OER in less used languages

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 languagesState of play, 2016

Open Education Global,Krakow, Poland

12-14 April, 2016Sylvi Vigmo, sylvi.vigmo@ped.gu.seLinda Bradley, linda.bradley@chalmers.seDepartment of Education, Communication, and LearningUniversity of Gothenburg

Reference: http://langoer.eun.org/

Less used languages and OER

A short background to the report 2014, state-of-the-artWhat did the picture look like?What were the obstacles – challenges?What suggestions/recommendations could we make?3 examples of ”succesful” national initiativesWhat is the state of play, 2016?1 example of alternative approacheNew initiatives – adding to the number of regional and minority languagesSome concluding remarks and open questions

Less used languages and OER

Point of departureDutch, 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

Open interpretation of opennessPositive connotations with open

Open as in access to, for free:language courseslibrariesdictionariescourse books (textbooks, exercise books)course guidesarchives – access to audio, video

Vagueness in policy documents… opens up for interpretations and no responsibilities for actions

Results 2014 State-of-the-art reportWhat did we find?

A diverse landscapeSeveral challenging issues to addressProjects – limited time frames, sustainabilityLack of policies – few national initiativesLack of open licensing attributes

Suggested ways forward:Identify and frame quality indicators and linguistic issues Increase/Develop/Influence initiatives for policiesRaise practitioners’/educators’ awarenessDevelopment of practices

A few exceptions

NDLA, https://ndla.no/

Norwegian Digital Learning Arena, Open Educational ResourcesNorwegian 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

So, what is the state of play, 2016 for less used

languages and OER?

Reference: https://oerworldmap.org/

Reference: http://www.lektion.se/

Sharing in communities in Fb

Example Manx Language

Reference: https://www.gov.im/categories/education-training-and-careers/manx-language-in-schools/

Reference: http://www.gaelg-hasht.16mb.com/

Example Welsh Language

Reference: http://www.open.ac.uk/wales/

Reference: http://www.open.ac.uk/wales/

-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

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

LRE Learning Resource Exchange

Reference: http://lreforschools.eun.org/web/guest

Reference: http://www.hitsa.ee/

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

Reference: http://www.klascement.be/

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Reference: https://ndla.no/