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Crowdsourcing Open Corpus-based Resources for EAP


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Presented at the BALEAP Biennial Conference (The Janus Moment in EAP: Revisiting the Past, Building the Future) in Nottingham on April 19, 2013.

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Crowdsourcing Open Corpus-based Resources for EAP

  1. 1. Crowdsourcing open corpus- based resources for EAP Alannah Fitzgerald BALEAP Biennial Conference 2013 The Janus moment in EAP: Revisiting the past and building the future
  2. 2. OverviewCrowdsourcing open corpus-based resources for EAPFLAX Learning Collocations and BAWE collectionsDIY podcast corpora with Oxford OERData-Driven Learning for the masses?MOOCs (Massive Open Online Courses)Open doors for EAP
  3. 3. Crowdsourcing definedDefinition of CROWDSOURCING: the practiceof obtaining needed services, ideas, or contentby soliciting contributions from a large group ofpeople and especially from the onlinecommunity rather than from traditionalemployees or suppliers (Merriam Websteronline dictionary, 2013)
  4. 4. Crowdsourcing opencorpus-based resources for EAP
  5. 5. TOETOE Technology for Open English– Toying with Open E-resources (ˈtɔɪtɔɪ)
  6. 6. Corpora & language teaching 28 have a say. You ve got to listen. Yeah. Nobody listens to 29 Ah, since when does nobody listen to you? At school they do 30 l do, we ll do, Paul Paul listen, dont be distracted. We 31 nderstand I m on about listen listen to me. You ca nt t 33 ight, had a back to back No listen, this is funny, she lived (BNCspoken)“Using this kind of corpus data, it is possible to find out aboutfeatures such as word frequency, collocation, and phraseologyand to investigate the ways in which words combine with oneanother in different contexts... However, most languageteachers have not started to use this kind of resource in theirown teaching, and I have prepared this questionnaire to try tofind out more about who is using corpus data, who is not -and why.” (Tribble, 2012)
  7. 7. What about corpora for..?• Online learning?• Informal learning?• MOOCs using open-source platforms?• Across different modes of education o f2f and online?
  8. 8. Cutting out the middleman in DDL ... the attempt to cut out the middleman as far as possible and to give the learner direct access to the data (Johns, 1991) • Access to corpus-based resources in mainstream language education o Design and usability of interfaces o Openness of corpus-based resources
  9. 9. Cutting out the middleman i
  10. 10. FLAX Learning Collocations and BAWE collections
  11. 11. Love is a stranger in an open car to tempt you in and drive you far away...toward OEP
  12. 12. Training Videos for FLAX on YouTube
  13. 13. FLAX British Academic Written English (B
  14. 14. UEfAP & Writing for a Purpose:Can we crowdsource this approach to EAP materials development? 15
  15. 15. DIY podcast corpora with Oxford OER
  16. 16. University of Oxford OER 17
  17. 17.
  18. 18. FLAX Do-It-Yourself Podcast Corpora with
  19. 19. Build YouTube into your FLAX collections
  20. 20. FLAX Do-It-Yourself Podcast Corpora 2: Bui
  21. 21. Open Dissemination Channels for ELTRussell Stannard - Teacher Training Videos
  22. 22.
  23. 23. Data-Driven Learning for the masses?
  24. 24. MOOCs and the Massive Potentialfor EAP Resources Development
  25. 25. The end of the university as we know it“The future looks like this: Access to college-leveleducation will be free for everyone; the residential collegecampus will become largely obsolete; tens of thousands ofprofessors will lose their jobs; the bachelor’s degree willbecome increasingly irrelevant; and ten years from nowHarvard will enroll ten million students.” (Harden, 2013)
  26. 26. From Gutenberg to Zuckerberg: What you really need to know about the Internet“We’re in the midst of a major upheaval in ourinformation environment, and none of us has any realidea of where it will end up. So we need to put it intoperspective. As it happens, Johannes Gutenbergtriggered a comparable revolution five and a halfcenturies ago when he introduced printing bymoveable type. His invention shaped the world intowhich we the Internet was born. What can we learnfrom that experience?” (Naughton, 2011)
  27. 27. MOOC meltdowns ‘Charles Severance ran into the language barrier in week two of his seven- week course. After 45,000 people signed up, 23,000 actually logged in when the course began in June. By the end of the first week and the first quiz, 11,000 had stuck around. Not the kind of retention rate Severance was accustomed to at Michigan, but par for the course in a MOOC. That’s when Severance made what was, in retrospect, a tactical error. “I wanted to try the peer assessment as fast as possible,” he says. So he assigned a short essay -- 400 words or so...that’s when things started to go awry. “Probably a third of the students do not have English as a primary language,” says Severance. “A problem I have never had before is … suddenly I’ve got people in 15 languages. I’m trying to be subtle and draw out some insight, [and] they want something they can really translate and understand.” After that assignment, the active enrollment in his course dropped to 6,000.’ (Kolowich, 2012)
  28. 28. Open doors for EAP
  29. 29. Crowdsourcing opportunities for EAP?• High quality OER for research-driven resources development and teaching at your fingertips• Open Access publications released under creative commons licences for use in OER derivatives• Open source software for DIY corpora at your disposal• Open channels for resource dissemination (MOOCs, YouTube, TTV, open repositories)• Flexible OER for EAP across alternative modes of delivery (f2f and online)• Brokers in online peer and language learning support?
  30. 30. UK OER International Synthesis Report (HEA)“There will also be future implications for embedding OERpractice by using OER/ OCW as a channel for promotinginstitutional research outputs. The promotion ofinstitutional research, in the light of the Finch (2012) report‘Accessibility, sustainability, excellence: how to expandaccess to research publications’ as part of the new UKgovernment research funding mechanism and the changesto research outputs being more open from 2014 should be adriver for expansion of OER.” (HEA, 2013)
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  33. 33. References• Johns, T. (1991). From printout to handout: grammar and vocabulary teaching in the context of data-driven learning. In: T. Johns & P. King (Eds.), Classroom Concordancing. English Language Research Journal, 4: 27-45.• Kolowich, S. (2012). Learning from one another. Inside Higher Ed, August 30. Retrieved from professors-road-test-courseras-peer-grading-model• Naughton, J. (2011). From Gutenberg to Zuckerberg: What you really need to know about the Internet. Quercus, London.• Thomas, A., Gomaz, S. & Fenlon, A. (2013) UK OER International Synthesis Draft Report. The Higher Education Academy. Retrieved from international• Tribble, C. (2012). Teaching and Language Corpora Survey. Retrieved from • Harden, N. (2013). The end of the university as we know it. The American Interest. Retrieved from http://www.the-american-
  34. 34. Email:; FLAX Language:; Twitter: @AlannahFitz Slideshare: Blog: Technology for Open English – Toying with Open E-resources