Defining Open Educational Resources (OER) Indicators for National Adoption & Impact November 15-16, 2016, UNESCO, Paris Mapping Out Resources (relating to defining OER indicators) Presentation by Sanjaya Mishra Commonwealth of Learning

Commonwealth Heads of Government Meeting Vancouver, 1987 52 Commonwealth countries; headquarters at Metro Vancouver, and a regional office for Asia at new Delhi. To help Commonwealth governments and institutions use various technologies to improve access to learning in support of sustainable development. Copyright Commonwealth Secretariat Commonwealth Heads of Government Meeting Vancouver, 1987

‘Learning for Sustainable Development’ Economic growth Social inclusion Environmental conservation We invite you to engage us; tap into our thought leadership, expertise, networks and resources

Open Educational Resources COL Programme Education Skills Open Schooling Teacher Education Higher Education VUSSC TVSD Learning for Farmers Technology Enabled Learning These are the areas that COL works in – you will see that skills development is just one of 8 main programme areas. Support for TVET FOL is through the TVSD initiative managed by Alison Mead Richardson. We have 4 main strategies and the application of these in terms of skills development: We help to develop appropriate models of skills development using appropriate technologies. We help countries take innovation to scale. Scaling up in-country and between countries. We are looking for replicable models. We assist in institutional and national policy development relating to flexible delivery mechanisms. It helps to have a guiding framework on how the technology will be used We offer capacity building opportunities including workshops and online courses. Help to build capacity to use the technology We help institutions to develop materials – preferably open educational resources We do all this through forming partnerships with ministries and institutions Gender Open Educational Resources

OER Activities Policy development support at national and institutional level Capacity building (F2F) Online open course on OER Guides, Resources, and Publications (OASIS Repository) Development of OER OER for Skills Development Regional Consultations on OER Technology for OER distribution (MOOC and Aptus)

Contribution to this Project UNESCO-COL joint workplan Collaboration in the research and development of the indicators Bring in the experiences of working in the developing Commonwealth countries Inform stakeholders through programmes and support capacity building to measure Develop jointly resources with UNESCO Possibly undertake testing of the indicators and measuring the pilot countries/ institutions

Some Thoughts on OER Indicators Policy – national, institutional and project Number of institutional policies Number of other stakeholders offering OER OER Masterplan or strategy Open standards and Open formats Commitment Infrastructure Capacity Content Usage Outcomes OER Repositories/ Portal for sharing information with open license - Number of schools/educational institutions having repositories/ portals to share teaching and learning materials Ease of sharing for the stakeholders Proxy for quality Success of learners using OER Levels of ISCED 1-3 Learner satisfaction Levels of ISCED 5 Private participation in OER Number of teachers and students trained in OER Proportion of trained teachers on OER having attended at least 20 hours of training Proportion of female teachers trained on OER Proportion of female students trained on OER Number of OER Contributors in repositories Levels of ISCED 1-5 Media types STEAM Ratio of teachers using OER in classroom teaching - Levels of ISCED 1-5 Number of OER Users in repositories Levels of ISCED 1-5 Media types STEAM Ratio of OER to learners - Levels of ISCED 1-5 Number of Schools/educational institutions adapting at least one OER Levels of ISCED 1-5 Number of OER available Levels of ISCED 1-5 Media types STEAM

Some Thoughts on OER Indicators Access Outcomes Commitment Usage

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