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Finding your tribe

One of the most enjoyable and inspiring books I have read this year has been Sir Ken Robinson's "Out of our Minds"  and my ref...

Wednesday, 18 July 2018

Creative Commons Accreditation

This week I have started a 10 week course of study towards attaining accreditation in my use of Creative Commons licensing. I am joining a group of about 30 international educators who, like me, see the value of formalising our knowledge and skills in the area of open educational practice. According to our conversations on the course forum man, also like me, are asked about our use of CC licences and want to acquire a greater in depth understanding of the history and implementation of these tools when working online. 

The video above was created in response to the first assignment of the course. Made using Lumen 5 it uses images and music which is shared under CC licence, remixed to communicate a narrative which I hope resonates with many and shows why creative industries have much to gain by welcoming Creative Commons licencing to their activities. 

I am including in this blog post further factual detail around the history of the Creative Commons movement. I didn't wish to include these in the video as I wanted to keep the message simple and focus on the potential offered by CC to enrich our lives through digital creativity. Since much of human communication and activity is now facilitated through online activity thanks to the internet, it has become clear that the law around copyright is not sufficient to clarify our intentions when sharing online. Here are some of the landmarks on the road to clarifying the rights of all internet users:

  • 1998  Sonny Bono Copyright Term Extension Act (CTEA). The US extends the term of copyright to the life of the creator + 70 years (longer than that agreed in many other countries). Sometimes referred to as Mickey Mouse extension and you can see why in the copyright section here.

The existence of the global network that is Creative Commons, a movement which upholds open education and greater fairness for all has been of vital importance to my work as an educator and an open educational practitioner. 

Thursday, 14 June 2018

Supporting the connections across continents

Link up for greatest impact!

When people get together great things can happen. We can learn together, support each other and things that may have seemed impossible become do-able. As chair of the EuroCALL CMC SIG I am delighted to be involved in several initiatives recently which focus upon increasing the connections between the European activity and our colleagues in both the USA and Japan. 

Firstly here's a message from Sahar Matar of the EuroCALL Grad students SIG:

We, the board of the Eurocall Grad Students SIG, are starting a new method to connect members of the SIG and to help them to get to know about the activities of the conference in case they could not make it. We are inviting volunteering grad students to play the role of the SIG ambassadors this year. This role entails that they share on Twitter or any other preferred social media, updates on the conference sessions and information picked up in the various sessions they may go to during the conference using the conference hashtag #eurocall2018. 
This hopefully will give members more opportunities to have access to the projects presented at the conference and to get to know people with similar interests on social media. This is part of a collaborative work with our sister association, CALICO. We have implemented this method with the CALICO Grad Students SIG at CALICO2018 in Urbana-Champaign, IL (May 29 - June 2) and that was awesome. We are planning to do the same here to connect the members of both associations. If you are going to Eurocall2018 and you see yourself interested in being our ambassador, please email Sahar at saharmatar2@gmail.com
The conference twitter account is @eurocall2018

Secondly, thanks to @virtuallyconnecting we joined folk at the 25th anniversary of the  #JALTCALL2018 conference in Japan. This was such a joyous conversation with participants from several timezones chatting face to face, connecting practitioners, keynote speakers, researchers and enabling participation where costs of travel or other restrictions would often be a problem. You can watch the recording of the session here
Whenever we organise a physical conference many may come but many more are unable to do so. With travel bans, domestic responsibilities, financial limitations all playing a part in making physical mobility more challenging and with the technologies for connecting abundant and increasingly easy to use there is no excuse for not including such "open door" activities as part of your conference's arrangements. The opportunities we increase by using social media - new contacts, new networks, new collaborations - are too good to miss. I am delighted to support Sahar in her plan to find social media champions. I will never forget the way such an approach helped Parisa Mehran during @eurocall2017 
Here's a flavour of the social media conversations from #JALTCALL2018 (you will see Parisa here!) :

Saturday, 21 April 2018

Stating the unspoken #oer18 #knowhow Sowing the seeds for a fairer world.

Having returned home from the #OER18 conference where I presented this session I have decided to clarify some points which I may not have made clearly on the day as time was short and I had to rush to run another session elsewhere. 

I shared the experience of running a small staff and student investigation into open educational practice at Warwick. I believe there are aspects of the way this was done which were exemplary and effective. There were also aspects which could have been improved were it not for internal tensions and confusion over roles, responsibilities and mission. I am not blaming anyone, just looking to surface the points where barriers appear which can prevent us from achieving our aims. 

What went well:

  • the bringing together of people from different parts of the institution over coffee to share our perspectives
  • the freedom for participants to choose which project aims they wanted to contribute to and when to do that
  • the agreement to create a metaphor and communication channels we could all embrace and understand
  • the open validation and publishing of contributions, leaving a legacy which can be built on by all.
What could have been better:
  • the insecurity of some participants due to job changes and political climate (Brexit, funding etc). 
  • the lack of shared understanding of open education and evident suspicion of a hidden agenda.
  • confusion over whether the project's internal communication should also be cleared by our external communications as it would be openly available. 
  • Delays in funding had a knock on effect on spending, staff and student time is limited and when funding is delayed and time limited it can prevent the possibilities which we had planned being realised. 
  • internal alignments of this project were clearly with agendas such as those of academic technology, skills development and research support and yet there is little evidence of follow up from those areas.  
I can see that the emphasis on compliance in institutional discourse creates fear and lowers confidence, it cripples innovation, makes individuals afraid to take risks. If we are to realise the win-win that is open educational practice we must bridge the gaps of understanding, sharing and mainstreaming (as identified by Nacimbeni et al, 2014) at the most basic of grassroots levels to align practice with a clearer confidence in our mission and greater understanding of our values

Wednesday, 21 March 2018

Designing OER and becoming an Open Educational Practitioner.

This is Ufuk Balaman @ubalaman. He is a member of the Eurocall CMC sig (Computer-Mediated Communication special interest group) and we meet at Eurocall 2017 in Southampton. He invited me to work with a group of his students in Turkey who are working on learning design for language teaching. The session was planned together and ran on 20th March with me in my office in Warwick and his students in a large lecture theatre in Hacettepe University, Turkey. 

We ran it as an open session, collaborating using a range of web 2 tools and a live classroom (Bb Collaborate Ultra). Firstly I wanted to establish a shared presence and we used several tools for this:

  • A shared gdoc which held the session plan and links
  • A padlet board to share images 
  • Hashtags to help aggregate and extend our online interactions: #ELT382
We quickly got down to the important reflection on why we need to design using digital tools through Mentimeter:

and then the deeper conversation about the risks and challenges:

This was really getting interesting! I started to talk about the Video For All project, an EU project looking at how to use video in language teaching. I shared the paper on produsage I wrote with Sarah Pasfield-Neofitou @sarahconf (then at Monash University) which showed just how tricky it is for language educators to navigate the many restrictions on use of commercial video to provide relevant, motivational content for learners. Intellectual Property in the online space is still a battleground and some decisions are still being contested through campaigns such as #fixcopyright and save the link. I shared information about Creative Commons licences and the coming accreditation available to those using them. I shared some useful tools for video creation such as Flipgrid, Lumen5, VLC player and 

There then followed some video based challenges:

  • To share their thoughts on creating video for language teaching using the flipgrid here
  • To create an OER and add the link to a Credly badge claim in order to get their own open badge. 
I raised the point about the pressure teaching systems are currently under and the importance of sustaining effective teaching practice manned by real, talented individuals. People who can make a difference. I shared this article on sustainability. 

Now I wait to see what they devise and share. Already the fliprid responses are encouraging. We have perhaps started a community of practice here for language education designers.

Meanwhile I hope that others are going to take a close look at the potential for Open Educational Practice for the improvement of educational opportunities everywhere. I have shared a collection of resources based through Thinglink in the graphic below which came from the Opening Up Education report by the European Commission. 

Sunday, 18 March 2018

Free for all

Why Open Education Matters from Blink Tower on Vimeo.

I have just completed the first iteration of a new module LN306 Developing Language Teaching. The course has attracted a good cohort of students including a number of Erasmus students from Germany Italy and France and I have constantly been impressed with their instincts for what makes good teaching. The central objective of the course is to look at how as teachers we can create interventions to address a specific learner need and includes critical analysis of learning design and pedagogies. In passing during the course I have shared some of Open Educational Resources (OER) and tools for creation. In our final session this week I asked my students to critically evaluate the winning video from the Why Open Education matters campaign above and again the level of understanding proved a useful bridge to a constructive dialogue.

The video paints a rosy picture of how OER can improve the world, but said one of the students:

  • how do you know what "good OER" look like? After all, text books have a kudos and an authority as they are endorsed by your tutor. Who can you trust?
This has frequently been a criticism levelled at the OER movement: too idealistic, all fluffy clouds and rainbows. I explained my position. 

I am very much in favour of what has been called by Martin Weller "Little OER", resources created by individuals to fit their context and subsequently shared under Creative Commons licences so that others can remix, re-use and re-purpose. The main benefit of this sort of creative activity I posit is as a means for contributing to your professional community. I admitted that I have created and shared slides which have carried the odd typo (as indeed do many text books I have used) but the benefits of this "open educational practice" (OEP) outweigh the disadvantages of the escalating costs for students of course materials. 

Surely the ability to critically evaluate all materials should not be sacrificed in favour of a blind acceptance that material on the reading list is automatically more trustworthy? Surely a student would be happy to know that his/her tutor is actively engaged in their professional community and able to adapt and create resources which best meet their local context? The students agreed (or seemed to at least) and I look forward to seeing their learning designs as part of their e-portfolio assessment in April. I am happy they have plenty to think about. 

The truth of course is that this learning design challenge matters more than ever to their generation and those who follow. The expertise of teachers is constantly undermined by politicians and the very existence of teaching jobs under threat thanks to "austerity". I am far from alone in seeing the potential of the open internet to inspire and support my profession.

The creative opportunities for learning design offered in the digital domain are endless:

Making your open textbook

A set of resources to get you started in curating your open textbook
It takes courage and commitment to engage in open educational practice there are few rainbows unicorns or fluffy clouds. This post describes the situation beautifully. Going open is a sign of strength worthy of Camus' approval as in L'Homme Révolté:

« La vraie générosité envers l'avenir consiste à tout donner au présent. »

Monday, 5 February 2018

New Year, new adventures.

I spent hours on Friday and Saturday this week in Groningen - one of my favourite places. Of course, I was teaching in Warwick too so my attendance at the EVOLVE kickoff meeting was virtual but no less real.

Here you can see my colleagues: Elke, Gosia, Sake, Mirjam, Fran, Sarah, Tim, Shanon, Steve and many more. All experts in their fields, a dream team. I feel honoured to work with them. We share a commitment to a plan - to scale up virtual exchange in order to increase international understanding in a world where barriers to empathy are rife, where "America first" (insert nation of choice) has become a slogan which justifies hate speech and discrimination. 

Of course none of us in the room (whether in real life or virtually) think this will be easy. We are all experienced in the trials and tribulations of Computer Assisted Language Learning (CALL) and Computer Mediated Communication (CMC). We are nonetheless up for the challenges. This new project reaches across disciplines, it brings expertise in conflict resolution and social justice together with linguists, learning technologists, researchers and practitioners. We recognise that together we can have a greater impact. We are all heartened by the knowledge that scaling up virtual exchange is seen by the European Commission as a feasible model to support intercultural understanding and to create more cohesive societies. 

We will each be recruiting in our institutions, offering free online training and accredited participation in virtual exchanges, not just in language learning contexts but as an integral part of university curricula in order to show that academia realises the importance of global dialogue above and beyond local interests. Participation supports the achievement of SDG4  , it upholds the rights of all (including those who cannot participate in physical exchanges due to cost or personal circumstances) to engage in sustained, transformational learning experiences. To use today's tools to make the future a better place.

It's good to try to make a difference, especially when everything around you in bleak. I heard that when you are feeling at your lowest, it helps to give to someone in need. It makes the world a better place. 

Wednesday, 22 November 2017

More stories of connection

And so to phase 2 of my Clavier story for Simon +Simon Ensor 

When you look at the literature around the use of technology in education you will soon come across references to disruption. Having been an early adopter of technology in language teaching I have experienced this and my Master's research (on the user perceptions of voice over the internet) also identified that embedding technology in learning design does require a return to first principles if it is to be embedded successfully. As such it is a useful mechanism if you need to focus teacher attention on why we do what we do. This perspective from IMS Global on disruption clearly assumes that there is something inherent in the existing status quo in education which needs a shake up and gives an industry insight into learning technology in the business of education. Many of us working "at the chalk face" felt that disruption was "a good thing" I'm sure. After 30 years in education the never ending re-invention of wheels and flow of buzz words takes its toll. However, taking a more critical stance we need to challenge that underlying assumption - what do we value about education that needs to remain in place?

The next phase of my Clavier journey saw new connections, collaborations and co-creations. (This story is not chronological you may have noticed, it is thematic). The serendipity of networked practice together with a heightened attention to the importance of protecting the place of human interaction in education resulted in many conference presentations and publications . The Clavier experience had ignited a spark which fed an intellectual curiosity. Central to this was a realisation of my own agency in progressing educational opportunity for all. I decided to be an open educational practitioner and again my network - an international collection of educators in many different contexts - were reliable in getting involved. This internal event about teaching excellence at Warwick saw staff exploring physical and virtual spaces, connecting virtually with Marcin Klébin @makle1 in Poland; the doors to the EuroCALL conference were opened this year thanks to collaboration with Maha Bali +Maha Bali and Virtually Connecting, my students have created open educational resources and even contributed to online conferences, the WIHEA #knowhow project (see https://storify.com/WarwickLanguage/warwick-window-on-teaching) produced resources and connections to help others decide on a path to opening up their work. Having found my voice in the academic community and a means to engage in the meaningful deployment of my abilities across institutional and national boundaries thanks to the open internet, I have made yet another career "modification" - one where I can pass on a new perspective to students considering teaching languages.(https://www2.warwick.ac.uk/fac/arts/modernlanguages/applying/undergraduate/crossschool/ln306/) I do not wish to be a "teacher trainer" but rather a co-learner in order to support the sustainability of a profession which I have loved throughout my career. Clavier has been part of that unexpected sequence of events and the network which has stretched around the world has seen me working with colleagues in Egypt, Poland, Sweden, Australia, the USA, Spain, Finland, Canada and the UK!