» This lecture is part of our Video Journal series. Take personal synchronized notes and share them through the COCo VideoJournal site.

The role of OER localisation in building a knowledge partnership for development: Comparing the TESSA and TESS-India teacher education projects

author: Tim Seal, Open University (OU)
author: Alison Buckler, Open University (OU)
author: Leigh-Anne Perryman, Open University (OU)
published: June 23, 2014,   recorded: April 2014,   views: 1532

See Also:

Download article icon Download article: OCWC2014-TESS-India-Abstract.pdf (90.2 KB)

Download article icon Download article: open_education_perryman_buckler_oer_01.pdf (90.2 KB)

Help icon Streaming Video Help

Related Open Educational Resources

Related content

Report a problem or upload files

If you have found a problem with this lecture or would like to send us extra material, articles, exercises, etc., please use our ticket system to describe your request and upload the data.
Enter your e-mail into the 'Cc' field, and we will keep you updated with your request's status.
Lecture popularity: You need to login to cast your vote.


As ever more OER are produced with the aim of widening access to learning in international contexts, debates around the localisation of OER have been increasingly voiced (e.g. Teemant, Taylor and West, 2011). It is generally agreed that sharing OER across continents is not just a matter of distributing resources to those who need them on a ‘one size fits all’ basis - ‘whereby the rich north would push these resources at the south without thought of reciprocity’ (Glennie et al 2012:v) - a notion that has been criticised for reflecting neo-colonial practices. Bateman, Lane and Moon (2012) observe a tendency for the OER Movement to be seen as (and see itself as) ‘benevolent, developed country ‘providers’ of OER’ as distinct from ‘passive, developing country ‘users’ of them’ while Miyagawa (2005) warns that by ignoring such concerns we may see a global information society resembling ‘a map of the world in the 16th century composed of those that colonize and those that are colonized.’

It is clear that for OER to be truly valuable to educators and learners, they need to be adapted to suit the contexts in which they are to be used, and adapted by those with a nuanced understanding of these contexts. Adapting OER for local contexts remains one of the greatest challenges of the open education movement (Wolfenden and Buckler, 2012) and very little has been written about how to support communities of users to adapt materials. Indeed, an outcome of the 2012 UNESCO World OER Congress in Paris was the note that OER producers need to give more attention to reuse and repurposing.

This paper is intended to extend the global conversation about how best to localise OER through adaptation and repurposing. It maps the landscape of OER for teacher education in low-income countries and presents a continuum between cultural imperialism to cultural knowledge sharing. Drawing in particular on the experiences of two UK-based teacher education OER projects - the Teacher Education in Sub-Saharan Africa (TESSA) programme and the Teacher Education through School-based Support in India (TESS-India) project - the paper presents an emerging toolkit for developers of OERs to move initiatives along the continuum to ensure more equitable and sustainable OER development and use.

Link this page

Would you like to put a link to this lecture on your homepage?
Go ahead! Copy the HTML snippet !

Write your own review or comment:

make sure you have javascript enabled or clear this field: