oer casestudy botswana presentation
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Background of BotswanaBackground of Botswana
A South-African country
Independence in 1966
Transformed from poor to a middle-income country
Diamond mining is dominant contributor to economy
Population is just over 2 millions
A South-African country
Independence in 1966
Transformed from poor to a middle-income country
Diamond mining is dominant contributor to economy
Population is just over 2 millions
Educational ContextEducational Context
Developments in education system guided by two main policies
The first policy (1977) …. Focused on building peace and harmony Provided scope to expand educational opportunities
The second policy (1994) …. Intended to prepare Botswana to move from agro-based to industrialized economy
Primary enrolments became almost 100 percent
Challenge faced on increasing percentage of transition from junior secondary to senior secondary and to tertiary education
The Distance Education Division needed up gradation.
Developments in education system guided by two main policies
The first policy (1977) …. Focused on building peace and harmony Provided scope to expand educational opportunities
The second policy (1994) …. Intended to prepare Botswana to move from agro-based to industrialized economy
Primary enrolments became almost 100 percent
Challenge faced on increasing percentage of transition from junior secondary to senior secondary and to tertiary education
The Distance Education Division needed up gradation.
Establishment of BOCODOLEstablishment of BOCODOL
Botswana College of Distance and Open Learning (BOCODOL) established in 1998 to extend education to out-of-school youth and adults
Mission to provide quality, innovative ODL programmes and services to clients for global competitiveness
Now in process of becoming an open university, but open schooling will continue
Established strategic partnerships nationally and internationally
In 2006, received international award for Institutional Excellence in Distance Education from COL
Botswana College of Distance and Open Learning (BOCODOL) established in 1998 to extend education to out-of-school youth and adults
Mission to provide quality, innovative ODL programmes and services to clients for global competitiveness
Now in process of becoming an open university, but open schooling will continue
Established strategic partnerships nationally and internationally
In 2006, received international award for Institutional Excellence in Distance Education from COL
Scope of the OER Project in BotswanaScope of the OER Project in Botswana
One of five countries in OER development by partnership project
BOCODOL and Botswana Ministry of Education and Skills Development in partnership with COL to produce open education materials to support secondary-level education across the country
Initial time frame of 14 to 16 months, divided into two phases
First phase - developing print-based materials
Second phase - developing online materials
At the highest level, project coordinated by a steering committee
Executive Director of BOCODOL on committee for Botswana
One of five countries in OER development by partnership project
BOCODOL and Botswana Ministry of Education and Skills Development in partnership with COL to produce open education materials to support secondary-level education across the country
Initial time frame of 14 to 16 months, divided into two phases
First phase - developing print-based materials
Second phase - developing online materials
At the highest level, project coordinated by a steering committee
Executive Director of BOCODOL on committee for Botswana
Role of BOCODOL as a Project CoordinatorRole of BOCODOL as a Project Coordinator
In Botswana, BOCODOL given mandate and responsibility to coordinate the project on behalf of the ministry
In Botswana, BOCODOL given mandate and responsibility to coordinate the project on behalf of the ministry
Objectives of the OER ProjectObjectives of the OER Project
Development of high-quality OER
Professional development of teachers to increase effective use of technology in classroom
Development of learner-support materials for teachers.
Development of high-quality OER
Professional development of teachers to increase effective use of technology in classroom
Development of learner-support materials for teachers.
Professional DevelopmentProfessional Development
Five two-week-long workshops, 3 by COL and 2 by the Country Management Committee (CMC)
First COL workshop Taught how to develop the course blueprint Introduced participants to communication tools
The second COL workshop conducted online To train participants in using Moodle
The third COL workshop Trained to develop online materials.
4th and 5th writing workshops organized by CMC
Five two-week-long workshops, 3 by COL and 2 by the Country Management Committee (CMC)
First COL workshop Taught how to develop the course blueprint Introduced participants to communication tools
The second COL workshop conducted online To train participants in using Moodle
The third COL workshop Trained to develop online materials.
4th and 5th writing workshops organized by CMC
Professional DevelopmentProfessional Development
Knowledge and skills gained by OER project team members:
Developing open educational resources using print
Gaining a full understanding of OER
Developing the online materials
Assessing and supporting the online learners
Using different communication platforms
Knowledge and skills gained by OER project team members:
Developing open educational resources using print
Gaining a full understanding of OER
Developing the online materials
Assessing and supporting the online learners
Using different communication platforms
Supporting work of teachers Improving quality of education Promoting self-directed study Increasing awareness of benefits of OER materials
Supporting work of teachers Improving quality of education Promoting self-directed study Increasing awareness of benefits of OER materials
Impact on Open School CultureImpact on Open School Culture
Communication, information, document-sharing and project management were internet-based
Used Basecamp, Skype, Facebook, Twitter, WikiEducator, etc.
Communication, information, document-sharing and project management were internet-based
Used Basecamp, Skype, Facebook, Twitter, WikiEducator, etc.
Instructional DesignInstructional Design
Use of ICTs Use of ICTs
Quality ControlQuality Control
Initial timelines could not be maintained for not understanding the magnitude of job and workload
Initial timelines could not be maintained for not understanding the magnitude of job and workload
TimelinesTimelines
Collaboration made with other country teams Collaboration made with other country teams
Copyright issuesCopyright issues
CollaborationCollaboration
Copyright principles observed
Creative Commons licenses included in draft Copyright Policy
Workshop organized for BOCODOL staff
Copyright principles observed
Creative Commons licenses included in draft Copyright Policy
Workshop organized for BOCODOL staff
Address challenges faced to lay foundation for sustainability
Cascade knowledge acquired to other teachers/educators
Ensure that ideals behind using OER are internalized by all
Build communities of people interested in OER development
Regular training on new approaches to developing ODL materials
Training for resource personnel, monitoring and evaluation
Address challenges faced to lay foundation for sustainability
Cascade knowledge acquired to other teachers/educators
Ensure that ideals behind using OER are internalized by all
Build communities of people interested in OER development
Regular training on new approaches to developing ODL materials
Training for resource personnel, monitoring and evaluation
SustainabilitySustainability
College has adequate ICT infrastructure to support future initiatives
College is working on developing an OER and Copyright Policy to mainstream OER into the institution’s operations
All these initiatives indicate that the college is committed to the use of OER
College has adequate ICT infrastructure to support future initiatives
College is working on developing an OER and Copyright Policy to mainstream OER into the institution’s operations
All these initiatives indicate that the college is committed to the use of OER
Readiness of BOCODOL to continue with the initiativeReadiness of BOCODOL to continue with the initiative
Contracts/agreements with non-BOCODOL staffContracts/agreements with non-BOCODOL staff
Project in time and commitment required was not very clear BOCODOL had to convince other institutions to get teachers free Project in time and commitment required was not very clear BOCODOL had to convince other institutions to get teachers free
Access to computers by teachersAccess to computers by teachers
Teachers had to work outside working hours BOCODOL loaned laptops to all for 24-hour access to computers Teachers had to work outside working hours BOCODOL loaned laptops to all for 24-hour access to computers
Access to the internet by teachersAccess to the internet by teachers
Internet access only during working hours with low bandwidth Was overcome by providing mobile internet access to all teachers Internet access only during working hours with low bandwidth Was overcome by providing mobile internet access to all teachers
Adequate release time for teachersAdequate release time for teachers
Teachers were not released from their regular commitments Gave priority to core work and put aside project, caused delays Teachers were not released from their regular commitments Gave priority to core work and put aside project, caused delays
Financial supportFinancial support
Writers were not happy with project rates Rates for non-BOCODOL staff participants eventually increased Writers were not happy with project rates Rates for non-BOCODOL staff participants eventually increased
WorkloadWorkload
Participants faced difficulties in managing workload for not being relieved of their normal responsibilities
Participants faced difficulties in managing workload for not being relieved of their normal responsibilities
Future of OER in education delivery within the countryFuture of OER in education delivery within the country
Capacity for developing OER within BOCODOL has increased
College has undertaken various initiatives to ensure sustainable use of OER
A positive outcome of project - material created will be available for use by all in the education system
All that is needed now - means to cascade knowledge and skills acquired for benefit of others
Capacity for developing OER within BOCODOL has increased
College has undertaken various initiatives to ensure sustainable use of OER
A positive outcome of project - material created will be available for use by all in the education system
All that is needed now - means to cascade knowledge and skills acquired for benefit of others
Challenges and how they were addressedChallenges and how they were addressed
Benefits of the project to the countryBenefits of the project to the country
Through involvement in project, BOCODOL has produced useful teaching and learning resources for open schooling
The materials can be used by teachers while teaching or by individual learners as self-directed study resources
Through involvement in project, BOCODOL has produced useful teaching and learning resources for open schooling
The materials can be used by teachers while teaching or by individual learners as self-directed study resources
Opportunities for future collaborationOpportunities for future collaboration
College now participates in a number of collaborative projects to produce OER course material
There are plans to participate in more number collaborative projects internationally
College now participates in a number of collaborative projects to produce OER course material
There are plans to participate in more number collaborative projects internationally
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