Dreamweaving Open Educational Practices

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The Open University of Sri Lanka Adoption and integration of OER We engaged in various activities related to integrating OER into our teaching-learning process. We created new learning activities and learning materials by adopting existing OER. We practiced sharing of materials created by us too, by publishing them as OER. When we included OER into our teaching process, there were good responses from the students. So we continuously integrated OER in our lessons. We used different types of OER such as videos, audios, tests, text book, course materials, lesson plans, presentations, animations, and graphs etc. Most of the OER were in the English language. So we had to translate them into Sinhala. For example, there was a lesson of photosynthesis in science for O/L students, and we were able to find interesting presentations on photosynthesis. We translated one presentation into Sinhala and used it to teach the students. Sometimes we downloaded exercises and tests and made copies. Then we distributed them among students. Sometimes we had to simplify and reduce the content to suit our local syllabus.Some examples of OER we found, used and shared are given in Fig. 2.2.3 Fig. 2.2.3: Some OER we found, used and shared 19
Dreamweaving Open Educational Practices Challenges and frustrations At the beginning we faced the difficulty of finding OER in the internet. Instead of OER we were receiving copyrighted materials in the internet. Sometimes we found OER but we were unable to find the CC license type easily. Some modules were too difficult for our students. And we had to simplify them to suit our syllabus. We were confused about the complexity of some materials. There were no OER found in Sinhala. So every time we found a suitable OER we had to translate it into Sinhala. It became a rather tedious and difficult task for us. Sometimes we faced difficulties in finding subject matter for some subject areas. Sometimes it became a very time consuming task. We were discouraged by these reasons and it made us revert to our earlier practices of downloading copyrighted material from the Internet. Then we discussed our problems with our resource persons and colleagues and sorted them out. To overcome the problems of finding OER through the given sites, we got used to search OER via Google. Sometimes the internet signals in our area were insufficient. This was also a hindrance for us. Lack of internet facilities and low internet speed were some discouraging issues for us. Achievements / successes When we started to use OER in our teaching- learning process we felt we could teach with more confidence than before. We were able to give more resources, activities and tests to students. When we were using some lessons over and over again for parallel classes we were able to develop them further. Finally, we were able to prepare more effective and attractive lessons for students. Students were also motivated and actively participated in their activities. They were eager to see different attractive videos. They came to the class more enthusiastically than earlier. They were motivated to ask questions and they got used to find facts from different sources. We also encouraged students to find OER. We were able to update our knowledge through the shared documents. We felt we were becoming more successful teachers by using and sharing OER. We became familiar with the novel techniques used in the world for education. We were able to prepare new OER in Sinhala and share them. The feeling that other teachers can use the OER we created in their teaching –learning processes made us very happy as we were sharing what we had with others. We were really enjoying the sharing culture. The comments of our friends and others when sharing resources encouraged us. Therefore we were encouraged to do more, and better too. We felt that we were developing our careers further with OER Integration. Our final group concept map (Fig. 2.2.4) indicates our enhanced thinking around OER concept and related practices. 20
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Dreamweaving Open Educational Practices

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