This article investigates the results of a book sprint experience whose main objective was the development of instructional modules for an open textbook for the teaching of Spanish as a second language. Six graduate students at a public American university participated in the project for a week, working in pairs in the creation of activities that required the incorporation of the tenets of the dual pedagogical frameworks of performance- and literacy-based instruction (as realized through learning by design). Data were collected through both an opinion survey and the assessment of samples of the participants’ products. The results of the survey showed that graduate students felt that being part of the book sprint had been beneficial both at the professional and personal levels, but they had also experienced difficulties similar to those reported in previous studies. The products analyzed pointed to a lack of connection between the required pedagogical tenets and the materials developed, which has also been reported in existing works on pre- and in-service teachers as materials developers. The article discusses how these results could have been a consequence of the structure of the book sprint, and it offers recommendations for future activities of this kind.

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冲刺到终点线：OER教员级学生合作中书冲刺的好处和挑战

本文研究了图书冲刺经验的结果，其主要目的是开发用于开放式教科书的教学模块，以西班牙语作为第二语言的教学。美国一所公立大学的六名研究生参加了该项目一周，他们成对工作，开展活动，要求将基于绩效和素养的双重教学框架的原则纳入其中（通过学习设计）。通过意见调查和对参与者产品样本的评估来收集数据。调查结果显示，研究生认为，参与冲刺对专业和个人都有益，但是他们也遇到了与先前研究相似的困难。分析的产品表明，所需的教学宗旨与所开发的材料之间缺乏联系，在有关材料开发人员的在职教师和在职教师的现有著作中也对此进行了报道。本文讨论了这些结果可能是由于sprint冲刺结构的结果，并为以后的此类活动提供了建议。