Boosting Pre-Service Teachers’ Awareness of Open Educational Resources: A case of stock photographs for teacher project Asst. Prof. Dr. Praweenya Suwannatthachote Asst. Prof. Dr. Praweenya Suwannatthachote Faculty of Education, Chulalongkorn University THAILAND

Outline of presentation Introduction The DIPCO-Stock Photographs for Teacher Project Purposes of Study Data collection Findings Discussion and conclusion

Introduction

Royalty-free images are free of royalties that allows individual or business the right to use the picture without paying a royalty each and every time the picture is used. OER and Creative Commons Teachers use OER without an accompanying to pay royalties or license fees.

A “Basic Photography” course is designed for pre-service teachers majoring in educational technology. Project-based learning approach is designed and delivered to students to enhance their knowledge and skills to the real work of teachers’ life. “Stock Photographs” The DIPCO-Stock Photographs for Teacher Project

Figure 1: Five learning stages, the DIPCO - stock photographs for teacher project (Suwannatthachote, 2012) Being part of OER movement The DIPCO-Stock Photographs for Teacher Project

Define topic and needs of subject-matter experts Inquiry and gather information Photographing and selecting Check the internal validation and revise Openness

A tool for openness, Picasa Web

The purposes of this study were: – to investigate pre-service teachers’ awareness of open educational resources (OER) after experienced the stock photographs for teacher project and – to review the DIPCO learning model from pre-service teachers’ point of view. Purposes of the study

Participants: 64 pre-service teachers who were enrolled in Basic Photography course at Chulalongkorn University during academic years. Research Instrument: Online questionnaire 76.56% Respondents: 76.56% Data collection

OER awareness (9 items with 7-point scale) 1-Strongly disagree, 2-Disagree, 3-Somewhat disagree, 4-Neither agree or disagree, 5-Somewhat agree, 6-Agree, 7-Strongly agree Findings

Total No. respondents (%) who scored 5-7 of all (n=49) 1. I can develop instructional media production skills during the project work. 2. Under this project, I can acknowledge others as the creator/photographer of images. 3. The project, stock photographs for teachers, is beneficial to educators % 34.69% 100%

4. Sharing resources enhance my reputation as a good teacher. 5. I would be happy for someone to use my resources. 6. I have concerns over copyright. Total No. respondents (%) who scored 5-7 of all (n=49) 93.88% 100% 51.02%

7. To declare the creative commons license, the author agrees intently 8. I support and use OER in teaching and learning. 9. I would only use resources recommended by someone I know and trust. Total No. respondents (%) who scored 5-7 of all (n=49) 95.92% 93.88% 69.39%

More OER, more materials to use for teaching and learning to promote students’ learning engagement. Images that fit to the teachers and students’ needs are more valuable to expand teaching and learning, students can develop more concrete learning with the OER materials such as photographs. Should promote the concept, production, and implementation of OER among pre-service teachers and in-service teachers. Significant comments

Students’ self-reflection towards being a participation of OER movement “I am really happy to know that what I had done can be part of OER movement in Thailand, though I am a very small part of it.” [2011 class_437] “This project supported to in-service teachers’ needs, many pictures found on the net could not use suitably with the Thai curriculum and lessons. As a creator of those pictures, I am proud of myself and happy to do that.” [2012 class_435] “Being a small helper to in-service teachers last 2 years ago, I accepted that instructional materials are very important to enhance learners how to learn more effective. And simple materials like photographs have powerful impressions enough to learners.” [2010 class_380]

Define topic and needs of subject-matter experts and students Inquiry and gather information Photographing and selecting Check the internal validation, revise, and re-shoot* Openness

the case of instructional design for driving OER in the classroom via the project-based learning among pre-service teachers. Although a survey revealed the high level of awareness and positive attitude among pre-service teachers, they are all not have clear concept about OER. More actions to diffuse the OER concept and idea to pre-service teachers. Discussion & Conclusion

Clements & Pawlowski (2011) indicated OER should be produce from an organization with reputation. The DIPCO-Stock photographs for teacher is designed and attempted to promote the creation of OER from classroom of the institutional level. More clear policy from institutional level should be set up.

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