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Contribution of the analysis of Web 2.0 practices for the integration of Open Educative Resources in a language learning ecosystem. The example of the Innovalangues project

This paper aims to “present and question the methodological and technopedagogical options” for the integration of Open Educative Ressources (OER) into a digital device for learning and teaching. The IDEFI project Innovalangues (2012-2018) , managed by the Stendhal Grenoble 3 University, seeks to implement a digital ecosystem dedicated to language training (Masperi & Quintin, 2014). It constitutes here an appropriate context to fuel this reflection. We will attempt here to propose strategies for the integration of OER in such a device.
We will start with a brief presentation of the concept of OER to present the objects to which the concept can be applied, namely “open access material used to support education and which can be reused, modified and shared” (UNESCO, COL, 2011). We will then take in consideration the link established, for instance by Santos (2009), between the representations of OER and the “socio-technical” context in which they exist . We will focus on Web 2.0, as such a context, here perceived as a set of ideological and technological concepts underlying the development of applications that allow the creation and the exchange of User Generated Content (Kaplan & Haenlein, 2010, p. 61).
Indeed, in her analysis Santos points out to the fact that the principles over which most OER initiatives build up, are « rather » Web 1.0 based. We add here a disjunct, because like Bonderup Dohn, we believe that “being 'Web 2.0'” is not a binary property (2009, p. 345).
In (Loiseau, Zourou & Potolia, 2011), this precise remark is used to analyze openness in various language learning platform. This analysis is based on the user's relation to content described as an openness continuum. This unidirectionnal representation will here be disjoined in two dimensions : openness in terms of access to the resources and the degree of openness of the ressources as artifacts. We will apply this analysis grid to certain ressources of the Livemocha platform, thus extending the analysis proposed in (Loiseau, Zourou & Potolia, 2011). Livemocha offers, due to its business model, a set of strong constraints despite which users have been put in position of learning ressources for more than twenty languages.
We will then extend the questions set by this study case to propose various modalities of integration of OER to a learning platform :
• access to resources ;
• infrastructures allowing the direct reuse of ressources within the platform ;
• the possibility of editing/creating ressources from within the platform, might it be in the context of constrained spaces.
We will describe for these strategies the consequences various possible modalities through which to regulate users' implication. For certain propositions we will provide ponctual examples stemming from reflexions performed in the Innovalangues project or in other initiatives.
Finally, we will conclude our argumentation by contextualising our remarks in relation with the agile implementation methods (Kniberg, 2007) chosen for the Innovalangues project (Masperi & Quintin, 2014).

Bonderup Dohn, N. (2009) « Web 2.0 : Inherent tensions and evident challenges for education », International journal of computer-supported collaborative learning, 4(3), 343–363.
Flichy, P. (2008) « Technique, usage et représentations », Réseaux, 2(148-149), 147–174.
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59–68.
Kniberg, H. (2007) Scrum and XP from the Trenches — How we do Scrum (C4Media).
Loiseau, M., Potolia, A., & Zourou, K. (2011). Communautés Web 2.0 dʼapprenants de langue avec parcours d'apprentissage : rôles, pédagogie et rapports au contenu. Actes d'EIAHʼ2011 : À la recherche des convergences entre les acteurs des EIAH.
Masperi M., Quintin J.-J., 2014, L’innovation selon Innovalangues, dans da Elsa Del, Col LEND, lingua e nuova didattica, 4/2013.
Santos, A. I. dos. (2009). The Discourses of OERs: how flat is this world? Journal of Interactive Media in Education, (Special Issue: Researching open content in education).
UNESCO, COL. (2011). Lignes directrices pour les ressources éducatives libres (REL) dans l’enseignement supérieur.


Mathieu Loiseau    
University Stendhal Grenoble 3

Mathieu Loiseau holds a doctorate in Computational linguistics from Stendhal-Grenoble 3 university. He's actualy resarcher in the french national project - IDEFI Innovalangues at Stendhal Grenoble 3 university.

Sophie Othman    
University Stendhal Grenoble 3

Sophie Othman holds a doctorate in teaching languages ​​and cultures from Sorbonne-Paris III university. She is actualy coordinator of the french national project - IDEFI Innovalangues at Stendhal Grenoble 3 university.


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