Dreamweaving Open Educational Practices

Recommendations

Info

The Open University of Sri Lanka Batticaloa Salmons 4.3 The first impression on OER One day, at the end of our day school, we were informed about the project on OER and the opportunity to participate and get experiences in integrating OER in our teaching learning process. At that time OER was entirely a new concept and we were not aware of the OER and OEP until the first workshop conducted at the Batticaloa Regional Centre of OUSL. But we obtained a clear idea on OER through this workshop and came to know about 4Rs, Licenses, Copyright matters etc. Up to this time we did not bother about the copyright matters and used all the resources in the internet without any concern. The first intervention workshop significantly changed our views on web based teaching learning materials. We created concept maps about OER. The initial concept map drawn by our colleague Thibakaran is given in Fig. 4.3.1. Fig. 4.3.1: An initial concept map on OER 57
Dreamweaving Open Educational Practices By the end of the workshop, we realized the importance of using OER for educational purposes and their positive impacts on the effectiveness of teaching learning process. Our team member Suheethana shared her thoughts as follows: “ It wa s a n ew a n d m o st exci ti n g ex p eri en ce to m e. I g o t ma ny n ew a n d innovative ideas on getting information by using open resource. And at very first time I heard about OER. I didn’t expect such a good facilities it has. Today I fully used this and make me to improve in OER. I would like to continue using OER in my teaching process.” Starting point of OER in our profession During our first intervention workshop we were guided to search OER relevant to our subject. Initially we faced many difficulties to find OER sites and identifying relevant OER. We also had some problems in differentiating OER from non-OER. But the instructions and guidelines given by our resource persons encouraged us to continue with our efforts towards OER. At the beginning it was very difficult to understand the ways to find OER and the internet was also not supportive to us. However, we identified some OER with the help of our resource persons and felt confident regarding the use of OER for our classroom activities. Then, we were instructed to integrate the OER in our classroom teaching. Initially, we had no clear ideas regarding this integration process, but with the support of our resource persons we successfully integrated OER in our teaching practices. How we integrated OER in our teaching-learning process We searched some suitable OER sites such as Curiki, OER Commons and found materials which were relevant for English and Physical Education. As we found many websites which contained a lot of activities for English language, we tried to integrate OER in our teaching learning process. It was very interesting to integrate OER such as texts, lecture notes, projects, audio, video, animation, assignments and tests in our teaching learning process as we felt that these OER could reduce our work load and help to provide better learning for students. We integrated them in different steps of our teaching for engagement, exploration, evaluation etc. We used them as teaching aids as well as learning materials. Challenges When we tried to integrate OER in our regular lessons, we faced many challenges. Firstly, OER is entirely a new concept and we were not familiar with OER. Therefore, we were unable to find appropriate OER and ways to integrate them. Further, we did not have any support at our schools as our colleagues were not aware of OER 58
Page 2 and 3:
Dreamweaving Open Educational Pract
Page 4:
This book is dedicated to the hard-
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 16:
The Open University of Sri Lanka Ac
Page 19 and 20:
Page 21 and 22:
Page 23 and 24: Dreamweaving Open Educational Pract
Page 73: Dreamweaving Open Educational Pract
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
show all

Dreamweaving Open Educational Practices

Create successful ePaper yourself

Delete template?

Save as template?