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MON: Open Educational Practice and Public Engagement: a case study from a less commonly taught language (Ulrich Tiedau)

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Dr Simon Ball
5 February 2014

Abstract

The project presented here investigates “the potential of new forms of public engagement enabled by new technology” (Scanlon, 2013: 3), using an example from a UK less-widely-taught language community (‘VirtualDutch’) that has been engaged in Open Educational Practices for quite some time (Verbaan, 2008; Tiedau, 2013). It does so with the objective of developing, in close interaction with the historically interested public, a set of Dutch (and Flemish) Walks through London, highlighting the manifold connections between the Capital and the Low Countries. The Walks will be released as Open Educational Resources in the form of leaflets, podcasts and an interactive iOS/Android app. Their development takes place in close dialogue with historically interested communities who will not only be able to follow the walks but also to contribute user-generated content which, it is expected, will unearth even more of the hidden Dutch and Flemish histories of London. This in turn, we hope, will allow staff at UCL and other institutions to include these sites as resources in their research and teaching (‘London as part of our campus’). The presentation will conclude with some preliminary findings on how Open Educational Practices can be integrated with Public Engagement.

References

Scanlon, E. (2013), ‘Scholarship in the digital age: Open educational resources, publication and public engagement’, British Journal of Educational Technology (2013), pp. 1–10.

Tiedau, U. (2013), ‘Open Educational Practices in a Lesser-Taught Language Community’, Journal of e-Learning and Knowledge Society, vol. 9, no. 1, pp. 47–57.

Verbaan, E. (2008), ‘The Multicultural Society in the Netherlands: Technology-supported Inquiry-based Learning in an Inter-Institutional Context’, Teaching in Higher Education, 13, 437–447.

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