In spite of high expectations and the support given by prestigious funding and educational\ud institutions, Open Educational Resources (OER) have not been adopted widely by teachers\ud and learners in practice. From a cultural historical activity theory perspective, we argue that\ud Mediating Artefacts (MA) such as OER learning design visual representations and rich\ud narrative pedagogical patterns may enable a more effective OER cycle of creation, design,\ud use and evaluation. More specifically, two main arguments are analysed in this paper: first,\ud that making the inherent design of OER more explicit will make them more understandable\ud and hence reusable; second, that offering a small set of simple patterns will encourage new\ud ways to interpret OER and inspire re-purposing in new challenging contexts. A series of\ud successful workshops was carried out and qualitative data gathered which provide initial\ud evidence that a set of CSCL pedagogical patterns were found very suitable in order to\ud repurpose resources intended for individual use and adjust the focus to make them suit new\ud collaborative learning contexts. Interpretation of the data will form the basis for further\ud workshops that aim to extend the idea of using targeted mediating artefacts to guide the\ud design and repurposing of OER.Peer-reviewedPublisher Versio
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