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1
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CLOUDWORKS AS A ‘PEDAGOGICAL WRAPPER’ FOR LAMS SEQUENCES: SUPPORTING THE SHARING OF IDEAS ACROSS PROFESSIONAL BOUNDARIES AND FACILITATING COLLABORATIVE DESIGN, EVALUATION AND CRITICAL REFLECTION

100%
Galley R., Conole G., Dalziel J., Ghiglione E.
Teaching English with Technology
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2011
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vol. 11
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issue 1
35-47
EN
Cloudworks is a specialised social networking site for sharing, debating and co-creating ideas as well as designs and resources for teaching, learning and scholarship in education. The site has been co-funded by JISC and The Open University, and has ca.2500 registered users and visitors from 165 countries (May 2010). Fundamental to the development of the site has been the belief that one of the key challenges in encouraging more innovative learning design is getting teachers to share designs and ideas. Despite the fact that there are numerous repositories of good practice, case studies, learning objects and Open Educational Resources (OER), their impact on practice has been limited (McAndrew and Santos, 2008). Yet in interviews and workshops, when asked what would they find most helpful to enable them to make better use of technologies in their design practices, teachers consistently say that they want examples of good practice and access to others to share and discuss ideas with (Beetham and Sharpe, 2007). This paper will explore how Cloudworks might be used as a ‘pedagogical wrapper’ for LAMS sequences, supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection.
2
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OPEN EDUCATIONAL RESOURCES, ICT AND VIRTUAL COMMUNITIES FOR CONTENT AND LANGUAGE INTEGRATED LEARNING

88%
Cinganotto L., Cuccurullo D.
Teaching English with Technology
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2016
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vol. 16
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issue 4
3-11
EN
The present contribution is aimed at describing one of the latest trends in the European school curricula: the teaching of subject content in a foreign language (CLIL), which is becoming more and more popular all over Europe, also bearing in mind the latest recommendations from the European Commission. Starting with a brief theoretical background on CLIL, the article focuses on OER (Open Educational Resources) and digital tools that have strongly changed and reshaped the educational landscape, offering a lot of opportunities for CLIL teachers and trainers. This scenario has also changed the interaction among teachers, building up virtual communities of practice aimed at sharing ideas and good practices for better quality teaching/learning. Some examples of these CLIL communities are provided.
3

Classification and quality criteria for Open Educational Resources in the field of foreign language learning

88%
Krajcso Z.
Journal of Language and Cultural Education
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2016
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vol. 4
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issue 1
48-59
EN
Foreign language teachers use online repositories on everyday basis to find appropriate activities for their lessons. The question is: How can content providers support them in finding exactly what they need and in retrieving high quality resources? This question has been discussed in the context of the European project “Open Discovery Space”. The answers are: a taxonomy of searching mechanism and quality criteria of online resources from the methodologic point of view. Correspondingly, this paper introduces a classification of digital resources according to the four skills (speaking, writing, reading, listening/watching) and two language use types (grammar, vocabulary), representing the changing paradigm of foreign language teaching and learning. Further the paper identifies quality criteria for designing online learning materials with regard to content, methodology, technic and design. Finally, the findings are illustrated by an example of a learning scenario.
4
Content available remote

Open educational resources: between mcschool and creative school

88%
Janowska A. A.
Journal of Education Culture and Society
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2016
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vol. 7
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issue 2
288-297
EN
The purpose of the paper is to analyse whether open educational resources (OER), perceived by their enthusiasts as a key factor to economic, social and environmental progress, are a sufficient element to trigger a revolution in education - the world education systems suffering from the process of McDonaldization which impedes them from evolving towards the XXI century “creative school” structure. The analysis, based on a number of surveys conducted and published in Poland between 2013 and 2015 (Poland being in fact used as a case study) reveals, firstly, that the usage of OER is less frequent and common than it is supposed to be. Secondly, these resources serve as a complement to the traditional methodologies rather than a source of creative change, their real potential remaining undiscovered. Last but not least, to flourish, this potential demands a switch of paradigm at each level of the educational ecosystem, which principally means more freedom for teachers to create their own methodologies, including creative usage of OER, and ways of assessing students.
5

Who are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources

75%
Farrow R., de los Arcos B., Pitt R., Weller M.
European Journal of Open, Distance and E-Learning
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2015
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vol. 18
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issue 2
49-73
EN
Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion.
6
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TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students

54%
Kozińska K.
Neofilolog
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2021
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issue 56/2
201-221
XX
The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.
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