Harvesting OER for Active teaching and Learning Uganda, August 2016

Workshop aims Understanding OER – selection, quality assurance, and use; Teacher learning – how OER can support ATL; Knowledge of OER repositories; Planning ATL sessions using OER; Development of an individual action plan; A plan for moving forward.

Expectations Based on what you learnt in the previous two workshops, what are you hoping to learn in this workshop? Write your idea on a post-it note

The teachers and teacher-educators should as much as possible, use methods that promote active learners’ participation and interaction. They should use methods that encourage learners to reflect, think and do rather than reproduce from rote learning. In this regard, teachers and teacher-educators are strongly advised to use the Learner-Centred Approach in the teaching and learning process.

Activity 1 Working on your own, complete the quiz on OER Compare your responses with a partner and agree one set of answers. Compare your agreed set of answers with another pair.

Open Educational Resources (OER) OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open Educational Resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. OER first defined by UNESCO in 2000. [Slides based on some from TESS-India MOOC, Freda Wolfenden]

OER Conditions Attribution Share-Alike Non-commercial No-modify Freedom to Access Copy Modify Redistribute

OER origins First major project: MIT OpenCourseWare (OCW) Project. In 2000 MIT faculty and administrators asked: “How is the Internet going to be used in education and what is our university going to do about it?” MIT faculty answer was: “Use it to provide free access to the primary materials for virtually all our courses. We are going to make our educational material available to students, faculty, and other learners, anywhere in the world, at any time, for free.” 2002: Proof of concept with 50 courses 2014 : Materials from 2150 courses and 125 million visitors www.ocw.mit.edu

OER: a global movement China, materials from 750 courses made available by 222 university members of the China Open Resources for Education (CORE) consortium. (www.core.org.cn/en/). Japan: resources from more than 400 courses from the 19 member universities of the Japanese OCW Consortium. (www.jocw.jp/). France: 800 educational resources from around 100 teaching units at 11 member universities of the ParisTech OCW project. (graduateschool.paristech.org/). UK: Open University has released distance learning materials via the OpenLearn project (openlearn.open.ac.uk/); over 80 UKOER projects have released many resources. Africa:  OER Africa (www.oerafrica.org) developing and disseminating OER for higher education institution faculties of Health, Teacher Education and Agriculture.

OER Potential

OER: Realising the potential The key issue is whether or not OERs are useful and effectively used in equipping modern students with the competences and skills for personal and professional achievement in the current and emerging knowledge-based societies and economies” OCLOS Roadmap 2012 Need to consider: Access Skills Support Context relevant

Activity 2 Teaching angles to primary school students

Reflecting on Activity 2 What did you learn? How do teachers usually teach children about different types of angles? How did the activity support peer assessment? How did the activity support assessment for learning? How did the activity support all learners?

TESSA Case Study Working in groups, read the case study provided. Write down three things that a student teacher could learn from this case study.

Literacy, M3, S3, Case Study 3 What can a teacher learn from this case study? How to get students to make books to increase the resources available Advantages of working collaboratively How to organise group work – give every person a specific task An example of peer assessment How to support all learners How to encourage thinking

Teacher learning Vision Reflection Motivation Understanding Practice Motivation Shulman, L. and Shulman, J. (2007) Journal of Curriculum Studies 36 (2) 257-271

Teacher learning Understanding – SK, PCK, Educational studies, TPCK Practice – Teaching practice, micro-teaching Reflection – on-going practice Motivation – relevant authentic activities Vision – modelling of pedagogy

Activity 3 Working in pairs, consider how the courses that you teach in your institution support the different elements of teacher learning. Where are the gaps?

Looking at OER repositories Example: T-TEL Ghana http://www.t-tel.org/ TESSA, TESS-India, African Storybook project, ACE Maths, OER Africa (including African teacher education network), African Virtual University (AVU)

Activity 4 – part 1 In your group, complete the review of an OER website. Each person will need to be able to share your comments with others in the next session.

Activity 4 – part 2 Each person has 10 minutes to share their report with a group of colleagues. After 10 mins a buzzer will sound.

Selecting, using and adapting OER From: ‘Enhancing Teacher Education through OER’, TESS-India MOOC, available www.edx.org

Activity 5: Selection of OER Drawing on the model of teacher learning, identify a learning need Browse one of the websites and select a resource that you could use to meet that need. Complete the form provided, addressing each of the criteria.

Welcome to Day 2 Using and adapting OER

Activity 6 Indicate whether you think each of these statements about ‘learner-centred education’ are true (T) or false (F) ‘Learner-centred’ means that the pupils are in charge ‘Learner-centred’ means taking account of the needs of all pupils ‘Learner-centred’ means taking account of what pupils already know If you are teaching in a learner-centred way, you do not need to plan your lessons In a learner-centred lesson there will always be a lot of noise. A learner-centred teacher believes that all children can learn If pupils are working in groups then the lesson must be learner centred Learner-centred approaches are not possible with large classes Good learner-centred lessons require a lot of planning Learner-centred lessons always require a lot of resources Learner-centred means not telling pupils when they are wrong A learner-centred teacher encourages pupils to talk about their ideas

The student-centred educator Teacher-centred e.g. Planning - focuses on covering the curriculum, own needs Communicates one way from teacher to students– telling Does not know students’ needs or care about them’ does not value students’ ideas and dismisses them Not interested in students’ existing knowledge, experience and attitudes Views learning as transmitting information and students absorbing it Views learner as passive receiver Sees their role as a provider of information and deliverer of the curriculum Values knowledge and achievement Student-centred e.g. Planning- focuses on the students’ needs and selecting appropriate activity that will engage them Communication is 2-way – teacher listens to students Adjust teaching to meet different needs; values students’ ideas and takes account of them Wants to find out about students’ existing knowledge, experiences and attitudes Views learning as an active process and the learner as active constructor Sees their role as a facilitator of learning Values students as individuals, their learning and enjoyment of learning

Learner-centred teachers Take account of the needs of all pupils Take account of what pupils already know Believe that all pupils can learn given the right support Plan their lessons carefully but are flexible if required Encourage pupils to talk about their ideas Relate learning to everyday life Adopt a variety of approaches

Using ICT in the classroom What ICT is likely to be available in the school/college? What are the rules surrounding the use of ICT likely to be? What are the possibilities for using ICT to support learning? What are the challenges likely to be?

Planning a teaching session What would you like to do more of in your teaching? Which OER have you seen which could help you?

Activity 7: Planning a session What topics are you teaching in the next few weeks? Select a topic from the list that you think you teach in a more interactive way Working in a group, plan a teaching session for pre-service teachers or in-service teacher Summarise your plan on a flip chart  

Activity 7 - continued Plan a 5 minute presentation for the group to include The topic, the level and the group you are teaching The OER you have selected and why What you want them to learn (learning outcomes) What you want pupils to do

Reviewing your plan Based on the feedback you had and other people’s ideas, review your plan and complete the planning template

Action planning Think about teacher learning………… Motivation – relevant authentic activities Vision – modelling of pedagogy OER can help you to model ATL, but you need to plan suitable activities.

Activity 8: Action planning Complete the individual action plan Working with a group of colleagues from your institution, consider: How you are going to share what you have learnt with colleagues. Which OER sites are likely to be the most useful? How will you integrate some of these materials into your courses in order to make your teaching more interactive?  

Moving forward Aim: to collect examples of ATL practice based on OER that can be shared through the LMS Within the next 3 weeks, select an OER to meet a particular learning need and teach a session based on that OER Complete the template and return it to Kris.Stutchbury@open.ac.uk

Thank you for your participation! Evaluation Thank you for your participation!