Achieving impact in Africa through openness: OLnet-TESSA Fellowships

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1 Achieving impact in Africa through openness: OLnet-TESSA Fellowships A REPORT SUBMITTED TO OLnet Pauline Ngimwa March 2012 Achieving impact in Africa through openness: OLnet-TESSA Fellowships by Pauline Ngimwa is licensed under a Creative Commons Attribution 3.0 Unported License (see:

2 Achieving impact in Africa through openness

3 TABLE OF CONTENTS TABLE OF CONTENTS... i EXECUTIVE SUMMARY... iii Introduction... iii Analysis and Reflections... iii How the fellowships worked... iv ABBREVIATIONS... v INTRODUCTION...1 PART I... 3 OLnet... 3 History... 3 Research Question... 3 TESSA... 4 OLnet-TESSA Fellowships... 6 Selection of fellows... 7 The UK visit... 8 Distance Education and Teacher Education in Africa (DETA) Conference PART II...10 The Fellows Pritee Auckloo Juliana Bbuye Anuradha Gungadeen Doris Kaije Fred Keraro Dele Yaya PART III...43 Reflections Capacity building at different levels The insider versus the outsider perspectives Impact outside the institution...45 Conclusion Acknowledgements...46 Sources About the Author i

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5 EXECUTIVE SUMMARY Introduction This report was commissioned by the Open Learning Network (OLnet) project to review the experiences and outputs of six fellows from Sub Saharan Africa (SSA). In 2011, the OLnet project partnered with the Teacher Education in Sub Saharan Africa (TESSA) project to offer six fellowships to scholars and educational professionals with an interest in researching open educational resources (OER) and their use to support teacher education. This was aimed at enhancing the capacity of those who have already demonstrated interest in and awareness of the potential of OER to improve the education sector in the region. The fellows came from academic institutions already participating in the TESSA project which are located in four countries, namely: Kenya, Uganda, Nigeria and Mauritius. Analysis and Reflections The report provides a detailed analysis of work carried out by each of the six fellows, including their outputs. It then makes a reflection of important observations made and lessons learnt that can inform future similar initiatives, namely: i) Capacity building at different levels. Young fellows in their early career appeared to use this opportunity as a stepping stone for their career progression and personal growth, while the more experienced fellows used the opportunity to consolidate their knowledge of OER and enhance their professional confidence to progress the development and adoption of OER at their institutions and communities. ii) iii) The insider versus the outsider perspectives. Fellows were matched with some mentors who mainly had worked in the Sub Saharan Africa. This provided an invaluable insider insight which proved to be important in crossing cultural boundaries to be able to provide the appropriate support to the mentors. However to some fellows especially those who were visiting UK for the first time and some of the project administrators and mentors who had not had experience in the SSA region, the outsider perspective provided important cultural exchange. Impact outside the institution. The report makes an observation of the different activities the fellows have been involved in as they reached out to their communities and the nature of impact made. The successful impact made can be attributed to the fact that the fellows not only deepened their knowledge in OER but also became more confident in their ability to champion the OER concept among their colleagues and to outside stakeholders. The report concludes by noting a paradigm shift that appears to have occurred since the OLnet study that was carried out in 2009 on OER adoption in this region which, iii

6 concluded that socio-cultural factors were impeding successful adoption. Through the work of the fellows, academics and concerned stakeholders appear more receptive of OER, a major step towards making the Sub Saharan Africa a player rather than a consumer of OER. How the fellowships worked The fellowships included a two-week visit to the Open University (OU) in the UK, after which the fellows would return to their institutions to carry out their research projects and write a report at the end of the fellowship. Additionally, there was an offer to attend the Distance Education and Teacher Education in Africa (DETA) 2011 Conference in Mozambique. The fellowships were announced in TESSA and OLnet websites, inviting candidates to submit a proposal on one of the following areas of research: 1. Sustainable and successful use of OER 2. Quality assessment and validation of OER 3. Recognition of, incentives for, and training in the use of OER Fellows were selected on the basis of the quality and relevance of their application, the expected benefits of their proposal (benefit to the individual, to their institution, to TESSA and OLnet and to the OER community in general), the track record of the candidate in educational research and the feasibility of their proposed research. Five applications were selected initially. A sixth application was submitted late and as this also was a project worthy of funding and represented very good value for money, it was included without a visit to the UK. Two fellows visited OU between 24th January and 5th Feb The other three visited between 16th and 27th May During this time, they had: regular contact with a member of the TESSA or the OLnet OU team who would act as a mentor access to support infrastructure at the OU i.e. workspace with a computer access to the OU library and resources a chance to participate in OLnet and TESSA team activities and opportunity to attend OU in-house training events and workshops where they presented their work in progress to colleagues at the OU. This was an important part of the visit as it gave a focus to their projects. All the fellows have completed their projects. In the process, the fellowship has impacted on their individual and professional development as well as on their respective institutions and communities. This report provides detailed description of these different levels of impact per fellow. iv

7 ABBREVIATIONS CEMASTEA Centre for Mathematics, Science and Technology Education in Africa COL DETA HE IET JCCE KMI MIE MDGs MIT MITOCW NTI OER OLnet OU CPD SAIDE SSA SCORE TEAMS TESSA Commonwealth of Learning Distance Education and Teacher Education in Africa Higher Education Institute of Educational Technology Joint Consultative Committee on Education Knowledge Media Institute Mauritius Institute of Education Millennium Development Goals Massachusetts Institute of Technology Massachusetts Institute of Technology OpenCourseWare National Teachers Institute Open Educational Resources Open Learning Network Open University Continuing Professional development The South African Institute for Distance Education Sub Saharan Africa Support Centre for Open Resources Education Teacher Education at Maximum Scale Teacher Education in Sub Saharan Africa v

8 Figure 1 Children from Lake Nkuruba, a very successful community campsite in the Crater Lakes of Southwestern Uganda. (CC-BY Dylan Walters Sourced from Flickr vi

9 INTRODUCTION Although a relatively recent phenomenon, the concept of open educational resources (OER) is already making a remarkable contribution to the education sector in Sub- Saharan Africa (SSA). This is a region where access to quality education has been for a long time undermined by certain historical factors. For instance, governments inability to keep up with financial requirements (Teferra and Altbach, 2004) has resulted in inadequate teaching and learning resources. Moreover, there is a huge demand for education which is rarely met. For example the midway review of the Millennium Development Goals indicates that around 30% of primary school age children are still without access to schooling (UN Department of Public Information, 2007). There is perceived to be a need for more trained teachers to address this issue. Already it is estimated that a third of existing primary teachers are unqualified or under qualified. Yet, quality teachers are acknowledged to be a key factor in pupil achievement (McKinsey, 2010). Thus, the challenge of meeting the demand for quality education is enormous and the introduction of OER in some academic institutions is already showing some positive impact towards overcoming this challenge. OER have the potential to contribute considerable support where there is scarcity of high quality and pedagogically sound learning materials (Wolfenden, 2008). There is already some interest among a number of institutions. Teacher Education in Sub-Saharan Africa (TESSA) project has created unprecedented interest in OER among institutions that have formed a consortium of OER users. However, more work still remains to be done in order to encourage greater participation across the region as well as enhancing capacity among existing OER users. A study that was commissioned by Open Learning Network (OLnet) in 2009 identified that socio-economic related factors were a major impediment towards adoption of OER in this region (Ngimwa, 2010). In light of the above background, OLnet and TESSA projects partnered to provide six fellowships to scholars and educational professionals already participating in the OER movement across this region in This was aimed at enhancing the capacity of those who have already demonstrated interest in and awareness of the potential of OER to improve the education sector in the region. This report provides a detailed description of this fellowship scheme. It traces the steps of the fellows, highlighting their experiences and outputs in the course of the fellowship and how the fellowship impacted on them as individuals as well as their institutions and communities. The first part provides background information of the two projects (OLnet and TESSA) and describes the fellowship program. The second part provides an account of what each fellow achieved. The last part is a brief reflection on the entire fellowship program in light of the fellows achievements and experiences. 1

10 Figure 2 Group work in use in large classes in a rural area (CC-BY Doris Kaije) 2

11 PART I OLnet Figure 3 OLnet website logo and banner ( Accessed 20 March 2012) OLnet ( is a research project funded from March 2009 to August 2012 by the William and Flora Hewlett Foundation. The project is a joint partnership of The Open University, UK and Carnegie Mellon University, USA (two major advocates of equalising access to higher education) and aims at establishing a network for information sharing about research in the field of OER. This is achieved by bringing researchers and educators together in an intelligent social network to share knowledge on the development of OER. Going beyond the universally available technologies for mass collaboration such as wikis, forums and blogs, the network has been analysing community contributions to gain insights from debate and move idea generation towards innovative practice. Research has focused on the most urgent educational needs across the globe from how OER are most effectively used in developing countries to working out how anyone can gain qualifications from free access to university course content online. History Since 2000, the William and Flora Hewlett Foundation have spent around $80 million on kick-starting the OER movement, encouraging some major players like MIT and The Open University to provide proof of concept projects like MITOCW and OpenLearn. The next step is to encourage more higher education (HE) institutions to exploit the knowledge gained in this start-up phase, making free access to HE resources universally available. The challenge is also to stress-test current knowledge, using emerging technologies to improve on community generated ideas. With the growing rise in access to the internet and governments beginning to sponsor OER, the time is right for growth. Establishing an evidence base and research framework for the emerging field is essential. The key challenge for OLnet has been making sure the lessons learnt are taken forward into OER projects as the movement grows, and the production of OER remains leading edge whilst becoming commonplace. Research Question The driving research question for OLnet is to locate what is perceived to be the next evolutionary step in the OER movement, i.e.: How can we build a robust evidence base to support and enhance the design, evaluation and use of OER? 3

12 TESSA TESSA ( is a research and development initiative creating open educational resources (OER) and course design guidance for teachers and teacher educators working in Sub-Saharan African countries. It was initiated in 2005 as a direct response to inadequate number of qualified primary school teachers Sub-Saharan Africa. Key objectives of TESSA include: i. To create a network of African universities, working alongside The Open University, UK and other international organisations to focus on the education and training needs of teachers in Sub-Saharan Africa ii. To support the exploration and development of school based modes of teacher education in which teachers develop their competencies and skills to meet the need of pupils in their own classrooms iii. To design and build a multilingual OER bank, modular and flexible in format, that is freely available to all teacher educators and teachers in the region Figure 4 Screen capture of TESSA website home page (Accessed 20 March 2012) TESSA is a consortium of national and international organisations led by the Open University UK. This consortium includes 13 institutions in Sub-Saharan Africa who are using the TESSA materials in a variety of teacher education programmes to improve the quality of classroom practices. 4

13 Since initiation, TESSA has successfully produced a large bank of materials directly aimed at enhancing and improving access to, and the quality of, local school based education and training for teachers. These materials (including audio and other media) are modular in format. They focus on classroom practice in the key areas of literacy, numeracy, science, social studies and the arts and life skills. All the materials are available through this website in a variety of different formats and languages. This means that these materials can be freely downloaded, adapted, translated and integrated with other materials in courses and programs for teachers and teacher educators. TESSA has now entered the next phase with a number of different strands of activity. One of these aims to developing a more in-depth understanding of the ways that TESSA OER are being used, and developing ways of increasing their use in teaching. The focus is on six higher education institutions collaborating with the Open University, UK. These include: i. Egerton University, Kenya ii. National Teachers Institute, Nigeria iii. Open University of Sudan iv. University of Cape Coast, Ghana v. University of Fort Hare, South Africa vi. University of Education, Winneba, Ghana Each of these institutions has developed a strategic plan to extend and embed the use of TESSA OER in their own teacher training practices, in the practices of pre-service and in-service primary teachers they work with, and across classrooms in the schools with which they work. Some of the six fellows are actively involved in extending and embedding TESSA OER and aligned their research projects along this activity. The major funding for TESSA ( ) has come from the Allan and Nesta Ferguson Charitable Trust and the William and Flora Hewlett Foundation, with contributions from other philanthropic trusts and the Scottish government. The British Council has provided funding to develop and evaluate distance teacher education programmes at mass scale in Nigeria and Sudan and the OU alumni have contributed towards study visits and research scholarships. TESSA project has been recognised as one of the most successful OER projects as observed by Sir John Daniel, President and Chief Executive Officer, Commonwealth of Learning: perhaps the most successful of all the OER projects we have heard about 5

14 In its short history, the project has already made a remarkable transformation in the field of teacher education and training in Africa. Professor Anamuah-Mensah, Executive Chair, TESSA and former Vice Chancellor, University of Education, Winneba, Ghana notes that: The establishment of the TESSA consortium, and all the benefits that have followed from that, represents one of the most important developments for teacher education and training in Africa. Figure 5 Presentation on 23 May 2011 at the Open University in Faculty of Education and Language Studies (FELS) organised by TESSA (CC-BY OLnet.org) OLnet-TESSA Fellowships As one strand of the overall project, OLnet worked in partnership with the TESSA project to offer fellowships to scholars and other educational professionals with an interest in researching OER and their use to support teacher education. They had to be affiliated to academic institutions from Sub Saharan countries where TESSA operates. The fellowships were structured around a two-week visit to the Open University in the UK after which the fellows would return to their institutions to carry out their research projects and write a report at the end of the fellowship. Additionally, there was an offer to attend the DETA conference to present their work (see details below). 6

15 The fellowship covered travel costs to UK plus accommodation and subsistence expenses, field study expenses and DETA conference travel and registration expenses. Apart from these benefits, fellows received recognition as visiting research fellows with the Open University, and a confirmation letter of their fellowship for career progression. Selection of fellows The fellowships were announced in TESSA and OLnet websites, inviting candidates to submit a proposal on one of the following areas of research: 1. Sustainable and successful use of OER. Sustainable and successful use of OER is dependent on integration into institution systemic processes. Developing an environment which supports OER development, adaptation and use involves consideration of a number of factors; infrastructure, intellectual property rights (and choice of one or more suitable licences for the OER), financial dimensions (including remuneration for material development and impact on revenue streams) and quality assurance processes. A research proposal under this heading could involve a case study or reflections on the introduction of OER at the candidate s own institution focussing on one or more of the above factors and capturing progress and lessons learnt. 2. Quality assessment and validation of OER. Understanding the quality assessment and validation processes for using OER in a community of teacher educators or teachers. Example questions to address might be: How do teacher educators / teachers locate suitable resources? What criteria do they give for choosing to use particular resources? 3. Recognition of, incentives for, and training in the use of OER. Example questions to address under this area might include: What will encourage academic staff to engage with OER? What forms of training are needed? What constraints are currently operating and how might these be overcome? Exploring these issues could be done in the candidate s own institution or across institutions. The closing date for applications was 21 September 2010 (guidelines for the fellowship scheme are accessible from Fellows were selected on the basis of the quality and relevance of their application, the expected benefits of their proposal (benefit to the individual, to their institution, to TESSA and OLnet and to the OER community in general), the track record of the candidate in educational research and the feasibility of their proposed research. The initial aim was to recruit four fellows, but five applications were submitted and as it was difficult to choose between them, it was agreed to fund all five. A sixth application was submitted late and as this also was a project worthy of funding and represented very good value for money, this was funded without a visit to the UK. This brought the total number of the fellows to six. 7

16 The UK visit As noted earlier, five of the six fellows visited the Open University. This was aimed at providing the fellows with: Regular contact with a member of the TESSA or the OLnet OU team who would act as a mentor Support infrastructure at the OU, including personal workspace with PC Access to the OU library and resources Participation in OLnet and TESSA team activities and opportunity to attend OU in-house training events and workshops where they would present their work in progress to colleagues at OU in order to gain a focus. Two fellows visited OU between 24th January and 5th Feb The other three visited between 16th and 27th May Figure 6 (L to R) Fred Keraro, Juliana Bbuye and Dele Yaya (July 2011) 8

17 Distance Education and Teacher Education in Africa (DETA) Conference 2011 DETA conference ( targets scholars and professionals in the field of distance education and teacher education in Africa. DETA 2011 was the fourth conference and the theme was Ensuring the highest possible quality of education in a changing Africa. The conference was held between 3rd and 5th August, 2011 at Eduardo Mondlane University, Maputo, Mozambique. Figure 7 DETA 2011 Conference from (5 August 2011) DETA 2011 had a one and a half day pre-conference workshop on OER which was organised by TESSA in partnership with the South African Institute for Distance Education (SAIDE). The purpose was to provide the participants with an opportunity for: Sharing their experience of working with OER in teacher professional development Giving them practical exposure to the central processes in working with OER Discussing what enables using and developing OER in institutions. All the six fellows were supported by OLnet to attend the DETA conference and preconference workshop and present their projects. 9

18 PART II The Fellows The six fellows came from institutions of higher learning located in four African countries namely: Kenya, Uganda, Nigeria and Mauritius. All of them are academics with lecturing and research responsibilities. They also have an interest in distance education and all are involved in the TESSA project in their respective institutions. Thus they are active participants in OER development. This section provides detailed description of the six fellows including what they did, and the impact the fellowship had on them as individuals, on the institutions and on their communities. Figure 8 Top Left: Juliana Bbuye and Dele Yaya; Top Right: Doris Kaije and Tessa Welch; Bottom Left: Anu Gungadeen, Kasia Kozinska (OLnet PhD Student), Bottom Right: Dele Yaya and Fred Keraro 10

19 Pritee Auckloo Institution Mauritius Institute of Education (MIE), Mauritius Biographical information Pritee is a lecturer in education at the School of Education at MIE. Besides her teaching role, she has also been actively involved in rolling out the TESSA project at her institution since One of her Figure 9 Pritee Auckloo (CC-BY Karen Cropper) memorable achievements in the TESSA project is when she led the Calling all Creative Teachers competition in Mauritius. Teachers from across Africa had been invited to share their experience of using TESSA activities with their pupils by submitting a written account. Using her personal initiative, she brought together a group of primary school teachers to submit their entries. Out of the five winners, four came from her team. Commenting on this success, an Open University senior academic who has worked with Pritee observes that: The teachers were strongly influenced by her dynamic personality and drive to use the resources in the classroom and, as part of their professional development work, prepare examples of what had worked well in their classroom and how it had affected pupil learning. 1 She is a project coordinator of a related project called Millennium Development Goals with Creative Teachers in Mauritius and Rodrigues. She is also a recipient of the British Council Scholarship for Interaction Leadership Program that enables African professionals to sustain leadership and belief in the future. This opportunity widened her understanding of the African continent outside Mauritius, which she finds relevant as she conceptualizes OER within African context. Her research interest focuses on the adaptation of OER materials in primary school education and more specifically, quality and evaluation issues relating to the sustainability and effectiveness of OER in Mauritius. This arises from her observation that very few people in Mauritius know about open learning and OER and she is therefore determined to see more get involved in the OER movement. She is currently in the process of registering for her doctoral programme where she hopes to carry out more research in this area. 1 Pritee s Linkedin profile: (accessed 26th January, 2012) 11

20 As a regular reader of the TESSA newsletter, Pritee came to learn about the OLnet- TESSA fellowship program from one of the issues and her application was successfully considered. Figure 10 Creative Teachers Newsletter from Mauritius Institute of Education December 2009 available to download from (Accessed 13 March 2012) Project title Open educational resources in Mauritius: Understanding teacher s choices in validating quality driven open educational resources Project Summary This project focused on investigating contextual factors that affect primary school teachers choices and the processes involved in adapting and re-using OER. MIE is involved in improving access to quality education and digital pedagogies as a contribution towards making Mauritius a Knowledge Hub within the region. In light of this, Pritee has actively been working with primary school teachers to help them appreciate and use OER in the classroom setting. When she started, teachers were not aware of OER. They did not know they could use the TESSA OER and adapt them for their classroom settings. Through her active involvement including activities such as the Creative Teachers competition, teachers now come to know and appreciate the value of these resources. However, she thinks there should be greater understanding of how teachers are mediating these resources within their classroom settings. Framing her 12

21 project within this background, Pritee s particular interest was to investigate an approach that would position the classroom practitioner as a continuous critic and assessor of quality OER. She worked with practitioners to capture and analyse the processes and variables that influence practitioners choices and to develop a quality assessment for sustaining and validating open educational content. To guide the development of the research, she used the following research questions: What influences the choice of teachers in the adaptation of TESSA materials? What types of adaptations can teachers propose and what levels of adaptations are practiced? How do teacher-led adaptations influence teaching and learning in classroom situations? Visit to the Open University Pritee visited the Open University between 24th January and 5th February, This provided her with an opportunity to engage with and learn from OER experts at the OLnet and TESSA projects. She also attended various workshops and including those organised by the Support Centre for Open Resources Education (SCORE) 2 which she found quite relevant. Her interaction with the OU Africa office opened up connections with a Mauritian consultant specialising in OER use within Mauritian context. She also had an opportunity to present her project ideas during a TESSA research meeting and receive constructive input from other researchers. She held working sessions with two experienced OER researchers who had been assigned to mentor her. All these helped her restructure her project research and make it more focused. She confesses that when I was writing the research project, I was very ambitious about writing too many things. But when I came to OLnet, I realised that this was going to be too much. I had to stream it down. Additionally, access to the OU online library provided relevant information resources which she was able to use in order to develop her research topic. Although she found her visit quite enriching, she wished she could have had more access to the library. She also concedes that the two week s visit was very brief. She had aimed at getting as much as possible during her visit, but on returning to her country, she had difficulties deciding what is more relevant out of all the information she obtained. Her view is that it would have been more helpful to have the first two week visit, followed by another after six months in order to allow the fellows time to digest all the knowledge acquired and consolidate their experience. She also suggests that having OU experts visit them for follow up and to see what how they are progressing with their projects would 2 SCORE ( is located at the Open University and works with Higher Education Institutions to realise the benefits of OER and OEP in all aspects of academics life 13

22 have enhanced the fellowship impact since this would help where fellows were experiencing challenges. DETA Conference Pritee used this conference to understand more about OER use within classroom setting and to meet people who share this interest. One specific contact she made was Dr. Umar of the Commonwealth of Learning who expressed the need for the OER and teacher education community to know more about what was happening in the classroom situation and the importance of obtaining data concerning teacher s use of OER in the classroom. She made a presentation that demonstrated her work in extending OER in the Rodrigues Island, a very small island and although autonomous, it follows Mauritian education system and teachers are trained in Mauritius (see further details below). By showcasing how she is supporting the implementation of TESSA OER in this island, she was able to put it on the OER map. Update since fellowship As well as completing her project, Pritee has been involved in a number of OER related activities since the fellowship. First, upon returning from her OU visit, she shared TESSA/OLnet resources with the group of teachers she is working with. This broadened their understanding of these two projects and they came to see their international scope rather than these being only UK-based projects. Second, she has developed a module concerning the use of OER, basing it on TESSA resources. Third, she has presented a paper on Innovative Teacher Education: Improving Classroom Practices with Open Educational Resources during the International Learning Conference held in Mauritius last July. This gave her an opportunity to talk about her work in open education and OER within the Mauritian context. Lastly, she has been leading and coordinating a project called the MDG with Creative Teachers project which includes Rodrigues Island. With the help the support from the Commission for Education in Mauritius, this project looks at how teachers and learners along with their parents can contribute towards the achievement of the Millennium Development Goals in a novel and creative way using OER. To mark the success of this achievement, she led a celebratory event called Let s go fly a kite and flock to the beach in Rodrigues Island where learners from participating schools together with their teachers and parents celebrated their achievement in contributing towards the OER project. She also shared her involvement in leading this project during the DETA preconference workshop. In carrying out the above activities, Pritee s aim is to create a community of OER users. Impact of the fellowship i) Individual level The fellowship has contributed towards her professional development. She has been able to focus her doctoral topic and fine-tune the research proposal. She acknowledges: 14

23 Overall it helped me to see different mindsets from a global perspective, which helped me to fine tune my research proposal when I was submitting it because I was not only looking at myself but the whole community of researchers, and if had not been to OLnet, it would not have been possible for me to create my own professional competency in this way. This fellowship experience in OER offered by the Open University which is recognised globally as one of the leading institutions in the OER movement helped to strengthen her doctoral application process. Two universities have already offered to register her. Figure 11 Let s go fly a kite and flock to the beach in Rodrigues Island celebratory event (CC-BY Pritee Auckloo). This was part of the Millennium Development Goals with Creative Teachers: Good Practices project (MDG). The students are gathered on the beach with their teachers and some parents, after having worked on the open-learning related activities in classroom situations. The picture is also revealing the Good practices in line with learner centred and socio constructivist pedagogy. It was the day when everyone was called to celebrate their contribution towards the MDGs in MAY

24 ii) Institutional level Because of her active participation in implementing TESSA within her institution, she is seen as the ambassador of OER at MIE and Rodrigues Island. This has created awareness of the value of OER in teacher education as well as in the classroom. iii) National level The MDG project has created a national awareness of the value of OER within the Mauritian community and has extended to Rodrigues Island. The Fly a Kite activity was broadcast in the national television channels in the two islands which resulted in a lot of interest among the communities. Pritee s initiative in promoting OER integration within MIE and Rodrigues during the DETA conference and the International Learning Conference has contributed towards placing these two islands on the global map of OER. Moreover, there is now a better awareness among the people she works with of the fact they are players in the African scene than just at the national level. Looking forward Her current focus is to register and pursue her doctoral research in this area of OER. She hopes to continue to contribute towards use of OER within the classroom and across institutions in her country. Main output Her project report on Open Educational resources in Mauritius: Lessons learnt in a Mauritian context Other outputs Two conference presentations: i. Auckloo, Pritee (2011). From call for creative teachers to Millennium Development Goals with creative teachers: Mauritius and Rodrigues. In: DETA pre-conference workshop, 3-5 August, 2011, Maputo, Mozambique. ii. Auckloo, Pritee (2011). Innovative Teacher Education: Improving Classroom Practices with Open Educational Resources. In: The International Conference on Learning, July 2011, Mauritius. Module on the use of OER in classroom situations integrated in Teachers Diploma Primary program at the MIE: Creative Pedagogy encouraging further investigation about the use and effectiveness of OER in primary education. 16

25 Juliana Bbuye Institution Makerere University, Uganda Biographical information Juliana works as a lecturer in the Department of Open and Distance Learning, College of Education and External Studies at Makerere University. Her area of specialisation is distance education. She holds a Postgraduate Diploma in Distance Education from the Extension College London and has recently defended her PhD thesis where Figure 12 Juliana Bbuye (CC-BY Natalie Eggleston) she looked at the development of learner support systems of private and public universities in Uganda. She has previously held administrative roles at the university including heading the Materials Section in the Department of Distance Education and later on the leadership of the department. Juliana remains active in this area and has conducted research in distance education and adult education. She was part of a working group on a World Bank project that sought to establish the impact of Non-Governmental Organisations in adult learning in Uganda. She also participated in the research carried out by the Commonwealth of Learning on Distance Education in non formal organisations. Her interest in open educational resources (OER) is closely linked with her participation in the TESSA project at her university where she has been a keen participant. She got involved right from the beginning when the project was being introduced at the university. She has since participated as a user as well as in promoting usage within primary schools through a series of training workshops, and through action research project. Project title Skills for sustainable and successful use of OER: a case study of TESSA materials in use in primary schools of Uganda Project Summary Primary schools in Uganda are slowly but consistently taking up the use of TESSA OER in the teaching practice. Teachers who have taken up TESSA OER are gradually developing into facilitators rather than transmitters of knowledge. This is an important shift in an environment that has been dominated by the traditional teacher-centred teaching and learning taking place in classes with as many as pupils. In this setting, teachers are encouraged to prepare notes for the whole term and then go to the 17

26 classroom and deliver these notes. Moreover, teaching often takes place in contexts with limited resources and poor infrastructure. TESSA materials encourage learner-centred pedagogy rather than teacher centred approach. Materials are prepared to fit contexts with poor infrastructure and resources, and are intended to utilise local resources. To master and integrate the use of the TESSA OER, teachers need to acquire skills for adapting the TESSA OER for use in classroom setting, i.e. preparation of a lesson based on TESSA OER and integrating use of local resources and participatory learning methods. Teachers also need to acquire skills related to learner-centred teaching, what it is and what it involves, and also skills of identifying the right method to use in any particular classroom environment. Juliana s project hoped to investigate skills required for this pedagogical change from teacher-centred to learner-centred teaching approach using OER. She also wanted to find out how those teachers already using TESSA are going about it, how they are dealing with infrastructural challenges and how they are handling large classes using TESSA materials that encourage group work. The study was an action research utilising a number of methods i.e. documentary review of previous reports on use of TESSA materials, school visits to observe lessons by teachers making use of TESSA materials, questionnaires and interviews with teachers who use TESSA materials which also provided reflections of their practice and video clips to provide evidence and examples for other teachers to reflect on required skills as they start using TESSA materials. Visit to the Open University Juliana visited the OU between 16th and 27th May Her main objective was to learn how TESSA materials support a learner-centred teaching method. She wanted to find out how other countries are implementing the TESSA project and how sustainable it is. She therefore used this time to interact with the TESSA team at the OU as well other OER experts. She also learnt from her colleagues from other African institutions who were on the same fellowship programme. During this visit, she had working sessions with OU academics who had been assigned to mentor her. These academics happened to have been Figure 13 Juliana Bbuye (CC-BY Natalie Eggleston, OLnet) familiar with Juliana s context and the background to the challenges that she sought to address in her research project. This was valuable in two ways. First, these mentors were able to guide her through a choice of methodological approach (i.e. action research) that fitted the research needs of her 18

27 project. Through these working sessions, Juliana grew in confidence as she was able to see how action research approach fitted not only with her research but also with her beliefs and views of pedagogy and practice within her working context. This came clearly when she presented her project ideas in one of the TESSA research group meetings, as captured by one of the mentors: Even though all of this was in place to facilitate our working relationship during the OLnet project I was not expecting miracles when Juliana presented her project after our work together. I was very aware that in a short time to move methodological paradigms and to gain a deep understanding of the new paradigm was a very big expectation. However, when Juliana gave her presentation I was amazed at the depth of understanding, ownership and confidence that Juliana showed in the front of what could be an intimidating audience of peers and Open University colleagues to present a project that was only at the first stage of development. Secondly, arranged visits that included a UK school and a social excursion to Oxford provided her with lived experiences that challenged traditional views of education in her country and motivated her by seeing examples in practice. It was helpful for Juliana to experience first-hand Oxbridge education through her visit to Oxford and challenge the popular views of a top down Oxbridge education that appear to be embedded within Uganda education system. She sums up her experience at the Open University as follows: I was able to visit places that are famous like Oxford, and it was something that made me proud to have done so. The staff of the Open University never got tired of us. I also particularly enjoyed the school visit, but most important the knowledge I picked during the induction and during the meetings was invaluable DETA Conference Juliana participated in the conference as a delegate and was also able to do a poster presentation of the teachers experiences in the various schools that have adopted TESSA resources depicting how they use TESSA materials in their teaching. She also met people and learnt from their experiences of how they have implemented the TESSA resources in their contexts. Additionally, the entire process of developing, using and assessing impact of the TESSA materials became clearer to Juliana as she was able to see how her institution can optimise the benefits of these resources. 19

28 Figure 14 Juliana with a another delegate at the DETA 2012 conference (CC-BY TESSA Project) Juliana made very useful contacts for her future work with OER at the university. She has continued to collaborate and share experiences with people she met and especially those who were in this fellowship program. They update each other on forthcoming events and publications, and she has future plan to involve them in her institution as reviewers of study materials, mentors for staff on the use of TESSA materials in schools and teacher training and in developing joint publications. She met people representing organisations that have been funding OER initiatives i.e. the Hewlett Foundation and the Commonwealth of Learning and she is hoping to submit a proposal to seek funding for her dissemination activity. Her contact with SAIDE has resulted in her receiving regular newsletters. Update since fellowship The investigation is in progress and there are already some key findings. In the first instance, Juliana has established that teachers acquire the learner-centred methodology as they use these resources. Action research approach is such that teachers are engaged as they plan how they are using these TESSA OER, and then after teaching a lesson using these resources, they discuss their experiences. This is a learning process as they inform and learn from each other. In the process, they have formed a community of users. Juliana has also been engaged in school visits where teachers invite her to carry out TESSA OER workshops. Together with her TESSA team, they have carried out seven workshops for teachers and head teachers in schools mainly around the university. In these workshops, they show them how to incorporate TESSA materials in their teaching. The team has also worked with the National Curriculum Development Centre to incorporate TESSA materials in curriculum for primary 6 and 7. 20

29 Figure 15 Examples of Juliana s poster presentation at the DETA 2012 Conference (CC-BY Juliana Bbuye) Impact of the fellowship i) Individual level There has been a significant impact on Juliana s professional growth and research capacity as a result of this fellowship. Her knowledge of OER has deepened as she has come to appreciate the value of these resources in changing the teaching culture of her community from a teacher-centred to a learner-centred pedagogy. Her research has also given her first-hand experience of this transformation among the teachers she works with. This opportunity exposed her to a new research methodology which did not only help her in the project research but she has continued to use it in her other professional activities. She states: The biggest difference the fellowship has made in me is the ability to conduct action research, and to have a different outlook on how the use of open resources goes a long way to assist disadvantaged schools to achieve good education as well. ii) Institutional level The action research approach followed in this fellowship project has had far reaching effect on the institution Juliana works for. University academics in the faculty of education were involved in the research and as they worked with teachers in the schools, they saw how they were using the TESSA materials to focus on learners. Then they would come back and make reflections of their own teaching and practice what they saw 21

30 teachers doing. So the change in teaching methodology is not just happening at the school level but also among university academics. This congruence between the pedagogies of and the pedagogies in teacher education where teacher education pedagogy at the university is modelling school pedagogies is an important point to note. For academics at the university who had little contemporary experience of school classrooms, the project gave them firsthand experience of the learning sites, which in turn provided reflections on their own pedagogies and created opportunities for improvement. Development of course materials at Juliana s department is also changing and leaning towards learner-centred approach as TESSA OER are introduced in the materials development. iii) National level The impact of working with the National Curriculum Development Centre is two-fold. First, it generated interested to roll out TESSA OER sensitisation workshops to other parts of the country especially in the rural Uganda where learning and teaching materials are most needed. Secondly, TESSA OER have been integrated in the national curriculum for primary 6 and 7 which means this improved method teaching is going national-wide. These are therefore important first steps towards improving teaching methodologies nationwide. Another important impact can be observed in change of practice among teachers. Their teaching approach is being changed with very desirable results as noted in the following feedback comment: Sustainable use of TESSA materials in the teaching and learning experiences of selected primary schools is evident. The teachers move from teacher-centred to learner centred approach is very evident and teachers now enjoy their teaching experiences, while the pupils look forward to the school experiences daily. Teachers form forums and advise each other and the teachers look forward to the workshops organized on adaptation of TESSA materials in those selected schools... a family of TESSA material users has been created among the teachers in the schools that use TESSA materials the academic progression results of students where the use of TESSA materials has been on continuous use continue to be better. They have also embraced technology and shown initiative to acquire ICT skills. They now realise the value of TESSA OER in making their teaching practice easier and more enjoyable to themselves and their pupils. They are also interested in learning from others when they read cases of other countries. This has therefore forced them to learn how to use internet sometimes through discovery methods and are demanding that their school administration buy computers for them. There are reported cases of those without computers and ICT skills visiting local cyber cafes and requesting help to access these resources. 22

31 Looking forward/suggestion Juliana is keen that fellows are able to network and suggest that OLnet can facilitate this network by setting up an online discussion group for those who participated in the fellowship. Main output The main output of this research project is a report that identifies skills required for sustainable and successful use of OER among primary school teachers in Uganda Other outputs Posters and video clips showing and explaining the use of learner-centred methods in primary schools have been produced to be used as a motivation for schools that want to adopt learner centres approaches in primary schools. These resources are used in the workshops and also were presented during the DETA conference. Figure 16 Greenhill school, Makerere how does an insect get the nectar from this flower? (CC-BY Juliana Bbuye) 23

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