Content production and open licensing experiences in teacher education

Freda WolfendenThe Open University, UK

CIES Washington 11 March 2015

Quality education in schools

‘An education system is only as good as its teachers. Unlocking their potential is essential to enhancing the quality of learning. Evidence shows that education quality improves when teachers are supported…’

Irina Bokova, Director-General of UNESCO

(UNESCO EFA Global Monitoring Report 2014)

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New modalities for teacher education

• Teachers positioned as ‘active enquirers’ in activity–based pedagogic approach

• Focus on teachers’ classroom practices; pedagogic skills and capabilities developed in their classroom

• Congruent with national policy frameworks but locally relevant

• Harness technology platforms and open content

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Quality teacher education with open content: innovative, scalable & sustainable

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• Collaborative design, creation, localisation and use of bank of OER (text and AV) to improve teachers’ classroom practices

• OER in multiple languages for different contexts

• OER in different versions for different contexts and forms of use

• Strengthen existing systems and programmes. Not an intervention.

FrenchArabic

Kiswahili

OER resource bank Aims to:

• take policy developments into the classroom

• provide teachers with direct evidence of how new practice enables student learning

• inspire rather than being prescriptive and exhaustive

• motivate and sustain pedagogic innovation

• provide the seeds for adaptation and adoption

• promote reflection and the sharing of practices / experiences

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The OER represent both tools that can be employed according to their users’ differing needs and contexts, and vehicles for creating supplementary units to extend what is currently available.

OER: structured template

• What this unit is about

• What you can learn in this unit

• Activities

• Case Studies

• Pause for thought

• Summary

• Resources

• References

• AV clips

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OER creation and adaptation

Translation and

localisation of study

units by partners

Sharing in the

OER resource

bank

Quality Assurance

and Editing and

User Testing

Collaborative creation

of original study units

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Quality

Assurance,

Editing and

User Testing

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Localisation and personalisation

Multiple modes of access

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Multiple modes of OER use

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Unstructured teacher use through online access

Incorporated into existing programmes and teacher development episodes

TESSA OER incorporated into Certificate, Diploma and B Ed courses across Africa;National Teachers Institute (Nigeria): Nigeria Certificate in Education (NCE) –In-service (distance) Kyambogo University (Uganda): Diploma in Education Primary External (distance)

TESS-India OER being planned for use; for example mandatory use of OER in practice sessions of BEd and DlEd in Odisha.

TESSA and TESS- India OER: from policy to practice in classroom teaching and learning Teachers access to high quality open resources

Teachers learning through participation in activities in their own classrooms

Enhances teacher agency and diminishes teacher isolation

Possibilities of endless adaptation and development of the OER 13

www.tessafrica.netwww.tess-india.edu.in