OER “produsage” as a model to support language teaching and learning

MacKinnon, Teresa; Pasfield-Neofitou, Sarah Ellen

doi:10.14507/epaa.24.1825

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…• Produsage [17]: is a model to support language teaching and learning. It combines usage with the production of digital material to engage teachers and learners in reframing and repurposing resources [16].…”

Section: Language Learning Through Open Educational Resourcesmentioning

confidence: 99%

Design Principles of Collaborative Learning Space Connecting Teachers and Refugee Children - A Design Science Research Study

Nurhas¹,

Boutouil²,

Geisler³

et al. 2020

EDULEARN Proceedings

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Learning the German language is one of the most critical challenges for refugee children in Germany. It is a prerequisite to allow communication and integration into the educational system. To solve the underlying problem, we conceptualized a set of principles for the design of language learning systems to support collaboration between teachers and refugee children, using a Design Science Research approach. The proposed design principles offer functional and non-functional requirements of systems, including the integration of open educational resources, different media types to develop visual and audio narratives that can be linked to the cultural and social background. This study also illustrates the use of the proposed design principles by providing a working prototype of a learning system. In this, refugee children can learn the language collaboratively and with freely accessible learning resources. Furthermore, we discuss the proposed design principles with various sociotechnical aspects of the well-being determinants to promote a positive system design for different cultural and generational settings. Overall, despite some limitations, the implemented design principles can optimize the potential of open educational resources for the research context and derive further recommendations for further research.

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Section: Language Learning Through Open Educational Resourcesmentioning

confidence: 99%

Design Principles of Collaborative Learning Space Connecting Teachers and Refugee Children - A Design Science Research Study

Nurhas¹,

Boutouil²,

Geisler³

et al. 2020

EDULEARN Proceedings

View full text Add to dashboard Cite

show abstract

“…An exciting area for the use of OER is language learning. First of all, it is possible to use authentic material [16]. Then, the open licensing of OER ensures that materials can also be translated and are more widely disseminated worldwide through their digital and online availability.…”

Section: Introductionmentioning

confidence: 99%

Teaching German as a Foreign Language with Open Educational Resources (OER)

Wijayati

Kharis

Hidayat

et al. 2022

Int. J. Emerg. Technol. Learn.

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The focus of this research is to find OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at University of Malang (Indonesia). An overview of the OER will be given, which was categorized language learning level, themes, among others level and themes. From the implementation in university classes with about 19-21 years old, our interviews with five lecturers and their answers in an online questionnaire showed that the OER material in learning did provide many benefits for lecturers and students, including the variety of materials, the forms, and the economic aspect. However, the existing OER still have some downsides, like their suitability to the needs of lecturers and students, in terms of their themes, the technical requirements and levels of difficulty.

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Challenges of Adopting Open Educational Resources (OER) in Kenyan Secondary Schools: The Case of Open Resources for English Language Teaching (ORELT)

Orwenjo

Erastus

2018

JL4D

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Kenya, like many African countries, has faced enormous challenges in the production of and access to quality relevant teaching and learning materials and resources in her primary and secondary school classrooms. This has been occasioned by a plethora of factors which include, but are not limited to a lack of finances, tradition, competence, and experience to develop such resources. Such a situation has persisted despite the existence and availability of many Open Educational Resources (OERs) that have been developed by many education stakeholders at enormous costs. Such freely available resources could potentially improve the quality of existing resources or help to develop new courses. Yet, their uptake and reuse in secondary and primary schools in Kenya continues to be very low. This paper reports the findings of a study in which Open Resources for English Language Teaching (ORELT) developed by the Commonwealth of Learning (COL), Canada, were piloted in sampled fifty (50) Kenyan secondary schools. The study applied the Model 1 – Distance and Dependence (Zhao et al 2002) model to investigate the challenges that hinder instructors to adopt and use ORELT materials. The study reported that poor infrastructure, negative attitudes, lack of ICT competencies, and other skill gaps among teachers and lack of administrative support are some of the implementation challenges that have continued to dog the implementation, adoption and use of OERs in Kenyan schools. The findings of the present study will go a long way in providing useful insights to the developers of OERs and Kenyan education stakeholders in devising strategies of maximum utilisation of OERs in the Kenyan school system.

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OER “produsage” as a model to support language teaching and learning

Cited by 3 publications

References 14 publications

Design Principles of Collaborative Learning Space Connecting Teachers and Refugee Children - A Design Science Research Study

Design Principles of Collaborative Learning Space Connecting Teachers and Refugee Children - A Design Science Research Study

Teaching German as a Foreign Language with Open Educational Resources (OER)

Challenges of Adopting Open Educational Resources (OER) in Kenyan Secondary Schools: The Case of Open Resources for English Language Teaching (ORELT)

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