Harvesting English
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Corpus-based Open Educational Resources for English for Academic Purposes. Focusing on the FLAX and Lextutor web-based tools and language collections.
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EThOS for Academic English
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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
Converging cultures of open in language resources development
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/
Developing Open Access Content into Academic English Resources for Data-Drive...
Presented with Chris Mansfield at the IATEFL Conference in Birmingham, United Kingdom on April 15, 2016 as part of the Interactive Language Learning Fair
When a MOOC became a GROOC we all became co-creators
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
Serendipitous Innovation with Academic English Resources
Presented at the Queen Mary University of London Continuing Professional Development conference on April 8, 2016
Bridging Formal and Informal Learning for Second Language Writing in FLAX
Presented with Shaoqun Wu at the Symposium on Second Language Writing in Auckland, New Zealand on 21st of November, 2015.
Setting a Precedent with Open Resources Development in English for Specific A...
Workshop with Martin Barge, Saima Sherazi and William Tweddle at the BALEAP 2015 Conference in Leicester, England on April 17, 2015.
The Open-Source FLAX Language System
Presented at the TESOL 2015 Electronic Village Developers' Showcase Event in Toronto on March 26, 2015.
FLAX: Flexible Language Acquisition with Open Data-Driven Learning
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.
Bridging Informal MOOCs & Formal English for Academic Purposes Programmes wit...
Presented at the Teaching and Language Corpora (TaLC) Conference in Lancaster on July 23, 2014. Based on collaborative work with the FLAX Language Project (Shaoqun Wu and Ian Witten) and the Language Centre at Queen Mary University of London (Martin Barge, William Tweddle, Saima Sherazi).
Sharing an Open Methodology for Building Domain-specific Corpora for EAP
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).
Flexible Open Language Education for a MultiLingual World
The document discusses FLAX, a multilingual software for interactive language learning. FLAX allows for the creation of language collections containing words, phrases, collocations and other materials from corpora. These collections can be accessed through simple interfaces and include features like searching, saving words, and building activities. FLAX collections have been created for topics like academic English and virology using sources such as podcast transcripts, online articles and academic blogs. FLAX aims to provide flexible open language resources and can be used across different platforms including websites, computers and MOOCs.
Resources at the Interface of Openness for Academic English
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.
Open English Language Resources and Practices for Professional and Academic S...
This document summarizes key topics in open educational resources and practices for professional and academic settings. It discusses changes in higher education including the rise of MOOCs and OERs. It also describes open source language development projects like the FLAX language project. Other sections cover using MOOCs for domain-specific linguistic support, design thinking, creative commons licensing, digital scholarship, and open communities/content.
Downstream with Open Educational Resources and Practices: rEAPing the rewards...
This document discusses open educational resources and practices related to language learning. It describes several ongoing projects including the Open Educational Resources Research Hub, the FLAX Language Project at Waikato University, Open Oxford resources, and the British Academic Written English Corpus. It also discusses using open resources to provide linguistic support for MOOCs and domain-specific vocabulary. The document advocates for collaboration between subject matter experts and writing teachers to help students develop discipline-specific academic writing skills. Overall, the document promotes open sharing and reuse of educational resources to support language learning across formal and informal contexts.
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F-Lingo: Integrating lexical feature identification into MOOC platforms for l...
F-Lingo: Integrating lexical feature identification into MOOC platforms for l...
F-Lingo & FLAX: Automated open data-driven language learning in MOOCs
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The PhD Abstracts Collections in FLAX: Academic English with the Open Access ...
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Harvesting English
- 1. Harvesting English CC-BY Alannah Fitzgerald
- 3. Google *FLAX language* http://tinyurl.com/ 7ea4tzq
- 4. FLAX Web Phrases search
- 5. Not a passive voice structure?
- 6. Active voice structure = very frequent
- 7. FLAX Web Phrases results
- 8. An issue of collocation?
- 9. Web Collocations in FLAX
- 10. Substitute verb + its causes
- 13. *+of women*
- 17. *researches* in the BNC – archaic?
- 18. Reporting verbs analyses/analysed compares/compared comments/commented concludes/concluded criticises/criticised demonstrates/demonstrated discusses/discussed illustrates/illustrated indicates/indicated notes/noted investigates/investigated evaluates/evaluated estimates/estimated observes/observed points out/pointed out reports/reported shows/showed suggests/suggested validates/validated verifies/verified argues/argued disputes/disputed concedes/conceded believes/believed recognises/recognised predicts/predicted
- 20. Harvesting structures Verb + noun Verb + that + sentence Verb + ‘ wh ’ word + sentence
- 22. Web Pronouns Phrases OER http://www.youtube.com/watch?v=Ns4nXsZQmUA
- 25. It pronoun phrase harvest time!
- 26. Lextutor 22/02/12 http:// www.lextutor.ca
- 27. Web Collocations OER http://www.lextutor.ca/vp/ http://www.youtube.com/watch?v=iyZgZhHMovI
- 28. Essay check - AWL sublists 22/02/12 http://www.lextutor.ca/vp/eng /
- 29. AWL sublists 22/02/12 http://www.victoria.ac.nz/lals/resources/academicwordlist/ sublists.aspx
- 32. VocabProfile edit & check
- 33. AWL resources 22/02/12 http://www.victoria.ac.nz/lals/resources/academicwordlist/ links.aspx
- 34. UEFAP (Andy Gillett) 22/02/12 http://www.uefap.com/ index.htm
- 35. Specific EAP vocab (UEFAP) 22/02/12 http://www.uefap.com/vocab/ vocfram.htm
Editor's Notes
- Include other examples e.g. economical/economic decline To ….effect on