Open Content

“…Alongside the research, drawing on its emerging outcomes, researchers and participants iteratively developed and trialled OER4Schools 2 , an sbTPD programme suitable for lowresourced schools and teaching practice in colleges, freely available as an Open Educational Resource (OER; Creative Commons licensed; accessible, downloadable: Hassler & Mays, 2015). Weekly Teacher Group Meetings (TGM) explore interactive teaching principles, group work, questioning and dialogue, Assessment for Learning, and enquiry-based learning.…”

Section: An Instrumental Case: Oer4schoolsmentioning

confidence: 99%

“…Our definition of 'open' draws on the three OER freedoms (Hassler & Mays, 2015): programme adaptation and sharing is possible because of shared ownership (legal barriers are removed, no rights clearance needed); the programme can be evaluated and used both online/mobile, offline and on paper (open access; multiple access paths); collaborative content creation and adaptation is possible, 5 supporting participatory approaches, essential for developing a culture of inquiry.…”

Section: Characteristic 7: Fidelity Through 'Whole Programme Scaffold...mentioning

confidence: 99%

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development

Haßler

Hennessy

Hofmann

2018

JL4D

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Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.

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“…While freely available online, many resources without clear terms of use remain invaluable tools for volunteer and non-profit organisations. Resources that are made available under open licenses, are 'open education resources' (OER) which enable legal adaptation, reuse, and sharing (Hassler & Mays, 2015). The extent to which both online and open educational materials are being used outside of educational institutions is not well understood (Harley et al, 2006;Petrides, Nguyen, Kargliani, & Jimes, 2008).…”

Section: Introductionmentioning

confidence: 99%

Student perceptions of the creation and reuse of digital educational resources in a community development-oriented organisation

Paskevicius

Hodgkinson-Williams

2018

JL4D

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This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.

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Open Content

Cited by 8 publications

References 6 publications

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development

Student perceptions of the creation and reuse of digital educational resources in a community development-oriented organisation

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