Access2OER:OER training proposal

From Bjoern Hassler's website
Jump to: navigation, search

The original OERWIKI seems to be offline (December 2012). The Access2OER discussion pages are preserved here for reference! The final report in pdf is available here: Access2OER_Report,


The report:
Contents
Introduction
Introduction to the report
Part 1 - Issues
What is access?
Issues and classification
SuperOER
Part 2 - Solutions
Solutions
Solutions criteria
Stories and solutions
Case studies
Part 3 - Proposals
Proposals
Conclusion
Conclusion and next steps
Appendix
Links
Blogs
Additional sections:
Introduction
Welcome
Invitation
Solutions
Stories 1
Stories 2
Stories 3
Case studies v1
Access initiatives v1
Proposals
OER Training proposal
Open Educational Resource Centres
OER exchange infrastructure
OER exchange infrastructure diagrams
Additional materials
Access2OER:Additional Considerations
HowTos
Index
Wiki only
Contents
Welcome
Invitation
Some technical notes
Discussion Log and Quotes:
Contents
Contents
Discussion Week 1
Issues
Classification
Comments on SuperOER
Overview of week 1 activities
Discussion Week 2
Discussion related to solutions put forward
Snippets from the general discussion
Overview of week 2 activities
Discussion Week 3
general discussion
OER training discussion
resource centre discussion
oer exchange discussion
stories discussion
All discussion on one page.
Additional pages
OER
Glossary
For authors:

[Edit][Edit][Edit]

Template:
[Edit]

[Edit]

1 An OER training proposal to address awareness and skills

This proposal was put together on the basis of the discussion in week 2. The discussion is recorded on the talk page.

Also during week 2, a number of stories and solutions were put forward, that are relevant to training:

In terms of the classification of access issues, this proposal addresses:

  • Social, awareness, policy, attitude, cultural:
    • Access in terms of awareness. (Lack of awareness is a barrier to OER.)
    • Access in terms of local policy / attitude. (Do attitudes or policies pose barriers to using OER?)
  • Technical: Receiving OER
    • Access in terms of discovery. (If the OER is hidden, not searchable, not indexed, it's hard to find.)
    • Access in terms of ability and skills. (Does the end user have the right skills to access?)
  • Technical: Access in terms of internet connectivity / bandwidth (Slow connections pose a barrier to access.)

1.1 Process

Key elements:

  • Adoption of participative principles.
    • Participative development of the course proposal itself, participative teaching of the course
    • Train-the-trainer.
  • Scalability, replicability

Experts on the above subject from this group can organise on line workshps backed by some face to face sessions similar to the workshops on wiki skills conducted by Wayne last year. Trainers from neighbouring countries such as Kenya, Uganda and Tanzania can form one group.

After these trainings it is expected that the trainers to hold conduct similar worksops in their respective countries.

Once we have a good number of experts at different education levels then the process of adaption/localisation of OERs to meet target groups can start. I think this method will be effective as long as the rained group is able to localise an OER which has been prepared in a different context, ready to be used by a given intended group.


1.2 Aim of course

Integration with school, college and university curriculum as well

Rationale: Teacher training around OER is vital -- not only is awareness of OER low among educators, but teacher skills and behaviors required for identifying, using, and sharing digital teaching and learning content (technological and information literacy, and cultural shifts) need development in general.

1.3 Content

To adopt OER available on the Internet

  • (a) Course on "technology literacy" for users that is not common the use of internet and computers (digital divide)
  • (b) Course on "information literacy" for users that doesn't know what to find and how to select information over Internet
  • (c) Seminar on the “design of learning environments”; for example in face-to-face instruction with the support of technology (blended learning) and educational strategies like "active learning"
  • (d) Course on “evaluation and assessment” of educational programs (to evaluate success of adoption of OER in the courses)

To produce OER in the institution

  • [a] Train the support and technical staff of the institution on “insfrastructure and technology issues”; and make the selection of the educational platform; for example educommons (http://cosl.usu.edu/projects/educommons/), ATutor (http://www.atutor.ca/), moodle (http://moodle.org/) or other electronic platform.
  • [b] Course in the design of “learning objects” to abord the topic of metadata, the importance of standards (i.e. DC, SCORM) and the reuse of learning resources
  • [c] Course on “instructional design” to local experts to adapt and localize (tropicalize) the learning resources to the local institution
  1. OER Policy Formulation (to cover production, dissemination, adoption, infrastructure)
  2. OER Based Curriculum Design
  3. OER Development/Engineering (ref Software Development/ Engineering)
  4. Applied OER and Management (use and handling)
  5. OER Infrastracture Design and Maintenance
  • training in copyright issues, licenses and all those legal details, as they can become a problem later on if not dealt well with. We could call it "legal infrastructure of knowledge".


1.4 Links

http://wiki.oercommons.org/mediawiki/index.php/Projects