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=== Participatory OER creation by PLCs ===

=== Participatory digital resource 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.

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 (by the SCERT) 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.

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 created by the SCERT 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.  

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.  

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 of the PLC's activities. PLCs of teachers can support a dynamic model of OER creation, revision and sharing.  

 

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 ===

Digital tools and methods facilitate the production / development of curricular resources, in different formats. Teachers exposed to a variety of such digital approaches, can become competent in developing curricular resources, for different contexts and purposes. A large number of digital tools are available to create digital resources, in text, image, animation, audio and video formats. Moving beyond the ‘text book’ to include additional formats of resources can create a rich learning environment, in which teachers have a wealth of materials to chose from, based on their needs and priorities.  

Teachers can be exposed to a variety of digital methods for developing curricular resources, for different contexts and purposes, in text, image, animation, audio and video formats. Moving beyond the ‘text book’ to include additional formats of resources can create a rich learning environment, in which teachers have a wealth of materials to chose from, based on their needs and priorities. 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. Digital methods of transaction using these resources can enrich classroom pedagogies. (refer TPACK framework).  

Since digital resources can be easily replicated, the marginal costs of sharing digital content is negligible. Teachers also need a common space where they can access resources for their classroom teaching, and also for TPD. The PLCs can serve as the forums where teachers can share the digital content accessed or created (or accessedand modified) by them, with their colleagues.  

Since digital resources can be easily replicated, the marginal costs of sharing digital content is negligible. Teachers also need a common space where they can access resources for their classroom teaching, and also for TPD. The PLCs can serve as the forums where teachers can share the digital content accessed or created (or accessed and modified) by them, with their colleagues.  

Resources so shared in the PLCs can be vetted and curated and those meeting quality norms can be made available on a on-line space.  

Resources so shared in the PLCs can be vetted and curated and those meeting quality norms can be made available on-line, for easy and universal access.  

=== Licensing digital content as Open Educational Resources (OER) ===

=== Licensing digital content as Open Educational Resources (OER) ===

The size of the public education system in most states could help to create a sufficient volume of interaction in the professional learning communities. The networking of teachers using digital technologies can make the large size of the system as a strength, as the large number of teachers participating in the network could be a benefit in terms of the volume of resources created and shared by them. Even if only a very small percentage of teachers from the public education system participate, in absolute numbers, it is likely to be large enough to provide a base for OER creation.It is necessary to license all these digital resources as ‘open educational resources’ (OER), since that would enable the resources to be freely re-used, revised and re-distributed. This also needs to be formalized through state curricular policy, by which all materials developed using public funding would be released as OER.

The size of the public education system in most states could help to create a sufficient volume of interaction in the professional learning communities. The networking of teachers using digital technologies can make the large size of the system as a strength, as the large number of teachers participating in the network could be a benefit in terms of the volume of resources created and shared by them. Even if only a very small percentage of teachers from the public education system participate, in absolute numbers, it is likely to be large enough to provide a base for OER creation.

 

It is necessary to license all these digital resources as ‘open educational resources’ (OER), since that would enable the resources to be freely re-used, revised and re-distributed. This also needs to be formalized through state curricular policy, by which all materials developed using public funding would be released as OER. If explicit licensing as OER is not done, the default copyright would apply, which is 'all rights reserved'. In this case, teachers cannot download and re-use the materials, or make modifications for enrichment.

=== Program for OER creation, revision and publishing ===

=== Program for OER creation, revision and publishing ===

   Resource - Check list for resource upload on the state OER platform     

   Resource - Check list for resource upload on the state OER platform     

=== State Repository of OER (SROER) ===

=== State Repository of OER (SROER) ===

Principles of SROER design

Principles of SROER design

=== SROER design ===

==== SROER design ====

Each subject should have its own subject portal. Each subject have sections for curriculum, text books, content, assessment/question papers etc

Each subject should have its own subject portal. Each subject have sections for curriculum, text books, content, assessment/question papers etc

The platform may be hosting content in more than one language (the platform can be built to support sites for each language, which is offered as a medium of instruction in the state). The sites in the different language should be inter-linked to each other, for all pages/ topics.

The platform may be hosting content in more than one language (the platform can be built to support sites for each language, which is offered as a medium of instruction in the state). The sites in the different language should be inter-linked to each other, for all pages/ topics.

=== Maintenance of the OER platform ===

==== Maintenance of the SROER platform ====

The platform will require technological maintenance, in terms of software upgrades for security and functionality, which will need to be done by the Technology Support Team at the state level. The content categorisation will also need to be regularly updated, to meet new requirements. The MediaWiki Content Management System adopted in both KOER and TROER has many features that support the easy maintenance of the platform.  

The platform will require technological maintenance, in terms of software upgrades for security and functionality, which will need to be done by the Technology Support Team at the state level. The content categorisation will also need to be regularly updated, to meet new requirements. The MediaWiki Content Management System adopted in both KOER and TROER has many features that support the easy maintenance of the platform.  

  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)

=== Toolkit for creating OER ===

=== Toolkit for creating OER ===