Open Educational Resources in English for Academic Purposes

Hanoi Open University Workshop

January 11th, 2013

Halong Bay by Saturn CC-BY-NC-SAAlannah Fitzgerald

Overview• FLAX Open Source Data Driven Learning tools and collections

– Windows into linked copyrighted and open corpora = super ELT resources that go beyond many published resources

– More accessible for non-specialist users, namely teachers and students• Promotion, training and evaluation of resources

– DDL is still not a popular sport in mainstream ELT (Tribble, 2012)– DDL approaches facilitate English for Specific (Academic) Purposes

• Broadening the DDL stakeholder vision – How can we move beyond classroom practice to include open and

distance learning?– How can we work more closely with international collaborators for OER?

• UK OER International programme– Oxford creative commons resources & Oxford-managed corpora– Building your own collections = a new methodology for DDL in EAP &

Resources Development– ORIEL Re-use game and Creative Commons licensing scenarios

Preview of OER collections building with FLAX

Linked resources: live Web search

SCORE Academic Practice & Accreditation

Open Educational Practices

The four Rs of OER in teaching & learning:

Reuse – Use the work verbatim, just exactly as you found itRework – Alter or transform the work so that it better

meets your needsRemix – Combine the (verbatim or altered work) with

other works to better meet your needsRedistribute – Share the verbatim work, the reworked

work, or the remixed work with others

David Wiley, 2007

Open Data-Driven Technology in Language Teaching and Learning

Shaoqun Wu & Alannah Fitzgerald

The Universities of Waikato and OxfordThe Higher Education Academy OER International

Data Driven Learning (DDL)

In DDL, a student has access to a large body of authentic language, from which s/he can extract language items in context. (Boulton, 2011)

The student is a language “research worker” (Johns, 1994).

What is a Digital Library?

The digital library concept is applied to a collection of digital resources including but not restricted to those selected by the teacher.

Digital LibraryDigital Library

Collocation database

Collocation database

GlossaryGlossary

Any other resourceAny other resource

flax.nzdl.org

BNC/BAWE

Learning Collocations collection in FLAXFLAX team collections building:

Shaoqun Wu, Ian Witten, Margaret Franken, Xiaofeng Yu – Waikato University

http://tinyurl.com/73zcgac

The BAWE text sub collections

http://tinyurl.com/cpwyefb

Wikify key words & phrases

http://tinyurl.com/cpwyefb

How could you use the FLAX collections in your teaching and learning and in preparation for exams such as IELTS/TOEFL?

Using corpus-based resources to support student writing

Shaoqun Wu

The University of Waikato

Features of academic writing

• Complexity• Formality• Hedging• Precision• Objectivity• Explicitness• Accuracy• Responsibility

Complexity

• more lexical words than grammatical words

• more noun-based phrases• more nominalizations• more lexical variation

Formality

Avoiding use of: "stuff", "a lot of", "thing", "sort of”, "can't", "doesn't", "shouldn't”, "put off", "bring up"

Preparing for essay writing

• for teachers: building a collection of articles on a relevant topic

• for students: understanding more with linked resources and collecting relevant language on a related topic

Example IELTS writing topic: stress at work

• … is caused by work stress• … is affected by work stress • … due to the work stress• …. suffer from work stress• … is under extreme work stress• • … causes higher levels of stress• Effects of work stress include …• Sources of work stress are …• … are the signs of work stress• As a result of work stress, …• • What can you do to reduce work stress?• How to manage work stress/handle work stress/cope with work stress• uses strategies/resources to cope with work stress• learn … ways of coping with work stress

Student feedback

• Words or phrases I had heard before but had trouble understanding properly, it was very good to look up these in relation to my assignment.

• Origins of words like notation that were used in a different context that I’m used to. Makes me understand the text better.

• When reading other texts related to the assignment I could look words up that I didn't understand.

• I looked up words that I normally overlook as normal dictionaries don't tend to have these phrases or words. (EC’s comments on using the system for her phonology assignment)

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Writing Feedback Survey

Please fill out the following survey and tell us about feedback to student writing and the type of resources you use.

(Liang Li & Alannah Fitzgerald)

http://www.surveymonkey.com/s/277L2QY

Open Training Resources for Wider Participation

Alannah Fitzgerald & Shaoqun Wu

The Universities of Waikato and OxfordThe Higher Education Academy OER International

Training Videos for FLAX on YouTube

http://www.youtube.com/watch?v=dyDG29aQo8Y

Training Videos for FLAX on YouKu

http://www.youku.com/playlist_show/id_18115224.html

Beyond audience boundariesRussell Stannard - Teacher Training Videos

http://www.teachertrainingvideos.com

International Collaboration OER & DDL for EAP

FLAX OSS and Oxford resourcesTOETOE International

University of Oxford

30http://openspires.oucs.ox.ac.uk/resources/index.html#posters

English through literature OER

http://www.slideshare.net/tbirdcymru/itunes-u-corporate-channel-of-free-educational-resources

http://www.apple.com/education/itunes-u/

It’s all in the downloads

University Downloads

Open University, UK Over 34 million since June 2008

University of Oxford Over 9 million since June 2008

Coventry University 2.5 million in 2010 alone

University of Warwick 1 million Jan ‘09 – June ‘10

http://www.slideshare.net/tbirdcymru/itunes-u-corporate-channel-of-free-educational-resources

What is Creative Commons?

• Derived from free and open source software licensing• Founded in 2001 by Prof Lawrence Lessig at the University of

Stanford • Designed to push back against increased enclosure of

‘intellectual commons’• Six ‘general’, regionalised licences for easy sharing of rights

in content• A suite of machine-, human- and lawyer-readable licences

What are the conditions?

Attribution • Author must be acknowledged on all copies and adaptations

of the work, including a link to the original version of the work

What are the conditions?

Non-commercial • The work can only be used for non-commercial purposes

What are the conditions?

No Derivatives• The work can only be distributed in its original form; no

adaptations or translations can be made

What are the conditions?

Sharealike• The work can be modified and adapted, but the entire

resulting work (including new material added by the adaptor) must be distributed under the same sharealike licence

What are the six licences?

What does adaptation mean?

• Your authorship will always be acknowledged• Some examples

– Re-use in educational material– Sampling your voice to use in electronic music– Incorporating still or moving images into a Youtube video

• Re-use must avoid ‘derogatory treatment’ meaning adaptation that risks having a detrimental effect on your reputation

What could you do with the Oxford Creative Commons podcast content?

Linking open tools and open pods

43http://http://openspires.oucs.ox.ac.uk/crunch/

Mining Oxford podcasts

Building podcast collections in FLAX

Developing podcast activities in FLAX

Close exercises in FLAX

Scrambled sentences in FLAX

Drag ‘n’ Drop exercises in FLAX

Teachers as OER developers, users, publishers

Materials Development with OER

51Arguably, competencies with resources cut across the whole of the TEAP framework.

http://www.baleap.org.uk/baleap/parties-projects/eap-teacher-competencies/

Why make educational resources open?

A growing momentum behind OER worldwide Commitment to social justice and widening participation Helps build markets and reputation Bridges the divide between formal and informal learning A test bed for new e-learning developments and an

opportunity to research and evaluate them A way of drawing in materials from other organisations A means for attracting the attention of publishers Provides the basis for world-wide collaboration

https://openeducationalresources.pbworks.com/w/page/24836480/Home

11. CONVENIENCE

Access to resources online is now so convenient

it can replace using your own HEI’s resources. Is

there a downside?

PurposeConcernsQuality

TechnologyResources

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Chris’sReusable

OERCard Game

Chris Pegler27. APPEARANCE

Presentation can be part of

the appeal. The resource

looks better than ones we

made. Overall, how important is

appearance?

PurposeConcernsQualityTechnologyResources

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24. REPURPOSEABLE

Repurposing a

resource can

just be about

making the

resource look

how you want

it to look. Is

this facility

important to

you?

Purpose

Concerns

Quality

Technology

Resources

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MEET ORIOLE

Phase 1 will

explore reuse

of resources via

survey and a

retreat.

Chris Pegler:

National

Teaching

Fellowship

Community

Practice

Research

Sharing

Using

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54

Reuse of OER•The blue cards are on a general theme of MOTIVATION – what leads to OER reuse or discourages it.

•The grey cards are on the theme of TECHNOLOGY – how this may affect OER reuse

•The pink cards are on the theme of QUALITY – how this affects OER use decisions

55

Open licensing scenarios with Creative Commons

Licensing Scenarios

Group work: Read and discuss the following licensing scenarios as they would apply to language teaching and materials development practice.

(Adapted from copyright resources created by Bernie Atwell at the OU; adapted for language resource developers)

Use clearance

I’ve found an open access pre-publication article by Diane Nation on the web and this would be brilliant to use in my EAP class. I intend to develop a language learning resource with these materials and then to upload it onto the web for open use. I’ve tried to contact Ms Nation twice and have been in touch with the web master of the site to see if s/he can help but have had no response so far. I’ve amended the article, as I didn’t agree with some of the points she was making. I think I’ve improved the work actually and I’ve obviously left her acknowledged as the author. As I’ve had no response I’m just going to use it anyway. Everyone’s always talking about risk so I’ll take one. Is this OK?

CC licensing worldwide

My institution has an online open learning resource and is based in Vietnam. We have selected a Vietnamese licence for the use of our content. However, a user in China has asked us if the CC licence still applies? Does the CC licence refer to where the content is being used or where it is hosted?

Open software licenses

I have some software I would like to make available under a CC licence – would that be OK?

Logo protection

My institution is making some of its content available under a CC licence. How do we ensure that our trademarks/logos are protected?

Extended Licensing Scenario

The following scenario is intended to promote discussion around the areas of creative commons licensing, the collaborations involved, and any other issues the discussion may highlight.

Your educational institution is going to be working in collaboration with at least two other educational institutions in Vietnam and one in the UK. You are going to create an innovative joint MA TESOL resource for Masters students studying and researching in the area of open corpora for teaching English for Academic Purposes (EAP). This facility will act as a provider of online resources. All institutions will provide some of their own existing materials that contain third party content (journal articles, images, extracts from books, and website content) which are made up of text and audio-visual content. The collaboration would like to make the content openly available whilst ensuring that their intellectual property rights are not compromised.

Consider the following questions for discussion:

• How would you license this content to users?• Would you consider using a Creative Commons

licence, if so which one?• Would you need to consider more than one type of

licence?• What would you need to take care of contractually in

relation to the content?• How would you ensure that the integrity of third

party content is maintained?

Thank you

Email: fitzgerald@education.concordia.ca; shaoqun@waikato.ac.nz FLAX Language: flax.nzdl.org; Twitter: @AlannahFitz

Slideshare:http://www.slideshare.net/AlannahOpenEd/ Blog: Technology for Open English – Toying with Open E-resources

www.alannahfitzgerald.org