Informal Practices of Localizing Open Educational Resources in Ghana
Research on the use of Open Educational Resources (OER) often notes the potential benefits for users to revise, reuse, and remix OER to localize it for specific learners. However, a gap in the literature exists in terms of research that explores how this localization occurs in practice. This is a s...
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| Format: | Article |
| Language: | English |
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Athabasca University Press
2023-05-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | https://www.irrodl.org/index.php/irrodl/article/view/7102 |
| _version_ | 1797813382356664320 |
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| author | Emily Bradshaw Jason K. McDonald |
| author_facet | Emily Bradshaw Jason K. McDonald |
| author_sort | Emily Bradshaw |
| collection | DOAJ |
| description |
Research on the use of Open Educational Resources (OER) often notes the potential benefits for users to revise, reuse, and remix OER to localize it for specific learners. However, a gap in the literature exists in terms of research that explores how this localization occurs in practice. This is a significant gap given the current flow of OER from higher-income countries in the Global North to lower-income countries in the Global South (King et al., 2018). This study explores how OER from one area of the world is localized when it is used in a different cultural context.
Findings indicated complex encounters with decontextualized content and a variety of localization practices. Participants experienced challenges with technology due to low bandwidth and hardware problems, as well as language problems given Ghana’s history of colonial rule. Native speakers of Twi are less proficient reading Twi than their national language, English. As facilitators worked to overcome these challenges, they were most likely to informally localize content in intuitive ways during the class based on students’ needs. Informal, in-the-moment practices included translating content into Twi, persisting through technological challenges, using local stories and pictures, localizing through discussion, and teaching responsively. These findings have implications for designers to design collaboratively with technological and linguistic flexibility for localization. More research on the practice of OER localization would refine our understanding of how OER is localized and what barriers and affordances exist to this practice.
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| first_indexed | 2024-03-13T07:51:09Z |
| format | Article |
| id | doaj.art-81cb1165061f4273a275ab1dfca99696 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-03-13T07:51:09Z |
| publishDate | 2023-05-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-81cb1165061f4273a275ab1dfca996962023-06-02T15:25:46ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312023-05-0124210.19173/irrodl.v24i2.7102Informal Practices of Localizing Open Educational Resources in GhanaEmily Bradshaw0Jason K. McDonald1Brigham Young UniversityBrigham Young University Research on the use of Open Educational Resources (OER) often notes the potential benefits for users to revise, reuse, and remix OER to localize it for specific learners. However, a gap in the literature exists in terms of research that explores how this localization occurs in practice. This is a significant gap given the current flow of OER from higher-income countries in the Global North to lower-income countries in the Global South (King et al., 2018). This study explores how OER from one area of the world is localized when it is used in a different cultural context. Findings indicated complex encounters with decontextualized content and a variety of localization practices. Participants experienced challenges with technology due to low bandwidth and hardware problems, as well as language problems given Ghana’s history of colonial rule. Native speakers of Twi are less proficient reading Twi than their national language, English. As facilitators worked to overcome these challenges, they were most likely to informally localize content in intuitive ways during the class based on students’ needs. Informal, in-the-moment practices included translating content into Twi, persisting through technological challenges, using local stories and pictures, localizing through discussion, and teaching responsively. These findings have implications for designers to design collaboratively with technological and linguistic flexibility for localization. More research on the practice of OER localization would refine our understanding of how OER is localized and what barriers and affordances exist to this practice. https://www.irrodl.org/index.php/irrodl/article/view/7102open educational resourceslocalizationGhanaqualitative research |
| spellingShingle | Emily Bradshaw Jason K. McDonald Informal Practices of Localizing Open Educational Resources in Ghana International Review of Research in Open and Distributed Learning open educational resources localization Ghana qualitative research |
| title | Informal Practices of Localizing Open Educational Resources in Ghana |
| title_full | Informal Practices of Localizing Open Educational Resources in Ghana |
| title_fullStr | Informal Practices of Localizing Open Educational Resources in Ghana |
| title_full_unstemmed | Informal Practices of Localizing Open Educational Resources in Ghana |
| title_short | Informal Practices of Localizing Open Educational Resources in Ghana |
| title_sort | informal practices of localizing open educational resources in ghana |
| topic | open educational resources localization Ghana qualitative research |
| url | https://www.irrodl.org/index.php/irrodl/article/view/7102 |
| work_keys_str_mv | AT emilybradshaw informalpracticesoflocalizingopeneducationalresourcesinghana AT jasonkmcdonald informalpracticesoflocalizingopeneducationalresourcesinghana |