Table 1
Participant Demographics (N = 5).
| PARTICIPANT CODE | GENDER: MALE (M) OR FEMALE (F) | LANGUAGE TAUGHT | MIDDLE SCHOOL (MS) OR HIGH SCHOOL (HS) | LEVELS TAUGHT: NOVICE (N), INTERMEDIATE (I), OR BOTH (B) | URBAN (U) OR RURAL (U) | SCALE OF FAMILIARITY WITH UNIVERSITY DEPARTMENT1(LOW)- 5 (HIGH) |
|---|---|---|---|---|---|---|
| A | F | Spanish | MS | I | U | 5 |
| B | F | French | MS | N | U | 4 |
| C | F | French | HS | N | U | 4 |
| D | F | Spanish | HS | N | R | 3 |
| E | F | German | HS | B | R | 2 |
Table 2
Treatment and Data Collection Procedures.
| STAGE | PLANNING | TREATMENT (1) | DATA COLLECTION | TREATMENT (2) | DATA COLLECTION | TRANSCRIPTION & DATA ANALYSIS | INTEGRATION |
|---|---|---|---|---|---|---|---|
| Cycle two of the DBR: Informed exploration | PD materials created | 1-hour synchronous training | 2 Video enactments | Participants implement a PP activity in class | Semi-structured interview | Deductive/inductive coding | DBR reflection and future planning |
| Recruitment & participant selection | Survey | Key findings: survey and interviews | PP OER (tool) improvements |
Table 3
Teacher Perceptions and Attitudes about OER.
| THEME | CODE | N | % |
|---|---|---|---|
| Benefits of OER | Digital | 1 | 7.7 |
| Easily Accessible | 3 | 23.1 | |
| Free | 5 | 38.5 | |
| Time Saver | 4 | 30.8 | |
| Barriers | Quality | 2 | 28.6 |
| Accessibility | 1 | 14.3 | |
| Appropriate for Learners | 3 | 42.9 | |
| Cost to Print Materials | 1 | 14.3 |
Table 4
Teacher Participants’ Engagement with and Evaluation of the PP OER Activities.
| PARTICIPANT | TREATMENT 1: SURVEY & VIDEO 2 | TREATMENT 2: SEMI-STRUCTURED INTERVIEW | |||||
|---|---|---|---|---|---|---|---|
| Knowled-ge about OER | Video 2: Duration to select activity. | Survey: It was easy to align PP activities to curriculum | Survey: It was easy to access for the classroom | Survey: To use this activity in class, I will make | Video 2 Observations | (1) Reuse & Revision Summary (2) Summary, feedback on PP OER tool | |
| A | Informed | Activity 1: 2:08; but unsuccessful and moves on Activity 2: 8:24 | Somewhat agrees | Strongly agrees | Activity 1: incomplete Activity 2- slight changes | Only has time to select one activity. Searched for activities by grammatical topic instead of task topic. Is adaptive and capable of searching when search in Intermediate does not yield results and instead utilizes the “All Group Resources” tool. Uses the description on the activity landing page to initially evaluate the activity. Can quickly identify changes she’d make to instructional materials and the activity to adapt them for her classroom. | Selected an entirely different activity due to curricular changes. Adapted the warmup to fit the level, adapted activity materials to match what they’re doing in class, added a free writing activity to start, created new wrap up, warmup and cool down. Remarks that the warmup and cool down she created are good formative assessments that can be customized. Reflects on the PP tool in general saying she values using performance tasks (like the PP) over traditional exams. |
| B | Basic | Activity 1: 8:00 Activity 2: 2:45 | Somewhat agrees | Somewhat agrees | Activity 1- significant changes Activity 2- significant changes | Spends time exploring additional content on the PP and OER Commons site, including other website content outside of the main section. Can quickly identify items that she’d like to change. Identifies content in materials that is inclusive and diverse. Is skeptical and unsure about using the activity with her classes due to the age and level of her students. Evaluates materials before reviewing activity instructions. | Adapted the activity for the level and classroom size, added sentence starters, added images to aid comprehension, polled students for the activity instead of relying on what was provided to increase student interest, utilized an interactive tool to increase student participation. |
| C | Informed | Activity 1: 8:43 Activity 2: 2:22 | Somewhat agrees | Somewhat agrees | Activity 1- slight changes Activity 2- slight changes | Is adaptive and capable of searching for an activity using different keywords. Encounters barriers accessing the instructions and materials in an activity. Can quickly identify changes she’d make to the activities to adapt them to her classroom. | Adapted the activity to the level of her students. Added a new warmup to provide input and alignment to their essential question. Provided additional explanation in directions to help learners, changed the vocabulary sheet, added a speaking rubric, and added additional authentic materials (YouTube video). Explained how she has students use the can-do statements. Valued the activities were communicative. However, she is insecure about sharing the activity back because she is not confident if her changes are good enough. |
| D | Basic | Activity 1: 6:45 Activity 2: 4:07 | Somewhat agrees | Strongly agrees | Activity 1- no changes Activity 2- slight changes | Values that the materials are ready to be used (i.e., complete). Struggles to find an activity that fits her topic for the level. | Made minimal changes to the activity. Added additional vocabulary to increase the level of difficulty. Edited a few slides and added additional ones. Provided feedback on the PP OER tool: too text heavy and wished she could skip to the materials faster. Made suggestions for searching by key vocabulary instead of topics. |
| E | Basic | Activity 1: 9:45 Activity 2: 10:28 Note: this participant greatly exceeded time constraint | Somewhat agrees | Somewhat agrees | Activity 1- slight changes Activity 2- significant changes | Looks at the meta-data for the activity including the author, rating, date, etc., Faces barriers with the amount of information presented in the activity (“feels overwhelmed”). Identifies changes that need to be made to fit the secondary context. Searches by scrolling through the list instead of using the search function. Quickly identifies additional learning materials that could make the activity more appropriate for her learners. | Created a handout for students to scaffold the main activity and a handout to have students supply responses. Provided feedback on the PP OER tool: label activities better and add subtopics to the main topics in the search function. Wanted to get past instructions to get to the content faster. Suggested an upload button to make sharing back easier. Mentioned concerns with internet connection due to being in a rural school district and negative impacts on creating content online and barriers to resharing. |
[i] Note: Words in bold indicate ways their revisions emulate best teaching practices.