Oer + free webtools for language classrooms

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I would like to welcome everyone here today to this brown lunch events that’s being hosted by the library in conjunction with the Teaching Center, the place I represent. The topic of this session today befits the theme of this week - Open Education Week. I would like to make this session as informative as you want it to be and as interactive as our brains need it to be in order to take in the essential bits that you need for your own understanding of the matter. This is why I would like to add a few elements that allow you to share information, experiences and/ or questions with your partners to your sides and with all of us in this room.

A word up front concerning the materials and references I use to present the topic. I will share those openly and have posted the links on my twitter account. My twitter account is also the place to go to for the very first activity which I would like to task you with to help us all get a better idea of who we are and why we are here. I suppose that there is a different range of familiarity with OER in the room, and I would like for us all to know where on that scale I will meet the most of you and which needs might have to be met at maybe another point somehow. Open Education is a vast field and the hour we have today can be the start of a more profound discussion if you so wish.

Tweet 1. Let's practice a little openness, get to know each other and find out WHY you are here on TODAYSMEET http://today.io/1p7td #Cree #OER #MaskwacisCC
Cree Language Content Creation Tool 1 - EDPuzzle https://edpuzzle.com/join/zochoco #Cree #OER #MaskwacisCC

How to go about the first activity - it’s easy and simple - the first thing I would like you to do is to talk to one person next to you and find out a bit more about her/ him. Please, do also ask what s/he would like to take out of this session today. You’ll have 3 minutes for a quick get to know before you then please capture the essence of it in 2 sentences into the backchannel that is open for this activity. In order for you to get to the tool, please find my twitter account. No need to login in -

Having gotten to known each other better, I am glad that my session is planned in a way to cover most of the questions and fields of interest that brought people here. If at any point you feel, you want to know more - feel invited to raise your questions any time or provide them as feedback at the end of the session.
As this outline shows you, I would like to start with us understanding the impact we can have on the learning of our students, by determining what tools we would like to use to help them meet the objectives, but also by applying the right methods that have proven effects on our students’ learning. That is what I would like to start with before we evaluate 3 tools that allow us to create materials as well as as gain an insight into the learning of our students.

The reason why I am here today is represented with this number which again links to very important OER events too. I won’t make it so easy as to simply tell you what the number stands for but rather invite you to take a guess. How does it relate me standing here today?
Click: It is the roughly estimated amount of money in Euro currency that my Master’s degree cost me (that included two years and a half years of study/ internships abroad)
Click: The three 0 digits again do also represent the 3 anniversaries that OER advocates are celebrating this year. As these 3 anniversaries are intertwined with important events in my life as well, I’d like to quickly present them through the lense of my past life.

The first anniversary goes back farthest in time and relates to the day when the concept of ‘open content’ got first defined almost 20 years ago by David Wiley (a mover and shaker in the OER scene and then PhD today he is Chief Academic Officer of Lumen Learning,[1] Education Fellow at Creative Commons,[2] and Adjunct Faculty of Instructional Psychology & Technology at Brigham Young University) who then meant to describe all materials accessible in digital format for others to use and to share

In 2002 the term OER got into people’s vocabulary when at the first UNESCO Global OER forum on Open courseware it got first used to designates "teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

During the time that Wiley had labelled sharable digital materials with the term open content, I was lucky to have gotten a scholarship to England, where I learned to my amazement that a university education was not free - on the contrary, my British fellow students had to take out heavy student loans and even more shocking still was to me the fact that my foreign friends from outside the EU had to invest at least triple the amount of EU citizens. I said I was lucky, and I truly was because the right of not having to pay study fees in Germany applied to my exchange year at Manchester University as well. So I was standing in front of that library quite a few times wondering how it could be that there were so great disparancies bw me and my peers in the classes that I took.

Reference:
Picture Manchester University Library By DPOrman (Photograph taken by DPOrman) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

That theme of inequality in access to knowledge and education came up again a few times 10 years later too, when I would take the ferry to work, for instance, which meant that I would approach the skyline on HK island and thus be facing the centres of immense wealth, where I knew many Hongkongers worked, but didn’t truly benefit from. Many of my students at the time told me the reason why they were planning to wait with marriage and kids just for the sheer dread of the costs that family life would involve.

So speaking of the year 2007 leads me to the second anniversary I hinted at earlier. That year a small meeting was held in Cape Town, the aim of which was to accelerate efforts to promote open resources, technology and teaching practices in education. Hosted by the Open Society Institute and the Shuttleworth Foundation, the meeting brought together people from different nations who discussed ways of potential cooperation. The first outcome was the Cape Town Open Education Declaration. It is at once a statement of principle, a statement of strategy and a statement of commitment. It is meant to spark dialogue, to inspire action and to help the open education movement grow. In Cape Town, meeting participants explored how their separate initiatives could work together to achieve much broader, deeper impact. The Cape Town Open Education Declaration, authored jointly by all those who attended the meeting, was the first concrete outcome from these discussions. A number of additional collaborations on open education projects have also emerged. Among the participants were representatives of Rice University (for project Connexions), Wikimedia, CC, Utah State Uni, Cape Town Uni, Dept of Ed Uganda, African Virtual Society, Ministerial Council on Employment, Education, Training and Youth Affairs, Australia, Commonwealth of Learning

The 3rd of the major OER anniversaries related to an event that has proven most influential in the course of OER acceptance and use so far. The event was the World Open Educational Resource Congress which was held at the United Nations Educational, Scientific, and Cultural Organization (UNESCO) headquarters, in Paris in June 2012 and resulted in the Paris OER Declaration.

It builds upon several United Nations and UNESCO declarations and conventions, like The Universal Declaration of Human Rights (Article 26.1), that state “Everyone has the right to education”; The International Covenant on Economic, Social and Cultural Rights (Article 13.1), which recognizes “the right of everyone to education”
Because education is regarded as a universally human right, the declaration calls on governments for action to realize the benefits of OP. The declaration contains a list of 10 points that in their totality can foster awareness and use of OER – contributing to social inclusion and lifelong learning.
· Facilitate enabling environments for ICT – bridge the digital divide.
· Reinforce the development of strategies of policies on OER.
· Promote the understanding and use of open licensing frameworks.
· Support capacity building for the sustainable development of materials – support institutions and teachers in building OER.
· Foster strategic alliances for OER.
· Encourage the development and adaptation of OER in a variety of languages and cultural contexts.
· Encourage research on OER.
· Facilitate finding, retrieving and sharing OER.
· Encourage the open licensing of educational materials produced with public funds.

2012 marks also the year when I moved here and got to take advantage of the different forms the realisation of the goals to lower barriers to education took as they affected my teaching of languages then too because resources got more plentiful that helped my open up my language classrooms to more students too - started teaching online and use resources openly available - tech tools

Reference:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf

Beaven, Ana; Comas-Quinn, Anna; Sawhill, Barbara. (Eds). (2013). Case Studies of Openness in the Language Classroom. Research-publishing.net. https://doi.org/10.14705/rpnet.2013.9781908416100

Visualisation from http://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
John Hattie developed a way of ranking various influences in different meta-analyses related to learning and achievement according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”
Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book “Visible learning for teachers“.
John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses – up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.
Below you can find an updated version of our first visualization of effect sizes related to student achievement. You can compare the entries from Visible Learning (red), Visible Learning for Teachers (green) and Hattie 2015 (blue). Hattie constantly updates this list with more meta studies. Here is a backup of our first visualisation of 138 effects.

Allein auf das Lernen ausgerichtet und nicht um Verhalten. Es geht darum, den Zuwachs an Wissen und den Kompetenzerwerb im kognitiven Bereich benennen zu können. Feedback im hier besprochenen Sinne enthält lernrelevante Informationen, es bezieht sich auf den Weg bzw. die Lücke, die zu überwinden sind, um ein bestimmtes Lernziel zu erreichen. Lob, das sich auf das Selbst bzw. die Person des Lernenden bezieht, enthält keine lernrelevanten Informationen und sollte nicht mit Feedback vermischt werden. So können sowohl das Feedback als auch das personenbezogene Lob ihre volle positive Wirkung entfalten.
https://visible-learning.org/de/hattie-rangliste-einflussgroessen-effekte-lernerfolg/hattie-rangliste-einfluss-von-lehr-und-lernmethoden/

Show how learning becomes visible with example in my account

Tweet invitation link to EDPuzzle Video Editing to Provide Visibility in Learning https://edpuzzle.com/join/zochoco

Tweet link to tricider http://www.tricider.com/brainstorming/2kvtb8kC3NJ

Tweet link to socrative student login https://b.socrative.com/login/student/
Do the OER tools in teaching Quiz

Tweet link to tricider http://www.tricider.com/brainstorming/2kvtb8kC3NJ

Reference:
Drawing by Julia Forsythe. Serving Social Justice & Transforming Pedagogy by @actualham @thatpsychprof #viznotes #oeorangers #OEO @ecampusOntario @creativecommons
via https://flic.kr/p/SJCQW3

Oer + free webtools for language classrooms

Joerdis Weilandt

Oer + free webtools for language classrooms