The document discusses the rapid integration of video resources in language teaching and the anticipated growth in their use in education. It highlights barriers such as legal issues, resource management, and the psychology of sharing that hinder access to and adoption of open educational resources (OER). Moreover, it underscores the importance of enabling creative commons licensing and developing clearer institutional policies to foster effective usage of video in educational settings.

1. Issues in creating and using
video resources for language
teaching.
Teresa MacKinnon
Principal Teaching Fellow
School of Modern Languages and Cultures
University of Warwick

2. ♦ The educational use of video on campus is accelerating rapidly in departments across all
disciplines—from arts, humanities, and sciences to professional and vocational curricula.
♦ Faculty, librarians, and administrators expect their use of video in education to grow significantly
over the next five years.
♦ Technology, legal, and other barriers continue to thwart faculty finding and accessing the
segments of video they want for teaching and lectures.
♦ University libraries contain significant video repositories but the majority of the content is in
analog (VHS) format and/or is not networkable.
♦ The majority of video usage today is still confined to audio visual viewing equipment in class-
rooms or at the library.
♦ Faculty and administrators expect the sources of their video to shift from offline analog storage to
online delivery.
♦ The demand for educationally-targeted video archives and services is high.

3. Mission: to support language teachers in all sectors in the exploitation of video for
teaching.

4. • Guardian live chat on using film in education

7. alt.ac.uk
Barriers to adoption of OER/OEP
Such barriers relate to the following areas:
 the legal framework for sharing (e.g. policies relating to IP, copyright concerns, commercial agreements with publishers)
 the responsibilities for managing shared resources (ownership of platforms for sharing)
 the psychology of sharing (individual responses to using and creating resources, concerns regarding recognition of work)
 policies relating to IP, copyright concerns, commercial agreements with publishers
 the responsibilities for managing shared resources (ownership of platforms for sharing)
 the psychology of sharing (individual responses to using and creating resources, concerns regarding recognition of work)

8. Identifying the issue:
• fewer resources dedicated to the purchase and development of teaching materials... often assumed that such
resourcing is no longer necessary
• Our reflections on language teaching in the UK and Australia, we identify a gap between what is available
online and can be distributed via institutionally-adopted means, and what can be a) suitably modified for
educational purposes, and b) legally used, especially in a context where large class sizes and online
distribution models are being embraced as cost-cutting measures.
Article focus:
• identify a number of barriers to the adoption of OER, with a particular focus on video resources, including
policies aimed at protecting IP rather than facilitating learning outcomes, copyright concerns, commercial
agreements, and the resourcing of staff, as well as outlining a vision for grassroots OER also known as “little
OER” (Weller 2011 p109)
Such barriers relate to the following areas:
• the legal framework for sharing (e.g. policies relating to IP, copyright concerns, commercial agreements with
publishers)
• the responsibilities for managing shared resources (ownership of platforms for sharing)
• the psychology of sharing (individual responses to using and creating resources, concerns regarding
recognition of work)

9. Challenges and opportunities identified:
• embedding Creative Commons
licensing into institutional
practices
• clarification of copyright
restrictions
• a need for clear institutional
policies for OER and OEP
• opportunity for reaching
geographically distributed
learners
• fostering freedom to innovate
• recognition of the powerful
benefits of open teaching
resources

10. “A European-wide framework could stimulate the creation…and the supply of quality digital
content…European framework conditions could also boost synergies across countries in the development
of innovative teaching and learning practices and thus help to improve the quality of European
education” Reusing Open Resources (Littlejohn et al, 2014, p85)