boosting pre-service teachers’ awareness of open educational resources: a case of stock...
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Boosting Pre-Service Teachers’ Awareness of Open Educational Resources: A case of stock photographs for teacher project
Asst. Prof. Dr. Praweenya Suwannatthachote
Faculty of Education, Chulalongkorn UniversityTHAILAND
Outline of presentation
• Introduction• The DIPCO-Stock Photographs for Teacher Project• Purposes of Study• Data collection• Findings• Discussion and conclusion
Introduction
• Royalty-free images are free of royalties that allows individual or business the right to use the picture without paying a royalty each and every time the picture is used.
• OER and Creative Commons
Teachers use OER without an accompanying to pay royalties or license fees.
• A “Basic Photography” course is designed for pre-service teachers majoring in educational technology.
• Project-based learning approach is designed and delivered to students to enhance their knowledge and skills to the real work of teachers’ life.
“Stock Photographs”
The DIPCO-Stock Photographs for Teacher Project
Figure 1: Five learning stages, the DIPCO - stock photographs for teacher project(Suwannatthachote, 2012)
Being part of OER movementThe DIPCO-Stock Photographs for Teacher Project
• Define topic and needs of subject-matter experts
• Inquiry and gather information• Photographing and selecting• Check the internal validation and revise• Openness
A tool for openness, Picasa Webhttp://picasa.google.com
• The purposes of this study were:– to investigate pre-service teachers’ awareness of open educational resources (OER) after experienced the stock photographs for teacher project and– to review the DIPCO learning model from pre-service teachers’ point of view.
Purposes of the study
Participants: • 64 pre-service teachers who were enrolled in 2726211 Basic Photography course at Chulalongkorn University during 2010-2012 academic years.
Research Instrument: Online questionnaireRespondents: 76.56%
Data collection
• OER awareness (9 items with 7-point scale)1-Strongly disagree, 2-Disagree, 3-Somewhat disagree, 4-Neither agree or disagree, 5-Somewhat agree, 6-Agree, 7-Strongly agree
Findings
Total No. respondents (%) who scored 5-7 of all (n=49)
1. I can develop instructional media production skills during the project work.2. Under this project, I can acknowledge
others as the creator/photographer of images.3. The project, stock photographs for teachers, is beneficial to educators.
81.63%
34.69%
100%
4. Sharing resources enhance my reputation as a good teacher.5. I would be happy for someone to use my resources.6. I have concerns over copyright.
Total No. respondents (%) who scored 5-7 of all (n=49)
93.88%
100%
51.02%
7. To declare the creative commons license, the author agrees intently 8. I support and use OER in teaching and learning.9. I would only use resources recommended by someone I know and trust.
Total No. respondents (%) who scored 5-7 of all (n=49)
95.92%
93.88%
69.39%
• More OER, more materials to use for teaching and learning to promote students’ learning engagement.
• Images that fit to the teachers and students’ needs are more valuable to expand teaching and learning, students can develop more concrete learning with the OER materials such as photographs.
• Should promote the concept, production, and implementation of OER among pre-service teachers and in-service teachers.
Significant comments
Students’ self-reflection towards being a participation of OER movement
• “I am really happy to know that what I had done can be part of OER movement in Thailand, though I am a very small part of it.” [2011 class_437]
• “This project supported to in-service teachers’ needs, many pictures found on the net could not use suitably with the Thai curriculum and lessons. As a creator of those pictures, I am proud of myself and happy to do that.” [2012 class_435]
• “Being a small helper to in-service teachers last 2 years ago, I accepted that instructional materials are very important to enhance learners how to learn more effective. And simple materials like photographs have powerful impressions enough to learners.” [2010 class_380]
• Define topic and needs of subject-matter experts and students
• Inquiry and gather information• Photographing and selecting• Check the internal validation, revise, and re-shoot*
• Openness
• the case of instructional design for driving OER in the classroom via the project-based learning among pre-service teachers.
• Although a survey revealed the high level of awareness and positive attitude among pre-service teachers, they are all not have clear concept about OER. More actions to diffuse the OER concept and idea to pre-service teachers.
Discussion & Conclusion
• Clements & Pawlowski (2011) indicated OER should be produce from an organization with reputation.
• The DIPCO-Stock photographs for teacher is designed and attempted to promote the creation of OER from classroom of the institutional level.
• More clear policy from institutional level should be set up.
