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

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  • University of Limerick, Ireland 17 February 2017

    Open educational practices in language education: resources, tools, and trainingShona Whyte

    Universit Cte dAzur

  • PLAN

    introduction: me, OERs & you

    resources

    tools:

    a TBLT example

    a few caveats

    training

    in summary

  • backgroundmonolingual English background

    French, German undergraduate studies

    anglophone in France

  • language teachingEnglish language, translation (LLCE)

    English for special purposes (ESP)

    young learners

  • researchPhD Linguistics (second language acquisition)

    CALL (computer-assisted language learning)

    teacher education (HDR didactique de langlais)

  • teacher educator

    pre-service language teacher preparation

    international projects & teacher education groups

    social media & open educational practices

    @whyshona

  • Open educational practices?

  • 2012 Paris declaration on OERs

    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.

  • 2012 Paris OER declaration

    d. Support capacity building for the sustainable development of quality learning materials.

    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.

  • 2012 Paris OER declaration

    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.

  • 2012 Paris OER declaration

    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 =>

    practices

  • Why open practices?

    work that would otherwise be invisible or

    lost to the wider community once a course assignment is completed

    here can be recovered and exploited by others

    Whyte (2014)

  • Why open practices?

    1. everyone has the right to education (Paris declaration, 2012)

    2. unanticipated benefits (utility argument)

    3. extension of current practice (usability argument)

  • TODAYS PARTICIPANTS

    OEP Limerick workshop

    background information

    language teaching tools and resources

    views of OER and OEP

    goo.gl/beOhU8

    http://goo.gl/beOhU8

  • PLAN

    introduction: me, OERs & you

    resources

    tools:

    a TBLT example

    a few caveats

    training

    in summary

  • we cannot really teach language, we can only create conditions in which it will develop spontaneously in the mind in its own way

    -Von Humboldt (17671835)

  • Resources

    look at the links for your target language

    find something relevant to your learners

    post a link and short description

    goo.gl/beOhU8

    FROM OER TO OEP

    http://goo.gl/beOhU8

  • OPENEDUCATIONAL

    PRACTICES

    OPENEDUCATIONAL

    RESOURCES

    FROM OER TO OEP: WHAT IS SHARED?

    define objectives for language learning

    identify resources for language teaching

    prepare language teaching materials

    implement language teaching/learning activities to exploit materials with learners

    examine learners productions and provide feedback on performance to encourage reflection and learning

  • PLAN

    introduction: me, OERs & you

    resources

    tools:

    a TBLT example

    a few caveats

    training

    in summary

  • Tools

    too many tools to even classify

    need principles for selection

    task-based language teaching is a good option

    goo.gl/beOhU8

    http://goo.gl/beOhU8

  • https://www.youtube.com/watch?v=TPIwbu47WTg

  • activities have real-world relevance

    there is meaningful

    content

    learners marshall their own linguistic

    resources

    there is an outcome

    there are opportunities for

    reflection

    ResourcesTASK-BASED LANGUAGE TEACHING

  • An example of technology-mediated TBLT goo.gl/beOhU8

    http://goo.gl/beOhU8

  • Moth story task

    real-world activity/community

    preparing story: focus on meaning

    telling story: own linguistic resources, outcome

    listening with feedback, reaction: reflection

    student technology use:smartphoneSoundCloud account

    teacher technology use: Google Formblog/webpage

    student reactions?

  • activities have real-world relevance

    there is meaningful

    content

    learners marshall their own linguistic

    resources

    there is an outcome

    there are opportunities for

    reflection

    Pre-task

    TASK-BASED LANGUAGE TEACHING

    Task

    Post-task

  • situated learning: communities of practice (CoP)

    a group with common activities and goals

    exchanges between peers rather than official hierarchy

    engagement which varies across members and over time

    learning in an informal context which allows for social interaction

    Lave & Wenger, 1991

  • Try out some tools

    upload a recording to SoundCloud

    create a Google Form to collect SoundCloud links

    create generic message on gmail

    make a webpage (Google sites or Weebly)

    try storyscribe

    find links on workshop page

  • PLAN

    introduction: me, OERs & you

    resources

    tools:

    a TBLT example

    a few caveats

    training

    in summary

  • Odd one out?

    x

    copyright

    x

    x

  • COPYRIGHT & PERMISSIONS

    playing fair Creative commons licences

    playing safepermissions

    Kurek, M. & Skowron, A. (2015). Going open with LangOER. PDF

    http://langoer.eun.org/c/document_library/get_file?uuid=3647b9db-836b-45cb-8140-6dff1b310fad&groupId=395028

  • PLAN

    introduction: me, OERs & you

    resources

    tools:

    a TBLT example

    a few caveats

    training

    in summary

  • INTENT PROJECT: UNICOLLABORATION

    http://uni-collaboration.eu/

    Evaluate project : http://uni-collaboration.eu/node/1226

    http://uni-collaboration.eu/node/1226

  • TILA: EU PROJECThttp://tilaproject.eu/

  • PROFESSIONAL NETWORKS

    EuroCALL

    Twitter #mfl #elt #eltchat

    Teacher Education for Languages with Technology

    repositories: LORO

    http://www.scoop.it/t/telthttp://www.scoop.it/t/telt

  • gaps in CALL teacher education

    acquiring techno-pedagogical competences

    managing superabundant resources (from the ivory tower to the cloud)

    openness: publish dont just read, share dont just publish (Cann, 2011)

    three major transitions during their pre-service teacher education: from

    low or mainly personal use of technology to basic techno-

    pedagogical competence for the classroom; from a scholastic tradition

    of information-gathering from limited authoritative sources to

    managing greater quantities of content from a variety of sources (cf.

    Katz 2008a, 2008b); and from individual, teacher-controlled classroom activities to more

    autonomous, collaborative and networked approaches to learning to

    teach.

    Whyte, 2014

  • CALL course: curation

    24 pre-service language teachers (DE, EN, FR, ES, IT)

    CALL course: curation of target language teaching resources

    techno-pedagogical competences, collaborative experience, but little sharing beyond class group

    Whyte, 2014

    it really seems to me to fit the expectations of task-based learning in that each pupil

    provides his or her personal contribution in a fun way. He is therefore learning by doing [...] but this personal contribution is

    embedded in a real, wider project, a collective task in which each plays a full part. I really found

    this approach worthwhile and I think it would be fruitful to use in the language class. It would also allow the development of pupil-

    teacher relations which are no doubt different from the usual

    interaction.

  • SOCIAL ACTORS

    7 pre-service teachers (DE, ES, IT) in CALL course

    design and implement CALL task + curate teaching resources

    difficulties with TBLT; focus on technologies for teacher efficiency, not pedagogical impact

    reluctance to share beyond immediate group

    Whyte, 2016

  • I learned many things (creation and

    use of a blog, social networks, IWB etc.); nevertheless I would have liked a framework that was stricter and clearer

    so that I could perhaps have learned more.

    This week I used the IWB in the

    multimedia lab in my school My knowledge was pretty thin, since you only showed me

    yesterday in class for a few minutes. My pupils were wonderful and showed me things they

    had learned with their technology teacher.

  • I don't think I explained the goal

    properly to the pupils. They believed, I think, that they had to give presentations for the sake of giving

    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

    time to turn in a substantial piece of work.I also think I "failed" in my aim of making them more

    autonomous by doing a large part of their work myself

  • SUMMARY

    TOOLS

    Google Apps

    Padlet

    SoundCloud

    RESOURCES

    open materials

    curated collections

    TRAINING

    personal learning network

    telecollaborative projects

    challenges of openness for teacher education

  • REFERENCES

    Goodman, E. (2015). Teach me what I need to say. (Videocast)

    Gonzlez-Lloret, M. (2015). A practical guide to integrating technology into task-based language teaching. Georgetown University Press.

    Kurek, M. & Skowron, A. (2015). Going open with LangOER. PDF

    UNESCO (2012). Paris OER declaration. PDF

    http://musicuentos.com/2015/11/tblt1/http://langoer.eun.org/c/document_library/get_file?uuid=3647b9db-836b-45cb-8140-6dff1b310fad&groupId=395028http://ru.iite.unesco.org/files/news/639202/Paris%20OER%20Declaration_01.pdf

  • Gonzlez-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks. New York: Benjamins.

    Whyte, S. (2016). From "solitary thinkers" to "social actors:" OER in multilingual CALL teacher education. Alsic, 19.

    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.

    Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M. (2013). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148

    Zourou, K. (2016). Social dynamics in open educational language practices. Alsic, 19.

  • open educational practice: taking care in the design and creation of (digital) materials with a view to future sharing

    and repurposing, working towards a goal of sustainable development for language teachers

    thank you

  • BELIEFS ABOUT

    LANGUAGE TEACHING AND

    LEARNINGQuiz

  • LIGHTBOWN & SPADA: HOW LANGUAGES ARE LEARNED.

    Languages are learned mainly through imitation.

    The earlier a second language is introduced in school programmes, the greater the likelihood of success.

    Most of the mistakes which second language learners make are due to interference from their first language.

    Teachers should use materials that expose students only to those language structures which they have already been taught.

    Learners' errors should be corrected as soon as they are made in order to prevent the formation of bad habits.

    When learners are allowed to interact freely (e.g., in pair or group activities), they learn each others' mistakes.

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