DIGITALTHE TESS-INDIA PROGRAMME: STIMULATING AND SUPPORTING NEW TEACHING PRACTICE AND EFFECTIVE OER USE AT SCALE
The Open University (UNITED KINGDOM)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 6052-6054
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1457
Publication year: 2019
Pages: 6052-6054
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1457
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
Dates: 1-3 July, 2019
Location: Palma, Spain
Abstract:
The TESS-India programme is a multi-million pound project offering professional development for teacher educators in teaching and learning practice (www.tess-india.edu.in). Winner of The Guardian newspaper’s Higher Education award for Best International Project, the programme has developed over 120 Open Educational Resource (OER) guides designed to support teacher educators in building their understanding of learning activities and approaches (OERs). In addition, over 50 videos of classroom practice have been professionally produced. The focus of the programme has been developing an effective methodology for raising awareness, localising, and helping embed new practice at scale. To-date, well over 100,000 educators have participated in programme activities or have accessed project resources. In this poster we will present a summary of the project accomplishments and how these were achieved.The poster will focus in particular on two MOOCs that were run in English in 2016 and in Hindi in 2017. The programme aimed to use the affordances of the MOOC digital platform to extend the reach and impact of the TESS-India programme for teacher professional development in seven states in India: Madhya Pradesh, Odisha, Assam, Bihar, Karnataka, Uttar Pradesh and West Bengal. The MOOC was used to support capacity building of teacher trainers and trainee teachers and to contribute to the programme goal of pedagogic transformation in learning and teaching in elementary and lower secondary schools. All learning content, communication, and online forum discussion was in English for the first run of the MOOC and in Hindi for the second run. Over 30,000 learners registered for the course and 51% completed – a rate many times better than the average for MOOCs. The poster will draw on multiple sources of data to explain key features which stimulated interest in the MOOC and give examples of success in challenging and varied contexts.