Social networks and their role in open educational language practice and interaction
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The document discusses the LANGOER project, funded by the European Commission, which aims to enhance the teaching and learning of less used languages through open educational resources (OER) and practices (OEP). It explores the role of social networks in facilitating user engagement and interaction in language learning contexts, highlighting emerging topics like digital identities and the need for community building around OER. The findings suggest that social networks can motivate collaboration and knowledge sharing among educators and learners, although concerns regarding public sharing and identity remain significant.
![Results - digital identities
• “[s]ocial networks can probably help with motivation, keeping
people on task and on track, and highlighting resources and
learning opportunities. They can also be a huge distraction.
Some learners want to keep their social selves and student
selves separate; this is barely possible nowadays, but a brake
for some learners and teachers” (E7, q6).
=> “the self-representation is mobilized by the tensions between
(…) the idea of broadcasting and sharing as part of digital
identity” (Alevizou et al., 2010: 513).
10](https://image.slidesharecdn.com/socialnetworksandtheirroleinopeneducationallanguagepracticeandinteraction-150427025128-conversion-gate02/85/Social-networks-and-their-role-in-open-educational-language-practice-and-interaction-10-320.jpg)
![Results - social networked OEP
Engagement in a community (networks alone aren’t enough)
•it is very important [to] build a community around the
resources. I know [two well-known repositories of OER for
language learning] but both have technical limitations and
barriers: [a user] has to create an account, no social sharing, no
community feel, still rather dominated by institutional presence”
(E10, q6)
13](https://image.slidesharecdn.com/socialnetworksandtheirroleinopeneducationallanguagepracticeandinteraction-150427025128-conversion-gate02/85/Social-networks-and-their-role-in-open-educational-language-practice-and-interaction-13-320.jpg)
Social networks and their role in open educational language practice and interaction
- 1. 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. Social networks and their role in Open Educational language Practice and interaction Giulia Torresin, Katerina Zourou Web2Learn, Greece 1
- 2. – Fryske Academy, The Netherlands – Web2learn, Greece – European Schoolnet, Belgium – University of Gothenburg, Sweden – Jan Dlugosz University, Poland – Mykolas Romeris University, Lithuania – Linnaeus University, Sweden – International Council for Open and Distance Education, Norway – Rezekne Higher Education Institution, Latvia “Enhancing teaching and learning of less used languages through OER/OEP” European funded network (2014-2016), 9 partners: Co-funded by the European Commission (LLP programme, KA2 action) 2 About the LangOER network
- 3. Scope of the LangOER project • Enhancing the linguistic and cultural components of OER • Fostering sustainability through OER reuse • Raising awareness of the risk of excluding less used languages from the OER landscape • Addressing the needs of policy makers and educators by : - Offering training to educators of less used languages, face-to-face and online - Supporting stakeholders of regional and minority languages in remotely located areas of Europe to gain knowledge and develop skills 3
- 4. LangOER: 6 strands of activities • Create state-of-the art of OER in less used languages • International policy-makers’ capacity building • Teacher training • Regional and minority languages and OER • Challenges for language learning • Mainstream good practice at European policy-making level 4
- 5. Social networks and their role in Open Educational language Practice The current study 5
- 6. Social networks and their role in Open Educational language Practice Rationale •Limitations to OEP (Beetham et al, 2012; Ehlers, 2011; Littlejohn et al., 2014): low user engagement; limited knowledge-sharing practices; (very) few insights into OER re- use and adaptation processes •Social networks: opportunities for user engagement, participatory learning and social interaction - can they help overcome the limitations above? Questions: •What is the perceived role of social networks in respect to user engagement? •How can social networks enhance OEP in a language learning/teaching context? 6
- 7. Social networks and their role in Open Educational language Practice Methodology •Content analysis (CA, Mostyn, 1985; Mayring, 2000) as an analytical, interpretative approach to understanding subjective realities •Open-ended survey structured around three conceptual categories – appropriateness of OER for language learning; – affordances of OER for language interaction and – role of social networking in OEP in a language learning context •18 experts fulfilling the criterion of CALL+OER expertise have been identified and invited to fill in the survey. 7
- 8. 1. Emerging concepts leading to new research topics 2. Results on social networked OEP Results 8
- 9. Results - emerging research topics • Survey results invite us to re-think concepts that experts consider fundamental • Although not among the three pre-established conceptual categories of the survey, the concept of identity emerges regularly in expert discourse. • Concomitant concepts: professional identities; identity construction through OEP; identity affected by public social networking activity 9
- 10. Results - digital identities • “[s]ocial networks can probably help with motivation, keeping people on task and on track, and highlighting resources and learning opportunities. They can also be a huge distraction. Some learners want to keep their social selves and student selves separate; this is barely possible nowadays, but a brake for some learners and teachers” (E7, q6). => “the self-representation is mobilized by the tensions between (…) the idea of broadcasting and sharing as part of digital identity” (Alevizou et al., 2010: 513). 10
- 11. Results - digital identities (2) Regarding the act of making OER available in the public sphere: •“I am not in favour of this, as I think there is too much potential for users to become disengaged. Many colleagues still feel an enormous amount of pressure or sensitivity in relation to critique of their teaching or teaching materials - anyone who is truly invested in their teaching cannot help but be emotionally invested. (…) The two concerns I think people have about sharing educational resources are 1) fear of criticism and 2) fear of not being acknowledged (E13, q8). => cf. Goffman’s concept of “facework” in open, social networked practices (Selwyn, 1999; Alevizou, 2010) Impact on professional identities of users engaged in OEP - is public display of one’s OEP incompatible with academic identity? (cf. Perryman & Coughlan, 2013; Hughes & McKenna 2012). 11
- 12. Results - social networked OEP Networking capacity: •“I think OER have a chance for expansion in especially social networks with massive numbers of users because of the open- access to the content that all participants have on the network” (E9, q7). •“Whether they are students or teachers, users need to create a community of practice to show each other how to adapt and use OER. Since OER are all about learning by doing, it only makes sense that there be a social network where OER users can talk to each other about their OER practices” (E18, q6). => Involvement of a range of actors (teachers AND learners); engagement in OEP (OER adaptation); active learning (socioconstructive anchorage). 12
- 13. Results - social networked OEP Engagement in a community (networks alone aren’t enough) •it is very important [to] build a community around the resources. I know [two well-known repositories of OER for language learning] but both have technical limitations and barriers: [a user] has to create an account, no social sharing, no community feel, still rather dominated by institutional presence” (E10, q6) 13
- 14. Results - social networks and engagement in a community More egalitarian approaches to knowledge building and sharing possible? •“In the future, I see OER serving as triggers for greater interaction in multiple learning communities: teacher communities and student communities. In other words, social networks (or what I am calling communities of practice) are the places where learning takes place. Students and teachers must show each other how to scaffold interaction with flexible OER” (E18, q12). 14
- 15. Results - social networks and co-creation practices Emphasis on OER uptake and remix •“Shift the focus to developing digital open educational practices and the uptake of authentic resources that have been openly licensed, to enable language teachers and learners to become OER creators and remixers” (E11,q13) 15
- 16. Conclusion • social networks: a trigger to user interaction around OEP, affecting also visibility across networks and identity construction • “community” and ‘community of practice”: used frequently although they didn’t figure explicitly in the survey 16
- 17. Results - expert videos and research paper A. Expert videos available on YouTube http://langoer.eun.org/videos B. A paper: Zourou, K. 2015, in press. Identity and engagement in networked Open Educational Practice. International Journal of Applied Linguistics 17
- 18. Staying in touch http://langoer.eun.org/ #langOER LangOER OER and languages OER and languages LangOER teachers’ group (in preparation) 18