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.
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.
1) The document discusses the use of computer-mediated communication (CMC) tools like email, message boards, blogs, wikis, audio/video chat for language learning.
2) It explains how CMC aligns with socio-cognitive and social theories of language learning, allowing learners to interact with others to collaboratively build knowledge.
3) Research suggests CMC reduces anxiety, improves proficiency and increases motivation by providing authentic interaction beyond the classroom.
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.
''Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL''
ThoughtFest 2009
Pontydysgu - University of Salford
Manchester , UK
5-6 March 2009
The one-day symposium at Yale University focused on the Shared Course Initiative (SCI) in distance education. It included several presentations on topics related to online and distance language education, such as the benefits of open educational resources, designing effective MOOCs, developing digital literacy skills, and Yale's pathways for online education. Presenters were from universities such as Yale, University of Texas, Open University, Columbia, and UC Berkeley. The event was funded by the Mellon Foundation and organized by Yale's Center for Language Study.
The Use of Internet Resources in Teaching Listening to Undergraduate Students...YogeshIJTSRD
The article is devoted to the use of Internet resources in teaching English, contributing to the development of listening skills. Special attention is paid to the aspect of improving the listening skills of undergraduate students of non linguistic faculties. Sh. S. Abdullaeva "The Use of Internet Resources in Teaching Listening to Undergraduate Students Non-Language Faculties" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40027.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/40027/the-use-of-internet-resources-in-teaching-listening-to-undergraduate-students-nonlanguage-faculties/sh-s-abdullaeva
Syllabaus ljubljana seminar, new media, jankowski and oblak version 3,8 feb2011Nick Jankowski
This document provides information about a course on new media and society taught by Nicholas W. Jankowski and Tanja Oblak-Črnič at the University of Ljubljana. The course examines theoretical concepts and developments related to new media, including social networks, online news, and virtual learning environments. Students will complete reading assignments, contribute to online discussions, maintain course blogs, and write a final paper. Class sessions will involve both in-person and online components utilizing various digital tools. Students are expected to be actively engaged with digital media assignments and discussions throughout the course.
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.
1) The document discusses the use of computer-mediated communication (CMC) tools like email, message boards, blogs, wikis, audio/video chat for language learning.
2) It explains how CMC aligns with socio-cognitive and social theories of language learning, allowing learners to interact with others to collaboratively build knowledge.
3) Research suggests CMC reduces anxiety, improves proficiency and increases motivation by providing authentic interaction beyond the classroom.
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.
''Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL''
ThoughtFest 2009
Pontydysgu - University of Salford
Manchester , UK
5-6 March 2009
The one-day symposium at Yale University focused on the Shared Course Initiative (SCI) in distance education. It included several presentations on topics related to online and distance language education, such as the benefits of open educational resources, designing effective MOOCs, developing digital literacy skills, and Yale's pathways for online education. Presenters were from universities such as Yale, University of Texas, Open University, Columbia, and UC Berkeley. The event was funded by the Mellon Foundation and organized by Yale's Center for Language Study.
The Use of Internet Resources in Teaching Listening to Undergraduate Students...YogeshIJTSRD
The article is devoted to the use of Internet resources in teaching English, contributing to the development of listening skills. Special attention is paid to the aspect of improving the listening skills of undergraduate students of non linguistic faculties. Sh. S. Abdullaeva "The Use of Internet Resources in Teaching Listening to Undergraduate Students Non-Language Faculties" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40027.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/40027/the-use-of-internet-resources-in-teaching-listening-to-undergraduate-students-nonlanguage-faculties/sh-s-abdullaeva
Syllabaus ljubljana seminar, new media, jankowski and oblak version 3,8 feb2011Nick Jankowski
This document provides information about a course on new media and society taught by Nicholas W. Jankowski and Tanja Oblak-Črnič at the University of Ljubljana. The course examines theoretical concepts and developments related to new media, including social networks, online news, and virtual learning environments. Students will complete reading assignments, contribute to online discussions, maintain course blogs, and write a final paper. Class sessions will involve both in-person and online components utilizing various digital tools. Students are expected to be actively engaged with digital media assignments and discussions throughout the course.
This document discusses using web 2.0 technologies like blogs, wikis, and mind mapping tools to enhance a traditional college English vocabulary class. It aims to make the class more student-centered by allowing students to learn vocabulary anywhere and anytime through these online tools. The document outlines designing a prototype vocabulary study method called STAR (Structure, Theme, Action, Review) and implementing it through a wiki and mind maps to systematically introduce and review vocabulary. Screenshots show examples of the structural analysis, thematic organization, and review components developed through these online collaborative tools. Assessment results indicate students who used these web resources achieved higher involvement and extended their learning beyond the classroom.
Situational survey: teachers of Languages for Specific Purposes (LSP) in Euro...Web2Learn
1: The document describes a situational survey and hackathon for LSP (languages for specific purposes) teachers in Europe.
2: The survey analyzed EU policies, job listings, and teacher surveys to identify key skills for LSP teachers, including language skills, ICT skills, and content creation skills. It found that teachers receive little pre-service training.
3: A hackathon was held for LSP teachers to collaboratively create online learning materials. While there were some technical difficulties, participants felt it enabled skills sharing and reflected on teaching applications. The hackathon aimed to address identified needs around LSP material creation and networking.
The document discusses the foundations of information and communication technology in English language teaching (ICT4ELT). It covers the role of ICT in language education, including using technology for in-class student activities and out-of-class preparation. It also addresses how ICT can enhance our understanding of linguistic principles, language acquisition, and pedagogical approaches through tools like corpora, dictionaries, and language learning software.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
This document discusses digital literacies from multiple perspectives. It explores how digital literacies are situated social practices that vary between individuals and contexts rather than stable skills. Frameworks that try to categorize digital literacies into taxonomies are problematic as the skills involved are constantly changing. The experiences of students are diverse based on factors like discipline and available resources. Understanding students' digital literacy practices can help evaluate policies and support students' expertise rather than focus on deficits.
Syllabaus, Suny It Course, New Media, Draft 3, 23 August20091Nick Jankowski
This document provides an overview of the course "New Media Theory & Digital Culture". The course examines concepts related to new media studies, including community and identity in virtual worlds, and transformations in news production and consumption. Students will read and comment on draft chapters from the instructor's textbook. They will also explore digital tools for communication, learning and scholarship, such as social media, blogs, and collaborative software. Students will maintain a blog and complete a literature-based term paper on a new media topic. Weekly readings, discussions and assignments will take place both asynchronously and synchronously online.
Exploring EAP: Challenges and Opportunities BBELT 2015KLSagert
This document discusses the challenges and opportunities of English for Academic Purposes (EAP). It defines EAP as using English for purposes like studying, research, and academic communication. The document outlines key aspects of EAP like critical thinking, study skills, and understanding academic discourse communities. It also discusses balancing EAP instruction between immediate needs and lifelong learning skills. Resources are provided to help teachers address both the challenges and opportunities of teaching EAP.
MLA 2013 - RoSE Social Science Research Methods in DH Contextslindsaycthomas
RoSE is a digital humanities research tool developed at the University of California, Santa Barbara under the direction of Alan Liu and co-directors Rama Hoetzlein and Rita Raley. It is a web-accessible system built using open-source Ruby on Rails and utilizes metadata from various sources to enable conceptualizing relationships between authors, documents, and users. Student feedback suggested improvements to features like the storyboarding tool to allow saving work, customizing node and canvas sizes, and editing node text.
This document discusses new literacies and how Web 2.0 technologies can be used to engage students and meet Common Core standards. It describes how traditional definitions of reading and writing are now insufficient, and how the new literacies are multimodal, multifaceted, and rapidly changing. It explains how research and media skills are blended into the Common Core standards. It provides examples of how standards incorporate technology use and evaluate content from diverse formats. Finally, it lists tools like Dropbox, Diigo, Evernote, Animoto and more that can be used and reasons for integrating new literacies like increased engagement and teaching 21st century skills.
Developing corpus-based resources for language learning: looking back in "hope"Pascual Pérez-Paredes
This document outlines the development of corpus-based resources for language learning over time. It begins with early steps creating multimedia youth language corpora like SACODEYL. It then discusses growing efforts including the Backbone search interface. Next, it covers work with young adults through the TELL-OP project promoting data-driven learning. Finally, it notes that while the pedagogic potential of corpora is still underexploited, guidance and technologies are improving to realize this potential for language learning.
This document summarizes Pamela Arraras' research on the effects of telecollaboration through e-forums on language learning and motivation. The study examined high school students in Argentina and the US who communicated through online forums. Findings indicated that the project motivated students and improved their language skills and cultural awareness. The document provides lessons for setting up successful telecollaboration projects, such as training students on technology, allocating time, and ensuring participation in both languages.
The document discusses integrating virtual and physical student mobility in higher education through telecollaboration. It begins by outlining some common questions about student mobility barriers and how online technologies can support physical mobility. The presentation then defines telecollaboration as online intercultural collaborative projects between distant student groups and provides examples of different virtual mobility set-ups that combine online and physical exchange. Barriers to telecollaboration are addressed, along with strategies to overcome them. Experienced practitioners provide feedback on the impact and popularity of telecollaboration in European universities.
Syllabaus, ljubljana practicum, digital tools and scholarship, jankowski, dra...Nick Jankowski
This document provides the syllabus for the second part of the course "Internet Practice" taught by Nicholas Jankowski at the University of Ljubljana from April to June 2012. The course introduces students to a wide range of digital tools that can facilitate academic work, including reference management, annotation, online collaboration, social media, and tools for presenting and publishing. It will meet twice weekly, with one session focused on tool demonstrations and the other in a computer lab doing hands-on assignments. Students will complete blog assignments, homework, quizzes, and a final presentation. The course aims to help students develop basic digital research skills for their academic career.
Impact of peer interaction on learning practices in a Social Network Site for...Web2Learn
This study examines the impact of peer interaction on learning practices in a social network site for language learning. The researchers plan to compare learning experiences of premium users, who have full access to resources, versus non-premium users, who have restrictions. Data on friend requests, peer corrections, user productions and interactions will be collected from both user types learning German on Busuu. The researchers hypothesize that premium users will receive more feedback and interact more due to greater access to learning materials and peer interactions. The study aims to understand how different levels of access influence individual learning and the conceptualizations of learning that emerge from the platform.
Best Practices: Library Instruction for Diverse Learnersguestf87bb2
An overview of best practices for library instruction for second language learners, those with special needs, those with cultural differences, and those with different learning styles.
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Telecollaboration for CLIL Teachers in Secondary EducationRobert O'Dowd
Introductory workshop on telecollaboration for secondary school teachers of Bilingual Education / CLIL in Spain. The workshop took place on 7 July 2016 at la Universidad Menéndez Pelayo de Valencia.
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
This document discusses using web 2.0 technologies like blogs, wikis, and mind mapping tools to enhance a traditional college English vocabulary class. It aims to make the class more student-centered by allowing students to learn vocabulary anywhere and anytime through these online tools. The document outlines designing a prototype vocabulary study method called STAR (Structure, Theme, Action, Review) and implementing it through a wiki and mind maps to systematically introduce and review vocabulary. Screenshots show examples of the structural analysis, thematic organization, and review components developed through these online collaborative tools. Assessment results indicate students who used these web resources achieved higher involvement and extended their learning beyond the classroom.
Situational survey: teachers of Languages for Specific Purposes (LSP) in Euro...Web2Learn
1: The document describes a situational survey and hackathon for LSP (languages for specific purposes) teachers in Europe.
2: The survey analyzed EU policies, job listings, and teacher surveys to identify key skills for LSP teachers, including language skills, ICT skills, and content creation skills. It found that teachers receive little pre-service training.
3: A hackathon was held for LSP teachers to collaboratively create online learning materials. While there were some technical difficulties, participants felt it enabled skills sharing and reflected on teaching applications. The hackathon aimed to address identified needs around LSP material creation and networking.
The document discusses the foundations of information and communication technology in English language teaching (ICT4ELT). It covers the role of ICT in language education, including using technology for in-class student activities and out-of-class preparation. It also addresses how ICT can enhance our understanding of linguistic principles, language acquisition, and pedagogical approaches through tools like corpora, dictionaries, and language learning software.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
This document discusses digital literacies from multiple perspectives. It explores how digital literacies are situated social practices that vary between individuals and contexts rather than stable skills. Frameworks that try to categorize digital literacies into taxonomies are problematic as the skills involved are constantly changing. The experiences of students are diverse based on factors like discipline and available resources. Understanding students' digital literacy practices can help evaluate policies and support students' expertise rather than focus on deficits.
Syllabaus, Suny It Course, New Media, Draft 3, 23 August20091Nick Jankowski
This document provides an overview of the course "New Media Theory & Digital Culture". The course examines concepts related to new media studies, including community and identity in virtual worlds, and transformations in news production and consumption. Students will read and comment on draft chapters from the instructor's textbook. They will also explore digital tools for communication, learning and scholarship, such as social media, blogs, and collaborative software. Students will maintain a blog and complete a literature-based term paper on a new media topic. Weekly readings, discussions and assignments will take place both asynchronously and synchronously online.
Exploring EAP: Challenges and Opportunities BBELT 2015KLSagert
This document discusses the challenges and opportunities of English for Academic Purposes (EAP). It defines EAP as using English for purposes like studying, research, and academic communication. The document outlines key aspects of EAP like critical thinking, study skills, and understanding academic discourse communities. It also discusses balancing EAP instruction between immediate needs and lifelong learning skills. Resources are provided to help teachers address both the challenges and opportunities of teaching EAP.
MLA 2013 - RoSE Social Science Research Methods in DH Contextslindsaycthomas
RoSE is a digital humanities research tool developed at the University of California, Santa Barbara under the direction of Alan Liu and co-directors Rama Hoetzlein and Rita Raley. It is a web-accessible system built using open-source Ruby on Rails and utilizes metadata from various sources to enable conceptualizing relationships between authors, documents, and users. Student feedback suggested improvements to features like the storyboarding tool to allow saving work, customizing node and canvas sizes, and editing node text.
This document discusses new literacies and how Web 2.0 technologies can be used to engage students and meet Common Core standards. It describes how traditional definitions of reading and writing are now insufficient, and how the new literacies are multimodal, multifaceted, and rapidly changing. It explains how research and media skills are blended into the Common Core standards. It provides examples of how standards incorporate technology use and evaluate content from diverse formats. Finally, it lists tools like Dropbox, Diigo, Evernote, Animoto and more that can be used and reasons for integrating new literacies like increased engagement and teaching 21st century skills.
Developing corpus-based resources for language learning: looking back in "hope"Pascual Pérez-Paredes
This document outlines the development of corpus-based resources for language learning over time. It begins with early steps creating multimedia youth language corpora like SACODEYL. It then discusses growing efforts including the Backbone search interface. Next, it covers work with young adults through the TELL-OP project promoting data-driven learning. Finally, it notes that while the pedagogic potential of corpora is still underexploited, guidance and technologies are improving to realize this potential for language learning.
This document summarizes Pamela Arraras' research on the effects of telecollaboration through e-forums on language learning and motivation. The study examined high school students in Argentina and the US who communicated through online forums. Findings indicated that the project motivated students and improved their language skills and cultural awareness. The document provides lessons for setting up successful telecollaboration projects, such as training students on technology, allocating time, and ensuring participation in both languages.
The document discusses integrating virtual and physical student mobility in higher education through telecollaboration. It begins by outlining some common questions about student mobility barriers and how online technologies can support physical mobility. The presentation then defines telecollaboration as online intercultural collaborative projects between distant student groups and provides examples of different virtual mobility set-ups that combine online and physical exchange. Barriers to telecollaboration are addressed, along with strategies to overcome them. Experienced practitioners provide feedback on the impact and popularity of telecollaboration in European universities.
Syllabaus, ljubljana practicum, digital tools and scholarship, jankowski, dra...Nick Jankowski
This document provides the syllabus for the second part of the course "Internet Practice" taught by Nicholas Jankowski at the University of Ljubljana from April to June 2012. The course introduces students to a wide range of digital tools that can facilitate academic work, including reference management, annotation, online collaboration, social media, and tools for presenting and publishing. It will meet twice weekly, with one session focused on tool demonstrations and the other in a computer lab doing hands-on assignments. Students will complete blog assignments, homework, quizzes, and a final presentation. The course aims to help students develop basic digital research skills for their academic career.
Impact of peer interaction on learning practices in a Social Network Site for...Web2Learn
This study examines the impact of peer interaction on learning practices in a social network site for language learning. The researchers plan to compare learning experiences of premium users, who have full access to resources, versus non-premium users, who have restrictions. Data on friend requests, peer corrections, user productions and interactions will be collected from both user types learning German on Busuu. The researchers hypothesize that premium users will receive more feedback and interact more due to greater access to learning materials and peer interactions. The study aims to understand how different levels of access influence individual learning and the conceptualizations of learning that emerge from the platform.
Best Practices: Library Instruction for Diverse Learnersguestf87bb2
An overview of best practices for library instruction for second language learners, those with special needs, those with cultural differences, and those with different learning styles.
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Telecollaboration for CLIL Teachers in Secondary EducationRobert O'Dowd
Introductory workshop on telecollaboration for secondary school teachers of Bilingual Education / CLIL in Spain. The workshop took place on 7 July 2016 at la Universidad Menéndez Pelayo de Valencia.
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
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/
From clarion calls to auto-complete errors: a nascent discourse on openness ...Alannah Fitzgerald
Presented by Terri Edwards and Alannah Fitzgerald at the Open Educational Resources (OER16) Conference on April 20, 2016
https://oer16.oerconf.org/sessions/from-clarion-calls-to-autocomplete-errors-a-nascent-discourse-on-openness-from-uk-universities-1176/
Developing Open Access Content into Academic English Resources for Data-Drive...Alannah Fitzgerald
Presented with Chris Mansfield at the IATEFL Conference in Birmingham, United Kingdom on April 15, 2016 as part of the Interactive Language Learning Fair
Presented at the Open Education Global Conference 2016 in Krakow, Poland on April 12
Abstract:
In the fall of 2015, McGill University launched its first offering of Social Learning for Social Impact (SLSI), a 12-week group-based MOOC - or GROOC - hosted by non-profit MOOC provider, edX. Drawing on connectivist MOOC, social, and experiential learning principles, SLSI attempts to translate an ambitious social mission into an online platform for sustained social learning. As course facilitators, we are uniquely positioned to explore the origins and development of SLSI’s networked learning ecosystem designed with concerned citizens in mind. We discuss the current limitations and challenges of open online education practices, particularly in relation to group-based learning, and how this first iteration, which we call GROOC 1.0, attempted to overcome these by crafting a highly adaptable, participatory curriculum that positioned learners and facilitators as co-creators who can also inform the design and delivery of GROOC 2.0.
We explore how course designers actively encouraged learners to subvert the constraints of the edX platform and even of SLSI’s formal curriculum so they might achieve their particular objectives. Similarly with the pro bono facilitators who were coached from the outset to anticipate confusion and uncertainty, trust their own judgment to resolve problems, and support one another, the call was to be subversive. The systems in place, it was acknowledged, might not be optimally suited to serve the learners.
Furthermore, we discuss the technical elements that support and constrain the online infrastructure. For example, to support SLSI’s vision of group-based learning, edX released a “Team Forum” tool that - beyond helping learners form their initial teams - proved inadequate to foster the kind of group engagement necessary for sustained social initiative-building. This shortcoming prompted many learners (along with their facilitators) to emigrate to a combination of more suitable digital platforms and connectivity apps like Facebook and Google Apps to accelerate social learning for (eventual) social impact.
We also discuss the feedback mechanisms embedded into the curriculum and the opportunities to course-correct, which, for the SLSI’s design team, was a clear priority, so that any real-time adaptations could be shared with facilitators. For example, open licensing for course content and the development of open education policy were issues raised by learners and facilitators in GROOC 1.0. Furthermore, we anticipate that McGill University will engage with the open education community to share insights about the implementation and outcomes of SLSI through conferences like Open Education Global 2016 as we plan for GROOC 2.0.
Keywords:
Massive Open Online Courses (MOOCs); Group-Based Learning; Learning Facilitation; Social Learning; edX; Open-Source Software
3. ejercicios. rentabilidad y riesgo de carterasJohn Leyton
Hola,
Este archivo contiene la solución a algunos de los ejercicios del Tema 3 y Tema 4 (la otra solución está en formato papel) de la asignatura de Valoración de Activos que se imparte en la Universidade de Vigo, Campus de Ourense.
Live & Enjoy,
John Leyton.
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
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.
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).
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.
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.
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).
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.
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.
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.
Academic English With The Electronic Theses Online Service (EThOS) At The Bri...Martha Brown
This document provides an overview of a workshop on mining open access PhD theses from the British Library using the Electronic Thesis Online Service (EThOS). It discusses the FLAX language research project, EThOS, reuse of digital collections, abstracts, and tools for search, collocations, word lists and lexical bundles. It also links to the Wikipedia corpus in FLAX and discusses Wikification.
Alannah fitzgerald The TOETOE project planning for impactLORO
This document discusses the use of open educational resources (OER) for teaching English for academic purposes (EAP). It provides examples of existing OER for EAP teaching including tools for vocabulary, corpora, publications, and genre/function approaches. It also discusses issues with using and adapting OER for EAP teaching in different contexts like for non-governmental organizations (NGOs) working in places like refugee camps on the Thai-Burmese border. The document outlines a process for teachers to reflect on and narrate their teaching experiences and development.
The Backbone Project was a two-year European project that created pedagogical corpora in six European languages plus English as a lingua franca to address language learning needs. The project involved collecting audio and video recordings of interviews, transcribing and annotating the data, developing pedagogical tasks using the TELOS software, and piloting the corpora and tasks. The University of Limerick participated by collecting and annotating part of the English corpus, developing pedagogical tasks, and piloting the French corpora and tasks in CLIL contexts. The project provides freely available resources including the corpus search tool, TELOS activities software, and annotated corpora to improve language skills and intercultural
The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
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.
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.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
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/
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.
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/braving-oer-battles-in-brazil/
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/emancipatory-english-in-india/
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/vietnams-open-university-rising-dragon/
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/confucian-dynamism-in-the-chinese-elt-context/
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Juneteenth Freedom Day 2024 David Douglas School District
Resources at the Interface of Openness for Academic English
1. Resources at the Interface of
Openness for Academic English
Alannah Fitzgerald OpenCourseWare Consortium Global Conference 2014
Global OER Graduate Network (GO-GN) Research Track
https://www.flickr.com/photos/jef_safi/5111616644
2. Aims of the Research
To identify which tools and resources, including the communities who
develop and use them, are at the interface of openness for academic
English. And, to define what openness means in the broader context
of academic English resources development and use.
To increase awareness and uptake, through Design-Based Research,
of open corpus-based language learning tools and resources for
academic English in both formal and informal education.
To locate and analyse the interfaces where social friction can be
experienced and where the diffusion of open tools, resources and
practices for academic English can lead to structural discontinuities
(both positive and negative).
3. Interfacing Communities
Communities/Actors that Interface this Research:
•English for Academic Purposes Practitioners/Researchers/Learners
•Open Source Software Developers/Computer Science Researchers
(FLAX Language Project)
– Corpus Linguistics Software Developers/Researchers
•MOOC Subject Academics/Instructional
Designers/Researchers/Learners/Platform Providers
– Open Educational Resources Practitioners/Researchers
4. Design-Based Research through Mistakes
• Design-Based Research as “Action Research on steroids.”
(Anderson, 2007)
– Collaborate, Document, Return, Reiterate, Release
– Two case studies previously (Durham-OU with SCORE, Oxford
with the UK Higher Education Academy)
– Two research contexts at present (MOOCs, Traditional English
for Academic Purposes programmes)
• “We often joke in our work that the iterative adjustment
and improvement of our interventions could be
characterized by ‘research through mistakes’”. (Anderson
& Shattuck, 2012)
– Mistakes and opportunities from past research and
development with an eye to what could go well and not so well
with current research
7. Social Interfaces
“Social interface is a concept from social science (particularly,
sociology of technology). It can be approached from a theoretical or a
practical perspective.” (via Wikipedia)
As a practical concept social interface is seen in usability studies for
evaluating interface designs within human-computer interaction.
As a concept of social interface theory, social interface is defined by
anthropologist, Norman Long (1989, 2001).
In 2001 his revised definition was:
"a social interface is a critical point of intersection between
different lifeworlds, social fields or levels of social organization, where
social discontinuities based upon discrepancies in values, interests,
knowledges and power, are most likely to be located.”(Long, 2001)
8. FLAX Language at Waikato University
http://flax.nzdl.org FLAX image by permission of non-commercial reuse by Jane Galloway
9. FLAX – Flexible Language Acquisition
Flexible Language Acquisition
library
11. The traditional text analysis software interface for
working with large language collections (corpora) has
been the Key Word In Context (KWIC) interface.
Corpus linguistics researchers and developers of KWIC
interfaces have claimed over the years that learners of
a language can deduce language use patterns by
examining KWIC lines. This method is also known as
data-driven learning.
15. Durham Findings
• OER cascade study with FLAX, AntConc, Lextutor and
WordandPhrase corpus projects
• Development of language specificity in EAP with
corpus resources was valued by students. Study on
development of lexical range in timed-writing scenario
showed positive results.
• Interface designs of tools and level of complexity were
issues
• Collaboration in materials development and DBR with
FLAX project was valued by participating teachers
• Unable to build corpus-based OER into existing
Durham programmes
16. Specificity in EAP (Hyland, 2006)
Terri: I mean this [Learning Collocations collection in FLAX] is so useful
and this is the kind of thing our students massively lack. I mean, what
was nice with [student] who was not having a very good day that day
was when I sort of thought, well, I’ll distract him and let’s have a look
at some geology stuff because he’s a geologist. He was fascinated,
absolutely fascinated and we just then started swapping words.
Alannah: That’s the great motivator, isn’t it?
Terri: Yes.
Alannah: To get students to look in their own subject areas.
Terri: It was really nice for him to actually look at these to see how
many words he actually knew and to then explain them and their
collocates to me. He found that fantastically motivating. So, you
know, I was milking it slightly… but it was good. And, again, I thought
why don’t we have each student looking at their subject-specific
collocations sets?
19. DBR with Teachers and FLAX
Jeff: Developers put in a lot of tools but they don’t realise how a non-user
can come to this homepage [FLAX] and think well, how do I choose any of
this? You’ve just given me a bag of tools and I don’t know which one to use.
Alannah: That’s right, and a lot of my work has been about trying to get
people into the different project tools and demonstrating them. But that’s a
human layer…that’s not a great resource, is it? Because I’m only touching so
many people that I talk to or I might meet through my work. But if it’s
actually there on the project website it’s going to be a lot better…it’s going to
reach a lot more people.
Jeff: I can just imagine people entering a kind of step one, step two – what
would you like to do? I’d like to do this, this or this, right? Which kind of
collection would you like to look at and so on?
Alannah: I mean they [the FLAX software developers] do know this because
the project is just in the research stage…but just to get these ideas from us is
really good and that has become my role with giving feedback on the FLAX
interface experience for mainstream teachers and learners of English. FLAX is
all about radically transforming the user interface experience for those
teachers and learners who want to use corpus tools but who get put off by a
lot of the complexity with many of the corpus-based resources out there.
20. University of Oxford OER Reuse
http://openspires.oucs.ox.ac.uk/resources/index.html#posters 20
21. Case Study Oxford Resource Reuse
I have assembled these posts into ethnographic accounts
(LeCompte & Schensul 1999:17; Clifford 1990:51-52) to stop
the clock as it were and to reorder the recent past that has
been observed and jotted down; to systematize, contextualize
and assemble the activity of the TOETOE International project
across seven different countries. They will be part narrative
and part design dialectic, drawing on stories and evaluations
made by international stakeholders concerning the re-use of
Oxford content: Oxford-managed corpora (the British
National Corpus aka BNC and the British Academic Written
English corpus aka BAWE) and Oxford-created OER (podcast
lectures and seminars, images, essays, e-books) in
combination with other open English-medium content.
22. ...Research Methods Used
“Moreover, these evaluation narratives will continue to
inform the design of open source digital library software for
developing flexible open English language learning and
teaching collections with the FLAX project (Flexible Language
Acquisition) at the University of Waikato in New Zealand.
Thick descriptions (Geertz, 1973) will be presented from
networked meetings, workshops, conference presentations
and interviews with OER and ELT practitioners for arriving at
better understandings of the social acts and symbols
connected with the international open education movement.”
(Fitzgerald, 2013)
23. Oxford Findings
• People want collections that are relevant to their own
context
– DIY collections development in FLAX
• BAWE (British corpus development and reuse of this
software for ESAP collections development
– Augmented full-text development with Wikipedia, Collocations and
Google linguistic data
– Wordlists, Lexical Bundles, Part-Of-Speech (POS) Tagging, Cherry
Picking and Language Activities Design
– Unable to revisit the licences on texts for further OER derivatives
development
– Reuse of BAWE software in FLAX for further domain-specific
language collections development
24. FLAX British Academic Written English (BAWE) http://www.youtube.com/watch?v=26i_Y146GOs
29. Educating in Beta
http://www.alannahfitzgerald.org/educating-in-beta/
30. Developing Language Collections in the Open
The open source dictum,
‘release early and release often‘, in fact has morphed
into an even more radical position, ‘the perpetual
beta’, in which the product is developed in the open,
with new features slipstreamed in on a monthly,
weekly, or even daily basis. It’s no accident that
services such as Gmail, Google Maps, Flickr, del.icio.us,
and the like may be expected to bear a ‘Beta’ logo for
years at a time. (O’Reilly, 2005)
31. Earth’s Virology Professor with
Coursera MOOCs
“Natural science might be characterized as a discipline of discovery,
identifying and describing entities that had not been previously
considered. As a result, natural science employs a large set of highly
technical words, like dextrinoid, electrophoresis, and phallotoxins.
Most of these words do not have commonplace synonyms, because
they refer to entities, characteristics, or concepts that are not normally
discussed in everyday conversation.” (Biber, 2006)
32. Virology Language Collection in FLAX
Type of media in the FLAX Virology
Collection
Number of items in the FLAX Virology
Collection
Podcast audio transcripts (This Week in
Virology)
130
YouTube video transcripts (2013 virology
course at Columbia, also in Coursera)
110
Academic blog posts (Virology Blog) 540
Open Access research articles (relevant to
virology course and divided into paper
sections)
40
36. MOOC Research Possibilities
• What may and may not be possible in terms of data collection
– The FLAX OSS build it first approach.
• Dependent on MOOC content so better at this stage (FLAX does not yet
interface with Coursera’s provisions for learner support) to work on MOOCs
that are being re-run.
– Match language collection to assessments for learner uptake.
• Best case scenario:
– Learner survey
• OK case scenario:
– Passive data from FLAX tracking of collection use.
– Interview with Professor Vincent Racaniello (Earth’s virology professor
who interfaces with real-world issues in virology and who is a
prominent open digital scholar).
– TAs or instructional designers on the reuse of MOOC content for
developing linguistic support for learners.
38. DBR Cycles with QMUL
• Practitioners/Researchers involved in first
iteration of language collections development
– Interfacing with open Law resources
• Open Access articles, Government research reports
with contributions from QMUL Law professors, Case
Law, Open Lectures, Student writing
– Teacher Development with open tools and
resources
– Developing interaction within the corpus and
derivatives from the corpus
– Documenting the collections development
process for sharing across the EAP sector
39. Data for Now and Later
• Research interventions on the perceived usefulness of
the collection and collections design and development
• Data for PhD:
• Focus-group interviews with teachers – what were the
critical interfaces for discontinuation (positive/negative) in
materials development practices?
• Data for later:
• Learner workshops and training videos
• Writing and redrafting study using FLAX
• Learner survey
• Future iterations interfacing with Law subject
academics
• Cascading across further EAP programmes at
QMUL for different subject areas
40. References
• Anderson, T. (2007). Design-Based Research: A New Research Paradigm for Open and Distance
Education. Presentation delivered at the Open University of Israel. Retrieved from:
http://www.slideshare.net/terrya/design-based-research-new-research-paradigm
• Anderson, T. and Shattuck, J. (2012) Design-Based Research: A Decade of Progress in Education
Research. Educational Researcher. 41 (1), 16-25.
• Biber, D. (2006). University Language, A corpus-based study of spoken and written registers. John
Benjamins, Amsterdam.
• Fitzgerald, A. (2013). TOETOE International: FLAX Weaving with Oxford Open Educational
Resources. Open Educational Resources International Case Study. Commissioned by the Higher
Education Academy (HEA), United Kingdom.
• Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
• Hyland, K. (2006). English for Academic Purposes: An Advanced Handbook. London: Routledge.
• LeCompte, M. & Schensul, J. (1999). Analyzing and interpreting ethnographic data. California:
AltaMira Press.
• Long, N. (1989). Encounters at the Interface: a Perspective in Social Discontinuities in Rural
Development, Wageningse Sociologische Studies 27. Wageningen: Wageningen Agricultural
University.
• Long, N. (2001). Development Sociology: Actor Perspectives. London: Routledge.
http://bookre.org/reader?file=1186474&pg=86
Well-resourced – ou – ebooks, lectures and more – not able to identify individuals as made by teams
Podcasts – oxford – 40% cc – highlighting stars
China – Nottingham – campus at Ningbo instead of having to use youtube which is blocked uNow
Representing the ethos of the institutions
The best marketing is great learning material – Martin Bean