 All right everybody, hello. Welcome to the third webinar in our June summer webinar series and I'm Garen Fawns, the project manager here at the Center for Open Educational Resources and Language Learning at the University of Texas at Austin. And I'm Natalie Stankhild-Chillgren, Publications Manager of QUAL. Thank you for joining us today for the final session in our June webinar series. So today we're going to be focusing on a fantastic project created here at the University of Texas called Spin-Tex. It's a video archive that provides access to video clips and transcripts from the Spanish and Texas Corpus, which is a collection of video interviews with bilingual Spanish speakers in Texas. We're fortunate to have with us here in the office nearly the entire crew of the project team, including project directors Dr. Barbara Bullock and Dr. Jacqueline Torivio. And project developers Rachel Gilg and Arthur Wendorf. So we're here to talk with everyone here and hear more about Spin-Tex and learn how teachers can utilize this in their teaching. So before we do that we're going to take care of a few logistics. We encourage you to make the session interactive. On the left we invite you to ask questions in the questions column. We will demonstrate the questions we will moderate, sorry, the questions that come in and have our guests respond. Oh, lots of noise. If you're using Twitter to tweet today, use the hashtag, quote. And if you happen to lose your connection or need to log out for some reason, please look back and under the same name as before. Alright, so just keep letting us know if that audio quality is bad for you, but we'll try to fix it if we can. What we're going to start by saying as well is that many of you who joined us have already indicated your desire to get CPE or CME credits for participating in the session. For those of you who haven't yet submitted that request for CPE credit, please follow that link in the info section that appears in the left-hand part of the screen and fill out that information. Just note that it's a Google form, so if your school blocks access to Google you'll probably have to fill it out later. You can also send a note to info at call.newtexas.edu, and we'll find you and make sure you get that certificate for attending. Note that we will again be recording the session and we'll have it available on our website and on YouTube after the session. With that we will get started with a few opening remarks. Alright, so as many of you know who have joined in for one of our previous webinars, you'll know that this series of called June webinars is focused on the topic of open educational resources in relationship largely to language learning and language teaching. In the first webinar we discussed finding authentic language OER by exploring some of the repositories and initiatives where these resources exist. We discussed some sites and repository specific to language learning content like Loro, the Merlot World Languages site, various resources produced here at Coral, resources that are in the Orange Grove or Language Box, Genorum, and we discussed also finding open resources in general using some of the common websites and services, whether it be using a search provided by Creative Commons or the advanced search on Google for web content, searching for openly licensed educational videos on YouTube, openly licensed images on Flickr, music on Jemendo, or using Project Gutenberg for public domain books or just finding resources using the Wikimedia Commons. So basically saying that there's a lot of resources out there. We also talked about how the open resources basically that people like you are creating resources and these resources are getting so much better. There's high quality, adaptable resources that take less time to find and are taking on new formats. We've got lots of new textbooks. We have MOOCs starting to adopt open educational resources in their teaching. There's tons of modules and exercises. There's full lesson plans. And basically it's to say that OER is going through more calculated phases of revision and staying up to date and that much of what is being created is being better than pure review. There's a focus on authentic materials. There's much easier access both on computers but also in mobile formats and also new document formats. And the ability to sort of pull apart these resources and repurpose them is getting easier and more consistent. A lot of these repositories that we talked about earlier actually invite your contributions and corrections and also additions. So we also discussed at length what it means to be open by talking about the use of Creative Commons licenses, what it means to move from an all rights reserved model of copyright to a some rights reserved model. We've stressed the importance in these webinars in differentiating between free and open, noting that while there are many great free resources on the internet and just available in general, that open means something much deeper than just no cost. It's something that is tied to the values of free culture, which is to say that when you have the freedom to change and when you're encouraged to remix, reuse, revise, and redistribute resources that you're a part of creating opportunities for yourself and others for deeper learning. So in the second webinar, we spent a bit of time discussing the practices of adapting, teaching, and creating OER. Our guests, Orlando Kelm, Amanda Delola and Carl Blyth, shared their experiences and thoughts around adapting and incorporating open practices into their teaching. We spent a bit of time discussing the value of sharing, not only resources that they created, but also talking about how they're just champions of open practices. We made the case that even if all we are able to do is really just share links and get a conversation around OER going with colleagues, spreading that word and advancing what we're doing is moving the cause of open and free culture along. Throughout the entire series, however, we've been really looking at this notion of a changing landscape in education. We've been talking about the power of open educational resources to enhance teaching and learning, and furthermore that open educational resources and open practices root themselves in the notion that learning happens best in more organic educational environments where the idea isn't to force people to learn or simply get students from point A to point B and expect that they'll be okay in a rapidly changing job market or a social landscape. Rather, it's basically, we see it as our responsibility as educators and teachers and administrators, support staff or even parents to sort of cultivate this and provide I guess as many opportunities as possible for our students and teachers to develop their own solution and that's our responsibility to help them create personalized and contextualized curriculum and demonstrate that there are multiple ways of mastering a skill or providing an outcome. And since OER are resources that actively encourage you to adapt them, to download them, to take them apart, refashion them and do what you want with them, it's our argument and the argument of many others that support OER that it naturally encourages more effective teaching and deeper learning. And so what we're going to talk about today also demonstrates that. But before we get on to talking with the project team I want to mention that if you've missed previous webinars and have an interest in the subjects that I just sort of recap, we invite you to head over to our website or to our blog and find links to our other two pre-recorded webinars. So with this, I want to get right into hearing from the SpinTechs team about what users can find inside this great resource and we again invite all of you to ask questions in the question box to the left and we'll get going and talking with the presenters about what they have to share with us today. All right, well thank you, Garen. On behalf of the whole SpinTechs team, we're excited to be here and to share a project with you. We are talking about the SpinTechs video archive today which is both free and open. It's a website for educators and for learners of Spanish. And this is who the part of our team that's actually in the room with me right now. I do want to mention there are other team members that I'm Rachel Gilg, by the way, I'm the project manager and also web developer on the project. The two project co-directors are here along with Arthur Wendorf who also developed the project with us and also in the chat room I know at least I see that Marti Kishal who has also been instrumental in the project is in the chat room. So I would encourage any project members who are working, please introduce yourself and let everyone know what your role is on the project. We have quite a large team to put this together so please chime in. Okay, so I wanted to start by talking a little bit about the background of the project. This is a video archive but I want to start by how do these videos come about. And for that I want to kind of turn this over to the project directors. Okay, this is Jacqueline Turribio and I thought I might say a little bit about the origin of the project. We envisioned this project primarily as a means of showcasing local varieties of Spanish. So we wanted to document how Spanish is spoken throughout Texas and also to provide tools that would allow students and teachers to really explore and value language variation. So probably the major goal of our project really is to encourage users to consider language variation and the speakers of local varieties of Spanish as important resources for learning about language and about culture. That is to bring some positive attention to local varieties of Spanish and to the speakers of those varieties. Do you want to say something about how it came about? Yeah, so in order to do this we involved our local Spanish speakers in fact. So most of the interviews were done by our undergraduate interns who are from Hispanic families and we trained them on video techniques actually that were trained by our what do you call it technological services here at our college and they went back to their own communities and recorded their friends and family and in this way we got what we think are very authentic videos because after talking for 30 to 45 minutes you get pretty comfortable talking to your interviewer. So we had the students pick who they wanted to be interviewed so we weren't controlling the content that's involved in this we all as a big group decided what the nature of the interviews should be like and that's why we eventually settled on this selection of questions from the historias which is the Spanish person of NPR StoryCorps and it seemed to work pretty well. I mean there were a few technological glitches along the way, chords that weren't plugged in what else. So we had talent forms that weren't designed and things like that but overall they did a really great job and we ended up with 134 usable videos all at about 5500 words each giving us a corpus right now that's over 700,000 words of Spanish English. So just to give you a taste of what these videos are like we have a sample that we can play we'll just play about 30 seconds of this video it's from one of you with the speaker who is from El Paso and she's going to be speaking about the importance of speaking Spanish, what it means to her. What is the importance of Spanish for you? As we live between a border it helps a lot because communication is something that is needed for the work, for what it is and knowing Spanish has helped me a lot because I communicate better with people you connect more with people and it's good to know both languages I apologize for those of you who are not Spanish speakers but I don't know if somebody want to sort of jump in and kind of describe what that video is about and why it's interesting We thought this video segment was interesting for a couple different reasons one of them is of course she talks about the importance of Spanish and we think it's important to show that it's not just Spanish Spanish teachers who think that being bilingual is important then also if you're looking at language variation she does use some discourse markers which are interesting such as Ocea and Este and so there was another reason why we thought this would be an interesting video and she's also got a beautiful, if you're familiar with Spanish variation she's got a really beautiful El Paso accent that comes in very clearly so she says things like Mucho rather than Mucho and so these are all features of the video that teachers could use in their classrooms to draw attention to the way people speak Spanish and what this highlights is that her Spanish is exceptionally well formed Spanish so that we can look to these local varieties of Spanish as models for the classroom So we have all of this great rich authentic video content now how do we turn that into an OER So that's the project that we're going to be focusing on now is Corpus De Classroom Project which we started last September and the project was to develop an archive a searchable online archive using the Spanish and Texas videos that would be really geared towards educators the main goal was to create an interface that would be teacher centered basically So currently you can go to spintext.org and you can find their 327 video clips from 33 different speakers that number is increasing we have more clips that are in process we did edit the clips we selected because we know for pedagogical purposes it's better to have shorter clips so the clips range between 1 and 4 minutes they are fully transcribed with synchronized closed captions so they can be turned on or turned off in addition we've given all the clips titles we've added topics to them which you'll see in our search interface and we've done some pretty advanced things in terms of automatically processing them and tagging them for different linguistic and pedagogical features which will become clear when we look at the interface I want to show you another video this is just a quick introduction since we won't be able to do a live demo of the site I will be showing screenshots but I think this video gives a good kind of short just one minute introduction to what the site is all about the spintext video archive offers a new way for Spanish language teachers to find and use authentic videos quickly search through a collection of fully transcribed and captioned video clips customized by theme, grammar points and vocabulary teachers can also highlight grammar and vocabulary from video transcripts save and share video playlists and access other resources like lesson plans all videos and materials are licensed using creative commons licenses which means teachers can legally reuse and remix the content to create customized learning materials created by Coral the Center for Open Educational Resources and Language Learning and funded by the Department of Education and the University of Texas at Austin the spintext video archive is a high quality free and open resource for teachers and learners start browsing the site to learn how you can begin using spintext in your classroom today okay so hopefully that gives you just a quick introduction so we started this project the first thing we did was a needs assessment with educators so we did this through focus groups and interviewing different educators and asked them questions such as how do you use authentic video in your teaching how do you find the videos that you use and what problems we know that a lot of language teachers rely on looking for video content through YouTube which I think all of us can kind of see the problems that people have with YouTube and then we asked them specific questions how can you imagine using our videos with your classes and so this was the basis for how we designed the interface so one of the primary goals that came out of our focus groups was that we really wanted to enable educators to be able to search with the criteria that had in their mind so you know when you're searching for a video on YouTube to teach a grammar point you have to kind of guess at like what kind of keywords might I use to find a good example of this there's no way to just directly search for what you want to find so one of the main goals of our interface was to change that and so you can see hopefully this is clear it looks a little different. You can see that we've offered in addition from the homepage of the site there's a full text search so you can search the text of the transcripts or we offer what we call a guided search so you can choose from different topics, different grammar points, different pragmatics in the future we plan to offer some tags such as functions, communicative functions these are categories that we think are relevant to language teachers the grammar points actually were called Marti our colleague who is in the chat room actually went through a number of different textbooks and compiled a list of what were the most popular grammar points and I will say that this is not complete this is still a work in progress so we plan to add to this list what we have now is just the start so once you've entered your search criteria or clicked on one of the categories you get to the results screen and once you're on the results screen then you can start drilling down and filtering so you can search by a particular topic and a particular grammar point combined and find only those videos that exhibit those two categories. Another goal obviously we wanted this to be an OER so we wanted to build in the site ways for educators to share this content and easily access it so you'll see when you go into a video page we have links to share, embed and download the videos and this is completely open you don't have to have an account on the site in order to download a video download also the transcript So I want to interrupt here quickly and to say that for folks who might have questions please feel free to ask them we're going to record them and then either answer them as they come in or figure out after the presentation if it makes more sense to answer them but please send your questions in. Another goal of the website was to provide tools that would make it easier to develop lessons around the videos and some of the features that we have when you're looking at a transcript because of this automatic tagging process that we did you can actually highlight different tags on the different words that have been tagged on the text so you'll see that here it's highlighting all the forms of a star that appear in this transcript you can also remove those words if you want to create a close activity so this has been a very popular feature when we presented this site teachers are really responding to this feature. Another thing that we heard from talking to teachers is that often they wanted to put together sets of videos so maybe they wanted to show or play videos with two different speakers from different locations or maybe compare registers of speakers and so we wanted to give them a way to put to get to kind of curate these sets and so once now this does require an account on the site if you do get an account you can favorite videos so you can flag a video that would be added to your favorites list and then you can also add custom tags to a video and the tag can be anything whatever is meaningful to you and then once you've tagged them you can then access your lists of videos that you have tagged with a certain category and this page then can actually be shared if you wanted to share this with your students so they could just have a one page show the videos that you've selected for them to watch and finally what we heard from teachers is that they also wanted supporting materials it's one thing to provide a video but if you can provide more of a package where you have a lesson plan maybe some templates for activities that's much more valuable and so that's where we're really turning to some of the tenants of open education and working to involve a community of teachers in developing these materials that can be shared so and right now I'm going to turn it over Arthur is going to talk about some of the work that we've done with teachers and some of the ideas we have you know this is all in development right now but we're going to tell you about some of our ideas for developing these we have two different types of materials that are available right now the first type is materials that have been created by other users so we've been doing a lot of workshops with teachers and they've been using our materials and creating activities for them here's an example where you can see a pre-activity and then afterward they have content questions and then also discussion questions at the end so a pretty standard activity format and so we are trying to compile a library of these types of activities that instructors are using that we can then share with other instructors so that they can improve on them use them and just make everybody's life easier we also have different templates that we're developing so the first type of template these templates excuse me are based on the four different types of activities that are most commonly mentioned in research on how to use corpora in the classroom people have been talking about this for a long time but it's been hard to implement so we're trying to make that easier the first type is the closed test which Rachel has already talked about a little bit which you can see is very well integrated and it's basically you're still in the blank the second type of template that I'll be demonstrating here shortly is the variation template which basically we're looking at comparing what a textbook says about how something is used as compared to how it is really used in our corpus a schema template is to help learners understand that speakers from different cultures look at the same topic differently so for example when you talk about family and you're speaking to a English monolingual North American you're going to get different responses than you would from a Spanish speaker from Mexico or whatever so that's the idea with that one and then finally the data driven learning which is you tell them what you want them to search for and then they search for it and then they try to figure out why it is the way it is so for example we've had instructors already use this website for using data driven learning with the subjunctive and they've had very positive responses from their students so now what I'm going to do is go through one of our templates now for each template each of those four templates we have the template and then we also have a concrete example of it being used that way you can get a better idea of how we intend it to be used but remember we hope everybody will improve on these these are not the end all be all so each of these templates has three different documents that goes with them the first one is instructions for the instructor so you can step by step see what you need to do for the template then there's the actual activity which is basically a worksheet each of the activities is a google form and then of course google forms produce a spreadsheet so then we do something with the results and so for this first one we're looking at variation and we're looking specifically at the use of the adjective este and so here's the instructions that the instructor would receive so you need to prepare the students by teaching them about este, have them go to spin text, have them go to the worksheet and then they fill out the worksheet using this website and then you compare the results so we're just going to go through this step by step really easily a lot of this Rachel's already talked about what we're just going to recap so the first thing because this is a vocab item is we're going to do a keyword search so we're going to search for este this is what the search results will look like or could possibly look like and so you then they click on that video go to the transcript and they can highlight in the vocabulary the occurrences of este so now they actually see este being used and they can listen to it if they scroll up they can see the video and see it used by the actual speaker then they pull up the worksheet and this is the top of the worksheet what it looks like and basically what this template has them do is look for 10 occurrences of the target and then indicate the video ID and the example of use and then they describe whether it's a standard use described in the textbook or whether it's some other kind of use and if it's another kind of use how is it used and so here you can see that the video ID is on the URL for each video and then you can see the use of este so when they take that they put that in the worksheet so this is video 372 and it's este used as a hesitation so that's not a standard use of este this is a hesitation use so then we'll go to the results and this for this template this pie graph is automatically generated from the responses so when you pull up the results page it already have this pie chart for you and it'll show you how many of the uses were standard uses and how many of the uses were non standard and then you can discuss with your class okay what kind of non standard uses did we find you know what does that tell you about how the language has evolved or whatever you want to discuss with them and so that is the entirety of the template we tried to keep these fairly simple fairly generic so that they can be reused with many different topics and we would love to hear suggestions for more templates so I'm going to ask you a good question Arthur on that when you when you say when you hope people innovate on this how does that work or where will it actually take place are these shared documents or is it part of the website or people log in or where can people find those templates is it kind of a sneak preview what we're doing today yeah so we are working on these templates or refining them the ones that Arthur has created are Google Docs so you can actually just copy the Google Doc and Google Forms I guess it's actually the Google Form and adapt it if you wanted to adapt it or you could just use it as is but we're looking at other platforms for sharing materials there's also a lesson plan generator from one of the other language resource centers that might be a repository that we use for lesson plans but right now we're sort of exploring what are the best ways to enable that sharing so we'd love to hear feedback and suggestions and I think that's the end of our presentation it's amazing to see it and I work with it every day but it's fun to see you guys talk about it exactly so some of the questions that I kind of wanted to start with and maybe it was addressed a little bit in the chat room but you talked about the origins of this but what else exists out on the web like this what else is out there that's doing something like this it seems like such a unique tool are there others in different languages that you know of well there's a lot of corpora that are available out there the problem I think and Arthur and Rachel have mentioned this alluded to this it's just not easy to use corpus is the way they are you can't for instance sort of corpus very easily for I don't know like Arthur said the subjunctive in a meaningful way for the classroom so I think what's I don't think there's anything like this out there in terms of being able to search a video for a grammar point and having a relevant video come back to you and I think this is sort of what I guess revolutionary about this process so getting to basically like this very fundamental question why is Spanish in Texas why not Spanish in America or Spanish in yeah well there's so many reasons this is a big project for us the linguists that's Jacqueline and me and Barbara talking now when we arrived at University of Texas about four years ago we've only been here for four years we're actually kind of surprised that there hasn't been sort of a central effort from this the flagship campus to document the way Spanish is spoken in Texas it's been done in sort of a real patch meal or patchwork sort of way it's been done very impressionistically at times and there's a heck of a lot of misinformation and stereotypes circulating about Spanish in Texas and about its speakers so we really wanted to address that in some way and we wanted to be able to talk about some of the myths about Spanish in Texas and Spanish in the US more generally that it's not Spanish that it's not real Spanish that it's Spanglish that it's Tex-Mex so we wanted to dispel some of those myths and really address the need of some of our students we've got a large number of Latino students as Barbara said earlier most of those students most of our team collected the videos are Latino students and they are documenting the language that's in their community so we felt that it was really important to bring that type of positive attention to Spanish in the way that had already been done here on this campus for German and English and there's really two ways that you can dispel these types of misperceptions and stereotypes and one is education but people don't always listen right so you end up having to educate and educate and educate but another way is experience so if somebody has experience with something then they'll learn to think of it differently so you hear people talk about Spanglish but this gives you an opportunity to explore what is Spanglish so they might think that Spanish in Texas is peppered with English for instance I think that's what everybody's perception really is but this will allow students and teachers to get in there and see what is the English influence really in this body of speech that we have here and maybe have come out of it with a real understanding of what's going on so this is I guess an example of deeper learning so you're talking about approaching two levels one is sort of a research basis but then there's also this actual hey this is a teaching tool this is a resource for teachers to use so are you afraid of perhaps modeling or exposing students and teachers that these incorrect forms of Spanish or Spanglish that somehow it's going to influence the way in which these students learn that's a really good point and I hope that these will provide obvious teaching moments and what do we mean when we talk about that Spanish and good Spanish you know good Spanish is precisely what allows you to get through the day to communicate with your friends and family and if what your family produces are some of these forms that are considered to be non-standard or that don't appear in your textbook those are forms that you should value so part of this is it's not just an educational mission for us but it's also a social mission right trying to explore some of the ideologies that we have about particular varieties of language right I mean everyone talks about authentic materials but really the materials that are provided as authentic aren't authentic at all examples of that would be any textbook any textbook is in like its 400th edition but it still reflects basically 40 year old ways of speaking and you know dictionaries and also grammars are always behind the way people speak normally this gives like a sort of open textbook that is really the way people speak so we might look at it as not being right but if that's the way everyone speaks over time that does become the way that is correct say so you mentioned the second language variation so touching it are there other reasons why teachers should really care about language variation I mean sure teachers should care about the type of language that their students bring to the classroom right I mean you can even look at some of what some teachers might call incorrect Spanish as a way of scaffolding to looking at what might be the targeted norm for a different type of discourse yeah actually Maria is making a really good point now and this is so classic so all the textbooks teach these los otros forms of Spanish nobody in America I mean America's well that's not true but it is pretty much true but they appear in Spanish language textbooks which is ridiculous so we have a textbook that's kind of live if you will I mean there's no textbook around it but they easily could be so that's what we're doing they're building on this point also as I've taught been teaching introductory Spanish a lot and one of the things that tends to make students less interested in learning Spanish is when they find out that the Spanish we're teaching is not the Spanish that they can use with their friends or at work and so they'll start studying Spanish and they'll try to use it in real life and it won't be positively received and then they'll get turned off to what we're teaching them so this is a good way to overcome that so maybe tell us a little bit more about some of the feedback that you've received from students, teachers, the folks that you've been working with about their use of the tool and how people incorporated this into their teaching as well. Mostly we've had this incorporated into bilingual courses so far and we've had really positive perception of that because the students have really liked the idea of saying hey the type of Spanish that I use at home is a valid type of Spanish that I can study in class and it's not just the bad Spanish that they're always slapping me on the wrist for or whatever. I think it's also fun for the students, I've used this in one of my classes on Spanish pronunciation, phonology and even just in looking at that variation it's really fun for even Spanish speakers to look at how very differently they speak from some of their friends or how the Spanish of El Paso is so very different from the Spanish that's spoken in Laredo. So even for Spanish speakers not just English-speaking learners of Spanish but for heritage Spanish speakers it's really important for them to see a new variation as being like linguistically important to an element. I think it's really interesting to notice that there's that much variation just in Texas. I mean these are Spanish speakers that you found throughout the state of Texas. Can I just imagine how many more variations there are, let's say in the Northeast or in California or wherever. And really that's why we're right now sticking to Spanish in Texas because we know that there's going to be differences between Spanish spoken in Texas and Spanish that's spoken in New York because there's different origins of the Spanish. So right now we're just doing it here and also because we want people to look at the language that's spoken as a resource. But yeah, this could be extended to cover other varieties of Spanish Do you have any plans or do you have colleagues that talk to you about wanting to do this and incorporate this? Yeah and one of the things that we've done throughout this process is really open up all of the work that we've done. I mean this is another kind of facet of being open is to really document your process and share that with people and share sort of you know we're planning to share like the consent forms we used and so that somebody could really replicate what we've done in their own community. There's tools that we've created to do this the automatic tagging that has allowed us to produce this search interface and those tools are all open source and so if there's others out there interested in replicating this we have a model that we think could work in other contexts. So you said you sort of had your focus on designing this for educators and teachers. It seems like this is a tool that can be used by almost anyone. I mean just the learners that are out there when we talk about MOOCs and this idea of opening the classroom and living in the classroom and bringing it in. We had just a few of the videos up on a little publicity site when we started this project. We had someone contact us from is it Soverecruisers? Someone's already used this for class projects in Soverecruisers. You never know. When you open it up it opens up all kinds of uses that you never would have imagined. So did you envision, as I'm talking about this series and we're talking about OER did you have it at the outset for this to be a project that would be labeled as an openly licensed project or was it just something that, I mean how did you arrive at that decision? Oh yeah, absolutely. I mean from the beginning it was open. Certainly because we feel like the people who will be most interested in this are heritage speakers themselves. That is people from Hispanic background themselves and teachers of these students. And these are precisely people who need open education resources that reflect their own experience. They need things that are low cost. They need things that are easily accessible. They need things that are flexible and that they can contribute to etc etc etc. So this is perfect for us, this open platform. I would like to also point out, I know this is ready to mention but we've really tried to make this so that it will be as useful as possible in the classroom. And just to give you an idea, three of the people on the team are currently teaching introductory or intermediate level Spanish and we have been trying to keep in mind how could I use this myself in my class. What features would I want? And so we've tried to really make this as user friendly and as useful as possible. One of the questions in the chat room kind of builds on this idea is how could you integrate this into resources that you're already teaching with. Let's say it's a textbook or a workbook or give us an example of where this might fit in or how it might fit in best. Okay so for example a lot of times in a textbook there will be a grammar point or something and the students just aren't getting it. And so you want to give them a demonstration of how it's actually being used. And so this is a great tool to do that. And then also some textbooks do provide like audio examples or video samples. But they're almost always staged and they're really fake and cheesy. So this provides something where it's real and the students react to that. They can tell that this is real. They can tell this isn't somebody who's reading a script. And they enjoy it a lot more than those other materials from what I've seen. Yeah I love some of the comments in the chat room about big folks who read them. I love languages because they're living things and all sorts of wonderful fun things in here. So I think one of the things that I noticed and maybe have you briefly touch on it but what is it corporates or we're talking about the corpora when you mention that. Touch on that for a little bit for people who may not know what that is. Okay so for the past couple of decades researchers at universities have been saying we need to use corpora in teaching languages and basically what they're talking about is any conglomeration of language. So whether it's video archives or a whole bunch of texts that have been combined or stories or whatever. So they're just talking about a big bunch of language. And specifically in our corpus what it is is obviously the videos but also the transcriptions of those videos and all the tagging that goes along with that that we have automated. Yeah there's all kinds of corpora. I think you alluded to one of them earlier you had the Gutenberg project. Yeah the Project Gutenberg. So Project Gutenberg is enormous. So essentially Project Gutenberg seeks to take anything written in the English language and scan it so that you have just billions of words. I mean from you know from Shakespeare well even before Shakespeare forward. Right all public domain. Yeah everything is there. And so this allows people to go through and see how languages changed over time. You can compile dictionaries. You can do all kinds of things with the corpus of that magnitude. One of the problems with the difficulties of those corpora traditionally as far as using them in the classroom has been that the tools that they come with are not designed for educators. So for example the British National Corpus or the corpus del Espanol from Martí is at BYU. These corpora are great. They're really wonderful tools for researchers but they're pretty hard to use in the classroom. And all the different discussions that have been going on for the past couple decades of what we need to do is get a driven learning and all this other kind of stuff. You can't really do that with the tools that are provided with you or for you with those corpora. So we've tried to change that around and make the tools there for them to get go so that you can do these things. Yeah so what teaching level is this most appropriate for? We've talked a lot about this bridging this gap between research and practice but where do you feel like it's most effective for use? Sure yeah I think that probably for the school level. So these materials would work well there. In part because we have all of these adult interviews and the types of themes that are addressed in the questions are ones that would probably be most interesting to older learners. We're oftentimes asked and I think someone's already asked it on the listing there whether we intend to add children to this course. And you know at the moment it is something that could be done. We'd like to start for us with these adults until we have the procedure up and running and our aim is to add other corpora from colleagues at other institutions but they too will likely be adult interviews. So what's the desire to focus on children just to appeal to that audience so you can teach them in lower quality? At any lower level but also here in Texas we've got all of those dual language programs and they would hugely benefit from this type of authentic language material. And we didn't do children just because we don't yet know how to get videos of them. They don't sit still. They're not going to look at the camera. We can't use the same type of protocol that we've used to get this from these interviews for the adults. So that really has been a sticking point. What is going to be the procedure that we would use for the children? We can't call this a representative corpus. It doesn't represent the way everyone speaks because we've asked a certain series of questions and because we don't have children and things like that. But it could be turned into that over time and we'd welcome anybody's ideas about this. At the university level you can use this corpus not only for a language class but for all different types of content courses and not just courses in linguistics. This is effective like classes in Spanish linguistics. This is ideal for a course in sociolinguistics. Where you can see variation across regions. You can look at regional variation. You can look at variation across gender. We also have quite a bit about these speakers so we can look at their specific background, their personal histories and language backgrounds. We can see whether or not speakers who lived here for multiple generations show different types of innovations from those who are more recently arrived. There's quite a lot that you can do with this corpus. There's one aspect of it that's already interested some of our students and that is why it is that one of these speakers who's from Peru, and he says right there that he's from Peru, but he already sounds very Mexican and it has a lot to do with his social networks. That's all type of information that you can get from these types of sociolinguistic interviews that then are relevant not only for language teaching but also for linguistic research. So I'm going to get to a question by Maria in a second, but I wanted to ask a little bit of a follow up on how you did this. You said you resembled it on the sort of story court project in this interview. You talked about the size of the resource. Can you remember the first slide in terms of how many actual videos you have? We have 134. Well in the archive right now there's 328 video clips from 33 speakers Do you envision a second phase to the interview process when you talked about you couldn't capture all these linguistic variations? Are there different cities you want to get there? Somebody said your language is a living thing. You're kind of forced to keep building on this because if not, we're just documenting Spanish as it's spoken in Texas at one point in time. In 15 years people aren't going to be speaking the same way. There's bad in language. Obviously it needs to grow. It's another reason why we keep it open. So Maria is getting at this question of how she can add and change what you have in here. What's next? Is that one of the features that you're thinking about? I should have mentioned the specific license that we use on our videos. It's a CC by non-commercial share like. So that means that you can't use our videos to make money. And whatever you produce with the videos you have to also share. So any of those videos as I showed can be downloaded. So you could take the video downloaded and add it to your own materials and publish your own materials with that video as long as you attribute us. And there's a terms of use page on the website that says exactly how we need to attribute us. But the idea is with that embed function and the download function that the videos can be removed from the corpus or used in different contexts. And then all of the materials that are currently in development and we hope to have some templates up by August will be provided in an editable format. So whether that's Google Docs, we're still working out the details. But everything that is published there, you'll be able to take it and edit it and customize it for your students. So following up on this licensing issue, somebody's asking a question about, well, why not using BBC World Language Resources for middle school students? Their programs are good. Talk about maybe the difference between what open means and free means in this context. I suppose you can access these BBC resources but you can't really do much more of that. Right. You could even take our videos and re-edit them or edit them together. You could have your students edit a collage of videos. You're free to use them as you wish. So you don't have to just use it in the context of our website. You can pull it out of that context and add it to your own web-based materials. So for example, I know that one common practice is to play an audio segment or a video segment for like an exam and then the students have to transcribe it or they have to answer some question about the content. And you could just cut like whatever a 10 second slice out of one of our videos and then play that for the class and use that for your test content. Yeah. So just adding to this, this is Gary, but one of the things that we talked about the previous webinars was this contrast between free and open. And of course teachers, at least in the US, have the flexibility of using any kind type of content under fair use guidelines in their classroom. But there's a certain limitation with regard to then how you, if you do create a lesson plan using those materials and we see it oftentimes with folks who use clips from the BBC, let's say, or audio from MTV or songs and things like that. When you want to share that with colleagues, you're restricted to use the copyright that goes with those materials. And while other teachers may be able to use that in their classrooms, folks outside the sort of walls of the classroom are unable to use that. And what we're seeing in the sort of changing landscape of education is that there are very few walls left. So using open educational resources to start with or using openly licensed content provides that flexibility for others to sort of keep on using, remixing, remashing, and sharing and improving the community. So just as a note on this time, the distinction between free and open. So. This is Natalie. I just wanted to mention in the chat room, Terri, I'd love to point out that many schools block certain websites and streaming is sometimes impossible. So when you can download the video, I just put it up on your own website or in the school website that makes it much easier for certain high schools. Yeah. Or even just bring it on a DVD or something. So we've talked a little bit about the changes that you want to make. How can people stay up to date about the changes that are going to occur or working to find out more information and or working to even send suggestions for improvements or resources that they would love to contribute? Yeah, well there's a variety of ways to get involved. If you want to sign up, we do have a mailing list. That's actually from the Spanishandtexas.org website. You'll see a Get Involved link. You can sign up for our email list and that will give you up to date on everything that's going on with the project. We also have a Facebook page, which I actually didn't list on here, but if you just look up Spanish and Texas on Facebook, you'll find us. In our new video archive, as I mentioned, this is in development, but we want to use it. So we wanted to put something out there and have the development shaped by how people are actually using it. So if you go to the site now and start searching, you don't need to set up an account. It helps us just to know what you want to search for and what's interesting to you. And then we also have, once you've tried out the site, just a brief survey, it's two minutes just to kind of tell us about your experience on the site. And then, of course, we have a contact form on the website. So if you have any ideas for how you would like to collaborate with us, we'd be very interested to talk with you about your ideas. There's one question that I think Rachel needs to, the custom playlist. Can you explain a little quickly? Right, so the custom playlist, that's what I was showing when you can, now this is if you have an account on the Spintex video archive site, you can save videos. So you can, if you add a video to your favorites, that will appear in a list. So that's what we mean by a custom playlist. Also tagging feature. Also, then you can, once you tag a video, you can view a list of videos that all have your tag on it. So that's what we mean when we say custom playlist. Right, so for instance, I have my own little tag that says code switching. So in this, every video that I find that has people speaking both Spanish and English in the same utterance, then I tag it as code switching. But people can tag it for whatever they want to tag for. So it's a particular mention earlier that some of the clips on the video have contained language mixing and that they're, and Martina answered something about you guys are trying to tag occurrences of that code switching. But it's pretty challenging and not a reality. So it's something that you're going to try and incorporate or just something that's quite good. Yeah, which my piece right, it's hard, but we're working on it. I also want to mention, it's kind of late notice, but we do have an open call right now for educators. If you're an educator in Texas preferably around the Austin area or someone who can get to Austin easily, we are doing a kind of a focus, like a working group to try and get together and create some materials. So I know we want to open this up beyond just people who are able to physically be in Austin eventually, but if that's a situation that works for you and you're an educator that's interested in helping us to develop some of these lesson plans and templates that we've been talking about, if you go to our Spanish and Texas.org website, you can see a link to the application and some more information about that. That brings us to the end of the webinar hour. I want to thank you all for joining us today and talking about the project. It's really exciting. It sounds like there's a lot of great opportunity for folks to get involved and just something that's meeting a need that isn't really yet been then. So it's really neat to see it. I want to thank you Natalie for the wonderful three webinars and invite people to sort of stay tuned to what we're doing throughout the fall and the next year with other webinars that we might offer on some of the projects that we're working on or people that we find interesting. So stay tuned on our website or on our blog and send us questions to info at call.utexas.edu and thank you Garen for putting on those two webinars. We're leading us through very good content. Thank you so much for participating here.