Open educational practices in language education: resources, tools, and training

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<ul><li><p>University of Limerick, Ireland 17 February 2017</p><p>Open educational practices in language education: resources, tools, and trainingShona Whyte</p><p>Universit Cte dAzur</p></li><li><p>PLAN</p><p> introduction: me, OERs &amp; you </p><p> resources </p><p> tools: </p><p> a TBLT example </p><p> a few caveats </p><p> training </p><p> in summary</p></li><li><p>backgroundmonolingual English background</p><p>French, German undergraduate studies</p><p>anglophone in France</p></li><li><p>language teachingEnglish language, translation (LLCE)</p><p>English for special purposes (ESP)</p><p>young learners</p></li><li><p>researchPhD Linguistics (second language acquisition)</p><p>CALL (computer-assisted language learning)</p><p>teacher education (HDR didactique de langlais)</p></li><li><p>teacher educator</p><p>pre-service language teacher preparation </p><p>international projects &amp; teacher education groups</p><p>social media &amp; open educational practices</p><p>@whyshona</p></li><li><p>Open educational practices?</p></li><li><p>2012 Paris declaration on OERs </p><p> a. Foster awareness and use of Open Educational ResourcesPromote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning, thus contributing to social inclusion, gender equity and special needs education.</p></li><li><p>2012 Paris OER declaration </p><p>d. Support capacity building for the sustainable development of quality learning materials. </p><p>Support institutions, train and motivate teachers and other personnel to produce and share high-quality, accessible educational resources, taking into account local needs and the full diversity of learners.</p></li><li><p>2012 Paris OER declaration </p><p>h. Encourage research on OER.Foster research on the development, use, evaluation and re-contextualisation of OER as well as on the opportunities and challenges they present, and their impact on the quality and cost-efficiency of teaching and learning. </p></li><li><p>2012 Paris OER declaration </p><p>j. Encourage the open licensing of educational materials produced with public funds.Governments/competent authorities can create substantial benefits for their citizens by ensuring that educational materials developed with public funds be made available under open licenses to maximize the impact of the investment. resources =&gt; </p><p>practices</p></li><li><p>Why open practices?</p><p>work that would otherwise be invisible or </p><p>lost to the wider community once a course assignment is completed </p><p>here can be recovered and exploited by others </p><p>Whyte (2014) </p></li><li><p>Why open practices?</p><p>1. everyone has the right to education (Paris declaration, 2012)</p><p>2. unanticipated benefits (utility argument) </p><p>3. extension of current practice (usability argument)</p></li><li><p>TODAYS PARTICIPANTS</p><p> OEP Limerick workshop </p><p> background information </p><p> language teaching tools and resources </p><p> views of OER and OEP</p><p></p><p></p></li><li><p>PLAN</p><p> introduction: me, OERs &amp; you </p><p> resources </p><p> tools: </p><p> a TBLT example </p><p> a few caveats </p><p> training </p><p> in summary</p></li><li><p> we cannot really teach language, we can only create conditions in which it will develop spontaneously in the mind in its own way </p><p>-Von Humboldt (17671835)</p></li><li><p>Resources</p><p> look at the links for your target language</p><p> find something relevant to your learners</p><p> post a link and short description </p><p></p><p>FROM OER TO OEP </p><p></p></li><li><p>OPENEDUCATIONAL </p><p>PRACTICES</p><p>OPENEDUCATIONAL </p><p>RESOURCES</p><p>FROM OER TO OEP: WHAT IS SHARED?</p><p> define objectives for language learning </p><p> identify resources for language teaching </p><p> prepare language teaching materials </p><p> implement language teaching/learning activities to exploit materials with learners </p><p> examine learners productions and provide feedback on performance to encourage reflection and learning</p></li><li><p>PLAN</p><p> introduction: me, OERs &amp; you </p><p> resources </p><p> tools: </p><p> a TBLT example </p><p> a few caveats </p><p> training </p><p> in summary</p></li><li><p>Tools</p><p> too many tools to even classify</p><p> need principles for selection</p><p> task-based language teaching is a good option</p><p></p><p></p></li><li><p></p></li><li><p>activities have real-world relevance</p><p>there is meaningful </p><p>content</p><p>learners marshall their own linguistic </p><p>resources</p><p>there is an outcome</p><p>there are opportunities for </p><p>reflection</p><p>ResourcesTASK-BASED LANGUAGE TEACHING</p></li><li><p>An example of technology-mediated TBLT</p><p></p></li><li><p>Moth story task</p><p> real-world activity/community</p><p> preparing story: focus on meaning</p><p> telling story: own linguistic resources, outcome</p><p> listening with feedback, reaction: reflection</p><p>student technology use:smartphoneSoundCloud account</p><p>teacher technology use: Google Formblog/webpage</p><p>student reactions?</p></li><li><p>activities have real-world relevance</p><p>there is meaningful </p><p>content</p><p>learners marshall their own linguistic </p><p>resources</p><p>there is an outcome</p><p>there are opportunities for </p><p>reflection</p><p>Pre-task</p><p>TASK-BASED LANGUAGE TEACHING</p><p>Task</p><p>Post-task</p></li><li><p>situated learning: communities of practice (CoP)</p><p> a group with common activities and goals </p><p> exchanges between peers rather than official hierarchy </p><p> engagement which varies across members and over time </p><p> learning in an informal context which allows for social interaction</p><p>Lave &amp; Wenger, 1991</p></li><li><p>Try out some tools</p><p> upload a recording to SoundCloud</p><p> create a Google Form to collect SoundCloud links</p><p> create generic message on gmail</p><p> make a webpage (Google sites or Weebly)</p><p> try storyscribe</p><p> find links on workshop page </p></li><li><p>PLAN</p><p> introduction: me, OERs &amp; you </p><p> resources </p><p> tools: </p><p> a TBLT example </p><p> a few caveats </p><p> training </p><p> in summary</p></li><li><p>Odd one out?</p><p>x</p><p>copyright</p><p>x</p><p>x</p></li><li><p>COPYRIGHT &amp; PERMISSIONS</p><p> playing fair Creative commons licences </p><p> playing safepermissions </p><p> Kurek, M. &amp; Skowron, A. (2015). Going open with LangOER. PDF</p><p>;groupId=395028</p></li><li><p>PLAN</p><p> introduction: me, OERs &amp; you </p><p> resources </p><p> tools: </p><p> a TBLT example </p><p> a few caveats </p><p> training </p><p> in summary</p></li><li><p>INTENT PROJECT: UNICOLLABORATION</p><p></p><p>Evaluate project :</p><p></p></li><li><p>TILA: EU PROJECT</p></li><li><p>PROFESSIONAL NETWORKS</p><p> EuroCALL </p><p> Twitter #mfl #elt #eltchat </p><p> Teacher Education for Languages with Technology </p><p> repositories: LORO</p><p></p></li><li><p>gaps in CALL teacher education</p><p> acquiring techno-pedagogical competences</p><p> managing superabundant resources (from the ivory tower to the cloud)</p><p> openness: publish dont just read, share dont just publish (Cann, 2011)</p><p>three major transitions during their pre-service teacher education: from </p><p>low or mainly personal use of technology to basic techno-</p><p>pedagogical competence for the classroom; from a scholastic tradition </p><p>of information-gathering from limited authoritative sources to </p><p>managing greater quantities of content from a variety of sources (cf. </p><p>Katz 2008a, 2008b); and from individual, teacher-controlled classroom activities to more </p><p>autonomous, collaborative and networked approaches to learning to </p><p>teach. </p><p>Whyte, 2014</p></li><li><p>CALL course: curation</p><p> 24 pre-service language teachers (DE, EN, FR, ES, IT)</p><p> CALL course: curation of target language teaching resources </p><p> techno-pedagogical competences, collaborative experience, but little sharing beyond class group</p><p>Whyte, 2014</p><p>it really seems to me to fit the expectations of task-based learning in that each pupil </p><p>provides his or her personal contribution in a fun way. He is therefore learning by doing [...] but this personal contribution is </p><p>embedded in a real, wider project, a collective task in which each plays a full part. I really found </p><p>this approach worthwhile and I think it would be fruitful to use in the language class. It would also allow the development of pupil- </p><p>teacher relations which are no doubt different from the usual </p><p>interaction. </p></li><li><p>SOCIAL ACTORS </p><p> 7 pre-service teachers (DE, ES, IT) in CALL course </p><p> design and implement CALL task + curate teaching resources </p><p> difficulties with TBLT; focus on technologies for teacher efficiency, not pedagogical impact </p><p> reluctance to share beyond immediate group</p><p>Whyte, 2016</p></li><li><p>I learned many things (creation and </p><p>use of a blog, social networks, IWB etc.); nevertheless I would have liked a framework that was stricter and clearer </p><p>so that I could perhaps have learned more. </p><p>This week I used the IWB in the </p><p>multimedia lab in my school My knowledge was pretty thin, since you only showed me </p><p>yesterday in class for a few minutes. My pupils were wonderful and showed me things they </p><p>had learned with their technology teacher. </p></li><li><p>I don't think I explained the goal </p><p>properly to the pupils. They believed, I think, that they had to give presentations for the sake of giving </p><p>presentations. Because that's what we do in school and because their teacher needed a grade. But they weren't "social actors", they didn't get excited about a place in Berlin, and didn't have enough </p><p>time to turn in a substantial piece of work.I also think I "failed" in my aim of making them more </p><p>autonomous by doing a large part of their work myself </p></li><li><p>SUMMARY</p><p> TOOLS </p><p> Google Apps </p><p> Padlet </p><p> SoundCloud </p><p> RESOURCES </p><p> open materials </p><p> curated collections </p><p> TRAINING </p><p> personal learning network </p><p> telecollaborative projects </p><p> challenges of openness for teacher education</p></li><li><p>REFERENCES</p><p> Goodman, E. (2015). Teach me what I need to say. (Videocast) </p><p> Gonzlez-Lloret, M. (2015). A practical guide to integrating technology into task-based language teaching. Georgetown University Press. </p><p> Kurek, M. &amp; Skowron, A. (2015). Going open with LangOER. PDF </p><p> UNESCO (2012). Paris OER declaration. PDF</p><p>;groupId=395028</p></li><li><p>Gonzlez-Lloret, M., &amp; Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks. New York: Benjamins. </p><p>Whyte, S. (2016). From "solitary thinkers" to "social actors:" OER in multilingual CALL teacher education. Alsic, 19.</p><p>Whyte, S. (2014). Bridging gaps : Using social media to develop techno-pedagogical competences in pre-service language teacher education. Recherche et pratiques pdagogiques en langues de spcialit Cahiers de lAPLIUT, 33(2):143-169. </p><p>Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., &amp; Oberhofer, M. (2013). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148</p><p>Zourou, K. (2016). Social dynamics in open educational language practices. Alsic, 19.</p></li><li><p>open educational practice: taking care in the design and creation of (digital) materials with a view to future sharing </p><p>and repurposing, working towards a goal of sustainable development for language teachers</p><p> thank you</p></li><li><p>BELIEFS ABOUT </p><p>LANGUAGE TEACHING AND </p><p>LEARNINGQuiz</p></li><li><p>LIGHTBOWN &amp; SPADA: HOW LANGUAGES ARE LEARNED.</p><p> Languages are learned mainly through imitation. </p><p> The earlier a second language is introduced in school programmes, the greater the likelihood of success. </p><p> Most of the mistakes which second language learners make are due to interference from their first language. </p><p> Teachers should use materials that expose students only to those language structures which they have already been taught. </p><p> Learners' errors should be corrected as soon as they are made in order to prevent the formation of bad habits. </p><p> When learners are allowed to interact freely (e.g., in pair or group activities), they learn each others' mistakes.</p></li></ul>