Dreamweaving Open Educational Practices

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The Open University of Sri Lanka Ratnapura Rubies 10.2 First impressions When we were informed about the OER research project at our PGDE day school, at first, OER was just a word to us. Even though it was an open invitation, only a few were interested. One sunny morning in year 2015 we had gathered at the Ratnapura Regional Center to embark on our journey to explore new heights of professionalism with OER Research project hoping for a change in our teaching-learning process. At the workshop we were overjoyed to discover a way to have access to quality material with minimum legal limitations of copyrights. At first we thought it was only presentation material and narrowed our search to that type only. The second workshop of OER cleared our doubts and widened our search. The concept mapping was a new experience to most of us which provided an easy way to summarize our thinking and findings in relation to the OER concepts throughout our activities. This new knowledge made us special among our friends in the PGDE programme. A concept map drawn by a team member illustrating the features of OER, is given in Fig. 10.2.1. Fig. 10.2.1: Concept map 1 217
Dreamweaving Open Educational Practices Our starting point There is no doubt that we had embarked on a new way toward OER at the first introductory workshop. We discovered new ways to reach our goal with the continuous support of our lecturers. Some of us had uploaded our creative work and made them available in the platform to share with the others. It was clearly visible that many of us tried to find ways relevant to the subjects we are teaching hoping to ease the workload of the career. We continued with our search for OER at home too, despite many personal barriers, to feed our curiosity. After the first workshop a member has written the following reflective journal entry, proving its success. “2015.03.20 - I’m glad that I could participate in this research project because I find it more useful to my profession. I usually surf the internet in search of proper information and lesson materials for my lessons. But always had difficulties in using them publicly due to legal framework. And OER almost solved my problem because today I got to know about the licenses and what I can do with them. It helped me in selecting more appropriate course material for my students. Thank you” Using OER in the teaching-learning process is a novel experience for us as well as students. Students gave many good comments about the lesson and their twinkling eyes were evidence to the fact that they loved the lesson. One of the students commented as follows: “Oh I wish that I could learn this subject and this subject only”. As teachers we also found that it had eased the workload, increased our professionalism as well as heights of knowledge. After integration of OER in to our teaching process it was revealed that students turned up to the class early. One of our team members explained how she started a new society called “Future Minds” gathering young innovative students and motivated teachers. She also shared the knowledge of OER and motivated them to be self-learners in interested fields. The results of this initiative were brilliant such as winning the 2nd place in the Young Computer Scientist competition (All-island), with many other provincial level winners as well. Finally, all of us had used OER to create lesson materials to be used at second stage of our teaching practice which is a compulsory assessment in the PGDE programme. We could face this with confidence because we always knew the results achieved will be the best with the help of OER. The lessons we created for this assessment were based on some quality OER materials we found and those consisted so many new things to learn. Some examples are shown in Fig. 10.2.2. 218
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The Open University of Sri Lanka Ac
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Dreamweaving Open Educational Practices

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