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.
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.
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 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.
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.
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.
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.
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.
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 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.
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.
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.
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.
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.
This document provides a summary of various content-based web resources that can be used to enhance teaching and learning. It describes several reputable websites run by organizations like Discovery Education, the BBC, the New York Times, CNN, NPR, the British Council, and the Library of Congress. Each website summary includes the URL and highlights features like lesson plans, videos, transcripts, games and activities that target different skills and can supplement classroom instruction. The document concludes by mentioning additional resources like Dave's ESL Cafe, EnglishPage.com, and interactive quizzes that teachers may find useful.
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.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
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.
Find, Import, Clone, & Remix: Using Pressbooks to Work with Openly Licensed C...BCcampus
This document provides an overview of using Pressbooks to work with openly licensed educational content. It begins with defining open educational resources and discussing their benefits. It then introduces Pressbooks as an online publishing platform built on WordPress that allows editing and publishing books. Examples are given of how Pressbooks is being used at UW-Madison, including replacing textbooks, language learning materials, public domain anthologies, and student projects. The document concludes with a demo of how to find and import open content for use in Pressbooks.
Open Educational Resources Overview (NAGPS LAD, 09/27/15)Nicole Allen
The document discusses the rising costs of textbooks and the potential for open educational resources (OER) to help address this issue. It notes that textbook prices have risen much faster than inflation or other costs like tuition. This has made textbooks unaffordable for many students and negatively impacted their academic performance. The document then introduces OER as freely available resources that can be legally adapted and shared, and provides examples of OER repositories and initiatives. It discusses evidence that using OER can reduce costs for students and institutions without harming learning outcomes. The document advocates for policies and programs to promote greater OER adoption.
The Evolving Landscape of Course ContentNicole Allen
- Lumen Learning is a startup company that provides support for open educational resource (OER) adoption. It helps address challenges like identifying appropriate OERs and assisting faculty with adapting them for their courses.
- Lumen Learning was co-founded by open education expert David Wiley and education strategist Kim Thanos based on successful outcomes from the Next Generation Learning Challenges-funded Kaleidoscope Open Course Initiative, which replaced textbooks with OERs.
- The initiative resulted in moving textbook costs to $0 while improving average student success rates by over 10% compared to previous years taught without OERs.
This document discusses the BC Open Textbook Project, which aims to create 40 free and open textbooks for the highest enrolled first and second year post-secondary subjects in British Columbia. It notes that the project received $1 million in funding in 2014 to support faculty authors in reviewing, adapting, and creating new open textbooks. The benefits of open textbooks discussed include lower costs for students and improved access and outcomes. Examples are provided of faculty collaboratively adapting and updating open textbooks in sprints or workshops. Initial results found that the project has saved students over $500,000 in textbook costs since 2013.
This document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges and opportunities in adopting open textbooks, including locating high-quality open resources, customizing them for courses, and disseminating them both digitally and in print.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
The document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges to adopting open textbooks but also strategies institutions can take, such as forming taskforces and working with bookstores, to promote open educational resources on their campuses.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
OER Overview (MCCLPHEI Annual Conference 6/19/14 Salem, MA)Nicole Allen
The document discusses open educational resources (OER) and efforts to increase their adoption. It provides background on SPARC, an organization working to make scholarly resources more openly accessible. OER are defined as teaching materials that can be freely used and adapted. Examples of OER discussed include open textbooks and online courses. Initiatives to promote OER include the development of open course libraries and entire degree programs based on OER. Data suggests the use of OER in courses has led to improved student outcomes like retention and lower costs.
Engaging Language Learners: Wikis, ePortfolios, Digital StorytellingCassie P
The document discusses how today's students are accustomed to engaging with rich media and technology in their daily lives. It argues that educators need to find ways to engage students using the tools and media they are already familiar with. Some examples mentioned include using wikis, blogs, digital storytelling and other online collaborative tools to create richer learning opportunities that appeal to students.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Adopting the SPICE (Social, Personal, and Interactive to enable an enhanced Customer Experience) framework will help banks engage customers and understand their preferences better, improve marketing... opportunities around new products and services, and enhance their brand image, while driving up customer services.
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.
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.
This document provides a summary of various content-based web resources that can be used to enhance teaching and learning. It describes several reputable websites run by organizations like Discovery Education, the BBC, the New York Times, CNN, NPR, the British Council, and the Library of Congress. Each website summary includes the URL and highlights features like lesson plans, videos, transcripts, games and activities that target different skills and can supplement classroom instruction. The document concludes by mentioning additional resources like Dave's ESL Cafe, EnglishPage.com, and interactive quizzes that teachers may find useful.
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.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
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.
Find, Import, Clone, & Remix: Using Pressbooks to Work with Openly Licensed C...BCcampus
This document provides an overview of using Pressbooks to work with openly licensed educational content. It begins with defining open educational resources and discussing their benefits. It then introduces Pressbooks as an online publishing platform built on WordPress that allows editing and publishing books. Examples are given of how Pressbooks is being used at UW-Madison, including replacing textbooks, language learning materials, public domain anthologies, and student projects. The document concludes with a demo of how to find and import open content for use in Pressbooks.
Open Educational Resources Overview (NAGPS LAD, 09/27/15)Nicole Allen
The document discusses the rising costs of textbooks and the potential for open educational resources (OER) to help address this issue. It notes that textbook prices have risen much faster than inflation or other costs like tuition. This has made textbooks unaffordable for many students and negatively impacted their academic performance. The document then introduces OER as freely available resources that can be legally adapted and shared, and provides examples of OER repositories and initiatives. It discusses evidence that using OER can reduce costs for students and institutions without harming learning outcomes. The document advocates for policies and programs to promote greater OER adoption.
The Evolving Landscape of Course ContentNicole Allen
- Lumen Learning is a startup company that provides support for open educational resource (OER) adoption. It helps address challenges like identifying appropriate OERs and assisting faculty with adapting them for their courses.
- Lumen Learning was co-founded by open education expert David Wiley and education strategist Kim Thanos based on successful outcomes from the Next Generation Learning Challenges-funded Kaleidoscope Open Course Initiative, which replaced textbooks with OERs.
- The initiative resulted in moving textbook costs to $0 while improving average student success rates by over 10% compared to previous years taught without OERs.
This document discusses the BC Open Textbook Project, which aims to create 40 free and open textbooks for the highest enrolled first and second year post-secondary subjects in British Columbia. It notes that the project received $1 million in funding in 2014 to support faculty authors in reviewing, adapting, and creating new open textbooks. The benefits of open textbooks discussed include lower costs for students and improved access and outcomes. Examples are provided of faculty collaboratively adapting and updating open textbooks in sprints or workshops. Initial results found that the project has saved students over $500,000 in textbook costs since 2013.
This document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges and opportunities in adopting open textbooks, including locating high-quality open resources, customizing them for courses, and disseminating them both digitally and in print.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
The document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges to adopting open textbooks but also strategies institutions can take, such as forming taskforces and working with bookstores, to promote open educational resources on their campuses.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
OER Overview (MCCLPHEI Annual Conference 6/19/14 Salem, MA)Nicole Allen
The document discusses open educational resources (OER) and efforts to increase their adoption. It provides background on SPARC, an organization working to make scholarly resources more openly accessible. OER are defined as teaching materials that can be freely used and adapted. Examples of OER discussed include open textbooks and online courses. Initiatives to promote OER include the development of open course libraries and entire degree programs based on OER. Data suggests the use of OER in courses has led to improved student outcomes like retention and lower costs.
Engaging Language Learners: Wikis, ePortfolios, Digital StorytellingCassie P
The document discusses how today's students are accustomed to engaging with rich media and technology in their daily lives. It argues that educators need to find ways to engage students using the tools and media they are already familiar with. Some examples mentioned include using wikis, blogs, digital storytelling and other online collaborative tools to create richer learning opportunities that appeal to students.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Adopting the SPICE (Social, Personal, and Interactive to enable an enhanced Customer Experience) framework will help banks engage customers and understand their preferences better, improve marketing... opportunities around new products and services, and enhance their brand image, while driving up customer services.
Este documento presenta una introducción a conceptos clave relacionados con Internet y las redes sociales. Explica brevemente la historia y evolución de Internet desde su origen militar en 1969 hasta la actualidad, destacando hitos como la creación de la World Wide Web en 1989 y el surgimiento de las redes sociales en la era de la Web 2.0. También resume algunos de los paradigmas rotos con la popularización de blogs, wikis y redes sociales, así como nuevos conceptos como el periodismo ciudadano y la participación online.
This document provides information about internet banking. It discusses how internet banking works and the steps to access a bank account online. Some key points:
- Internet banking allows customers to perform transactions like checking balances, transferring funds, and paying bills through a bank's website.
- ICICI was the first bank in India to offer internet banking in 1997.
- To register for internet banking, customers provide their login details to the bank. They will need a password or authentication code to access their accounts online.
- The document outlines the typical 7 steps to log in and use internet banking, as well as the benefits like convenience and speed. It also mentions risks like hackers stealing login credentials or money through fake banking
Virtual banking allows customers to bank remotely without visiting a physical branch by offering services online, through mobile apps, or over the phone. Security First Network Bank and FinatiQ were early pioneers of virtual banking in 1995 and 2000 respectively. Virtual banks offer conveniences like online and mobile banking for tasks like bill payments, funds transfers, and account access from anywhere at any time but also face challenges regarding security, technical issues, and a learning curve for customers.
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.
This leaflet has been produced in the context of C-SAP [Higher Education Academy Subject Centre for Sociology, Anthropology and Politics] Open Educational Resources Phase II project: Cascading Social Science Open Educational Resources. This project seeks to cascade support for embedding Open Educational Resources within the social sciences curriculum.
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.
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.
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
The document discusses open educational resources (OER) and the open courseware (OCW) movement. It notes that OER include openly licensed educational materials found in institutional repositories, community initiatives, and individual websites. It then describes that OCW are high-quality educational course materials that are openly shared online, including course planning documents, content, activities, and evaluations. Finally, it provides background on how the OCW movement began with MIT's decision to openly publish educational content online and how it has grown globally with the establishment of the OCW Consortium to support over 100 OCW sites worldwide.
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.
Open Educational Resources in EAP: Cross Pollination from the Open Access & O...Alannah Fitzgerald
Presented by Alannah Fitzgerald at the BALEAP 2011 Conference, Portsmouth UK
Featuring:
Open Practices & Open Networks
Defining Open Educational Resources (OER)
Open Tools & Open Content
Concordancing Web Corpora
Open Repositories
Locating & Evaluating OER for EAP
Open Licensing & Intellectual Property Rights
Licensing Scenarios
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).
Lane, A.B. (2006) OpenLearn: constructing communities of practice around open educational resources to support lifelong learning, Online Educa 2006, Berlin, 28 Nov - 1 Dec, 2006
This document provides a review of the book "Using Corpora in the Language Classroom" by Randi Reppen. The review summarizes:
1) The book introduces key terms and concepts in corpus linguistics in an approachable way for educators unfamiliar with the topic. It argues for the value of using corpus linguistics in the classroom and provides examples of activities.
2) Subsequent chapters provide more details on corpus-informed resources and online corpora that can be used for teaching. The book includes lesson plans and guides educators in developing their own teaching materials and personal corpora.
3) While the book is a good introduction to using corpora in language teaching, some online resources mentioned may become outdated
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
This document summarizes a workshop about open educational resources (OER) held at the Cape Peninsula University of Technology. It defines OER as educational materials that can be freely used, modified, and shared under an open license. The workshop discussed why OER are important now for increasing visibility, improving learning, and profiling teaching. It also provided practical guidance on identifying content to share as OER, evaluating copyright issues, choosing an open license, hosting options, and contributing to the OER Commons directory.
This document summarizes a workshop about open educational resources (OER) held at the Cape Peninsula University of Technology. It defines OER as educational materials that can be freely used, modified, and shared under an open license. The workshop discussed why OER are important now for increasing visibility, improving learning, and profiling teaching. It also provided practical guidance on identifying content to share as OER, evaluating copyright issues, choosing an open license, hosting options, and contributing to the OER Commons directory.
This document summarizes the potential benefits of using blogs and wikis to improve English writing skills for ESL and EFL college students. It discusses how blogs and wikis allow for collaborative writing in an online environment that is easier for students than standard academic writing processes. Scaffolding techniques used along with blogs and wikis, such as peer editing and feedback, can help students develop their English abilities. While research is still limited, preliminary findings suggest blogs and wikis may facilitate language learning when combined with collaboration and guidance from instructors.
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/e-i-e-i-oh-dear-mcdonaldization-of-the-e-coursebook/
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.
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.
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.
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.
Workshop presentation given at the BALEAP biennial conference (The Janus Moment in EAP: Revisiting the Past and Building the Future) in Nottingham on April 20, 2013 by Martin Barge, Alannah Fitzgerald and William Tweddle. http://baleap.org.uk/events/event-6/
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Film vocab for eal 3 students: Australia the movie
A Pledge for Open English
1. Articles from TOETOE Technology for
Open English Toying with Open E-
resources (ˈtɔɪtɔɪ)
A Pledge for Open English
2012-03-05 00:03:00 admin
Princess Mary, Girl Guides, 1922 via
Wikimedia Commons
Hey, I’m not even British but as part of Open Education Week – March 5-11 – I’ve
just signed a pledge with the new UK-based Open Education SIG, an international
special interest group with a UK flavour (not flavor:).
I attended a meeting held at the Open University in the UK at the end of February to
discuss the future of open education in the UK. I am a teaching fellow with the
Support Centre for Open Resources in Education (SCORE), one of about 400
people working in UK higher education who have been involved in government-
funded open educational resources (OER) projects over the last three years. When
we all made our applications for funding to the Joint Information Systems Committee
(JISC) and the Higher Education Academy (HEA) in the UK we also made the usual
commitment in our proposals to sustaining our OER projects after their funded
lifetimes. So, what better way to reinforce this commitment than by signing a
renewed pledge to Open Education? While the Cape Town Open Education
Declaration has been picked up by many organisations around the world we thought
it would be a good idea to re-mix this declaration to make it more personalised for
the educational practitioner.
What does this all mean for English
language teaching practitioners?
Frontrunners for technology-enhanced ELT, Russell Stannard and David
Deubelbeiss, have also been pushing for more open educational resources and
practices within ELT.
Recently, I posted a comment on Scott Thornbury’s A-Z of ELT blog regarding the
issues of attribution, re-use and the making of derivative resources for teaching
English based on original resources created by another author:
2. Attribution, Creative Commons licence
via Flickr
[One of the things that interests me most about this post and the comments related
to it is the issue of attribution to the original work on automaticity by Gatbonton and
Segalowitz. Attribution is essential whether you’re sharing resources in closed
teaching and learning environments (e.g. classrooms, password-protected virtual
learning environments, workshop and continuing professional development spaces)
or through publishing channels using copyright or copyleft licences (e.g. books,
research articles, blogs, online forum discussions). There is obviously a great
amount of sharing and attribution going on in this discussion and the blogging
platform is an enabler for this activity.
What also interests me is the behaviour around resource enhancement. As Scott
outlines in the example here, an original resource from a research article by
Gatbonton and Segalowitz was re-formatted into a workshop by Stephen Gaies
(presumably with attribution to Gatbonton and Segalowitz). This in turn inspired Scott
to engage in further resource gathering to inform his teaching practice while applying
the five criteria for automaticity, and this further informed the section on fluency in
his book, How to Teach Grammar (presumably with attribution to Gaies but now he
realises he should’ve included attribution to Gatbonton and Segalowitz). In its latest
iteration we find the same criteria for automaticity here in his blog post containing
more ideas on how to apply this approach in language learning and teaching from
both Scott and his blogpost readers. This is a great example of resource
enhancement via re-use and re-mixing, something which the creative commons
suite of licences http://creativecommons.org/ allow materials developers and users
to do while maintaining full legal attribution rights for the original developer as well as
extended rights to the re-mixer of that resource to create new derivative resources.
Legally enabling others to openly re-mix your resources and publish new ones
based on them was not possible back in 1988. Arguably, Gatbonton and
Segalowitz’s paper with the original criteria on automaticity has stood the test of time
because of its enhancement through sharing by Gaies and by the same criteria
having been embedded in a further published iteration by Scott in How to Teach
Grammar. Times have changed and there is a lot we can now do with digital
capabilities for best practice in the use and re-use of resources with attribution still
being at the core of the exchange between resource creation and consumption.
Except that now with self-publishing and resource sharing platforms, including blogs,
it’s a lot easier for all of us to be involved in the resource creation process and to
receive attribution for our work in sharing. This coming week, March 5-10, is Open
Education Week http://www.openeducationweek.org/ with many great resources on
how to openly share your teaching and learning resources along with how to locate,
re-use, re-mix and re-distribute with attribution those open educational resources
created by others. Why not check it out and see how this activity can apply to ELT?]
If you’re new to all of this and have any pesky questions about the business models
behind open education, please check out Paul Stacey’s blog, Musings on the Edtech
Frontier, with his most recent post on the Economics of Open.
So, why the interest in British
resources for open English?
I’ve been coming in and out of the UK for the past 10 years with my work related to
technology-enhanced ELT and EAP. Resources include not only those artifacts that
we teach and learn with but also the vibrant communities that come together to
share their understandings with peers through open channels of practice. BALEAP,
formerly a British organisation (the British Association for Lecturers in English for
Academic Purposes) but now with an outreach mandate to become the global
3. forum for EAP practitioners, is such an informal community of practice. Members
within BALEAP are actively making up for a deficit in formal EAP training by
providing useful resources to both EAP teachers and learners via their website and
through lively discussions relevant to current issues in EAP via their mailing list.
Because of my interest in corpus linguistics and data-driven language learning, I’ve
also been working with exciting practitioners from the world of computer science,
namely those working at the open source digital library software lab, Greenstone, at
the University of Waikato in New Zealand, to help with the testing and promotion of
their open English language project, FLAX (the Flexible Language Acquisition
project). The FLAX team are building open corpora and open tools for text analysis
using a combination of both open and proprietary content. A copyrighted reference
corpus such as the British National Corpus (BNC) is enhanced within the FLAX
project by being linked to different open reference corpora such as a Wikipedia and
a Web-derived corpus (released by Google) as well as specialist corpora, including
the copyrighted British Academic Written English (BAWE) corpus, developed by
Nesi, Gardner, Thompson and Wickens between 2004-2007 and housed within the
Oxford Text Archive (OTA).
Oxford University Computing Services (OUCS) manage the OTA along with jointly
managing the BNC which is physically housed at the British Library. The
OpenSpires project is also based at the OUCS and this is where Oxford podcasts
have been made openly available through creative commons licences for use and
re-use in learning and teaching beyond the brick-n-mortar that is Oxford’s UK
campus. Try out the Credit Crunch and Global Recession OER that are based on
an Oxford seminar series and have been enhanced with corpus-based text analysis
resources. Or, make your own resources based on these same seminars to share
with your own learning and teaching communities. In addition to being housed on the
OUCS website these resources, along with many other creative commons-licensed
resources from educational institutions around the world, can also be found on the
Apple channel, iTunesU.
So, it seems there’s quite a bit going on with open English in the UK that’s worth
engaging with, and maybe even making a commitment to sharing with open
educational resources and practices.
A finale take-away
Check out FLAX’s new Learning Collocations collection where you can compare
collocations for keyword searches and harvest useful phrases to embed into your
writing, using the BAWE and the BNC along with corpora derived from Wikipedia
and the Web.
4. FLAX - search resource by Jeff Davidson, Durham University English Language Centre
The A Pledge for Open English 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.