This project was funded by the European Commission to promote the use of open educational resources (OER) for less commonly taught languages. The LangOER network involved 9 partners across Europe working from 2014-2016 to enhance language teaching and learning through OER. The project developed an inventory of OER for 22 languages, conducted policy workshops, produced recommendations to encourage government support for OER in lesser-used languages, and provided teacher training on finding, using, and creating OER. While some national initiatives were identified, challenges remained in developing sustained OER programs and incentivizing teachers due to issues regarding resource sharing and copyright.
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.
Working with Open Resources in Science Education
Ioannis Lefkos, Katerina Zourou
Web2Learn, Greece
EMINENT/Scientix conference,19-20 November 2015
3. What is OER - UNESCO’s Definition
• Teaching, learning and research materials in the
public domain OR released under an open
license;
• No-cost access ;
• Possible to adapt and redistribute with no (or
limited) restrictions
UNESCO (2012) Paris OER Declaration
Also: Defining the "Open" in Open Content:
• Retain
• Reuse
• Revise
• Remix
• Redistribute
David Wiley, 5 Rs of Openness
3
4. What is the LangOER project
• Enhance the linguistic and cultural
components of OER
• Raise awareness about the risk of
exclusion of less used languages
• Foster sustainability through OER
reuse
• Address needs of policy makers
and educators
– Training of educators from LUL
communities
– Mainstream good practice at policy
making level 4
5. – Fryske Academy, The Netherlands
– Web2learn, Greece
– European Schoolnet, Belgium
– University of Gothenburg, Sweden
– Jan Dlugosz University, Poland
– Mykolas Romeris University, Lithuania
– European Foundation for Quality in E-learning, Belgium
– 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)
5
About the LangOER network
6. LangOER project languages
Project languages: Danish, Dutch, Flemish,
French, Frisian, German, Greek, Icelandic,
Italian, Latgalian, Latvian, Lithuanian,
Norwegian and Polish.
Additional European languages: Catalan,
English, Estonian, Finnish, Flemish,
Hungarian, Romanian and Welsh are also
targeted
8. • The overall picture emerging from national approaches to OER
is characterised by diversity
• Initiatives and explicit connections to ministries and national
educational agencies are being addressed in concrete actions
e.g. in Greece, Wales and Catalonia
• Some national approaches are connected to online spaces
indicating engagement in OER for LUL as driven by
communities
• The impression is more one of occasional initiatives without
incentives for fully sustained development
• Without a potential connection to long-term policy level or
community level commitments, some promising initiatives
eventually risk ending up as discontinued websites, not
uncommonly found in the investigation.
Results: Policy
9. Results: languages
• A diverse landscape:
• Languages with considerable OER to languages with
few or no OER at all
• In some LULs, there are a few large OER repositories
that have been developed to host a high number of
users and OER.
• e.g.: In Estonia HITSA has 4,500 records, Koolielu has
7,500 records, and in Sweden the ROER Lektion.se has
over 208,000 members (June 2014 data).
• There are also multilingual repositories with a high
number of languages, for instance LeMill (with an
alleged #87 languages).
10. Policy Brief
Policy workshop organized by
ICDE in 2014
Resulted in a policy brief:
•available in EN, EL, LT,
LV,NL,SE, PL and Frisian
•viewed +320 times.
•High interest: some ICDE
members & partners decided
to translate into: Russian,
Faroese, Arabic, Norwegian,
Bahasa Indonesian
10
Achieved
11. Policy recommendations
Recognizing the importance to adopt OER’s in their own
language, it is recommended for governments to:
- Adopt national policies in support of Open Educational
Resources in less used languages.
- Facilitate in partnership with private, public and the
educational sector, market places and collaborative arenas
for quality OER.
- Take the leadership in facilitating the development of
open frameworks and standards to ease the ability of OER
repositories and systems to work together (provide and
accept educational content, compatible applications and
contextualized services).
12. …there are some challenges
• Searching, discoverability and sharing
• Copyright and quality
• Concepts of the culture of OEP and reflective practice is novel to
some groups
• Incentives for fully sustained development
• For some teachers, resources are not to be shared as they are
‘their stock-in-trade’
12
14. 18 expert interviews on “Language teaching and
learning through OER and OEP”
Youtube channel of European Schoolnet
14
Achieved
Expert videos:
OER for language learning
15. Teacher training activities on OER
Teacher training activities in blended mode carried out in GR, LV,
LT, PL, and SE in Spring –Summer 2015
Covering: Licensing, how to find and use OER, how to create OER;
how to mix resources containing different types of licensing
15
Achieved
16. What is an original? What is a remix?
http://www.ted.com/talks/kirby_ferguson_embrace_the_remix?language=en
16
19. Outline of the Workshop
19
• CC licenses:
– What is the effect on OER?
• Reusing OER:
– Phet simulations: https://phet.colorado.edu/
• (login to submit activity)
– TedED: http://ed.ted.com/
• (login to create lesson)
– Amara: http://www.amara.org/
• (login from the start)
20. Materials for the Workshop
20
• Padlet online virtual “bulletin” board for the workshop:
• http://goo.gl/TCiw4L OR
• http://padlet.com/lefkos/eminent2015
(Brainstorming on participants’ prior knowledge- and profile). A very short explanation of the 4 sites
OEP and OER in general: Open Educational Resources (OER) and Open Educational Practices (OEP) are being so widely used and discussed now that it is important to know what they really mean.
The most popular definition of OER is that by UNESCO (2002). It defines them as:
The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO, 2002, p. 24). This is the definition we also use in the LangOER project.
Open resources are often collected in databases called repositories in which they are categorized, grouped by subject, level or format and easily searchable. Some repositories are user-created (users can submit their own content) whereas others offer only approved content.
LangOER project is dedicated to explore the challenges Less used Languages, including regional and minority languages encounter, when it comes to open online education. One of the important things is that They face the risk of linguistic/cultural dependence in the fast evolving digital landscape which is currently dominated by English.
When it comes to Open Education Resources (OER): can be an important tool preserve and maintain a language function and visibility. As things stand today, certain languages are inadequately represented in the OER field.
Our goal is to share the Experience flowing out of the research to as many stakeholders as possible, as we do with the organized 5 webinars for teachers.
Less used languages
1.The partners represent linguistic expertise in most of the project languages: Danish, Dutch, Flemish, French, Frisian, German, Greek, Icelandic, Italian, Latgalian, Latvian, Lithuanian, Norwegian and Polish. Additional European languages: Catalan, English, Estonian, Finnish, Flemish, Hungarian, Romanian and Welsh are also targeted and included to contribute to the understanding of the OER landscape, and to exemplify other approaches taken regarding less used languages and OER. All in all, the project could embrace 22 languages with this selection of partners.
Some achievements of the LangOER project
•Incentives for fully sustained development
1.The overall picture emerging from national approaches to OER is characterised by diversity. The existence of OER in less used languages ranges from languages with considerable OER to languages with few or no OER at all. The impression is more one of occasional initiatives without incentives for fully sustained development.
•For some teachers, resources are not be shared as they are ‘their stock-in-trade’
1. Using UNESCO’s definition of OER, the investigation revealed that what is referred to as OER is to a large extent made up of language learning resources in the domain of OER such as dictionaries, online books in digital libraries, repositories, online course material, audio and video material, publications about OER, and resources targeting practice of specific linguistic items in exercises. These types of OER embody most of the aspects required by the UNESCO definition. However, they are commonly less open to modification,
Ebba:
Benefits and challenges with using OER
OERs for personalised learning, students perspectives, but also the use of OER for professional and career development and Lifelong learning. I will also add quality perspectives for the stakeholders
Schuwer:
One of the things, practical on how to actually use this material. Steps to follow.
Lisette:
Many people are tempted into thinking that whatever is online can be used freely. Far from it - online content is copyright unless otherwise indicated. With so many various licenses available, one needs to be sensitive to the issue and skilled at searching for content published under the right license
Elena:
How to share and create your own material
A short inspiring video on TED talks by Kirby Ferguson who argues that “everything is a remix”