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.