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Towards Pedagogical improvements in OER: repurposing for the South

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Najma Agherdien
Saide

Published in: Education
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Towards Pedagogical improvements in OER: repurposing for the South

  1. 1. Towards Pedagogical improvement in OER Practices: Repurposing for the South Najma Agherdien (Education Programme Specialist: Learning Design) OE Global Conference, Cape Town 7-10 March 2017
  2. 2. My involvement in OER - fairly recent OER Africa – involved since 2008
  3. 3. Outline OER characteristics that promote pedagogical improvement Towards a pedagogical improvement strategy Practical examples relevant for the South
  4. 4. But first… • Pedagogical improvement and Pedagogical transformation - imply a constant state of ‘becoming’ • OER OEP
  5. 5. Openly Licensed – pedagogical implications
  6. 6. Characteristics of OER that supports Pedagogical Improvement - Social Justice ideals • Knowledge is for everyone: – beyond opening up… – beyond access…
  7. 7. Characteristics of OER that supports Pedagogical Improvement - Social Justice ideals
  8. 8. Characteristics of OER that supports Pedagogical Improvement - Social Justice ideals • Education requires contextualised practices - OER present opportunities to customise content (local solutions)
  9. 9. Characteristics of OER that supports Pedagogical Improvement - Social Justice ideals Inclusion of student voice You have a valid point …but you’re wrong
  10. 10. Characteristics of OER that supports Pedagogical Improvement - Social Justice ideals Knowledge as negotiated process • Content • Structure • Tools
  11. 11. Strategy
  12. 12. Role of Theory in Learning
  13. 13. Making learning assumptions clear – identify blind spots
  14. 14. A. Reflecting on Learning assumptions • What is learning and why is it important? • What counts as knowledge? • Who are our students and how do students learn best? • What does quality teaching and learning look like? • What is the role of OER in teaching and learning?
  15. 15. B. Learning Design Framework: Five Key questions • Where do we start? Planning, context, administration, student background and needs • What will students learn? Content (OER) and Structure • How will we support learning? OEP, Pedagogy, learner support and technology • How do we know students have learned? Assessment • How can we be sure of good, quality learning? Quality assurance (Peer review)
  16. 16. Where do we start? • Geographical distribution: face to face, on campus, blended mode, distance • Programme context: digital support, digital support, internet- supported/dependent, fully online • Technology use: Instructive, cognitive, mediative • Bloom’s taxonomy: remember, understand, apply, evaluate, create
  17. 17. What will students learn? How will we support learning? • Students (subject) need Tools (e.g. OER, technology, books) mediate/facilitate learning (object) • But, there are tensions… what are they? • Uncover these tensions to effect transformation • Students are involved in multiple activity systems – intersection
  18. 18. C. Foster an evidence-based approach • More 'know-why' (why working/not) • Reflective Reports • Collaborative research projects: between teaching teams, between/ across faculties • Participatory Action Research: action (leading to change) and research (leading to understanding) • Design-based research: generating theory to solve authentic problems; researcher- driven
  19. 19. Some OER Africa/Saide examples • Support from Hewlett and Bill and Melinda Gates Foundations • A number of projects in various universities in Sub-Saharan Africa
  20. 20. Grant 1: Planning Grant 4: Institutional Engagement Grant 2: Implementation Grant 3: Implementation and Teacher Education Network Grant Overview Mission: To establish dynamic networks of African OER practitioners …to develop, share, and adapt OER to meet the education needs of African societies.
  21. 21. Resource Details Resource Name : University Certificate in Midwifery Resource Description : This CD ROM has been developed to support the UCM and upgrading midwifery programmes. It combines a number of new strategies that are being piloted by MCH department to respond to the national needs within the Health sector. These include reducing maternal and neonatal morbidity and mortality in relation to Millennium Development Goals 4, 5 & 6. Consequently this course embraces the latest methodology (Problem Based Learning) and technologies (Computer based education) in an attempt to be relevant and effective in preparing new midwifes. The materials on the CD ROM have been authored by both University of Malawi - Kamuzu College of Nursing and foreign experts. Resource Author : University of Malawi, Kamuzu College of Nursing Resource Source : University of Malawi, Kamuzu College of Nursing Resource Tags : nursing, Problem Based Learning, maternal and neonatal morbidity, Computer based education, Resource Type : Modules, Training Notes/Materials/Tutorials Resource Year : 2009 Resource Licensing Condition : Creative Commons: Attribution-Non Commercial Share Alike 2.5 Resource Media Type : Text/HTML Resource Language : English
  22. 22. More general examples: Student created • Allow learners to use technologies - blogs, wikis, journals, Twitter, Google Docs, etc. - to create knowledge:  Tweet summary of reading, ask experts questions and  Use Google Docs to write collaborative research report  Daily journal entries on what s/he has learned for the day • Rewrite textbook questions/examples • Write course/chapter/section outlines • Video record an interview and upload on YouTube • Contribute entries to Wikipedia

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