OER “produsage” as a model to support language teaching and learning

Teresa MacKinnon, Sarah Pasfield-Neofitou

Abstract


Language education faculty face myriad challenges in finding teaching resources that are suitable, of high quality, and allow for the modifications needed to meet the requirements of their course contexts and their learners. The article elaborates the grassroots model of “produsage” (a portmanteau of “production” and “usage”) as a way of imagining a movement toward the use and creation of open educational resources (OER) for language learning. Through a set of examples of video resources that fill a need for authentically compelling language learning materials, the authors demonstrate the potential of produsage to engage teachers and learners around digital resources, to the benefit of language teaching and learning. In support of this grassroots model, the authors propose practices and policies to address challenges involved in engaging teachers and learners around OER in higher education.  


Keywords


Open Educational Resources (OER); Creative Commons (CC); Intellectual Property (IP); instructional materials and practices; Copyright; higher education; public policy; Little OER; Produsage; soft power, foreign language learning; language arts education

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DOI: http://dx.doi.org/10.14507/epaa.24.1825

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