Introduction

TESS-India aims to strengthen and transform professional development and classroom practice in India. The program provides an innovative, practical, and scalable approach to pre- and in-service teacher education, with an emphasis on inclusive, participatory, and child-centered pedagogy.

At the center of TESS-India is a toolkit of almost 200 freely available open educational resources (OER) in multiple languages (Assamese, Bengali, English, Hindi, Kannada, and Odia) and designed to be adapted to the context of use. TESS-India OER include teacher development and school leadership units, professionally filmed videos of classroom teaching, and principles of practice. They are the product of a collaboration between more than 200 Indian and UK educational experts.

Key features of the TESS-India OER model

• The TESS-India OER all follow a template that includes learning outcomes for the teacher; activities for the teacher to carry out (usually in their classroom with their students); case studies illustrating how teachers in different contexts have undertaken the activities and the actions they take in response to student questions and developing understandings; reflection prompts known as “pause for thought” and a narrative that explains how the approaches in the activities support student learning. Each OER represents 12 to 15 teacher study hours including classroom practice.
• The OER are available in multiple languages, versions, and formats. Many teachers access the OER through their own mobile phones.
• The OER toolkit is infinitely adaptable and flexible for use in different cultural and environmental contexts. The OER can be joined in multiple ways; there is not one linear pathway through the OER.
• The OER can be studied in multiple ways: as stand alone mini-courses; as part of a formal TPD program; in pre-service practicum modules in diploma or Bachelor of Education programs; in pre-service pedagogy modules; in face-to-face sessions; in distance learning programs, and so on.
• Teachers are encouraged to discuss their experiences with the activities with their peers in appropriate forums: cluster or block meetings; seminars, lectures or tutorials; and with mentors and coaches. These discussions may be in-person or through social media platforms.

TESS-India also created a free MOOC for teachers and teacher educators on “Enhancing Teacher Education through OER,” which was implemented in three iterative versions between 2015 and 2017. Over 50,000 registered for the MOOC, with 55% completing the course and achieving the pass Certificate.

Key features of the TESS-India MOOC model

• The MOOC is a six-week course on Open edX and also available through OpenLearnCreate.
• Available in English, Hindi, and Odia.
• Access was mainly through smart phones, tablets, and projected by facilitators in some face-to-face classes for group study.
• Formal support was provided through the scaffolded activities, course forums (in different languages), and regular face-to-face classes organized by the participating state governments. Classes were led by facilitators who had completed a previous version of the MOOC.
• Informal support occurred via social messaging platforms initiated by the facilitators or participants themselves.
• Assessment included quizzes and two peer assessments. Successful completion also required contributions to the course forums and led to a Certificate of Completion.

Introduction

TESSA is a network of teachers and teacher educators across Sub-Saharan Africa. At the heart of the network is a bank of open educational resources (OER) linked to the school curriculum and designed to support teachers and teacher educators in developing active approaches to learning.

Co-created by university lecturers, African education experts, and educators from nongovernmental organizations (NGOs), TESSA OER are for primary school teachers in literacy, numeracy, Life Skills, Science, and Social Studies and Arts; and for secondary school Science teachers. The OER are accompanied by guidance for teachers and teacher educators on different ways to use the OER in programs and independent study.

Key features of the TESSA OER model

• Three-dimensional localization of OER as appropriate for contexts of use and to meet professional learning needs: content, format, selection of OER
• OER available in four different languages on the TESSA website—Arabic, English, French, and Kiswahili—adapted for specific country contexts with local geographic and cultural examples and appropriate curriculum alignment. In addition, because these materials are also available in generic versions in English and French, they are also applicable for multiple contexts in Sub-Saharan Africa.
• All TESSA OER follow a template and center on a series of activities that teachers can carry out in their classrooms and which are designed to be used flexibly according to local needs. Handbooks for teachers and teacher educators help them to integrate and effectively use the resources in their classrooms and in courses.
• TESSA OER can be used by any teacher or teacher educator. They are often integrated into pre-service teacher training programs to enhance and strengthen these programs or into government training programs. They are also used independently by practicing teachers to help develop personal professional skills and enliven their lessons.
• TESSA OER have been adapted for local contexts and programs such as pre-service diploma and Bachelor of Education programs (on-campus and distance learning) in universities and Colleges of Education, in-service programs (e.g., face-to-face, online, upgrading programs, national capacity building programs, NGO-led programs), and by individual schools and teachers.

TESSA also has a MOOC that was developed as a strategy for supporting and enhancing OER access and use. Delivery included facilitated face-to-face classes to address participants’ access and support issues.

According to evaluations of the program (Harley & Barasa, 2012), there has been considerable engagement with TESSA OER, noting that where internet access is stable, flexible, and affordable, OER uptake is high. TESSA has been integrated or used in a wide range of programs reaching over 300,000 teachers.

Introduction

CPE is a program run by the Government of Colombia that promotes educational innovation through access, use, and adoption of technology in the country's schools. CPE offers ICT-mediated TPD, in partnership with local universities, to accompany the provision of computers and internet access to Colombian schools.

The program articulates with the Ministry of Education's “Educational Innovation Route” diplomas. A diploma is a set of courses aimed at teachers and school administrators as a strategy for updating on methodologies, technologies, and innovative education  trends. The aim is for teachers to develop: 1) technological, 2) pedagogical, 3) communicative, 4) managerial, and 5) research skills at different levels of complexity: Explorer (Level 1), Integrator (Level 2), and Innovator (Level 3).

Key features of the CPE model

• One of the programs consists of a 96-hour diploma called "innovaTIC," offered in blended learning modality (65 hours face-to-face, 31 hours online). The diploma has four modules of progressive complexity, and its central theme is developing teachers’ ICT competencies. It is orientated to Level 3 for skilled teachers - Innovators.
• Regional operators (namely, universities) run the program and contextualize support appropriate to their specific context. There are two main options for teachers to access content: online on CPE's Moodle platform or offline on an Android app when there is no connectivity. CPE generally proposes more face-to-face than virtual spaces for training due to the varying connectivity conditions across Colombia.
• Course study is facilitated by school-based tutors and digital advisors. This group is prepared for their role in a program comprising 1 day of face-to-face training and 4 days of virtual training.
• The Ministry of Education’s Colombia Aprende portal is also available for teachers’ use. This includes a repository of resources and learning materials for self-directed learning.
• Program tutors administer an entry/exit ICT skills test for teachers. There are four knowledge tests that must be passed at the end of each level/module of the diploma course. The final product—a capstone assessment— is a video made by the teacher that documents the learning process across the four modules. The video remains as evidence of learning in the teacher's Personal Learning Environment. Key learnings from the program have highlighted the importance of localizing content and support within different regional contexts as well as recognizing and appreciating the diversity of teachers and their professional needs to sustain interest and improve retention in the program.