DESIGNING EFFECTIVE OERS FOR LANGUAGE TEACHER TRAINING IN ONLINE ENVIRONMENTS: INTEGRATING THRESHOLD CONCEPTS AND COGNITIVE LOAD THEORY

Abstract

Open Educational Resources (OERs) are increasingly being used to support language teacher training in online learning environments. To create effective OERs, there is a need to consider principles of micro- and macro-learning, cognitive load theory, and Threshold Concepts (TCs). This paper presents the Lilac Project, which aims to support language teachers in managing online learning environments through the design and implementation of OERs. The Lilac OERs are available as web-based training modules that offer personalized learning paths with a blend of micro and macro learning content. The design and structure of these OERs are based on a conceptual framework that takes into account learning and cognitive theories as well as the TCs related to online language teaching and learning. To identify the TCs, the Lilac team used survey questionnaires and two rounds of focus-group sessions involving language trainees, teachers, teaching assistants, and students from secondary and higher education. The results were used to create modules that address areas such as managing technology effectively, designing activities to develop language skills, and fostering a sense of community in online environments. The Lilac OERs provide an effective approach to language teacher training that can lead to positive changes in teaching and learning outcomes. This paper offers insights into the benefits of online learning and supports an efficient and sustainable approach to language teacher training.