Module 6 Lesson 3

Going open

In this final section of the presentation, Dr. Blyth introduces language instructors’ perspectives on creating and /or adopting OER and OEP in the classrooms. Considering these voices, the presenter then describes core practices that support Open Education and are readily accessible to all language instructors. The webinar concludes with a final activity inviting viewers to embrace Open Education and plan immediate actions.Paragraph

Objectives

At the end of this section, you will be able to:

1. Understand and reflect on the affordances that OER provide to actual language classrooms;

2. Revise and reflect on the multiple actions that language instructors can do to become Open Education practitioners;

3. Plan a direct practice you can put into action right now.

Self-reflection

Before continuing, please take a few minutes to consider these questions:

1. Do you think that OER integration is reserved for college-level language instruction?
2. Do you think that OER need to be created by experts or researchers on the field?
3. As the module elaborates on the concept of “Open Education”, what connections you can establish with other social processes happening in the US?

In this initial segment, Dr. Blyth introduces five case studies of OER creation, adaptation, and distribution of diverse materials for language teaching and learning. In each case, the motivation and goals of authors were different, but the presenter emphasizes how collaboration, mentoring and openness to others’ idea were the key elements for success. In addition, Dr. Blyth share information about the savings that OER textbooks have brought to his own students in the French program at UT Austin: over the years, students have saved above 3 million dollars by accessing the French textbook created by Dr. Blyth and colleagues.

After presenting some key actions for advancing Open Education, Dr. Blyth takes some time to reflect on his own perspective about changing institutional practices to truly become inclusive educators, particularly to African American students and their communities. By connecting the concept of ‘openness’ in education to the social movements that currently claim for a more inclusive and just society, the presenter reflects on how the work instructor do with (and for) Spanish Heritage Learners ‘resonates’ with these themes. As large goals (but also as concreate teaching practices), openness and inclusiveness in Spanish Heritage Language Education have become an urgent undertaking for all.

Activity 2

After completing the third lesson and reflecting on the module content, let’s take action! Fill out the table to plan your next steps as OER practitioner.

Review questions: