2,985 research outputs found
Sharing: open educational resources for language teachers
No full textThe use of Open Educational Resources (OER) and Open Educational Practices (OEP) in language learning and teaching has become increasingly relevant in recent years. In this chapter, Comas-Quinn and Borthwick show the potential that the open education movement offers for language teaching and learning, and for acting as a catalyst to change teachers’ practice. They give examples of how open practices might be adopted to the benefit of learners and teachers. The authors outline the advantages of engaging with OER and the opportunities it affords for teacher professional development, and also provide examples of online spaces in which OER can be found and shared. The chapter concludes with guidance on how to get started in open practice and includes a reflective task to act as a focus for the first steps into open educational practic
Using technology to share resources
No full textPresentation given by Kate Borthwick (LLAS) at Cilt, on 01 June 2009
Using technology to share resources
No full textA powerpoint file of a presentation given on 01 june 2009, at Cilt, London, at an event on Less widely-used and lesser taught languages.
Support unsung heroes: community-based language learning and teaching
No full textThis chapter suggests that the UK has the potential to jump-start its capacity for language skills if it supports the language knowledge held by its community groups. Community-based language teaching and learning is widespread across the UK but relies heavily on volunteers and charitable work to survive. The chapter includes a case study of community languages in Southampton, which is typical of the situation across much of the UK. The creativity, innovation and collaborative nature of community-based classes and supplementary schools offers a vision of how language skills and cultural knowledge could be built up and embedded across society. It concludes that learning lessons from community-based language classes can help the UK to meet the challenges and realise the opportunities of an interconnected and globalised future
Complexity and simplicity during COVID-19: reflections on moving pre-sessional programmes online at pace
No full textThis article describes how a complex and large Pre-Sessional (PS) programme at the University of Southampton (UoS) moved online at pace during the COVID-19 pandemic. It outlines the scale of the challenge and the ideas that informed our approach. It gives an overview of the technical and learning design used to deliver the programme, and makes observations on how this was achieved using Blackboard, MS Teams, and Padlet. It indicates how a mix of whole-cohort content and smaller, online group spaces within one site were used to recreate a personalised, small-group teaching experience. It closes with some comments on lessons learned from the experience
OpenLIVES (Learning Insights from the Voices of Emigrés from Spain): final project report
No full textThis if the final report of the OpenLIVES project. The OpenLIVES project has published a wealth of important historical data documenting the life histories of Spanish émigrés in the 20th Century, as open content for others to adapt and use; it has built on this content with a range of student-produced resources and tutor-created materials, and it has embedded these open resources into teaching at three different UK institutions. It has demonstrated that the use of open, original research materials can increase creativity and innovation in teaching, and can be a motivating force for students to create their own open, high quality open educational resources. The project has been transformative in its impact on teachers and learners
A piece of the OER engagement jigsaw: a case study of publishing open research and teaching content on iTunesU
No full textThis case study describes a project called ‘iTunes and You,’ in which we have taken existing open educational materials published for research and teaching by humanities staff at the University of Southampton, and worked with the university marketing department to repackage them as learning modules in the form of iTunesU course packages. This is a new way of presenting content through the university’s iTunesU site and offers a model of engagement for academics to showcase and package their research and teaching work in appealing ways to a broad, global audience
The Community Café Project: sharing tea, cake and online teaching resources
No full textThis article describes the work of the Community Cafe project in working with community-based language teachers to create and share online resources
What HumBox did next: real stories of OERs in action from users of a teaching and learning repository for the humanities
No full textThe HumBox is an online space for managing and sharing teaching and learning materials related to the humanities. Membership of the site is open to all and is entirely voluntary. It was created, as part of the HumBox project, with funding from phase one of the JISC OER programme and was kick-started by a collaboration of ten different UK HE institutions and 4 Higher Education Academy Subject Centres. Within the space of the project year (2009-2010), HumBox caught the imagination of many UK academics and by the end of the funding period it had a healthy 1100+ resources and 200+ users. It had become the hub of an active community of humanities professionals who were engaged in re-using and reviewing each other’s resources and making connections with each other through the HumBox system: it had become a teaching and learning repository that people actually used. Once project activities and funding had ceased, HumBox was driven almost entirely by the activities of its registered and unregistered users, and it continued to grow steadily. The number of registered users has more than trebled since the launch of the site in February 2010 and resources continue to be contributed at a slow but steady rate (currently 1514). The site is viewed by an ever-increasing number of visitors from around the world and the community activities of depositing, re-using and reviewing others’ resources continues. HumBox remains persistently popular. This presentation will report the findings from a range of monitoring activities which sought to understand how the HumBox and its resources were being used, and whether such usage could indicate changes in teaching practice. Monitoring activities included web tracking, a survey and follow-up interviews conducted with HumBox users exploring motivations for using the site, the different ways that users were engaging with the site and for what purposes. It will summarise the answers given to illustrate why people have responded positively to HumBox and the notion of publishing their work openly, and describe the areas of community activity which have not been adopted as broadly as the original project team hoped (e.g. reviewing/commenting) and reflect on why this might be. It will give a selection of case study examples of both resource usage and user experience to illustrate the range and variety of approaches to OER which can be facilitated by one repository. The presentation will conclude by analysing how responses in user feedback indicate changes in teaching and academic practice and by reflecting on how these responses relate to aspects of the repository design and the process inherent in managing the original HumBox project to lead to HumBox’s continued success as an academic community repositor
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