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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, 3 April 2019

From CMC to VE #wlvmlearn

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Just home from participating in an event held at the University of Wolverhampton Walsall campus at the invitation of Howard Scott and I would categorise it as an opportunity to provide my experience of CALL, or more specifically CMC and my subsequent journey into the Erasmus Plus Virtual Exchange initiative. I was able to provide myself as an OER. My focus was particularly upon the importance of finding suitable networks to support our professional development  and I am pleased to say that I have come home to connection requests on various social media platforms which mean the conversations can continue. Particularly important given that it will take the Palestinian teacher trainers I met today 2 days to return to their homes. We will be able to overcome our geographical distance and continue to interact and learn from each other. 

My slides from the session and the google doc with the tasks we tried to cover are linked here. Our conversations were urgent and rather restricted as we were part of a packed programme and participants were eager to find out as much as possible during their visit. We talked about how technologies of all sorts have long been part of our practice as language educators - from blackboards and chalk (chalk and talk was the expression used by one of the visiting teachers) to digital tools which they are very keen to embrace but wish to understand what works. Both myself and the final keynote speaker Michael Thomas  spoke about the importance of critical reflection when adopting digital technologies, alluding to the dangers of a solution based mindset and techno evangelism and the importance of prioritising the learning when designing with technology. Central to these arguments is the notion of ownership. The digital wilds, where your data is harvested, trolling, spam and fake news abound, are not exactly a safe space. If you are insisting that your students engage there, you need to ensure that they are digitally savvy. We as teachers need therefore to be well informed and to ask better questions. As Michael said we need to uphold our responsibilities as "difficultators" (taking learners out of their comfort zone).

Much to ruminate on, I hope the conversations will continue.


I captured the social media footprint of the event here:


Thursday, 28 March 2019

CALL to TEL(L)

Made with Padlet
This week I was invited to present at an event jointly organised at Warwick for the Extended Classroom and the Arts faculty co-ordinated by the new Digital Arts Lab. The event was really well attended and I spoke about my personal perspective on the history of CALL and how it has contributed as a field of study to better teaching and learning. 



A personal journey through CALL from University of Warwick

The audience included some familiar faces - people who regularly get together around use of technology in teaching, friends from languages at Warwick and some new (to me) so I was eager to ensure that I didn't get too bogged down in the technical or the personal. Meaning of course that there were some things I meant to say that I possibly didn't say clearly enough. Thankfully this blog is a good way to reflect on what I may have omitted! 
The tools I used for the event were the slides embedded above and a set of resources for exploration shared on the padlet embedded at the top of this post. The story (just like my personal biography) goes back to the 1960s. 

CALL has a long history of research involving practitioners in language teaching and researchers in language acquisition, it overlaps and connects with practitioners in English language teaching and applied linguists from around the world who also have their own networks. As a larger community we have sometimes been accused of being techno-evangelists (I have no idea what this accusation really means). I don't think there is a religious zeal within the community, we are mostly excited to try new things but often disappointed by their failure to deliver the promised change we seek!). Publications arising out of CALL and related fields such as Computer-mediated communication, Mobile Assisted language learning, Online Intercultural Exchange etc. often tell of the disappointments, the things that go wrong, the misuse of power through use of technology and other such critical issues. As a community we are well placed to help the scales drop from the eyes of those enchanted by the promises of technology enhanced learning. 

I feel I dwelt a little too much on avoiding the mistakes of the past and perhaps failed to mention the triumphs emerging from the work of this extensive, diverse, international community. So time to put that right. 

The best teaching arising from those who have engaged with the work of this community upholds some really important principles which contribute to the best in teaching and learning today:


  • human centred approaches to learning can be achieved using technology if we take care to prioritise learners,
  • we can use our agency to inform and empower learners, encouraging autonomy and innovation in pedagogy,
  • linguists are used to navigating the intercultural, any disciplinary project can be improved by involving a suitably competent linguist.
I did in passing make a point around critical digital literacies. We  must always ask ourselves when we think of computer-assisted language learning and technology enhanced (language) learning: who are we assisting? what are we enhancing? I should have also stressed that open practice is a great way of supporting reflection and improvement for researchers and practitioners. In my defence I have spoken about this many times so my work on this is fairly easy to find!

I really hope that something positive comes out of what was an exciting and positive event, that some more barriers have come down and that projects rooted in great teaching continue at Warwick. 


Saturday, 12 January 2019

Connecting communities and conferences: We have the technology!



Last week I made my way up the M1 to join the #socmedHE conference. Strictly speaking it was the #socmedHE18 conference but as it happened in 2019 I kept to the generic hashtag mostly. I was off to present - or rather to facilitate experience of - Virtual Exchange. The rationale for this was to connect participants at the Nottingham Trent based conference with those attending the Future teacher 3.0 conference in York. Both exciting HE conferences on the same day but about 90 miles apart. Both sharing experiences and expertise in online or digital teaching. My aim was to use what I have learned through designing and running virtual exchange over the past 8 years and share my enthusiasm for the work of the @ft3uk team. I have regularly attended their lunchtime webinars which are always comprehensive, interactive and useful for professional development. 

The design for this session was founded in experiential learning. I designed 3 tasks to take the participants through these stages:

  1. Information sharing
  2. Comparison and Analysis
  3. Co-creation
Timing being short the tasks included a little ice breaking but, unlike the cohorts I usually work with, the participants in these 2 conferences are more homogenous - all working in UK education, mainly Higher Education practitioners. The embedded gdoc in this post shows the tasks in more detail. My slides were a remix from those used by UNICollaboration to present virtual exchange. The co-creation was aggregated using the two conference hashtags through a Tagboard and a wakelet post. (again this was a modified version of co-creation due to the time constraints, our virtual exchangees have to intentionally co-create artefacts but they typically have weeks to negotiate this). 

My session was a face to face session at Nottingham Trent #socmedHE18 transmitted through my Blackboard Collaborate Ultra room to York. The Erasmus Plus Virtual Exchange initiative supports practitioners through training to design and engage successfully in virtual exchange and offers opportunities for students to have meaningful international experiences which may compliment or even take the place of physical mobility in cases where it is not possible for whatever reason. 

Recognition of training or participation is provided in the form of open badges. A framework for the creation and issue of open badges for virtual exchange is shared here. The badges are issued through our account with Open Badge Factory which is based in Finland and those who earn them can collect and display them through setting up a profile on Open Badge Passport. Here's mine. 

This taster session - the resources for which remain open - hopefully gave in insight into the excitement and potential for working with those who are at a distance. Having experienced for myself how virtual exchange and connected practice can enrich your understanding of the contexts and challenges faced by others, help develop technical and learning design skills, bring new and exciting opportunities to both students and teachers, I feel that it was a valuable experience and certainly a first for me to present in 2 conferences at the same time!



Wednesday, 24 October 2018

Knowledge creation - trouble at mill




As scholars and academics we are knowledge creators often working at the edge of understanding. We have a mission to share and report back on what we find, especially when it can help others but even when we don't really know or understand the significance of what we report. That becomes a shared task, we work together as a community to extend understanding. In my personal case, as a teacher I have spent over 30 years looking for the best ways to engage my learners in intercultural and linguistic understanding, looking to build their curiosity and supporting their lifelong interest in language learning. As a researcher and open educational practitioner I report back to share what I find and others chime in. 

It is therefore natural to me that I would turn my hand to editing Wikipedia as a way of sharing knowledge. I am a newbie but a long time supporter of the project. I have been researching in an area variously described as "telecollaboration" or "Online Intercultural Exchange" or "virtual exchange"  as a teaching practice. It offers much to support my aims as a practitioner. I have published in this area and when I used Wikipedia to search for a reference to it, lo there was nothing. There is a page on telecollaboration which was dominated until 2013 by references to the tools and technical functionality:
(on left wikipedia entry from 2009, cf current page)
now much improved with good references to the academic work in this area, a page on web conferencing which again focuses on the tools and their history. I could find nothing on the educational practice of virtually connecting people from other cultures to facilitate discussion and build those all important soft skills and/or language skills. 

However, my editing knowledge at the time was very limited. Inspired however by an Open Education SIG webinar by Martin Poulter I decided that the best way to learn was through experience (a maxim I hold dear in my teaching). I started an account, drafted in a sandbox and then took myself off to a wikipedia meet up in Oxford where I met some really helpful folk who told me where I was going wrong. I learned much in the few hours I spent in an Oxford pub that day thanks to these guys:
In summer 2018 the page on Virtual Exchange was approved and since then others have continued to edit and add to it. I felt proud to be able to contribute to this project. I went on to set up a Wikipedia editing workshop at the EuroCALL conference in Finland with help from a Finnish editor and amongst our participants was the fabulous Parisa Mehran an Iranian language educator living and working in Japan. She shared my enthusiasm but unfortunately her first post was blocked as it didn't comply with the editor guidelines. This was a newbie error and I was quick to try to get help to get her back on the right track. Help did indeed come from colleagues in Wikimedia UK and I believe she now has a better understanding of a process which quite rightly observes quality controls. 

However, it seems my objection to Parisa's blocking has made me a target of some unwarranted attention on my talk page accusing me of promotional editing. I have read the Conflict of Interest guidelines again and again and I cannot see any reason why I could be accused of flaunting them. I guess you could say that as a teacher I promote language learning (so sue me) but as I have a son with a language disorder I am pretty realistic about the benefits of languages to those who have more basic communication needs. In reading this page I would say that the editor who accuses me is engaging in harassment. I find the tone of his comments offensive and patronising. I have left them on my page "for the record" but this post is also recording my side of his story.

The strength of the Wikimedia project lies in the community sharing of information. That community must be tolerant, diverse and supportive. I am privileged to know many in the community who advocate for Wikipedia, I will always remain one of them despite such experiences because I recognise that it takes time to build an inclusive, supportive community. I will not be silenced or marginalised due to my gender and neither should others. 

After all, nobody expects the Spanish Inquisition!

Thursday, 30 August 2018

Creative Commons Remix assignment



I'm about at the half-way point in the Creative Commons Accreditation course I am doing this summer. The video above is a submission for this task:


 Create a remix in any medium (e.g., photo, video, audio) for use in a course you teach. If you aren't currently teaching a course, create a remix for use in a future offering of the CC Certification course. Your remix must meet the following criteria:
  • be comprised of at least five (5) pre-existing CC licensed works,
  • contain appropriate attribution for each component work (remember to think TASL!), and
  • be a legal remix (that is, the licenses of all component works must be compatible).
You are welcome to include your own original work in the remix but this is not required. Be sure to create a remix and not merely a collection.
For inspiration, see Montgomery College’s Open Pedegogy Assignments (click on one of the links under Assignments on the left): https://cms.montgomerycollege.edu/mc-open/unesco-sdg/ (Links to an external site.)Links to an external site..
Post your remix online. License it with a Creative Commons license (be careful that the license you choose is acceptable given the terms of the component works included in your remix!). 

I will use this remix as part of my new module LN306 Developing Teaching in Languages. This year will be the second iteration of this course and I found from feedback last year that my students, although they appreciated open education as "a good thing",  it wasn't very clear to them what it meant for their practice. The student group are linguists who have worked in schools abroad and/or worked as tutors and are considering entering a career in teaching when they complete their degree. I wanted the remix to demonstrate what can be achieved and why it matters to engage with open practice. 
The remix (originally created as a contribution to video in education project ViLTE)  includes sections taken from RIP A Remix Manifesto (already a remix of many other works, licenced CC BY 3.0 and my own additions including an image from Flickr which uses a licence which prevents derivatives. It exemplifies the discussion I co-wrote about the issues faced by language educators when using contemporary cultural artefacts as produsage in their courses. I have messaged the poster of this image to see if he is OK with its use in this context. I have used the image without any changes but this licence would prevent me applying a CC BY licence on the finished work so I need the permission of the owner in order to include it. If nothing is forthcoming I will have to replace it with another image. Update: the video above is a remix again as no response came from the ship image creator. (UPDATE 2: The original image creator responded to me via Flickr messaging to ask a few further questions about the purpose I wanted to put the image to. Although I had already removed the image, it was good to see that contacting an owner through the community on Flickr could work). This serves as a good reminder of the detailed level of understanding of Creative Commons licencing needed by educators in order to operate in the digital domain. Real scholarship is required to work confidently online. 
Once the remix was ready to share I uploaded it to my YouTube channel. Another problem: YouTube do not have a full selection of CC licences available, just CC BY. This is my preferred licensing option in any case and (provided the Flickr image owner gives me permission) is fine for this remix. 
I am submitting my assignment within a blog post (my blog is CC BY) as I think the context and issues for remixing are as important as completing the assignment. Here are the questions that arise during the remixing process:
  • when remixing using content which explicitly allows remixing (eg CC BY) where do you attribute? In the video itself? In the description on the streaming site? Is a link within the blog post enough to provide the TASL requirements?
  • If the licence on an image (for example) is too restrictive for inclusion, can this be ignored if the owner gives his/her permission for your use?
  • What if the sharing site used (eg. You Tube) does not support the full suite of CC licences? How can we influence site providers to offer better display of licensing options?
Finally I decided to create a further remix of my own resources around open educational practice:

Tuesday, 7 August 2018

Video in language teaching

The video above is a remix which uses extracts from RIP: A remix manifesto in order to convey the importance of copyright knowledge to the teaching profession and to explain how Creative Commons licencing can support a creative, sustainable learning environment online through open educational practice. I created it as a contribution to the ViLTE project, funded by the British Council.

Further detail about the importance of creativity in the digital domain and its relevance to language teaching in particular is explained in this jointly authored article on Produsage  published in the education policy analysis archives journal. 

I was also involved in the EU project Video for All where lots of teaching resources were shared for language teachers to help them cope with the complex landscape of digital media production in their teaching. Unfortunately for us the site (hosted by a pain project manager) has been taken down at the project's end of life as the budget has run out. I find that outrageous and I am trying to bring it to the notice of the funders. The resources were created as open educational resources and  need ongoing support. The Wordpress site which was the host for our work would not be expensive but I do not have any say in budget, I am just a teacher. Does seem strange to me though that tech companies and even project managers of EU projects proclaim their interest in education but often do little to support the real needs of educators or to maintain resources we need. It bears witness to the fact that some are clearly only in it for the money. 

The key word in all of this work is the word open. Kaltura have worked hard to support open standards in video, as a practitioner I work in the open because I believe everyone should have access to education and I also believe that through an open web I can network and learn from other educators. If you get the chance to watch the whole of the RIP video on Vimeo you will see that openness (open data, open education, open source, open access, open practice etc) are key to making headway in solving big problems. Problems we should no longer assume will be solved by politicians - that ship has sailed and we can be clear that they also by and large are busy protecting their own interests. We need to ask ourselves what really matters.  I have of course kept a copy of my video, added it to my YouTube channel and Kaltura gallery and shared widely as well as passing the file to the ViLTE project to help ensure its existence as an OER beyond the confines of a project. 

Update: March 2019 - Kaltura have now closed my free open gallery - so just as well I maintain other ways to share my work!


Tuesday, 31 July 2018

The invisible permaculture of learning and teaching.

The importance of open educational practice.
I'm no artist as you can see on this my first attempt to sketch the role of open educational practice in supporting the sustainability of teaching using open educational resources. Clearly the image borrows from the water cycle. Admittedly it is stretching the analogy a little, the earth's natural climate is not driving this, rather it shows how the agency of individual practitioners can drive the sustainability of learning resources. OERs on their own would repose in their repository, we would see the sunlight glint from their surface and congratulate ourselves on a sea of wonderful "content". However, once practitioners get involved in the uptake, remixing, improving and shring of OERs, then the magic can really happen. Not only do the resources become more visible, moving further into the landscape. As they travel they bring new life, new connections between practitioners, new ideas, new ways of working. A vital tool in this permaculture is provided to the practitioners in the form of Creative Commons licences.

A culture of sharing has long existed in schools, the workload is intense and collegiality important in order to thrive. However, sharing a worksheet with a colleague does not always transfer to the digital domain. Back in 2009 my friend Kate Borthwick presented the results of work which was undertaken in the then languages subject centre around a repository called Language Box. A key difference in the interface of this system was the understanding that sharing is a social practice, it works best when we know who we are sharing with, when we get feedback and accreditation for our work. This emotional aspect, very familiar to those who engage with social media, seemed to increase the engagement of students who pilotted the resources, they were more likely to comment and remix the resources. 

Today I was able to participate in a Virtually Connecting session with participants in the #digped conference in the USA. This is another great way to use technology to embrace the human need to connect with others and thus enhance and intensify the international connections and discussions around teaching and learning in the age of the internet. I had been following the #digped discussions on twitter and it was clear to me that these folk (many of whom I was already following on twitter) share my passion for the intelligent use of technology and the use of a critical digital lens when implementing learning technologies. fortunately my social media skills are greater than my sketching so I will be actively continuing my sharing with these folk with the aim of ensuring that the digital agenda is not dominated by the "solution providers" who will be selling their AI driven systems as ways to save money in education but by the nature of human interactions which are so rich in often invisible or unseen ways.




As for the sketching, my PLN made me do it! Encouraged by them I will try new things, one day I may be a better sketchnoter, and even if that doesn't happen I will have confronted an aspect of my life that I neglected after a bad experience during my schooling.