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.
This was one of the resources developed as part of Chris Pegler's National Teaching Fellowship activity and is offered as open content for you to reuse. Please note CC license for each card reflects the image license, so overall BY:NC:SA
Beyond Content: Open Educational Practices for English Language EducationAlannah Fitzgerald
This document discusses open educational practices for English language education. It describes the TOETOE International project which evaluates and develops open educational resources (OER) with international partners. It discusses how Oxford content is managed and created in the Flexible Language Acquisition project (FLAX), including research corpora, teaching podcasts, and building language collections in FLAX by linking to open tools and content. Several international collaborations and conferences involving OER are also mentioned.
The document appears to be the agenda for a workshop on openness in English for Academic Purposes (EAP). The workshop covers topics like discovering open educational resources for EAP, creating and reusing open resources, and using open tools for EAP. It also discusses sharing and reuse activities, including a licensing scenario, and opportunities for further training and coaching in creating open resources.
Addressing the Training Resource Deficit Utilizing Open Corpora and OERAlannah Fitzgerald
This document discusses using open corpora and open educational resources (OER) to address deficits in language training resources. It introduces the Flexible Language Acquisition (FLAX) project, which utilizes digital tools and open web content to facilitate data-driven language learning through analysis of word meaning, frequency, usage, and collocations. It also describes OpenSpires, a repository of Creative Commons podcast content on iTunesU that can serve as an OER channel. Finally, it recommends several open-source text analysis tools and links to further OER resources that can be used to build customized corpora for language learning.
The document discusses opening up language corpora and resources with open educational resources (OER) for English language teaching. It presents the FLAX collections which combine the British National Corpus, British Academic Written English, Wikimedia, and Google N-grams. It also discusses the SPINDLE podcast corpora containing audio, video and transcripts. These resources provide more language samples than textbooks and dictionaries. The resources are aimed at learners and teachers for independent study and crowd-sourcing new collections. They also link formal and informal learning and have potential new audiences like conferences and organizations.
This was one of the resources developed as part of Chris Pegler's National Teaching Fellowship activity and is offered as open content for you to reuse. Please note CC license for each card reflects the image license, so overall BY:NC:SA
Beyond Content: Open Educational Practices for English Language EducationAlannah Fitzgerald
This document discusses open educational practices for English language education. It describes the TOETOE International project which evaluates and develops open educational resources (OER) with international partners. It discusses how Oxford content is managed and created in the Flexible Language Acquisition project (FLAX), including research corpora, teaching podcasts, and building language collections in FLAX by linking to open tools and content. Several international collaborations and conferences involving OER are also mentioned.
The document appears to be the agenda for a workshop on openness in English for Academic Purposes (EAP). The workshop covers topics like discovering open educational resources for EAP, creating and reusing open resources, and using open tools for EAP. It also discusses sharing and reuse activities, including a licensing scenario, and opportunities for further training and coaching in creating open resources.
Addressing the Training Resource Deficit Utilizing Open Corpora and OERAlannah Fitzgerald
This document discusses using open corpora and open educational resources (OER) to address deficits in language training resources. It introduces the Flexible Language Acquisition (FLAX) project, which utilizes digital tools and open web content to facilitate data-driven language learning through analysis of word meaning, frequency, usage, and collocations. It also describes OpenSpires, a repository of Creative Commons podcast content on iTunesU that can serve as an OER channel. Finally, it recommends several open-source text analysis tools and links to further OER resources that can be used to build customized corpora for language learning.
The document discusses opening up language corpora and resources with open educational resources (OER) for English language teaching. It presents the FLAX collections which combine the British National Corpus, British Academic Written English, Wikimedia, and Google N-grams. It also discusses the SPINDLE podcast corpora containing audio, video and transcripts. These resources provide more language samples than textbooks and dictionaries. The resources are aimed at learners and teachers for independent study and crowd-sourcing new collections. They also link formal and informal learning and have potential new audiences like conferences and organizations.
Presented at the Beyond Books Conference http://www.oucs.ox.ac.uk/ltg/events/beyond2012/ hosted by Oxford University Computing Services on June 12, 2012.
Korea University OER for ELT Presentation and WorkshopAlannah Fitzgerald
This document provides an overview of a workshop on open educational resources (OER) for English language teaching held at Korea University. It discusses OER tools and collections from the FLAX project that can be used for English language teaching and learning. It also covers promoting, training, and evaluating OER resources as well as broadening the vision of OER stakeholders to include open and distance learning and international collaboration. Finally, it discusses the UK OER International program and crowd-sourcing open resources for English language teaching.
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.
This presentation was created for my final project for CMU Off-Campus&Online EdTech program (EDU707) earlier this spring. The presentation is a snapshot of a 10-page research paper completed on February 15, 2013. I welcome your feedback. Thank you!
This document discusses the use of open educational resources (OER) to support information literacy and study skills. It begins by providing examples of institutions and projects that have utilized OER, noting advantages like sharing resources, reducing costs, and allowing others to learn. It then explains the Creative Commons licensing system and its six combinations of licenses that allow various levels of attribution, commercial use, modifications, and derivatives. The rest of the document discusses using the Jorum repository to find and deposit OER, evaluating resources, and ways faculty could utilize OER in their own teaching.
Semantic Web, Linked Data and Education: A Perfect Fit?Mathieu d'Aquin
This document discusses how semantic web technologies like linked data are a perfect fit for education. It provides examples of how the Open University has applied linked data to connect educational resources and data from across the university. Linked data allows for flexibility, accessibility, and the ability to combine and interpret different sources of knowledge. However, challenges remain around representing rich metadata about educational purpose and interpreting resources in an educational context.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
Open Educational Principles for Designing & Developing Digital Language Learn...Alannah Fitzgerald
This document provides an overview of open educational resources for language learning, including open corpora, concordancers, and collections that can be used for teaching. It discusses various open corpora like the British National Corpus, Flexible Language Acquisition Project, and UK Web Archiving Consortium. Open concordancing tools like webBNC and collections in FLAX are presented. Resources for teaching with these materials like tutorials, exercises, and communities like LORO and HumBox are also summarized. The document concludes with an explanation of open licensing, specifically Creative Commons, and licensing scenarios.
Linking Universities - A broader look at the application of linked data and s...Mathieu d'Aquin
This document discusses applying linked data and semantic web technologies at universities. It provides examples of how the Open University in the UK publishes various types of data as linked open data, including course information, research publications, podcasts and videos. This enables new applications for resource discovery, social networking and supporting research activities. The document also outlines challenges in linking educational data across institutions and supporting new research methodologies through linked data approaches.
Ictev 2012 xuan thu dang-using internet resources to teach listening & speakingtdbt_123
The document discusses using internet resources to teach listening and speaking skills in foreign language classes. It outlines benefits of internet resources, principles for using them, and examples of specific websites and tools that can be used for listening and speaking activities. Some key internet resources highlighted include YouTube, BBC Learning English, VOA Learning English, TED Talks, podcasts and online listening labs for listening, and tools like Voicethread, Audacity and Present.me for speaking practice. The document also discusses stages of listening and speaking lessons and designing different activity types.
Open English Language Resources and Practices for Professional and Academic S...Alannah Fitzgerald
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.
The most exciting development in PR (and marketing) since the Cluetrain.
The presentation introduces and explains the Semantic Web (aka Web 3.0) and identifies why this is of critical importance, now, to the influence disciplines.
It concludes by outlining two Semantic Web ontologies required of the PR industry in its contribution to the growth and usefulness of Linked Data and calls for collaborative support in their development.
Presented to members of the CIPR Social Media panel and other geeky types, London, 21st April 2010.
Soren Auer - LOD2 - creating knowledge out of Interlinked DataOpen City Foundation
The document discusses the LOD2 project which aims to create knowledge from interlinked open data. It focuses on very large RDF data management, knowledge enrichment through interlinking data from different sources, and developing semantic user interfaces. The project uses use cases in media, enterprise, open government data, and public sector contracts. The goal is to develop an integrated Linked Data lifecycle management stack.
The document provides a list of over 20 links to online resources for differentiating instruction using technology. The links are organized into categories including resources for math, all subjects, articles about differentiation and technology, and videos about differentiation and technology. Some of the highlighted resources include TenMarks for math, IXL, EdPuzzle, Newsela, Kid Orange Tech, National Geographic Kids, and PBS Learning Media. The document aims to collect and share various online tools that teachers can utilize to differentiate lessons and meet the individual needs of students through technology integration.
Free Stuff Finding And Using Resources From TheFrances Bell
This presentation discusses finding and using free resources from the internet for educational purposes. It outlines several sources for open educational resources, including repositories like Intute and Jorum, as well as institutional sources like MIT OpenCourseware. It emphasizes searching tools like Google Scholar for licensed content and using RSS feeds to stay up to date. Legal issues around copyright and licensing are also addressed. The overall message is that there are many opportunities to find high quality open resources online to enhance teaching while being mindful of copyright and terms of use.
England and India have a long shared history. British rule over India lasted from the mid-18th century until 1947 when India gained independence. During this time, Britain established control over the majority of Indian territory and transformed the country economically and politically. Ultimately, Indian independence was achieved through non-violent resistance and negotiations between Indian nationalists and British officials.
The document discusses the flexibility of open educational resources (OER) and how that flexibility impacts searching, storage, and use. It notes that OERs can have multiple uses, formats, creators, and hosting platforms, which has implications for search strategies, metadata standards, infrastructure needs, and skills required. It provides examples of searching for OERs by intended use, format, creator/source, and discipline or topic. The flexibility of OER presents both opportunities, like more opportunities for customization, and challenges, like potential duplication of effort without coordination.
This document provides a collection of links to resources about eportfolios, reflective practice, and virtual learning environments. It includes links to websites that discuss selecting evidence for eportfolios, tracking independent reading, sample eportfolio templates, the concept of reflective practice, eportfolio implementation strategies, 3D virtual learning environments, instructional scaffolding, communities of practice around eportfolios, and goals for using eportfolios. Many of the links are to wiki pages and websites that provide overviews and best practices for electronic portfolios and related topics in education.
The document discusses the educational uses of Web 2.0 technologies in the classroom. It defines Web 2.0 as emphasizing collaboration, communication and user-generated content. It provides examples of how blogs, wikis, podcasting, bookmarking, photo sharing, Google Apps and other technologies can be used for publishing student work, building online resources, and facilitating communication and learning. It also notes some potential issues for schools in adopting these technologies.
Presented at the Beyond Books Conference http://www.oucs.ox.ac.uk/ltg/events/beyond2012/ hosted by Oxford University Computing Services on June 12, 2012.
Korea University OER for ELT Presentation and WorkshopAlannah Fitzgerald
This document provides an overview of a workshop on open educational resources (OER) for English language teaching held at Korea University. It discusses OER tools and collections from the FLAX project that can be used for English language teaching and learning. It also covers promoting, training, and evaluating OER resources as well as broadening the vision of OER stakeholders to include open and distance learning and international collaboration. Finally, it discusses the UK OER International program and crowd-sourcing open resources for English language teaching.
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.
This presentation was created for my final project for CMU Off-Campus&Online EdTech program (EDU707) earlier this spring. The presentation is a snapshot of a 10-page research paper completed on February 15, 2013. I welcome your feedback. Thank you!
This document discusses the use of open educational resources (OER) to support information literacy and study skills. It begins by providing examples of institutions and projects that have utilized OER, noting advantages like sharing resources, reducing costs, and allowing others to learn. It then explains the Creative Commons licensing system and its six combinations of licenses that allow various levels of attribution, commercial use, modifications, and derivatives. The rest of the document discusses using the Jorum repository to find and deposit OER, evaluating resources, and ways faculty could utilize OER in their own teaching.
Semantic Web, Linked Data and Education: A Perfect Fit?Mathieu d'Aquin
This document discusses how semantic web technologies like linked data are a perfect fit for education. It provides examples of how the Open University has applied linked data to connect educational resources and data from across the university. Linked data allows for flexibility, accessibility, and the ability to combine and interpret different sources of knowledge. However, challenges remain around representing rich metadata about educational purpose and interpreting resources in an educational context.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
Open Educational Principles for Designing & Developing Digital Language Learn...Alannah Fitzgerald
This document provides an overview of open educational resources for language learning, including open corpora, concordancers, and collections that can be used for teaching. It discusses various open corpora like the British National Corpus, Flexible Language Acquisition Project, and UK Web Archiving Consortium. Open concordancing tools like webBNC and collections in FLAX are presented. Resources for teaching with these materials like tutorials, exercises, and communities like LORO and HumBox are also summarized. The document concludes with an explanation of open licensing, specifically Creative Commons, and licensing scenarios.
Linking Universities - A broader look at the application of linked data and s...Mathieu d'Aquin
This document discusses applying linked data and semantic web technologies at universities. It provides examples of how the Open University in the UK publishes various types of data as linked open data, including course information, research publications, podcasts and videos. This enables new applications for resource discovery, social networking and supporting research activities. The document also outlines challenges in linking educational data across institutions and supporting new research methodologies through linked data approaches.
Ictev 2012 xuan thu dang-using internet resources to teach listening & speakingtdbt_123
The document discusses using internet resources to teach listening and speaking skills in foreign language classes. It outlines benefits of internet resources, principles for using them, and examples of specific websites and tools that can be used for listening and speaking activities. Some key internet resources highlighted include YouTube, BBC Learning English, VOA Learning English, TED Talks, podcasts and online listening labs for listening, and tools like Voicethread, Audacity and Present.me for speaking practice. The document also discusses stages of listening and speaking lessons and designing different activity types.
Open English Language Resources and Practices for Professional and Academic S...Alannah Fitzgerald
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.
The most exciting development in PR (and marketing) since the Cluetrain.
The presentation introduces and explains the Semantic Web (aka Web 3.0) and identifies why this is of critical importance, now, to the influence disciplines.
It concludes by outlining two Semantic Web ontologies required of the PR industry in its contribution to the growth and usefulness of Linked Data and calls for collaborative support in their development.
Presented to members of the CIPR Social Media panel and other geeky types, London, 21st April 2010.
Soren Auer - LOD2 - creating knowledge out of Interlinked DataOpen City Foundation
The document discusses the LOD2 project which aims to create knowledge from interlinked open data. It focuses on very large RDF data management, knowledge enrichment through interlinking data from different sources, and developing semantic user interfaces. The project uses use cases in media, enterprise, open government data, and public sector contracts. The goal is to develop an integrated Linked Data lifecycle management stack.
The document provides a list of over 20 links to online resources for differentiating instruction using technology. The links are organized into categories including resources for math, all subjects, articles about differentiation and technology, and videos about differentiation and technology. Some of the highlighted resources include TenMarks for math, IXL, EdPuzzle, Newsela, Kid Orange Tech, National Geographic Kids, and PBS Learning Media. The document aims to collect and share various online tools that teachers can utilize to differentiate lessons and meet the individual needs of students through technology integration.
Free Stuff Finding And Using Resources From TheFrances Bell
This presentation discusses finding and using free resources from the internet for educational purposes. It outlines several sources for open educational resources, including repositories like Intute and Jorum, as well as institutional sources like MIT OpenCourseware. It emphasizes searching tools like Google Scholar for licensed content and using RSS feeds to stay up to date. Legal issues around copyright and licensing are also addressed. The overall message is that there are many opportunities to find high quality open resources online to enhance teaching while being mindful of copyright and terms of use.
England and India have a long shared history. British rule over India lasted from the mid-18th century until 1947 when India gained independence. During this time, Britain established control over the majority of Indian territory and transformed the country economically and politically. Ultimately, Indian independence was achieved through non-violent resistance and negotiations between Indian nationalists and British officials.
The document discusses the flexibility of open educational resources (OER) and how that flexibility impacts searching, storage, and use. It notes that OERs can have multiple uses, formats, creators, and hosting platforms, which has implications for search strategies, metadata standards, infrastructure needs, and skills required. It provides examples of searching for OERs by intended use, format, creator/source, and discipline or topic. The flexibility of OER presents both opportunities, like more opportunities for customization, and challenges, like potential duplication of effort without coordination.
This document provides a collection of links to resources about eportfolios, reflective practice, and virtual learning environments. It includes links to websites that discuss selecting evidence for eportfolios, tracking independent reading, sample eportfolio templates, the concept of reflective practice, eportfolio implementation strategies, 3D virtual learning environments, instructional scaffolding, communities of practice around eportfolios, and goals for using eportfolios. Many of the links are to wiki pages and websites that provide overviews and best practices for electronic portfolios and related topics in education.
The document discusses the educational uses of Web 2.0 technologies in the classroom. It defines Web 2.0 as emphasizing collaboration, communication and user-generated content. It provides examples of how blogs, wikis, podcasting, bookmarking, photo sharing, Google Apps and other technologies can be used for publishing student work, building online resources, and facilitating communication and learning. It also notes some potential issues for schools in adopting these technologies.
Open design course content issues vasudha kamat slovenia july 3 2018Vasudha Kamat
Presentation used for a workshop on "Content Issues in Open Course Design" at Vipava, Slovenia.
There were group activities and presentation by the group in between.
The document discusses the role of the teacher in facilitating technology-enabled, student-centered learning. It provides examples of projects where students choose their own learning experiences, including creating public service announcements, taking photos around campus, creating timelines of student heroes, conducting intergenerational interviews, collaboratively writing stories, and creating podcasts. The goal is for the teacher to take more of a guiding role while students pursue independent and group inquiry-based learning.
Lance Chabot: Different (My Visual Resume)lancechabot
The document provides biographical and professional information about Lance Chabot. It summarizes his experience in several areas including youth ministry, public speaking, counseling, training, music, mechanics, and technology. Images are included throughout to illustrate the text. The document emphasizes Chabot's passion for quality, creativity, authenticity, efficiency, growth, and being different. It provides his contact information and lists sources for the images. The overall purpose is to introduce Lance Chabot and highlight his diverse skills and experiences.
Blackboard : Community Building (Discussion Boards, Blogs, Journals, Wikis)Kristen T
Slides used in workshop on Blackboard: Community Building
For additional resources: http://facultyedtechpd.wikispaces.com/Blackboard#Community Building
This document discusses Kaja Lattu's experience with various e-learning environments over one year. It lists 14 different platforms and tools used, including Moodle, WordPress, LePress, Dippler, iCampus, Google Code, Mendeley, LeMill, and others. Mendeley is described as a free reference manager and academic social network that can help organize research and collaborate online. The document concludes by asking the reader to consider what e-learning may mean in the next 20 years.
1. Future learning will involve more communication and interaction among teachers using web 2.0 tools like blogs, social bookmarking, video conferencing, and wikis.
2. Teachers can attend both online and in-person conferences to further their professional development and learn new skills for engaging students.
3. Social networks, photo sharing, podcasts, and popular media sites provide ways for teachers to connect, share resources and stay up to date on innovations in education.
This document discusses bringing advising to the core of higher education in Ohio. It outlines the long effort to provide high-touch student support services and the rationale for increased advisor support based on audit results showing that most institutions provide only basic information services. A customer relationship management (CRM) tool is proposed to help coordinate advising across institutions. The Ohio Learning Network operated a support center but it has been discontinued due to reorganization. Potential partners for a new CRM system are identified.
This document provides an overview of various Web 2.0 technologies that can be used in the classroom, including learning management systems, video sharing sites, reusable learning objects, social networks, tools for different learning styles, RSS feeds, podcasts, photo sharing sites, blogs, wikis, and issues around copyright and fair use. Examples of specific sites are provided for each technology category.
The EUN Learning Resource Exchange (LRE)David Massart
The document provides information about the Learning Resource Exchange (LRE), a catalogue of open educational resources for K-12 education in Europe managed by European Schoolnet. The LRE aims to provide access to over 200,000 resources. It outlines the history and goals of the LRE, describes how it is governed, and discusses future plans to improve discovery of resources through linking them to curriculum standards in various European countries in a machine-readable way. This would allow teachers and students to more easily find resources that are relevant to their curricula.
This document provides a list of educational technology tools organized in alphabetical order by letter. Each entry includes a letter and a link to a website for a tool. Some of the tools listed include Animoto, Blabberize, Diigo, Eyejot, Glogster, HotChalk, Issuu, Kerpoof, Mindmeister, Prezi, ReadtheWords, SlideShare, Terraclues, Voki, Wordle, and Zamzar. The purpose of the list is to share free resources that teachers can use in their classrooms.
This document discusses the use of ePortfolios for student assessment. It defines an ePortfolio as a digital collection of student work and artifacts that can be used to track student growth over time. The document outlines various purposes and advantages of ePortfolios, such as enabling flexible assessment of skills, facilitating student self-assessment and reflection, and allowing teachers to easily access student work. It also notes some potential disadvantages, such as the need for technology skills and the time required to implement ePortfolios.
Similar to Networking Open Tertiary Writing Resources (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/
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/
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
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.
Bridging Informal MOOCs & Formal English for Academic Purposes Programmes wit...Alannah Fitzgerald
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 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).
Flexible Open Language Education for a MultiLingual WorldAlannah Fitzgerald
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 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.
Downstream with Open Educational Resources and Practices: rEAPing the rewards...Alannah Fitzgerald
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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
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
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
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
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
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
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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
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?
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
70 ninutes
August 16, 2010
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)
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)
70 ninutes
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.
August 16, 2010
A new method of giving individual items individual licenses in the metadata is apparently on its way
August 16, 2010
70 ninutes
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 -
August 16, 2010
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.