371 research outputs found
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A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources
In this chapter we consider what evidence exists of a divide between the Global North and Global South in terms of engagement with open educational resources (OER), understanding engagement as the production and sharing of educational materials online. We discuss whether identifying educators as contributors or consumers of OER can be empirically grounded, and advocate advancing internet access in developing countries to reach a global balance where sharing is key
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Emotion In Online Distance Language Learning: Learnersâ Appraisal Of Regret And Pride In Synchronous Audiographic Conferencing
In the last few decades, the study of emotions has been considered essential to our understanding of social and human mental lives, as they mediate between what is personally important and the outer world of people, objects and happenings (Oatley & Jenkins, 1996). Despite assumptions that success and failure in language learning are partly determined by learnersâ ability to regulate their emotions, there is no research in second language acquisition (SLA) on everyday emotions other than anxiety. Thus, we move away from linguistsâ broad conception of affect into the more particular understanding of emotion by emotion theorists, as incorporating phenomenological experiences, cognitive appraisal and some form of coping. Appraisal theory claims that emotions are elicited by evaluations of events and situations in relation to a personâs goals, needs or concerns (Roseman & Smith, 2001). Rosemanâs appraisal model proposes seven appraisals of an event that influence emotions: unexpectedness, situational state, motivational state, probability, agency, control potential and problem type (Roseman, 2001).
We administered a questionnaire to a large number of distance language learners, and interviewed a sample of respondents to find out about the emotions they felt when using a synchronous audiographic conferencing tool for oral interaction, and also their appraisal of instances of regret and pride, following Rosemanâs model. Our analysis revealed that learners overall feel positive emotions more often than negative emotions, and that women report feeling more than men. We found a stable pattern of appraisal for both regret and pride along certain dimensions such as situational state, but varied particularly concerning agency. Our findings suggest that negative emotions should not be ostracised from the process of language learning, and that language learners need to develop an awareness of the origin of their emotions (positive and negative), including self, others and the context of interaction
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Flipping with OER: K12 teachersâ views of the impact of open practices on students
In April 2013 the Hewlett-funded OER Research Hub (OERRH) Project, in collaboration with the Flipped Learning Network (FLN), conducted an online survey of flipped educators with the aim of finding out about their use of open educational resources (OER). This paper presents the results of this survey in relation to what school teachers consider to be the impact of OER on students in a flipped classroom. Two brief case studies are introduced to exemplify how OER use leads to increased student engagement in their learning process
Who are the Open Learners? A Comparative Study Profiling non-Formal Users of Open Educational Resources
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
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Open Research
Open Research is an open textbook based on the award winning course of the same name. The course ran two facilitated iterations during 2014 and 2015 on Peer 2 Peer University (P2PU). Open Research was co-authored and delivered by the OER Hub team, leaders in open education research and open research practices.
Open Research explores what it means to be more 'open' in your research, ethical considerations, dissemination and the role of reflection. This open textbook also incorporates previous participant contributions into new activity commentary sections
El japonismo en nĂșmeros especiales de L'Illustration ÂżUna lectura polĂtica?
1 archivo PDF (18 pĂĄginas)"En los años 1928 y 1929, LâIllustration presentaba sendos suplementos
de Navidad que contenĂan diversas colaboraciones y reportajes.1 Entre
ellos, en cada nĂșmero, en forma de una secuencia periodĂstica que
relacionaba lo publicado en ambos años, un artĂculo sobre estampas
japonesas, las sobradamente famosas y apreciadas ukiyo-e, pues ya
correspondĂan a una aficiĂłn y conocimiento de larga experiencia. El
japonismo entonces sobrepasaba el campo artĂstico de las estampas
y se manifestaba como un fenĂłmeno del mundo occidental que, de
manera muy evidente suponĂa un gusto, a veces apasionado, por el
arte y la cultura del lejano paĂs. FascinaciĂłn por la cultura japonesa
que llega hasta hoy y, en el caso de las estampas, es evidente en el
nĂșmero de publicaciones y exposiciones dedicadas a ellas. Dada la importancia que tuvo el japonismo en el siglo XIX, se lo suele
relacionar con llamada âapertura de JapĂłnâ, esa obligada inclusiĂłn
del paĂs en el contexto internacional, motivada por la llegada del
comodoro Perry a Uraga y la violenta amenaza de esta presencia
militar que obligĂł al gobierno shogunal a otorgar concesiones
portuarias y comerciales mediante la firma del tratado de Kanagawa
con los Estados Unidos de América en 1854. El término japonismo
se acuñó en ese siglo, cuando algunas tipologĂas artĂsticas de esa
procedencia ejercieron un influjo en ciertas vanguardias europeas,
muy visibles en determinados autores como Monet y Van Gogh,
quienes ademĂĄs fueron grandes coleccionistas de ukiyo-e." PALABRAS CLAVE: Art, Japanese. Art -- Foreign influences. Japonismo. Estampas japonesas
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Adapting the Curriculum: How K-12 Teachers Perceive the Role of Open Educational Resources
It has been suggested that open educational resources (OER) can lower cost and lead to greater flexibility, however while there has been significant investment in opening up content there have been few studies looking at how these resources are perceived by those who might use them. This quantitative article contributes to fill a gap in our knowledge of how K-12 educators teaching in face-to-face, online and blended contexts currently think about and use OER. It is part of the research carried out by the Hewlett-funded OER Research Hub (OERRH) Project to examine the impact of OER on teaching and learning practices. The authors report findings from a survey of 600+ schoolteachers who answered a set of attitudinal and behavioural questions in relation to how they use OER, what types of OER they use and what influences their selection of content, in addition to the purpose, challenges and perceived impact of OER in the K-12 classroom. The research highlights how OER allow schoolteachers to personalise learning through adaptation, and argues that mainstreaming OER in K-12 education is not only a matter of raising awareness but of changing teachersâ habits
Womenâs empowerment through openness: OER, OEP and the Sustainable Development Goals
This paper explores the potential of open educational resources (OER) and open educational practices (OEP) in helping to achieve womenâs empowerment in the developing world â target 5b of the 17 intergovernmental Sustainable Development Goals (SDG) that, since September 2015, define the development agenda until 2030. We take as evidence the Open Education Research Hub (OERH) open dataset, comprising survey responses from 7,700 educators, students and informal learners from 175 countries. Although our sample features an overall 51%/48% female/male gender split, there are many more male than female respondents from the Global South, the latter being slightly younger and better educated than female respondents from the Global North. These female respondents are more likely to use OER for professional development and for training others than are female respondents from the Global North and, of particular importance, are much more likely to face technology problems that are a barrier to their using OER in addition to difficulties in finding resources relevant to their subject area and local context. Our findings align with those of other studies finding âextreme inequalities in digital
empowerment â which seem to parallel wider societal disparities in information-seeking, voice and civic engagementâ (World Wide Web Foundation, 2015, p. 3) while, more positively, indicating the potential for capacity building through womenâs use of OER to train others in the developing world. Obviously, our self-selecting sample comprises only people with an Internet connection and some awareness of OER, and does not include women excluded from OER use and OEP due to their lacking internet connectivity and/or ICT equipment. Even so, our study offers persuasive evidence that where technological barriers can be overcome, OER and OEP can give women a voice, access to information and education, and the opportunity to connect with peers, helping to remove social, economic, political and educational unfreedoms (Sen, 1999)
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OER Hub Researcher Pack
The OER Hub researcher pack will be of interest to anyone conducting research into the impact of open educational resources (OER) or open education. Building on the earlier release of tools developed, used and released by the OER Hub, the researcher pack provides explanation and guidance on how to use these tools. All material and tools are CC BY licensed and are available for reuse
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Researching emergent practice among mobile language learners
Within the phenomenon of widespread adoption of mobile technologies to support informal and personally relevant learning, we seek to identify instances of innovation where emergent practices point to productive ways of learning that in the longer term may also have an impact on formal education. The paper reports our ongoing research focusing on language learners, for whom mobile devices represent a liberating technology that prompts them to rethink and redefine their foreign language learning. Building on the outcomes of 30 interviews with language learners using mobile devices, we share findings from our continued exploration of emergent practice, and include two contrasting case studies of independent learners of Japanese and Chinese. Our findings lead to reflections on authenticity in language learning and we note the strong motivations that lead learners to explore ways of learning that truly correspond to their personal preferences and needs. The research is a contribution to mapping the territory of informal mobile language learning, as we continue to investigate the mobile-enabled resources available to language learners and the strategies they adopt for learning
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