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Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
Finding, Creating and Sharing OER for language teaching and learning
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Finding, Creating and Sharing OER for language teaching and learning

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A workshop to introduce the advantages of sharing open educational resources for language teachers.

A workshop to introduce the advantages of sharing open educational resources for language teachers.

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  • Collaboration with Christine Conlin (L130) on EMA preparation. I used her lesson plan and slides to create a resource for L150. Her name appears under ‘attribution’
  • More challenging activity has been inserted by second teacher and the improved pattern is returned to the Patterns Repository for the original teacher to download and use
  • Transcript

    • 1. Finding, Creating and Sharing Open Educational Resources for Language Teaching and Learning. Tita Beaven & Anna Comas-Quinn, Department of Languages, The Open University, UK Chris Brown & Evan Rubin, Language Acquisition Resource Centre, San Diego CALICO 2012, University of Notre Dame, Indiana
    • 2. Outline of the session• Introduction: OER & OEP• Finding OER• Creating OER: licenses & images• Reuse, feedback and quality• An introduction to LORO• Discussion: sharing content, sharing learning designs
    • 3. Introduction: OER and OEP
    • 4. The Open Educational Resources Movement “…the world’s knowledge is a public good…” Smith & Casserly, 2006• Inspired by the Open Source software movement• 2001-2 MIT starts its OpenCourseWare initiative• 2002 Term OER coined by UNESCO• 2006 OpenLearn - The Open University• and many others
    • 5. http://www.briansolis.com/2008/08/introducing-conversation-prism/
    • 6. What are OER?• Open Educational Resources• Digital Resources (big and little OER)• Openly available for reuse and repurposing• Creator indicates that they are for public use and reuse through a Creative Commons license or similar For more info on Creative Common licenses, see the video „Wanna work together‟ on YouTube or at http://creativecommons.org/licenses
    • 7. Definitions• Open Educational Resources (OER) are “materials used to support education that may be freely accessed, reused, modified and shared by anyone” (Downes, 2011).• Open Educational Practices (OEP) “support the production, use and reuse of high quality OER through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path.” (ICDE, 2011).
    • 8. Finding OER
    • 9. Finding OER• Merlot http://www.merlot.org• NDLR http://ndlr.ie/• Xpert http://www.nottingham.ac.uk/xpert/• Humbox www.humbox.ac.uk• Language Box www.languagebox.ac.uk• LORO http://loro.open.ac.uk• Openlearn http://openlearn.open.ac.uk/• Foreign Language Resource Centers http://nflrc.msu.edu• LARC http://larc.sdsu.edu/resources/
    • 10. Creating OER
    • 11. You need to think about…• Usefulness and discoverability of your material• Copyright (images in particular)• Attribution and ownership• Licenses• Quality assurance & peer review http://unow.nottingham.ac.uk/resources/resource.asp x?hid=c1eaf7af-c8b8-afa9-6d47-0a7f60e7e8e3#, from University of Nottingham is a great introduction
    • 12. • To get over the copyright problem• Enable the 4Rs: Reuse – make exact copies Revise – make adaptations Redistribute – share copies Remix – combinations / mashups (see http://creativecommons.org)
    • 13. (see full information at http://creativecommons.org/licenses/)More about IPR and licensing at http://www.web2rights.com/SCAIPRModule/rlo2.html
    • 14. Finding reusable images– Flickr Commons http://www.flickr.com/commons– Wikimedia Commons http://commons.wikimedia.org– Google Images> advanced search> usage rights > free to use or share, even commercially, etc.– Xpert http://www.nottingham.ac.uk/xpert/
    • 15. http://commons.wikimedia.org
    • 16. http://www.flickr.com
    • 17. Slides 14-21 created by Bea de los Arcos
    • 18. Hands on: Google images
    • 19. Reuse, feedback and quality
    • 20. ©2011 Anna Calvi
    • 21. ©2011 Anna Calvi
    • 22. ©2011 Bea de los Arcos
    • 23. ©2011 Bea de los Arcos
    • 24. ©2011 Bea de los Arcos
    • 25. ©2011 Bea de los Arcos
    • 26. Looking at Quality (pink cards)Sorting game from Chris Pegler, National Teaching Fellow, The Open Universityhttp://www.slideshare.net/orioleproject/chris-pegler-reusable-card-game
    • 27. An introduction to LORO
    • 28. Languages at The Open University• English, Spanish, French, German, Italian, Welsh & Chinese (beginners to advanced) to 7000+ language students• Blended approach: independent study using mixed media and support inc. face-to-face, synchronous and asynchronous online teaching• Course materials produced centrally, teaching support provided locally• Course developers and course directors: 50+ academics plus support staff• Teaching staff: 320+ part-time teachers
    • 29. What was the problem?• Storing and managing resources for teaching (servers, the VLE…)• Finding out what others are doing• Avoid reinventing the wheel…(30-40 teachers might be delivering the same course in parallel)• Sharing resources produced by all colleagues
    • 30. Languages Open Resources Online http://loro.open.ac.ukLORO is about:• ...making all teaching materials for all levels and languages available to all users,• …making OU tutorial materials available to the wider languages community,• …allowing users to share their own materials with the whole languages community,• …starting a change in the way we work (OER, access, transparency, quality).
    • 31. Languages Open Resources Online http://loro.open.ac.uk/
    • 32. Perceived benefits• Professional development (feedback from colleagues)• Time saving• Student support• Authorship & showcasing your work Survey of OU language teachers July 2009 (N = 129)
    • 33. Perceived challenges• Quality and usefulness of resources• System must work (search, browse, structure, file formats)• Time consuming• Lack of remuneration• Reciprocity• Recognition and authorship Survey of OU language teachers July 2009 (N = 129)
    • 34. Teachers are using LORO…• To find resources for their teaching “I often also check what other teachers have done to teach the same topic or a similar structure”• To find inspiration and ideas “even if I don‟t find anything I can use, it starts the ideas flowing in my head”• To standardise their practice and ensure comparability of the student experience “to make sure the contents covered in my own tutorial are similar to those used by the rest of the course team and tutors”
    • 35. Benefits of using LORO• Increased confidence in one‟s own practice “Seeing other work enables you to judge your own, and reassures you that you are doing the right thing”• Freedom to develop other aspects of one‟s teaching practice “It gives us time and space to create some individual styles” “I can concentrate on how I will teach culture or how to teach through the asynchronous forum”
    • 36. Benefits of using LORO• Value of feedback on one‟s work “gives me an opportunity to gain useful feedback on the work I do”• … but there are constraints “peer comment should be extended, but the restraints of all our workloads make this a problem”• Increase quality of teaching materials “sharing the resources I have created with colleagues stimulates me to write very good materials, test them and improve them so that they can be used by someone else. LORO really pushes me to produce better materials”
    • 37. Looking at Motivation (blue cards)Sorting game from Chris Pegler, National Teaching Fellow, The Open Universityhttp://www.slideshare.net/orioleproject/chris-pegler-reusable-card-game
    • 38. Discussion
    • 39. Finding OER• Merlot http://www.merlot.org• NDLR http://ndlr.ie/• Xpert http://www.nottingham.ac.uk/xpert/• Humbox www.humbox.ac.uk• Language Box www.languagebox.ac.uk• LORO http://loro.open.ac.uk• Openlearn http://openlearn.open.ac.uk/• Foreign Language Resource Centers http://nflrc.msu.edu• LARC http://larc.sdsu.edu/resources/
    • 40. Hands onGo into a repository to browseSelect ONE resource that you find usefulTell us why you selected this particular resource. Think about the pedagogy behind your selected resource and about some of the aspects discussed earlier (discoverability, usability, adaptability, quality assurance through peer review,…).
    • 41. Is content the teaching or just a part of it?
    • 42. Sharing pedagogical patterns Tutorial: Usingsystem orengine On a a search process OE Patterns library Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account Tutorial: Using a search engine of using a search engine, to demonstrate the system/process, to demonstrate the Learning Outcome: A clear understanding of the role of the the critical factors, using the role of critical factors, using the the role of the critical factors in the system resources provided; presenting to their Library guidelines; presenting it it to their Summary: through preparing their own account group; defending it against questions and of using a search engine, to demonstrate comments; and revising their account in the the role of the critical factors, using the light of the tutor’s summary of the Library guidelines; presenting it to their discussion group; defending it against questions and comments; and revising their account in the awater cycleprocess Tutorial: On system or The light of the tutor’s summary of the Learning Outcome: A clear understanding of the discussion role of the critical factors in the system Summary: through preparing their own account animation of the water cycle, to of the system/process, to demonstrate the demonstrate the factors, using the role of the criticalrole of the critical factors, using the provided; presenting it to their resourcesOER cycle; presenting it to their cycle; group; defending it against questions and comments; and revising their animation in OER the light of the tutor’s summary of the repository discussionBy Diana Laurillard, at http://www.slideshare.net/alanwylie/the-critical-role-of-teachers-in-optimizing-technologies-for-open-learning
    • 43. Sharing pedagogical patterns Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Tutorial: The water cycle Using a search engine Summary: through preparing their own account Learning Outcome: A clear understanding of the of the system/process, to demonstrate the role of the critical factors in the system role of the critical factors, using the resources provided; presenting it to their Summary: through preparing their own account group; defending it against questions and of using a of the engine, to demonstrate animationsearch water cycle, to comments; and collaborating to produce a the role of the critical factors, using the demonstrate the role of the critical factors, better animation to post on their website Library guidelines; presenting it to their using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a collaborating to produce a better animation to post on their website account to post on their website Tutorial: On awater cycleprocess The system or Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account animation of the water cycle, to of the system/process, to demonstrate the demonstrate the factors, using the role of the criticalrole of the critical factors, using the provided; presenting it to their resourcesOER cycle; presenting it to their and collaborating to produce a group; defending it against questions and OER better animation to post on their comments; and revising their account in a collaborating to produce better animation to post on their website the light of the tutor’s summary of the repository websitediscussionBy Diana Laurillard, at http://www.slideshare.net/alanwylie/the-critical-role-of-teachers-in-optimizing-technologies-for-open-learning
    • 44. Online communities: types of users• Passive• Active• Creators• The 90-9-1 rule• Web 2.0 turns us into „prosumers‟
    • 45. Jakob Nielsen (2006) “Participation Inequality: Encouraging More Users to Contribute”
    • 46. Jakob Nielsen (2006) “Participation Inequality: Encouraging More Users to Contribute”
    • 47. Contact FELS-Repository@open.ac.uk Tita Beaven M.C.Beaven@open.ac.uk Anna Comas-Quinn A.Comas-Quinn@open.ac.uk©2012 Anna Comas-Quinn & Tita Beaven, CC BY-NC

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