Building and Translating OER in English for the Brazilian Context


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Presentation and workshop for the Brazilian Association for Distance Education (ABED), Sao Paulo Brazil. February 18, 2013.

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  • Teachers can construct collections of different types: for different purposes and for different types of students. The collections can be: item specific domain and/or topic specific graded for levels of difficulty representative of a particular source or of a particular genre subsets of a larger corpus e.g. BAWE. P otentially students can also construct collections (see Charles, 2012)
  • 70 ninutes
  • OUCS – Oxford University Computing Services, including the OpenSpires, Great Writers Inspire, Spindle and TOETOE International OER projects funded by the JISC and the HEA in the UK
  • Photo by
  • Well-resourced – ou – ebooks, lectures and more – not able to identify individuals as made by teams Podcasts – oxford – 40% cc – highlighting stars China – Nottingham – campus at Ningbo instead of having to use youtube which is blocked uNow Representing the ethos of the institutions The best marketing is great learning material – Martin Bean
  • A new method of giving individual items individual licenses in the metadata is apparently on its way
  • 70 ninutes
  • Building and Translating OER in English for the Brazilian Context

    1. 1. Building and Translating OER inEnglish for the Brazilian Context Brazilian Association for Distance Education Sao Paulo, Brazil Alannah Fitzgerald
    2. 2. Workshop & Presentation Overview• Demonstration and play with the FLAX project (Flexible Language Acquisition) tools and collections• Discussion on key questions from the TOETOE International project with the University of Oxford (Technology for Open English – Toying with Open E-resources)
    3. 3. Collocation Collocation database database Any other Any other resource resourceDigital LibraryDigital Library Glossary Glossary
    4. 4.
    5. 5. BNC/BAWE
    6. 6. Learning Collocations collection in FLAX FLAX team collections building:Shaoqun Wu, Ian Witten, Margaret Franken, Xiaofeng Yu – Waikato University
    7. 7. Where are the good published collocations resources?• Research shows that the successful use of collocations in student writing and speaking supports not only improved levels of accuracy but also improved levels of fluency in their use of English (Wray, 2002; Nesselhauf, 2003).• Constraints with published collocations resources – Publication issues = the number and specificity of collocations examples that can be assigned to print and CD-ROM formats.
    8. 8. British Academic Written English corpus: browse by genre or discipline
    9. 9. Moving away from mutt genres withdigitally enhanced and authentic genres• “ ‘mutt genres’—genres that do not respond to rhetorical situations requiring communication in order to accomplish a purpose that is meaningful to the author” (Wardell, 2009).• “Unsurprisingly, the utility of the corpus is increased when it has been annotated, making it no longer a body of text where linguistic information is implicitly present, but one which may be considered a repository of linguistic information.” (ICT4LT, Module 3.4 Corpus Linguistics
    10. 10. BAWE sub corpus wordlists
    11. 11. The BAWE sub corpus text collections: POS-tagging phrases
    12. 12. Search and store collocations
    13. 13. Retrieve and save collocations
    14. 14. Collocational links to further resources
    15. 15. Wikify key words & phrases
    16. 16. Word lists:general, academic, specific, key
    17. 17. How could you use the FLAXcollections in your teaching andlearning?
    18. 18. TOETOE International• International Collaboration • Canada, China, Korea, New Zealand, Vietnam, India, United Kingdom, Brazil• OER for ELT • Corpora, Open Source Software, Creative Commons Content• FLAX and OpenSpires / Great Writers Inspire • University of Waikato & University of Oxford
    19. 19. The Great Beyond with OpenEnglish Language ResourcesOpen Education Conference 2012 Vancouver, Canada
    20. 20. Resource re-use card game: OER quality 22/ 8828 /3729 s/ hoto lum ualp /p rpet s/pe w.fl ic / h p: 388824 hoto //ww ualp 20 ad D ers/24 lum avis By Chwho1d ic By: Pe www .fl rpet chad // h p: EPU 24. R g a RPO SEAB LE ose Chris’s M EET O RIOL E ity Purp mun Reusable in Com rpos Repu rce can erns ill sou bout Conc e1w ce re Phas re reuse Prac be a lity xplo rces via just g the Qua e arch in mak rce look sou Rese nolo gy o f re y a n d a Card u reso ou want Tech surve t. ing y how look. Is s a retre egler: Shar urce it to cility Reso P Chris nal g fa Usin this rtant to Na o ing impo h Teac ship Game w you? Fello / m lik w.f s/ hoto ww Chris Pegler 599 p:// m /p / 554 h 048 Anjos 27 lick 722 w.f . AP njo dos Pre 2 55 /ww s/3 9/ rea lve s can senta PEA /26 h p:/ tos/ A 11. pho Ren ata th e b e p a o n RA CON one oner86 app rt o NC Acc r86 By T he ea f E reso ess to VEN blu Bludge loo resou l. IEN dge ks b r ce Pur onl urces By th a e e pos so c ine i CE m a n on e r Con e onv s now Ove e. d sw e cer it ca enie Pur ns usin n repla nt pos imp rall, h Qu e alit own g your ce Con app ortan ow y HEI cer ear t is Tec reso ’s ns anc hno the urces. Qua e? lo r lity Res gy dow e a Is Tec our nsid hno ces e? lo Res gy our ces
    21. 21. 21
    22. 22. Promoting Open Educational Resources for English Language Teaching Beijing, China Alannah Fitzgerald
    23. 23. Message from the Chinese teachers• In addition to the resource collections already built in FLAX, they wanted language collections that reflected their syllabuses, their texts, their students’ language needs and so on.• But how do you take teachers whose materials development practices rely on copyrighted teaching resources through the stages of collections building to become open corpus developers?• We know we can’t anticipate every need to build specific collections for everyone but we can develop simple-to-use open tools to help teachers and learners do it for themselves.
    24. 24. What can publishers do with CC-BY OER?
    25. 25. Happy English Learning
    26. 26. Open Educational Resources for English Language Teaching Korea University WorkshopAlannah Fitzgerald
    27. 27. The English language industry“Korea currently has nearly 100,000 hagwons, whichmust receive a permit from the local educationgovernment to operate. The concentration of around6000 hagwons in the Gangnam district of Seoul isthought to be an important factor in the high housingprices in that area, which has become a major socialissue. The hagwons have more teachers than the publicschool system and attract the best ones with highersalaries. Admission to prestigious hagwons is challengingand depends on entrance exams.” (OECD EconomicSurveys: Korea 2012, p.131)
    28. 28. iTunesU
    29. 29. It’s all in the downloads University Downloads Open University, UK Over 34 million since June 2008 University of Oxford Over 9 million since June 2008 Coventry University 2.5 million in 2010 alone University of Warwick 1 million Jan ‘09 – June ‘10
    30. 30. Networking OpenTertiary Writing ResourcesNew Zealand Tertiary Writers’ Colloquium Waikato UniversityAlannah Fitzgerald
    31. 31. English for Academic Purposes Forum (EULEAP)
    32. 32. The EAP Blogosphere
    33. 33. Open Educational Resources in English for Academic PurposesHanoi Open University Workshop January 11th, 2013Alannah Fitzgerald Halong Bay by Saturn CC-BY-NC-SA
    34. 34. Sustainable OER“Vice President Tung was eager to tell me thatOER and OCW were the lifelong learning missionthey had been edging toward for the pastfifteen years, putting aside faculty and universitysavings to be able to show their commitment tothe MoE once the opportunity to wear theOCW/OER mantel arose. There was nogovernment funding in this area, onlygovernment policies and guidelines.”
    35. 35. Building Open Educational Resources for ELT Delhi University Workshop January 15th, 2013Alannah Fitzgerald
    36. 36. From digital to print OER• Working with print OER while online connectivity in classrooms catches up. – Developing high quality print-based OER course packs• What derivatives can we develop in paper- based formats from corpus-based resources?
    37. 37. Emancipatory English with Open Educational ResourcesAlannah Fitzgerald
    38. 38. English as lingua franca• How can we create open English language resources that are high-quality and flexible? • Beyond translation, how can we support English- medium content so you can learn English at the same time? • Beyond English, how can we support e.g. Portuguese- medium content so you can learn Portuguese at the same time?• How can the same open tools and resources be used to develop flexible, high-quality resources for learning any language?
    39. 39. FLAX Weaving with Oxford Open Educational ResourcesAlannah Fitzgerald
    40. 40. “In the late 19th century Oxford was one of thepioneers of the university extension movement,which enabled audiences around the UK to hearwhat some of its lecturers had to say on a widerange of topics. The OpenSpires project is the 21stcentury equivalent, though, with the benefit of theweb, the audiences are now global and we hopeeven more diverse. It is a pleasure to contribute tothis important venture, which is opening up Oxfordlike never before”.(McDonald, n.d.)
    41. 41. University of Oxford OER 41
    42. 42.
    43. 43. Great Writers Inspire
    44. 44. What could you do with theOxford Creative Commonspodcast content?
    45. 45. OpenSpires in FLAX
    46. 46. Mining Oxford podcasts
    47. 47. Mining & linking key collocations
    48. 48. Language Teachers:OER creators, users, re- mixers and publishers
    49. 49. Developing podcast activities in FLAX
    50. 50. Close exercises in FLAX
    51. 51. YouTube in FLAX
    52. 52. Scrambled sentences in FLAX
    53. 53. Drag ‘n’ Drop exercises in FLAX
    54. 54. Please register with FLAX to build your own collections!
    55. 55. Thank youEmail:; FLAX Language:; Twitter: @AlannahFitz Slideshare: Blog: Technology for Open English – Toying with Open E-resources