 Hi, I'm Charlie. So a little bit about me. I have my own educational company that we offered myself as a tutor and educational consultant and then I've been developing OEA hard for a few years teaching ESL and I use those in my classes. And this is something I've been researching for about a year. It's a collaborative lesson planning. And what we have here is the EtherPAT and if you want to join, the short URL is is.gd.okcon2011clp. Anybody with computer? Welcome to join. And then down here I'll have my points and if you want to just type notes or questions or whatever. Okay, so I need to start typing. It's really easy. So what is collaborative lesson planning? Collaborative lesson planning is exactly what it sounds like. It's a method for teachers to work together making lesson plans. For example, if you have a history textbook, chapter four, section two, there's probably hundreds of other teachers around the US, not the world, using that same textbook and chapter. And there's no reason you all shouldn't be talking to each other and making the same lesson plans and making them better. And then the next year anybody start teaching that subject, they'll have a huge archive of lesson plans to go through. So obviously, that's an introduction. And then to grab your attention, the joke, if you know the answer, please be silent. The joke is, how long does it take to finish a university? Can you raise your hands? Or just shout out answers? Four years? No. No, lifetime, not four years. All right. Well, the answer is a second. I guess to say the word. Let's talk to me by actually a Chinese colleague. So she's a cool teacher to me, English joke. But when it relates to this, how long will it take for a collaborative lesson plan to work? So I don't know yet. I've been trying for about a year. And so the way I developed a how to implement it. And so if you can click the link to see the GIF or it's here, this is a PDF, you can find this on my website. But so step one, want to improve your lesson plans in the easiest, quickest way possible. Step two, have permission from your employer to publish your lesson plan. Or if you already control the copyright, be willing to release some of your rights. Three, license your rights for reuse. So these two steps are pretty easy for everybody in this audience. But for a lot of people that's like they don't have the copyright control or they do and they're not really aware of ways to use it as yep. And then four, publish your lesson plans online where teachers can find them. So this is, I published a lot of my stuff on WCAversity and on my own website. And yes, you want to publish there's other places connections or all sorts of stuff we've talked about. You want to put it somewhere where people are going to find it. Or five lesson plans and other educational resources that can make your stuff better, asynchronous collaboration. Ideally, also talk to the people who authored what you find to collaborate. So within this like, if you already have your lesson plans great, and then to make them better instead of making new stuff, try to find stuff that's already out there and just reuse that and curate more than create because it's just, there's already too much stuff out there, especially within ESL or things. So the idea is more to more to, you know, instead of just having a lot of stuff on it, so that's really good. That's tech tested in the classrooms. And that is, you know, that's based on stuff like I made a textbook and it used a couple of project Gutenberg books. So the public domain, they're released in 1905. But like, they're teaching English English has changed, but not too much. And like, so I already have this whole textbook out needs to like do something new. It's picking shoes from that what I need. All right. Number six is idea sex. And the idea with idea sex is basically what it sounds like. You want your ideas to meet other people's ideas and so on and so forth. The rational optimist is a really good explanation of this idea. I'm going to read it. And then number seven, deliver a better lesson plan and publish your review. Now you made it possible for any teacher to build off your work, improve their lessons and give you feedback so you can make your lessons better. And then number eight, restart the cycle from step four. So as an illustration, another way to think about this is like a water cycle. So like you make the lesson plans, goes up in the atmosphere, and you teach it. And that's right. And it comes back down when you teach it. And then you put the new version with a review back into the water, and so on and so forth. Yeah. That image is public domain from the US Geological Survey. Okay. For the pad is.gd slash ok con 2011 CLP. All right. So history of CLP. So I started formally introducing this last summer at wikimania. I gave a talk which you can read there. And I came to start doing this because I was teaching English in Japan. And I got off the plane and had a wonderful two day conference at the one of the nicest hotels in the world, the Kao Plaza. And then got dumped in my town of 4000 people with no real training for how to be a teacher or how to teach English or materials to use. So it so then I had to do a lot of research and try to find out how to teach well because I wanted to teach well and ended up like I ended up finding stuff eventually. But for the most part, there wasn't a lot of stuff out there. And it wasn't easy to find. And then when I did find it and started to use it, it was like all rights reserved or different things that made it difficult to use. So the big idea with this is not reinventing the wheel. Like I had to reinvent I had to make color flashcards for my students. Like that is insane. Like colored flashcards are the simplest thing they've been around for thousands. A lot of time. Nobody should have to make colored flashcards again. That's just complete waste of my time wasted Japanese government's money paying me to do that. So the idea is to stop reinventing the wheel. Make the wheel better. And then I did a couple courses on PDPU in cycles four and five. Cycle four was last October. Cycle five was in the spring. At that point PDPU was more of a it was a set up in six week cycles that were offered. We offer a course and we got a lot of interest from people in different parts of the world. And it didn't necessarily mean we didn't get a lot of follow through on everything. People really struggled with the just like having lesson plans and putting them out was just really tough thing for people to get around. And then one positive thing that did come up. A lot of positives came out. One of the biggest positives was that one of the people on the course he he had some struggles in his own course. And then he wrote about it and he ended up coining this phrase Paragaji, which Paragaji is a theory of pure based learning. And then I wrote a paper with him about it. We presented it at a conference in Germany in the summer. And so that is Paragaji is basically how people how peers can learn together. There's like pedagogy, which we all know teachers teaching students and Andrew Gaji, which is an individual self directed. So Paragaji is a little different. And so within collaborative lesson planning, it's just teachers, not really students can be involved. And I think they should be seeing lesson plans. But but that's the bigger thing is teachers working together. So they're peers. And so that theory hopefully will help me help this come more to play. And then currently, Pete, in the early this year, PDPU, reimagined itself peer to peer University, if you guys don't know, reimagined itself. And now instead of offering courses, in general, they offer a study group. A study group is an ongoing study of some subject. So it's not like timeframe, like the courses were six weeks, study groups just go for as long as you want. And there's not. Yeah, so within that, there's less structure, which in some ways let the less going on, but it's a new medium. And I hope it's a lot of potential. Alright, so a after action review of year one, after action review is a military idea. Unfortunately, this PDF is no longer hosted on their website. But the after action review is done after you do something. So you go over these are the four steps. Your view was supposed to happen. So for mission or whatever, establish what happened. So this mission was supposed to take down this place. What happened, it didn't happen. As the term was right or wrong with what happened. In turn, that's actually done differently the next time. Okay, so doing that framework to my own year and with collaborate lesson planning. What was supposed to have was supposed to happen was teachers all over the world start collaborating and there's a huge amount of resources available and no new teacher has to start with from scratch. That was what was supposed to happen. That was what happened. Well, that didn't happen. I had some success at I'm here now. And I have success success on PDVU in my own studies. Putting more of my lesson plans online and figuring out how I can do this. The term was right or wrong with what happened. What was right was that I kept studying it and that I kept trying to get more people involved and follow through on it and made progress. What was wrong was that it wasn't a lot of aside from me doing what I've already been doing. I didn't get a lot of other people involved in it. And there weren't a lot of teachers that weren't doing it that are doing it now. Determine how the test should be done differently the next time. So heading into the next in the future. I really want to I think the study group is going to kind of be the online home of what how this is going to go. And I want to develop that out and really make explicit live guidelines for our teachers who want to do this can do it as well as I just need to market more need to get out there and go to schools or go to talk to college professors or whatnot and just get the work beat the street you know and because it's not one of the themes that take away from this conference is not just getting it out there is just not enough putting stuff online is great and it makes it's good for ego stroking and talking with other people like open stuff but how great open is but terms of results it's not really meaningful. So until you get people and good example is the flat world knowledge they've gotten into tons of schools and the progress or Khan Academy or other people who are here. So follow their lead and try and actually try and market more. Okay conclusion CLP wants your help. So everybody here I invite you to join the PDPU collaborative lesson planning group. There's also with diversity resource on it which I have not given a link to but I will and then contact me with ideas please. That's my information. And yeah. So far as I'm into questions. Yes. In terms of the format. No there isn't something that's like a clear no but I think that would be something that would be good to establish sort of like preps within a certain discipline each discipline have like sort of like an MLA for lesson plans that people could use interact much more easily. In terms of the document format it's preferable to use like open open office or PDF as opposed to proprietary document format just because private document formats are limiting and who can reuse it. You don't have the latest version of said software not going to be able to access the document and open office is free down online and offers incredible functionality and support or not support but credible functionality and you can do everything you need to do as a teacher in my opinion there and then those documents much more easily accessible by anybody in the world. Text format is the ideal. Yes. So like imagine if like the United States government mandated that all ESL teachers in the United States like go to this one central website where they have all their lesson plans like resources whatever and like it's curated and stuff it's like without a failure of vision or with something in your vision still not be quite there like something like that would occur. Yeah. I guess within that that'd be like I don't climb in the mountain and I'd be at a different peak so I'd have different view then. I don't know what the next I guess the next step would be making sure that like all those ESL plans are shared with teachers all around the world and just grow the network and then hopefully out of that like it would emerge that there's you know it doesn't need to be hundreds of them. There needs to be a few. And right and then customize it by like I'm teaching 20 students I'm teaching 50 students I'm teaching students in ESL who have an intermediate level or like they should have an intermediate level but they're actually beginners even though they're in junior high. So then and then you go so you go through that you get to less plan you want and then use it or modify it and upload it with what you've learned. Yes. Do you have an organizational plan for how if I did have stuff that I wanted to share like how would people find it. Is it. Yeah I know you mean I made I didn't link to it here I made like a how to thank you I made a how to collaborative lesson plan. It's on this document actually and that's like that outlines for uploading to the university which is a sister project of Wikipedia. The university is real nice you can upload PDFs or open documents and choose your license and it's there and it's really easily final by Google. At this point like not a lot of teachers use it or even people in this open education world use it. So so I think I think you got I got a start or people like upload to the university upload to connections upload to wiki educator upload to OER Commons just get it like everywhere and archive that org is really good and yeah just get as many places possible. It seems like that instructors involved there has to be like a central. Yeah I agree. Yeah I agree and that currently is not a reality but I agree. Yes. Well I wonder like if somebody possible kind of like a Jesuit like this network of four hundred schools in the Jesuit thing and so what they're trying to do basically like one of my patients is kind of make this common pool of OER sort of designed for use within the Jesuit network. That's cool. And so I wonder if that's a more practical ideas. It's kind of not trying to have like one central clearing house like what diversity.net like kind of lots of little clearing houses based on little interest groups easier for them to hear together. Yeah. Come up with guidelines. Right. Yeah I know I mean within that like a Jesuit person working at Jesuit high school isn't going to teach you class the same way as a public high school or like a you know like a really nice private school at East or something. It's a different world. So yes that would sort of like sub sections and then also on a similar note like there are many different copyright licenses and people are comfortable with different ones and personally I prefer public domain but dedicating it because that enables the most idea sex. But a lot of people don't like that for a lot of different reasons that are valid. And so like the attribution share like non-commercial people could only really be talking to themselves and then as we share like a little bit more attribution a little more. But yeah so sort of like sub groups or even just by like ESL. Yeah exactly. Yeah. My comment was a lot of those lines there's a cool website called betterlesson.org. Okay. They have a collaboration with the KIPP schools. The KIPP school teacher uploads his or her lesson plans and they share them in that community because they're a similar teaching model. Yeah okay yeah so that's a good example of somebody's actually it's happening right now. That's something I should follow up on and thank you. Any more questions? I had another one. Yeah. I wonder just your experience what is on your wish list like what would be is there some application or some change or something that would help individuals like you do this better faster cheaper and have a wider reach like what is there something that you wish existed that doesn't? No. I've got everything I need now. Yeah I just need to do it and I guess wish this would be like more attention to what I'm doing or the stuff I already put online that we have more people reading it and commenting on it but no the tools are there already to do all this stuff. I mean it's like the DS106 talk yesterday. The internet radio has been around for a while and all these other tools have been around and they didn't need you know just it doesn't mean that I'm not I mean I'm very much in favor of continued development and new stuff that comes along makes my life easier is great but the way I see it for me is just there's only barriers to me just get to the desk or go into people talking about it. Thank you. Any other questions? You mentioned Jim Groom and I can't think so this kind of seems more like a like repository stuff like how do you see this being in the vision of like open educational experiences that can't live inside a repository of like flashcards and curriculum. That's a great question. I think well first off I think the study group is an open educational experience. You can't it's not somewhere that you're actually like I want the less you don't put your lesson plans there put your lesson plans elsewhere and you just kind of talk about it there and like so that's ongoing. Within the collaborative lesson planning I think I want to make that try and develop that out. Within me teaching English I was actually pretty inspired yesterday by the success of DS106 and the most massive open online course or MOOC even though Groom said it wasn't a MOOC kind of is but yeah I think like I was thinking trying to do a MOOC for English like for ESL for I've developed a textbook for ENG 099 Conversation American English and I think I'd like try to offer that as a MOOC and then just get lots of people involved and because I think the open edge experience is the big thing. The resource content oh and also like so this is an example of another thing that I did in the lesson plans like I put in a wikiversity put a semester's worth into this book that took like five minutes but because wikipedia is a really nice thing where you can make a book and it's on wikipedia the same plugin is put together and then it comes to you like within the week and so many of you can buy this now if you want but like nobody's uses right you know so it's like right here really easily used but that's happened so so it's kind of a tangent book. Any other questions? I guess I have a question. I looked at Japanese methods they're actually very painful. No I'm not explicitly looked at Japanese methods. I was in Japan teaching English and I in my experience certain it's up to the teacher if they were interested in working together or not for very good reasons some teachers some like Japanese native didn't like working with me because they had bad experiences with other foreign teachers only there for a year don't care about their job who so on so forth so it's actually more work for the Japanese teacher to incorporate a foreigner than it is to just just have them in the room and once in a while have them do something it makes the their job easier. Now I would say I was also in a small town so within terms of like Japanese government policy or like stuff that's going on in an avant-garde metal level in Japan I have no familiarity with that but I would say my experience was fairly common. That's not local to Japan that's local to in my experience anybody who I've talked to has done ESL abroad. The local people interaction can be very hot or cold for valid reasons on both sides. Any other questions? Okay well thank you very much for your attention. Have a good day.