1 / 26

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

fadey
Download Presentation

Collaborate to compete

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Collaborate to compete Teresa Connolly, Teaching Fellow, Support Centre for Open Resources in Education

  2. 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

  3. 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

  4. (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

  5. So how do you go about openly collaborating for mutual benefit?

  6. Sub Saharan Africa: The challenges for teacher education • 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

  7. French Arabic Kiswahili

  8. TESSA in Use 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.’

  9. Emerging Findings • 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

  10. 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

  11. 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 environmentof the teacher

  12. Materials creation and adaptation 4 1 Sharing in the Tessa OER resource bank Creation of original study units by consortium partners Localisation of study units by consortium partners 3 Quality Assurance, Editing and User Testing 2 Quality Assurance and Editing and User Testing 5 6

More Related