OpenCreate OpenTEL SIG presentation.pptx

Slides from the learning at scale special interest group of the open technology-enhanced learning research group at The Open University in the UK (OpenTEL L@S SIG) on 15 April 2024. This online event brought together lightning talks (around five minutes each) about the OpenLearn Create platform and the many projects that have been developed on the site over the past 18 years. These include: Active teaching and learning for Africa – ZEST, Carbon Literacy project, CGIAR Genebank, Climate Compatible Growth, Digital learning in forcibly displaced communities, FIFA Guardians Safeguarding in Football Diploma, Fit for Law, Foundations for Peace, Learning languages with senior learners , Learning Resources for Global Educators, Online Counselling CPD Courses, Open Networking Lab, Open STEM Africa, OpenCreate datalog analysis, Safeguarding in the International Aid sector., School of Physical Sciences Outreach , Scots Language and Culture, Skills for Prosperity Kenya, Supporting Adolescent Girls’ Education  (SAGE), Tackling antimicrobial resistance, Teacher Education in Sub-Saharan Africa (TESSA), Teacher Professional Development at Scale (TPD@Scale), and Transformation by Innovation in Distance Education (TIDE)

1. Click to edit Master title style OpenLearn Create Rebecca Ferguson Fereshte Goshtasbpour 15 April 2024 An OpenTEL Learning at Scale special interest group online event

2.   OpenLearn Create past and present: openness and learning at scale: Anna Page Zambian education school-based training (ZEST): Ebony Carberry Carbon Literacy training: Victoria Hands and Gabriella Daroczi CGIAR biodiversity courses: Anna Page Climate Compatible Growth: Ashutosh Bhagurkar Digital learning for youth and adults in forcibly displaced communities: Koula Charitonos and Jian Xi Teng FIFA Guardians Safeguarding in Football Diploma: Ben Oakley Fit for Law – LawCare collaboration: Neil Graffin Influencing UP – how local peacebuilders are using TEL to influence international funding practice: Gabi Kent Learning languages with senior learners: Sylvia Warnecke Learning Resources for Global Educators: Oli Biard Using OpenLearn Create for Counselling CPD: Naomi Moller and Andreas Vossler Open Networking Lab: Jon Rosewell R OLC analytics: Thomas Ullmann Safeguarding in the International Aid sector: Andy Rixon Blended engagement in the School of Physical Sciences: Alice Dunford Skills for Prosperity Kenya: Fereshte Goshtasbpour Supporting Adolescent Girls’ Education (SAGE): Lina Aghajanian Tackling antimicrobial resistance through professional learning: Rachel McMullan Teacher Education in Sub-Saharan Africa (TESSA): Kris Stutchbury Teacher Professional Development ( TPD@Scale ): Freda Wolfenden Transformation by Innovation in Distance Education (TIDE): Beck Pitt    

3. Click to edit Master title style OpenLearn Create past and present: openness and learning at scale Anna Page Senior Producer, OU Corporate & Commercial Platform https://www.open.edu/openlearncreate/ [email protected] 15 April 2024

4. OpenLearn Create evolution and stats Slide Title 9 OpenLearn Labspace in 2008 (started 2006) OpenLearn Create redesign 2016 (OEPS funded) OpenLearn Works redesign 2012 404,081 OpenLearners who have logged in since Labspace began (57,276 logged in before January 2016 in Labspare /OpenLearn Works era) 347,236 Course participants – enrolments on courses (as of 8 April 2024) 13 million Visits to the platform since January 2016

5. OpenLearn Create The difference between OpenLearn and OpenLearn Create

6. Some open resources on OpenLearn Create

7. OLC global reach this financial year (to March 2024) 827 thousand Visits to OLC since August 2023 Top 10 countries United Kingdom India United States Philippines Tanzania Nigeria South Africa Cote D’Ivoire Kenya Ethiopia Monthly average visits from 1 Aug 2023 to 31 March 2024 was 103k per month

8. Open courses, collections and closed cohorts 118 Private collections containing 377 closed cohort courses and materials 104 Live open materials 33 Live open articles 6 Live guides and handbooks 1 Live competition space 93 Open collections Courses including drafts (excludes draft materials, articles, etc) 6,189 563 Live open courses

9. Languages of users 34 Language packs (not all used yet, some are different versions of the same language) The number of languages supported on the platform.  The top  7 languages spoken by the audience: English Spanish French Portuguese Thai Arabic Chinese

10. Customised headers and footers

11. Mobile responsive courses

12. Interactivity

13. Analytics and reporting Moodle Stats and Data dashboard for a specific CGIAR course, showing current list of reports available. 

14. Digital badges, Statement of Participation, Custom Moodle Certificate 145,277 Badges issued (as of 5 April 2024). First badge issued during 2014.

15. At the OU, badges are used for: Short courses for specific purposes, for example: introduction to a subject Continuing Professional Development Badges within OU formal modules, for example: as evidence of skills-based activities, such as collaboration OU student employability (badge for each skill) Completing a piece of online learning (not involving a tutor), for example OpenLearn courses Attending a live activity so tutor/administrator involved in issuing the badge, for example an in-person workshop or a webinar

16. Digital badging research evidence Some of the OU research into perceptions and use of digital badges: Fox, Alison; Crabb, Eleanor; DaSilva, Marie; O'Sullivan, Terry (2022). Findings and resources from the BEAUPEEP perceptions of digital badging project . The Open University. Collection. https://doi.org/10.21954/ou.rd.c.6343157 (accessed 23 February 2024) Cross, Simon; Charania, Amina; Wolfenden, Freda; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Digital Badges for TPD at scale in the Global South: a framework for implementation and field study in Assam, India . The Open University, Milton Keynes. https://oro.open.ac.uk/85097/ (accessed 23 February 2024) Law, Patrina; Perryman, Leigh-Anne and Law, Andrew (2015).  Badging and employability at The Open University .   European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014 , article no. 704. https://oro.open.ac.uk/40480/ (accessed 23 February 2024)

17. How badges are issued on OU platforms Digital badges issued on OpenLearn and OpenLearn Create tend to be based on activities within a course completed online by learners and tracked by the system, with no human intervention required for grading or verification, so they are issued automatically. However, a few badges on OpenLearn Create do have human intervention for grading or verification so they can be issued to learners via the system, such as badges for attending a face-to-face to event or a badge involving a submitted assignment which needs grading by a human.

18. How badges are issued on OU platforms 1. Learner completes all the activities which are criteria for the badge. 2. The regular system data updates pick up on the completion and tell the system to issue the badge to the learner. 3. The badge is issued via an email message and appears in the learner’s OpenLearn Create profile. 4. The badge email message includes the badge image for the learner to use on their CV, social media platforms, etc and a link to the badge page for that learner which lists what they had to achieve to receive the badge. 5. The learner profile on OpenLearn Create includes the badge, the option to download the image and a share option – share to social media, e.g. LinkedIn, Facebook.

19. Open Badges assessment You decide the assessment strategy for awarding a badge, for example: Do learners need to visit every page of course material (this can be tracked, though the computer cannot track if they’ve read and understood the material)? Is there a badge activity which is carried out offline (e.g. workshop attendance) and needs to be verified online to achieve the badge? Is there a badge for each section of the course or only a badge at the end of the course? Do other activities count towards the badge – do those activities need to be marked by someone or can the computer track that the learner has completed the activity successfully? Are learners required to pass an end of course quiz which has a pass grade? Are there any practice quizzes (no pass grade) which count towards the badge?

20. Future high-level development aspirations for OLC Refreshed design to allow for more flexibility in layouts and in alignment with OU branding ​ Upgrade OLC profile ​ Make Collection pages mobile responsive – June 2024 ​ New and enhanced data reports ​ Improvements to accessibility ​ Push notifications

21. Intro Slide Title 1 Zambian Education School-based Training (ZEST) Project Manager: Ebony Carberry Project funders: Scottish Government (UK) Project link: Active teaching and learning for Africa: ZEST [email protected] 15 April 2024 Project partners: World Vision (Zambia) & Ministry of Education (Zambia)

22. Slide Title 9 What? The courses draw on the TESSA OER ( www.tessafrica.net ). Educative classroom resources for teachers and teacher educators Creative commons license/OLG Co-designed/versioned in context Badged open courses which mediate the OER Project lifecycle 2017-2024 Innovative Scalable Sustainable ZEST – OER supporting primary teacher in Zambia Teachers’ Toolbox - Print or digital using a Raspberry Pi and SD card Nine learner-centred teaching approaches Audio and video resources to explain and exemplify the nine approaches TESSA OER library TESSA Curriculum guide linking TESSA OER to the Zambian school curriculum Revised Zambian school curriculum Why? Need for in-service training and response to Zambia MoE and local needs & address gaps in teacher performance Contribute to improved quality of teaching and learning experiences of children in primary school

23. Scale: As at March 2024 numbers reached in 5 Districts in Central Province 5 Districts 47 Zones 468 Schools 646 School champions (IT support teachers) 480 Head teachers 47 ZICS 494 SICS 4992 Teachers ZEST on OpenLearn Create Slide Title 9 Reach Access Use Impact How? Journey from print to digital using OLC and Raspberry Pi and SD card Stage 1 Paper Stage 2 Online / digital Stage 3 Sustainability CGIAR Bioversity courses

24. Click to edit Master title style Carbon Literacy Training Presenter: Dr Victoria Hands Project funders : HEFCW Link: www.open.edu/openlearncreate/Carbon-Literacy  [email protected] 15 April 2024

25. April 2022-2024 Carbon Literacy Training on OLC Visit the Sustainability pages of our website for testimonials from staff and students. Contact us: [email protected] ‘The Carbon Literacy training was excellent and above all empowering.’ ‘It covers a lot of ground, but in a way that is accessible and easy to digest. ‘ 'As someone who already had a good understanding of climate science (from my OU study!) I still learned a lot from the course, particularly about the societal impacts of climate change and climate justice and found interesting videos and websites I hadn't come across before through the self-study activities.’

26. Click to edit Master title style CGIAR Bioversity courses Anna Page OU BDU / CGIAR / OU Corporate & Commercial Project link https://www.open.edu/openlearncreate/course/index.php?categoryid=464 [email protected] 15 April 2024

27. CGIAR Bioversity courses on OLC Slide Title 9 Early versions of the courses used wikis, blogs and forums for some activities Later versions use blogs and forums Interactive timeline plus embedded Moodle quiz questions and end of course quiz

28. CGIAR Bioversity courses on OLC Slide Title 9 No of cohorts Number of learners badges issued Course 1 edition 1 4 40 18 Course 1 edition 2 2 38 14 Course 1 edition 3 2 38 27 Course 1 edition 4 2 48 12 Course 2 edition 1 none 44 New, so none issued yet Course 2 edition 2 will be rebranded with the new CGIAR logo There will be French and Spanish versions of Course 2 There are plans for a course about Seed Quality Management

29. Presented by Ashutosh Bhagurkar

30. Role of OU

31. OpenlearnCreate : Energy, Financial, CLEW modelling tools on OpenLearn CCG courses total views on OpenlearnCreate   134,525   CCG courses are free to access Course typically contains lecture slides, quizzes and practical exercises. If users complete the course, they obtain a certificate CCG also organises intensive in person training for modelling tools. Users can then obtain a ‘badge’ Users can showcase the certificate and badge on LinkedIn, potentially boosting employment opportunities. Example of certificate obtained by completing a CCG course on OpnlearnCreate

32. Jian Xi Teng UNESCO Institute for Lifelong Learning Digital learning for youth and adults in forcibly displaced communities Koula Charitonos Open University Francis Randle UNHRC Education

33. Digital learning for youth and adults in forcibly displaced communities Blended course - 4 Units, 12h of study (statement of participation and badge on completion) 1: Understanding forcibly displaced communities and what digital learning can offer 2: Leveraging different approaches to learning with technology 3: Co-creating learner-centred digital programmes 4: Participatory monitoring, evaluation and learning Intended for policymakers and programme providers involved in the design, delivery and monitoring of activities in digital learning programmes. Research-informed; re-used, re-purposed content from UIL and UNHRC (e.g. reports, videos) Launch: November 2023 (222 enrolments). Currently exists as non-facilitated (independent learning) on OLC and UIL platforms OLC: https://www.open.edu/openlearncreate/course/index.php?categoryid=1194

34. Live session, 6 December 2023 Example of task in Unit 1 - How to support policy makers, officials, and programme officers across diverse roles and geographies to make links with complex scenarios in their everyday practice? - “ H ow the global and local intersect and how this knowledge can be translated into teaching and learning practice?” (Carvalho et al., 2023)

35. Click to edit Master title style FIFA Guardians Safeguarding in Football Diploma Ben Oakley FIFA / UNICEF / OU https://safeguardinginsport.fifa.com/ [email protected] 15 April 2024

36. Introduction Global Ed. programme (2021 – present) to upskill staff from 211 Football Assoc ns ‘Closed’ FIFA cohort - 60 hrs. online learning, quizzes, moderated discussion forums, assignments x2, webinars, 5-day residential workshop. = ‘Diploma’ ‘Open’ access courses for all – less parts in italics (above) = ‘Award’ English, Spanish, French, + (coming soon … Arabic, Portuguese) Visual aesthetics important … FIFA Guardians landing page – WordPress site Courses 1 & 2 used Articulate Rise 360 ~ Courses 3-5 used XML Slide Title 9

37. Challenges Successes * FIFA expectations * Work-related content * Translations * Modest personalised 500-word assignments * Video / audio balance * Learner engagement Global uptake FIFA Diploma Cohort 1 - 70 nations (105 learners), Cohort 2 – 140 nations (180) Open access Course 1 = 15,000 completions ‘Award’ 5 (courses) = 500 Slide Title 9

38. Click to edit Master title style FitforLaw – LawCare collaboration Neil Graffin 15 April 2024

39. FitforLaw – LawCare collaboration 3 courses (currently two produced) on wellbeing in the legal profession Managing and understanding yourself Working with others Wellbeing for managers Collaboration with charity LawCare Research underpinning the development of the courses Slide Title 9

40. FitforLaw – LawCare collaboration Advertised on the LawCare website and used by them in their telephone advice line Also previously been advertised through the Law Society of England and Wales and Law Society of Northern Ireland and other channels Managing and understanding yourself has had 7159 visits and 897 completions since 2018 Slide Title 9

41. Click to edit Master title style Influencing UP How local peacebuilders are using TEL to influence international funding practice Gabi Kent, Snr Lecturer in Knowledge Exchange (SSGS, FASS) OU HEIF KTV with Foundations for Peace www.open.edu/openlearncreate/FFP-InfluencingUp [email protected] 15 April 2024

42. Influencing Up A short course made by local peacebuilding funders and activists for international philanthropic funders and grant-makers who are interested in supporting meaningful and sustainable conflict transformation. Slide Title 9

43. THREE reflections… Open TEL is a powerful and innovative social change tool for local activists and peacebuilders in conflict contexts. Balancing risks mitigations with benefits of SCALE when teaching politically risky topics is tricky… Course co-design requires a genuine collaboration not only between academics and community partners but also with OLC/ LDS colleagues Slide Title 9

44. Learning resources for global educators Presented by Oli Biard , Liz Chamberlain, Clare Woodward, Kris Stutchbury and Claire Furlong This presentation will be followed by Naomi Moller and Andreas Vossler Using OpenLearn Create for counselling CPD

45. Click to edit Master title style Learning languages with senior learners Sylvia Warnecke Open University and Lingo Flamingo 15/3/24

46. Key facts on this provision Social care staff CPD course Produced and delivered with Glasgow-based charity Lingo Flamingo Initially KE-funded in Scotland, now self-sustaining Non-accredited Students receive certificate issues by both partners together on successful completion We are exploring a digital badge issued by professional social care body in Scotland Slide Title 9

47. OLC use for this course Collection page where all presentations of this course sit - also used for marketing Closed groups for each presentation We use: forums for group work around application of new skills personal blogs for formative assessment questionnaires for surveys Microsoft Teams for online tutorials External online editor who: produced the original course website undertakes maintenance creates closed group access

48. The course – building blocks

49. Our upskilling approach

50. The unit structure Input Tutorial with application planning Application Reflection with peers Community links Further engagement

51. Click to edit Master title style Learning Resources for Global Educators Liz Chamberlain, Clare Woodward, Kris Stutchbury, Claire Furlong, Oli Biard OU WELS ECYS https://www.open.edu/openlearncreate /course/index.php?categoryid =573 [email protected] 15 April 2024

52. Learning Resources for Global Educators What A collection of OU education project OER for educators and implementers Range of materials, courses, audio and video Range of countries, levels and languages Why Improve access to a dispersed set of resources from various projects with various OLC sites Highlight the research behind some of the resources Showcase breadth and depth of the OU’s work How OLC based portal Adaptation of the ‘filter’ from TESSA Reflections Open by licence but also by design Online / offline

53. Click to edit Master title style Using OpenLearn Create for Counselling CPD Prof Naomi Moller / Dr Andreas Vossler School of Psychology and Counselling Counselling short courses/CPD [email protected] [email protected] 15 April 2024

54. Counselling CPD: OpenLearn / OpenLearn Create content Free counselling CPD content on both OpenLearn and OpenLearn Create content ‘How to do counselling online’: Our biggest free course with 29,602 learners (most successful OpenLearn Create course in terms of student numbers) – nominated for Times Higher Education Awards (Knowledge Exchange) Free CPD for counsellors now and historically: related to research (e.g. ‘ Working with infidelity ’ CPD course) but also not We also now have paid for CPD courses on the FASS VLE: Counselling CPD Short Courses Slide Title 9

55. Still from video made for online counselling course showing client and therapist mid-session Motivations for OpenLearn Create content How courses can provide impact (impact/evidence of impact) in terms of research, funded and un-funded, How content that is a mix of free/paid can act to promote curriculum, particularly the new counselling curriculum that we are developing, How paid CPD courses can help to diversify income.

56. Click to edit Master title style Open Networking Lab Jon Rosewell, Karen Kear, Helen Donelan et al Ufi VocTech Trust ONL @ OpenLearn [email protected] 15 April 2024

57. Slide Title 9

58. Slide Title 9

59. R OLC Analytics Thomas Ullmann The Fleming Fund https://www.open.edu/openlearncreate/course/index.php?categoryid=415 [email protected] 15 April 2024

60. Quarterly learning analytics reports OLC data analytics report Courses and pathways Enrolled users report Total Per quarter OLC completion report Activity % of completions No of completions Quarterly metrics Quiz Badges … Alternative downloads Satisfaction Pathway data Toolkit downloads CSV 1 … CSV n CSV 2 Quarterly reports for the funder Deliverables Impact

61. Quarterly learning analytics reports 25 modules and 10 pathways on Tackling Antimicrobial Resistance. Multitude of data reports on OLC. Problem: More than 150 CSV files for all modules and pathways. Solution: Bespoke R scripts converting all CSV files into analytics reports summarising key metrics (total and quarterly). Metrics are often based on multiple reports. Report contains sections for each key metric, such as enrolment information, activity and quiz completion measures, satisfaction scores, downloads, Adobe Analytics Web log statistics, etc. The generated data tables and data points serve multiple purposes, for example, to create the quarterly report for the funder.

62. Click to edit Master title style Safeguarding in the International Aid Sector Andy Rixon – Senior Lecturer WELS / HWSC Funding: Foreign and Commonwealth Development Office & World Health Orgainsation OLCreate : Safeguarding in the International Aid Sector | OLCreate (open.edu) [email protected] 15 April 2024

63. About the project… International Development Office project funded by FCDO Motivation - Sexual exploitation and abuse of vulnerable people in contact with Aid Agencies 3 courses for the FutureLearn platform on leadership in the sector 3 presentations of each course on FutureLearn with 4,500 enrolled learners 19% completion rate Rewritten and sited on OpenLearn Create July 2022 (Badged course) 426 learners 149 badges World Health Organisation funded the translation of one course into 4 languages in Nov 2023 Slide Title 9

64. Pros and Cons of repackaging material between learning platforms The importance of visibility How to sustain and update content Opportunity for evaluation Slide Title 9 Learning & Issues…

65. Click to edit Master title style Blended Engagement in the School of Physical Sciences Dr Alice Dunford SPS@OU, The Ogden Trust, The Institute of Physics, Department of Education [email protected] 15 April 2024

66. Blended Learning, Engagement and Outreach in SPS Slide Title 9 Aim: to develop a high impact engagement & outreach programme that supports young people and teachers. Series of programmes with a primary focus on Teacher Continued Professional Development in partnership with several external partners. Two main collections of courses:  One focusing on school outreach support  One focussing on Teacher Continued Professional Development

67. Subject Knowledge for Physics Teaching Blended learning teacher CPD for non-specialist physics teachers (current & aspiring). Created in partnership with The Ogden Trust and the Institute of Physics Delivered by the Ogden Trust in partnership with DfE and STEM Learning Hubs based around the country, led by Ogden trained experienced teachers and ex teachers. Aim to have 800 teachers enrolled each year. Currently delivered over 37100 hours of online and in person teaching. “An excellent course. Gets you to think about your delivery of certain topics and how you can improve upon these.” SKPT Atomic Physics participant “This course allowed us to get a true appreciation of Physics.” SKPT Forces participant “Brilliant course - saved video and revisit resources…” SKPT Forces participant

68. Click to edit Master title style Skills for Prosperity Kenya Fereshte Goshtasbpour FCDO funded partners: Leornard Cheshire Project webpage [email protected] 15 April 2024

69. Skills for Prosperity Kenya (2020-23) Project aim: To develop HE capacity and expertise to deliver quality digital education (online and blended) in Kenya Stakeholders: 37 public universities; Ministry of Education/ Commission for University Education Programme: Slide Title 9

70. Skills for Prosperity Kenya Interesting aspects Quick development model Accessible delivery through collaborative and multi online formats/ methods Slide Title 9

71. Skills for Prosperity Kenya Slide Title 9 Impact case study vignettes & https://bit.ly/3xgZbJR Programme impact videos: https://bit.ly/3wTtpSZ Programme publications: Ferguson, R., Whitelock , D., Cross, S., Pitt, B. and Goshtasbpour, F. (2024). Capacity Building for Digital Education. Open Learning: The Journal of Open, Distance and e-Learning . https://www.tandfonline.com/doi/full/10.1080/02680513.2024.2317894 Farrow, R., Coughlan, T., Goshtasbpour, F. and Pitt, B. (2023). Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies. Education Sciences. 13(11), 1115; https://doi.org/10.3390/educsci13111115 Goshtasbpour, F., Pitt, B., Cross, S., Ferguson, R., and Whitelock , D. (2023). Challenges for Innovation and Educational Change in Digital Education in Low-Resourced Settings: A Kenyan Example. EDEN 2023 Annual Conference. National Institute for Digital Learning (NIDL), Dublin City University. Goshtasbpour, F. and Ferguson, R. (2022). High quality professional training using Open Educational Resources (OER https://medium.com/skills-for-prosperity/high-quality-professional-training-using-open-educational-resources-7edac1027f81 Goshtasbpour, F., Ferguson, R., Pitt, B., Cross, S. and Whitelock , D. (2022). Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capacity Development. 21st European Conference on e-Learning - ECEL 2022. https://doi.org/10.34190/ecel.21.1.718 Goshtasbpour, F. and Ferguson, R. (2022). Three steps to inclusive and accessible online training. https://medium.com/skills-for-prosperity/three-steps-to-inclusive-and-accessible-online-training-1a4d5c122455

72. Click to edit Master title style Supporting Adolescent Girls’ Education (SAGE) Lina Aghajanian Funded by FCDO, led by Plan International https://www.open.edu/openlearncreate/course/index.php?categoryid=602 [email protected] 15 April 2024

73. SAGE, Zimbabwe – about the project Funded by UK aid (FCDO) and delivered by a consortium of diverse partners, led by Plan International OU role: academic partner and technical lead of the non-formal literacy and numeracy skills programme By 2026, will have reached 18,000 out-of-school adolescent girls OpenLearn Create: learning resources (OERs) delivered at-scale Use of Whatsapp to support professional development of community educators

74. SAGE OpenLearn Create collection

75. Click to edit Master title style Tackling antimicrobial resistance through professional learning Rachel McMullan Funder - Fleming Fund Tackling AMR course page [email protected] 15 April 2024 This Photo by Unknown Author is licensed under CC BY

76. Tackling Antimicrobial Resistance (AMR) through professional learning AMR is a significant global health issue threatening our ability to treat infections. Individuals and teams with AMR-related responsibilities are critical to tackling AMR. There is a need to provide learning opportunities at scale to support professionals to acquire and apply new knowledge and skills and developing new forms of AMR practice that mitigate the impact of AMR. The OU has been awarded funds by the Fleming Fund to develop flexible, contextually appropriate, technology-supported professional learning approaches that support learning for AMR-related work in LMICs. Slide Title 9

77. A Global AMR curriculum and toolkit has been developed on the OLC platform (launched Jan ‘21) Global curriculum 25 modules covering key AMR-related areas 10 learner pathways targeted to professionals in specific roles Slide Title 9 The global AMR curriculum and toolkit on OLC Downloadable toolkit 3 tools supporting teams to apply knowledge from global curriculum to local practice

78. Click to edit Master title style Teacher Education in sub-Saharan Africa (TESSA) Dr Kris Stutchbury Project funders: various charitable foundations in the past/Alumni/OSC Project link: www.tessafrica.net [email protected] ; [email protected] 15 April 2024

79. TESSA – OER to support Primary teachers and Secondary Science www.tessafrica.net Slide Title 9 What? Educative classroom resources for teachers and teacher educators Individual country websites Translated into four languages Creative commons license Co-designed/versioned in context Badged open courses which mediate the OER

80. TESSA on OpenLearn Create Slide Title 9 Why? Need for in-service training and more relevant pre-service training ( eg TESSA MOOC, Teaching Early reading, Inclusive Education) New curricula asking for new pedagogies – but core content is fairly stable OER need to be mediated – BOCs are a way to do this and respond to local needs How? Learning design/co-design – relevance to context/issues ‘vanilla moodle ’ – TESSA MOOC translated and presented on Government servers in Togo; Inclusive Education MOOCs presented on CoL platform Off-line access Reach Access Use Impact

81. Click to edit Master title style Teacher Professional Development TPD@Scale Freda Wolfenden TPD@Scale Coalition for the Global South / IDRC tpdatscalecoalition.org [email protected] 15 April 2024

82. The TPD@Scale Coaliton for the Global South Collaborative effort of education and technology stakeholders worldwide who are engaged in large scale teacher professional development (TPD). Countries with previous projects Countries with current activities Mission A ims to contribute to the attainment of SDG 4 by promoting quality, equitable, and sustainable large-scale, ICT-mediated teacher professional development through collaboration, research, and implementation support. Map of Overall Engagements (29 Countries)

83. Impact Slide Title 9 Learning Cycle (LC) on “Teacher Professional Development at Scale” (based on the TPD@Scale OLC courses ) The TPD@Scale OLC courses guide participants on scaling ICT-mediated TPD programmes through adaptation and localization to improve teacher practices. 12 learning teams from Bangladesh, Bhutan, Kyrgyz Republic, Maldives, Vietnam, Georgia, Moldova, Nepal, Sudan, Tajikistan, Uzbekistan, and Yemen took part in the learning cycle. Other course users also include researchers and TPD designers who are now involved in the “Empowering Teachers Initiative: TPD@Scale ” , an ongoing project of the Coalition. The courses have recently been shared with the Association for the Development of Education in Africa (ADEA).

84. Click to edit Master title style Transformation by Innovation in Distance Education (TIDE) Beck Pitt UK-Aid-funded SPHEIR Programme https://tinyurl.com/smt4vt2z [email protected] 15 April 2024 Explore.Create.Learn by Beck Pitt is licensed CC BY 2.0.

85. TIDE Project Aims Brought together UK and Myanmar universities to increase the quality of distance education and result in more employable graduates.​ The partnership aimed to innovate and strengthen the quality of the distance education system at institutional levels and in the design and delivery of learning,  focusing on environmental science disciplines  and making use of the rapidly emerging ICT infrastructure and mobile telecommunication networks.   ​ A ctivities aimed to benefit more than 500,000 students across Myanmar who accessed higher education through distance learning. “Permission to Share” and “Creative Commons opens beautiful doors” was produced by Visual Thinkery for TIDE project, part of the UK-Aid-funded SPHEIR programme ( spheir.org.uk ), and is licensed CC BY 4.0

86. https:// tinyurl.com /2bh7vawt