OER in less used languages
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State of play, 2016 Sylvi Vigmo Linda Bradley Department of Education, Communication, and Learning University of Gothenburg
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OER in less used languages
- 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. OER in less used languages State of play, 2016 Open Education Global, Krakow, Poland 12-14 April, 2016 Sylvi Vigmo, sylvi.vigmo@ped.gu.se Linda Bradley, linda.bradley@chalmers.se Department of Education, Communication, and Learning University of Gothenburg
- 3. Less used languages and OER A short background to the report 2014, state-of-the-art What did the picture look like? What were the obstacles – challenges? What suggestions/recommendations could we make? 3 examples of ”succesful” national initiatives What is the state of play, 2016? 1 example of alternative approache New initiatives – adding to the number of regional and minority languages Some concluding remarks and open questions
- 4. Less used languages and OER Point of departure Dutch, Frisian, Greek, Latvian, Lithuanian, Polish and Swedish Extended scope – regional and minority languages such as: Catalan, Danish, Estonian, Finnish, Flemish, Hungarian, Icelandic, Italian, Latgalian, Norwegian, Romanian and Welsh English, French, German, Spanish for reference
- 5. Open interpretation of openness Positive connotations with open Open as in access to, for free: language courses libraries dictionaries course books (textbooks, exercise books) course guides archives – access to audio, video Vagueness in policy documents… opens up for interpretations and no responsibilities for actions
- 6. Results 2014 State-of-the-art report What did we find? A diverse landscape Several challenging issues to address Projects – limited time frames, sustainability Lack of policies – few national initiatives Lack of open licensing attributes Suggested ways forward: Identify and frame quality indicators and linguistic issues Increase/Develop/Influence initiatives for policies Raise practitioners’/educators’ awareness Development of practices
- 7. A few exceptions NDLA, https://ndla.no/ Norwegian Digital Learning Arena, Open Educational Resources Norwegian county authorities KlasCement, http://www.klascement.be/ Flemish Ministry of Education, Leermiddelennetwerk Materialeplatformen, https://materialeplatform.emu.dk/materialer/index.jsp Danish National Agency for IT and learning
- 8. So, what is the state of play, 2016 for less used languages and OER?
- 11. Sharing in communities in Fb
- 12. Example Manx Language Reference: https://www.gov.im/categories/education-training-and-careers/manx-language-in- schools/
- 14. Example Welsh Language Reference: http://www.open.ac.uk/wales/
- 17. -Access to language courses, libraries, dictionaries, course books (textbooks, exercise books), course guides, archives, access to audio, video -Very few national policies – national initiatives -Common ground – lack of definitions, hampers search -K12 and higher education -Teacher practices/Teacher networks, sharing culture -Qualities for using, learning and teaching languages 2016 - Open is still too open for OER
- 18. Some open questions… Reflects a general lack of interest in ICT and learning? Lack of incentives for teachers? Shift in focus from OER to OEP? Teaching and learning a less used language? Using less used languages? Multilingualism
- 19. LRE Learning Resource Exchange Reference: http://lreforschools.eun.org/web/guest
- 21. 2014, Frisian was recognized as the second official state language in the Netherlands Google translate (Frisian) Frisian is compulsory as a teaching subject in primary school and until the first grade in highschool Reference: https://en.wikipedia.org/wiki/Frisian_languages
- 23. Title of the project Subtitle
- 24. Title of the project Subtitle Reference: https://ndla.no/
Editor's Notes
- NDLA, almost all county authorities, reflecting all curricula, secondary level KlasCement, collaboration with teachers,recognising their work as professionals, develop the website continuously Danish national initiative, explicitly framing OER
- Evidence based