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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Developing capabilities for OER creation (view source)
Revision as of 14:14, 9 January 2018
, 14:14, 9 January 2018no edit summary
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=== Participatory OER creation by PLCs ===
After teacher professional development, the area in which ICT can make a significant difference is in the creation, revision and sharing of digital curricular content. Digital content creation and sharing provides the PLC an important rationale for its existence. Digital content becomes an important output (local and contextual learning resources) of the PLC.
After teacher professional development, the area in which ICT can make a significant difference is in the creation, revision and sharing of digital curricular content. Digital content creation and sharing provides the PLC an important rationale for its existence. Digital content becomes an important output (local and contextual learning resources) of the PLC.
Availability of quality curricular resources has been identified as critical to Quality Education by the National Curricular Framework 2005 (NCF). Traditionally, materials are created at the state level and disseminated to teachers. This has two potential limitations - reduced teacher participation in development of the curricular resources, and relative non-contextual content. Participatory resource creation can address both. The NCF position paper on Teacher Education also talks about how spaces of resource creation (resource forums and resource centres) are important aspects of Teacher Professional Development.
Secondly, materials tend to be 'static'; once created, they are revised at infrequent intervals. This legacy approach is the limitation of a traditional 'print' based methods, which cannot allow for such continuous revision and publishing, as that would be far too expensive. However, 'content' is never 'complete' and needs continuous enrichment. Digital technologies can allow for more frequent revision of materials, which can lead to continuous enrichment.
PLCs of teachers can support a dynamic model of OER creation, revision and sharing. Digital resources can supplement and enrich the existing print based resources (existing print materials can also be digitised). The availability of new digital tools allows for multiple and richer representations of content using images, simulations, videos, info-graphics, semantic maps, etc.
=== Creation, revision, sharing and publishing ===
=== Creation, revision, sharing and publishing ===
=== Program for OER creation, revision and publishing ===
=== Program for OER creation, revision and publishing ===
The initial phase of the PLC program can focus on building digital literacy and capacities for integrating ICT for TPD and practice. Subsequently, a program of OER creation can be designed within the PLC program.
The initial phase of the PLC program can focus on building digital literacy and capacities for integrating ICT for TPD and practice. Subsequently, a program of OER creation can be designed within the PLC program. The steps for the OER program include:
# Establishing a resource creation group and an resource review group
# Establishing an academic review group
# Designing the processes of OER creation, review, revision and publishing with the academic review group
# Designing the processes of OER creation, review, revision and publishing with the academic review group
# Workshops for capacity building of select teachers in OER access and creation
# Workshops for capacity building of select teachers in OER access and creation
# Publishing of OER on the state OER Portal
# Publishing of OER on the state OER Portal
==== Establishing an academic review group ====
==== Establishing structures for the OER program ====
Two teams are required for the OER program - a state resource creation/ editing group and a resource review group. The first group will collaboratively develop the OER on different topics and the second group will review these resources and provide comments and feedback for improvement. Both groups can comprise teachers and teacher educators. The second group will need to have people who have depth of knowledge of the subject matter, pedagogies as well as be familiar with the academic standards and processes of the state. The number of members will depend on the scope of the OER program, preferably, for every grade + subject, the resource creation group can have around 5 members and the resource review group can have 1-2 members.
==== Designing the processes of OER creation, review, revision and publishing with the academic review group ====
==== Designing the processes of OER creation, review, revision and publishing ====
This will include the design of the content schema of the OER portal, considering parameters such as subject/discipline, class/grade, audience (teacher/student/public), language etc. The processes of content creation and review will need to be formalized, by identifying the people who would take responsibility for these. Parameters for resource review need to be established to provide the grounds for acceptance or rejection of a resource submission. The processes of making the content public on the portal (publishing) too need to be laid out, including identifying the person(s) responsible.
==== Workshops for capacity building of select teachers in OER access and creation ====
==== Workshops for capacity building of select teachers in OER access and creation ====
The OER creation team will participate in face-toface
Resource - Agenda for a OER creation workshop - Mathematics, Science
==== Continuing OER creation by the OER teams post workshops, in virtual mode ====
==== Continuing OER creation by the OER teams post workshops, in virtual mode ====
This model can thus enable the creation of contextual OERs in many more Indic languages. What makes this model even more potentially useful for India, is that in each state, the dominant language is different. Most of the 30 state governments in India have their own (distinct) state languages. As per the 2001 census of India, 13 languages are spoken by more than ten million native speakers and 21 languages by more than a million.
This model can thus enable the creation of contextual OERs in many more Indic languages. What makes this model even more potentially useful for India, is that in each state, the dominant language is different. Most of the 30 state governments in India have their own (distinct) state languages. As per the 2001 census of India, 13 languages are spoken by more than ten million native speakers and 21 languages by more than a million.
=== State OER portal ===
=== State Repository of OER (SROER) ===
The resources created by teachers and shared on the PLCs can be reviewed by expert groups, set-up by subject. The resources that are seen as valuable should be made available to all teachers on an on-line space. The on-line space can be designed using a FOSS Content Management System such as MediaWiki.
The resources created by teachers and shared on the PLCs can be reviewed by expert groups, set-up by subject. The resources that are seen as valuable should be made available to all teachers on an on-line space. The on-line space can be designed using a FOSS Content Management System such as MediaWiki.
In theory one portal for India can meet all requirements, in practice, states should have their own spaces for autonomous resource creation, revision, curation and sharing. Hence the resources created by the program should be hosted by the state governments as OER for wide use by teachers, and for adapting, revising and re-distributing. Telangana has developed the state OER portal using the MediaWiki CMS. Andhra Pradesh also has its state OER portal.
In theory one portal for India can meet all requirements, in practice, states should have their own spaces for autonomous resource creation, revision, curation and sharing. Hence the resources created by the program should be hosted by the state governments as OER for wide use by teachers, and for adapting, revising and re-distributing. Telangana has developed the state OER portal using the MediaWiki CMS. Andhra Pradesh also has its state OER portal.
Principles of SROER design
Features of the SROER design
The small groups formed for the text book, will explore the OER repository, review the design, layout, organization and processes of the resource creation and suggest changes/ give feedback. These will be incorporated and presented.
Case - [http://troer.telangana.gov.in/OER/index.php/Main_Page Telangana Repository of OER] (TROER)
Case - [http://troer.telangana.gov.in/OER/index.php/Main_Page Telangana Repository of OER] (TROER)