Dreamweaving Open Educational Practices

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The Open University of Sri Lanka During the workshop, the students were instructed to develop lesson plans by integrating OER. As it was their Teaching Practice period, the teachers were motivated in searching for OER materials and develop their lesson plans in a creative manner. We noticed that the student teachers were not able to develop the whole lesson plan by integrating OER. But they managed to develop the first three steps in the lesson plan by incorporating OER. As they couldn’t complete the whole lesson plan we decided to evaluate the lesson plans developed by the student teachers in the next day school, when we would attend to conduct day schools at the Ratnapura Study Centre. Teachers of Physics and Chemistry were overjoyed as they have found many useful OER materials which could be used in their teaching process. Further, they have shared the OER found with their colleagues. After a month, at a day school, we monitored the lesson plans developed by the student teachers. Before commencing the day school the participants exchanged the ideas based on their experiences by attending the workshop. The teachers who couldn’t attend the workshop wanted to dig deeper about this new concept. They showed their willingness to join the group inquiring whether they can join the workshop by attending in another center. As there was no such possibility, we explained the basics with regard to OER and encouraged them to dig deeper with the help of those who participated in the workshop. It was nice to see that one ICT teacher gave her consent to help those who were interested in searching OER. When observing lesson plans it was identified that one teacher has followed a new strategy to find new OER. She has created awareness on OER among students and instructed students in identifying relevant OER materials relevant in their learning process. This process had been done in two days consecutively. This strategy has helped students to engage in the learning process with a different learning experience. Further, she has identified that the students were motivated to search for and engage with OER. A teacher has mentioned her experience as follows: ‘‘… OER at school was used to describe a complex subject matter in the classroom and it turned out to be a new experience for most of our students in a traditional classroom. Students gave many good comments about the lesson and their twinkling eyes were evidence to the fact that they loved the lesson. One student commented as ‘Oh, I wish that I could learn this subject and this subject only’. As teachers, we also found that it eased the workload, increased our professionalism and increased our knowledge. After that lesson many of us shared the news among others there were so many early attendances to our classes later on.’’ Moreover, teachers were instructed to develop OER by themselves in their mother tongue. One of the active participants has created an OER in their native language (Sinhala) to teach on how to work with Microsoft Paint. Her PPT has been uploaded 211
Dreamweaving Open Educational Practices to the site and a screen capture of her PPT is shown below in fig. 10.1.2. As she has uploaded her creation to the OER site, the resource could be shared with others who teach the same topic in other schools. Fig. 10.1.2: An OER created by a student teacher Though some of the teachers were happy to engage in finding and incorporating OER into the teaching-learning process, some found it difficult to find OER relevant to their subject content. This made them frustrated and it was mentioned in their reflective entries as given below; 2015/3/20 - Actually this course is better for Science and Mathematics. Some materials can be used directly for learning purposes, but some materials we have to edit and use therefore OER concept is more advantageous to Science and Maths teachers… The above reflection states that student teachers were able to change what they found and adapted to their teaching process accordingly. On the other hand, some of the Social Science teachers have faced problems related to finding appropriate OER to their subjects. The following reflective entry expresses their difficulty and frustration. 2015/07/14 - The Science materials can be obtained immediately. When we look at the other subject material for identifying lesson we have to spend most of time for grade 6 ,7,8 due to basic concept can’t find easily in OER”… While working with the teachers we identified that they got frustrated when they were unable to find OER. When they can’t find OER easily they were ready to giveup and complain about the difficulty. Very few of the teachers were motivated in creating OER and sharing with others. We had to take a great effort in convincing and motivating them in this regard. 212
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The Open University of Sri Lanka Ac
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Dreamweaving Open Educational Practices

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