Harvesting OER for
Active teaching and
Learning
Uganda, August 2016
Workshop aims
Understanding OER – selection, quality
assurance, and use;
 Teacher learning – how OER can support
ATL;
 Knowledge of OER repositories;
 Planning ATL sessions using OER;
 Development of an individual action plan;
 A plan for moving forward.

Expectations

Based on what you learnt in the previous
two workshops, what are you hoping to
learn in this workshop?
Write your idea on a post-it note
The teachers and teacher-educators should
as much as possible, use methods that
promote active learners’ participation and
interaction.
They should use methods that encourage
learners to reflect, think and do rather than
reproduce from rote learning.
In this regard, teachers and teachereducators are strongly advised to use the
Learner-Centred Approach in the teaching
and learning process.
Activity 1
Working on your own, complete the quiz
on OER
 Compare your responses with a partner
and agree one set of answers.
 Compare your agreed set of answers with
another pair.

Open Educational Resources
(OER)
OER are teaching, learning, and research resources that reside in the
public domain or have been released under an intellectual property
license that permits their free use or re-purposing by others.
Open Educational Resources include full courses, course materials,
modules, textbooks, streaming videos, tests, software, and any other
tools, materials, or techniques used to support access to knowledge.
OER first defined by UNESCO in 2000.
[Slides based on some from TESS-India MOOC, Freda Wolfenden]
OER
Conditions
Attribution
Share-Alike
Non-commercial
No-modify
Freedom to
Access
Copy
Modify
Redistribute
OER origins
First major project: MIT OpenCourseWare (OCW) Project.
In 2000 MIT faculty and administrators asked:
“How is the Internet going to be used in education and what is our
university going to do about it?”
MIT faculty answer was:
“Use it to provide free access to the primary materials for virtually all
our courses. We are going to make our educational material available
to students, faculty, and other learners, anywhere in the world, at any
time, for free.”
2002: Proof of concept with 50 courses
2014 : Materials from 2150 courses and 125 million
visitors www.ocw.mit.edu
OER: a global movement

China, materials from 750 courses made available by 222 university members of the
China Open Resources for Education (CORE) consortium. (www.core.org.cn/en/).

Japan: resources from more than 400 courses from the 19 member universities of
the Japanese OCW Consortium. (www.jocw.jp/).

France: 800 educational resources from around 100 teaching units at 11 member
universities of the ParisTech OCW project. (graduateschool.paristech.org/).

UK: Open University has released distance learning materials via the OpenLearn
project (openlearn.open.ac.uk/); over 80 UKOER projects have released many
resources.

Africa: OER Africa (www.oerafrica.org) developing and disseminating OER for higher
education institution faculties of Health, Teacher Education and Agriculture.
OER Potential
OER: Realising the potential
The key issue is whether or not OERs are useful and effectively used
in equipping modern students with the competences and skills for
personal and professional achievement in the current and emerging
knowledge-based societies and economies”
OCLOS Roadmap 2012
Need to consider:
• Access
• Skills
• Support
• Context relevant
Activity 2
Teaching angles to primary school students
Reflecting on Activity 2
What did you learn?
 How do teachers usually teach children
about different types of angles?
 How did the activity support peer
assessment?
 How did the activity support assessment
for learning?
 How did the activity support all learners?

TESSA Case Study
Working in groups, read the case study
provided.
Write down three things that a student
teacher could learn from this case study.
Literacy, M3, S3, Case Study 3
What can a teacher learn from this case study?
 How to get students to make books to increase
the resources available
 Advantages of working collaboratively
 How to organise group work – give every person
a specific task
 An example of peer assessment
 How to support all learners
 How to encourage thinking
Teacher learning
Vision
Motivation
Reflection
Practice
Shulman, L. and Shulman, J. (2007) Journal of
Curriculum Studies 36 (2) 257-271
Understand
ing
Teacher learning
Understanding – SK, PCK, Educational
studies, TPCK
 Practice – Teaching practice, microteaching
 Reflection – on-going practice

Motivation – relevant authentic activities
 Vision – modelling of pedagogy

Activity 3
Working in pairs, consider how the
courses that you teach in your institution
support the different elements of teacher
learning.
 Where are the gaps?

Looking at OER repositories
Example: T-TEL Ghana
 http://www.t-tel.org/


TESSA, TESS-India, African Storybook
project, ACE Maths, OER Africa (including
African teacher education network),
African Virtual University (AVU)
Activity 4 – part 1

In your group, complete the review of an
OER website.
Each person will need to be able to share
your comments with others in the next
session.
Activity 4 – part 2

Each person has 10 minutes to share their
report with a group of colleagues.

After 10 mins a buzzer will sound.
Selecting, using and adapting
OER
From: ‘Enhancing Teacher Education through OER’,
TESS-India MOOC, available www.edx.org
Activity 5: Selection of OER
Drawing on the model of teacher learning,
identify a learning need
 Browse one of the websites and select a
resource that you could use to meet that
need.
 Complete the form provided, addressing
each of the criteria.

Welcome to Day 2
Using and adapting OER
Activity 6
Indicate whether you think each of these statements about ‘learnercentred education’ are true (T) or false (F)
1. ‘Learner-centred’ means that the pupils are in charge
2. ‘Learner-centred’ means taking account of the needs of all pupils
3. ‘Learner-centred’ means taking account of what pupils already know
4. If you are teaching in a learner-centred way, you do not need to plan
your lessons
5. In a learner-centred lesson there will always be a lot of noise.
6. A learner-centred teacher believes that all children can learn
7. If pupils are working in groups then the lesson must be learner
centred
8. Learner-centred approaches are not possible with large classes
9. Good learner-centred lessons require a lot of planning
10. Learner-centred lessons always require a lot of resources
11. Learner-centred means not telling pupils when they are wrong
12. A learner-centred teacher encourages
pupils to talk about their ideas
The student-centred educator
Teacher-centred e.g.
Student-centred e.g.
•Planning - focuses on covering the
curriculum, own needs
•Communicates one way from teacher to
students– telling
•Does not know students’ needs or care
about them’ does not value students’ ideas
and dismisses them
•Not interested in students’ existing
knowledge, experience and attitudes
•Views learning as transmitting information
and students absorbing it
•Views learner as passive receiver
•Sees their role as a provider of information
and deliverer of the curriculum
•Values knowledge and achievement
•Planning- focuses on the students’ needs
and selecting appropriate activity that will
engage them
•Communication is 2-way – teacher listens
to students
•Adjust teaching to meet different needs;
values students’ ideas and takes account of
them
•Wants to find out about students’ existing
knowledge, experiences and attitudes
•Views learning as an active process and
the learner as active constructor
•Sees their role as a facilitator of learning
•Values students as individuals, their
learning and enjoyment of learning
Learner-centred teachers
Take account of the needs of all pupils
 Take account of what pupils already know
 Believe that all pupils can learn given the
right support
 Plan their lessons carefully but are flexible
if required
 Encourage pupils to talk about their ideas
 Relate learning to everyday life
 Adopt a variety of approaches

Using ICT in the classroom
What ICT is likely to be available in the
school/college?
 What are the rules surrounding the use of
ICT likely to be?
 What are the possibilities for using ICT to
support learning?
 What are the challenges likely to be?

Planning a teaching session
What would you like to do more of in your
teaching?
 Which OER have you seen which could
help you?

Activity 7: Planning a session
What topics are you teaching in the next few
weeks?
 Select a topic from the list that you think you
teach in a more interactive way

Working in a group, plan a teaching session for
pre-service teachers or in-service teacher
 Summarise your plan on a flip chart

Activity 7 - continued

Plan a 5 minute presentation for the group to
include
– The topic, the level and the group you are
teaching
– The OER you have selected and why
– What you want them to learn (learning
outcomes)
– What you want pupils to do
Reviewing your plan
Based on the feedback you had and other
people’s ideas, review your plan and
complete the planning template
Action planning
Think about teacher learning…………
 Motivation – relevant authentic activities
 Vision – modelling of pedagogy

OER can help you to model ATL, but you
need to plan suitable activities.
Activity 8: Action planning

Complete the individual action plan
Working with a group of colleagues from
your institution, consider:



How you are going to share what you have learnt with
colleagues.
Which OER sites are likely to be the most useful?
How will you integrate some of these materials into your
courses in order to make your teaching more
interactive?
Moving forward
Aim: to collect examples of ATL practice
based on OER that can be shared through
the LMS
 Within the next 3 weeks, select an OER to
meet a particular learning need and teach
a session based on that OER
 Complete the template and return it to
[email protected]
Evaluation
Thank you for your participation!