA project is considered to be a big success and materials used in teacher development progs all over SSA. But we suggest that greater investment in capacity building, to move the academics into the high engagement category would have led to a richer set of OERs. So our second concluding point is actually a question that we are taking forward in our next research project around the responsibility and moral imperative of OER producers to enable people to benefit from OER.
Our research highlights an interesting dynamic between quality control on the behalf on institutional leaders of OER projects, the freedom of localisers and the ultimate openness of the OER.
This diagram shows some of the factors affecting the localisation process that could contribute to a knowledge partnership approach.
See that it includes an amount of institutional, top-down control.
This is an emerging model and we are aware that it might be considered to counter the spirit of open. But we think that these are important issues to debate if OER is to be both equitable and sustainable. We suggest that it is not only the end product of an OER that needs to be contextualised, but also the frameworks and processes that lead to and support its contextualisation.
This leads to our third and final concluding point which is related to this diagram which represents our emerging framework of OER development as a knowledge partnership.