 I'm going to introduce Jeanette Okur who's from the University of Texts at Austin and has been working on her own set of materials, the short version called Merhaba, which is a Turkish textbook. So, Jeanette, tell us, take it away. Hi, I'm Jeanette Okur, you can hear me now, right? Yes, and my entire choral team is here, so I want to recognize them. We have Carl Bly, Director of Choral, Project Coordinators, Sarah Sweeney, and Natalie, I can't see you, but I think you're still there. Natalie, who is our web designer and did all the beautiful graphic design on the textbook. So, thanks everybody. So, I started this project for all the same reasons as Esther and Eru. Maybe one more, I also found that vocabulary was out of control in Turkish textbooks and, you know, coming from a non-native speaker perspective, I said, you know, not only grammar, but, you know, not only all the things that they said, but also vocabulary has got to be spiraled, it's got to somehow be brought under control for the learner who's not immersed in the culture. So, and I've been on this journey a little longer, almost four years now, I think. So, her shape, everything starts, begins with a hello, is a media rich OER designed to teach Turkish for exactly the same level, language and culture for people who are at intermediate mid approximately and we want to get them to advanced mid or at least advanced low. And it's meant both for people in classroom settings, but also for people in semi-autonomous learning situations, maybe learning with a tutor, there are a lot of people learning Turkish that way as well. The textbook and the public campus course comprised an openly licensed curriculum, it's a CC by SA license, focused on developing intercultural communicative competence. It consists of four kind of long units, which invite the learners to engage with culturally rich print, audio and video text and to use the target language to do the things that, you know, we all this terminology we know to investigate, explain and reflect on the relationship between contemporary Turkish social cultural practices, products and perspectives and their own. And each unit contains contextualized grammar lessons and this is not in any particular order, videos of Turkish speaking about their lives and their country, activities that not only hone language skills, but also raise awareness about contemporary Turkish society. And the Canvas course, the public Canvas course is not yet launched, but the textbook is newly launched. The Canvas portion of it contains interactive auto-correcting exercises that facilitate learners acquisition of vocabulary and certain syntax structures. So we're going to be in slides for a little while, but then I'm going to go into the website and try to show a few things. Okay, pedagogical design. I'm actually going to tell some things that are directly in the student guide. Number one, it's aligned with the actual standards for intermediate and advanced level communicative skills, mainly advanced, but it's kind of a bridge course still. And the intercultural proficiency descriptors, it reflects my commitment and my university's commitment to blended instruction and the flipped classroom model. So a lot of what's being done in this curriculum is being done outside of class, and class time is really reserved for interpersonal interaction. And it's based on the premise that we should be focusing on learning language as it is used. And so I tried to make all the activities guided by real-life plausible language situations. Of course, sometimes you look back and you say, oh, I've fallen into that trap of that, not really real-life kind of thing, like some fill in the blank things and always end up being not really real life, but they're still useful. Let's see. I tell the students in the student guide that this is what we're trying to do. Move you from the personal realm of talking about me all the time to the societal realm. We're going to give you lots of practice room, and we're also going to challenge your higher order thinking skills. The book is balanced in terms of the four skills, and it's balanced in terms of seriousness and fun. So there's some things in here that would be less appealing to maybe someone, an adult learner who's 50 years old, it does really speak to sort of people in their 20s and 30s. Another really important premise is that culture and language are fundamentally intertwined and that culture is not some separate skill set, but rather the foundation of all language use. You'll see from anyone who explores the book that there's no one target culture portrayed in the book, rather it shows various communities and subsets, subcultures within Turkey, and there's an assumption that in learning about all these different subcultures, we're also going to be learning about ourselves and challenging our own assumptions of our own culture. To that end, I always tell students, look at the objectives at the beginning of the unit before you get started, because you'll notice there's cultural knowledge and mindset objectives in addition to the traditional language and communication objectives. Okay, and just for fun, because this sort of shows Natalie's wonderful graphic design, these are just the cover pages of the unit, the first one's about family and family dynamics, the second one's about love and marriage, the third one is about natural world and social activism, environmentalism, and the fourth one is about the intersection of art and politics. Okay, and we will go out of there and into the website. How am I on time? You have seven minutes left. Okay, excellent. Okay, great. If I can share my screen, that would be great. Okay, everybody can see that? Looks the same. Yeah, looks the same. All right, this is the website. And from here, you can download the book, you can purchase a $30 copy of it, or you can just go into the interactive table of contents. And from here, students should be able to get two different lessons within the book. Everything is arranged, this is the primary like navigation tool, any kinds of like videos or audio materials or everything's embedded, with the exception of the Canvas course, which is sort of a separate but parallel universe. Okay, so here you would click on something and then it would take you to that part in the huge, in that Google Doc. But we will just skip directly. Okay, so I want to show you a few features. I said that it contains activities that hone language skills while raising awareness about contemporary Turkish society. This is just one little example that I like to show. I'm not going to show you the video, but this is a pretty well known series on YouTube. He's the yellow microphone guy and he goes around and does street interviews with people. And this one, he's interviewing university students, both male and female, about whether they want to get married by dating someone or through, I guess you could call it an English and arranged marriage, but it's really like through sort of a vetted marriage through family members. And American university students are always shocked when they hear this. They think, oh my god, this still exists, but it does still exist. And so in here you can see that this photograph was published with published with special permission. It's a screenshot, but I actually link to the YouTube video because it is copyrighted. So the students lift them to about two minutes of this longer video and they have to fill in the blanks of keywords from this conversation. I also got permission to do the transcript. Okay, and this is pretty challenging for them. So then they would do this at home. They come into class. They talk about it. They figure out what people have said. We work on the hard parts together. And then they have to ask, you know, they have to answer a series of interpretive questions about, you know, why do most of the men in this video say that they want to get married by dating? Whereas at least half of the women say they prefer an arranged marriage, you know, what's going on here? What's, you know, underneath the surface of their answers? Why could their perspectives be different? So they argue about that for a while. And then there's this one woman who gets this one female student who gets very emotional during the video. And you get the feeling that she's perhaps coming off a bad relationship. So I have the students guess about what might have happened to her. I don't give them any clues, you know, why she answers the way she does. She wants an arranged marriage, most definitely. And then, of course, they debate, if you were asked this question, what would you answer and why? And recently, because I've had a higher percentage of Muslim students in my class, who come from traditional families, it's been a more interesting debate. Because you see both perspectives. Okay. So I said another feature were videos. This is the YouTube channel, which exists by itself, but these YouTube self produced YouTube videos are actually linked into the book. There's a point in the book where students are asked to of each unit, asked to listen to four or five different videos of people responding to the same interview questions. And the task is then that they are going to compare and contrast the content of what those people said and look for trends and can they make, can they come to any conclusion about, you know, cultural trends based on these interviews. And then there's an extension, always an extension activity where they then go out and have to do a more extended interview on the same general topic with a native speaker and bring their interview results as a summary back into class. So these are just some of these videos. And I'll just open up one so you can see. This is, for example, the five videos that they would listen to different people talking about about their family. Okay. And I wanted to especially show the parts, parts that are not there yet, that are going to be in Canvas. So this is where they are right now is, is housed in a software platform that is closed, that's only used at UT. And I'm hoping to rebuild this in Canvas practice quizzes in a public course. Basically, a lot of these exercises, there's a lot of front loading of vocabulary, sometimes before more difficult reading readings. And one of the way that I do this is introducing the words through dictation exercises. So for example, here, the word for environment would come and here is a sentence and the student has to listen and write down the sentence as best as they can. They can listen as many times as they want. There's also other means of introducing vocabulary, but this is just one that has been really helpful for my students. It also reinforces, you know, new grammar that they're learning as well. But in the Canvas, usually this would be teacher rated in the public Canvas course, I'll need to put, you know, an answer key for people who are working without a teacher. Other types of exercises include vocabulary, where they might be listening and anticipating vocabulary. So this one is in a dialogue and they're, you know, listening for words, they have to apply, you know, certain suffixes, and then they press the button at the bottom after they filled it all out. They submit their attempt and they can see what they got right, what they got wrong. The really nice feature of this current program is that when they go to reattempt it the second time, all their correct answers are saved and they don't, you know, they only have to go back and redo the ones that got wrong. And here is one final one. It looks the same, but this one is more focused on grammar. Speaking of which, I just wanted to show one last thing. Am I still okay on time? You are out of time. Okay. I was going to show an contextualized grammar example, but I won't. That's okay. Well, we want to make sure that we will have one minute for questions, but then we have to go because we're having a wrap up session for everybody for both rooms. So any questions? There are no, you know, no questions in the chat. Those of us from Coral are pretty familiar with this, so we don't have any questions. I was going to say, you know, one issue that is a real sticker that I want to make extra aware of now is if your center finds accessibility issues important, a lot of your layout is going to have to be redone, a lot of my layout and particularly grammar charts have to be redone. If I can just show what the color coding looks like in our grammar charts and the reason for it. Okay. So you see how things are in like boxes and shading instead of like a lot of mine looked like yours in the very beginning where I had like each suffix was a different color in the word and I thought it was great. Unfortunately, I learned that that's very difficult for people who are colorblind or people who have other issues. I see. And when you print also, the prices go up, right? So we ended up using many fewer colors and different kinds of bolds and italics and different things to make both the digital and the print version more accessible. Thank you so much, Jeanette.