Introducing OER for Teacher Development in African Universities
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Transcript of Introducing OER for Teacher Development in African Universities
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Introducing OER for Teacher Development in African Universities
Greig Krull and Tony MaysUNISA ODL Conference
5 September 2012
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Outline
• Challenges• Initiative• Assumptions• Capacity-building Engagements• Lessons Learned• Future Work• Q&A
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Challenges
• Need to increase teacher enrolments and throughput
• Static or declining state subsidies• Keep teaching at the cutting edge
of the discipline• Need to constantly update
learning resources
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Initiative
• Support African Universities to make greater use of OERs• Individual and collaborative support to create and share high
quality OER materials for teaching and learning • Access to evaluating, adapting, using and sharing of
quality educational resource materials• Creation and use of a sustainable OER support
infrastructure• Creation and sustainability of OER networks and
communities• Application of relevant educational technologies
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Initiative Assumptions
Structured engagement with OER provides opportunities to
improve the quality of higher education
provision
OER can be sourced and adapted to meet
specific curriculum needs of African
institutions
Institutions can establish conditions that enable them to
publish OER for further adaptation and use
African institutions can apt and use OER
published by other African institutions
OERs can potentially reduce the time and
other resources needed to service curriculum needs
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OER Life Cycle
Find/Get
Create/Remix
Localise/Adapt
Use and Refine
Share/Redistribute
From: Wiley, D. (2008) http://www.wikieducator.org/ OER_Handbook/ educator/ OER_Lifecycle
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Pilot Sites
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Capacity-building Workshop 1
• Aim: Explore how informed engagement with OER can support curriculum development and renewal processes
• Outline:– Nature of OER – Open licensing possibilities– Find, evaluate and adapt OER– Learner Support in ODL provision (NISTCOL only)
• UDSM outcome: Process for the development and review of courses and materials
• NISTCOL outcome: Process to prioritise the development and review of courses and materials
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Capacity-building Workshop 2
• Aim: Build capacity for academics to design elearning materials, incorporating OERs
• Outline:– Rethinking teacher education, assessment and learning activities– Search for and incorporate OERs– Implement course design elements in Moodle
• UDSM outcome: Implementation Plan to develop, review and publish pilot courses as OERs
• NISTCOL outcome: Implementation Plan to develop, review and publish Education Leadership and Management Programme (migrate from diploma to degree level)
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Lessons Learned
• Practical engagement and concrete examples• Better to work from the premise of OER integration from the start than to
‘reverse engineer’• Need to revisit issues of copyright/ fair use/ licensing• OER in service of curriculum needs; not an end in themselves …• Part of a natural progression from information transmission lectures to
problem- and resource-based learning (and increasingly ODL provision)• Integration of different media for different learning purposes and needs• Iterative processes: formative peer feedback for improvement• Hence: Opened discussion at a deep philosophical and pedagogical level on
ODL provision, elearning and learning communities
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Future Work• Refine and publish courses as OERs• Already published: NISTCOL module on
Numeracy• In process: NISTCOL resources in
Science and Social Science Ed• In process: UDSM MUCE resources in
MST and SS and Language• Inter-institutional interest group
discussion fora through OER Africa website – ECD, Maths, Science, SS, ELM, SNE
• Moving locus of responsibility from OER Africa to interest group leaders across multiple institutions
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Q&A
Thank you
Tony Mays and Greig [email protected]
This work is licensed under a Creative Commons Attribution 3.0 Unported License.