Access2OER talk: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:
Introduction to the report
Part 1 - Issues
What is access?
Issues and classification
Part 2 - Solutions
Solutions criteria
Stories and solutions
Case studies
Part 3 - Proposals
Conclusion and next steps
Additional sections:
Stories 1
Stories 2
Stories 3
Case studies v1
Access initiatives v1
OER Training proposal
Open Educational Resource Centres
OER exchange infrastructure
OER exchange infrastructure diagrams
Additional materials
Access2OER:Additional Considerations
Wiki only
Some technical notes
Discussion Log and Quotes:
Discussion Week 1
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
For authors:




[Add a comment to this page.] We have broken the discussion into several threads. To see all discussion on one page (to see where your post might have gone), see Access2OER:Week3AllDiscussion.

1 Training[edit]

Training was very widely discussed in the first half of the 2nd week.

The discussion is recorded here led to the proposal on on this page.

1.1 Purpose of training[edit]

From Access2OER/Solutions_Log_1#Ideas_for_awareness_raising:

Quote image What strategies can be looked in raising the awareness ?

1. Holding seminars, workshops and like or what we do now as a community are excellent ways to spark level of awareness. I for one, got very much interested. By having a venue to listen to stories and experiences of others while being able to express my own opinions , concerns and views definitely works. I would be glad if through the views shared, we can come up with a concrete action.

2. Peer support can be another strategy, where we involve, train and support members. The educator in this case becomes a target group, and being a target group, we then consider target needs so the carry –on barriers such as but not limited to language, religion , culture and the like are initially considered. This become a “big-brother” taking care of a “ teething-brother”. When done properly, I think this can be the multiplier factor that would translate awareness into action.

3. Networking: In the same token that we use the Internet resource to access open resource, we also increase the internet community tools for raising the level of awareness. Tapping the major educational players of the countries to be part of the community, can just maybe bring about a nudge to some oversleeping ( not necessarily be choice but maybe because of ignorance ) educational institutions.

1.2 What would training need to look like?[edit]

Quote image

Here are some thoughts for training teachers at the institutional level (train the trainers)… perhaps we can make a “wish list”  ;-)

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 (, ATutor (, moodle ( 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

1.2.1 What would training need to look like?[edit]

Quote image

I would also add, 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".

1.2.2 Training and OER commons[edit]

Quote image

A great discussion, and I would agree with [the above two points] (thank you for outlining them so clearly) about the desired areas of focus for trainings, to address the lack of awareness, fear, and other impediments, at least for individual educators, that currently prevent their adoption of OER. 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.

Through the OER Commons initiative, we (ISKME) have programs that work with and train teachers to use, create, and collaborate using OER materials, by participating in Web 2.0 social networking, by understanding aspects of metadata, licensing, and knowledge sharing processes, while encouraging the integration of interdisciplinary, culturally relevant pedagogies and subject matter -- in the face of the many challenges, including lack of time or support for this shift to empower teachers within the educational system.

We have some of these programs, partnerings, interviews, and other in-depth research on OER documented on our wiki: For instance, the OER case studies are meant for project leaders (including OER makers) to use for self-evaluation and continuous improvement around many challenges facing OER.

We're developing more comprehensive trainings, and are really open to seeing how to scale up training programs and share out materials to serve more communities -- please let us know how we could work together and join a team working on this.

1.3 Training[edit]

Quote image Here is a simple approach:

a) have a call for participation in an open source program by a university in a developing country. That call should require a team which includes government and private sector that can guarantee access and support. b) There are now some European universities that provide some access to academic journals to developing countries. Proposals for their participation need to be solicited or from others.

Given that, a number of teams could be created to build a full test of OER ideas/issues/opportunites which would then determine how to expand the efforts. time to stop dreaming up schemes or compiling "gedanken" experiments. Time to get the beakers out. time to break out the safety glasses and get dirt under the fingernails.

somewhere in the future we can think about a "workshop" with people who have experience.

1.4 National curricula as a focus for OER[edit]

Quote image Legislation/regulation can differ strongly accross countries, but also accross education sectors (primary/secondary/tertiary education) within a country.

However, a common phenomenon in many countries is the existence of a national curriculum, which can be quite prescriptive and detailed with respect to content. On the one hand, this can be seen as a barrier for the cross-border exchange of OER (if they do not perfectly match with "our" curriculum, we cannot use them). On the other hand, "our" curriculum can be seen as a hub or plattform for the regional or national production/exchange of OER. Funding agencies, governments or accreditation bodies could use some of their power to lever the production/exchange of OER for a national curriculum (e.g. to require earmarked investment in knowledge resource, to prove appropriate use of public money or to demonstrate the quality of teaching and teaching facilities). The goal should be to focus on the exchange of OER within the reach of the national curriculum, which is in the interest of national agencies. Cross-border exchange comes as a side effect, anyway.

I agree to Barbara's description of the current situation in many developing countries, which often is characterised by a lack of the public, "commons" ground. But maybe it would be possible in these countries to ask public universities to produce OER as part of their funding agreement. Maybe it would be possible to redesignate some public library or textbook budgets for the maintainance of OER initiatives. And maybe it would be possible to ask private institutions to publish OER as a prerequisite for their right to operate in a given country.

1.5 Training: What would training need to look like?[edit]

Quote image Could we FIND clearly what trainings are needed exactly? Which skills are needed for doing what concretely? Which software for doing what? Etc.

Is it possible to organize these trainings online (all or some of them)? What minimum equipment are necessary in the developing countries (universities?) for following these trainings? Etc...

1.6 OER training topics (suggestion from Zimbabwe)[edit]

Quote image I would like to add the following possible courses which could be part of school, college and university curriculum as well
  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

1.7 Training: What would training need to look like? (suggestion from Tanzania)[edit]

Quote image My feeback on your points raised is as follows:

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 skill s conducted by Wayne last year. Trainers from neighbouring countries such a s 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.