OOPS, Turning MIT Opencourseware into Chinese: An analysis of a community of practice of global translators

Lee, Mimi Miyoung; Lin, Meng-Fen Grace; Bonk, Curtis J.

doi:10.19173/irrodl.v8i3.463

Cited by 35 publications

(12 citation statements)

References 18 publications

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“…For instance, students could watch only the small portion of a video lecture covering a certain part by entering a coursebook page or a question number. The "quality problem" of OER (Lee, Lin, & Bonk, 2007), is also addressed by governmental investment, diversified coursebooks, and prominent teachers' high performances in video lectures. In retrospect, one interviewee, student D, remarked that:…”

Section: Discussionmentioning

confidence: 99%

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Kwak

2017

IRRODL

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Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama's comments about South Korean education might also be caused by South Korean students' academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA). This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12 th grade (the final year of secondary school) Korean language arts classes. Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER. We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.

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Section: Discussionmentioning

confidence: 99%

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Kwak

2017

IRRODL

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“…The idea is not without precedent. Lee et al (2007), writing about a volunteer community of translators who formed around an OpenCourseWare education initiative, argue that the electronic forum that the group used offered a space for sharing ideas and providing mutual support and thus served as a channel of reification. As Wenger (1998) emphasized, different forms of reification at the organizational level help sustain the energy and help build the collective sense of identity as a group.…”

Section: Web 20 and Communities Of Practicementioning

confidence: 99%

Obstacles to creating and finding Open Educational Resources: the case of research methods in the social sciences

Brent¹,

Gibbs

Gruszczynska

2012

JIME

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Abstract:The field of Social Research Methods is shared not only by the social sciences, but by many other disciplines. There is therefore enormous scope for the creation and re-use of open educational resources (OERs) in this area. However, our work with social scientists on a number of recent projects suggests that barriers exist to OER creation and use in social research methods teaching. Although there are now a number of national and institutional projects creating learning resources in research methods and making them openly available for teachers and students to use, many still use licences that restrict re-use and, in particular, modification. We refer to these as grey OERs. We also found that, in contrast to the well-developed practice of citation in research work, academics and teachers had a narrow notion of licensing and copyright of teaching materials, consistent with a limited experience of sharing teaching materials. Academics saw potential users as mainly other academics who were subject experts like themselves. That meant that they gave little weight to the role of broad description and metadata in making resources findable. At the same time, when academics looked for resources, the provenance, quality and relevance of those resources and the ability to judge that quickly were paramount.We discuss two approaches that attempt to tackle these issues: first, the development of a mapping tool that supports those creating OERs to identify a range of classificatory and metadata in a way that gives those looking for resources a much wider range of ways of finding them; second, the development of a website, based on Web 2.0 technology, that exploits the contributions of academics using and reviewing research methods OERs. We suggest that the activities on a blog-based website create a cultural context which constitutes an element of a community of practice of social science academics. Users can find resources by quality, pedagogy, and other metadata as well as content and through vicarious learning about the use and reviewing of resources by other academics, they may develop better practices in their own re-use and attribution of OERs.

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“…To conclude, while clear expectations, tasks and a certain level of interventions are surely important, it is unclear which level of intervention and individual feedback is the best. Surprisingly, the central role of an instructor also applies to Informal VLCs, as the moderator is crucial here as well (Gray, 2004;Lee et al, 2007;Chalkiti and Sigala, 2008;Gairin-Sallan et al, 2010). Chalkiti and Sigala (2008) highlight the importance of moderators in order to facilitate communication.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

Virtual learning communities: success factors and challenges

Wegener

Leimeister

2012

IJTEL

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Despite their didactical potential many Virtual Learning Communities (VLCs) fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.

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OOPS, Turning MIT Opencourseware into Chinese: An analysis of a community of practice of global translators

Cited by 35 publications

References 18 publications

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Obstacles to creating and finding Open Educational Resources: the case of research methods in the social sciences

Virtual learning communities: success factors and challenges

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