Proccedings of the Second Workshop on Technology Enhanced Learning Environments for Blended Education, October 5–6, 2021, Foggia, Italy EMAIL: annaleda.mazzucato@gmail.com (A. 1); j.drgas@amu.edu.pl (A. 2). ORCID: 0000-0002-6492-3942 (A. 1); 0000-0002-8133-9190 (A. 2). ©฀ 2021 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org) Develop OERs for Technology Enhanced Learning Annaleda Mazzucato a , Joanna Kic-Drgas b a University of Naples Federico II, 80133 Napoli, Italy b Adam Mickiewicz University, 61-874 Poznań, Poland Abstract The paper explores the opportunities offered by the integration of OERs design and development in blended learning models. The approach proposed is based on the concept that OERs co-creation process can be itself part of a leaning path that allow learners to drive and design their own learning. In the context of blended learning, combining online digital media as well as the traditional classroom methods, situational affordances are distributed across a network of learning objects (smart) storing a variety of digital contents. Learning takes place when learners collaboratively and creatively generate new contents connections developing new knowledge artefacts. This process activates serf regulated, personalized, collaborative, reflective and situational learning strategies as learners construct knowledge against peer’ understandings; negotiating meanings anchored to real word scenarios. The reflection proposed moves from the experience conducted in the framework of the European funded project EULALIA “Enhancing University Language courses with an App powered by game- based Learning and tangible user Interfaces Digital Creativity Enhanced in Teacher education”. Keywords Open Educational Resources, OERs, Blended Learning, Learning Objects, Personalised Learning, Self-regulated Learning. 1. Introduction Blended learning models provides the opportunity to develop learning paths combining online digital media as well as the traditional classroom methods [1]. Technology integration enhances learners’ engagement to control and design their learning to meet their goals [2]. The goal-setting of personalized learning emphasized self-regulated and self-determined learning [3, 4]. Personalization is “a fundamentally different mode of learning as the learner drives their own learning, actively participating and designing their learning” [5]. Educational technology promotes personalized learning by encouraging learners’ differentiated learning experiences [6] increasing their opportunities to improve learning outcomes [7]. Personalized learning instruction allows students to use their time more effectively, and promotes hands-on activities experience [8]. The use of online learning methods in blended learning helps students in using learning materials as their preference. In this context, Open Educational Resources (OERs) are becoming popular as types of reusable and adaptable educational materials that are in the public domain or introduced with an open license [9], and offer opportunities to develop participatory approaches to learning paths development. The workshops conducted in the framework of the EULALIA project (Enhancing University Language courses with an App powered by game-based Learning and tangible user Interfaces Digital Creativity Enhanced in Teacher education)1 are an example of OERs development methodology that reflects a collaborative and peer to peer approach, where teachers guide the tasks and learners act as sense makers [10] [28]. In this 1 eulaliaproject.eu/