moving forward with tessa: what is the potential for moocs?
TRANSCRIPT
Moving forward with TESSA
Kris Stutchbury, The Open University, UK
Moving forward with TESSA: Moving forward with TESSA: what is the potential for what is the potential for
MOOCs?MOOCs? TESSA and the new TESSA strategy 2016-TESSA and the new TESSA strategy 2016-
20192019 Our experience of running a MOOC for Our experience of running a MOOC for
teacher educators in Indiateacher educators in India How a TESSA MOOC could support the How a TESSA MOOC could support the
strategystrategy
TESSA – Resources and a TESSA – Resources and a programme of activities programme of activities
Collaboratively Collaboratively produced resources produced resources for teachersfor teachers
Versioned for 10 Versioned for 10 African countriesAfrican countries
A network of A network of teacher educators teacher educators working together to working together to improve teachingimprove teaching
TESSA materialsTESSA materials Promote student learningPromote student learning Promote teacher learningPromote teacher learning Linked to curriculumLinked to curriculum Engage studentsEngage students Show teachers how to Show teachers how to
put theory into practiceput theory into practice Creating a demand for Creating a demand for
professional professional development from development from teachersteachers
All are Open Educational All are Open Educational Resources (OER)Resources (OER)
The TESSA StrategyThe TESSA Strategy
Teacher EducationTeacher Education Too theoreticalToo theoretical Does not model learner-centred pedagogyDoes not model learner-centred pedagogy Does not reflect classroom realities Does not reflect classroom realities
MOOCsMOOCs Massive Open Online CourseMassive Open Online Course Free with the option to pay for Free with the option to pay for
accreditationaccreditation Presented on an electronic platform – Presented on an electronic platform –
FutureLearn, EdX, CourseraFutureLearn, EdX, Coursera New models of learningNew models of learning Quizzes and peer-reviewQuizzes and peer-review Different forms of MOOCDifferent forms of MOOC
Learning DesignLearning Design 6 weeks , 3-4 hours a 6 weeks , 3-4 hours a
weekweek Audience – teacher Audience – teacher
educatorseducators Socio-cultural model Socio-cultural model
of learningof learning Variety of types of Variety of types of
activityactivity Quizzes, peer-reviewQuizzes, peer-review Low band-widthLow band-width
SupportSupport
Face-to-face classes – schools, colleges, DIETS
MOOC OutcomesMOOC Outcomes Pilot – 3185 participantsPilot – 3185 participants Main MOOC – 10236 participantsMain MOOC – 10236 participants Completion rate of 51%Completion rate of 51% 500 classes took place in 7 states 500 classes took place in 7 states 135 countries, 73 in the global south135 countries, 73 in the global south 45% female, 55% male45% female, 55% male 38% from rural communities 38% from rural communities
Lessons learntLessons learnt Importance of learning designImportance of learning design Length and demandLength and demand Value of supportValue of support Created an appetite for online Created an appetite for online
learninglearning
A MOOC for Africa?A MOOC for Africa? Culturally relevant – fit national Culturally relevant – fit national
agendasagendas Clear target audience – teacher Clear target audience – teacher
educators?educators? Regular assessmentsRegular assessments Partners? – universities, colleges, Partners? – universities, colleges,
NGOs, national organisations NGOs, national organisations
Further readingFurther reading www.tessafrica.net www.tess-india.edu.in www.edX.org (search for ‘Enhancing teacher education (search for ‘Enhancing teacher education
through OER’)through OER’) Siemens, G. (2013). Massive Open Online Courses: Innovation Siemens, G. (2013). Massive Open Online Courses: Innovation
in Education? In in Education? In Open Educational Resources: Innovation, Open Educational Resources: Innovation, research and Practiceresearch and Practice (Vol. 5–15). Vancouver: Commonwealth (Vol. 5–15). Vancouver: Commonwealth of Learning and Athabasca University.of Learning and Athabasca University.
Putnam, T., & Borko, H. (2000). What do new views of Putnam, T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on knowledge and thinking have to say about research on teacher learning? teacher learning? Education ResearcherEducation Researcher, , 2929(1), 4–15.(1), 4–15.
Moon, B., & Umar, A. (2013). Reorientating the agenda Moon, B., & Umar, A. (2013). Reorientating the agenda around teacher education and development. In B. Moon (Ed.), around teacher education and development. In B. Moon (Ed.), Teacher Education and the challenge of development: a Teacher Education and the challenge of development: a global analysisglobal analysis (pp. 227–238). Abingdon: Routledge. (pp. 227–238). Abingdon: Routledge.