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Evidence-based Innovation methodology as a way to produce Open Educational
Resources by in-service teachers
Paola Sarango L.UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA, ECUADOR
Juanjo MenaUNIVERSIDAD DE SALAMANCA, ESPAÑA
María Soledad Ramírez MontoyaINSTITUTO TECNOLÓGICO DE MONTERREY, MÉXICO
TEEM16.- Teacher Education research and ICT
TEEM16
FRAMEWORK
TEEM16.- Teacher Education research and ICT
Fuente: http://www.unesco.org/webworld/download/oer/EN/oer_logo_EN_2.png
Fuente: http://allinfoaboutict.blogspot.com/2015/05/ict-definition_16.htmlFuente: http://tinyurl.com/j7h7jqs
Fuente: https://womenbizcenter.files.wordpress.com/2013/05/knowledge.jpg
TEEM16 - Doctoral Consortium
FRAMEWORK
EBIE (Tejedor, 2007;
Ramírez, 2012)
1) choosing the object of study
2) searching for evidence in the literature
3) write the innovative teaching project
4) enactment and evaluation
5) dissemination.
Designing phase
Implementation phase
THESIS STATEMENT
TEEM16.- Teacher Education research and ICT
Problem statement
OER is not often used in the daily teaching practice (Ramírez,
2011)
EBIE as a methodology which may allow an effective
integration (Tejedor, 2007)
Research Objectives
Our interest about this study is to analyze the EBIE model,
specifically, how its application can support the use, production
and dissemination of OER
- To show what object of study the participant in-service
teachers selected for their innovation projects (phase 1)- How they produced OER –
methodology- (phase 4)
RESEARCH METHODOLOGY
TEEM16.- Teacher Education research and ICT
• 96 in-service teachers of an on-line postgraduate program, during four months in 2016
• 94 in-service teachers completed successfully the on-line course.
• Course name: Management models for learning
Sample
•Data was collected upon three questions of a survey •1: application level of the innovator project: user level, institutional level and national level
•2:educational level, that is to say, the educational degree to be applied in the innovation project
•3: working field•Data about production of OER was collected from participants’ documents
Data collection
•At the end of the on-line course, in-service teachers answered to the question's survey
•We analyzed the before three questions regarding to the first and four phases of the EBIE model.
•The elaboration of an OER was understand as a research paper produced during and at the end of the implementation of the innovation project in the on-line course.
Data analysis
descriptive- exploratory (Johnson & Gosling, 2010)
TEEM16 - Doctoral Consortium
RESULTS Main findings indicate how teachers work in the first and four step of EBIE
DISCUSSION
TEEM16.- Teacher Education research and ICT
About the OER design stage (phase 1)
The most in service teachers choose a
designing innovator project to apply in the
user level
Primary school and post-secondary teachers. They
focusing their attention and efforts on making students’ learning a great experience
(Parisky & Boulay, 2013)
In-service teachers with the support of ICT produced new
knowledge through innovation projects (Sanchez, Mena & Pinto,
2013) leading to innovative teaching practices and the
improvement of the learning process (Colpaert, 2012)
The most innovative projects were found in the subjects of
Natural Science and Mathematics field showing
that science are more prone to open new ways to
innovation.
About the OER Production stage
(phase 4)
The majority of OER was found in Mathematics and
Language
B-learning modality was predominant as well as the
online learning types.
For the teaching strategies, in-service teachers showed
especial concern in problem-based learning and Flipped
learning.
Regarding resources, electronic portfolio was the preferred technology among
the participants
EBIE model guides teachers to create and design innovation projects that improve their teaching practice and learning experience
The OER produced by the teachers contributed to promote their methods as innovative ways for teaching (Hu, Li, Li & Huang, 2015)
It is necessary to continue training teachers with the purpose to develop digital and research skills (Ramírez, 2012; Tejedor, 2007)
Through on-line course we can let the teachers rethink about the role of OER as tools for equal access to education and digital inclusion (Hussain,Chandio & Sindher, 2013)