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Pedagogical framing of OER – The case of language teaching

Journal article
Authors Linda Bradley
Sylvi Vigmo
Published in Open Praxis
Volume 8
Issue 4
Pages 283-295
ISSN 2304-070X
Publication year 2016
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Education, Communication and Learning
Pedagogical Development and Interactive Learning (PIL)
Pages 283-295
Language en
Links dx.doi.org/10.5944/openpraxis.8.4.3...
Keywords OER; sharing; participation; pedagogical design; repository
Subject categories Learning

Abstract

This study investigates what characterises teachers’ pedagogical design of OER, and potential affordances and constraints in pedagogical design in an open education practice, when contributing to a Swedish repository Lektion.se. The teachers’ framing of the OER shared on the repository included the analyses of a delimited number of OER for learning Swedish. The analytical work with analysing what characterised the OER, was followed up with teacher interviews to explore teachers’ incentives for sharing. The OER selected for analysis were investigated linked to the features given in the repository, to identify what distinguished different categories of OER when framed by the teachers. The OER displayed a continuum of ways of framing an activity, though the majority was represented by low levels of description, which afforded less guidance. The teachers expressed a positive attitude towards sharing. The findings suggest that OER need to be defined and supported by web features to enable going beyond reuse.

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