The document discusses developing a sustainable model for language learning. It proposes open practice driven by a shared belief in the importance of language and cultural learning. This approach draws together the university's role in knowledge creation and academic discourse through recognizing open educational practices and considering workload to foster collaboration. Resources would be shared openly online using open licenses for ease of reuse while maintaining origin. A combination of "production" and "usage" is suggested to imagine moving toward creating and using open educational resources for language learning.
Measures of Central Tendency: Mean, Median and Mode
How much longer can we go on?
1. Developing a model of sustainable language learning.
Teresa MacKinnon
Principal Teaching Fellow, School of Modern Languages, Warwick
University.
2.
3. Sustainability of education (MacKinnon et al, 2016) is concerned with
the ongoing ability of an educational endeavour to meet its goals.
Open practice driven by shared conviction of the significance of
language and intercultural learning for all.
a "commons thinking" approach (see Kenrick, 2009) drawing together
university's wider role in stewardship of knowledge creation and the
academic discourse which facilitates it through recognising OEP and the
value of workload considerations in order to foster a culture of
collaboration.
4. Grassroots resources shared openly online on channels such
as YouTube, small scale, high granularity, use open licences
(Creative Commons) for ease of reuse and recognition of
origin (Weller, 2011).
A portmanteau of “production” and “usage”, provides a way
of imagining a movement toward the use and creation of
open educational resources (OER) for language learning.
(Bruns, 2008).
5.
6.
7.
8.
9. Bruns, A. (2005). Some exploratory notes on produsers and produsage. Retrieved
25.11.15, from http://snurb.info/index.php?q=node/329
MacKinnon, T & Pasfield-Neofitou, S. (2016) OER “produsage” as a model to
support language teaching and learning. education policy analysis archives, [S.l.],
v. 24, p. 40. Available at: http://epaa.asu.edu/ojs/article/view/1825
MacKinnon, T et al., (2016). A Meta-Analysis of Open Educational Communities of
Practice and Sustainability in Higher Educational Policy. Alsic [En ligne], Vol. 19.
http://alsic.revues.org/2908
Weller, M. (2011) The Digital Scholar. London: Bloomsbury
Editor's Notes
“thriving in difficult times” – llas workshop, have the certificate!
Glass half full kind of person but there are limits I will put up with in the face of de-professionalistion.
Big picture presentation, invitation to explore what lies beneath.
Why go on?
Language learning supports mutual understanding, what future do we want to see? “be the change you want to see” Ghandi
Co-authored paper used linguistic analysis to explore university policies regarding sustainability. Policy and initiatives more focussed on maintaining existing business model, no attention paid to how to sustain a vibrant culture of learning. WIHEA #knowhow project.
Open educational practice in languages – Langbox – facilitates community of practice
Metaphor – wildflowers – Mabel’s magical garden
https://padlet.com/profteresamac/6u5aolxddh8c
Take time to explore these resources
https://altc.alt.ac.uk/oesig/2015/07/02/webinar-recording-open-guilds-what-can-they-do-for-me/
Testing the concept – guilds – central concept of belonging; relationship between employee/employer is more instrumental now.
Hypothesis 1: the instrumental nature of the relationship between teacher and institution weakens the institution’s role in nurturing professional identity
Hypothesis 2: everyone suffers when we adopt an overly proprietorial attitude to learning resources, Lack of portability of resources – locked within institutional vle
Hypothesis 3: subject based guilds based around creating and sharing OERs could present a practical way for teachers to nurture professional identity, collegiality and belonging. medieval scholastic guilds led to the development of the universities
Bottom up, self organising approach.
https://credly.com/claim/45921
Open badges – electronic way of acknowledging individual’s attributes, experiences or achievements.
Finding our community. Do you blog? have a twitter account? Use slideshare for your presentations? Curate content for your discipline/courses?
Why?
Global Innovative Language teachers – FB group https://www.facebook.com/groups/110170826039641/ set up in August – 1, 886 members. Gianfranco Conti/Steve Smith.
I have experienced , documented this growing phenomenon over the past 10 years – Global Classroom, MFLtwitterati, virtual round table. Online Intercultural Exchange – connecting to learn, share and grow – to belong
Social media and open web central to this.