Changes

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.  

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.  

Teachers will also learn to access the world wide web for available OER and evaluate these for use. They will also adapt these for their use, revising and re-mixing OER as required - both accessed OER and created OER.  

Teachers will also learn to access the world wide web for available OER and evaluate these and adapt these for their use. Teacher will revise and re-mix both accessed OER and created OER, to create new OER.  

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.   

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.

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 resource 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.

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 ===

==== Establishing structures for the OER program ====

==== 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.  

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 should have at least 5 members and the resource review group should have at least 1-2 members.  

==== Designing the processes of OER creation, review, revision and publishing ====

==== Designing the processes of OER creation, review, revision and publishing ====

This will include the design of the content schema of the OER platform, 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 platform (publishing) too need to be laid out (for instance if only approved materials will be visible or all resources), including identifying the person(s) responsible.

This will include the design of the content schema of the OER platform, 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 platform (publishing) too need to be laid out (for instance if only approved materials will be visible or all resources), 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-to-face workshops, which should be organized by subject. In these OER workshops, teachers can be organized into teams and each team assigned (based on interest and or capacities) one or more topics from the state syllabus. Teachers can access existing resources for that topic, create resources using different digital tools, revise available and relevant OER to make new resources. The teams can also do an internal review of the resources and the plenary of teachers can review the work done by different teams during the workshop. The workshop would cover the following aspects:  

The OER creation team will participate in face-to-face workshops, which should be organized by subject. In these OER workshops, teachers can be organized into teams and each team assigned (based on interest and or capacities) one or more topics from the state syllabus. Teachers can access existing resources for that topic, create resources using different digital tools, revise available and relevant OER to make new resources. The teams can also do an internal review of the resources and the plenary of teachers can review the work done by different teams during the workshop. The workshop would cover the following aspects:  

# Learning to edit and upload materials as well as provide links on the wiki,

# Learning to edit and upload materials as well as provide links on the wiki  

# identifying other OERs and freely available content (including mind maps, videos, images, audios, animations, geogebra applets and other multimedia resources) and linking them appropriately

# identifying other OER and freely available content (including mind maps, videos, images, audio clips, animations, Geogebra applets and other multimedia resources) and linking them appropriately

# Identifying  technological extensions

# Classifying, organizing existing content

# Understanding the structures and processes for contribution, review and feedback of resources

# Understanding the structures and processes for contribution, review and feedback of resources

  Resource - Agenda for a OER creation workshop - Mathematics, Science

  Resource - Agenda for a OER creation workshop - [http://karnatakaeducation.org.in/KOER/en/images/0/0b/Maths_KOER_workshop_II_-_Sep_2-4.ods Mathematics], [http://karnatakaeducation.org.in/KOER/en/images/1/11/Agenda_-_Science_KOER_workshop_1_-_July_16_-20_2013.ods 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 ====

In addition, the review team can also be part of the virtual forums, so that they can review resources that are shared on these forums as well. Teachers can also be invited to contribute resources to the state OER platform, through a form on the OER platform or by email.  

In addition, the review team can also be part of the virtual forums, so that they can review resources that are shared on these forums as well. Teachers can also be invited to contribute resources to the state OER platform, through a form on the OER platform or by email.  

  Resource - Specimen contribution form

  Resource - Specimen [http://www.karnatakaeducation.org.in/?q=node/337 contribution form]

==== Review of OER submitted, by the academic review group, rework by creator and approval ====

==== Review of OER submitted, by the academic review group, rework by creator and approval ====

Once the resource is approved, the 'publishing team' can upload the resource on the state OER platform, following guidelines for the process. The metadata for each and every resource in the repository must be provided, to ensure ease of access later.   

Once the resource is approved, the 'publishing team' can upload the resource on the state OER platform, following guidelines for the process. The metadata for each and every resource in the repository must be provided, to ensure ease of access later.   

   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) ===

Metadata can be stored for each file and each page using the 'Categories' feature.

Metadata can be stored for each file and each page using the 'Categories' feature.

An ‘offline’ backup can be taken on DVD / pen drive and shared to access without Internet  |Read More about MediaWiki ....=}}      

An ‘offline’ backup can be taken on DVD / pen drive and shared to access without Internet  |Read More about MediaWiki ....=}}          

As in the case of NROER, content may be of two types - content which has been reviewed for quality assurance and is 'published', i.e. visible to all. Content which has not undergone the process would be visible only to the person providing the content to the repository, and to the quality assurance team.  

'''National Platform v/s state platforms''' - For a country like India, with a federal structure, the national level repository [http://nroer.gov.in NROER] can be seen as a role model (like NCERT published text books) and states should set up their own OER platforms, just as most of them have designed and published their own text books. State platforms can encourage greater participation of teachers in OER creation, revision and sharing. Over time the state SCERTs should encourage DIETs / district groups to make their own localised resources and publish on state platforms, this can help bring to fruit, the 1995 MHRD guidelines for teacher education, which envisioned district level text books. In theory one platform 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.  

  '''National Platform v/s state platforms''' - For a country like India, with a federal structure, the national level repository [http://nroer.gov.in NROER] should be seen more as a role model (like NCERT text books) and states should set up their own OER platforms. State platforms can encourage greater participation of teachers in OER creation, revision and sharing. Over time SCERT should encourage DIETs / district groups to make their own localised resources and publish on state platforms, this can help bring to fruit, the 1995 MHRD guidelines for teacher education, which envisioned district level text books. In theory one platform 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 platform using the MediaWiki CMS. Andhra Pradesh also has its state OER platform. The [http://teacher-network.in/OER/index.php Teacher Network] (on which this toolkit is available) can be used as a initial state repository. This site has been established and being maintained by IT for Change. Commonwealth Educational Media Centre for Asia ([http://cemca.org.in CEMCA]), an inter-governmental organization of the Commonwealth countries helped establish this platform.  

  Telangana has developed the state OER platform using the MediaWiki CMS. Andhra Pradesh also has its state OER platform. The [http://teacher-network.in/OER/index.php Teacher Network] (on which this toolkit is available) can be used as a initial state repository. This site has been established and being maintained by IT for Change. Commonwealth Educational Media Centre for Asia ([http://cemca.org.in CEMCA]), an inter-governmental organization of the Commonwealth countries helped establish this platform.  

=== 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

Each subject have class wise and chapter wise pages, on each page, the OER relevant to that chapter can be shared

# Each subject have class wise and chapter wise pages, on each page, the OER relevant to that chapter can be shared

 

# The page for any topic should have both content and pedagogy, latter through ‘activities’ / ‘projects’ explaining the transaction and assessment processes

The page for any topic should have both content and pedagogy, latter through ‘activities’ / ‘projects’ explaining the transaction and assessment processes

# The site will  also have external links to all useful resources.

 

# The same content can also be viewed through ‘resources type’ view (multiple views)

The site will  also have external links to all useful resources.

# 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 same content can also be viewed through ‘resources type’ view (multiple views)

 

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 SROER platform ====

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

Collaborative OER creation could provide supplementing and complementing resources that are contextual, to teachers.  A second aspect is that of language. Most of the OER developed and available are in the English language, and relatively much lesser in the ‘home’ languages spoke by the learners. For instance the Kannada Wikipedia (Kannada is the official language in the state of Karnataka, and spoken by vast majority of its people) has around 16,000 pages in contrast to the nearly 5 million pages in English. One of the focus areas of the 'participatory resource creation' of teachers in the sub-project 5 of ROER4D research program was the creation of resources in the local language. The study suggested that teachers have been able to create a large volume of resources in Kannada, including by translating and trans-creating materials available in English.  

Collaborative OER creation could provide supplementing and complementing resources that are contextual, to teachers.  A second aspect is that of language. Most of the OER developed and available are in the English language, and relatively much lesser in the ‘home’ languages spoke by the learners. For instance the Kannada Wikipedia (Kannada is the official language in the state of Karnataka, and spoken by vast majority of its people) has around 16,000 pages in contrast to the nearly 5 million pages in English. One of the focus areas of the 'participatory resource creation' of teachers in the sub-project 5 of ROER4D research program was the creation of resources in the local language. The study suggested that teachers have been able to create a large volume of resources in Kannada, including by translating and trans-creating materials available in English.  

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. Languages which are dominant in one state are spoken by people in the neighbouring states (at least in the border areas) as well. Hence OER prepared by Karnataka teachers in the Kannada language can be made available to Kannada language students and teachers in schools in Telangana, Andhra Pradesh, Kerala, Maharashtra and Tamil Nadu.

 

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 requires OER in these languages, which the PLC teachers can support the creation of.

=== Toolkit for creating OER ===

=== Toolkit for creating OER ===

# Quality assurance of resources created by the teachers can be quite difficult. To do a reasonably good review, expertise in content (subject matter), pedagogy of the subject and technology is necessary. This can be shared across members of the review team  

# Quality assurance of resources created by the teachers can be quite difficult. To do a reasonably good review, expertise in content (subject matter), pedagogy of the subject and technology is necessary. This can be shared across members of the review team  

# Configuring and maintaining a technology platform can be a challenge for a state education department, due to lack of suitable staff. However, as ICT becomes an important and integral part of school education, education departments will need to set-up technology support teams, at state and district levels, hiring suitably or taking on contract, suitable resource persons.  

# Configuring and maintaining a technology platform can be a challenge for a state education department, due to lack of suitable staff. However, as ICT becomes an important and integral part of school education, education departments will need to set-up technology support teams, at state and district levels, hiring suitably or taking on contract, suitable resource persons.  

# Use of OER by teachers can also pose a challenge. OER  

# Use of OER by teachers can also pose a challenge. OER may not be used due to several factors including non-availability of required infrastructure at the school, teachers not sensing a need to go beyond their text books, lack of time to explore OER and adapt for their teaching needs etc.

[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]