Dreamweaving Open Educational Practices

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The Open University of Sri Lanka Batticaloa Groupers 4.5 Our first impression on OER The term OER was entirely new and exciting when we heard it from our lecturer. But we were amazed to know its values and uses in the first workshop. OER intervention workshop was an unforgettable experience to us, which empowered our views and ideas about teaching learning resources from OER. Earlier we had no idea about OER. Once we heard the term OER we wondered about it. We did not have any practical knowledge at all. We did not have any ideas about the license categories, rules and regulations at all. As we came to know all these in the workshop we thought and reflected on the copying activities we have done earlier. We gained a sound knowledge regarding remix, revise, reuse and redistribution of OER. We were surprised to know the varieties of Creative Commons license types and their legal importance. The idea to share and upload resources was completely new to us. However, we felt happy because we got acquired much knowledge about OER. First impression on OER is expressed by the concept map drawn by our team member Riyas. (Fig. 4.5.1) Fig. 4.5.1: A Concept map - Version 1 67
Dreamweaving Open Educational Practices We expected that the use of OER in our teaching learning process will make it effective and productive. This desire is expressed by our team member Sarveswaran’s reflective note as follows: “It is a new experience to me and today’s activity encourages me to do my teaching very effectively. I think I can do my teaching best, if I use OER at my classroom…” Another member Kavitha Gopi wrote her views as follows: “Most important one for the teaching practice. This site is more teaching materials are given. Today work shop is very useful to us.” Starting point of OER in our profession Our journey towards OER started from the first intervention workshop held at the OUSL, Batticaloa Regional Centre. All the participants in the workshop were eager to identify the use of OER in our profession. We were able to grasp much information about OER and we felt so happy. First we got the theoretical knowledge about OER. Next we created own user name with individual password to the LMS. We studied the online ethics, with the help of our facilitators. We were divided into subject-wise groups. We searched for OER relevant to our subject. We felt surprised and happy when we accessed many OER which are free of cost and very useful to our subject. Then clear instructions were given by our resource persons on how these OER can be integrated in our teaching practices. We were also guided and encouraged to integrate OER in our teaching. This motivated us and we started our efforts towards OER integrated teaching learning process. Integration of OER OER created new opportunities for us to share knowledge. Further, it was very easy to edit and use them. As you know, nowadays teachers have a heavy workload, and they need to be prepared for their teaching with sufficient resources. OER very easily reduces the workload of teachers. Teachers can get many educational resources from OER such as book chapters, documents, research articles, online quizzes, self-assessments, image text, videos, Audios, Wikipedia, worksheet, lesson plans… etc. So it makes our teaching -learning process more effective. We used OER for attractive engagement and meaningful elaboration in our teaching learning process. We obtained the materials in English and some in Tamil, and integrated OER such as Maths worksheets, problems, models for Maths Quiz and new Maths world. We used them at different stages of our teaching and harvested their benefits. 68
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The Open University of Sri Lanka Ac
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Dreamweaving Open Educational Practices

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