impact of integration of oer in teacher education_go-gn-webinar_shironica_karunanayaka

Impact of Integration of OER

in Teacher Education at OUSL

Shironica P. KarunanayakaThe Open University of Sri Lanka

<[email protected]>

Webinar

7th

September 2016

http://creativecommons.org/licenses/by-sa/4.0/

http://creativecommons.org/licenses/by-sa/4.0/

Shironica P. Karunanayaka (Co-Lead Researcher)

Som Naidu (Co-Lead Researcher)

Sasikala Kugamoorthy

Ranjan Gonsalkorala

Anoma Ariyaratne

T.D.T.L. Dhanapala

M. Rajini

Shaminda Wanasinghe

Sunil Weerakoon

Sasheeka Karunanayaka

Rasika Navaratne

M.L. Sudarshana

Chandana Fernando

K. Gnaneratnam

Research Team

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Background

• OER – A novel concept in Sri Lanka

• The Open University of Sri Lanka (OUSL)

– Premier ODL institution in Sri Lanka

• Faculty of Education <http://www.ou.ac.lk>

– Teacher Professional Development Programmes

– Postgraduate Diploma in Education (PGDE)

• The Research - Engaged student teachers of

the PGDE Programme with integrating OER

in their teaching-learning process,

and study its impact.

• ROER4D-IS – SP10.6 < http://roer4d.org/sp10-6>

Shironica_Karunanayaka_GO-GN_Webinar_07.09.16

http://www.ou.ac.lk/

http://roer4d.org/sp10-6

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The Research Focus

• The study focused on,

ascertaining the impacts of OER integration in teaching and learning upon changes in;

– the quality of teaching-learning materials teachers use,

– their pedagogical perspectives, and

– their pedagogical practices


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Research Questions

• Key research question:

How and in which ways integration of OER is having an impact on teaching and learning in Sri Lankan schools?

• Sub-research questions:

What are the changes in the,

- quality of teaching-learning materials teachers use?

- pedagogical perspectives of teachers?

- pedagogical practices among teachers?


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Conceptual Framework

• Theory of Change (Fullan, 1993) :

• Educational change is a complex process:

– Initiation; Implementation; Contribution; Outcomes

• To achieve intended outcomes of an educational innovation, it is essential to have changes in three dimensions:

– the possible use of new or revised materials;

– the possible use of new teaching approaches;

– the possible alteration of beliefs.

• Adoption of OER by educators will be truly effective only if it reflects a ‘change’ in their thinking - pedagogical beliefs,and their actions - pedagogical practices.


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Research Design

• A Design-Based Research (DBR) Approach:

- a systematic and flexible methodology aimed at improving educational practices through iterative analysis,

design,

development, and

implementation.


8Shironica_Karunanayaka_GO-GN_Webinar_07.09.16

Characteristics of DBR• Formative research to test and refine educational designs.

• Progressive refinement of practice.

• Generation of theory in learning and teaching.

• Interventionist (involving some sort of design).

• Evaluation of design as an ongoing process.

• Carried out in naturalistic contexts.

• Iterative.

• Many variables are present; They are not controlled, but identified/characterized.

• A co-participant design – Researchers & Practitioners

• Dual role of researchers – As Designers & Researchers(Collins, Joseph & Bielaczyc, 2009; Barab & Squire, 2004)


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Research Methodology

• DBR Approach – Design, development and implementation of a professional development intervention program for teachers on the integration of OER in their teaching-learning process.

• The Intervention - A Professional Development Program on OER Integration in Teaching and Learning

• Participants: 230 Student teachers of the PGDE program

– Representation from 09 Provinces of the country

(9 OUSL Centres - Colombo, Kandy, Matara, Anuradhapura, Batticaloa, Jaffna, Badulla, Kurunegala and Ratnapura).

– Representation from different ethnicities and medium of study (Sinhala/Tamil/English)


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Intervention Workshops

7 September 2016

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Online Environment - LMS


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Data Collection

• Multiple Data Sources - Both Qualitative and Quantitative

– Questionnaires - perspectives, practices

– Checklists – lesson plans, classroom observations

– Concept Maps - understandings, perspectives, practices

– Semi-structured Interviews (Focus group / Individual)

– Self Reflections

– Case Studies; “Stories”

– OEP Impact Evaluation Index (OEP-IE)

• Methodological Triangulation - to enhance the analysis and the interpretation of findings, and establish rigor.


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Data Collection


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• Interpretive Phenomenological Analysis (IPA):

• IPA is used as the methodological construct for the analysis of the wide variety of data collected.

It includes coding, categorisation and interpretation of the contents of concept maps, narratives, surveys, reflections, interview transcripts and other artefacts.

• It helps discover the meaning of the experience of each individual through participants’ and researchers’ interpretations, through examining their ‘lived experiences’

(Reid, Flowers & Larkin, 2005; Smith & Osborne, 2003).

Data Analysis

http://www.slideshare.net/ROER4D/impacts-of-oer-what-difference-does-it-make-and-how


http://www.slideshare.net/ROER4D/impacts-of-oer-what-difference-does-it-make-and-how

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Participant Distribution - Centre-wise: N = 230

0

5

10

15

20

25

30

C R Ka Ku M B A J Ba

Male

Female

Participants

Gender Acad. Qual. Prof. Exp. Heard of OER before

M-33./9%F- 66.1%

Degree –100%PostGrad -16.1%

< 5 - 75.7%6 -15 - 22.6%> 15 - 1.7%

Yes – 10%No – 90%

Participants’ Background Information:


Types of Instructional Materials Used

0

10

20

30

40

50

60

70

80

Print

Audio

Video

Multi

media

Online

OER

Other

s

5

4

3

2

1

Preliminary Findings – Pre-Intervention


Features Considered When

Selecting Instructional Resources

0

10

20

30

40

50

60

70

80

90

100

Relevance

Info

rmativ

e

Copyrighte

d

Easily A

vailable

Reliable

Free A

ccess

Reusable

Cost-effe

ctive

Attract

ive

Adoptable

Updated

Flexible

5; 4

3

2; 1

NR


Teachers’ Pedagogical Practices

Aspects observed in Lesson Plans via a Checklist %

Constructive alignment between learning outcomes; activities and assessments;

Use of a learner-centered pedagogic approach;

Opportunities for knowledge construction;

Variety of learning activities;

Opportunities for interactions;

Promoting a sharing culture

60% - 70%

Innovative learning designs/resources;

Use of a variety of learning resources/media types;

Use of technology, creating an enjoyable learning experiences;

Promoting self-directed/self-regulated learning,

Opportunities for learner creativity,

Opportunities for application of knowledge,

Links with real life situations

Catering to different learning styles

10%-20%


Initial Perceptions – Sharing Resources

Who should own copyrights of instructional materials?

Sharing own instructional materials with others

Use of ins. materials developed by others.

Individuals– 50%Institution- 33 %Publisher– 12.6%Other/Unsure– 13%

Y- 92.6%N- 7.4%

Y – 96.1%N – 3.9%


Initial Perceptions – Sharing Resources

• Using resources developed by others:– ‘save time’; ‘give innovative ideas’; ‘give updated

knowledge’

– Concerns - ‘quality’; ‘accuracy’; ‘relevance’; ‘unfamiliarity’; ‘need to modify’

• Sharing own resources with others:– ‘sharing is good’; ‘it will help others’; ‘can get feedback

to improve’

– Feel ‘happy’; ‘satisfied’; ‘proud’; ‘motivated’

– Concerns - ‘protecting ownership’; ‘maintaining identity’; ‘others may not realize the intended purpose’


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Perceptions on OER

• “…Its the first time I heard the word “OER"...

• “...I can understand the meaning of OER...Now I can use useful data and information legally..

• ..Before that I mostly used copyright data and information without permission...now I can use free usable data sources with permission...”


Use of OERPreliminary Findings – Mid-Intervention

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Perceptions on Use of OER

• “I could find the information easily using OER.”

• ” I'm interested in OER concept.”

• “Even though I use OER at home it is not practical in school.”

• “When the facilities are available, it is a most efficient method.”

• “I tried several times searching for OER, but I couldn't do that.”

• “I need more experience to develop skills.”


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Pedagogical Practices

• “I like to use the OER materials in the class room according to the needs of the children.”

• “When I use OER I modify It to local language.”

• Some OER's are advanced than I expect. Thus I edit it according to my lesson.”

• “I had reused OER for my lessons so far and trying to remix them further.”


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Preliminary Findings - Perceptions on “Openness”

Pre-Intervention

Concept Map V.1

Mid-Intervention

Concept Map V.2


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Analysis of Concept Maps

• Structural analysis of CMs:

– Chains, Spokes and Networks(Kinchin, 2008; Kinchin et al., 2000).

• Sub-categorized into:

– simple/complex chains;

– simple/complex spokes;

– simple/complex nets.

• Content analysis of CMs

– systematic coding and categorizing of words/phrases.


http://www.slideshare.net/ROER4D/openness-in-education-teacher-perspectives-through-concept-mapping

http://www.slideshare.net/ROER4D/openness-in-education-teacher-perspectives-through-concept-mapping

Shironica_Karunanayaka_GO-

GN_Webinar_07.09.16

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Reflective Practice

• Reflection ‘in’ Action (RIA)

• Reflection ‘on’ Action (ROA)

(Schön, 1983)

• What? (describing)

• So What? (examining)

• Now What? (consequent actions)

(Rolfe et al, 2001)


Our ‘Stories’

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https://oertlousl.wordpress.com/


https://oertlousl.wordpress.com/

OEP through a DBR approach

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