1,886
edits
Changes
Jump to navigation
Jump to search
mLine 29:
Line 29: − + Line 35:
Line 35: − + Line 43:
Line 43: − + − ==== Review of OER submitted, by the academic review group ====+ − The review group will review the − ==== Rework of the OER and final approval for publishing ====+ − + + + + + + + + Line 62:
Line 68: − + − + − +
A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Developing capabilities for OER creation (view source)
Revision as of 11:55, 10 January 2018
, 11:55, 10 January 2018→Review of OER submitted, by the academic review group
# Review of OER submitted, by the academic review group
# Review of OER submitted, by the academic review group
# Rework of the OER and final approval for publishing
# Rework of the OER and final approval for publishing
# Publishing of OER on the state OER Portal
# Publishing of OER on the state OER platform
==== Establishing structures for the OER program ====
==== Establishing structures for the OER program ====
==== Designing the processes of OER creation, review, revision and publishing ====
==== Designing the processes of OER creation, review, revision and publishing ====
This will include the design of the content schema of the OER portal, considering parameters such as subject/discipline, class/grade, audience (teacher/student/public), language etc. The processes of content creation and review will need to be formalized, by identifying the people who would take responsibility for these. Parameters for resource review need to be established to provide the grounds for acceptance or rejection of a resource submission. The processes of making the content public on the portal (publishing) too need to be laid out, including identifying the person(s) responsible.
This will include the design of the content schema of the OER platform, considering parameters such as subject/discipline, class/grade, audience (teacher/student/public), language etc. The processes of content creation and review will need to be formalized, by identifying the people who would take responsibility for these. Parameters for resource review need to be established to provide the grounds for acceptance or rejection of a resource submission. The processes of making the content public on the platform (publishing) too need to be laid out, including identifying the person(s) responsible.
==== Workshops for capacity building of select teachers in OER access and creation ====
==== Workshops for capacity building of select teachers in OER access and creation ====
==== Continuing OER creation by the OER teams post workshops, in virtual mode ====
==== Continuing OER creation by the OER teams post workshops, in virtual mode ====
The processes of resource creation does not have to stop with the workshops. The department could have a program of having teachers create resources, in a collaborative manner, over virtual networks and submit the same to resource review teams electronically. The queuing of these could be automatically configured such that resources created for a subject automatically would go to the relevant reviewer / review team
The processes of resource creation does not have to stop with the workshops. The department could have a program of having teachers create resources, in a collaborative manner, over virtual networks and submit the same to resource review teams electronically. The queuing of these could be automatically configured such that resources created for a subject automatically would go to the relevant reviewer / review team.
In addition, the review team can also be part of the virtual forums, so that they can review resources that are shared on these forums as well. Teachers can also be invited to contribute resources to the state OER platform, through a form on the OER platform or by email.
Resource - Specimen contribution form
==== Publishing of OER on the state OER Portal ====
==== Review of OER submitted, by the academic review group, rework by creator and approval ====
The review group will review the resources submitted by teachers. Resources that are 'approved', meaning those that meet pre-specified criteria, can be passed by the review group to the publishing team, for uploading on the state OER platform. If resources need to be reworked before they can be approved, the review team will share back the resources with the creator(s) with feedback for improvement. This process can iterate till the review group approves the resource.
==== Publishing of OER on the state OER Platform ====
Once the resource is approved, the 'publishing team' can upload the resource on the state OER platform, following guidelines for the process
Resource - Check list for resource upload on the state OER platform
Subsequently, interested and capable teachers can be identified and OER workshops can be organized with these teacher groups, again by subject.
Subsequently, interested and capable teachers can be identified and OER workshops can be organized with these teacher groups, again by subject.
The resources created by teachers and shared on the PLCs can be reviewed by expert groups, set-up by subject. The resources that are seen as valuable should be made available to all teachers on an on-line space. The on-line space can be designed using a FOSS Content Management System such as MediaWiki.
The resources created by teachers and shared on the PLCs can be reviewed by expert groups, set-up by subject. The resources that are seen as valuable should be made available to all teachers on an on-line space. The on-line space can be designed using a FOSS Content Management System such as MediaWiki.
For a country like India, with a federal structure, the national level repository [http://nroer.gov.in NROER] should be seen more as a role model (like NCERT text books) and states should set up their own OER portals.
For a country like India, with a federal structure, the national level repository [http://nroer.gov.in NROER] should be seen more as a role model (like NCERT text books) and states should set up their own OER platforms.
State portals can encourage greater participation of teachers in OER creation, revision and sharing. Over time SCERT should encourage DIETs / district groups to make their own localised resources and publish on state portals, this can help bring to fruit, the 1995 MHRD guidelines for teacher education, which envisioned district level text books.
State platforms can encourage greater participation of teachers in OER creation, revision and sharing. Over time SCERT should encourage DIETs / district groups to make their own localised resources and publish on state platforms, this can help bring to fruit, the 1995 MHRD guidelines for teacher education, which envisioned district level text books.
In theory one portal for India can meet all requirements, in practice, states should have their own spaces for autonomous resource creation, revision, curation and sharing. Hence the resources created by the program should be hosted by the state governments as OER for wide use by teachers, and for adapting, revising and re-distributing. Telangana has developed the state OER portal using the MediaWiki CMS. Andhra Pradesh also has its state OER portal.
In theory one platform for India can meet all requirements, in practice, states should have their own spaces for autonomous resource creation, revision, curation and sharing. Hence the resources created by the program should be hosted by the state governments as OER for wide use by teachers, and for adapting, revising and re-distributing. Telangana has developed the state OER platform using the MediaWiki CMS. Andhra Pradesh also has its state OER platform.
Principles of SROER design
Principles of SROER design