Step 3: Search for an OER

After having identified your course’s weaknesses, it is your job to find an OER that will  improve things.   This will require you to conduct a thorough search to find the right OER.  Don’t forget to use CC Search tools and OER archives to help you find what you are looking for. Post your search process below for the group to read (1-2 paragraphs).

(Deadline October 12, 2012)

2 thoughts on “Step 3: Search for an OER

  1. My weakness as someone who works side by side with technology developers (or who is a technology developer oftentimes) is that I have only recently, in the past four/five years, realised that the only way to integrate technology meaningfully in real-life environments is to involve users (teachers and learners) in the development process. This involvement can be direct or it can be done via the appropriate studies, but it does not make sense at all to develop educational technology, if this technology is not solving a real problem.

    In this experiment I will be using a technology that automatically converts texts in websites into language practice activities such as ‘word’ spotting (per click), cloze, multiple choice and ‘colorizing’ activities. The software is called VIEW (http://sifnos.sfs.uni-tuebingen.de/VIEW/index.jsp?content=home) and is developed by Prof. Dr. Meurers (http://www.sfs.uni-tuebingen.de/~dm/) and his colleagues in the University of Tübingen. This software was developed on the assumption the exposure to real, authentic texts is a desirable characteristic of instruction materials. The software automatically creates relatively simple grammar exercises, but with the advantage that it can be done with any text that is published on the web. Thus, learners and teachers can freely choose the text that they want to work with, which can incidentally increase motivation (or coherence with the pedagogical goals).

    In this experiment, the software was available before the needs were detected/analysed. For these reason I had a meeting with the Anna Campillo, the teacher that will be leading it in the secondary school Escola Sant Gervasi (Mollet del Vallès, Barcelona). We agreed to work on texts that she and one colleague of hers will be selecting. The types of activities that we will work on are a colorizing activity and a multiple-choice. And the grammar topics chosen will be gerunds and infinitives, because it is a topic in which the tool’s functionalities and the teachers’ interests intersect.

  2. As a teacher, I often find myself overwhelmed with new technological applications and programs developed for language teaching, as there seem to be more and more and it is difficult to make a selection that works for you. In my experience, in your lessons you have to try and keep doing what has proved successful, and adapt whatever is new and seems to work in a logical way, thus building a set of resources that you will be able to use in the future at different points of the students’ learning process.
    In this experiment and along with Martí Quixal I will be using VIEW (see http://sifnos.sfs.uni-tuebingen.de/VIEW/index.jsp?content=home), a software that can convert any text on the web into a language activity, as it automatically generates different types of exercises (highlight structures, multiple choice, fill in gaps). In my opinion, the main interest of the tool lies in the fact that you can use authentic material to generate an interesting activity in a very short time.
    We will be working with two different groups of 17-year-old students and will devise two different activities for further practice on gerunds and infinitives, a colorizing one in which students will have to reflect on the structures themselves and how rules apply, and a multiple choice one, in which they will have to put their knowledge on the subject into practice.