Online training of teachers using OER: Promises and potential
                        strategies

Misra, P. K.

doi:10.5944/openpraxis.6.4.155

Cited by 15 publications

(11 citation statements)

References 15 publications

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“…For student teachers, there is a particular advantage in a lived experience as learners of innovative learning practices that may encourage them in turn to embrace innovation in their future teaching careers, whilst learning about OER is a step towards future Open Educational Practice as claimed by Misra (2014).…”

Section: Resultsmentioning

confidence: 99%

The development of the reflective practitioner through digital storytelling

Challinor

Marín

Tur

2017

IJTEL

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This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.

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Section: Resultsmentioning

confidence: 99%

The development of the reflective practitioner through digital storytelling

Challinor

Marín

Tur

2017

IJTEL

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“…Despite the limited discussion of pre-service teacher awareness of OER in the literature, many in-service teacher studies hypothesize that introducing these concepts to future educators during teacher training may lead to increased interest, understanding, and likelihood of using OER in their careers (Misra, 2014;Tur, Urbina & Moreno, 2016;Ramírez-Montoya, et al, 2017). While focusing on training for in-service teachers, these studies also indicate a consistent lack of pre-service teacher awareness of OER concepts prior to becoming teachers.…”

mentioning

confidence: 99%

“…After learning about OER concepts, in-service teachers show high levels of interest and confidence in using and even creating OER in their future classrooms. Misra (2014) concluded "that understanding and knowledge about OER at an initial stage of their professional training will help teachers to use it throughout their careers for personal and professional development" (p. 381).…”

mentioning

confidence: 99%

Pre-service Teacher Awareness of Open Educational Resources

Thompson¹,

Lantz²,

Sullivan³

2019

ijoer

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The concept of Open Educational Resources (OER) evolved from the integration of two movements: the open source / free software movement in the late 1990s and the introduction of the Creative Commons licensing system in 2001. UNESCO (2002) coined the term "open educational resource" (p. 6) during the 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries. While the OER movement began with a focus on technology-driven instructional materials, today open educational resources are "teaching, learning, and research materials in any mediumdigital or otherwise-that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions" (William and Flora Hewlett Foundation, 2018). OER continue to grow in popularity, yet awareness of OER from a teacher perspective has not reached universal acceptance.

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“…Therefore, if parents and teachers disengage their attachment to traditional ways of learning with print materials (Gerlach & Buxmann, 2011;Subrahmanyam, 2013;Salter, 2013) and incorporate new technologies and OER use, student engagement and achievement could improve (Stagg, 2014;Pitt, 2015;. On a global scale, they can bridge social and economic gaps (Khan & Ghadially, 2010), although this is only achievable through initiatives such as teacher training and empowerment (Murphy & Wolfenden, 2013;Misra, 2014;Misra, 2012). Similarly, the findings of a field research conducted in a rural primary school in Pudur, a village located in the Indian state of Tamil Nadu, revealed the need for impartial access to technology by children; the requirement for teachers with technological skills and an avid interest in the adoption of new technologies; and the importance and need for the educational content and technology to be in the local language (Ale & Chib, 2011).…”

Section: Access and Equitymentioning

confidence: 99%

“…OERs have the capacity to support teachers in creating classrooms that are suitable for the current generation and their needs, in parallel to which they can also help teachers develop practices and competencies required for efficient teaching (Misra, 2014). Most importantly, with adequate training, teachers can not only use OERs effectively but also produce their own (Misra, 2012), allowing these digital resources to not only serve the needs of users but also allow users to become knowledge creators in their own right (Muegge et al, 2008).…”

Section: Example (…) I Know a Lot Of Parents With A Very Similar Backmentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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Online training of teachers using OER: Promises and potential strategies

Cited by 15 publications

References 15 publications

The development of the reflective practitioner through digital storytelling

The development of the reflective practitioner through digital storytelling

Pre-service Teacher Awareness of Open Educational Resources

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

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