access

^{Photo credit: Orlando Kelm}

Editors note: This post was written by longtime COERLL partner Orlando Kelm, and originally published in Tex Libris, the blog from the libraries at the University of Texas at Austin, for a special Open Education Week series.

Open Access seems to be at the core of materials development for those of us who teach what is called LCTLs (less-commonly taught languages). In academic settings, publishing companies are less likely to take a chance on publishing materials where the market is small. There have been multiple occasions when I have been told by publishing companies something similar to, “If you could do this project for us in Spanish we would be interested, but unfortunately the market in Portuguese is not big enough to take on such a project.” Although it has been discouraging to hear such replies, it was also understandable.

However, in today’s world of innovative technologies, online, electronic, digital, social media, video and podcasts, Open Access pedagogical materials in foreign language, especially for the less-commonly taught languages, have provided a boon of opportunities. Here at the University of Texas at Austin, for example, the College of Liberal Arts (LAITS), the Center for Open Educational Resources and Language Learning (COERLL) and the Center for Global Business have all been supportive of our development of online and open access materials for those who want to learn Portuguese. COERLL helps maintain our BrazilPod site, where all our Portuguese materials are available for everyone, anytime, Open Access, and with Creative Commons license. Here’s the URL: https://coerll.utexas.edu/brazilpod/index.php.

This site contains a number of videos, podcasts, exercises, transcripts, translations, and a number of other materials. We have seen how users, both teachers and private learners, have integrated, modified and added these materials to the study of Portuguese. Some access the materials online, others embed content into exercises and quizzes, others create ancillary activities for organized courses. Open Access has revolutionized the way that learners of LCTLs share materials and expose learners to content.

It also seems a bit ironic when we think of the initial rejection from publishing companies. If they were to approach us today to publish in traditional formats, chances are that we would react by saying, “Thanks, but our ability to share with Open Access works for us better than the traditional publication methods.”

Orlando Kelm was born in Calgary, Alberta, Canada but raised in Salt Lake City, Utah. He earned his Ph.D. in Hispanic Linguistics at the University of California at Berkeley in 1989 and then went straight to the University of Texas at Austin, where he has been ever since.

^{Photo credit: flickr user opensource.com}

We at the Center for Open Educational Resources and Language Learning (COERLL) could not be happier about two new Department of Education initiatives that not only reinforce the work we do to create and disseminate high quality open instructional materials for language learning but also expand government support for Open Educational Resources (OER) across disciplines.

At the end of October 2015, officials at the Department of Education and in the White House Office of Science and Technology Policy welcomed school superintendents, educators, technology representatives, and non-profit leaders to an Open Education Symposium in Washington DC. At that meeting, the Department of Education announced the launch of a new #GoOpen Challenge campaign aimed at encouraging the use of openly licensed educational materials and also proposed a new policy regulation that would require all copyrighted intellectual property created with the support of Department of Education grant funds to carry an open license. In a distinct move away from traditional textbooks, the Department of Education asserted the need for all students to have access to high quality open learning resources.

Added to the recent appointment of the first Open Education Advisor, Andrew Marcinek, the new Department of Education pledge demonstrates that the government is serious about raising OER awareness. This aligns with COERLL’s mission to offer open materials for language learning at low-to-no cost. Unlike traditional course materials, OER may be adjusted and improved to meet the needs of students of all backgrounds in all districts, even the most underfunded ones.

Not surprisingly, some are wondering what the impact of #GoOpen and its support of next generation materials will be for classroom teachers. Importantly, participating districts will save money by adopting low cost OER in place of expensive traditional textbooks. Additionally, teachers will no longer have to worry that they might be breaking the law by inadvertently using copyrighted educational resources in the wrong way. Certainly, as more educators participate in OER creation and dissemination, the sharing of innovative materials and ideas will increase. Teachers will also learn more about best practices and, as they contribute their own materials, gain greater visibility and professional recognition.

If you would like to express your views on the new Department of Education OER policy proposals, you can do so here until December 18. We’d also be curious to hear your thoughts in the comments below.