Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators

Authors

  • Bjoern Hassler Faculty of Education, University of Cambridge
  • Sara Hennessy Faculty of Education, University of Cambridge
  • Simon Knight KMI, Open University
  • Teresa Connolly School of Geography and Environment, Oxford University.

DOI:

https://doi.org/10.5334/2014-09

Keywords:

Open Educational Resources, teacher education, teacher practice, teacher experience, teaching resources, science, mathematics, digital technology

Abstract

Much of the current literature related to Open Educational Resource (OER) development and practice concentrates on higher education, although a growing body of work is also emerging for the primary and secondary school sectors. This article examines the user perspectives of teachers and teacher educators, regarding: discovery of teaching resources; what they know about OER; their sharing practices; and their perspectives on resource quality and trust. The research was done in the context of the Open Resource Bank for Interactive Teaching (ORBIT), a JISC-funded Phase III OER project at the University of Cambridge. ORBIT is an OER Resource Bank containing more than 200 science, technology, engineering and mathematics (STEM) focused lesson ideas for primary and secondary teachers as well as serving as a resource bank of OER to be used by teacher educators in a variety of settings.

Author Biographies

Bjoern Hassler, Faculty of Education, University of Cambridge

Senior research associate, Faculty of Education, University of Cambridge

Sara Hennessy, Faculty of Education, University of Cambridge

Senior lecturer, Faculty of Education, University of Cambridge

Downloads

Published

2014-03-28

Issue

Vol. 2014 No. 1: Reusing Resources - Open for Learning (Special Issue)

Section

Articles

License

Copyright (c) 2014 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms (if a submission is rejected or withdrawn prior to publication, all rights return to the author(s)):

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Submitting to the journal implicitly confirms that all named authors and rights holders have agreed to the above terms of publication. It is the submitting author's responsibility to ensure all authors and relevant institutional bodies have given their agreement at the point of submission.

Note: some institutions require authors to seek written approval in relation to the terms of publication. Should this be required, authors can request a separate licence agreement document from the editorial team (e.g. authors who are Crown employees).

Creative Commons License
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 License