10.56059/pcf10.374

Abstract

The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention on OER-integrated technology-enhanced learning (TEL) material creation implemented with a group of educators studying for their master’s degree in teacher education. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in the Moodle online learning environment, supplemented with a series of Zoom-based interactive workshops. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. The findings revealed that the systematic learning experience design which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy has empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.