Dreamweaving Open Educational Practices

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The Open University of Sri Lanka Most of the OER materials were available only in English language. It was also very difficult to find OER in our mother tongue. Using OER required more preparation than using traditional materials. These barriers de-motivated us at many instances. However we managed them and continued with our efforts towards OER integrated teaching. Table 6.5.1: OER integrated and used by our team members Some OER integrated and used by ICT teachers Gr Concept Lisence URL Description 12 Logic Gates CC- BY- SA http://www.toves.org/books/logic/ Uses logic gates to design basic Digital circuits and devices. 12 E-Business CC-BY -NC-SA http://futureu.com/shared_resourc es/e-business_what_is_it.pdf About E -Business (pdf file) 13 Normalizati on CC-NC- ND http://www.databasezone.com/tec hdocs/normalize.html Normalizes data base schema to improve performance. 13 Data Communica tion CC-BY-NC-SA http://it4nextgen.com/dcvideo.html Video Tutorials about data communication 13 Fundamenta ls of Networking CC-BY-NC-SA https://www.digitalocean.com/com munity/tutorials/an-introduction-tonetworking-terminology-interfacesand-protocols Some basic networking terminology and different components to communicate with each other 13 Programmin g CC-BY -SA http://www.swaroopch.com/notes/ python/ Guide or tutorial to the Python programming language. 10 Word Processing CC-BY-NC-SA https://www.edu.xunta.es/espazoA balar/sites/espazoAbalar/files/datos /1426170347/contido/LibreOffice% 20Writer/Writer%20- %20Carpeta%20autocontenida/writ er/index.html Students are able to use Libre Office Writer Our successes in the path towards OER Integration of OER made our teaching attractive and more effective. OER supported our collaborative teaching and gave opportunities for peer reviews from educators. It reduced educational costs, and enabled us to access updated OER materials. OER helped children to study by themselves. OER saved students the cost of textbooks 131
Dreamweaving Open Educational Practices and offered an exciting selection of content. We shared our abilities and experience of OER with our friends. Students seemed to be highly motivated and attracted by the visual presentations and animated videos. OER increased the students’ interest and their motivation. Initially our team did not show much interest in OER-related activities, but after some time we accelerated our efforts and as Sprinters we achieved our goals very fast. Our good practices As a teacher, it is essential to plan and prepare our teaching. We maintained OER searching regularly. We spent most of the time incorporating OER in our lesson plans. We shared our OER-integrated lessons with other colleagues to get their feedback. We were able to identify some OER links to integrate and teach effectively within a short time. Thus we were able to save the students’ time as well. We participated as resource persons in awareness workshops conducted for teachers of other schools and shared our knowledge on OER with them (Fig. 6.5.2). Sharing and collaborative opportunities within the educational realm enhanced the quality of education. Our colleague Dharshan participated as a resource person for the awareness raising workshop conducted as J/St Patricks College. He wrote his satisfaction of sharing OER in the reflective journal as follows. 29.12.2015- “I participated in a workshop as a resource person at St. Paticks College, Jaffna. This Workshop was arranged by our teacher trainer. Thanks for all our supportive persons” Fig. 6.5.2: Conducting awareness raising workshops at schools 132
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The Open University of Sri Lanka Ac
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