From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/confucian-dynamism-in-the-chinese-elt-context/
Love is a stranger in an open car to tempt you in and drive you far away... t...Alannah Fitzgerald
This document summarizes a blog post about the author's experience with open educational practices (OEP) through a project called TOETOE International. The author discusses their work evaluating the reuse of open educational resources from Oxford University in English language teaching in several countries. They describe attending conferences on open education and participating in workshops and meetings with OER practitioners. The goal is to better understand the international open education movement and inform the design of open-source digital libraries for language learning.
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/vietnams-open-university-rising-dragon/
1 the era of pragmatic english tesol 2011cjeremysykes
The document discusses the rise of pragmatic international English as a lingua franca for global business communication. It notes that the scale of people participating in the global economy who need English skills has expanded dramatically. It also discusses different perspectives on the spread of English globally and defines pragmatic international English as the functional business language needed for tasks like report writing and digital communication. The document concludes by examining the need for Taiwanese students to develop stronger English communication skills to compete globally, and principles for communicative language learning through tasks and active communication.
The one-day symposium at Yale University focused on the Shared Course Initiative (SCI) in distance education. It included several presentations on topics related to online and distance language education, such as the benefits of open educational resources, designing effective MOOCs, developing digital literacy skills, and Yale's pathways for online education. Presenters were from universities such as Yale, University of Texas, Open University, Columbia, and UC Berkeley. The event was funded by the Mellon Foundation and organized by Yale's Center for Language Study.
This document provides information about an international conference on MOOCs, informal language learning, and mobility to be held in Milton Keynes, UK on October 20-21, 2016. It includes details about four keynote speakers and their topics:
1) Professor Agnes Kukulska-Hulme will discuss mobile learning applications for newcomers to a city.
2) Dr. Jeremy Knox will discuss moving beyond the 'c-' and 'x-' paradigms for conceptualizing MOOC learning.
3) Andrea Villarini and Donatella Troncarelli will discuss the MOVE-ME project's use of MOOCs to improve second language proficiency for international students.
This document provides the program for an international conference on MOOCs, informal language learning, and mobility to be held on October 20-21, 2016 in Milton Keynes, UK. The conference will include keynote speeches, parallel sessions, and poster presentations on topics related to the use of MOOCs and mobile technologies to support language learning. Day 1 will focus on new paradigms for MOOC learning, the MOVE-ME project using MOOCs to improve language proficiency, and various talks on using e-portfolios, mobile apps, and MOOCs for language learning. Day 2 will discuss mobile learning applications for newcomers to cities and include additional parallel sessions and talks on blending informal learning with formal
Presented at the BALEAP Biennial Conference (The Janus Moment in EAP: Revisiting the Past, Building the Future) http://baleap.org.uk/events/event-6/ in Nottingham on April 19, 2013.
Love is a stranger in an open car to tempt you in and drive you far away... t...Alannah Fitzgerald
This document summarizes a blog post about the author's experience with open educational practices (OEP) through a project called TOETOE International. The author discusses their work evaluating the reuse of open educational resources from Oxford University in English language teaching in several countries. They describe attending conferences on open education and participating in workshops and meetings with OER practitioners. The goal is to better understand the international open education movement and inform the design of open-source digital libraries for language learning.
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/vietnams-open-university-rising-dragon/
1 the era of pragmatic english tesol 2011cjeremysykes
The document discusses the rise of pragmatic international English as a lingua franca for global business communication. It notes that the scale of people participating in the global economy who need English skills has expanded dramatically. It also discusses different perspectives on the spread of English globally and defines pragmatic international English as the functional business language needed for tasks like report writing and digital communication. The document concludes by examining the need for Taiwanese students to develop stronger English communication skills to compete globally, and principles for communicative language learning through tasks and active communication.
The one-day symposium at Yale University focused on the Shared Course Initiative (SCI) in distance education. It included several presentations on topics related to online and distance language education, such as the benefits of open educational resources, designing effective MOOCs, developing digital literacy skills, and Yale's pathways for online education. Presenters were from universities such as Yale, University of Texas, Open University, Columbia, and UC Berkeley. The event was funded by the Mellon Foundation and organized by Yale's Center for Language Study.
This document provides information about an international conference on MOOCs, informal language learning, and mobility to be held in Milton Keynes, UK on October 20-21, 2016. It includes details about four keynote speakers and their topics:
1) Professor Agnes Kukulska-Hulme will discuss mobile learning applications for newcomers to a city.
2) Dr. Jeremy Knox will discuss moving beyond the 'c-' and 'x-' paradigms for conceptualizing MOOC learning.
3) Andrea Villarini and Donatella Troncarelli will discuss the MOVE-ME project's use of MOOCs to improve second language proficiency for international students.
This document provides the program for an international conference on MOOCs, informal language learning, and mobility to be held on October 20-21, 2016 in Milton Keynes, UK. The conference will include keynote speeches, parallel sessions, and poster presentations on topics related to the use of MOOCs and mobile technologies to support language learning. Day 1 will focus on new paradigms for MOOC learning, the MOVE-ME project using MOOCs to improve language proficiency, and various talks on using e-portfolios, mobile apps, and MOOCs for language learning. Day 2 will discuss mobile learning applications for newcomers to cities and include additional parallel sessions and talks on blending informal learning with formal
Presented at the BALEAP Biennial Conference (The Janus Moment in EAP: Revisiting the Past, Building the Future) http://baleap.org.uk/events/event-6/ in Nottingham on April 19, 2013.
Interfaces of Bilingual Education, Japanese Socioculture and Podcasting Techn...Steve McCarty
A presentation at the International Conference on Diversity and Community in Applied Linguistics:
Interface, Interpretation, Interdisciplinarity
Macquarie University, Sydney, Australia (21 September 2006)
The Department of Languages at The Open University (UK), in conjunction with the Erasmus+ MOVE-ME project1, will host a joint conference on MOOCs, Informal Language Learning, and Mobility. The conference will take place at The Open University, Milton Keynes, UK on 20th and 21st October 2016.
Web-based new literacies: Revisiting literacy in TESOL and EFL teacher educationmemogreat
This document discusses integrating web-based new literacies into TESOL and EFL teacher education programs in Egypt. It defines web-based new literacies as the skills, strategies, and competencies EFL teachers need to effectively use the web for language learning. The document presents research on how literacy has changed in the digital age and lists specific new literacies needed by Egyptian EFL teachers, such as online communication, information management, and using web resources. It also describes using wikis, blogs, and email groups to deliver blended learning combining online and face-to-face modes.
Oh, what a BAWE! The British Academic Written English corpusAlannah Fitzgerald
This document discusses the British Academic Written English (BAWE) corpus and resources available for analyzing it. It provides an overview of the BAWE corpus, describing the genres of writing it contains and interfaces like FLAX, Sketch Engine, and Word Tree that allow searching and analyzing the corpus. It also discusses how the BAWE corpus can help understand academic genres and provide models of student academic writing for English for Academic Purposes teaching and learning.
Using different Web 2.0 tools and a wiki as the central platform, I was able to expand on a chosen novel to integrate skills. In the future I will be using graded readers since recommended by the students, either Matilda or Rabbit Proof Fence.
FLAX Weaving with Oxford Open Educational Resources: Open Practices for Engli...Alannah Fitzgerald
Workshop delivered at the e-Learning Symposium on the 25th of January, 2013 with the Centre for Languages, Linguistics and Area Studies at the University of Southampton.
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
This document discusses open educational resources (OERs) and their benefits over traditional textbooks. Some key points:
- Traditional textbooks are often too expensive for students and cannot be easily customized by instructors.
- OERs are free, online educational materials that can be legally modified and customized to meet instructor and student needs. Their use has saved CUNY students over $46 million.
- OERs allow instructors to make materials more relevant to their specific students by updating content and incorporating local examples. They also empower students as knowledge producers and allow instructors flexibility in choosing content.
- OERs should be evaluated based on criteria like content, comprehensiveness, organization, accessibility, and cultural relevance
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
English to Malay (Bahasa Melayu) Translation: Syntactical Issues Involving Ti...inventionjournals
For speakers of other languages who are interested in learning Bahasa Melayu, English has always been a useful tool to understand Bahasa Melayu easily as English is internationally well-know and widely used language and is also comparable with Bahasa Melayu. Unlike English, Bahasa Melayu does not have various types of tenses to indicate what happened in the past, in the present or in the future time. Bahasa Melayu however has its own unique way to show different aspects of time reference such as by adding the word ‘telah’ for past events and ‘akan’ for future events. This is actually one of the problems faced by Bahasa Melayu learners when constructing sentences to refer to various aspects of time reference. Thus, this study seeks to provide an insight to Bahasa Melayu learners and focuses on sentence construction involving time reference. This study used both qualitative and quantitative approach in achieving the objectives of the research. A short text taken form Readers’ Digest article entitled ‘Rebirth of the Feral Child’ was chosen as a tool to examine the various types of tenses available in English. We found that Simple Past Tense, Past Continuous Tense, Past Perfect Tense and Present Perfect Tense caused problems when English sentences were translated to Malay sentences. This study is hoped to provide a brief and clear explanation to the foreign learners of Malay and Malay learners of English on how the sentence construction in both English and Malay are different to each other especially those that are related to the time reference.
Resources at the Interface of Openness for Academic EnglishAlannah Fitzgerald
Presentation given at the Global OER Graduate Network (GO-GN) Research Track at the OpenCourseWare Consortium Global Conference 2014 in Ljubljana, Slovenia on April 24, 2014.
Alannah Fitzgerald has worked on the TOETOE International project which involved using open educational resources (OER) and the FLAX language tool for teaching English in various locations around the world. Some of the key places involved in the project include Oxford, UK; Beijing, China; Seoul, South Korea; Hamilton, New Zealand; Hanoi, Vietnam; and Delhi, India. The project aimed to give language learners more direct access to corpus data and resources through improved interface design and more open resources.
This document summarizes Alannah Fitzgerald's research which aims to identify open tools and resources for academic English, including the communities that develop and use them. The research also seeks to define what openness means in the context of academic English resource development and use. It involves several communities, including academic English practitioners and open source software developers. Design-based research methods are used through iterative development and collaboration. The research also draws on social interface theory to analyze points of intersection between communities where sharing of resources can enable learning or cause disruptions. Previous case studies involved collaboration with projects like FLAX, Durham University, and the University of Oxford.
This document outlines Alannah Fitzgerald's research which aims to identify open academic English resources and tools, and how openness is defined in this context. The research involves communities developing English for academic purposes, open source software, corpus linguistics, MOOCs, and open educational resources. Design-based research is used to iteratively improve interventions through case studies. Social interface theory is also discussed as it relates to points of intersection between fields where social discontinuities may occur both positively and negatively. Current work involves developing domain-specific language collections for MOOCs and academic English for law.
Teaching Chinese Culture in English-a CLIL approachIJAEMSJORNAL
This paper explores the integration of content and language learning in the context of teaching Chinese culture to English majors. Drawing on literature from Content and Language Integrated Learning (CLIL), the paper proposes three key considerations for effective integration: identifying and justifying integration methods, addressing mismatches between language proficiency and cognitive ability, and adopting an inquiry-based approach to teaching and learning. The paper argues that successful integration depends on a symbiotic relationship between content, cognition, communication, and language, as well as the development of intercultural awareness. The paper concludes that while integration is a complex process that requires strategic planning and reflective evaluation, it can enhance the effectiveness of language learning and content acquisition, providing learners with a meaningful context for language and culture learning.
Language learning theory has evolved over many phases from antiquity to today. Early approaches focused on grammar rules and repetition, while later methods emphasized active use and cultural context. Major developments included standardized curricula in the late 19th century, research-backed teaching during World Wars, and a communicative approach focusing on authentic language use from the 1970s onward. The future will continue integrating new ideas from research and technology within eclectic, context-sensitive instruction.
This document provides details of the TESOL Situated Development Mini-Conference 2010 titled "Astonishing Research" to be held on November 18th, 2010 at Toyo Gakuen University in Tokyo. The mini-conference will include 6 presentations from 5:50pm to 9pm on topics related to collaboration, pedagogy, corpus linguistics, course design, and professional development. It will be free to attend for those who pre-register by email.
The Use of Internet Resources in Teaching Listening to Undergraduate Students...YogeshIJTSRD
The article is devoted to the use of Internet resources in teaching English, contributing to the development of listening skills. Special attention is paid to the aspect of improving the listening skills of undergraduate students of non linguistic faculties. Sh. S. Abdullaeva "The Use of Internet Resources in Teaching Listening to Undergraduate Students Non-Language Faculties" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40027.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/40027/the-use-of-internet-resources-in-teaching-listening-to-undergraduate-students-nonlanguage-faculties/sh-s-abdullaeva
The director of the Confucius Institute at the University of Oklahoma summarized their work in 3 areas:
1. Providing Chinese language education from K-12, including teacher certification programs and student exchanges.
2. Offering Chinese instruction and cultural programs at the university level, including online courses and summer programs.
3. Engaging the local community through events celebrating Chinese culture and business Chinese courses.
The director expressed hopes of continuing to collaborate with other Confucius Institutes to strengthen and sustain their programs over the long term.
Interfaces of Bilingual Education, Japanese Socioculture and Podcasting Techn...Steve McCarty
A presentation at the International Conference on Diversity and Community in Applied Linguistics:
Interface, Interpretation, Interdisciplinarity
Macquarie University, Sydney, Australia (21 September 2006)
The Department of Languages at The Open University (UK), in conjunction with the Erasmus+ MOVE-ME project1, will host a joint conference on MOOCs, Informal Language Learning, and Mobility. The conference will take place at The Open University, Milton Keynes, UK on 20th and 21st October 2016.
Web-based new literacies: Revisiting literacy in TESOL and EFL teacher educationmemogreat
This document discusses integrating web-based new literacies into TESOL and EFL teacher education programs in Egypt. It defines web-based new literacies as the skills, strategies, and competencies EFL teachers need to effectively use the web for language learning. The document presents research on how literacy has changed in the digital age and lists specific new literacies needed by Egyptian EFL teachers, such as online communication, information management, and using web resources. It also describes using wikis, blogs, and email groups to deliver blended learning combining online and face-to-face modes.
Oh, what a BAWE! The British Academic Written English corpusAlannah Fitzgerald
This document discusses the British Academic Written English (BAWE) corpus and resources available for analyzing it. It provides an overview of the BAWE corpus, describing the genres of writing it contains and interfaces like FLAX, Sketch Engine, and Word Tree that allow searching and analyzing the corpus. It also discusses how the BAWE corpus can help understand academic genres and provide models of student academic writing for English for Academic Purposes teaching and learning.
Using different Web 2.0 tools and a wiki as the central platform, I was able to expand on a chosen novel to integrate skills. In the future I will be using graded readers since recommended by the students, either Matilda or Rabbit Proof Fence.
FLAX Weaving with Oxford Open Educational Resources: Open Practices for Engli...Alannah Fitzgerald
Workshop delivered at the e-Learning Symposium on the 25th of January, 2013 with the Centre for Languages, Linguistics and Area Studies at the University of Southampton.
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
This document discusses open educational resources (OERs) and their benefits over traditional textbooks. Some key points:
- Traditional textbooks are often too expensive for students and cannot be easily customized by instructors.
- OERs are free, online educational materials that can be legally modified and customized to meet instructor and student needs. Their use has saved CUNY students over $46 million.
- OERs allow instructors to make materials more relevant to their specific students by updating content and incorporating local examples. They also empower students as knowledge producers and allow instructors flexibility in choosing content.
- OERs should be evaluated based on criteria like content, comprehensiveness, organization, accessibility, and cultural relevance
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
English to Malay (Bahasa Melayu) Translation: Syntactical Issues Involving Ti...inventionjournals
For speakers of other languages who are interested in learning Bahasa Melayu, English has always been a useful tool to understand Bahasa Melayu easily as English is internationally well-know and widely used language and is also comparable with Bahasa Melayu. Unlike English, Bahasa Melayu does not have various types of tenses to indicate what happened in the past, in the present or in the future time. Bahasa Melayu however has its own unique way to show different aspects of time reference such as by adding the word ‘telah’ for past events and ‘akan’ for future events. This is actually one of the problems faced by Bahasa Melayu learners when constructing sentences to refer to various aspects of time reference. Thus, this study seeks to provide an insight to Bahasa Melayu learners and focuses on sentence construction involving time reference. This study used both qualitative and quantitative approach in achieving the objectives of the research. A short text taken form Readers’ Digest article entitled ‘Rebirth of the Feral Child’ was chosen as a tool to examine the various types of tenses available in English. We found that Simple Past Tense, Past Continuous Tense, Past Perfect Tense and Present Perfect Tense caused problems when English sentences were translated to Malay sentences. This study is hoped to provide a brief and clear explanation to the foreign learners of Malay and Malay learners of English on how the sentence construction in both English and Malay are different to each other especially those that are related to the time reference.
Resources at the Interface of Openness for Academic EnglishAlannah Fitzgerald
Presentation given at the Global OER Graduate Network (GO-GN) Research Track at the OpenCourseWare Consortium Global Conference 2014 in Ljubljana, Slovenia on April 24, 2014.
Alannah Fitzgerald has worked on the TOETOE International project which involved using open educational resources (OER) and the FLAX language tool for teaching English in various locations around the world. Some of the key places involved in the project include Oxford, UK; Beijing, China; Seoul, South Korea; Hamilton, New Zealand; Hanoi, Vietnam; and Delhi, India. The project aimed to give language learners more direct access to corpus data and resources through improved interface design and more open resources.
This document summarizes Alannah Fitzgerald's research which aims to identify open tools and resources for academic English, including the communities that develop and use them. The research also seeks to define what openness means in the context of academic English resource development and use. It involves several communities, including academic English practitioners and open source software developers. Design-based research methods are used through iterative development and collaboration. The research also draws on social interface theory to analyze points of intersection between communities where sharing of resources can enable learning or cause disruptions. Previous case studies involved collaboration with projects like FLAX, Durham University, and the University of Oxford.
This document outlines Alannah Fitzgerald's research which aims to identify open academic English resources and tools, and how openness is defined in this context. The research involves communities developing English for academic purposes, open source software, corpus linguistics, MOOCs, and open educational resources. Design-based research is used to iteratively improve interventions through case studies. Social interface theory is also discussed as it relates to points of intersection between fields where social discontinuities may occur both positively and negatively. Current work involves developing domain-specific language collections for MOOCs and academic English for law.
Teaching Chinese Culture in English-a CLIL approachIJAEMSJORNAL
This paper explores the integration of content and language learning in the context of teaching Chinese culture to English majors. Drawing on literature from Content and Language Integrated Learning (CLIL), the paper proposes three key considerations for effective integration: identifying and justifying integration methods, addressing mismatches between language proficiency and cognitive ability, and adopting an inquiry-based approach to teaching and learning. The paper argues that successful integration depends on a symbiotic relationship between content, cognition, communication, and language, as well as the development of intercultural awareness. The paper concludes that while integration is a complex process that requires strategic planning and reflective evaluation, it can enhance the effectiveness of language learning and content acquisition, providing learners with a meaningful context for language and culture learning.
Language learning theory has evolved over many phases from antiquity to today. Early approaches focused on grammar rules and repetition, while later methods emphasized active use and cultural context. Major developments included standardized curricula in the late 19th century, research-backed teaching during World Wars, and a communicative approach focusing on authentic language use from the 1970s onward. The future will continue integrating new ideas from research and technology within eclectic, context-sensitive instruction.
This document provides details of the TESOL Situated Development Mini-Conference 2010 titled "Astonishing Research" to be held on November 18th, 2010 at Toyo Gakuen University in Tokyo. The mini-conference will include 6 presentations from 5:50pm to 9pm on topics related to collaboration, pedagogy, corpus linguistics, course design, and professional development. It will be free to attend for those who pre-register by email.
The Use of Internet Resources in Teaching Listening to Undergraduate Students...YogeshIJTSRD
The article is devoted to the use of Internet resources in teaching English, contributing to the development of listening skills. Special attention is paid to the aspect of improving the listening skills of undergraduate students of non linguistic faculties. Sh. S. Abdullaeva "The Use of Internet Resources in Teaching Listening to Undergraduate Students Non-Language Faculties" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40027.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/40027/the-use-of-internet-resources-in-teaching-listening-to-undergraduate-students-nonlanguage-faculties/sh-s-abdullaeva
The director of the Confucius Institute at the University of Oklahoma summarized their work in 3 areas:
1. Providing Chinese language education from K-12, including teacher certification programs and student exchanges.
2. Offering Chinese instruction and cultural programs at the university level, including online courses and summer programs.
3. Engaging the local community through events celebrating Chinese culture and business Chinese courses.
The director expressed hopes of continuing to collaborate with other Confucius Institutes to strengthen and sustain their programs over the long term.
Strukova Polina
Xiamen University,
P. R. China
Language, Individual & Society
9th International Conference
7–11 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
JALT Spreading the good word: Introducing the Vocabulary SIG:flyer & program ...Andy Boon
JALT's West Tokyo Chapter, Vocabulary SIG and Oxford University Press are pleased to present an interesting series of presentations by a diverse range of speakers, all of whom represent excellence in the field of vocabulary education for EFL learners in Japan. This is a great opportunity for all ELT professionals who seek to expand their knowledge and gain useful insights which may well assist them with their teaching practice in the English language classroom. All are welcome!
FLAX: Flexible Language Acquisition with Open Data-Driven LearningAlannah Fitzgerald
This document discusses the FLAX Language System, an open-source tool for open data-driven language learning. It describes the research collaboration behind FLAX and how it uses corpus-based approaches and open educational resources to build interactive language collections. Examples are given of domain-specific law collections in FLAX, which include different media types and are designed for non-expert language learners and teachers. Research is also discussed on evaluating the impact of FLAX collections and on developing the interface between open resources and academic English.
Converging cultures of open in language resources developmentAlannah Fitzgerald
Presented at the Open Educational Resources (OER16) Conference on 19 April, 2016 in Edinburgh, UK
https://oer16.oerconf.org/sessions/converging-cultures-of-open-in-language-resources-development-1156/
Sharing an Open Methodology for Building Domain-specific Corpora for EAP Alannah Fitzgerald
Presented at the EAP and Corpora BALEAP Professional Issues Meeting in Coventry, UK on June 21st 2014. Research and Development Collaboration with the FLAX Language Project (University of Waikato), The Open Educational Resources Research Hub (The UK Open University) and the Language Centre at Queen Mary University of London (with Martin Barge, William Tweddle and Saima Sherazi).
Definitions and Knowledge in Successive Educational MediaSteve McCarty
The document discusses how definitions and knowledge have been understood through successive educational media. It argues that definitions are often incomplete and change over time and between disciplines. Knowledge is best understood as expertise that is constructed by learners, rather than something that can be transmitted or stolen. As new media emerge, they redefine previous media and how concepts are understood. This is illustrated through the example of podcasting and how it affected understandings of music players, offline media, and educational applications.
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
Similar to Confucian dynamism in the Chinese ELT context (20)
F-Lingo: Integrating lexical feature identification into MOOC platforms for l...Alannah Fitzgerald
This document describes tools for integrating lexical feature identification into MOOC platforms to support language learning. It introduces F-Lingo, a Chrome extension that identifies selected words, phrases, and concepts in MOOC content on FutureLearn to help learners. It also describes FLAX, which provides databases of collocations from various corpora. F-Lingo uses Wikipedia Miner to retrieve definitions and related articles when learners click on concepts. These tools aim to support both receptive language learning through reading comprehension, as well as productive language learning by encouraging use of domain-specific vocabulary in writing and discussions.
F-Lingo & FLAX: Automated open data-driven language learning in MOOCsAlannah Fitzgerald
This document discusses F-Lingo and FLAX, which are tools for automated open data-driven language learning in MOOCs. F-Lingo is a Chrome extension that allows users to search for definitions, phrases, and concepts related to MOOC content from Wiktionary, academic abstracts, and Wikipedia. It also provides feedback from learners on features in different MOOC collections. FLAX is an open source language project and software that powers data-driven language learning. Contact information is provided for the researchers behind F-Lingo and FLAX.
EThOS for EAP: The PhD Abstracts Collections in FLAX with the British Library...Alannah Fitzgerald
Workshop presented on April 7, 2017 at the BALEAP Biennial Conference, Addressing the State of the Union: Working Together, Learning Together. Bristol, England.
Presented by Alannah Fitzgerald and Chris Mansfield at the British Library Labs Award Event on November 7, 2016 in London, UK.
https://www.eventbrite.co.uk/e/british-library-labs-symposium-2016-tickets-25666320656?utm_source=eb_email&utm_medium=email&utm_campaign=reminder_attendees_48hour_email&utm_term=eventname
From clarion calls to auto-complete errors: a nascent discourse on openness ...Alannah Fitzgerald
Presented by Terri Edwards and Alannah Fitzgerald at the Open Educational Resources (OER16) Conference on April 20, 2016
https://oer16.oerconf.org/sessions/from-clarion-calls-to-autocomplete-errors-a-nascent-discourse-on-openness-from-uk-universities-1176/
Developing Open Access Content into Academic English Resources for Data-Drive...Alannah Fitzgerald
Presented with Chris Mansfield at the IATEFL Conference in Birmingham, United Kingdom on April 15, 2016 as part of the Interactive Language Learning Fair
Presented at the Open Education Global Conference 2016 in Krakow, Poland on April 12
Abstract:
In the fall of 2015, McGill University launched its first offering of Social Learning for Social Impact (SLSI), a 12-week group-based MOOC - or GROOC - hosted by non-profit MOOC provider, edX. Drawing on connectivist MOOC, social, and experiential learning principles, SLSI attempts to translate an ambitious social mission into an online platform for sustained social learning. As course facilitators, we are uniquely positioned to explore the origins and development of SLSI’s networked learning ecosystem designed with concerned citizens in mind. We discuss the current limitations and challenges of open online education practices, particularly in relation to group-based learning, and how this first iteration, which we call GROOC 1.0, attempted to overcome these by crafting a highly adaptable, participatory curriculum that positioned learners and facilitators as co-creators who can also inform the design and delivery of GROOC 2.0.
We explore how course designers actively encouraged learners to subvert the constraints of the edX platform and even of SLSI’s formal curriculum so they might achieve their particular objectives. Similarly with the pro bono facilitators who were coached from the outset to anticipate confusion and uncertainty, trust their own judgment to resolve problems, and support one another, the call was to be subversive. The systems in place, it was acknowledged, might not be optimally suited to serve the learners.
Furthermore, we discuss the technical elements that support and constrain the online infrastructure. For example, to support SLSI’s vision of group-based learning, edX released a “Team Forum” tool that - beyond helping learners form their initial teams - proved inadequate to foster the kind of group engagement necessary for sustained social initiative-building. This shortcoming prompted many learners (along with their facilitators) to emigrate to a combination of more suitable digital platforms and connectivity apps like Facebook and Google Apps to accelerate social learning for (eventual) social impact.
We also discuss the feedback mechanisms embedded into the curriculum and the opportunities to course-correct, which, for the SLSI’s design team, was a clear priority, so that any real-time adaptations could be shared with facilitators. For example, open licensing for course content and the development of open education policy were issues raised by learners and facilitators in GROOC 1.0. Furthermore, we anticipate that McGill University will engage with the open education community to share insights about the implementation and outcomes of SLSI through conferences like Open Education Global 2016 as we plan for GROOC 2.0.
Keywords:
Massive Open Online Courses (MOOCs); Group-Based Learning; Learning Facilitation; Social Learning; edX; Open-Source Software
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1. Articles from TOETOE Technology for
Open English Toying with Open E-
resources (ˈtɔɪtɔɪ)
Confucian dynamism in the Chinese ELT context
2013-02-23 10:02:22 admin
This is the second post in a blog series based on the the TOETOE International project with
the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information
Systems Committee (JISC).
Long Term Orientation
“High ranking in Long-Term Orientation indicates that the country prescribes to the
values of long-term commitments and respect for tradition.” (Hofstede, 2010)
Geert Hofstede’s original IBM study on organizational cultures ranked countries
according to a four-dimensional culture model. Participating countries in parts of
Asia demonstrated distinct attitudes toward long-range planning, however, resulting
in the identification of a fifth cultural dimension, Long Term Orientation (LTO).
Interestingly, China clocks the highest count for LTO internationally. This dimension
is also referred to by Hofstede as ‘Confucian Dynamism’, something which is
“closely related to the teachings of Confucius and can be interpreted as …[having] a
pragmatic future-oriented perspective rather than a conventional historical short-
term point of view” (Hofstede, 2010).
In 2010, the Ministry of Education for the People’s Republic of China released an
‘Outline of China’s National Plan for Medium and Long-term Education Reform and
Development 2010-2020’. Reference is made to the rejuvenation of China through
educational reforms including flexible and open lifelong learning and “the
popularization and public sharing of quality education resources”, whilst observing
that this outline plan “… is the first of its kind for the nation in the 21st century, and
encompasses a broad range of endeavors over a long period of time. Its mission is
weighty, and its requirements are demanding. It should be implemented in real
earnest through close-knit arrangements and meticulous organization, so as to
ensure that all the listed tasks are carried out in a down-to-earth way”. (Ministry of
Education for the Peoples’ Republic of China, 2010, p.41 & p.50).
Global Local Computer Assisted Language Learning – GLoCALL
Flying into Beijing we descended through thick brown cloud. Straight into a taxi to the
third ring road of the city and directly to the Global Local Computer Assisted
Language Learning (GLoCALL) Conference at Beijing Foreign Studies University. A
few days later it rained all day long, clearing the next two days for a canopy of blue
before the atmosphere marked by one of the world’s busiest and most vibrant cities
2. started closing in again. It felt exciting to be back in Beijing after seven years.
A kind and helpful student offered to show me the way to the Sir Shaw Run Run
Building where the conference was going on. Along a tree-lined walkway and past
tennis courts we talked about her part-time job teaching English at a private institute
in the city and how what she enjoyed the most was helping her students understand
English language content online that would connect them to the outside world. Had
she heard of open educational resources for ELT? No. Would she like to come
along to my talk and see the open resources from Oxford and learn how to use the
open FLAX language collections? Yes.
Re-use of educational content
I was met by Dr. Shaoqun Wu, the main researcher with the FLAX project from the
University of Waikato in New Zealand. She had been at the national headquarters of
the Open University of China the day before, promoting the open language tools and
collections in FLAX, which re-uses Oxford-managed corpora and Wikimedia
content, for possible uses in their online English language programmes. Before that
she had spent several weeks in her hometown province of Yunnan with Professor
Ian Witten (FLAX project lead) and Dr. Margaret Franken, also from the FLAX
project, developing the Happy English Learning collection in FLAX for the Shalang
rural primary school. The collection re-uses content from the British Council’s China
website and their YouTube channel for collections built in collaboration with the
students based on digital stories they had written and voice-over recordings they
had made. In a later meeting with Liang Junhong, the English project manager at the
British Council in Beijing, I would ask her what she thought about the re-use of the
British Council’s web resources in the FLAX project; she indicated that she thought
it was an effective means of linking interactive resources in both English and
Chinese for young learners in rural China.
Happy English Learning collection in FLAX
Shaoqun and I presented back to back on the following morning of the conference
and I assisted with her workshop in the afternoon. With no Twitter, Facebook,
Slideshare, YouTube or Linkedin this made for a different conference experience
from what I had become accustomed to at OER events. Chinese versions of similar
social networking media which are widely used across China, for example the
YouKu video platform, were not exploited at this conference and instead we were
invited to upload our conference slides onto a password protected Moodle
3. conference site. What became evident was the high regard for the efficacy of the
FLAX system and the value placed on Oxford-based resources. She had lugged
thirty-odd printed copies of the Book of FLAX over from NZ. Easily downloadable as
an open e-book from the FLAX website, it demonstrates how the language resource
collections were made and how teachers can also put together their own language
collections in FLAX. This point about collections building was key at this conference
and would inform our development work once back in New Zealand in November
and December 2012.
The books were snapped up much to Shaoqun’s delight and relief at not having to
drag them all the way back to NZ. And, the resounding message from the Chinese
teachers present at the workshops was that in addition to the resource collections
already built in FLAX, they wanted language collections that reflected their
syllabuses, their texts, their students’ language needs and so on. But how do you
take teachers whose materials development practices rely on copyrighted teaching
resources through the stages of collections building to become open corpus
developers? We know we can’t anticipate every need to build specific collections for
everyone but we can develop simple-to-use open tools to help teachers and
learners do it for themselves. Crowd-sourcing open language collections would
become my renewed focus over the course of this project.
With teachers at Luoyang Normal University in Henan China we will be building a
general College English corpus-based collection in FLAX, specifically for the
Chinese HE context where students will be preparing for the CET4 (College English
Test 4) and CET6 (College English Test 6); two widely deployed English language
tests in China for university students.
Publishers from the Foreign Language Teaching & Research Press (FTLRP),
China’s equivalent to Oxford University Press (OUP) in terms of ELT resources
publishing output, were in the audience. They were keen to set up meetings to
discuss the re-use of Oxford creative commons podcasts and corpus-derived
language samples from the FLAX resource collections for the development of ELT
publications. We arranged to get together after my meeting at the British Council.
Trainer trainer resources for the Chinese ELT context
Monday morning traffic the following week, dodging pedestrians, cyclists and drivers
in all manner of vehicles, made for a long taxi ride to the British Council. After a
demonstration of resources from Oxford and the FLAX project, English project
manager Liang Junhong, updated me on the Council’s current policies for ELT in
China. There had been a noticeable shift in government educational policy whereby
higher education institutes had been encouraged to become more independent, with
projected growth in student completion rates almost doubling to include twenty
percent of the working-age population from 2009 to 2020 (MoE China, 2010). In
response to this, the British Council has moved support funding for ELT away from
the HE sector to the primary and secondary sectors with English language teacher
and trainer training in these two sectors being newly designated areas for ELT
support. Work would still be carried out with Beijing Normal University in its capacity
for ELT teacher education and training. Based on this discussion, we agreed that
training video resources for how to use and build the FLAX collections using Oxford
resources would be most valuable for the ELT work that the Council is currently
supporting in China. It was also suggested that translating these training video
resources into Chinese would be useful. Liang Li of the FLAX project at Waikato has
developed a series of FLAX training videos in Chinese which can be accessed via
the FLAX Youku video channel.
4. Saturday morning ELT resource shopping at the Foreign Language Teaching & Research Press (FTLRP) university
bookstore, Beijing Foreign Studies University
Working with ELT publishers in China
My last two Chinese engagements were with ELT publishers, FTLRP in Beijing and
the Dalian University of Technology Press in Dalian. The first part of my meeting
with three FTRLP managers working in Higher English Education Publishing was
carried out at their favorite 1950s swing rock n roll themed coffee shop near Beijing
Foreign Studies University. They had all studied English language and linguistics at
the university before working with the affiliated press. The connection between what
they were trying to do in the ELT publishing world and their experience of the English
language learning and teaching world was evident. One of their colleagues had
celebrated their wedding at the coffee shop, and on our walk back to the press for
the second part of our meeting old student dormitories were pointed out to me, so
closely were they affiliated to their alma mater. They were impressed with what I told
them about the OpenSpires project at Oxford, hoping that more Chinese universities
would follow suit with the OER and OCW movements. Although they hadn’t heard of
UK OER before they were familiar with other open podcast resource projects such
as the Open Yale Courses and the TED Talks, pointing out that American English
was the preferred type of English taught in China, as it is in Korea.
It is important to note that English language education resources from Chinese
publishers are nowhere near as expensive as those from well-known ELT
publishers in the west. Some of the computer scientists back in NZ showed me
Chinese versions of their research that had been published as academic
monographs for the Chinese market. In addition to being translated and therefore
more accessible linguistically they were also available for a fraction of the cost to
readers in China. In terms of business models, it’s possible to work with Chinese
English language education publishers to create and distribute teaching and learning
5. resources at a minimal cost to learners and teachers. Perhaps it is because of this
overall customer satisfaction with the cost of educational resources in China that
makes open educational resources and practices seem less urgent in this context.
After taking the overnight train to Dalian to meet with Ms. Ti of the Dalian University
of Technology Press, similar views were shared on possible re-uses for the Oxford
managed and created content I was demonstrating. Like FTLRP they could see the
benefit of helping teachers who wanted to use creative commons podcasts in their
teaching by offering linguistic support based on the language present in the lectures
and talks. Drawing on corpus-based evidence from resources such as the FLAX
collocations database and the BAWE corpus in an effort to meet the new ELT
market demand for resources in teaching English for Specific Academic Purposes
(ESAP), it was agreed at both the FTLRP and at the Dalian University of Technology
Press that these were viable materials development and publishing options that
would ensure the re-use of high quality, flexible and authentic English language
resources.
After a guided tour of Dalian’s three beautiful coastlines and some amazing seafood,
I boarded a slow boat from China to Korea, eves dropping on the linguistic code
switching between fellow Chinese-Korean and Korean-Chinese passengers.
Several hours would be spent standing on the deck watching trucks go back n forth
between depots loading container after container of goods from one of China’s
busiest ports.
References
Hofstede, G., Hofstede, G.J. & Minkov, M. (2010). Cultures and Organizations:
Software of the Mind. Revised and Expanded 3rd Edition. New York: McGraw-Hill
USA.
Ministry of Education of the Peoples’ Republic of China. (2010). Outline of China’s
National Plan for Medium and Long-term Education Reform and Development
2010-2020. Beijing: In accordance with the 17th Communist Party of China National
Congress. Retrieved from
http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s3501/index.html
The Confucian dynamism in the Chinese ELT context by Alannah Fitzgerald, unless
otherwise expressly stated, is licensed under a Creative Commons Attribution 3.0
Unported License. Terms and conditions beyond the scope of this license may be
available at www.alannahfitzgerald.org.