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A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will need to target educators’ belief systems and practices about their scholarship. Any such work will involve researchers collaborating with practitioners in real-life settings to improve educational practices through iterative analysis, design, development and implementation. The purpose of this paper is to report on how the development and use of such a design-based approach, implemented by the Open University of Sri Lanka, impacted the adoption and uptake of open scholarship among teachers in the Sri Lankan school system in terms of changes in their use of instructional resources, pedagogical thinking and pedagogical practices.

The study adopted a design-based research (DBR) approach (Reeves, 2006), which involved researchers collaboratively working with practitioners in real-life settings to improve their educational practices along three aspects – instructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approach – analysis, solution, testing and refinement, and reflection, a professional development intervention programme was designed and implemented to support teachers on the integration of open educational resources (OER) and adoption of OEP in their teaching-learning process. Data collected throughout the process using multiple strategies such as questionnaire surveys, concept mapping, lesson plans, focus group interviews, self-reflections and “stories”, were analyzed using both qualitative and quantitative methods.

By the end of the intervention, significant changes were observed in teachers’ use of instructional resources, their pedagogical thinking and pedagogical practices. While resource usage has shifted from no or low usage of OER to reuse, revise, remix and creation of OER, the pedagogical thinking and practices of teachers moved from a content-centric and individualized patterns to more constructivist, context centric and collaborative ways. The diffusion of OEP was prominent along two dimensions – enhancements in the individual practices in innovative OER use as well as collaborative practices of sharing of resources, knowledge and good practices.

The systematic and flexible methodology adopted based on the DBR approach via a framework designed as a contextualized, process oriented and a self-reflective enquiry has been very useful to support changes in OEP among practitioners over time.

This iterative process allowed the researchers to function as “designers”, while investigating real-life issues in collaboration with the practitioners through reflective enquiry to further refine innovative practices towards OEP. This provides valuable insights for improved design solutions for future interventions in similar contexts.

The concept of Open Educational Resources (OER) is a major breakthrough in education, which promotes sharing, adaptation and contextualisation of course content. Promotion of using OER can be very cost effective, since development of new course content would be both expensive and time consuming. However, awareness raising and capacity building of teachers and learners is crucial, in order to exploit the full potential of OER.

The Faculty of Education at the Open University of Sri Lanka, initiated a research project to create an Online Learning Environment (OLE) on OER for science education, witha view to raise awareness, develop competencies and enhance adapting, adoption and creation of OER by teachers. This is developed in Moodle Learning Management System, as a supplementary material for science teachers enrolled in a distance mode professional development programme. The research team, together with a group of science teachers and teacher educators, who are their students, is engaged in this action research conducted in several stages: analysis, design, development, implementation and evaluation. This paper discusses the first three stages, concerning the following objectives: to identify sources of OER for science education, to make key design decisions of the OLE, and to design and develop the OLE on OER for science education.

The analysis of need, learner, task and context, resulted in making decisions on information, instruction, interaction and interface design. Some initial design decisions are: Structuring of information on finding, using and creating OER related to teaching science, while making it relevant and meaningful for teachers; Use of exploratory instructional strategies enabling teachers to select OER; Incorporate frequent interactions encouraging teachers to adopt, adapt, create and share OER; and Use of different media elements to make the visual layout motivating. A prototype will be pilot tested with science teachers with a view to revise and improve the OLE on OER. Allowing student teachers/teacher educators to work collaboratively with their instructors, as a team, enable both parties to face challenges together, in this novel experience of designing and developing an OLE on OER.

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

The purpose of this paper is to reveal how support services for open and distance students are designed, developed and implemented to ensure successful learning to take place, with specific references to the Open University of Sri Lanka (OUSL) and Universitas Terbuka (UT) Indonesia. Success in distance learning is one major challenge for open universities to respond to expectations of students and stakeholders. This study focuses on the strategies of student support services in OUSL and UT, investigating related factors including instructional design and development, learning engagement and motivation, policy and strategy in reducing dropouts, use of OER/MOOCs, and quality assurance.

A qualitative study was employed involving analyses of documents; interviews and focus group discussion with senior administrators, academic staff, students; and on-site observation in locations of teaching and learning.

This research is exploratory in nature. Findings of the study are expected to improve our understanding of student support in distance learning, in which analysis is based on good practices, challenges and rooms for improvement of both OUSL and UT.

Findings of this study reveal practices and lessons learnt that may be useful as reference to open universities, taking into considerations the fact that each open university has been established to address specific challenges in its own unique circumstances.

This research may be adopted as baseline framework for analysis of student support for open universities. Further in-depth study is needed to understand how various aspects of student support contribute to success in open and distance learning.

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.