We can each talk briefly about our roles with OER at the OU and Oxford – sets the scene for what type of OERs we are as people in BALEAP.
Not OER per se – where do we need to look? OER toolkit, JORUM – which will link back to e.g. the Humbox, LORO etc.
Not necessarily starting with OER and published resources but rather starting with the research into e.g. specificity, the AWL and using open corpora and open text analysis tools to build resources/understandings from.What about the OTA? BNC, BASE/BAWE – what can we do with these in BALEAP?So many lovely owl pics in flickr! I ripped this idea off of the JISC guy’s resource discovery PPT as he had nice owls on his first slide…oh, distractions! P.s. will add flicker urls once we decide on what to keep as they are in my favs
Typical OER for EAP that you find – GOOD but very social science basedIf we upload OER into JORUM this will appear in a Google Scholar search – building web presence as teaching fellows
Generally, teaching EAP from the social sciences – is this because we as teachers have been trained this way?
Well-resourced – ou – ebooks, lectures and more – not able to identify individuals as made by teamsPodcasts – oxford – 40% cc – highlighting starsChina – Nottingham – campus at Ningbo instead of having to use youtube which is blocked uNowRepresenting the ethos of the institutions The best marketing is great learning material – Martin Bean
Ylva –OER mash-up for language learningDo 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 JulyE.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 btwnsts and tutors -
Wikipedia texts and the wiki collocations collection in FLAX – make an OER demo?
I have done an exercise where students rewrite text directly at the Lextutor VP tool online to try and push the AWL count up to 10% or slightly above – focus on formal register, passive voice constructions e.g. it phrases. Sts can click VP check button to see how the new language is increasing their AWL count. Then direct them to Web phrases in FLAX for e.g. use of critical phrases – several shortcomings, common criticism, serious limitations – and what preps
Could be controversial if Diane is in the audience!
Google and Wikipedia corpora - good for EAP – e.g. collocs, phrases – however, no metadata for determining which genre of text in Google. Interface and presentation of phrases, collocs a lot easier for sts and teachers. Could easily derive collocs and derivatives samples of lang in context to support study of the AWL – cheaper than buying a textbook and also skilling!
Noticing how words are used in specific disciplines; which words occur more frequently within the range of texts we are reading; do they match what is present in our own writing? Is this impt – are we writing for publication?noticing words/phrases that we overuse in our own writing
Noticing specific lexis from a collection of texts which you have uploaded – published literature and student writing for comparison workWe can also embed the FLAX Moodle plug-in to your CMS and create your own corpora/libraries this way.
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.
Name those symbols!
Prepare handouts for group – if unsure of how to answer questions then we can help or direct to resources, e.g. JISC Legal
If u know
Keep adding to this – take aways
Research OER cascade project at Durham. Work on FLAX and other open corpus for building training and teaching OERBALEAP web resources sub committee – scope for embedding and linking to resources for EAP/ESAPAlso, EuroCALL SIGs and upcoming conf in Bologna
Openness in English for Specific Academic Purposes
WORKSHOP AGENDA• Brief introduction• Resource discovery for E(S)AP• OER creation and reuse • The BALEAP competency framework• Open tools for E(S)AP • Lextutor, FLAX, AntConc• Sharing and reuse activities • Licensing scenario for E(S)AP• Resources to follow up• Training/coaching/creating opportunities 2
http://www.flickr.com/photos/bramus/2998573943/ / http://www.flickr.com/photos/mag3737/1914076277/in/faves-60810582@N04/)SEARCH & FIND?Google “English for Academic Purposes” and you’ll get Andy’sUEfAP along with the EAP Toolkit.But is Google really the place to start? Do we need to develop oursearch skills? 3
http://www.flickr.com/photos/evilmutent/2164735121/RESOURCE DISCOVERYThe raw and the cooked 4
http://resources.jorum.ac.uk/xmlui/handle/123456789/2963GUIDELINES FOR WRITING AT MASTERS DEGREE LEVEL
http://scholar.google.co.uk/scholar?as_q=&num=10&as_epq=&as_oq=&as_eq=&as_occt=any&as_sauthors=%22Ursula+Wingate %22&as_publication=&as_ylo=&as_yhi=&as_sdt=1.&as_sdtp=on&as_sdtf=&as_sdts=5&btnG=Search+Scholar&hl=enGOOGLE SCHOLAR + OERDevelop your web presence as a teaching fellow also! 7
EAP FOR THE SOCIAL SCIENCES Writing at Masters Level by Ursula Wingate, 2009 http://resources.jorum.ac.uk/xmlui/handle/123456789/2963
SIGNPOSTING IN EAP http://resources.jorum.ac.uk/xmlui/handle/123456789/2963Writing at Masters Level by Ursula Wingate, 2009
http://openspires.oucs.ox.ac.uk/resources/index.html#postersCREATIVE COMMONS CONTENTWhat can you do with this? 10
http://http://openspires.oucs.ox.ac.uk/crunch/OER PODCASTSCombining open tools & open content 11
http://www.baleap.org.uk/baleap/parties-projects/eap-teacher-competencies/9. TEXT PROCESSING AND TEXT PRODUCTION Arguably, competencies with resources cut across the whole of the TEAP framework. 12
http://www.flickr.com/photos/mikekline/265954619/OPEN TOOLS FOR ESAPA quick introduction to open data driven language learning tools 13
INSTRUCTIONS • The blue cards are on a general theme of MOTIVATION – what leads to reuse or discourages it. • 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 use decisions 27
GROUP DISCUSSIONConsolidating & sharing best practice
EXTENDED LICENSING SCENARIOThe following scenario is intended to promotediscussion around the areas of creative commonslicensing, the collaborations involved, and anyother issues the discussion may highlight. http://www.flickr.com/photos/peterleth/ 29
SCENARIO: Your educational institution is going to beworking in collaboration with at least two othereducational institutions in the UK.You are going to create an innovative joint MA TESOLresource for Masters students studying and researching inthe area of open corpora for teaching English for SpecificAcademic Purposes (ESAP). This facility will act as aprovider of online resources. All institutions will providesome of their own existing materials that contain thirdparty content (journal articles, images, extracts frombooks, and website content) which are made up of text andaudio-visual content.The collaboration would like to make the content openlyavailable whilst ensuring that their intellectual propertyrights are not compromised. 30
CONSIDER THE FOLLOWINGQUESTIONS FOR DISCUSSION:How would you license this content to users?Would you consider using a Creative Commons licence, if sowhich one?Would you need to consider more than one type of licence?What would you need to take care of contractually in relationto the content?How would you ensure that the integrity of third partycontent is maintained? 31