OER4Schools adaptations for different contexts
OER4Schools is available in a number of different versions, for different contexts. Below are samples for what a page with various localised text looks like. Click the above countries to see only the text for that country.
1 An example from Unit 5
In this example, the names of the capital, the name of the national park, as well as the picture of that park was adapted.
1.1 Idea D: Planning for a trip to the game reserves and Lusaka
Imagine you have two overseas visitors who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, plus the Victoria Falls and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from Lusaka city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at Lusaka city centre? Please state the distance of travelling to each place and the approximate time required to travel.
Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.
Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?
2 Examples from ICT practice
In the first example, the use of the term "robots" has been adapted. In the second example, "netbook use" has been adapted to "XO use".
2.1 Robots and spreadsheets, part 2
Facilitator distributes "traffic lights". In Zambia, and parts of southern Africa, these are known as "robots". This is the first time we mention traffic lights and it would be a good idea to know what they mean in this context. This information can be found on the two pages: Traffic lights, How to make traffic lights. Make sure that before you get to this session you familiarise yourself with traffic lights and that you have some traffic lights ready with you.
Introduction (5 min) to Traffic lights(a) . (Or, "robots", if you prefer.) Traffic lights (robots) have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are as follows:
- RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
- ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
- GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.
Different-tasks group work (15 min) with ICT on various topics. You now have 15 minutes to do ICT practice, and we return to working with spreadsheets. Below are the two sets of exercises with spreadsheets: one you have already encountered in a previous session, and the other is new. Revisit what you have done, and then work on some new things. Remember, that many of the applications you are using are pretty open ended, so explore additional things that interest you.
You can print this content on a separate sheet here: OER4Schools/Spreadsheet exercises/1.
You can print this content on a separate sheet here: OER4Schools/Spreadsheet exercises/2.
2.2 Technology familiarisation
The following activity, as with other activities in later sessions, assumes that you have some netbooks available. If you have other forms of ICT available, you could use those instead. In future sessions, we will use internet browsing, spreadsheets and GeoGebra (among other applications), so if you doing the OER4Schools programme with ICT, then it's important that you have access to these.
If you are doing the programme without ICT, you can skip this part, and instead spend longer on the other activities in this session.
Same-task group work (20 min): Practical activity exploring netbooks. Here is a netbook familiarisation activity that you can use with your students. Spend some time working through the activity yourself now and think about how your students will respond to it. Make sure that you can answer all of the questions.
You can print this content on a separate sheet here: OER4Schools/Netbook familiarisation.
Here is a Zambian teacher's experience of introducing netbooks to her class:
While participants learn about their own use of ICT, it is really important that participants are aware of their own learning process. While they are learning about ICT, participants should think about how they could engage their students in the same learning process.
This of course could apply to learning anything new, but in the context of the OER4Schools programme, ICT is likely to be a completely new skill, so it's particularly important to bring awareness to the process.
Each participant should log in and out several times. If they just do it once (or even just watch once), they will not remember. How difficult do they find typing at this stage? How difficult will your students find it? Encourage discussion about this during this part of the session.