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OER LIFE CYCLE Andrew Moore and Tessa Welch. OER LIFE CYCLE GET Find OER Compose (Piece Together) Adapt to Local Contexts Produce a Learning Resource.

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Apresentação em tema: "OER LIFE CYCLE Andrew Moore and Tessa Welch. OER LIFE CYCLE GET Find OER Compose (Piece Together) Adapt to Local Contexts Produce a Learning Resource."— Transcrição da apresentação:

1 OER LIFE CYCLE Andrew Moore and Tessa Welch

2 OER LIFE CYCLE GET Find OER Compose (Piece Together) Adapt to Local Contexts Produce a Learning Resource Deploy and Use Resource Refine Learning Resource Share and make available for reuse

3 COMPOSE Link to Outcomes Language (translation, remove colloquialisms) Pitch at your learners level Chunk information appropriately Insert into your methodology/pedagogy Contextualise materials

4 OER LIFE CYCLE Search & find OER Compose (Piece Together) Adapt to Local Contexts Produce a Learning Resource Deploy and Use Resource Refine Learning Resource Share and make available for reuse

5 ADAPT ReUse (Use OERs as per original) Rework (Rework OER but remain true to its message) Remix (Mix OER materials) Be true to copyrighted conditions of materials

6 OER LIFE CYCLE Search & find OER Compose (Piece Together) Adapt to Local Contexts Produce a Learning Resource Deploy and Use Resource Refine Learning Resource Share and make available for reuse

7 PRODUCE, DEPLOY & REFINE Produce: Medium, (Paper vs Digital) has implications for distribution and access. Produce: Quantity, implications for cost. Deploy: Who should have access to the documents and when? Refine: After the first run the document needs to be refined/revised based on lessons learnt so that it is remains useful.

8 OER LIFE CYCLE Search & find OER Compose (Piece Together) Adapt to Local Contexts Produce a Learning Resource Deploy and Use Resource Refine Learning Resource Share and make available for reuse

9 SHARE Need to get the OERs back to the OER community. Others should benefit from your revisions (especially in Africa where material context is significant) Need to advertise your improvements.

10 Working with teachers Course design Curriculum mapping Materials adaptation Teaching and learning Assessment Reflective practice Community of practice Getting to know the TESSA materials Which TESSA materials are suitable for your teachers? How will you plan to use the selected TESSA materials in your context? How will you adapt the TESSA materials for your context? How will you use the selected TESSA materials with your teachers ? How can you encourage Reflective Practice by the kinds of assessment you use? How can you evaluate and improve your use of the TESSA materials? How can you deepen your engagement with the TESSA community? How are the TESSA materials structured? START HERE W HAT IS THE S AME AND WHAT IS DIFFERENT ABOUT THIS VERSION OF THE OER L IFE C YCLE ?

11 TESSA KEY QUESTIONS IN G OOGLE P ORTUGUESE 1. Como são as matérias TESSA estruturado? [Conhecer os materiais TESSA] 2. Quais materiais TESSA são adequados para seus professores? [mapeamento Curriculum] 3. Como você planeja usar os materiais selecionados TESSA no seu contexto? [Curso de design] 4. Como você pode acessar e adaptar os materiais TESSA para o seu contexto, semperder sua essência? [adaptação de materiais] 5. Como você vai usar os materiais selecionados TESSA com seus professores? [O ensino e aprendizagem] 6. Como você pode estimular a prática reflexiva sobre as atividades TESSA atravésdo tipo de avaliação que você usa? [Avaliação] 7. Como você pode avaliar e melhorar o uso dos materiais TESSA? [prática reflexiva] 8. Como você pode aprofundar seu envolvimento com a comunidade Tessa outrosenvolvidos no trabalho com professores em um ambiente OER? [Comunidade de prática]

12 S OME WORDS OF WISDOM FROM OTHERS To unlock the potential of OERs, they have to be first located, then adapted, used and the adaptations (perhaps with commentary on the form and impact of their use) made available to a wider community; otherwise they remain just another piece of content, merely stuff rather than a tool (Cantoni, quoted in Conole & Weller, 2008, p.11).


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