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Networking Open Tertiary Writing Resources

Alannah Fitzgerald
Alannah Fitzgerald
Alannah FitzgeraldOpen Language Research & Development at Concordia University

Presented at the Tertiary Writers' Network Colloquium http://fp2.brandish.co.nz/twnc2012/ at the University of Waikato in New Zealand on November 30, 2012.

Networking Open Tertiary Writing Resources

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Networking Open
Tertiary Writing
    Resources



Alannah Fitzgerald
http://www.flickr.com/photos/yaph/8022682955
Overview
• Growing Tertiary Writing Networks
• Demonstrating Open Data-Driven Learning
• Building Open Text Collections
• Licensing with Creative Commons
• Sharing and Re-using Tertiary Writing
  Resources
• Planning for How to Share
Tweeting About Tertiary Writing
The TEFL/TESL world does this better...
TOETOE Technology for Open English Toying with Open E-r

             Alannah Fitzgerald's blog




                 http://www.alannahfitzgerald.org/394/
The EAP Blogosphere




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Networking Open Tertiary Writing Resources

  • 1. Networking Open Tertiary Writing Resources Alannah Fitzgerald http://www.flickr.com/photos/yaph/8022682955
  • 2. Overview • Growing Tertiary Writing Networks • Demonstrating Open Data-Driven Learning • Building Open Text Collections • Licensing with Creative Commons • Sharing and Re-using Tertiary Writing Resources • Planning for How to Share
  • 3. Tweeting About Tertiary Writing The TEFL/TESL world does this better...
  • 4. TOETOE Technology for Open English Toying with Open E-r Alannah Fitzgerald's blog http://www.alannahfitzgerald.org/394/
  • 5. The EAP Blogosphere http://www.youtube.com/user/AntlabJPN#p/u/1/_z9wwX7eR-Y
  • 6. Scoop.it! Curating EAP Resources Steve Kirk http://www.scoop.it/t/the-eap-practitioner
  • 7. EAP Forum (EULEAP) http://euleap.ning.com/
  • 8. Which networks are you plugging into for resources and for sharing your expertise?
  • 9. SCORE Academic Practice & Accreditation
  • 10. Data-Driven Learning for the Masses? The University of Waikato FLAX Project The UK Higher Education Academy OER International Case Study for Re-use of Oxford University-Managed Corpora
  • 11. 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.
  • 12. Collocation Collocation database database Any other Any other resource resource Digital Library Digital Library Glossary Glossary
  • 15. Learning Collocations collection in FLAX FLAX team collections building: Shaoqun Wu, Ian Witten, Margaret Franken, Xiaofeng Yu – Waikato University http://tinyurl.com/73zcgac
  • 16. The BAWE Collections in FLAX See Nesi, H. and Gardner, S. (2012) Genres across the Disciplines: Student writing in higher education. Cambridge: Cambridge University Press. http://tinyurl.com/cpwyefb
  • 17. Wikify key words & phrases http://tinyurl.com/cpwyefb
  • 18. How could you use the FLAX collections in your teaching and learning? What collections could you build in FLAX?
  • 19. Academic Vocabulary Lists WordandPhrase Corpus of Contemporary American English http://www.wordandphrase.info/academic/analyzeText.asp
  • 20. Academic vocabulary lists 110-million words from COCA academic sub-corpus (2011) http://www.flickr.com/photos/reedsturtevant/4288406152
  • 23. Linked resources = super resources http://www.flickr.com/photos/aka_kath/185679814/
  • 24. Build Your Own Corpus with AntConc See Charles, M. (2012). 'Proper vocabulary and juicy collocations': EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31: 93-102. http://www.youtube.com/user/AntlabJPN#p/u/1/_z9wwX7eR-Y 24
  • 25. AntConc video tutorials http://www.antlab.sci.waseda.ac.jp/antconc_index.html
  • 26. Open Training Resources for Wider Participation
  • 27. Training Videos for FLAX on YouTube http://www.youtube.com/watch?v=dyDG29aQo8Y
  • 28. Training Videos for FLAX on YouKu http://www.youku.com/playlist_show/id_18115224.html
  • 29. Beyond Audience Boundaries Russell Stannard - Teacher Training Videos http://www.teachertrainingvideos.com
  • 30. Widening Audience Participation http://en.crtvu.edu.cn/
  • 31. OERu – Open and Distance Learning http://wikieducator.org/OER_university/Planning/OERu_2012_Prototype
  • 32. MOOCs and the Massive Potential for EAP Resources Development http://chronicle.com/blogs/profhacker/join-next-weeks-mooc-of-moocs-at-hybrid-pedagogy/41485
  • 33. Creative Commons Content and Licensing
  • 36. 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
  • 37. 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 • Some cool icons
  • 38. 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
  • 39. What are the conditions? Non-commercial • The work can only be used for non-commercial purposes
  • 40. What are the conditions? No Derivatives • The work can only be distributed in its original form; no adaptations or translations can be made
  • 41. 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
  • 42. What are the six licences?
  • 43. What could you do with the Oxford Creative Commons podcast content?
  • 44. Linking open tools and open pods http://http://openspires.oucs.ox.ac.uk/crunch/ 44
  • 45. Open podcast corpus development for spoken collections in FLAX
  • 47. Podcast Playlists – combining CC content for language learning http://www.ted.com/playlists
  • 48. Teachers as OER developers, users, publishers
  • 49. 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
  • 50. 50
  • 51. 824/ 822/ 0388 9882 /242 /372 1ders lplum who etua chad perp tos/ s/ /pho hoto Davi ckr.com m/p erpe .flickr.co By C /www.fli lum s tualp w had /ww :/ http http:/ By: P BLE 24 . REP U RPO SEA Purp o se Chris’s MEE T OR IOLE mun ity ing a Com Reusable rpos n Repu rce ca erns Conc ill sou bout e1w tice re Phas e reuse Prac be a lity r just g the Qua explo urces via arch in mak rce look gy o f res and a Rese nolo o Card rvey u reso ou want Tech su ing y how ok. Is s at. retre egler: Shar urce lo it to cility Reso sP Chri al g fa n Usin this tant to Natio ing Game im por Te ach ip you? wsh Fello 9/9 545 9/ 2 485 57 2 0 625 s/3 /2 jo ean Chris Pegler r86 one s/r oto dge om s 2 kr.c Anjo /ph 7. A blus/ s Pre ww es do oto can sentat PPE /ph .flic ://w Alv AR 11 om http enata the be pa ion AN . CO kr.c ww 86 Acc R NV E .flic ://w ner The appea rt of CE By e http ludgeo res l. reso ss to NI E loo ks b ource onli urces NCE By B Pur tha n ett pos n s o c e is n o ma ones er Con e onv w de. we ce r it ca enie Pur Ove ns usin n repla nt pos imp rall, h Qu g yo ce e alit Con app ortan ow y own HE I r u cern ear t is Tec reso ’s s a nc hno the urces. Qua e? lo re a Is lity Res gy dow Tec our nsid hno ces e? log Res y o urc es 51
  • 52. Instructions •The blue cards are on a general theme of MOTIVATION – what leads to or discourages reuse. •The olive cards are on a theme of TECHNOLOGY – how this may affect reuse. •The pink cards are on a theme of QUALITY – how this affects (re)use decisions. 52
  • 53. Extended Licensing Scenario The following scenario is intended to promote discussion around the areas of creative commons licensing, the collaborations involved, and any other issues the discussion may highlight. http://www.flickr.com/photos/peterleth/ 53
  • 54. Open licensing scenarios with Creative Commons
  • 55. Lichôdmapwa v. Théâtre de Spa Court of First Instance Nivelles (Tribunal de Première Instance Nivelles) 26 October 2010 A Belgian band uploaded some songs on a freely accessible website under a non-commercial and no derivatives Creative Commons license. A Belgian theatre used one of the songs to create an advertisement for the next theatrical season, which was broadcasted on several national radios channels. The Court found that the theatre did not respect the license and consequently granted indemnities to the band. http://kluwercopyrightblog.com/2011/03/09/lichodmapwa-v-theatre-de-spa-court-of-first-instance-nivelles- tribunal-de-premiere-instance-bruxelles-26-october-2010-2/
  • 56. Licensing Scenarios Group work: Read and discuss the following licensing scenarios as they would apply to language teaching and materials development practice. (Adapted from copyright resources created by Bernie Atwell at the OU; adapted for language resource developers)
  • 57. Use clearance I’ve found an open access pre-publication article by Diane Nation on the web and this would be brilliant to use in my EAP class. I intend to develop a language learning resource with these materials and then to upload it into an open repository. I’ve tried to contact Ms Nation twice and have been in touch with the web master of the site to see if s/he can help but have had no response so far. I’ve amended the article, as I didn’t agree with some of the points she was making. I think I’ve improved the work actually and I’ve obviously left her acknowledged as the author. As I’ve had no response I’m just going to use it anyway. Everyone’s always talking about risk so I’ll take one. Is this OK?
  • 58. CC licensing worldwide My institution has an online open learning resource and is based in the UK. We have selected an England and Wales UK licence for the use of our content. However, a user in China has asked us if the CC licence still applies? Does the CC licence refer to where the content is being used or where it is hosted?
  • 59. Open software licenses I have some software I would like to make available under a CC licence – would that be OK?
  • 60. Logo protection My institution is making some of its content available under a CC licence. How do we ensure that our trademarks/logos are protected?
  • 61. Extended Licensing Scenario The following scenario is intended to promote discussion around the areas of creative commons licensing for resources you may already be dealing with or would like to use more, the collaborations involved, and any other issues the discussion may highlight.
  • 62. Your educational institution is going to be working in collaboration with at least two other educational institutions in Australasia. You are going to create an innovative joint MA TESOL resource for home and international students studying and researching in the area of English for Academic Purposes. This facility will also act as a provider of online resources. All institutions will provide some of their own existing materials that contain third party content (journal articles, images, extracts from books, and website content) as well as student-generated texts from across your institutions which you would like to develop corpus-based research and teaching resources from. The collaboration would like to make the content openly available whilst ensuring that their intellectual property rights are not compromised.
  • 63. Consider the following questions for discussion: • How would you license this content to users? • Would you consider using a Creative Commons licence, if so which one? • Would you need to consider more than one type of licence? • What would you need to take care of contractually in relation to the content? • How would you ensure that the integrity of third party content is maintained?
  • 65. 65
  • 66. 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

Editor's Notes

  1. 70 ninutes
  2. August 16, 2010
  3. 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. Potentially students can also construct collections (see Charles, 2012)
  4. 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. Potentially students can also construct collections (see Charles, 2012)
  5. 70 ninutes
  6. Noticing specific lexis from a collection of texts which you have uploaded – published literature and student writing for comparison work We can also embed the FLAX Moodle plug-in to your CMS and create your own corpora/libraries this way.
  7. August 16, 2010
  8. A new method of giving individual items individual licenses in the metadata is apparently on its way
  9. August 16, 2010
  10. 70 ninutes
  11. Ylva –OER mash-up for language learning Do we want to say something about discipline-spec discourse types in uni lectures/seminars? Turn taking in uni seminars – uni of Birmingham – looking at different knowledge domains – something I saw at CLC in B ’ ham in July E.g. medical seminars – long turn from sts presenting case studies with input from tutor and other sts at the end. Hard sciences have a lot more stop and check the facts built into exchanges btwn sts and tutors -
  12. August 16, 2010
  13. Shuffle time…or plant some of these in the audience??   Managing barriers and challenges - choose question cards from Chris ’ s Reusable Card Game to surface OER issues around: discoverability, interoperability, proved in use, moving online, my community research basis, metadata, brand, style/tone, appearance, reliability, quality check, cutting costs and, innovation. Locating materials - choose question cards from Chris ’ s Reusable Card Game to surface OER issues around: repurposeable, new n improved, learn new stuff, custom/habit of reuse, sharing is good, context-free, personalisation, adaptable, rarity, funding and, policy.
  14. Name those symbols!
  15. August 16, 2010
  16. Keep adding to this – take aways