scholarly journals CYBERL@B AS AN OPEN EDUCATIONAL RESOURCE (OER) FOR LEARNING ENGLISH THROUGH PRACTICE AND COLLABORATION

2020 ◽  
Vol 4 (3) ◽  
pp. 31-57
Author(s):  
Allen Quesada ◽  
Jenaro A. Díaz-Ducca
Keyword(s):  
Costa Rica ◽  
Foreign Language ◽  
English Learners ◽  
Free Access ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Secondary English ◽  
Theoretical Concepts ◽  
Education Resource

The teaching of English as a Foreign Language (EFL) is a key field in public education in developing countries.  In the case of Costa Rica, the free-access EFL platform and Open Education Resource (OER), Cyberl@b (https://cyberlab.ucr.ac.cr), was designed in order to meet public educational needs and policies, and it is targeted towards primary and secondary EFL teaching.  In this article, Cyberl@b will be described and analyzed in the light of Laurillard’s concepts of Learning Through Practice (LTP) and Learning Through Collaboration (LTC).  Based on these theoretical concepts, basic criteria were extracted in order to evaluate the platform as an educational resource that offers multimedia, synchronous and asynchronous interaction, peer and mentor feedback, as well as affordances for practice and collaboration in the following macro and micro skills: listening, speaking, reading, writing, grammar, pronunciation, and vocabulary. The study concludes that Cyberl@b allows for rich opportunities for practice and collaboration according to LTP and LTC principles for primary and secondary English learners in Costa Rica and around the world.

scholarly journals Web Strategies for the Curation and Discovery of Open Educational Resources

Open Praxis ◽  
2016 ◽  
Vol 8 (4) ◽  
pp. 297 ◽  
Author(s):  
Vivien Rolfe
Keyword(s):  
Search Engine ◽  
Life Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Small Scale ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Pragmatic Approach ◽  
The Uk

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009–2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery.This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

scholarly journals Using English as the Language of Science

2021 ◽  
Vol 83 (3) ◽  
pp. 154-160
Author(s):  
Nina Meyerhöffer ◽  
Daniel C. Dreesmann
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
English Learners ◽  
Eighth Graders ◽  
Field Trips ◽  
Exchange Model ◽  
Desert Ecosystem ◽  
Secondary English ◽  
Language Of Science ◽  
Curricular Content

This article presents the development and testing of a content-based video exchange model as a motivating means to introduce lower secondary English learners to English as the language of science. The central goal was that students reach the required curricular content knowledge despite learning some of the content in a foreign language. The model was tested in German seventh-grade classes (n = 133), in which the students communicated with U.S. eighth-graders on the topic of ecology. Following field trips to a forest and a desert ecosystem, students presented and compared biotic and abiotic data in videos. The German students’ content knowledge and their motivation were assessed in a pretest/posttest design. They met the curricular outcome requirements, and their motivation was remarkably high at both test times. We discuss implications for further application of the exchange model.

scholarly journals Caring for students in postsecondary open educational resource (OER) and open education initiatives: inviting student participation and voice

2020 ◽  
Vol 48 (3) ◽  
pp. 473-487
Author(s):  
Merinda McLure ◽  
Caroline Sinkinson
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Content Type ◽  
Post Secondary ◽  
Education Movement ◽  
Theoretical Perspectives ◽  
Open Education Movement

Purpose This paper aims to examine librarians’ professional motivations and theoretical perspectives to attend to care and student voice, as they pursue open educational resource (OER) initiatives in higher education. Design/methodology/approach The authors examine OER initiatives that serve as models for their work at the University of Colorado Boulder (CU Boulder), describe how they have attended to care and student voice in their work to date and reflect on how they hope to continue to do so in their future OER initiatives. Findings The authors find connections between theoretical perspectives for care in education and the values and ethics of both the open education movement and librarianship. They propose that these connections provide a foundation for librarians to align their professional motivations and practices in support of learning. The authors provide examples of OER programming that attend to care and student voice and offer related strategies for practitioners to consider. Originality/value Librarians at many post-secondary institutions provide critical advocacy and support the adoption, adaptation and creation of OER in higher education. Theories of care, values and ethics in the open education movement and librarianship provide a foundation for librarians to attend to care and elevate student voice as they undertake OER advocacy and initiatives.

scholarly journals Open Education Co-Design as a Participatory Pedagogy in an Online Graduate Program

2021 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Barbara Brown ◽  
Christie Hurrell ◽  
Verena Roberts ◽  
Michele Jacobsen ◽  
Nicole Neutzling ◽  
...  
Keyword(s):  
Research Team ◽  
Graduate Program ◽  
Course Design ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Learning Design ◽  
Building Relationships ◽  
Small Grant ◽  
Open Learning Design

This paper builds on student-instructor partnerships by describing how an instructor, students, program coordinator, and members of a research team were involved in the co-design of an open educational resource in a graduate program in education. A four-part open learning design framework was used to guide the course design: (a) clarifying the co-design process; (b) buildingand sharing knowledge, and making thinkingvisible; (c) building relationships; and (d) sustaininglearning beyond the course. The framework, alongwith the collaborative team effort that was part of alarger research project, enabled the developmentof an openly licensed and accessible digital book.The project brought together a collaborative teamwho were passionate about learning more aboutopen education and a small grant supported theadditional expense of professional copyediting torefine the book.

Awareness and Use of Open Education Resources (OER) Among PG Students

2020 ◽  
pp. 21-35
Author(s):  
K. R. Arunkumar ◽  
P. Kannan
Keyword(s):  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Education Resources ◽  
Open Education Resources ◽  
Rate Frequency

This chapter aims to present a brief overview of awareness and use of open education resources in PG students in Alagappa University. Analysis the areas for open education resources. The sample of the respondents had been drafted from the Alagappa University. A total of 200 questionnaires were distributed to the users from different categories and 144 were responded which amounts to 72% rate frequency of using of OER, it found that 51 (35.42%) respondents open educational resource daily, 69 (47.92%) respondents open educational resource weekly, 11 (7.64%) respondents open educational resource twice in a week, 13 (9.03%) respondents open educational resource monthly. This chapter presents the definition, challenges of open educational resource, advantages of open educational resource, awareness, and use of open education resources.

scholarly journals How to Fight Fair Use Fear, Uncertainty, and Doubt: The Experience of One Open Educational Resource

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Lindsey Weeramuni
Keyword(s):  
Best Practices ◽  
Fair Use ◽  
Open Educational Resources ◽  
Third Party ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Course Content ◽  
The Face ◽  
The University

At the launch of one of the early online open educational resources (OER) in 2002, the approach to addressing copyright was uncertain. Did the university or the faculty own their material? How would the third-party material be handled? Was all of its use considered fair use under Section 107 of the U.S. Copyright Act (Title 17, United States Code) because of its educational purpose? Or was permission-seeking necessary for this project to succeed and protect the integrity of faculty and university? For many years, this OER was conservative in its approach to third-party material, avoiding making fair use claims on the theory that it was too risky and difficult to prove in the face of an infringement claim. Additionally, being one of the early projects of its kind, there was fear of becoming a target for ambitious copyright holders wanting to make headlines (and perhaps win lawsuits). It was not until 2009 that the Code of Best Practices in Fair Use for OpenCourseWare was written by a community of practitioners who believed that if fair use worked for documentary film makers, video creators, and others (including big media), it worked in open education as well. Once this Code was adopted, universities and institutions were able to offer more rich and complete course content to their users than before. This paper explains how it happened at this early open educational resource offering.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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