Harnessing the Power of Open Educational Resources for Content-Based English Language Instruction

Julianne Hammink

hammink@arizona.edu

CESL @ University of Arizona

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Important Information

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Link to this presentation

https://tinyurl.com/EFOPLI-OER-Hammink

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Ask Questions Here

Google Doc for questions: http://bit.ly/Ask_Julie

WhatsApp group for tech support: http://bit.ly/workshop_techsupport

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Additional Materials:

Attendance list: http://bit.ly/attendancelist_workshop_julie_hammink

Final Products - Google Drive: http://bit.ly/EFOPLIWorkshop_participants_files

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Breakout Groups: Links

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Breakout Groups: Links

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Introduction

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Goals for Today

• Explore the features and uses of Open Educational Resources
• Locate OER
• Develop instructional materials around OER & share with colleagues

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Open Education

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Free Software/Free Culture Movements

Free Culture: “the freedom for authors to choose how their works are licensed;”

“works or expressions which can be freely studied, applied, copied and/or modified, by anyone, for any purpose.”

Free Software: “the freedoms to use, modify, share and collaborate”

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https://wiki.p2pfoundation.net/Difference_between_the_Free_Software_and_Free_Culture_Movement

https://freedomdefined.org/Definition

Open Pedagogy

Open pedagogy, also known as open educational practices (OEP), is the use of open educational resources (OER) to support learning, or the open sharing of teaching practices with a goal of improving education and training at the institutional, professional, and individual level.

• Adapting or remixing OERs with your students.
• Building OERs with your students.
• Facilitating student-created and student-controlled learning environments
• Encouraging students to apply their expertise to serve their community.

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http://openpedagogy.org/open-pedagogy/

https://open.bccampus.ca/what-is-open-education/what-is-open-pedagogy/

What Makes an Educational Resource “Open” ?

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Open Educational Resources (OER)

“teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities– retaining, remixing, revising, reusing and redistributing the resources.”

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https://hewlett.org/strategy/open-education/

What makes something an OER: The 5 ‘Rs’

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https://guides.lib.uiowa.edu/oer

Creative Commons licenses

All rights reserved

Some rights reserved

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Creative Commons Licenses

One common way to openly license materials that you create is through Creative Commons licenses.

If material is not explicitly labeled as openly-licensed, assume it is not.

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https://creativecommons.org/2017/06/05/open-education/ CC BY 4.0

Creative Commons license restrictions

Attribution

Non- commercial use only

Share- alike

No derivative works

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This file is licensed under the Creative Commons Attribution 4.0 International license.

You are free:

• to share – to copy, distribute and transmit the work
• to remix – to adapt the work

Under the following conditions:

• attribution – You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).

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Source: Wikimedia Commons

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Creative Commons licenses by Foter (CC-BY SA)

Locating OER

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What kinds of OER are available?

• Textbooks
• Courses
• Instructional Activities & Lesson Plans
• Multimedia & Digital Content
• Creative Commons-licensed content of all types

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Some OER Repositories

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The CESL OER List

https://tinyurl.com/CESLOER

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Finding OER

1. Plan
1. Your goals, unit template
2. Some assembly will be required
3. Keep a record!
2. Brainstorm search terms
• Outcomes, levels, subjects, topics, formats, keywords
• Look for smaller blocks of content
• Plan on adapting
3. Search repositories, or filter for OER licenses
• Flickr, Google, YouTube

http://libguides.consortiumlibrary.org/OER/searchstrategy CC BY D'Arcy Hutchings

Finding OER: filtering by usage rights

Filter by usage rights: Google Image Search

The OER Challenge

You have 10 minutes to locate:

• An open textbook about business communication
• License:______ Source: _______________
• A photo of a beehive, showing queen bee and workers
• License:______ Source: _______________
• Lesson plans for teaching language through art
• License:______ Source: _______________
• A short video about word roots and affixes
• License:______ Source: _______________
• A diagram of a budgerigar, with parts labeled
• License:______ Source: _______________

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The Role of OER in Language Instruction

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Content-Based Language Instruction: Contexts

Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language teaching research, 15(3), 279-288.

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Thematic

Language

Instruction

Content & Language Integrated Learning

English Medium Instruction

Content-Based Language Instruction: Convergent Concerns

• Teacher training & support
• Instructional resources
• Thresholds of language proficiency

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Lyster, R. (2017). Content-Based Language Teaching (The Routledge E-Modules on Contemporary Language Teaching). Taylor and Francis.

What OER can contribute to CBLT

• Authentic academic content
• Authentic academic language
• Can be scaffolded & adapted
• Language & vocabulary
• Structure
• Length
• Alignment to curriculum
• Facilitates collaboration among faculty
• Low-cost instructional materials aligned to institutional curriculum

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Faculty-Developed Materials (examples)

• Textbook chapters developed by CESL faculty
• Courses from Beginning to Intermediate-High; Reading, Oral Communication, Written Communication, University Preparation
• Content-based approach

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Materials Developed around OER: Examples

Nanotechnology

• Reading scientific writing
• Short academic article
• Working with figures
• Collocations

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Materials Developed around OER: Examples

Remix Culture

• Reading legal writing
• Questioning for comprehension
• Register- appropriate vocabulary
• Figurative language

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Materials Developed around OER: Examples

Media, Inventions, and Technological Progress

• Content-based grammar & vocabulary
• Low-intermediate level
• Aligned with Writing, Reading, Oral Communication topics

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From OER

to ESL/EFL

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Materials that work for you

Some OER are ready to use.

Materials for content-based language instruction require more work.

• Alignment
• Level
• Content
• Completeness

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Development Process

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Some assembly will be required!

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Some assembly will be required!

• TEXT from an open textbook
• ILLUSTRATIONS from Wikimedia
• ADDITIONAL READINGS from CC-licensed blogs, wikis, etc.
• PRACTICE EXERCISES & ACTIVITIES from open textbooks, worksheets, LPs
• LISTENING content from podcasts, VOA, YouTube content
• Plus YOUR CONTENT!

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++++ scaffolding

Pre-reading or pre-listening, direct instruction, note taking/listening guides, guided practice

+++ scaffolding

Pre-reading or pre-listening activities, reciprocal teaching, jigsaw, focused skill work, model strategies

Familiar

Unfamiliar

Easy

Difficult

+ scaffolding

Small group work, independent work, mini-lessons, projects

++ scaffolding

Review prior knowledge, vocabulary support, scaffolding of structure, apply strategies

Scaffolding OER

✎ Add images and/or graphics

✎ Graphic organizers/ note taking outlines or templates

✎ Vocabulary and/or grammar support

✎ Pre-reading and comprehension strategies

✎ Paraphrasing/adapting language

✎ Hyperlinking

✎ Annotation

✎ Instructional activities

✎ Change format: text → audio

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Development Workshop

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The Challenge

In groups, you will locate and adapt one or more Open Educational Resources, to create instructional materials that are appropriate for your students.

At the end of the workshop, you will have an opportunity to showcase the materials you developed.

OER-based materials will be added to a repository to share with colleagues.

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Process

1. In groups, identify learning outcomes that you would like to address with your materials.
2. Locate one or more Open Educational Resources that you can adapt.
3. Adapt and remix the OER, adding scaffolding strategies as necessary. Incorporate learning activities.
4. Upload your instructional materials to the Google Drive folder.

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Working in Breakout Groups

• You’ll use another Google Meet room to work in your group (see next slide)
• Your Meet room will have a monitor who can help you.
• You can ask Julie questions here.
• Get technology help in the WhatsApp group
• Return to this Meet room at 4:45 PM

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Breakout Groups: Links

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✰ Showcase! ✰

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Show us your creations!

Share your screen

What learning outcomes did you address?

• What OER did you use? Where did you find them?
• How did you scaffold the content?
• What instructional activities did you incorporate?
• What are your thoughts about the process?

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Conclusion

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Final thoughts

OER are not limited to textbooks!

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OER are a starting place for developing materials that meet our students’ learning needs

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OER permit us to “remix,” repurpose, and customize content

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Openly-licensed content can be redistributed freely (depending on license)

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Teaching is a creative act!

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Thank You!

Julianne Hammink

hammink@arizona.edu

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Image Credits

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• https://commons.wikimedia.org/wiki/File:ZebraHighRes.png (Public Domain)
• Creative Commons licenses by Foter (CC-BY SA)
• Saguaro, J. Hammink (CC-BY NC SA)

Icon Credits: The Noun Project (CC BY)

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