 亐克  decline. Okay, good afternoon everyone. My name is Judith Pette. I am going to chair this session and we have wonderful, wonderful, presenters this afternoon. And this being the last session, we are very lucky to have our first presenter going virtual. That is our own G&M alumni, Dr Vivian. Who is going to share with us a professional development guidelines for పినెలెళో part 2 వార్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల్ల మాగాసింలిడింలి ఆవాలా ఆపతిదిని. кол Panel Chim大家好? Hello? dear National Educationno inviting which focus on increasing national hearts for the chtef education government for the fundamental day, of which it seems to be going from 9 and standard student tools included into training moose resources and  apron                                                                                                                                                                                                                              పాతీటిిధ్త్పా పర్తెసొంటిిరంటాకోట్త్ కోంటోట్టాకో, కిరిఆఽ్టిటికోట్వికో, పాసునీచఢదరికికారికోట్, టటరిటూటాట్టనీ. స౜డ్ఠింఢ  forgĺmene                                                              athlet  ligger                                                                                                                                                                                                                            êmes වණ් කින lots ලණාශිඩload නපීපේක් climate hearing something awesome වාපතුබින බොණයුබිම්න 솔 Berkeley Quel fats jue రార్నినాలులేనిస్యారేని సిలోనినిస్లేయులైస్ సిర్రేనిని పనిఀిస్యాలుభో్యాలిరుర్యా. సిలార్నిస్ల్లే రధషంచిిసెవి. Secretary Sophia excited eye outer contacts or professional development approach met education or fill so that Gal Dist ape us and ja an temperate um hula found So during the first workshop, I basically provided the participants with an overview of what OER are, the five hours of OER, and what the face-to-face workshops would comprise. So during workshops 234, IU signed a new framework, and 30 teachers participated in these workshops, and the design thinking framework, it addresses the teachers who implement innovation and the infrastructure that enables it. It is based on teachers' beliefs and local context, and it's a bottom-up, not top-down classes, which is enlightening my main objective, because I did not want to impose OER adoption use in this context. So during workshop 2, I proposed the following problems to the participants. How can we use digital resources to improve our pedagogical practices? And in this context, digital resources refers to the use of OER, but also to the use of ICT, which supersedes the important avenue to OER use. So during workshop 2, teachers were asked to this, their strengths and doubts in regards to the problem. For those during workshop 3, teachers were asked to these strategies and solutions in regards to the strengths and doubts they had raised in workshop 2. And during workshop 4, teachers were asked to come up with how, to build a prototype of how they would overcome the challenges they had raised in workshops 2 So during workshop 3, the design thinking workshops were analyzed using workshop or framework for effective use of ICTs. And this framework was a good fit for this study because it speaks to the need for ministry competency when using ICTs, which are already mentioned, are important avenue for OER use. And data for design thinking workshops were analyzed using deductive coding approach with four main descriptive codes, physical resources, digital resources, human resources and social resources. And finally, during the last workshop, the fifth workshop, focus groups were connected to assess the overall effectiveness of the intervention. And they were analyzed using a generic inductive coding approach, which used four main categories or descriptive codes, interest and motivation, knowledge obtained, support obtained and effective type of TPD in OER for teachers. So now I'm going to go over the findings of the design thinking workshops, which are aimed at answering research question one. And in terms of human resources, the findings show that teachers in this context, they like basic technology or ICT skills, and they want for more long term professional development to develop their ICT skills to use OER. The findings also show that technology helps keep teachers updated their practices and engages students in the learning process. In terms of digital resource, the findings show that teachers are already using the Internet search for images, videos and music to supplement instructional content. But they're not necessarily looking for OER because other factors such as accessibility, language related issues, reliability of sites and where you find coding material, adversity facts teach the ability to use OER in this context. In terms of social resources, factors such as lack of time, lack of personnel, low salaries, only one computer teacher at the school, external websites which are blocked by administration, lack of vision plan and support from administration and teachers feeling professionally undervalued by authorities, also adversity facts teach the ability to use OER in this context. And finally, in terms of physical resources, factors such as obsolete equipment in the teacher's room, computers and other multimedia equipment be available only in the computer lab. And poor Wi-Fi connectivity, all service impacts teach the ability to use OER in this context. Findings for the focus groups, which are aimed at answering the search question 2, show that for the categories interest and motivation, the teachers were interested in participating in the workshops. Due to the relationship with IC skills, they were motivated to learn and reflect on new practices. However, the findings show that upon completion of the ODP, the teachers still had misconception in regards to the five hours of OER. In terms of knowledge gain, new knowledge was gained because teachers before they never heard about or considered using OER in their professional practices. Things also showed that there was a change in teachers' attitudes and conceptions with regards to OER used upon completion of the ODP. In terms of support obtained, support was limited to participation only in the workshops. And when asked which incentives, policies or other actions would provide further support for a professional development program in OER, the teachers mentioned factors such as increased salary and the use of mobile phones for professional development and better school infrastructure. And finally, in terms of effective type of TVD and OER for teachers, all teachers stated that they wanted a hands-on professional development that teaches them, step by step how to differentiate between open and closed resources and how to assemble and repurpose OER and ongoing facility support. So this kind of professional development should provide teachers with the necessary support for scaffolding engagement and in order to progressively lead them to empowerment and provide them with the autonomy and confidence required to learn about OER. So on this time you can see the TVD guidelines for OER are up to the point to show the different kinds of support are needed and these guidelines come from the trained relation of the different sources of qualitative data. I know it's difficult to see them in this slide. In my thesis I present them in a table format which is in but you can see I've left here the link to my thesis. So for now we go back to the guidelines just to give you a brief overview. The guidelines have been defined for manufacturers, policy support, organizational support, inter-search support and professional development support. And under each factor are who are the recommended actors, what are the recommended actions and how these actions can be taken. So basically clear policies, organization, pedagogical support and the proper tools stimulate enhanced engagement with OER in this context. So the professional guidelines that result from the study, they're not intended to be prescriptive. However they can provide some direction for policy makers, teacher educators, or school administrators who wish to promote the adoption and use of OER in the Brazilian public fundamental education system. The guidelines can also be adapted to local needs and context but more importantly in order to achieve effective outcomes through the use of the guidelines, school administrators and teachers need to embrace the idea of using OER. So the guidelines begin with the policy support factors because the policy provides directives and rules the organizational infrastructure and professional development factors. Teachers with OER depends on clear policies that provides directives and rules for their adoption and OER and use. And even youth with available infrastructure and tools and effective pedagogical support may enhance teachers engagement with these resources in addition to stimulating their use. Although this study addresses an important gap on teachers' use of OER and the professional development required most specifically in the Brazilian K-12 public school system the integration adoption of OER One minute, one minute actually again. Okay I could shoot. So I'll just bring back here. So although this study addresses an important gap on teachers' use of OER which is required more specifically in the Brazilian K-12 public school system the integration adoption of OER impact teaching required access under the instructional strategies as you can see on the picture on this slide is a time consuming slow gradual process. However the introduction of OER can say cost institution and that is very important right now in Brazil since we're going for a very deep economic recession and the important avenue for the much needed innovation and change in the cultural mindset of teachers in this study. So that basically wraps up my presentation. Thank you very much for your attention. I will now stop sharing my screen. Welcome to your questions. We are done with the questions for Vivian. Well I've got one for you Vivian. It's Jameson again good to see you and great to see the culmination of your project and also really important for us to see you more global south context and K-12 context. There's just not a lot of that present here at the OER 19 conference. In terms of getting these guidelines out and how to share them effectively are you going to package them somehow get it out of the dissertation format into some other kind of format? Yes in my thesis well thank you for your question they didn't publish in the table format and my thesis is often to anybody who would like to access that's why I've included a link to it. I intend to soon publish an article and of course the article will include the guidelines. Unfortunately I have not had time because it's been defended by thesis which was enabled last year. I have been working a lot so but yes if you're interested you can send me you can twitter me you can find me on twitter send me an email and I will send you my guidelines. Any other question or answer to Vivian? There's none. Well done Vee. We really appreciate you. You can appreciate Vee.