Workshop delivered at Hanoi Open University English Faculty (Hoài Thanh Street, Từ Liêm District) on January 11th, 2013.

1. Open Educational Resources in
English for Academic Purposes
Hanoi Open University Workshop
January 11th, 2013
Alannah Fitzgerald Halong Bay by Saturn CC-BY-NC-SA

2. 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

3. Preview of OER collections building
with FLAX

4. Linked resources: live Web search

5. SCORE Academic Practice & Accreditation

6. Open Educational Practices
The four Rs of OER in teaching & learning:
Reuse – Use the work verbatim, just exactly as you found it
Rework – Alter or transform the work so that it better
meets your needs
Remix – Combine the (verbatim or altered work) with
other works to better meet your needs
Redistribute – Share the verbatim work, the reworked
work, or the remixed work with others
David Wiley, 2007

7. Open Data-Driven Technology in
Language Teaching and Learning
Shaoqun Wu & Alannah Fitzgerald
The Universities of Waikato and Oxford
The Higher Education Academy OER International

8. 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).

9. 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.

10. Collocation
Collocation
database
database
Any other
Any other
resource
resource
Digital Library
Digital Library
Glossary
Glossary

11. flax.nzdl.org

12. BNC/BAWE

13. Learning Collocations collection in FLAX
FLAX team collections building:
Shaoqun Wu, Ian Witten, Margaret Franken, Xiaofeng Yu – Waikato University
http://tinyurl.com/73zcgac

14. The BAWE text sub collections
http://tinyurl.com/cpwyefb

15. Wikify key words & phrases
http://tinyurl.com/cpwyefb

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

17. Using corpus-based resources to
support student writing
Shaoqun Wu
The University of Waikato

18. Features of academic writing
• Complexity
• Formality
• Hedging
• Precision
• Objectivity
• Explicitness
• Accuracy
• Responsibility

19. Complexity
• more lexical words than grammatical
words
• more noun-based phrases
• more nominalizations
• more lexical variation

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

21. 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

22. 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

23. 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)
23

24. 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

25. Open Training Resources for Wider
Participation
Alannah Fitzgerald & Shaoqun Wu
The Universities of Waikato and Oxford
The Higher Education Academy OER International

26. Training Videos for FLAX on YouTube
http://www.youtube.com/watch?v=dyDG29aQo8Y

27. Training Videos for FLAX on YouKu
http://www.youku.com/playlist_show/id_18115224.html

28. Beyond audience boundaries
Russell Stannard - Teacher Training Videos
http://www.teachertrainingvideos.com

29. International Collaboration
OER & DDL for EAP
FLAX OSS and Oxford resources
TOETOE International

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

31. English through literature OER

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

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

34. 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

35. 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

36. 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

37. What are the conditions?
Non-commercial
• The work can only be used for non-commercial purposes

38. What are the conditions?
No Derivatives
• The work can only be distributed in its original form; no
adaptations or translations can be made

39. 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

40. What are the six licences?

41. 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

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

43. Linking open tools and open pods
http://http://openspires.oucs.ox.ac.uk/crunch/ 43

44. Mining Oxford podcasts

45. Building podcast collections in FLAX

46. Developing podcast activities in FLAX

47. Close exercises in FLAX

48. Scrambled sentences in FLAX

49. Drag ‘n’ Drop exercises in FLAX

50. Teachers as OER developers,
users, publishers

51. Materials Development with OER
Arguably, competencies with resources cut across the whole of the TEAP framework.
http://www.baleap.org.uk/baleap/parties-projects/eap-teacher-competencies/ 51

52. 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

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

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55. 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

56. Open licensing scenarios
with Creative Commons

57. 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)

58. 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?

59. 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?

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

61. 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?

62. 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.

63. 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.

64. 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?

65. 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