Enhancing teaching and learning of less used languages through Open Educational Resources (OER) and Practices (OEP)
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The Langoer project aims to enhance the teaching and learning of less used languages through Open Educational Resources (OER) and practices (OEP), focusing on fostering linguistic and cultural diversity in Europe. The project addresses the needs of educators and policymakers, offering training and resources across various languages while investigating challenges faced by these languages in the OER landscape. Key activities include webinars, training sessions, and the development of policy briefs to promote the adoption and quality of OER in less used language communities.
Enhancing teaching and learning of less used languages through Open Educational Resources (OER) and Practices (OEP)
- 1. Enhancing teaching and learning of less used languages through Open Educational Resources (OER) and Practices (OEP) Linda Bradley, University of Gothenburg, Sweden Gosia Kurek, Jan Dlugosz University, Poland Katerina Zourou, Web2Learn, Greece EUROCALL conference, August 26-29, 2015 This project was financed with the support of the European Commission. This publication is the sole responsibility of the author and the Commission is not responsible for any use that may be made of the information contained therein.
- 2. About the LangOER network – Fryske Academy, The Netherlands – Web2learn, Greece – European Schoolnet, Belgium – University of Gothenburg, Sweden – Jan Dlugosz University, Poland – Mykolas Romeris University, Lithuania – International Council for Open and Distance Education, Norway – Linnaeus University, Sweden – Rezekne Higher Education Institution, Latvia European funded network (2014-2016), 9 partners: Co-funded by the European Commission (Lifelonf Learning Programme, KA2 Networks)
- 3. Three main questions • How can less used languages, including Regional and Minority languages, benefit from Open Educational Practices (OEP)? • How can Open Educational Resources (OER) be shaped to foster linguistic and cultural diversity in Europe? • What policies are favourable to the uptake of quality OER in less used language communities?
- 4. Scope of the LangOER project •Enhance the linguistic and cultural components of OER •Foster sustainability through OER reuse •Address needs of policy makers and educators •Raise awareness of risk of exclusion of less used languages from the OER landscape •Offer training to educators of less used languages, face-to-face and online •Embrace stakeholders of regional and minority languages in remotely located areas of Europe to gain knowledge, develop skills
- 5. 6 strands of activities 1. State-of-the-art of OER in less used languages 2. International policy makers capacity building 3. Teacher training 4. Regional and minority languages & OER 5. Challenges for language learning 6. Mainstream good practice at European policy making level
- 7. In-depth investigation and analysis of OER in 23 languages Strand1:State-of-theartofOERinlessusedlanguages Study free to download in 9 languages EN, EL, PL, LV, LT, NL, SE and Frisian. Languages covered : Dutch, Frisian, Greek, Latvian, Lithuanian, Polish, Swedish, Catalan, Danish, Estonian, Finnish, Flemish, Hungarian, Icelandic, Italian, Latgalian, Norwegian, Romanian and Welsh, plus English, French and German for reference. Full reference: Bradley, L., & Vigmo, S. (2014). Open Educational Resources (OER) in less used languages: a state of the art report. http://langoer.eun.org/resources
- 8. Policy Brief: Open Educational Resources in your Own Language, in your Way Strand2:InternationalchallengesLessusedLanguages face Study free to download in 12 languages EN, FR, EL, PL, LV, LT, NL, NO, SE, Frisian, Faroese and Arabic. Presents the challenges and opportunities faced by less used languages: the global and the European perspective Edited by Monique Udnaes, Gard Titlestad and Øystein Johannessen http://langoer.eun.org/resources
- 9. Recorded webinars Strand5:RegionalandMinoritylanguages Webinar, (Sept. 2014): OER for less used languages in an increasingly digital everyday culture Open translation and the power of the crowd OER: potential enabler and lifeline https://connect.sunet.se/p502lhe6m8f/ Webinar (April, 2015): How can OER enrich your teaching practice? With Robert Schuwer, Ebba Ossiannilsson, Maarten Zeinstra http://blogs.eun.org/langoer/2015/06/19/webinar- series-how-can-oer-enrich-your-teaching-practice/
- 10. Expert videos Strand6:Challengesforlanguagelearningand interaction What are the challenges and the benefits of OER/OEP for language learning? http://langoer.eun.org/videos Teresa MACKINNON Gosia KUREK Kate BORTHWICK Anna COMAS-QUINN Carl S.BLYTH Cristobal COBO Fred RILEY Alannah FITZGERALD Shona WHYTE Anna SKOWRON Linda BRADLEY Sylvi VIGMO Ed DIXON
- 11. Training teachers for openness in less- used languages Strand4:Teachertraining
- 12. Training teachers for openness – the structure
- 13. Guidelines and principles behind the design of the training • The openness of materials, discussions and practices; • raising awareness of open licensing (practical aspects); • sharing & interaction; • strong focus on task design – training teachers how to build materials into a lesson or how to design good tasks around them; • flexible manipulation and remixing of resources; • choice and authenticity; • implementing the 4RS: revise, reuse, re-distribute, remix (Hilton, Wiley, 2010). • respecting diversity and cultural differences; • collaboration • multimodality of materials.
- 14. Challenges: • The hosting platform: open or closed? • addressing openness at the level of teacher beliefs and practices; • leaving room for future cultural/langugae appropriation of materials; • adressing language- technology-pedagogy tensions; • „universal” task design.
- 15. (Hilton, J. Wiley, D. 2010)
- 16. The pilot
- 17. The pilot
- 19. this course exceeded my expectations and once I had become familiar with navigation I found the social and feedback elements (activity completion indicators etc) very helpful. The course designers had selected useful resources and had realistic expectations of the time necessary to complete them. The course was very inspiring and the organizers really positive and engaged. Also, the respond time to anwers was quick, this is really necessary to keep participants motivated. Thus consider this a job very will done.A successful course overall! As a teacher, after this course, I came to appreciate the use of open on-line content and I also realized the importance of contributing and sharing so that open educational resources can be enriched and thus become useful to even more teachers I guess on the collective level: I didn't expect so much participation and this was encouraging since we are all located in different places...
- 21. Components of the course
- 22. What participants have learned •Taking the step of sharing OER •What the implications are of open access and open licences •Being confident in participating in the online debate around language learning •Collaborating with partners on a national and cross-national basis
- 23. Forthcoming events •September, 15: webinar “Out in the Open, reaching for the stars: EU-US insights into Open Educational Practices for language education”. Register for free: www.tiny.cc/langOER15 •Seminar “Open Learning in Minority Languages: Chances and Perspectives” , 7-8 October 2015, Leeuwarden, The Netherlands.
- 24. Staying in touch http://langoer.eun.org/ #langOER LangOER OER and languages OER and languages LangOER Teachers