This is the eighth and final post in a blog series based on the the TOETOE International project with the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). I have also made this post in the Open Educational Practices (OEP) series available as a .pdf on Slideshare.
São Paulo is what is known as an alpha world city, an important node within the global economy. From all accounts it is also the hub of Open Educational Resources (OER) in Brazil. In February 2013, I gave a workshop presentation organized by the Brazilian Association of Distance Education (ABED), which was simultaneously translated from English into Portuguese.
Brazilian Association of Distance Education (ABED)
ABED is a not-for-profit learned society that promotes the dissemination of flexible, open and distance education; founded in 1995 it currently has around 3,000 members, both individual and institutional. On their website, there is a designated ‘referatory’ where you will find a listing of some 30 repositories of OER in the Portuguese language, serving a wide range of educational levels, from K-12 to continuing education. “Yet, for a country as large as Brazil (population almost 200 million) and the language group Brazil belongs to (250 million), we are terribly far behind in the area of OER”. – Fredric Litto, Chairman of ABED.
“ABED fulfils its mission by contributing as a national forum for discussion and presentation of studies and research related to Brazil. Obtaining, organising and disseminating quantitative information and presenting qualitative data analyses, in reference to the direction of education and distance learning, comprises the technical interests of ABED in providing a compass that indicates where we are in the practice of this teaching modality, allowing a glimpse of some of its trends for the future. Furthermore, by making available the quantitative data gathered, other researchers and people interested in distance learning have the opportunity to provide their own analyses and inferences.” (ABED, 2012).
In a meeting with Renato Bulcao and Bruna Medeiros at the ABED headquarters, we went over the founding principles of their work for promoting and advancing open and distance education in Brazil, along with a discussion on the potential development of OER in English and Portuguese with the TOETOE and FLAX projects:
Alannah: And, so ABED is a government-funded initiative?
Renato: No, it’s a private academic association. One of the few in Brazil because we don’t have this kind of association all over the place.
Bruna: Right. It’s like you know, we have profit but we’re not a commercial body, so you know, there’s no money around. We get some money from our affiliated associate members but it doesn’t come to us. We try to help. Distance education in Brazil is like, how can I say it? [Talks in Portuguese to Renato] Yeah, like old fashioned. So, we’re trying to progress everything.
Alannah: So, you’re an umbrella organization trying to communicate everything related to open and distance education? Because when I looked for you, I found you with…
Bruna: The OCW, right?
Alannah: Right, the OCW. On their website, it said you were the hub of OER in Brazil and I was so glad when you wrote back.
Renato: It’s true, we are the hub in Brazil, at least for the next five years.
Alannah: You must be very busy.
Bruna: Yeah, we usually have conferences three times a year. But this year we’re going to have two with one on the virtual learner in June. It’s really nice because we’ve had policy related ones before.
Renato: Tell us please about today.
Bruna: OK, about the workshop, I set up everything. We invited all the teachers, professionals, students who would be interested in learning about OER. I didn’t direct this ony at English teachers, so it’s just like, you know, broardly appealing for everyone. I even opened it up for Italian institutions..
Alannah: Oh, good. The software is flexible but it’s just that we’ve built collections in English. There’s no reason why we can’t build resource collections in other languages as well. If anyone wants to build open language collections in Portuguese that would be wonderful. It’s just that English collections are the ones that we have prepared with the Oxford OER but the software is multilingual so it would be great if we could get some Brazilian OER specialists building Portuguese collections and not just collections in English.
Bruna: Oh, that’s nice. We’ll have simultaneous translation today from English to Portuguese and Portuguese to English, so you know it’ll be fine.
Social Services for Industry (SESI – Serviço Social da Indústria)
Mara Ewbank, a representative from the Brazilian Social Services for Industry (SESI – Serviço Social da Indústria in Portuguese) was in attendance at my workshop and we have stayed in contact with plans for building English and possibly Portuguese collections based on their middle and high school curricula with the FLAX OSS for developing OER collections that would serve around 18,000 students in10 different municipalities across the São Paulo region. SESI is a private not-for-profit institution that operates throughout Brazil’s 26 states including the Federal District (Distrito Federal); initially set up in July 1946 by president Eurico Gaspar Dutra with the aim of “promoting social welfare, cultural development and improving the lives of workers and their families and the communities they live in.” This was in response to the introduction of new labour laws that had been established by Getúlio Vargas, who preceded Dutra and created the Consolidation of Labor Laws (CLT – Consolidação das Leis do Trabalho in Portuguese). (Wikipedia, 2013).
Recursos Educacionais Abertos (REA)
The Recursos Educacionais Abertos (REA, which translates to Open Educational Resources), one of the most active OER bodies in Brazil, was also in attendance at my presentation and they have blogged about the event on their website. To give an indication of just how important Brazil’s richest state is to OER, during my stay in Brazil it was announced that governor Geraldo Alckmin of São Paulo had vetoed in its entirety the proposed public policy OER bill (PL 989/2011) that had been passed by all committees of the São Paulo Legislative Chamber back in December 2012. The reason given for vetoing the bill was a perceived conflict of interest between the Executive and Legislative branches of government. This has been viewed as an extreme blow to OER efforts in São Paulo for the realisation of OER for democratising education in Brazil. A decree to overturn the decision is being sought by the Brazilian OER community, headed by the REA:
“We are conscious that we have lost a battle, but we are sure we have not lost the war. We will succeed in developing a more innovative and inclusionary education system, inspired by the developments of the information society. We have mobilized folks around Brazil, meetings are happening, and for now the press is on our side. In practical terms, our next steps are to partner and pressure with the Governor to enact the Bill in the form of a Decree.” (Rossini, Gonsales and Sebriam, 2013).
Association for Distance Learning in Brazil (ABED). (2012). Analytic Report of Distance Learning in Brazil. Sao Paulo: Pearson.
Rossini, C., Gonsales, P. and Sebriam, D., 2013. São Paulo State Governor Vetoes Open Educational Resources Bill. Infojustice.org: American University Washington College of Law. Translated by Carolina Rossini. Retrieved from http://infojustice.org/archives/28646
This is the seventh post in a blog series based on the the TOETOE International project with the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). I have also made this post in the Open Educational Practices (OEP) series available as a .pdf on Slideshare.
Standard industry tools in corpus linguistics for doing translation, summarisation, extraction of information, and the formatting of data for analysis in linguistic software programs were generally what was needed before one could get started with building a corpus. It is safe to say that language teachers and many researchers who do not have a background in computer science will never have the time or the interest in these processes. This is why simple interface designs like those in the FLAX language project that have been designed for the non-expert corpus user, namely language teachers and learners, are enabling teaching practitioners to be part of the language collections building process.
Stable open source software (OSS) has been designed to enable non-corpus specialists to build their own language collections consisting of text and audio-visual content that benefit from powerful text analysis tools and resources in FLAX. These collections can be hosted directly on the FLAX website under the registered users section or the OSS can be hosted on the users’ preferred website or content management system. A Moodle version of the FLAX tools has also been developed and new tools and interactive games are currently in the beta development stage for stable release later this year in 2013.
This post from the TOETOE International project includes links to two training videos for building do-it-yourself (DIY) podcast corpora as can be seen below. These demonstrate new OSS tools and interfaces from FLAX for developing interactive open language collections, based on creative commons resources from the Oxford OpenSpires project and a TED Talk given by Oxford academic, Ian Goldin. These training videos and others in the FLAX series from this project will be promoted via Russell Stannard’s Teacher Training Videos (TTV) site to reach wider international audiences including those who do not have access to YouTube. Further plans for the re-use of resource outputs from this project include the translation of the FLAX training videos into Chinese, Vietnamese, and Portuguese. And, later in 2013, the FLAX project will be releasing further OSS for enabling teachers to build more interaction into the development of DIY open language collections.
FLAX Do-It-Yourself (DIY) Podcast Corpora with Oxford OER part one
Learn how to build powerful open language collections through this training video demonstration. Featuring audio and video podcast corpora using the FLAX Language tools and open educational resources (OER) from the OpenSpires project at the University of Oxford and TED Talks.
FLAX Do-It-Yourself (DIY) Podcast Corpora with Oxford OER part two
Continue to learn how to make powerful open language collections and how to build interactivity into those collections with a wide variety of automated interactive language learning tasks through this demonstration training video. Featuring audio and video podcast corpora, using the FLAX Language tools and open educational resources (OER) from the OpenSpires project at the University of Oxford and TED Talks.
It is anticipated that these open tools and resources will provide simple and replicable pathways for other higher education institutions to develop language support collections around their own OER podcasts for wider uptake and accessibility with international audiences. The training videos demonstrate how a variety of activities have also been built into the FLAX OSS for enabling teachers to manipulate texts within the collections to create language-learning interaction with the open podcast content. The following slideshow from the 2013 eLearning Symposium with the Centre for Languages, Linguistics, and Area Studies (LLAS) at the University of Southampton shows the interactivity that can be built into the DIY corpora with FLAX. It also highlights how corpus-based resources and Data-Driven Learning did not feature at the recent BALEAP Professional Issues Meeting on Blending EAP with Technology at Southampton in the A-Z of Technology in EAP that was later compiled by the event organisers. This points to a lack of awareness around corpus-based resources in EAP where there have been no studies conducted on the user interface designs of most concordancing software for usability in mainstream language education as well as highlighting the lack of comprehensive research on technology in EAP.
TED (Ideas worth Spreading) encourages the re-use of their creative commons content for non-commercial educational purposes and many stakeholders have engaged in the re-use of TED Talks and YouTube with the TED-Ed programme. However, adding value to an open resource can also result in the decision by ELT materials developers to create a paywall around the support resource as can be seen below in the English Attack language learning software interface for TED Talks, free movie trailers etc. Perhaps this says something about the industry of ELT which views OER as yet more resources to make money from – high quality accessible resources no less that have been expressly released for sharing and the promotion of understanding…
This is the sixth post in a blog series based on the the TOETOE International project with the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). I have also made this post in the OEP series available as a .pdf on Slideshare.
FLAX British Academic Written English (BAWE) collections
The BAWE collections in FLAX, as demonstrated in the training video below, enable you to interact with the BAWE corpus of university student writing from across the disciplines to learn about the thirteen different genres assigned by the makers of the corpus (Nesi, Gardner, Thompson & Wickens, 2007). For free access to the complete manual on the making of the BAWE by Heuboeck, Holmes and Nesi, 2010) you can access it from the following link (The BAWE Corpus Manual, An Investigation of Genres of Assessed Writing in British Higher Education). Features from the FLAX open source software (OSS) project for understanding the BAWE, include: word lists and keyness indicators; collocations; lexical bundles; a glossary function with Wikipedia; along with a variety of automated functions for searching, saving and linking within the BAWE corpus.
From its earliest inception the FLAX project has been envisioned and advanced with the language teacher and learner in mind. Since 2008, I have been engaged with the FLAX project to provide user feedback on the development of the language reference collections and to devise ways to promote the project resources within mainstream English language teaching and learning communities. A simplified and intuitive interface has been developed for presenting language collections and interactive learning activities based on the powerful and complex handling of search queries from a range of linked corpora and open linguistic content.
Another open web-based interface for accessing the BAWE is located within the commercial Sketch Engine project. This project provides the more traditional KWIC (KeyWord In Context) concordancer interface for linguistic data presentation with strings of search terms embedded in truncated language context snippets. The Using Sketch Engine with BAWE manual (Nesi & Thompson, 2011) provides an in-depth user guide for the more expert corpus user.
The Word Tree corpus interface is a JISC Rapid Innovation project based at Coventry University providing yet another open web-based interface alternative to KWIC searches for analysing the BAWE. One of the project’s goals is for the open sourcecode that has been developed for this rapid innovation project to be re-used in further open corpus-based projects for analysing additional corpora which is available from github. This project can be followed via the Word Tree project blog and JISC final report, outlining issues encountered with managing and processing the presentation of large amounts of linguistic data through a word tree interface that provides click through pathways and the ability to prune and graft word tree searches.
Reference corpora versus specialist corpora
Comparisons made between language as it is used in reference corpora, such as the British National Corpus (BNC) which provides a snapshot of how English occurs across a variety of contexts, and how it is used in specialist academic sub-corpora, or in actual student-generated academic text corpora as in the case of the BAWE, help us to identify which words and phrases occur more commonly in specific as well as in general academic contexts of use. Not confined by the boundaries of a printed volume, the openly available web-based BAWE collections in FLAX (demonstrated in the video above) are arguably more powerful than the average dictionary or coursebook for practice with academic English.
Earlier in 2012 FLAX had developed the wikify function for matching key words and phrases in the BAWE collections to Wikipedia entries as a glossary support feature. This provides help with subject specific language in the BAWE which may be daunting to learners and teachers alike who are not yet familiar with the specific language of a given topic area but where there is an expectation that learners will need to develop proficiencies with specific academic English if they are to engage in English-medium higher education programmes. For example, the technical language from a biology methodology recount text in the BAWE can be glossed for enhanced understanding in FLAX with links to Wikipedia definitions and related topics.
Corpus-based approaches for understanding genre in EAP
“Unsurprisingly, the utility of the corpus is increased when it has been annotated, making it no longer a body of text where linguistic information is implicitly present, but one which may be considered a repository of linguistic information.” (ICT4ELT McEnery & Wilson, 2012)
Corpus studies help with investigations into understanding more than just discrete language items. The study of genres as different communities of practice develop them is also central to corpus work for better understanding the different written assessment types that students will actually encounter across the academy. Generic EAP writing assessments, especially those found in College Composition and Writing Across the Curriculum programmes (Freedman; Petraglia, 1995; Russell, 2002), have been criticized for becoming genres unto themselves; with serious doubts cast on their ability to resemble or assist with transfer in the multitude of specific genres that students will be expected to engage with in their different academic programmes. Generic EAP teaching resources and writing assignments that teach general things about academic language and writing have resulted in EAP writing that Wardle describes as conforming to ‘mutt genres’ (2009).
In response to the issue of genre in university writing, the BAWE corpus collections in FLAX provide EAP teachers and students with a first-hand look into this student-generated corpus of assessed undergraduate and taught postgraduate writing collected at three UK universities: Warwick, Oxford Brookes and Reading. Thirteen different genres were assigned by the developers of the BAWE (Nesi et al., 2004-2007), as can be seen below (hyperlinks to the Life Sciences sub-corpus of the BAWE collections in FLAX):
The Oxford Text Archivewhere the BAWE is managed by the University of Oxford IT Services granted access to the FLAX project to develop OSS for language learning and teaching on top of this valuable research corpus, in the same way that FLAX have developed OSS to enable access to the BNC which is also managed and distributed by OU IT Services. Four sub-corpora have been developed in FLAX as they correspond to written academic assessments across the major academic disciplines as identified by the makers of the BAWE, including: the Physical Sciences, the Life Sciences, the Social Sciences and the Arts and Humanities BAWE collections in FLAX. It was determined that student texts from the BAWE would serve as an achievable model for academic writing for EAP students, and that this corpus of student texts would serve as a starting point if linked to wider resources, namely the BNC, Wikipedia, the Learning Collocations collection in FLAX and the live Web, thereby providing a ‘bridge’ to more expert writing.
The developers of the BAWE corpus have a follow-on ERSC-funded project, Writing for a Purpose, which are learning resources based on the BAWE for enhancing understanding of genre for writing across the disciplines. These resources are going to be promoted at the upcoming 2013 IATEFL and BALEAP conferences and will definitely be something to look out for.
Freedman, A. “The What, Where, When, Why, and How of Classroom Genres.” Petraglia Reconceiving. 121–44.
McEnery T. & Wilson A. (2012) Corpus linguistics. Module 3.4 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]. Retrieved from http://www.ict4lt.org/en/en_mod3-4.htm
Nesi, H, Gardner, S., Thompson, P. & Wickens, P. (2007) The British Academic Written English (BAWE) corpus, developed at the Universities of Warwick, Reading and Oxford Brookes under the directorship of Hilary Nesi and Sheena Gardner (formerly of the Centre for Applied Linguistics [previously called CELTE], Warwick), Paul Thompson (Department of Applied Linguistics, Reading) and Paul Wickens (Westminster Institute of Education, Oxford Brookes), with funding from the ESRC (RES-000-23-0800)
“The West has today opened its door. There are treasures for us to take. We will take and we will also give, From the open shores of India’s immense humanity.”
(Extract from the poem Gitanjali or Offerings by Rabindranath Tagore, 1910)
This is the fifth post in a blog series based on the the TOETOE International project with the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). I have also made this post in the OEP series available as a .pdf on Slideshare:
While driving back from a half-day tour of Delhi my taxi driver struck up a conversation about work and family. He had improved his basic level of English through his work and liked to practise with tourists. I was meeting with Professor L.P of the Rajasthan Ministry of Education that Sunday evening and told the taxi driver that I worked in education to promote free and open resources for teaching and learning English. “Good, great, …we don’t have a computer but we use our phones”. This made me think of the English in Action project in Bangladesh with UK Aid and the UK Open University for delivering English language learning resources via mobile phones. He went on to tell me that family life was very difficult for him, only visiting his wife and teenage son once a month in their home village while he worked long days as a driver in Delhi trying to earn enough for the family and so that his son could attend private English lessons, all the time stressing that he was a sixth-level person. Would there be any help from the government with his son’s English classes, I asked. “No, Ma’am… no, Ma’am”.
E-learning emancipatory English
I had met Dr. L.P. Mahawar at the EuroCALL Conference on OER in Bologna in 2012. Just before arriving in India he had posted an upcoming conference in the EuroCALL forum to be held at Jaipur National University, E-learning Emancipatory English: Fast Forwarding the Future, in collaboration withSAADA (Society for Analysis, Dialogue, Application and Action) of which he is also a member. Covering topics such as: English as a symbol of status and a tool for emancipation; different Englishes evolving in the contemporary world; different pedagogical approaches to English Language Teaching; the role of the mother tongue in ESL/EFL; and English for Specific and Academic Purposes – naturally, I wanted to be part of this although my dates for India and the conference didn’t quite work out. So, I emailed him and said I’d like to contribute a presentation by distance and he replied positively, suggesting that we also meet while I was in Delhi. I was keen to find out more about OER and emancipatory English in the Indian context.
In my interview with Dr. L.P. Mahawar, he pointed to other overriding social issues currently impacting the Dalit’s and other low socio-economic groups from succeeding in education and beyond, identifying: high truancy among teachers and students; high drop out rates among students; skewed educational goals in favour of cram examinations; and a lack of e-connectivity at schools and in homes. Many of the problems identified in my interview with Dr. Mahawar are reflected in the newly formed TESS-India project with the UK Open University.
He also referred back to Project High Tech: Teaching English Communicatively, which he had presented at the EuroCALL conference on OER in Language Teaching. This was an ELT teacher training project carried out over two years across 200 schools in Rajasthan as a joint collaboration between the US Embassy and the Department of Higher Education with the Government of Rajasthan. Sustainability is a key issue with any project that intends to create and manage new teaching practices at the levels of policy making, curriculum planning and teaching. The scale of this project was large and Dr. L.P. Mahawar was concerned about the lack of incentives for teachers to stay motivated by the project goals beyond the funded period:
“The sustainability and viability of such open resources can be effected only when the teachers, planners and policy makers develop a sense of social responsibility, and only when the teachers, educators or other practitioners get kudos for their efforts in terms of rewards, awards, medals and trophies or whatever may be the form of reinforcement and encouragement. The teachers should be given credits on point system like the Academic Performance Indicator; their voluntary work should be linked to promotional and incremental opportunities; their efforts to create authentic open resources ranked equivalent to good research work and their work load of teaching hours reduced in proportion to the quantity of open resources they propose to create or have created.” (Malawar, 2012)
Saraswati [Sah-rah-swah-tee] is the Hindu Goddess of education and the creative arts and is often depicted holding a stringed instrument with a book at her feet. Indian mothers are known to pray to her for their children’s success in school. The Dalit or ‘untouchables’ of India have had a somewhat turbulent history with Hinduism, however, and have fought hard not to be banned from worshipping in Hindu temples due to their low caste (Misra, 2007). Another struggle for the Dalit centres on access to English language education as many Dalit view English as the tool for emancipation, leading to better paying jobs and a stake in the current Indian technology boom to escape the cycle of poverty. In the context of post-colonial India, some have even intimated that prayers to Saraswati for help with learning English might result in falling out of favour with this Goddess (Gopalkrishna, 2012).
English-medium education in India is still primarily the domain of the higher castes. One of India’s most well-known 20th century freedom movement advocates and pro English language campaigners, Bhimrao Ramji Ambedkar, was a leading figure in drafting India’s new constitution. He was also a Dalit or ‘untouchable’. So, the Dalit have decided to build a temple to a new Deity, the Goddess of English. As can be seen at the top of this post, she is depicted for her work in helping the Dalit with their 21st century English language communication aspirations, standing on a computer pedestal and holding a pen up high in one hand and the Indian constitution in the other. In an article with the Guardian Weekly online newspaper in 2011, India’s outcasts put faith in English, Amarchand Jauhar, an English teacher who was supervising the temple’s construction in Banka village in northern Uttar Pradesh, was interviewed as saying, “Without English, nothing is possible for us Dalits” (Rahman, 2011).
Naturally, English language education is a politically loaded subject in India as it is in most parts of the world. Indeed, both the ELT industry and the open education movement have been accused of spreading linguistic imperialism (Phillipson, 1992; Pennycook 1995 & 1998). Added to this, the prevalence and dominance of the ELT industry internationally along with the promotion of English-medium OER from well-funded initiatives make it difficult for those working in under-resourced contexts to compete for the uptake of non-English OER on an international scale.
Nationalist interests for not promulgating what many have seen as the enslaving tool of the British Raj is one argument against English-medium education. For pro Kannada-medium educationalists and activists in the state of Kanataka where the local government was proposing English education for the Dalit and other low caste peoples, the preservation and promotion of local languages in state-run education is another argument. The government proposal has since been scrapped, leading Dalit activists and scholars to question whether there is a hidden political agenda to isolate Dalit and other low caste peoples from accessing English (Gopalkrishna, 2012).
To provide further perspective on English in India in a 2005 lecture at Oxford University, India’s still current prime minister, Manmohan Singh, upon receiving an honorary degree from his alma mater, reflected upon the great legacy British education and the English language had left for India in the current age of globalisation:
“It used to be said that the sun never sets on the British Empire. I am afraid we were partly responsible for sending that adage out of fashion! But, if there is one phenomenon on which the sun cannot set, it is the world of the English-speaking people, in which the people of Indian origin are the single largest component. Of all the legacies of the Raj, none is more important than the English language and the modern school system…In indigenising English, as so many people have done in so many nations across the world, we have made the language our own. Our choice of prepositions may not always be the Queen’s English; we might occasionally split the infinitive; and we may drop an article here and add an extra one there. I am sure everyone will agree, nevertheless, that English has been enriched by Indian creativity and we have given you back R.K. Narayan and Salman Rushdie. Today, English in India is seen as just another Indian language.” (Singh, 2005)
Indeed, the continuation of English’s position as the international lingua franca in research, higher education and business is wholly dependent on it being owned by non-native English speakers (Graddol, 2006). With the escalating pressure to be able to function in English in order to get ahead in life, can a balance be struck by making high-quality and flexible English language resources open to those individuals and communities that would otherwise be unable to afford English-medium and English language education? After all, if English is to remain the international lingua franca, then surely it stands to reason that we view English simply for what it is? One of many linguistic communication tools for accessing and building knowledge on a global scale and one that should be accessible to all in the same way that access to the Internet should be a given for all.
Through the OER University Google Groups network I came into contact with Professor Vinod Kumar Kanvaria, faculty and educational technologist of the Department of Education at the University of Delhi. Fifty students from two different programs, Educational Technology and Pedagogy of English, had taken active roles in preparing the day’s events at what was formerly known as the Central Institute for Education (CIE). India’s first Education Minister, Maulana Azad with then Prime Minister Pandit Jawaharlal Nehru, had helped to establish CIE in 1947, envisioning an institution to do more than just “turn out teachers who would be ‘model teachers’, but to evolve into a research centre for solving new educational problems for the country” (see CIE website).
From having engaged with Professor Kanvaria’s students for a full day and having observed the high levels of awareness around OER and OEP, I quickly came to the conclusion that these future educationalists are passionate about making a difference in Indian education through technology and openness. They are cognizant of the fact that eLearning is not yet a reality in most Indian schools and are taking their own mobile electronic devices equipped with portable speakers into classrooms where they are doing their section training. They realize the potential for eLearning is immense and more importantly, it is what the students are motivated by and would like to see more of in school.
Over a delicious traditional Indian lunch prepared by Delhi University staff, Professor Kanvaria showed me a range of high-quality paper-based OER course packs that he and his colleagues had put together for training teacher educators with OER (Kanvaria 2013a; Kanvaria 2013b). The students who dined with us said the open educational resources used in their courses were very well received by the students and said they would be keen to transfer this open educational practice to their own development of teaching and training resources in future workplaces. Needless to say, it was most impressive to see a new generation of educationalists and learning technologists being taught by OER specialists.
In feedback to the presentation and workshop, students said they realized the deeper importance of sharing to develop not only themselves as open educational practitioners but their respective fields also. One student made the observation that a lot of the ELT lesson plan sharing sites that were once free are now asking for some form of payment and that it was difficult to find truly open educational resources in ELT. She was happy to have discovered Russell Stannard’s Teacher Training Videos (TTV) through the workshop as a useful starting point for web-based language resources. Professor Kanvaria made a very good point about the blurred line between open and free resources in relation to uploading OER to proprietary platforms such as iTunesU and closed university websites. His point being that opportunities for user feedback are being missed when institutions such as Oxford do not create open interactive spaces and platforms, even on their university website, that encourage the re-uploading of re-mixed and re-purposed OER to show what people are doing with their OER. However, individual Oxford academics have received plenty of positive feedback on their OpenSpires podcasts from audiences, including the following:
“I have recently enrolled in the [……] University with the plan to complete a BA in Philosophy, but the first unit I have had to complete is a Study Skills unit which has been so boring and mundane I have been questioning whether to continue or not. Your enthusiasm for philosophy is infectious and put me back on course to continue my studies. Thanks again.”
“Can I just say how utterly engrossing they are – and how completely stimulating. I completed my undergraduate studies a great number of years ago, but listening to you lecture makes me yearn for study.” (Highton, Fresen and Wild, 2011 p.35)
Gopalkrishna, T. (2012). Dalit worship English Goddess. India: TkhalliGopalkrishna.
Graddol. D. (2006). English Next – why English as a global language may mean the end of ‘English as a Foreign Language’. The British Council: The English Company.
Highton, M., Fresen, J., & Wild, J. (2011). Making academic OER easy: Reflections on technology and openness at Oxford University. Journal of Open, Flexible and Distance Learning, 15(2): 28–40.
Kanvaria, V. K. (2013a). Professional development of teacher educators through OER (OERModule). In H. K. Senapati (Program co-ordinator) Open education resources for teacher educators. Bhubaneswar, India: RIE, NCERT.
Kanvaria, V. K. (2013b). A concept note on OER (OER Module). In H. K. Senapati (Program co-ordinator) open education resources for teacher educators. Bhubaneswar, India: RIE, NCERT.
Mahawar, L.P. (2012). Opening Up for Posterity: English Language Resources and Practices in Rajasthan. Conference paper from the CMC & Teacher Ed SIGs Joint Annual Seminar on Learning Through Sharing: Open Educational Resources, Practices and Communications. Università di Bologna, 29-30 March 2012.
Misra, M. (2009). Vishnu’s crowded temple: India since the Great Rebellion. Yale: Yale University Press.
Pennycook, A. (1995). The Cultural Politics of English as an International Language. London: Longman.
Pennycook, A. (1998). English and the Discourses of Colonialism. New York: Routledge.
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
This is the fourth post in a blog series based on the the TOETOE International project with the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). I have also made this post in the OEP series available as a .pdf on Slideshare.
Hanoi is fondly known at the city of the rising dragon. The best outcome you could hope for when giving any workshop is that what you are sharing is both timely and needed. Through the OCWC and the Open Universities network I made contact with the vice Dean of the Faculty of English and Modern Languages, Dr. Ho Ngo Trung, with a bit of help from Google Translate for deciphering Hanoi Open University’s web pages. Dr. Trung was able to set up two meetings and a workshop with twenty-one English faculty teachers and academics literally at the drop of a hat. My time in Vietnam was short but we managed to pack in a lot in response to new digitization guidelines issued by the Vietnamese Ministry of Education (MoE) for upgrading their current EAP resources. Fortunately, I had located a rising dragon for building open EAP resources for sharing best OEP across the Vietnamese context, using a combination of their own and Oxford’s resources.
Dr. Trung picked me up from my hotel and drove me across the city through a sea of scooters to his Faculty of English and Foreign Languages to discuss current trends in Vietnamese higher education with a particular slant on language education. It turns out we were in a higher education zone where networking between universities and with the MoE (located just around the corner from the Hanoi OU) was both easy and encouraged. Cars are obviously not the norm in Hanoi as we entered the building past the staff motorbike parking area. He informed me that the OCWC status had just been conferred by the MoE on Hanoi and Ho Chi Min Open Universities to lead in the area of OCW and OER. Open Universities in Vietnam like many around the world pride themselves on offering flexible types of education to learners of different abilities and socio-economic situations. They even offered short programmes to full-time workers referred to as in-service learners in this context.
Dr. Trung informed me that a bold National Foreign Language project would soon be launched with the MoE for developing foreign language proficiencies amongst Vietnamese youths. English would be the first target language to pilot the project. Language teachers would also have to show their linguistic competencies by taking internationally awarded language tests. The stakes for multilingualism in modern Vietnam were getting higher.
Vietnam scores 80, making it a long term orientation culture. Societies with a long-term orientation show an ability to adapt traditions to a modern context i.e. pragmatism, a strong propensity to save and invest, thriftiness, perseverance in achieving results and an overriding concern for respecting the demands of Virtue. The countries of South East Asia and the Far East are typically found at the long-term end of this dimension (Hofstede, 2010).
The final meeting of the day was a fifteen-minute drive away to the main Hanoi Open University headquarters where I met the Vice President and Dean of the Information Technology Faculty, Dr Truong Tien Tung. This meeting was carried out with the help of Dr. Trung’s excellent translation skills. Vice President Tung was eager to tell me that OER and OCW were the lifelong learning mission they had been edging toward for the past fifteen years, putting aside faculty and university savings to be able to show their commitment to the MoE once the opportunity to wear the OCW/OER mantel arose. There was no government funding in this area, only government policies and guidelines. He expressed his keenness for the Faculty of English and Modern Languages to lead the way with the development of OER for EAP/ESL and invited me to come and stay in Vietnam to work with the Hanoi OU on their digitization project. We discussed ways forward for working with each other at a distance and for translating any OER developed so that they can be used to showcase OER in Vietnam. In further TOETOE project blog posts, I will be referring to this collections building process with the teachers working at Hanoi Open University.
Hofstede, G., Hofstede, G.J. & Minkov, M. (2010). Cultures and Organizations: Software of the Mind. Revised and Expanded 3rd Edition. New York: McGraw-Hill USA.
This is the third post in a blog series based on the the TOETOE International project with the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). I have also made this post in the OEP series available as a .pdf on Slideshare.
The hopes and aspirations of English language education in South Korea reach sky high. This is manifest in the multitude of skyscrapers occupied by private English language institutes or ‘hagwons’, coupled with the soaring ambition of the Ministry of Education, Science and Technology’s latest roadmap for English language education assessment. Part of the national curriculum goals for English include the launch of the National English Ability Test (NEAT) where speaking proficiency will be one of the areas for evaluation. This will raise the stakes for test takers and their families who will have to find the resources to finance hagwon tuition to make up for a deficit in state school provisions for English language speaking support.
When I arrived into Incheon in 1995 to take up my first English language teaching post, I soon realized that ELT was a successful money making industry, perhaps more than it was an educational field. My ELT experience in Korea would become my finishing school, setting me up with the questions that would furnish my future career as an open English language practitioner and researcher. This is the place where I learned to use the Internet, where digitized billboards and neon lights running up multi-stories were the simulacra that covered the urban Korean landscape. When I left Seoul in 2005 I had not yet heard of the open source software movement, which I would encounter early on in my PhD research in 2007, and I wouldn’t come across the term OER until 2009. As I was exiting Korea in 2005, high-speed Internet was available on public buses and the Open CourseWare Consortium (OCWC) would be arriving at Korea University in 2007.
EAP at Korea University
Twenty-three Korean universities are currently members of the Korean OCWC. 2012 brought me back to Seoul to deliver an Open Educational Resources for English Language Teaching Workshop at Korea University with Professor Hikyoung Lee whom I had met at the joint OCWC and OER Cambridge 2012 Conference and with former teaching colleague, Christine Aitken. Similar issues were raised by the participants in this workshop about the need to be able to build specific EAP collections that had the same functionality of those in the BAWE collections in FLAX which I had demonstrated. Academic Word Lists were discussed as potentially useful resources to add to the FLAX system for analysing texts for EAP. I noted this feedback down for development plans for when I would be working with the FLAX team in New Zealand directly after my time in Korea.
iTunesU at Korea University
Korea University was getting ready to launch Creative Commons content onto iTunesU so Hikyoung was keen to introduce this news to the English language teachers and students present at the workshop and I introduced training resources from Oxford’s OpenSpires project that had been used with academics at Oxford to explain key concepts about OER and Creative Commons licensing before putting their teaching resources onto Oxford’s iTunesU channel. Within a few days of Korea University’s entry onto iTunesU on March 1st 2013 their content, some of which is licensed as Creative Commons CC-BY-NC-ND, had already received more than 40,000 hits.
Discussions around the re-use of educational resources seemed only fitting in light of this move onto iTunesU, so I introduced the teachers to Chris’ Reusable Card Game from the ORIOLE project, which is now fielding for survey responses from users based outside of the UK (please follow the ORIOLE project link above to complete the survey).
Investigating sharing and use of open resources
[Re-use card being read aloud by Teacher A]: “Is it necessary to have links to relevant research or even proper referencing? Do resources used need to evidence scholarship?”
Teacher B: Well, you know, we have a problem with plagiarism and part of the problem is that students have a hard time understanding what they can and can’t take out of texts.
Teacher B: And, what they need to paraphrase and what they don’t need to paraphrase, that’s a very big can of worms.
Alannah: I have heard from OER colleagues at Oxford that when they began recording the podcasts for OpenSpires, especially the ones recording video, that the cameraman had to turn the camera away from the screen because the lecturers hadn’t cited stuff or they hadn’t got clearance for lots of images; they hadn’t got permission to use them. So, I think as teachers we’re actually quite guilty of this, you know, just mocking up a slideshow here or a hand-out there and we’re not actually trained, we’re not trained in it, are we? We don’t know about copyright…I definitely didn’t get trained in it. I’ve learned about it through OER really.
Teacher A: But as you said earlier once it’s within the closed classroom or the online learning environment, no one’s going to take it away to anywhere else.
Alannah: Right, but that’s what the issue was because once you go to put it on iTunesU then it does become an issue so that’s something you will need to think about as well as you go onto iTunesU.
Teacher A: I’m quite reticent about this whole iTunesU thing…
Teacher A:…because I might end up behind bars [group laughter]
Hikyoung: We have people at our office who will check with you to go over what is Creative Commons and what is OK to use and reuse and what is not, so no problem.
Teacher B: They’ll bring you food every day behind the bars [laughter continues]
Hikyoung: Yeah, yeah, that’s what we’ll do, ha! [laughter continues]
Teacher B: You won’t lose your freedom, you’ll just lose your reputation. [laughter continues]
Alannah: Yeah, you can do podcasts from behind bars – that could be a real viral hit on the Web, eh? [laughter continues]
Teacher B: Yes and no though, right? Overall, yes, but I do think that, you know, you do need to have passion or desire…
Teacher A: But this is all very non-profit oriented and the concept of sharing resources is that you get a lot of satisfaction from doing it and you also know that there’s a lot of people like you out there doing it, producing something that you could also use. It seems like a sort of give and take scenario really.
Private English language expenditure
At lunch with Hikyoung and Christine we discussed where OER was most needed in the Korean ELT context and how the Korean OCWC was focused primarily on higher education. The biggest challenge lay ahead for under-privileged families who would need to support their children’s English proficiency with the new higher level English speaking requirements as set out by the Ministry of Education, Technology and Science with the new National English Ability Test. This is likely to create a burden for those families who cannot afford to pay brokers, namely private language institutes or hagwons, with preparing their children for this new test where the testing of spoken English is one of the key focus areas.
Recent OECD reports for the percentage of GDP spent on education in the Republic of Korea have been consistently higher than other OECD member countries, the bulk of which (an average of 40% annually) is made up of money paid by parents on private tuition to hagwons and tutors for their children. English is the number one academic subject in the private tuition sector, raking in 41% of the total amount spent in this area.
Korea currently has nearly 100,000 hagwons, which must receive a permit from the local education government to operate. The concentration of around 6000 hagwons in the Gangnam district of Seoul is thought to be an important factor in the high housing prices in that area, which has become a major social issue. The hagwons have more teachers than the public school system and attract the best ones with higher salaries. Admission to prestigious hagwons is challenging and depends on entrance exams. (OECD Economic Surveys: Korea 2012, p.131)
Private income expenditure on education has been an on-going concern of the South Korean government and perhaps a lesson for other countries on the effects of unparalleled privatization in the education sector. It is clear that investment in sustainable public English language education is needed to reduce private income expenditure on education in an effort to close the gap on growing levels of income inequality and poverty. Beyond the provisions of the English Broadcasting Station (EBS) channel which offers free but not open English language learning resources for young learners, there is a greater need for flexible English language teaching and learning resources that meet the needs of a diverse society.
The South Korean government recognizes the lack of faith in the public education system and is trying to introduce interventions that will remedy the situation via the Ministry of Education, Science and Technology (MEST). However, if the public education sector were to adopt open educational policies for the development of resources and practices then this would create an open promotional channel back to publically funded English language initiatives. Local expert English teachers could also benefit from sharing their expertise through the development and dissemination of well-received OER to raise their individual as well as their institutional profiles. The MEST releases annual plans for educational policy change across curriculum, resources and attitudes to education. In response to problems surrounding private tuition, such plans include: government-funded after school programmes; a reduction in study time loads to provide tailored learning; new university admissions processes for ensuring equal access opportunities and; reporting mechanisms for those hagwons that are over-charging with tuition fees (MEST, 2009, 2010 & 2011). To enact these plans, a concerted investment in open educational resources and practices could provide the necessary promotional and pedagogical tools to draw attention to successful applications of these well-founded plans from the MEST.