Tess india presentation open ed14 slideshare
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The document discusses a research study on the challenges of localizing open educational resources (OER) for teacher education in India. It finds that localizers face difficulties with translation, navigating their own preferences and hierarchical views of knowledge, and unfamiliar pedagogies promoted by OER. Better support for localizers through more training, reflection time, and ongoing communities could help address these challenges. Creating a knowledge partnership with sensitivity to local contexts can maximize the potential of OER to promote development while avoiding neo-colonial approaches to education.
![Impact of context
• Navigating localiser
preferences, perceptions and
experiences;
• Hierarchical view of
knowledge ownership and
expertise;
• Little understanding of OER
or online learning.
Photo: TESS-India CC-BY-SA
“Localization must
involve locals; [...]
effective localization is
directly proportional to
understanding local
contexts.” (Tiffany Ivins, 2012)
Photos: TESS-India CC-BY-SA](https://image.slidesharecdn.com/tessindiapresentationopened14slideshare-141119112237-conversion-gate01/85/Tess-india-presentation-open-ed14-slideshare-11-320.jpg)
Tess india presentation open ed14 slideshare
- 1. Removing ‘unfreedoms’ through OER use in India’s teacher education system Teacher Education through School-based Support in India Presented by Leigh-Anne Perryman, OER Research Hub Fellow Additional researchers Alison Hemmings-Buckler, Open University Tim Seal, TESS-India Technical Director #OpenEd14 #OER4D @OER_Hub @laperryman @TESSIndia
- 2. The power of OER to remove ‘unfreedoms’ • Amartya Sen: ‘Unfreedoms’: e.g. poverty, limited economic opportunity, inadequate education and access to knowledge, deficient health care, and oppression; • ‘Increasing the freedoms that men and women enjoy is a definition of development, and greater freedom empowers people to be more effective agents of development.’ (CoL 3 yr Plan); • OER: more teachers; better teachers; more engaged learners; improved learner retention; better access to Photo: Leigh-Anne Perryman CC-BY
- 3. The need for OER localisation Photos: Leigh-Anne Perryman CC-BY “What is the future of open education? Where is it going? I think there is only one answer: localisation.” (David Wiley, 2005) “Localization unlocks the power of OER.” (Tiffany Ivins, 2012)
- 4. Research questions • What are the challenges to localising OER for use in development education? • What is the impact of context and localiser perceptions? • How can OER localisers best be supported? • What is the relationship between institutional control, localiser freedom, and the spirit Photo: Leigh-Anne Perryman CC-BY
- 5. Background ● India: needs 1.33 million teachers; ● Bihar: 75% of teacher ed. colleges did no training between 2007-2010; ● India - Bihar: 45% of teachers don’t have minimum qualification; ● India: some states, only 1% pass Teacher Eligibility Test; ● India – ASER: “A ritual exercise bringing the same disturbing but worsening news” (Deccan Herald, 2013). Photo: Eric Parker CC-BY-NC
- 6. Focus States Assam, Bihar, Karnataka, Madhya Pradesh, Odisha, Uttar Pradesh, West Bengal Subject areas English, Math Science, Leadership, Language & Literacy Content • 125 Pan Indian study units; • Developed collaboratively; • Standalone, self-directed; • Support teachers in changing their practice; • Suggest and inspire, not prescriptive; • Promote reflection. Photo: TESS-India CC-BY-SA
- 7. Photos: TESS-India CC-BY-SA The TESS-India OER
- 8. Research methods Interviews with localisers and localisation facilitators Research Methods Document analysis of adapted OER Participant observation at localisation workshops Conducted in Hindi and English Photo: Leigh-Anne Perryman CC-BY
- 9. TESS-India localisation process State based workshops led by third party NGO; State Localisation Managers (SLM) – QA; Subject Localisation Experts (SLE); No direct control of adaptation; Materials translated into Hindi before localisation. Photo: TESS-India CC-BY-SA
- 10. Challenges: Translation ● Localisers don’t have translation skills + translation agency doesn’t have context/educational knowledge; ● Possible distortion of meaning; ● Localisers have to correct this, but have to look at English version to do so; ● Little use of Hindi keyboard so annotated hard copies Photo: Leigh-Anne Perryman CC-BY-SA used - time consuming.
- 11. Impact of context • Navigating localiser preferences, perceptions and experiences; • Hierarchical view of knowledge ownership and expertise; • Little understanding of OER or online learning. Photo: TESS-India CC-BY-SA “Localization must involve locals; [...] effective localization is directly proportional to understanding local contexts.” (Tiffany Ivins, 2012) Photos: TESS-India CC-BY-SA
- 12. Navigating perceptions and experience • SLEs’ background as textbook writers • Focus on subject over method • Preference for formal, rather than conversational writing style • Unfamiliarity with activity-based pedagogy Photo: Leigh-Anne Perryman CC-BY
- 13. Improving localiser support • More time on OER familiarisation; • More development re. unfamiliar pedagogies; Photo: TESS-India CC-BY-SA • Time for reflection after the workshops; • Follow-up meetings allowing communities of
- 14. Empowerment, development & OER Neo-Colonialism Knowledge partnership The OER Engagement Ladder © 2012 Joanna Wild, CC-BY
- 15. Creating a knowledge partnership Knowledge partnership Respect for individual perceptions & experience Institutional (quality) control & guidance Sensitivity to context (e.g. status of knowledge ownership) Openness & ‘embedded’ engagement with OER
- 16. Control, freedom and openness
- 17. Thank you for listening. www.TESS-India.edu.in www.oerresearchhub.org @TESSIndia @oer_hub @laperryman @tim10101 @goldensyrupgirl