Letting go; a practical look at adapting open courses in low resource settings with a particular focus on non-Latin script
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Tim Seal The Open University
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Letting go; a practical look at adapting open courses in low resource settings with a particular focus on non-Latin script
- 1. Teacher Education through School-based Support in India Letting go; a practical look at adapting open courses in low resource settings with a particular focus on non-Latin script Tim Seal OE Global Conference 15th – 17th March 2017 1
- 2. Background 2
- 3. Background 3
- 4. Background 4
- 5. MOOC 5
- 7. Process 7MOOC 3 (Hindi) MOOC 2 (English) Hindi facilitator and student guide created in MP Weekly translation of the MOOC in Bihar MOOC Platform tested with Hindi script Survey platform tested with Hindi script MOOC refinement workshop Government approval UK back translation Delivery Weekly meetings
- 8. 8
- 9. Process 9MOOC 3 (Hindi) MOOC 2 (English) Hindi facilitator and student guide created in MP Weekly translation of the MOOC in Bihar MOOC Platform tested with Hindi script Survey platform tested with Hindi script MOOC refinement workshop Government approval UK back translation Delivery Weekly meetings
- 10. 10
- 11. Process 11MOOC 3 (Hindi) MOOC 2 (English) Hindi facilitator and student guide created in MP Weekly translation of the MOOC in Bihar MOOC Platform tested with Hindi script Survey platform tested with Hindi script MOOC refinement workshop Government approval UK back translation Production / Delivery Weekly meetings
- 12. Odisha 12
- 13. Social media 13
- 14. Results – [NOT FINAL DATA] 14
- 15. 15
- 16. 16
- 17. 17
- 18. 18
- 19. Conclusion / Lessons learnt • Collaborative approach to translation • List of terms • Using a mixture of Hindi and English • Log of changes • Checking platform works in language and put in place support where needed • Use note pad not word • Use of Unicode 19
- 20. Thank you www.TESS-India.edu.in http://tinyurl.com/TESS-India-MOOC-Hindi @TESSIndia @tim10101 20
- 21. Conclusion / Lessons learnt • Collaborative approach to translation within the refinement workshop worked very well • List of terms (standard in translation projects) • Using a mixture of Hindi and English as appropriate where it is common parlance • Table of changes • Checking platform works in language and put in place support where needed • Use note pad not word • Use what sort of fonts Unicode • Language packs and the sort of support needed to 21
- 22. Process detail • What we can change in edX and what we couldn’t change – Didn’t have language packs so buttons and support all were in English and other standard text ie:subscribe to mailing list and registration – Approvals process – Just noticed the notice on this is an archived course is in English. – Use note pad not word – Use what sort of fonts Unicode • Translation process 22
- 23. TESS-India Aims to support trajectories of professional competence which bring specified policy aims and curriculum into the enacted and experienced curriculum in classrooms and lecture halls (sites of learning). • OER are means to enable participation in the practices of teaching and learning. • Engage teachers in a dialogue within practice involving : – planning learning activities – carrying out learning activities – draw on evidence from the outcomes of these activities • to develop a discourse about pedagogy and learning in and beyond curriculum topics exemplified in the OER. TESS-India Shaala Siddhi workshop MP October 2016 23
- 24. 24
Notas do Editor
- Hello I am Tim Seal I from the Open University UK working in the International development office focussing mainly on the TESS-India project. I have spoken about our work at previous OE Global conferences and this time I am going to be talking about some work we were involved in at the end of last year to adapt a MOOC primarily into Hindi providing an insight into our processes, challenges and successes of adapting English language originated content in non-Latin script (Hindi). And if we have time I will talk a little bit about social media use in the project as well as what this means for learners
- What is TESS-India? TESS-India, (Teacher Education through School based Support), it is UKAid funded and led by Open University, starting in November 2012 in support of professional development for teacher educators & teachers in understanding of different pedagogic approaches to teaching and learning.
- working in India across 7 states mainly focussed in the north east where there is greatest need. With limited funds from April 2016, TESS-India continues a relationship with all 7 states and continues to support state governments, but has reduced the full-time in-state representation to 3 states. These are Odisha, Madhya Pradesh and Bihar. Although there is no longer full-time in-state presence in the remaining 4, the TESS-India project has been carried forward in an agreed format with each state. From November 2016 TESS-India has been managed in partnership with Save the Children India Why partnership in first place enable the project to receive funding from Indian donors and organisations to establish a sustainable model for TESS India post dfid funding Why save the children – * strategic and programmatic fit operational feasibility fundraising ability
- The project has been engaged in working teacher educators and central and state governments local teacher education centres and universities on the ground but has also produced Produced 125 units of text and image based OER content that have been contextualised across the 7 states in India as well as a Pan India and Pan English sets in total 1125 OER in addition to this we have produced 55 videos that support these materials as a set of key resources or effective practices
- In 2014 we developed a MOOC to expand the understanding of OER and in particular the TESS-India OER called ‘Enhancing teacher education through OER: TESS-India’ We released this on edX thanks to the support of the Open Education Consortium and run as a pilot but was available globally, We did usability testing with the target audience in order to support an understanding of localisation of support and technical needs of the audience / cohort / potential student population The model open boundary with contact classes As we had already been working extensively with Indian academics and the state governments on the OER Materials had already been localised to certain extent as in the nature of using the TESS-India OER and working with Indian academics This pilot was quite intensive in terms of the monitoring and all of this fed into second version in English that was adapted further. Issues: Comprehension of how system worked check boxes submitting, submitting surveys (as had to allow on multiple machines due to workshop setting but if particpants went back they would see the survey again) Instruction on how to use Registration Order of activities More direct facilitation less input from UK academic team in terms of direct interaction with facilitators.
- Then did Hindi version (why?) why not? Requested in first version where there was a guide written by one of our facilitators
- first version where there was a guide written by one of our facilitators looking at sustainable model going forward in Hindi would be appropriate. What did the Hindi guide contain? What fonts? Unicode And using txt not word
- You can see where there is English still which could not be translated
- Who were the participants from the refinement workshop? government representatives from Uttar Pradesh, Bihar, Madhya Pradesh and Odisha. This was not about localizing or specifically contextualizing the content but refining the translation To ensure that the spirit, essence and purpose of the English MOOC is reflected in the Hindi version To ensure consistency of common terms in Hindi across the Hindi version To advise on ways of ensuring maximum usability for teacher educators end users of the Hindi version List of key terms, standard in large scale translation projects
- By the end of the three day workshop all materials had been refined and agreed by the group The course documents were not included in this process but was agreed this was a key activity in order to support the learner, so this could happen now with more traditional translation methodologies now that we had the list of agreed terms and the style of the materials
- Government approval this was then sent to NCERT (national council of educational research and Training) Thanks to professor Raj Rani who worked with us on this, she reviewed the final translations and amended where appropriate to ensure these were up to standard. Production team inc Dr Farrukh Salim Khan UK Back translation Use notepad not word Interactives and course documents signed of by academic team in India Log of changes and issues was kept and referenced in weekly meetings
- It was difficult for participants to understand Hindi, as the language is not used in the state The participants from districts in western part of Odisha found Hindi easier than English however participants from other district found it difficult in comprehension. However, after making available of Odia translated materials, it was easy for all. Instruction of classes in Odia Members of SRG did translation which was distributed to classes as well as put on government website Translation checked by Assistant Director of teacher education at SCERT who was also member of the course team.
- More to come on that work being done by academic director on this and I am speaking a little at mobile learning week
- the extent to which this has increased the engagement of learners This is not final data
- the extent to which this has increased the engagement of learners both within the ‘official’ learning environment