Field Testing Experiences of OER4s Project

Deshmukh, Narendra D
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The concept of an Open Educational Resource (OER) was started by an Open Software movement. OER is the simple and powerful idea that the world’s knowledge is a public good and that technology in general. The World Wide Web in particular provides an extraordinary opportunity for everyone to share debate and discuss, use, and reuse knowledge. Quality OERs play a vital role in quality assurance in liberal as well as vocational education. The notion of an OER is now well adapted, accepted and appreciated all over the world. The developing countries are facing the challenges of creating appropriate content, affordability of infrastructure, and availability of connectivity. // For the last five years Homi Bhabha Centre for Science Education (HBCSE), Maharashtra Knowledge Corporation Limited (MKCL) and the Indian Consortium for Educational Transformation (I-CONSENT) was engaged in developing Open Educational Resources for Schools (OER4S) aiming at offering Quality School Education for All, and for sustainable development of local situations – classrooms, schools and local community - by linking them to global scenario. The mentioned project is being funded by the Rajiv Gandhi Science and Technology Commission of the Government of Maharashtra, India. The content in regional language was developed through a series of workshops organized involving practicing teachers, teacher educators, enthusiastic parents and subject experts, so far more than 3000 modules in school science and mathematics were developed. These modules were made available to the stakeholders (teachers, parents and students) through a website ( specially developed for the project by the Maharashtra Knowledge Corporation Limited (MKCL). // This paper shares the field testing experiences of 410 (200 science & 210 mathematics) teachers about OER4s Project. For all these teachers the 12,000 pages school science and mathematics material is useful and supporting their classroom teaching. There is scarcity of resources in regional language compared to English at school level. The real challenge we faced was creating/developing quality resources in regional language but during the field testing the issues of an insufficient human interaction between teachers and students, the technological issue such as connected with slow or erratic Internet connection and technical support were immerged. The work referred here provides both opportunities and challenges. This paper attempts to highlight some of them which are very relevant for developing countries OER movement/mission. // Paper ID: 450
Open Educational Resources (OER), Promoting Open Educational Resources, Materials Development