TEDODL atOUSL_RDS_SPKarunanayaka_29.04.2024.pdf

Presentation made at the Research Dissemination Seminar on "Teacher Education via ODL at OUSL" (COL Chair Research Study) held 29/04.2024 at the Open University of Sri Lanka

1. OUSL-COL CHAIR RESEARCH PROJECT
2023/2024
Teacher Education
via ODL @ OUSL
Shironica P. Karunanayaka
COL Chair (Teacher Education)
Senior Professor in Educational Technology
Faculty of Education, The Open University of Sri Lanka
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2. CONTENTS
INTRODUCTION OBJECTIVES METHODOLOGY
KEY FINDINGS KEY OUTPUTS CONCLUDING
THOUGHTS
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3. Introduction
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➢OUSL-COL CHAIR RESEARCH PROJECT– 2023/24; C-24-083
➢Research study conducted in relation to the COL Chair
MOU signed between the Open University of Sri Lanka
(OUSL) and Commonwealth of Learning (COL) in April 2023
(MOU C23-284), and as per its Annual Plan for Year 1.

4. Background to the study
▪OUSL is the premier Open and Distance Learning (ODL) University in Sri Lanka
▪Since its inception in 1980, OUSL has offered Teacher Education programmes.
▪Over the years, these teacher education programmes have expanded and extended.
▪The research study explored the historical development of teacher education at OUSL
spanning over four decades.
▪It mainly focused on the pedagogical advancements and technological integrations.
▪The study was implemented from September 2023 to April 2024 (8 months).
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COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
TEDODL@OUSL

5. Objectives
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The objectives of the study were to:
➢identify key trends in the development of teacher education via ODL at OUSL;
➢examine how pedagogies in teacher education programmes have changed over time;
➢examine how technology has impacted on teacher education over time;
➢identify good practices and areas for future developments in teacher education;
➢develop and publish a narrative account of the study as a research monograph;
➢create and publish a website as an open access e-resource compiling related
artefacts.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

6. Review of Literature - Overview
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COL Chair_Research Dissemination
Seminar_TEDODLOUSL_SPKarunanayaka
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▪Conceptual and Theoretical Background
▪Perspectives on Open and Distance Learning
▪Theoretical Perspectives related to Teacher Education via ODL
▪Teacher Professional Development in Changing Paradigms of Education
▪Distance Teacher Education in the Sri Lankan Context

7. Perspectives on Open and Distance Learning (ODL)
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➢Distance education (DE) modes have gradually changed from the original
correspondence education to contemporary online education
(Bozkurt, 2019; Holmberg, 1977; Keegan, 1980; Moore, 1973;2022; Peters, 1994; Taylor, 2001).
➢The ‘open’ movement has had a notable impact on changing educational
practices, particularly distance education practices
(Bates, 2022; Bozkurt, et al.,2023; Conole & Brown, 2018; Lane, 2016; Naidu, 2014; Weller, 2020;).
➢DE and ODL are defined together as “learning activities within formal,
informal, and non-formal domains that are facilitated by information and
communication technologies to lessen distance, both physically and
psychologically, and to increase interactivity and communication among
learners, learning sources and facilitators” (Bozkurt, 2019, p. 267).

8. Teacher Education via ODL
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➢Teacher professional development within the changing paradigms of
education is crucial, especially, in the ‘digital age’
(Fullan, 2015; Joynes et al., 2019; Darling-Hammond et al., 2017; Quinn, 1996; UNESCO, 2022).
➢ODL broadens access, offers flexibility, and streamlines opportunities for
professional development of teachers, both pre-service and in-service, in a
multitude of ways (Burns, 2023; Schleicher, 2012; Weller, 2018).
➢Empowering teachers through innovative pedagogies and technological
integrations is a necessity in contemporary teacher education programmes
conducted via ODL
(Burns, 2023; COL, 1999; Darling-Hammond et al., 2017; Perraton, 2010; Tait & Mills, 1999).
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

9. Distance Teacher Education: Sri Lankan Context
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➢Historical Milestones:
▪1972-1976 - Correspondence Teacher Education Programme (MoE)
▪1976-1980 - Correspondence Teacher Education (ESA) (SLIDE)
▪1980 – Establishment of OUSL - Teacher Education through ODL
▪1981 - Distance Education Unit at MoE (to clear a backlog)
▪1984 - Department of Distance Education (DDE); 1986 - NIE
(Amaragunasekara, 1992; Dock et al., 1988; Kotalawela, 1993; Tatto & Kularatna, 1993).
➢Teacher education programmes offered through ODL have evolved to
address contemporary challenges, aligned with shifts in educational
paradigms, and driven by technological advancements.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

10. Conceptual Framework
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11. Methodology
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•Study Context
•Study Design
•Research Questions
•Data Collection and Analysis
•Ethical Considerations
•Limitations of the Study
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12. Study Context
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•Faculty of Education (FoE), OUSL,
established in February 2003.
•An academic entity on “Education” was present at OUSL since its inception in 1980.
•Vision: To be a leader of the advancement of knowledge and professional practice in
education as a fundamental endeavor through ODL in Sri Lanka and in the Region.
•Offers a wide range of teacher education programmes from certificate level to
postgraduate level, through ODL.
•One of the key providers of initial and continuous professional development
programmes in Sri Lanka for schoolteachers, principals, teacher educators, and other
personnel in the field of education.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

13. Study Design
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•Documentary Research Methodology
•A qualitative method involving examining and interpreting data to uncover
meaning and gain understanding (Bowen, 2009; Grant, 2018).
•A systematic investigation and a methodical analysis of existing articles,
documents, and other artefacts relevant to teacher education initiatives at
OUSL published during the period from 1980 to 2023.
•Supported with Semi-Structured Interviews
•conducted with a selected group of participants to triangulate data and
verify findings.
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

14. Research Questions
▪What are the key trends in the development of teacher education
via ODL at OUSL?
▪How have the pedagogical approaches adopted in teacher
education at OUSL changed?
▪What changes are observed in the integration of technology in
teacher education at OUSL?
▪What is the impact of ODL practices on enhancing teacher
education initiatives at OUSL?
▪What are the good practices and areas for future developments in
teacher education via ODL?
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15. Collection and Analysis of Data
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•Documentary Review
•Systematic search (both electronic and non-electronic sources)
•Inclusion and exclusion criteria, Evaluation
•Compilation and organization
•Extracting information; Cross-referencing
•Content analysis and interpretation
•Semi-Structured Interviews
•Purposive selection of 14 participants
•Interview schedule (instrument) developed
•Conduct of interviews (30-40 minutes)
•Transcribing audio-recorded interviews
•Content analysis and interpretation
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16. 29-04-2024 16
Documentary Search
Aspect Details
Sources (Electronic; Non-electronic)
Online OUSL Website; Google Scholar; Repositories; Databases...
Keyword Search:OUSL, Teacher Education; ODL; Distance Education…
Print OUSL publications; Other institutional publications…
Numbers
Online Print
Number Searched 3670 117
Number Identified 520 96
Number Selected 264 96
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17. 29-04-2024 17
Interview Participants
Aspect Number
Gender
Female 07
Male 07
Retired/In-service (by 2023)
Retired 07
In-service 07
Joined the OUSL (Year)
1980-1990 01
1991-2000 02
2001-2010 10
2011-2023 01
Experience at OUSL
20 years or more 02
10-19 years 11
Less than 10 years 01
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

18. Ethical Considerations
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•Ethical approval obtained from the OUSL Ethics Committee.
•Informed consent of the participants obtained.
•Electronic copies of interview transcripts maintained securely under pseudonyms.
•Ensuring no violation of copyrights in relation to the artefacts.
•Formal permissions obtained from relevant entities where necessary.
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19. Delimitations and Limitations
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•Development of teacher education via ODL at the OUSL during 1980-2023.
•Focused on the historical development of teacher education at OUSL mainly
in relation to pedagogical advancements and technological integrations.
•The documentary review was limited to accessible articles published during
1980-2023, pre-dominantly in English.
•The semi-structured interviews were limited to a selected sample of
fourteen (14) participants, representing pre-identified categories.
•The duration of the study was only eight months (8).
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

20. Key Findings
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▪The development of teacher education via ODL at OUSL
•The Journey from a Unit to a Faculty
•Progression after becoming a Faculty
•Research and Innovations
▪Pedagogical changes in teacher education programmes
•Facilitating learning at a distance
•Practitioner-oriented pedagogical approaches
•Meaningful learning experience design to promote authentic learning
▪Technology integration initiatives in teacher education
•Audio-video and interactive multimedia integration
•Online and blended learning
▪Key trends in the development of teacher education via ODL at OUSL
•Trends in teacher education practices
•Upholding good practices and continuous quality enhancement
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21. Some Historical “Firsts”
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•First Convocations at OUSL – (1986, 1987, 1988) – Only PGDE Awardees
•First Department in Early Childhood Education (SL University System)
•First Department in Special Needs Education (SL University System)
•First Department in Educational Leadership and Management (SL University System)
•First unique degree programmes – BEdNS, BEdDT, BEdPE, BEdSNE, MEdSNE
•First programme without a traditional final examination - MATE-I (at OUSL)
•First international award for a study programme - MATE-I (at OUSL)
•First fully-online stand-alone course - TEET (at OUSL)
•First OER-integrated online courses – OER4ScEd (at OUSL)
•First OER book publication – Integrating OER in Educational Practice (at OUSL)
•First online selection test – BEdPE (at OUSL)
•First online open book examination - MEd (at OUSL)
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

22. Then and Now!
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Aspect Then
(1980/1981)
Now
(2023)
The EntityUnit/Department
of Education
Faculty of
Education
Number of Units/Departments 1 4
Number of Study Programmes (Total) 2 12
Number of Courses (Total) 22 165
Number of Centres (Regional/Study) 3 26
Number of Staff (Academic) 3 35
Number of Staff (NAc/AcSup/Admin) 1 20
Number of Students (Overall) 800+ 8000+
Number of Awardees (Overall) 573 1570

23. Accumulated Student Output (by 2023)
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0 10,000 20,000 30,000 40,000 50,000 60,000
Certificates/Adv. Certificates
Diplomas
BEd Degrees
PG Diplomas
Masters Degrees
Overall
(Data Source: Examinations Division, OUSL)

24. Upholding Good Practices
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•Promoting ODL practices within teacher education programmes addressing the
requirements, trends, and developments in local/global contexts (“Ladder of Opportunities”)
•Adopting innovative learning-centred pedagogical approaches that emphasize active
engagement, knowledge construction, and self-regulated learning (SBL)
•Integration of novel technological developments to support teaching and learning
•Devising and maintaining appropriate learner support mechanisms (Mentoring)
•Establishment of entities to support students, and to address societal needs (CSC; SCCARS)
•Provision of CPD opportunities for faculty enabling them to learn, unlearn, and relearn
•Implementing activities to inculcate a research culture within the Faculty
•Implementing QA activities in course design, development, and delivery
•Devising appropriate strategies to manage challenges and promote resilience
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

25. Way Forward
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•Design of teacher education courses on solid theoretical grounds
•Integrate an appropriate blend of content, pedagogy, and technology
•Design of multimodal learning environments integrating novel technologies
•Use of blended, hybrid, or HyFlex modes of learning as appropriate
•Exploring emerging technologies and integrating into the programmes.
•Promoting the building of professional learning networks (PLN)
•Integration of OER and OEP in teacher education programmes
•Regular reviews and evaluations to sustain the academic rigour of programmes
•Promoting action research (AR) and design-based research (DBR) initiatives
•Adopting a Universal Design for Learning (UDL) approach in teaching and learning
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

26. Key Outputs
Research Monograph Research Website
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COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

27. 29-04-2024 27COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
Our
Vision
for
TED
via
ODL
@
OUSL

28. Concluding Thoughts
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Our endeavour is to enhance transformational change in teacher
education via ODL at the OUSL, which can be achieved by fostering a
‘Community of Practice’ to achieve our shared goal towards excellence,
efficiency, and equity in offering lifelong learning opportunities for
teachers, teacher educators, and other personnel in the field of education
through open, flexible, and distance learning methods, and by adopting a
systems approach to planning and development.
Our journey continues…
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka

29. Appreciation
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➢Commonwealth of Learning (COL)
➢The Open University of Sri Lanka (OUSL)
➢Faculty of Education, OUSL
➢Interview Participants
➢Reviewers; Commentators
➢Language Editor
➢Research Assistant & IT Assistant
➢Family
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30. 30
www.slideegg.com
COL Chair_Research Dissemination Seminar_TEDODLOUSL_SPKarunanayaka
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