The OpenLIVES Project: Alternative Narratives of Pedagogical Achievement

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© 2013 Research-publishing.net


Abstract

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.

Keywords: open educational resources, students as producers, innovative teaching, learning approaches, Spanish area studies.

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Nelson, Irina; Pozo-Gutiérrez, Alicia. (2013). The OpenLIVES Project: Alternative Narratives of Pedagogical Achievement. In Ana Beaven, Anna Comas-Quinn, Barbara Sawhill (Eds), Case Studies of Openness in the Language Classroom (pp. 162-175). Research-publishing.net. https://doi.org/10.14705/rpnet.2013.000118

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