Towards Pedagogical improvements in OER: repurposing for the South
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Transcript of Towards Pedagogical improvements in OER: repurposing for the South
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Towards Pedagogical improvement in OER Practices: Repurposing for the
SouthNajma Agherdien (Education Programme Specialist: Learning Design)
OE Global Conference, Cape Town7-10 March 2017
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My involvement in OER - fairly recent
OER Africa – involved since 2008
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Outline OER characteristics that promote pedagogical
improvement
Towards a pedagogical
improvement strategy
Practical examplesrelevant for the
South
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But first…
• Pedagogical improvement and Pedagogical transformation - imply a constant state of ‘becoming’
• OER OEP
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Openly Licensed –
pedagogical implications
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Characteristics of OER that supports Pedagogical Improvement - Social Justice
ideals
• Knowledge is for everyone:
– beyond opening up…
– beyond access…
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Characteristics of OER that supports Pedagogical Improvement - Social Justice
ideals
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Characteristics of OER that supports Pedagogical Improvement - Social Justice
ideals
• Education requires contextualised practices - OER present opportunities to customise content (local solutions)
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Characteristics of OER that supports Pedagogical Improvement - Social Justice
ideals
Inclusion of student voice
You have a valid point
…but you’re wrong
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Characteristics of OER that supports Pedagogical Improvement - Social Justice
ideals
Knowledge as negotiated process• Content• Structure• Tools
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Strategy
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Role of Theory in Learning
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Making learning assumptions clear – identify blind spots
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A. Reflecting on Learning assumptions• What is learning and why is it
important?• What counts as knowledge?• Who are our students and how do
students learn best?• What does quality teaching and
learning look like?• What is the role of OER in teaching
and learning?
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B. Learning Design Framework: Five Key questions
• Where do we start? Planning, context, administration, student background
and needs
• What will students learn? Content (OER) and Structure
• How will we support learning? OEP, Pedagogy, learner support and
technology
• How do we know students have learned? Assessment
• How can we be sure of good, quality learning? Quality assurance (Peer
review)
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Where do we start?
• Geographical distribution: face to face, on campus, blended mode, distance
• Programme context: digital support, digital support,
internet-supported/dependent, fully online
• Technology use: Instructive, cognitive, mediative
• Bloom’s taxonomy: remember, understand, apply, evaluate, create
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What will students learn? How will we support learning?
• Students (subject) need
Tools (e.g. OER,
technology, books)
mediate/facilitate
learning (object)
• But, there are tensions…
what are they?
• Uncover these tensions
to effect transformation
• Students are involved in
multiple activity
systems – intersection
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C. Foster an evidence-based approach• More 'know-why' (why working/not)
• Reflective Reports
• Collaborative research projects: between
teaching teams, between/ across faculties
• Participatory Action Research: action
(leading to change) and research (leading
to understanding)
• Design-based research: generating theory
to solve authentic problems; researcher-
driven
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Some OER Africa/Saide examples
• Support from Hewlett and Bill and Melinda Gates
Foundations
• A number of projects in various universities in
Sub-Saharan Africa
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Grant 1: Planning
Grant 4: Institutional Engagement
Grant 2: Implementation
Grant 3: Implementation and Teacher Education Network
Grant Overview
Mission: To establish dynamic networks of
African OER practitioners …to
develop, share, and adapt OER to meet
the education needs of African societies.
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Resource Details
Resource Name : University Certificate in Midwifery
Resource Description :
This CD ROM has been developed to support the UCM and upgrading midwifery programmes. It combines a number of new strategies that are being piloted by MCH department to respond to the national needs within the Health sector. These include reducing maternal and neonatal morbidity and mortality in relation to Millennium Development Goals 4, 5 & 6. Consequently this course embraces the latest methodology (Problem Based Learning) and technologies (Computer based education) in an attempt to be relevant and effective in preparing new midwifes. The materials on the CD ROM have been authored by both University of Malawi - Kamuzu College of Nursing and foreign experts.
Resource Author : University of Malawi, Kamuzu College of Nursing
Resource Source : University of Malawi, Kamuzu College of Nursing
Resource Tags : nursing, Problem Based Learning, maternal and neonatal morbidity, Computer based education,
Resource Type : Modules, Training Notes/Materials/Tutorials
Resource Year : 2009
Resource Licensing Condition : Creative Commons: Attribution-Non Commercial Share Alike 2.5
Resource Media Type : Text/HTML
Resource Language : English
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More general examples: Student created
• Allow learners to use technologies - blogs, wikis, journals, Twitter, Google Docs,
etc. - to create knowledge:
Tweet summary of reading, ask experts questions and
Use Google Docs to write collaborative research report
Daily journal entries on what s/he has learned for the day
• Rewrite textbook questions/examples
• Write course/chapter/section outlines
• Video record an interview and upload on YouTube
• Contribute entries to Wikipedia
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