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Oer15 presentation tm

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presentation for OER15 on use of video in language educational contexts and policy issues creating barriers to open educational practices.

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Oer15 presentation tm

  1. 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. 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. 3. Mission: to support language teachers in all sectors in the exploitation of video for teaching.
  4. 4. • Guardian live chat on using film in education
  5. 5. 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)
  6. 6. 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)
  7. 7. 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
  8. 8. “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)

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