IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

This presentation examines Al andar, an open educational resource (OER) developed for Intermediate Spanish at the University of Virginia, and approaches curriculum design as an iterative process shaped through student experience, feedback, and revision. The presentation considers learner feedback as a form of pedagogical evidence for sustainable curriculum development and learner-centered design. Drawing on survey data collected across multiple semesters of Span 2010, the study analyzes student perceptions of usability, accessibility, learning support, and engagement with both the textbook and its integrated digital components. Findings indicate generally positive experiences related to navigation, organization, cultural readings selection, and grammar practice, with many students reporting that the OER supported independent learning. At the same time, the data reveal tensions surrounding grammar explanations, use of reference materials, and integration within Canvas-based workflows. Students also identified recurring technical and pedagogical challenges, including difficulties with progress saving, uneven engagement with embedded support resources, and requests for expanded grammar explanations and clearer instructional scaffolding. The presentation further considers how some of these tensions may be shaped by the flipped-classroom model used in the implementation of the OER. These findings informed targeted revisions to the OER, including adjustments to sequencing, expanded grammar support, and refinements to platform integration. More broadly, the project positions learner feedback as an ongoing mechanism for collaborative curriculum design and sustainable OER development across the language curriculum.