|dc.description.abstract||A rapidly growing number of schools in developing countries are introducing packages of OERs
through offline solutions such as APTUS, Rachel, Internet In A Box etc. Such solutions typically
deliver thousands of teaching videos, free books and text books, digital dictionaries and
encyclopaedias, interactive exercises, real time student progress details etc. The schools they are
delivered to typically have few educational resources, undertrained teachers and poor teaching and
learning support systems.
The paper will draw on several years of experience in Pacific Small Island States in implementing a
range of ICT4E projects and provide insights into issues raised by this new approach of flooding
schools with OERs. It will critically evaluate much of the developed world approaches to OERs for
relevance, noting they come from reasonably well functioning education systems with well trained
teachers, adequate resources and support systems and an ICT and information literate population.
The paper will attempt to answer the question – What do we need to do to ensure maximum learning
benefits come from such use of such OERs.
To do this, it will examine the method and practices of deploying and accessing these OERs and
identify gaps and inadequacies and make recommendations to address them// Paper ID 155||en_US