Wed 4th November 2015 - 13:59


3-year network (January 2014- December 2016) supported by action KA2 Languages of the Lifelong Learning Programme, European Commission.

How can less used languages, including Regional and Minority languages, benefit from Open Educational Practices (OEP)? How can Open Educational Resources (OER) be shaped to foster linguistic and cultural diversity in Europe? What policies are favourable to the uptake of quality OER in less used language communities?
Less used languages face the risk of linguistic/cultural dependence in the fast evolving OER/OEP landscape currently dominated by English. The LangOER network addresses the needs of two main target groups: educators and policy makers. For the former, the project offers face-to-face and online training sessions in 7 languages, aimed at raising awareness of OER/OEP and covering the creation and use of multilingual and interactive OER. For the latter, capacity building is targeted through expert pan-European events, policy support and consultation mechanisms seeking to overcome barriers to OER uptake.
The partnership consists of a set of key players: a global organisation for open and distance education, a consortium of 30 European Ministries of Education linked to the biggest network of European schools, a research centre on multilingualism / network of multilingual schools in minority language areas in Europe, universities with R&D activity and strong local and national reach, and companies with experience in quality e-learning activity at European level.
Activities will result in comparative studies, policy making papers and a showcase of best practices. Above all they will be nurtured by and fuel live streamed conferences, webinars, an awards competition and social network based discussions. The network’s real challenge is to enhance the linguistic and cultural variety that Europe is proud of, on the international scene of Open Education. 
The aims of the project are as follows:
At policy level
- Raise awareness of OER, demonstrate best practice and valorise multilingual and interactive resources on a European level
- Give the floor to less used and Regional/Minority languages allowing their needs to be heard on the international scene where OER experts meet and reflect.
- Reach and support policy makers seeking to overcome barriers for OER uptake through consultation mechanisms.
- Fuel activity of well-established and successful pan-European instruments, such as the big OER metadata repository Language Resources Exchange and the policy making channel Observatory, both run by the European Schoolnet (P3). Sharing LangOER materials through the former and creating a public, shareable Thematic Dossier on the latter will expand and multiply the impact of LangOER project results.
At teaching/learning level
- Foster creation and uptake of OER through awareness raising activities, delivery of training materials, provision of training on OER/OEP to at least 200 European educators and above all by making OEP a reality through implementation in real teaching contexts.
- Boost the multilingual and interactive dimension of OER (to combat the primarily monolingual and static current picture of OER) through a teacher-as-developer guided practice.
- Embrace educators and stakeholders of Regional and Minority Languages in remotely located areas to gain knowledge, develop skills and exchange good practice.
- Address language learning as a learning subject requiring specific attention due to two particular characteristics (speaking skills and teacher feedback) that may not be fully tackled by OER.
At project level
- Offer an up-to-date picture of languages in which OER exist, through an in-depth desktop research in 17 European countries.
- Map OER initiatives emphasizing the linguistic and cultural variety in Europe
- Foster informal learning and community learning practice through moderated, sustained discussions through a social networking platform.
- Adopt a cross-sectoral and cross-linguistic approach to OER/OEP to combat fragmentation of efforts and to enhance the transferability of the approach and the materials to new pedagogical contexts/language contexts.
Organización coordinadora:

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