The OpenLIVES Project: alternative narratives of pedagogical achievement
The OpenLIVES Project: alternative narratives of pedagogical achievement
Case studies of openness in the language classroom. This case study presents collaborative work undertaken as part of a project funded by JISC: OpenLIVES (Learning Insights from the Voices of Émigrés from Spain). The aim of this project was to develop Open Educational Resources based on a digital corpus of oral history interviews and archival material collected in the course of an earlier project that researched migrant life histories in contemporary Spain. This case study focuses on how the University of Southampton developed different types of pedagogical intervention which turned undergraduate students from passive consumers of received knowledge into active and reflective producers of educational material that was both central to their own learning and also relevant to a wider academic and non-academic audience. In describing these pedagogical interventions this case study presents a line of work developed at Southampton that not only forges independent and reflective language learners and future professionals but also widens participation and the transmission of knowledge beyond the academic community. Student engagement with open practice was key to these outcomes, and we believe that our experience at Southampton can offer a model of engagement which will be of interest to teachers of language and language area studies.
162-175
Nelson, Irina
c8c4a545-f758-4aee-8cf3-7ce3b252b971
Pozo-gutierrez, Alicia
2f69a407-90b6-43fc-b7c8-66fd3e74a526
3 September 2013
Nelson, Irina
c8c4a545-f758-4aee-8cf3-7ce3b252b971
Pozo-gutierrez, Alicia
2f69a407-90b6-43fc-b7c8-66fd3e74a526
Nelson, Irina and Pozo-gutierrez, Alicia
(2013)
The OpenLIVES Project: alternative narratives of pedagogical achievement.
In,
Beaven, Ana, Comas-Quinn, Anna and Sawhill, Barbara
(eds.)
The OpenLIVES Project: Alternative Narratives of Pedagogical Achievement.
Dublin, Ireland and Voillans, France.
Research-publishing.net, .
Record type:
Book Section
Abstract
Case studies of openness in the language classroom. This case study presents collaborative work undertaken as part of a project funded by JISC: OpenLIVES (Learning Insights from the Voices of Émigrés from Spain). The aim of this project was to develop Open Educational Resources based on a digital corpus of oral history interviews and archival material collected in the course of an earlier project that researched migrant life histories in contemporary Spain. This case study focuses on how the University of Southampton developed different types of pedagogical intervention which turned undergraduate students from passive consumers of received knowledge into active and reflective producers of educational material that was both central to their own learning and also relevant to a wider academic and non-academic audience. In describing these pedagogical interventions this case study presents a line of work developed at Southampton that not only forges independent and reflective language learners and future professionals but also widens participation and the transmission of knowledge beyond the academic community. Student engagement with open practice was key to these outcomes, and we believe that our experience at Southampton can offer a model of engagement which will be of interest to teachers of language and language area studies.
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Published date: 3 September 2013
Identifiers
Local EPrints ID: 468977
URI: http://eprints.soton.ac.uk/id/eprint/468977
PURE UUID: 3ccfb784-7cc4-4923-a6b7-a97dcc367a2e
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Date deposited: 02 Sep 2022 18:48
Last modified: 16 Mar 2024 17:57
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Contributors
Author:
Alicia Pozo-gutierrez
Editor:
Ana Beaven
Editor:
Anna Comas-Quinn
Editor:
Barbara Sawhill
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