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Downstream with Open Educational Resources and Practices: rEAPing the rewards for the development of domain-specific language collections

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Presented at Kings College London on March 19th, 2014

Published in: Education
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Downstream with Open Educational Resources and Practices: rEAPing the rewards for the development of domain-specific language collections

  1. 1. Downstream with Open Educational Resources and Practices rEAPing the rewards for the development of domain-specific language collections http://www.flickr.com/photos/49467596@N00/327391975 Alannah Fitzgerald @ Kings College London
  2. 2. Overview • Open Educational Resources Research Hub • Open Source Language Development • FLAX Language Project at Waikato University • Open Oxford and Resource Reuse • The BAWE Corpus and OpenSpires • Digital Scholarship & Open Educational Practices – MOOCs and Domain-Specific Linguistic Support • Research into Open Language Collections • Development and Use Across Formal and Informal Education
  3. 3. Open Educational Resources Research hub
  4. 4. http://oerresearchhub.org/
  5. 5. Open Source language development
  6. 6. Developing Language Collections in the Open The open source dictum, ‘ release early and release often‘, in fact has morphed into an even more radical position, ‘the perpetual beta’, in which the product is developed in the open, with new features slipstreamed in on a monthly, weekly, or even daily basis. It’s no accident that services such as Gmail, Google Maps, Flickr, del.icio.us, and the like may be expected to bear a ‘Beta’ logo for years at a time. (O’Reilly, 2005)
  7. 7. FLAX Project at Waikato University FLAX image by permission of non-commercial reuse by Jane Galloway
  8. 8. FLAX – Flexible Language Acquisition Flexible Language Acquisition library
  9. 9. Simple FLAX Interface Designs
  10. 10. The traditional text analysis software interface for working with large language collections (corpora) has been the Key Word In Context (KWIC) interface. Corpus linguistics researchers and developers of KWIC interfaces have claimed over the years that learners of a language can deduce language use patterns by examining KWIC lines. This method is also known as data-driven learning.
  11. 11. Open oxford and resource reuse
  12. 12. University of Oxford OER 12http://openspires.oucs.ox.ac.uk/resources/index.html#posters
  13. 13. http://www.slideshare.net/tbirdcymru/itunes-u-corporate-channel-of-free-educational-resources
  14. 14. FLAX Do-It-Yourself Podcast Corpora with http://www.youtube.com/watch?v=Si24d3Z-8nQ
  15. 15. https://openeducationalresources.pbworks.com/w/page/2483648http://blogs.oucs.ox.ac.uk/melissa/2013/03/23/licetne-anglice-loqui/
  16. 16. FLAX British Academic Written English (BA http://www.youtube.com/watch?v=26i_Y146GOs
  17. 17. British Academic Written English corpus: browse by genre or discipline
  18. 18. BAWE sub corpus wordlists
  19. 19. The BAWE sub corpus text collections: POS-tagging phrases http://tinyurl.com/cpwyefb
  20. 20. Search and store collocations
  21. 21. Retrieve and save collocations
  22. 22. Collocational links to further resources
  23. 23. Wikify key words & phrases http://tinyurl.com/cpwyefb
  24. 24. Word lists: general, academic, specific, key
  25. 25. Moocs and educational punditry
  26. 26. MOOC Research Initiative http://www.moocresearch.com/
  27. 27. The end of the university as we know it “The future looks like this: Access to college-level education will be free for everyone; the residential college campus will become largely obsolete; tens of thousands of professors will lose their jobs; the bachelor’s degree will become increasingly irrelevant; and ten years from now Harvard will enroll ten million students.” (Harden, 2013) http://www.the-american-interest.com/article.cfm?piece=1352
  28. 28. The Education Apocalypse: #opened13 Keynote “Where in the stories we’re telling about the future of education are we seeing salvation? Why would we locate that in technology and not in humans, for example? Why would we locate that in markets and not in communities? What happens when we embrace a narrative about the end-times — about education crisis and education apocalypse? Who’s poised to take advantage of this crisis narrative? Why would we believe a gospel according to artificial intelligence, or according to Harvard Business School [Christensen’s Disruptive Innovation theory], or according to Techcrunch...?” (Watters, 2013) http://hackeducation.com/2013/11/07/the-education-apocalypse/
  29. 29. Digital scholarship and open educational practices
  30. 30. Domain-Specific Linguistic Support for MOOCs – Virology at Coursera
  31. 31. Vocabulary Across Academic Disciplines “Natural science might be characterized as a discipline of discovery, identifying and describing entities that had not been previously considered. As a result, natural science employs a large set of highly technical words, like dextrinoid, electrophoresis, and phallotoxins. Most of these words do not have commonplace synonyms, because they refer to entities, characteristics, or concepts that are not normally discussed in everyday conversation.” (Biber, 2006)
  32. 32. Virology OER from Open Educational Practitioner, Vincent Racaniello
  33. 33. Collaboration with Subject Specialists “In the emerging academic literacies approach involving cooperation between subject specialists and writing teachers, the aim is to help the students develop metacognitive awareness of the roles and functions of writing in that discipline, to enable them to stand back from it and observe how it functions, and then to help them gradually participate in the genres, where genre is understood as a constellation of actions rather than a list of formal features.” (Breeze, 2012)
  34. 34. FLAX Virology ESAP Collection • YouTube lectures streamed • This Week in Virology (TWiV) podcasts • Open Access articles • Virology Blog articles with hyperlinks to resources • Text analysis tools for e.g. lexical bundles, collocations, word lists, part-of-speech (POS) tags, and links to Wikipedia, the British National Corpus (BNC) and the live web • Digital library features: search, retrieve, save, interact and learn
  35. 35. Digital Scholarship and Open Educational Practices http://www.bloomsburyacademic.com/view/DigitalScholar_9781849666275/book-ba-9781849666275.xml
  36. 36. Research into open language collections
  37. 37. Research with Queen Mary U. of London http://language-centre.sllf.qmul.ac.uk/home
  38. 38. OER Research Hypotheses
  39. 39. References • Biber, D. (2006). University Language, A corpus-based study of spoken and written registers. John Benjamins, Amsterdam. • Breeze, R. (2012). Rethinking Academic Writing Pedagogy for the European University. Rodopi, Amsterdam. • Harden, N. (2013). The end of the university as we know it. The American Interest. Retrieved from http://www.the- american-interest.com/article.cfm?piece=1352 • O’Reilly, T. (2005). “What Is Web 2.0 .″ • Watters, A. (2013, November 7). The Education Apocalypse #opened13. Retrieved from http://www.hackeducation.com/2013/11/07/the- education-apocalypse/
  40. 40. Alannah Fitzgerald: fitzgerald@education.concordia.ca; @AlannahFitz www.alannahfitzgerald.org TOETOE Blog Slideshare: http://www.slideshare.net/AlannahOpenEd/

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