This project was financed with the support of the European Commission. This publication is the sole responsibility of the ...
Do you know any of these sites?
2
What is OER - UNESCO’s Definition
• Teaching, learning and research materials in the
public domain OR released under an op...
What is the LangOER project
• Enhance the linguistic and cultural
components of OER
• Raise awareness about the risk of
ex...
– Fryske Academy, The Netherlands
– Web2learn, Greece
– European Schoolnet, Belgium
– University of Gothenburg, Sweden
– J...
LangOER project languages
Project languages: Danish, Dutch, Flemish,
French, Frisian, German, Greek, Icelandic,
Italian, L...
Report
The state-of-the-art report covers 22 languages
7
Achieved
• The overall picture emerging from national approaches to OER
is characterised by diversity
• Initiatives and explicit co...
Results: languages
• A diverse landscape:
• Languages with considerable OER to languages with
few or no OER at all
• In so...
Policy Brief
Policy workshop organized by
ICDE in 2014
Resulted in a policy brief:
•available in EN, EL, LT,
LV,NL,SE, PL ...
Policy recommendations
Recognizing the importance to adopt OER’s in their own
language, it is recommended for governments ...
…there are some challenges
• Searching, discoverability and sharing
• Copyright and quality
• Concepts of the culture of O...
13
Webinars Achieved
18 expert interviews on “Language teaching and
learning through OER and OEP”
Youtube channel of European Schoolnet
14
Achi...
Teacher training activities on OER
Teacher training activities in blended mode carried out in GR, LV,
LT, PL, and SE in Sp...
What is an original? What is a remix?
http://www.ted.com/talks/kirby_ferguson_embrace_the_remix?language=en
16
Structure of the course and insights into module 2
17
Working with CC licensing
18
Outline of the Workshop
19
• CC licenses:
– What is the effect on OER?
• Reusing OER:
– Phet simulations: https://phet.col...
Materials for the Workshop
20
• Padlet online virtual “bulletin” board for the workshop:
• http://goo.gl/TCiw4L OR
• http:...
Your ideas
Experiences from the field?
Interest in involvement
for specific activities?
Practices?
21
Staying in touch
http://langoer.eun.org/
#langOER
LangOER
OER and languages
OER and languages
LangOER teachers’ group
22
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Open resources for Science education

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Workshop organized by LangOER network (presenter: Ioannis Lefkos) during the Scientix/EMINENT conference on science education; Barcelona, 20-21 November 2015.
Check also the blog post: http://blogs.eun.org/langoer/2015/12/02/a-langoer-workshop-at-the-eminent2015-scientix-conference-in-barcelona/

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  • (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”
  • Open resources for Science education

    1. 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
    2. 2. Do you know any of these sites? 2
    3. 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. 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. 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. 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
    7. 7. Report The state-of-the-art report covers 22 languages 7 Achieved
    8. 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. 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. 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. 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. 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
    13. 13. 13 Webinars Achieved
    14. 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. 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. 16. What is an original? What is a remix? http://www.ted.com/talks/kirby_ferguson_embrace_the_remix?language=en 16
    17. 17. Structure of the course and insights into module 2 17
    18. 18. Working with CC licensing 18
    19. 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. 20. Materials for the Workshop 20 • Padlet online virtual “bulletin” board for the workshop: • http://goo.gl/TCiw4L OR • http://padlet.com/lefkos/eminent2015
    21. 21. Your ideas Experiences from the field? Interest in involvement for specific activities? Practices? 21
    22. 22. Staying in touch http://langoer.eun.org/ #langOER LangOER OER and languages OER and languages LangOER teachers’ group 22

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