Using Open Educational Resources in Afghanistan: The Experience So Far
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This document discusses the use of Open Educational Resources (OERs) in Afghanistan. It presents the experience so far using OERs, including how teachers access OERs using computers in labs, mobile phones, and tablets in school libraries. It also outlines the research being done to evaluate the impact of OERs on teachers' subject knowledge and teaching practices. The research looks at lesson plans, questionnaires, classroom observations, student interviews, and weblog data. Finally, it discusses next steps like continuing data analysis, expanding the OER collection, and providing more access through technology in schools.
Using Open Educational Resources in Afghanistan: The Experience So Far
- 1. Using Open Educational Resources in Afghanistan: The Experience So Far Open Education Global Conference April 2016 Jamshid Hashimi Lauryn Oates www.facebook.com/ darakhtdanesh @AfghanOERs
- 7. OERs, Access and Language Tomasevski’s 4-A Framework of Human Rights Obligations in Education: • availability • accessibility • acceptability • adaptability
- 8. What You Can Do: • Membership • Volunteer • Breaking Bread Fundraising Technology for Education in Afghanistan
- 9. Hypothesis: (a) that the OERs tool will enable teachers’ use of educational content in their teaching practice; (b) This content will positively impact the educators’ subject knowledge and pedagogical practice. Theory of Change: Use of OER more exposure and use of educational content increased knowledge of subject knowledge (sciences; social studies; languages; math at secondary level) and increased use of a variety of teaching methods and materials (i.e. use of experiments, games, role play, art, and other active learning methods).
- 12. Our Research Instruments • Lesson Plan Form (pre-‐‑training) + scoring rubric • Lesson Plan Form (post-‐‑training) + scoring rubric • Pre-‐‑test Questionnaire • Post-‐‑training Questionnaire • Classroom Observation Rubric • Student Interview Form • Weblog data
- 13. How our teachers access the OER Three access models: • Computers in the teacher training college ICT lab • On their own mobile phones • Tablets in school libraries
- 19. • Completing data collection, analysis & sharing results • Building the collection • Audio-‐‑visual lessons • Equipping more teacher college labs • DDL on tablets in school libraries • Demos around Afghanistan • Konkor Exam Project What’s Next
- 20. Technology for Education • Critical thinking and digital literacy • Citizen-‐‑led assessment of education • Kids Coding “new information technologies are not simply tools to be applied, but processes to be developed. Users and doers may become the same” – Castells (2000)
- 22. Thank you! If all you can do is crawl, start crawling - RUMI www.ddl.af www.facebook.com/ darakhtdanesh @AfghanOERs