Open educational resources sustainability to support a literacy model in bilingual and intercultural environments

• In Event: Development of open educational resources: a sustainability model for literacy in bilingual environments

Proposal

USAID Lifelong Learning (LLL) Project has developed a strategy to create materials based on an open educational resources (OER) approach. The purpose of this session is to present this strategy that seeks to support the literacy model in bilingual and intercultural environments (EBI model).
The OER has the potential to address diverse learners needs, accelerate pedagogical innovation and engage the community. In addition to the opportunities they represent, there are also challenges and barriers to overcome in terms of material development. The OER implies an ecosystem to be sustainable and to improve teaching practices and student learning that includes: stakeholders’ involvement, design of resources, institutionalization, and implementation and use (Huttner, Green, & Cowher, 2018; Hylén, 2006; Mishra, 2017). The OER approach considered fundamentals of learning to read in bilingual contexts and lifelong learning, gender and equity, strengthening of regional and local capacities, as well as improvement of access and quality of education. The design, distribution and use of educational resources consider factors that increase viability, such as access to resources in vulnerable contexts and increased flexibility of implementation (Hannafin & Hill, 2007). The OER are “offered freely and openly […] to use and reuse for teaching, learning and research” (Hilton III, Wiley, Stein, & Johnson, 2010).
The Ministry of Education (MoE) is a key stakeholder, as well as other actors of the educational community at departmental and local levels, including parents, technical personnel, educational supervisors, pedagogical coaches, principals and teachers. The types of resources covering different audiences include policy briefs, guides, textbooks, big books, anthologies, flipcharts, supplementary materials, audiobooks, audiotexts and digital applications.
The first OER step refers to the development of resources. It includes alignment of materials with standards (EBI model), construction of a sequence that goes from preprimary to third grade and organization of different materials for specific elements of the model. Stakeholders are involved in the development, revision and validation processes. Capacity building activities are included, such as creation of a Regional Textbooks and Educational Materials’ Management Committee, training for technical staff and technical assistance for didactic workshops.
The second step relates to distribution. The resources are available in digital and online versions, printed and as audiobooks and audiotexts. Schools in the intervention area receive didactic workshops to use the materials. Universities in charge of in-service training programs also adopt the OER and they become part of the curricular delivery (consistent with EBI model) mechanism.
The third step is use of educational resources. The implementation in classroom is promoted through in-service training programs. Educational coaching processes, that principals and teachers receive from the MoE’s personnel, also incorporate OER for educational practice. The use of materials contributes to the implementation of the EBI model, so they are considered in the monitoring system and in the analysis of the results of the students' progress.
In conclusion, the interaction of the different elements of the development of educational resources enhances their sustainability and, at the same time, favors the sustainability of the intervention for which they were created.

Author

• María Jose Castillo, Juarez & Associates