Title: Section 3: Teaching and Learning Approaches
Course: Introduction to Open Schooling > Section: Teaching and Learning Approaches for Open Schooling

ODeL, open educational resources, pedagogy, technology, learner support, and quality.

Learning Journey

There are five sections in this course, and each explores a specific aspect of open schooling principles and practices. Let's now begin with section 3. Overview of Open Schooling (Completed) Curriculum Issues for Open Schooling (Completed) Teaching and Learning Approaches for Open Schooling (Up next) Funding and Policy Issues for Open Schooling (Upcoming) Regional Variations in Open Schooling Practices (Upcoming) 1 2 3 4 5

Migration source: module15/p32

ODeL: Definition and Barriers

What is open, distance and e-learning (ODeL)? There are many barriers to ODeL or universal education… Forms of education provision that use contemporary technologies to enable varied combinations of synchronous and asynchronous communication among learners and educators who are physically separated from one another for part or all of the educational experience --(Alfonso, 2012, cited in Arinto, 2016).

Migration source: module15/p31

ODeL: Definition and Barriers: Barriers to ODeL or universal education

Some of the barriers to universal education are: Poverty Child-headed households Natural disasters, wars
and illnesses Uninspiring and ineffective schooling provision Constraining educational policy Gender inequality Indirect costs of schooling: distance, deferred income generation/livelihoods Direct costs of schooling: school fees, uniforms, stationery and textbooks What's the solution? At least some of these barriers can be mitigated through the implementation of open, distance and e-learning (ODeL), open educational resources (OER), open educational practices (OEP) and technology-enabled learning (TEL).

Migration source: module15/p01

ODeL in Open Schooling

How does open, distance and e-learning (ODeL) relate to open schooling? ODeL refers to the new forms of distance education, which are characterised by the convergence of an open learning philosophy, distance education pedagogies and e-learning technologies (Arinto, 2016). Kanwar (2020) describes ODeL as an innovation that has evolved to serve the needs of different contexts and constituencies — from enriching face-to-face teaching, to blended and flexible approaches, to entirely online provision. In a connected world, content is freely available, so we can shift the focus from delivering content to co-creating knowledge with anyone, anywhere, at any time.
But… there are still many obstacles.

Migration source: module15/p30

ODeL in Open Schooling (Continued)

Governments and their civil society partners need to collaborate to make devices and Internet access affordable for all and to build and maintain ICT infrastructures.
- The cost of digital devices
- The cost of Internet connectivity
- Building and maintaining an Information and Communications Technology (ICT) infrastructure

Some of the obstacles include:
Obstacles in open, distance and e-learning (ODeL)

Migration source: module15/p33

OER and Open Schooling

OER are teaching, learning and research materials in any medium — digital or otherwise — that reside in the public domain or have been released under an open licence that permits no-cost access, use, adaptation and redistribution by others, with no or limited restrictions. OER form a part of “open solutions,” alongside free and open-source software (FOSS), open access (OA), open data (OD) and crowd-sourcing platforms (UNESCO, n.d.). Another attribute of open schooling is open educational resources (OER). What constitutes OER? OER publications

Migration source: module15/p07

OER and Open Schooling (Continued)

Select each tab to find out how open educational resources (OER) is associated with open schooling. OER support open schooling by:
- Encouraging active learning
- Promoting big thinking
- Responding to context
- Generating interest to learn
- Promoting independent learning
- Using resource-based learning approaches

Can OER also have some constraints upon their usage? Let's find out.
- Reduce costs
- Improve retention
- Improve pass rates and pass quality
- Improve progression

OER can:

Migration source: module15/p34

Constraints Upon Using OER

Select each aspect to learn more about the open educational resources (OER) constraints.
Resources become educational resources when teachers design learning activities using their content. However, if you found a photo on the Internet and wanted to use it, you could be breaking copyright law. In terms of the Berne Convention, which most countries observe, copyright automatically exists in any created work — even if it is not specifically stated.
Although most countries make provision for fair usage for educational purposes, this usually applies to the use of only 10% or less of a particular resource. In addition, there is a big difference between using a resource with 30 learners in a physical classroom and sharing a resource digitally online, where it could potentially be used by thousands of learners and teachers.
For educational purposes, we like content licensed to be adapted for different learning needs and contexts. Commonwealth of learning's (COL) default licence is CC BY-SA. To learn more about OER, why not take our short course Understanding Open Educational Resources, which, like this course, is available at https://colcommons.org/.

Related links

- Open resource on colcommons.org

Migration source: module15/p06

OEP and Open Schooling

The term open educational practices refers to a set of activities and support around the creation, use and repurposing of open educational resources (OER) and their adaptation to contextual settings (Conole & Ehlers, 2010).

Figure 5. A web that shows the activities involved in open educational practices. This includes using or creating OERs, better quality, sharing teaching practices, connect information, innovate, and improve competence.

Open educational practices (OEP) are yet another important factor that contribute to open schooling. What are OEP? At the heart of OEP is a willingness to share intellectual property with others, which is a move towards collaboration rather than competition in terms of both content and pedagogy.

Migration source: module15/p35

OEP and Open Schooling: Contributions of OEP

Open educational practices contributes to open schooling in many ways: Open educational practices (OEP) are yet another important factor that contribute to open schooling.
- Learner engagement with content, including content creation
- Sharing of teaching practices
- Integration of social media
- Lack of geographical limitations
- Lifelong learning
- Wider curriculum choices
- More open and authentic assessment
- Learning outside of the limitations of the “school year”

Migration source: module15/p36

ODeL and OEP in Namibia

Namibia is a country on the south-west coast of Africa, bordered by Angola, Zambia, Botswana and South Africa. It has a long history of distance education provision and is increasingly embracing ODeL and OEP. The Namibian Open Learning Network Trust (NOLNeT) was established to co-ordinate open and distance learning (ODL) activities in the country. Following Covid-19 campus closures, the Namibia College of Open Learning (NAMCOL) saw more people accessing its open educational resources (OER), with user numbers going from 2,000 per month to 18,000 per month.

Figure 6. Namibia regions WV map

Let's now discuss how open, distance and e-learning (ODeL) and Open educational practices (OEP) are applied in one of the African countries, Namibia.

Migration source: module15/p37

Technology-enabled Learning (TEL)

- Radio and TV
- Digital projector
- Computer-based e-learning
- Web-based (online) learning
- Mobile learning applications
- Social media platforms
- Virtual classrooms and live streaming

While dealing with open education and e-Learning, we also need to be aware of various technologies used in latest education trends. Educational technology is constantly evolving. That is why we need to choose appropriate technology for the content and context, and then use that technology in appropriate ways. Often, we use several forms of technology at the same time:

Migration source: module15/p38

Technology-enabled Learning (TEL) (Continued)

Technology can be used to do old things in new ways or to do new things in new ways. Some of the recent TEL trends include the following. Select each tab to learn more about trends in TEL. Learners study content outside of contact time and use contact time to solve problems and discuss issues related to the content. An LMS, such as Moodle, can be used to create a structured learning pathway online, with opportunities for active engagement both with the content and with other participants. It can also be used to conduct online assessments. A MOOC can be used to reach large numbers of learners who need support for specific curriculum topics (for example fractions). These overcome the barrier of cost, allow revisions and enable the sharing of resources in multiple formats. Although not yet commonly used in open schooling, immersive digital environments offer a way to address the more practical and experiential parts of a curriculum.

Migration source: module15/p40

TEL: Challenges, Future and Scale

What are the challenges posed by Technology-enabled Learning (TEL) ? What does the future hold for TEL? How can we use technology at scale?

Migration source: module15/p39

TEL: Challenges, Future and Scale (Continued)

Select each tab to learn more about technology-enabled learning (TEL) – challenges, future and scale. Numerous models for TEL integration have been developed, such as Gartner's Hype Cycle and the Technology Acceptance Model. Both models indicate that engagement with TEL involves a process over a period of time. The Khan Academy is a great free example of TEL, but creating such resource requires teachers to embrace the technology, not to mention affordable access to devices, the Internet and support.

Figure 7. A graph that charts the visibility of a technology over time. It starts with a technology trigger. Here, visibility spikes and there is a peak of inflated expectations. Following the peak, visibility plumets to the trough of disillusionment. From there visibility slowly rises up the slope of enlightenment and levels out at the plateau of productivity.

Figure 8. A flow chart depicting how the attitude of using a system, behavioral intention for using, and the actual system for using is a function of perceived usefulness and perceived ease of use.

What does the future hold for TEL?
- We need a concerted and collaborative effort to provide free, or at least affordable, access to devices, the Internet, training and support.
- We need governments to engage with Internet service providers (ISPs) to drive down data and device costs for education use.
- We need continuous professional development and TEL support for teachers as they increasingly move into open, distance and e-learning (ODeL) provision.

Technology-enabled learning implementation handbook Over an 18-month period starting 3 October 2017, National Institute of Open Schooling (NIOS) trained 1.4 million untrained in-service elementary teachers in one cohort.
It is no longer necessary to keep paper copies of qualifications or to wait for four to five years before earning a certificate that can be used to access employment or further training. Now, even small pieces of learning can earn you digital badges and micro-credentials.
A large group of people pose for the camera. And Commonwealth of Learning's (COL) Aptus device allows you to use and share digital content offline, even when there is no power.
AptusPi device by COL

Migration source: module15/p03