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Impact of Glocalizing OERs for English Vocabulary Study: Lessons Learned from China

Impact of Glocalizing OERs for English Vocabulary Study: Lessons Learned from China. Ingrid Barth, Rosalie Sitman, Elana Spector-Cohen - Tel Aviv University

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Impact of Glocalizing OERs for English Vocabulary Study: Lessons Learned from China

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  1. Impact of Glocalizing OERs for English Vocabulary Study:Lessons Learned from China Ingrid Barth, Rosalie Sitman, Elana Spector-Cohen - Tel Aviv University Xi’an Jiao-tong - Liverpool University and Suzhou University of Science and Technology Eli Shmueli – IUCC

  2. Glocalization • What is glocalization of OERs? • Why does glocalization matter? 3. How do we know?

  3. Context: OERs for acquisition of academic English 543683-TEMPUS-1-2013-1-IL-TEMPUS JPCR 2014 - 2016 (3-year grant) MINISTRY OF SCIENCE & TECHNOLOGY Grant 3-13682 2017 – 2018 (2-year grant)

  4. 1. What is Glocalization? Countries currently using Common European Framework of Reference (CEFR) for learning and teaching foreign languages • Glocalization - globalization and localization • Interconnectedness of the global and local levels - adaptation of international into the local contexts.

  5. Vocabulary OERs for learning CEFR-aligned English academic vocabulary

  6. 2. Why does glocalization matter? • Aligning OERs with international frameworks or standards makes locally-developed OERs more interesting to a much wider audience. • Customizing OERs to local contexts signals to end-users that their needs count. • Makes ‘foreign’ OERs more accessible and acceptable among local users. Source: Google analytics for Roads website (July 2019)

  7. 3. How do we know?3. How do we know glocalization matters?Structure of two-year research study: • What is ? • What is glocalization of OERs? • Why does glocalization matter? 3. How do we know? • Why does glocalization matter? 3. How do we know?

  8. Results before and afteraddition of Chinese language support

  9. Roads to Academic Reading • Focuses on academic words that frequently appear in academic texts. • Sets of exercises that increase in difficulty for 300 high-frequency words. • Provides reading comprehension exercises • that support critical thinking and • scientificliteracy - ‘evidence’, ‘hypothesis’. • ‘Tutor in the text’ – detailed explanations • support self-directed learning. • Exercises teach, not just test – 3 correct answers build rich concept of target term.

  10. Lessons learned from joint research with Chinese partners The 4Sight Model of Organizational Resilience Denyer, D. (2017). Organizational Resilience: A summary of academic evidence, business insights and new thinking. BSI and Cranfield School of Management.

  11. אז מה למדנו? • 1. מציאות רגולטורי – תרבותי שונה (מאד) • ציוד חובה: שותף מקומי חזק עם: • - נכונות לנווט במציאות המורכבת - מחוייבות גבוהה לתוצרי הפרויקט.

  12. Students’ preference for anonymity

  13. Pre-pilot device preference data – both cohorts • Lessons learned regarding Chinese students: • Understood the importance of independent study of English academic vocabulary to bridge the gaps – prepared to invest time and effort even if they don’t see immediate results. • Device selection - approx. 50% of students used desktops – despite self-reported preference for mobile phones. Devices used – Google Analytics

  14. Future Research: Towards needs-based data-driven prioritization of learning English academic vocabulary Data from exercises attempted on Roads website: ‘Top Ten’ - which 10 words (13% of all words selected) did students most frequently choose to learn?

  15. OERs as part of Up2U - EU Horizons 2020 project for bridging high-school – university gaps (18 partners in 12 countries)

  16. Ingrid Barth: ingridb@tauex.tau.ac.ilRosalie Sitman: rsitman@post.tau.ac.ilElana Spector-Cohen: espector@post.tau.ac.ilEli Shmueli: eli@mail.iucc.ac.il

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