This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University. Contact: dholley@bournemouth.ac.uk Personal: Twitter: @debbieholley1 Website: drdebbieholley.com Blog: hashtags, handheld and handbags

1. 10 November 201510 November 2015
An Open Education
Resource (OER) approach
to CPD
Dr Debbie Holley,
Associate Professor and Deputy Head, Centre of
Excellence in Learning, Bournemouth University
1
London International Conference on
Education

2. Continuous Policy Development:
a contested area
Issues?
UK Policy: despite recognition of teaching as a Masters Level Profession and hype
about learning from others (Swedish Model) – current ‘English’ policy –
marketization, de-professionalisation and move to ‘apprenticeship’ model
International Comparison: OECD/TALIS report 2014
‘Teachers in England feel much less need for CPD..than teachers elsewhere’
‘Participation in CPD is high, average number of training days..low by
international standards’
‘50% report ‘effective’ cpd with a moderate or large impact on teaching – low
compared 71% in high performing countries
‘Teachers in England work on average 48 hours a week, 9 hours more than the
median average time for f-2-f is 20 hours, close to the national average’
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3. Policy documents
TALIS
TALIS The OECD
Teaching & Learning
International Survey
Open Educational
Resources (OERS)
OER link
Just sharing that the US Gov
#GoOpen initiative is really
gaining momentum with a big
commitment today for open
education and use of open
licenses on all education dept.
funded IPR.
http://tech.ed.gov/open-
education/
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4. An exemplary approach
Good Practice: Beeches Academy
https://www.gov.uk/government/uploads/system/uploads/at
tachment_data/file/392169/Perry_20Beeches_20the_20Acad
emy_20-_20good_20practice_20example.pdf
A new model
for developing
staff as a
learning
community
Coaching staff
to foster
improvement
Extensive use of
‘student voice’ to
evaluate
teaching
Every member of
teaching staff
expected to gain
a masters degree
Assistant
teachers –
encouraged to
complete level 2
in English, Maths
or IT
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5. Training at Perry Beeches - Culture of Learning
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6. And on the ground?
Headguruteacher blog –
how it is..CPD in schools
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7. Three case studies
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8. Case Study (1)The chaotic science lab

PGCE Student Science Teachers
Come from a range of disciplines
Have less 'hands on' laboratory experience
Need class based Health and Safety compliance
Need laboratory management skills
Some skills needed for non-science specialists

PGCE resources
Less training and more teaching on placements
Less time to build laboratory management experience
Fewer resources to practice skills
Dangers to person and infrastructure!
The
problems?
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9. The Scenario

The Chaotic Laboratory
Simulates real science class room
Represents basic hazards
Students evaluate risks and take remedial action
Scenario provides context for H&S discussion

Student perspective
Supplemental to existing training on demand
Used as a pre-course familiarisation exercise
Helps bridge from book to practical knowledge
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10. Building the Scene – template
laboratory
10

11. Building the Scene – Virtual
laboratory
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12. Communication model
Second Life Interface
External data server
12

13. Interaction
Interactive acid bottle and mop / bucket '
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14. Avatars exploring - chaotically !
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15. 15
Web server interface
Results:
A free resource,
for all educators
to access
Shared with over
200 school
partners
Issues?
Second Life
complicated to
learn
Needs certain
amount of
technical skills
Not all trainee
science teachers
interested

16. Join teachers and educationalists for
#ukedchat.com each Thursday between 8-
9pm for Edu chat. Education news,
resources, and @UKEdSch website with
@UKEdMag
A self managed community,
for teachers, by teachers,
teach meets, tweet meets
and other self organised
events
I attended/ spoke at a
regional teach meet in
Chelmsford UK – 200 staff
and we trended
internationally on twitter,
and were joined by teachers
across the globe
Case
Study 2
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17. Case study (3) Schools and CPD
• Policy landscape (England ages 5 – 11)
• New national curriculum
• Changes to the types of schools : academies and free schools.
• Aim to increase opportunities for school autonomy and develop a culture of self-
improvement (DoE 2014)
• Schools have to develop their own professional development or buy into schemes or
courses
• Teacher trainee experience
• Training days are didactic with limited support outside the delivery.
• Desire for a more relevant pedagogy underpinning an authentic and technologically
enabled practice
• Solution? Augmented Reality
• Topic: Behaviour - It is worth noting that in a recent survey of teachers in England,
60% of those who participated stated that they had not received any CPD relating to
managing pupil behaviour in the last 12 months, and of those who had 15% received
only informal support from their colleagues
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18. CPD and classroom
behaviour
• Case Study
• Maylandsea primary school Essex
• Co-design workshop with children
• Curricula development work
• Filming with the children
• Emerging Themes
• Behavior Management
• Use of Technology
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19. Co-Design workshop
The co-design workshop consisted of collecting the information
generated and proposed by the participants, observing how they
created their ideas about classroom behaviour, and is a feature
of design based research (DBR) McKenney & Reeves (2012)
Participants: Dept. Head Teacher (1), Classroom Teacher(2), Trainee Teacher(1)
Pupils(8), Researchers(2), Learning Technologist(1)
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20. Co-designed Website
• Real life scenarios linked to interactive resources designed to prompt
reflection
• (insert web site image and link)
Link
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21. Emergent Themes
• Behaviour Management
• Identified a gap in the literature on classroom behaviour.
• Little written from the perspective of the child.
• Use of AR as an enabling technology
• Staff and pupils became eager to explore the use of AR
• Not just in the project but also in other aspects of school
education.
• Authentic learning experience through the use of AR
• Real experiences captured for inclusion in workshops through a
video clip library
• AR underpinning an authentic pedagogic approach the creation
of flexible classroom learning scenarios.
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22. Next Steps…
• Integrating AR for continuous professional development of trainee teachers in
Schools
• Co-design of media and triggers
• Persona triggers for:
• Head teacher
• Classroom Teacher
• OFSTED Inspector
• School Governor
• University lecturer
• Children talking about their classroom experience
• Creation of a set of Open Education Resources (OER)
• Framework and materials free for use, re-use and re-purposing in
educational contexts.
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23. And back to Open Education Reosurces
(OERs)
• UNESCO believes that universal access to high quality education
is key to the building of peace, sustainable social and economic
development, and intercultural dialogue. Open Educational
Resources (OER) provide a strategic opportunity to improve the
quality of education as well as facilitate policy dialogue,
knowledge sharing and capacity building.
• Open Educational Resources are teaching, learning or research
materials that are in the public domain or released with an
intellectual property license that allows for free use, adaptation,
and distribution.
• Surely CPD for educators should be led by their own interests?
The trainee teachers we talked to report the school CPDt hey
have attended are didactic in approach, with little material
available to them once the training day sessions are concluded…
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24. To conclude: an appeal to use creative commons and
share our work!
The founding of Creative Commons, in 2001, resulted in an
elaborated set of licenses that allow copyright holders to
specify the rights they wish to waive, a tool to facilitate
the sharing of content.
http://creativecommons.org/about
Thank you for your
attention!
Any questions?
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I would like to acknowledge the
contributions of Dr Mike Hobbs
and Dr Philip Howlett
Anglia Ruskin University

25. Chaotic Laboratory Resources
Second Life
SLURL – http://bit.ly/chaoticlab - takes you to Anglia Ruskin
University Island
Server (password protected)
http://mojo.csd.anglia.ac.uk/~sandry/chaoticlab/index.php
Blog
http://angliasledu.wordpress.com/
YouTube:
A short demonstration of phase I
- please excuse compression and double speed.
http://youtu.be/Fdh34YYeZzU
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26. Further Reading:
• Micklewright, J., Jerrim, A. Vignoles, A. Jenkins, R. Allen, S. Ilie, E.
Bellarbre, F. Barrera, and C. Hein. "Teachers in England’s
secondary schools: evidence from TALIS 2013." (2014).
• https://www.oercommons.org/
• Sandals, L., Bryant, B.: The evolving education system in England:
a “temperature check”. DfE (DFE-RR359), London. (2014)
• Guidelines for open educational resources in higher education
http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-
materials/publications/full-list/guidelines-for-open-educational-resources-oer-in-higher-education/
• Teachers’ beliefs and continuing professional development de
Vries, S; van de Grift W. J.C; Ellen P.W.A. Jansen Teachers’ beliefs
and continuing professional development Journal of Educational
Administration 2013 51:2 , 213-231
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