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Building Open Educational Resources for ELT
         Delhi University Workshop
                     January 15th, 2013




Alannah Fitzgerald         http://cie.du.ac.in/
“In the late 19th century Oxford was one of the
pioneers of the university extension movement,
which enabled audiences around the UK to hear
what some of its lecturers had to say on a wide
range of topics. The OpenSpires project is the 21st
century equivalent, though, with the benefit of
the web, the audiences are now global and we
hope even more diverse. It is a pleasure to
contribute to this important venture, which is
opening up Oxford like never before”.
(McDonald, n.d.)
OER International Collaboration
        OER & Data Driven Learning for ELT
 FLAX Open Source Software and Oxford resources
TOETOE International for training, collections building
   and promotion of open practices and resources
Open Educational Practices
The four Rs of OER in teaching & learning:

Reuse – Use the work verbatim, just exactly as you found it
Rework – Alter or transform the work so that it better
  meets your needs
Remix – Combine the (verbatim or altered work) with
  other works to better meet your needs
Redistribute – Share the verbatim work, the reworked
  work, or the remixed work with others
David Wiley, 2007
Why make educational resources open?
A growing momentum behind OER worldwide

    Commitment to social justice and widening participation

    Helps build markets and reputation

    Bridges the divide between formal and informal learning

    A test bed for new e-learning developments and an
    opportunity to research and evaluate them

    A way of drawing in materials from other organisations

    A means for attracting the attention of publishers

    Provides the basis for world-wide collaboration
E-learning Emancipatory English




       https://sites.google.com/site/globalsadaa/second-international-conference
University of Oxford OER




     http://openspires.oucs.ox.ac.uk/resources/index.html#posters
                                                                    7
http://www.slideshare.net/tbirdcymru/itunes-u-corporate-channel-of-free-educational-resources
http://www.apple.com/education/itunes-u/
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




http://www.slideshare.net/tbirdcymru/itunes-u-corporate-channel-of-free-educational-resources
English OER through literature
Great Writers Inspire




       http://writersinspire.org/
What is Creative Commons?
• Derived from free and open source software licensing
• Founded in 2001 by Prof Lawrence Lessig at the University of
  Stanford
• Designed to push back against increased enclosure of
  ‘intellectual commons’
• Six ‘general’ regionalised licences for easy sharing of rights in
  content
• A suite of machine-, human- and lawyer-readable licences
What are the conditions?
Attribution
• Author must be acknowledged on all copies and adaptations
  of the work, including a link to the original version of the
  work
What are the conditions?
Non-commercial
• The work can only be used for non-commercial purposes
What are the conditions?
No Derivatives
• The work can only be distributed in its original form; no
  adaptations or translations can be made
What are the conditions?
Sharealike
• The work can be modified and adapted, but the entire
  resulting work (including new material added by the
  adaptor) must be distributed under the same sharealike
  licence
What are the six licences?
What does adaptation mean?
• Your authorship will always be acknowledged
• Some examples
   – Re-use in educational material
   – Incorporating still or moving images into a Youtube video
• Re-use must avoid ‘derogatory treatment’ meaning
  adaptation that risks having a detrimental effect on your
  reputation
What could you do with the
Oxford Creative Commons
podcast content?
Linking open tools and open pods




          http://http://openspires.oucs.ox.ac.uk/crunch/   21
Mining Oxford podcasts
Open Data-Driven Technology in
    Language Teaching and Learning


            Shaoqun Wu & Alannah Fitzgerald
          The Universities of Waikato and Oxford
The Higher Education Academy OER International
Data Driven Learning (DDL)
In DDL, a student has access to a large body of
authentic language, from which s/he can extract
language items in context. (Boulton, 2011)

The student is a language “research worker”
(Johns, 1994).
What is a Digital Library?

The digital library concept is applied to a
collection of digital resources including but
not restricted to those selected by the
teacher.
Collocation
                  Collocation
                   database
                    database




                  Any other
                   Any other
                  resource
                   resource
Digital Library
Digital Library


                  Glossary
                  Glossary
flax.nzdl.org
BNC/BAWE
Learning Collocations collection in FLAX
                     FLAX team collections building:
Shaoqun Wu, Ian Witten, Margaret Franken, Xiaofeng Yu – Waikato University




                             http://tinyurl.com/73zcgac
The BAWE text sub collections




          http://tinyurl.com/cpwyefb
Wikify key words & phrases




         http://tinyurl.com/cpwyefb
How could you use the FLAX
collections in your teaching and
learning?
Using corpus-based resources to
support student writing

                         Shaoqun Wu
             The University of Waikato
Features of academic writing
•   Complexity
•   Formality
•   Hedging
•   Precision
•   Objectivity
•   Explicitness
•   Accuracy
•   Responsibility
Complexity
• more lexical words than grammatical
  words
• more noun-based phrases
• more nominalizations
• more lexical variation
Formality

             Avoiding use of:
"stuff", "a lot of", "thing", "sort of”, "can't",
"doesn't", "shouldn't”, "put off", "bring up"
Preparing for essay writing
• for teachers: building a collection of
  articles on a relevant topic
• for students: understanding more with
  linked resources and collecting relevant
  language on a related topic
Example writing topic: stress at work
•   … is caused by work stress
•   … is affected by work stress
•   … due to work stress
•   …. suffer from work stress
•   … is under extreme work stress
•
•   … causes higher levels of stress at work...
•   Effects of work stress include …
•   Sources of work stress are …
•   … are the signs of work stress
•   As a result of work stress, …
•
•   What can you do to reduce work stress?
•   ...how to manage work stress/handle work stress/cope with work stress
•   uses strategies/resources to cope with work stress
•   learn … ways of coping with work stress
Student feedback
• Words or phrases I had heard before but had trouble
  understanding properly, it was very good to look up these in
  relation to my assignment.
• Origins of words like notation that were used in a different
  context that I’m used to. Makes me understand the text better.
• When reading other texts related to the assignment I could look
  words up that I didn't understand.
• I looked up words that I normally overlook as normal
  dictionaries don't tend to have these phrases or words.
  (EC’s comments on using the system for her phonology assignment)

                                                                     39
Writing Feedback Survey
Please fill out the following survey and tell us
   about feedback to student writing and the
   type of resources you use.
(Liang Li & Alannah Fitzgerald)

http://www.surveymonkey.com/s/277L2QY
Open Training Resources for Wider
             Participation


            Alannah Fitzgerald & Shaoqun Wu
          The Universities of Waikato and Oxford
The Higher Education Academy OER International
Training Videos for FLAX on YouTube




          http://www.youtube.com/watch?v=dyDG29aQo8Y
Beyond audience boundaries
Russell Stannard - Teacher Training Videos




              http://www.teachertrainingvideos.com
English Language Teachers:
 OER creators, users and re-
 mixers, publishers
Developing podcast activities in FLAX
Close exercises in FLAX
YouTube in FLAX
Scrambled sentences in FLAX
Drag ‘n’ Drop exercises in FLAX
https://openeducationalresources.pbworks.com/w/page/24836480/Home
Thank you




Email: fitzgerald@education.concordia.ca; shaoqun@waikato.ac.nz
         FLAX Language: flax.nzdl.org; Twitter: @AlannahFitz
      Slideshare:http://www.slideshare.net/AlannahOpenEd/
 Blog: Technology for Open English – Toying with Open E-resources
                    www.alannahfitzgerald.org

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Delhi University OER for ELT Collections Building

  • 1. Building Open Educational Resources for ELT Delhi University Workshop January 15th, 2013 Alannah Fitzgerald http://cie.du.ac.in/
  • 2. “In the late 19th century Oxford was one of the pioneers of the university extension movement, which enabled audiences around the UK to hear what some of its lecturers had to say on a wide range of topics. The OpenSpires project is the 21st century equivalent, though, with the benefit of the web, the audiences are now global and we hope even more diverse. It is a pleasure to contribute to this important venture, which is opening up Oxford like never before”. (McDonald, n.d.)
  • 3. OER International Collaboration OER & Data Driven Learning for ELT FLAX Open Source Software and Oxford resources TOETOE International for training, collections building and promotion of open practices and resources
  • 4. Open Educational Practices The four Rs of OER in teaching & learning: Reuse – Use the work verbatim, just exactly as you found it Rework – Alter or transform the work so that it better meets your needs Remix – Combine the (verbatim or altered work) with other works to better meet your needs Redistribute – Share the verbatim work, the reworked work, or the remixed work with others David Wiley, 2007
  • 5. Why make educational resources open? A growing momentum behind OER worldwide  Commitment to social justice and widening participation  Helps build markets and reputation  Bridges the divide between formal and informal learning  A test bed for new e-learning developments and an opportunity to research and evaluate them  A way of drawing in materials from other organisations  A means for attracting the attention of publishers  Provides the basis for world-wide collaboration
  • 6. E-learning Emancipatory English https://sites.google.com/site/globalsadaa/second-international-conference
  • 7. University of Oxford OER http://openspires.oucs.ox.ac.uk/resources/index.html#posters 7
  • 10. 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 http://www.slideshare.net/tbirdcymru/itunes-u-corporate-channel-of-free-educational-resources
  • 11. English OER through literature
  • 12. Great Writers Inspire http://writersinspire.org/
  • 13. What is Creative Commons? • Derived from free and open source software licensing • Founded in 2001 by Prof Lawrence Lessig at the University of Stanford • Designed to push back against increased enclosure of ‘intellectual commons’ • Six ‘general’ regionalised licences for easy sharing of rights in content • A suite of machine-, human- and lawyer-readable licences
  • 14. What are the conditions? Attribution • Author must be acknowledged on all copies and adaptations of the work, including a link to the original version of the work
  • 15. What are the conditions? Non-commercial • The work can only be used for non-commercial purposes
  • 16. What are the conditions? No Derivatives • The work can only be distributed in its original form; no adaptations or translations can be made
  • 17. What are the conditions? Sharealike • The work can be modified and adapted, but the entire resulting work (including new material added by the adaptor) must be distributed under the same sharealike licence
  • 18. What are the six licences?
  • 19. What does adaptation mean? • Your authorship will always be acknowledged • Some examples – Re-use in educational material – Incorporating still or moving images into a Youtube video • Re-use must avoid ‘derogatory treatment’ meaning adaptation that risks having a detrimental effect on your reputation
  • 20. What could you do with the Oxford Creative Commons podcast content?
  • 21. Linking open tools and open pods http://http://openspires.oucs.ox.ac.uk/crunch/ 21
  • 23. Open Data-Driven Technology in Language Teaching and Learning Shaoqun Wu & Alannah Fitzgerald The Universities of Waikato and Oxford The Higher Education Academy OER International
  • 24. Data Driven Learning (DDL) In DDL, a student has access to a large body of authentic language, from which s/he can extract language items in context. (Boulton, 2011) The student is a language “research worker” (Johns, 1994).
  • 25. What is a Digital Library? The digital library concept is applied to a collection of digital resources including but not restricted to those selected by the teacher.
  • 26. Collocation Collocation database database Any other Any other resource resource Digital Library Digital Library Glossary Glossary
  • 29. Learning Collocations collection in FLAX FLAX team collections building: Shaoqun Wu, Ian Witten, Margaret Franken, Xiaofeng Yu – Waikato University http://tinyurl.com/73zcgac
  • 30. The BAWE text sub collections http://tinyurl.com/cpwyefb
  • 31. Wikify key words & phrases http://tinyurl.com/cpwyefb
  • 32. How could you use the FLAX collections in your teaching and learning?
  • 33. Using corpus-based resources to support student writing Shaoqun Wu The University of Waikato
  • 34. Features of academic writing • Complexity • Formality • Hedging • Precision • Objectivity • Explicitness • Accuracy • Responsibility
  • 35. Complexity • more lexical words than grammatical words • more noun-based phrases • more nominalizations • more lexical variation
  • 36. Formality Avoiding use of: "stuff", "a lot of", "thing", "sort of”, "can't", "doesn't", "shouldn't”, "put off", "bring up"
  • 37. Preparing for essay writing • for teachers: building a collection of articles on a relevant topic • for students: understanding more with linked resources and collecting relevant language on a related topic
  • 38. Example writing topic: stress at work • … is caused by work stress • … is affected by work stress • … due to work stress • …. suffer from work stress • … is under extreme work stress • • … causes higher levels of stress at work... • Effects of work stress include … • Sources of work stress are … • … are the signs of work stress • As a result of work stress, … • • What can you do to reduce work stress? • ...how to manage work stress/handle work stress/cope with work stress • uses strategies/resources to cope with work stress • learn … ways of coping with work stress
  • 39. Student feedback • Words or phrases I had heard before but had trouble understanding properly, it was very good to look up these in relation to my assignment. • Origins of words like notation that were used in a different context that I’m used to. Makes me understand the text better. • When reading other texts related to the assignment I could look words up that I didn't understand. • I looked up words that I normally overlook as normal dictionaries don't tend to have these phrases or words. (EC’s comments on using the system for her phonology assignment) 39
  • 40. Writing Feedback Survey Please fill out the following survey and tell us about feedback to student writing and the type of resources you use. (Liang Li & Alannah Fitzgerald) http://www.surveymonkey.com/s/277L2QY
  • 41. Open Training Resources for Wider Participation Alannah Fitzgerald & Shaoqun Wu The Universities of Waikato and Oxford The Higher Education Academy OER International
  • 42. Training Videos for FLAX on YouTube http://www.youtube.com/watch?v=dyDG29aQo8Y
  • 43. Beyond audience boundaries Russell Stannard - Teacher Training Videos http://www.teachertrainingvideos.com
  • 44. English Language Teachers: OER creators, users and re- mixers, publishers
  • 49. Drag ‘n’ Drop exercises in FLAX
  • 51. Thank you Email: fitzgerald@education.concordia.ca; shaoqun@waikato.ac.nz FLAX Language: flax.nzdl.org; Twitter: @AlannahFitz Slideshare:http://www.slideshare.net/AlannahOpenEd/ Blog: Technology for Open English – Toying with Open E-resources www.alannahfitzgerald.org