Download - Collaborate to compete
Collaborate to compete
Teresa Connolly, Teaching Fellow,
Support Centre for Open Resources in Education
OER movement involves lots of groups and organisations around the world
• OER are explicitly funded by:– Foundations– Governments– Institutions– Individual donations
• OER are being supported via– International and national consortia– Commercial activities and
organizations – Infrastructure activities and
organizations
• Phase 1 OER projects– Individual– Institutional– Subject based
• Phase 2 OER projects– Release– Discovery– Cascade– Use– Open Materials for Accredited
Courses OMAC
Collaboration between
120+ HE institutions
JISC/Higher Education Academy UK
(Remember) For educational institutions OER offers up opportunities to:
• Showcase their teaching and research programmes to new audiences;
• Widen the pool of applicants for their courses and programmes;• Lower the lifetime costs of developing effective self study rich
media educational resources;• Collaborate with public and commercial organisations, including
educational publishers, in new ways;• Extend their outreach activities to community groups• In order to …• Collaborate for a common purpose but retain own identity
So how do you go about openly collaborating for mutual benefit?
• Estimated 4 million additional teachers to meet EFA Goals• Substantial proportion of existing teachers are under
qualified or unqualified• Concern over quality of current teacher education • Limited capacity and resources in existing institutions and
systems • Poor working and learning conditions for teachers • Multitude of languages • Issues of status, morale and HIV/ AIDS
Sub Saharan Africa: The challenges for teacher education
French
Arabic
Kiswahili
Some examples: • National Teachers Institute (Nigeria): Nigeria Certificate in Education
(NCE) – In-service (distance) 102,000 students• Kyambogo University (Uganda): Diploma in Education Primary
External (distance) 1,500 students• Open University of Tanzania (Tanzania): Diploma in Primary
Education 700 students• Open University of Sudan (Sudan): B Ed ( distance) 45,000 students • Kigali Institute of Education (Rwanda): National Retraining
Programme for Primary School Teachers – endorsed by Ministry for Education (Apr-08) 12,000 teachers
‘To train quality teachers who can impact positively on pupils’/students’ learning.’
TESSA in Use
• Evidence of improved teaching practices
• More reflective thinking after lessons
• Teacher and pupil enjoyment
• Flexibility of OER allowed use in range of programmes
‘I have enjoyed using the materials because they make classroom
activities simple and easy. Pupils are now improving in their
performance and it has helped me to improve my teaching skills.’
Student Teacher, Nigeria
Emerging Findings
TESSA Model of intervention
• Starting point = classroom
• Practical, activity based teacher learning
• Valuing of school practitioner agency
• Implementation dispersed and decentralised
• Alignment and interaction with existing communities of practice
• Local autonomy: importance TESSA coordinators
The TESSA Resources
• Highly structured study units - template • Core set of 75 study units• Teachers’ learning located in their own classrooms • Developing the professional knowledge (both subject
and pedagogic) and practices of teachers • Contextualised to reflect the environment of the teacher
Materials creation and adaptation
Localisation of study units by consortium
partners
Sharing in the Tessa OER
resource bank
Quality Assurance and Editing and
User Testing
Creation of original study units by
consortium partners
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Quality Assurance, Editing and
User Testing
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