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Open Access journal
ISSN (Online) 1286-4986
Published by Revues.org [400 journals]
Authors: Eva Schaeffer-Lacroix
Abstract: Ce deuxième numéro du volume 19 démarre avec les mots d'adieu adressés par Jean-François Bourdet, Claude Springer et Thierry Chanier à Maguy Pothier, décédée au printemps 2016. Maguy Pothier et Françoise Demaizière ont assisté Thierry Chanier dans son entreprise de création de la revue Alsic en 1998. La compétence et la personnalité de Maguy ont profondément marqué la revue. Thierry vient de partir à la retraite mais reste membre de notre comité scientifique. Les pages se tournent avec le temps qui passe, Alsic continue mais n'oublie pas ceux qui lui ont permis d'exister. Dans la rubrique Recherche, vous pourrez lire deux articles. Dans le premier, intitulé "Une première expérience d'écriture collaborative – Enjeux et défis de co-création des textes selon la perspective des membres d'un groupe nouvellement constitué", Krzysztof Kotuła s'intéresse à la problématique de l'écriture collaborative assistée par ordinateur, ceci dans le cadre d'un cours de français langue étrangère au sein ...
- Focus sur les expertises d'articles soumis, portant sur des dispositifs de
Authors: Elke Nissen
Abstract: Cet article présente l'analyse d'expertises effectuées par des membres de deux comités scientifiques dans le domaine de la didactique des langues et des Tice, et qui portent sur des soumissions d'articles relatifs à des dispositifs de formation médiatisée. Son objectif est d'identifier les difficultés principales que rencontrent les auteurs de ce type de recherche et de publication. Les points d'achoppement soulignés concernent, d'une part, des aspects rédactionnels, parmi lesquels l'équilibre entre la présentation du dispositif et la recherche, et l'"alignement" (notion empruntée à Biggs, 1996, Biggs & Tang 2011) – ou autrement dit la cohérence – du texte. D'autre part, les difficultés décelées relèvent d'aspects de recherche, tels que le positionnement de l'enseignant-chercheur ou la délimitation de la question de recherche.
- Translingualism as an Open Educational Language Practice: Raising Critical
Language Awareness on Facebook
Authors: Carl Blyth, Amanda Dalola
Abstract: The term Open Educational Practice (OEP) is often defined as the process of creating and adapting OER. However, in the context of this study, we take OEP to include any practice that "opens up" a "closed" educational ecosystem by expanding learners' social networks and by increasing learners' participation and autonomy. Our study is framed in terms of one of the OER Research Hub's guiding hypotheses: "OER leads to critical reflection by educators, with evidence of improvement in their practice." In this case, the improved practice refers to how French-language educators sought to overcome prescriptivist attitudes linked to the "monolingual orientation" of traditional classroom instruction by adopting a translingual paradigm in keeping with recent research in applied linguistics (Cook, 1992, 1999; Blyth, 1995; MLA Report, 2007; Kramsch, 2010; Levine, 2011; Canagarajah, 2015). More precisely, we examine how language educators extended an OER titled Français interactif (Blyth, 2009, 20...
- Epilogue: Open Education, social practices, and ecologies of hope
Authors: Steven L. Thorne
Abstract: Introduction The post-enlightenment vision of public education has as its core mission the creation of knowledge through investigation and the dissemination of knowledge through curricula, course materials, and teaching, with the overarching goal of serving as a cognitively and socially progressive force in human societies. Many elite universities worldwide, and the majority of universities outside of the United States, are primarily or fully supported by public and governmental funds, a condition that evokes a tacit commitment to serve the needs of both local and globally distributed communities. For more than a decade, some of the world's top-ranked universities have invited the global public to freely access the very curricular content that previously had only been available to a privileged few. Under the umbrella term Open Education (OE), which refers to the advancement of education through "open technology, open content and open knowledge" (Iiyoshi & Kumar, 2007), this movement ...
- Social networking affordances for open educational language practice
Authors: Katerina Zourou
Abstract: Open Educational Resources (OER), as openly licensed content free to (re-)use at no cost, are attracting increasing interest from scholars and practitioners for their repurpose value in new educational settings, thus enabling Open Educational Practice (OEP). A topic that is under-explored to date is the role of social networking in OER uptake, affording ways for user groups to socially engage in meaningful learning, and bridging formal and informal learning contexts. This paper critically examines whether and how social networks enable open practice, focusing on the field of language learning and teaching in particular. For the purposes of the study, expert views in response to an open-ended questionnaire on OER/OEP for language education were collected between June and August 2014. The 18 respondents were scholars operating at the crossroads of OER and Computer Assisted Language Learning (CALL). Expert views were analyzed through a content analytic framework in line with three dime...
- From "solitary thinkers" to "social actors": OER in multilingual CALL
Authors: Shona Whyte
Abstract: Among many dilemmas in educational practices in today's networked environments is the question of language teacher preparation for tomorrow's world. Secondary school teachers of modern foreign languages face multiple challenges in making the transition from the relatively closed scholastic tradition of university ivory towers, which are often resistant to digital cultures, to classroom contexts with different expectations regarding the technological mediation of teaching and learning. Open educational resources (OER) have an important role to play in this transition, as do open education practices (OEP). The present paper examines a hybrid computer-assisted language learning (CALL) course for pre-service teachers at a French university as a context for developing OER awareness. Trainee teachers of different foreign languages completed individual and collective tasks using blogs, wikis and social media to a) share examples of teaching and learning activities, b) research and filter w...
- Addressing cultural diversity in preparing teachers for openness:
culturally sensitive appropriation of open content
Authors: Malgorzata Kurek
Abstract: Open educational content and its accessibility is a frequently discussed theme, yet it is only recently that attention has been given to the processes of cross-cultural reusing and adapting Open Educational Resources (OER). This study builds on the idea that since its potential for adaptability is an inherent feature of open content, the quality of instructional design should be seen as the relation between the original version and its locally appropriated adaptation (Conole & Ehlers, 2010; King, 2013). This goes hand in hand with the current trends to link quality in education with its relevance to learners' individual needs (Tikly & Barrett, 2011). For these reasons, we argue that due attention should be given to the processes of pedagogical adaptation and localisation so that resources and practices become culturally valid to the target users and respond to their unique educational cultures. In the study we investigate the strategies employed by colleagues representing six differ...
- Commentary: Preparing teachers for open L2TL: Frameworks for critical
awareness and transformation
Authors: Jonathon Reinhardt
Abstract: 1. Introduction In recent years the open education movement has garnered interest and support by many professionals in second and foreign language teaching and learning (L2TL). The Open Education Consortium (2015) defines the concept by its means and purpose: "Open education encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide." While the open education mission is laudable, the practice is more complicated than one might first expect, as the papers in this special issue argue well. That "open sharing" is central to this definition justifies the purpose of this special issue–to examine social dynamics in open L2TL (OL2TL) and identify challenges for research and practice. The notion of sharing clearly implicates the social, which is a concept also at the center of L2TL. The concept of the social is approached slightly differently by each author. Kurek recognizes the social in the cultural, which she...
- Introduction to "Social Dynamics in Open Educational Language Practices"
Authors: Katerina Zourou
Abstract: Open Educational Language Practices What kind of social dynamics emerge in open educational practices (OEP) involving the learning of languages? What roles can OEP play in language learning contexts in which individual and collaborative learner trajectories move across learning practices? This collection of papers approaches these questions by offering theoretical insights and empirical evidence to the field of Open Education and Open Educational Resources (OER). The originality of the collection lies in its emphasis on the social dynamics that arise in open learning practice. Although open education advocates "give the battle" for openness (Weller, 2014), very little research is being conducted on the way social dynamics promote open practices, especially in the area of language education and multilingualism. In this group of papers, we aim to fill this gap in research and discuss implications for practices by exploring the role played by social dynamics, consequences, and conditions...
- A Meta-Analysis of Open Educational Communities of Practice and
Sustainability in Higher Educational Policy
Authors: Teresa MacKinnon, Sarah Pasfield-Neofitou, Howard Manns, Scott Grant
Abstract: "Sustainability" has gained substantial currency in education internationally and is an important motivation for open educational practices, although the definitions educators attribute to this term may differ from what is meant institutionally. Uses of "sustainable" or "sustainability" in higher education range from taking into consideration students' future needs, to notions of cost effectiveness, accessibility and environmental footprint, synonymous with economics and ecology, and viewed as a business model. The future brings many as yet unknown challenges which will certainly require access to lifelong learning opportunities for growing populations. Learning and teaching are human activities which take place through communities of practice, often but not exclusively formal institutions such as schools and colleges. In higher education and beyond, knowledge sharing is no longer limited exclusively to academic publishing and conferences. Technological developments have enabled soci...