 Okay, everyone. This is Karl Blythe, the Director of Coral. And I want to welcome everybody today to our OER Hangout. We've been having these kind of informal chats with people who develop OER, who use OER. It's very informal. We will give three presenters today an opportunity to share with you a little bit about their work. And especially today, the topic is on finding open authentic texts. So they're going to be sharing with you their tips that they have learned from their own practice with OER. And let me just tell you a little bit about the ground rules. The presenters will talk for about seven minutes each. We want to keep that fairly brief so that we can have most of the time devoted for Q&A. Because essentially, we found that it's better for people to ask their questions directly to the presenters. We have, there are three of us here at Coral. Sarah and Natalie and I will be looking, monitoring those questions as they come in. Okay, so let's get right to it. I'm going to introduce really briefly our speakers and then turn it over to, I guess, Shantel will go first. So Shantel is from the University of Arizona. She's an applied linguist who has interest in literary texts and using literary text and language teaching. She's also a colleague of mine in the language resource centers. There are 16 of us and so Coral is here at Texas, but she's the co-director of Circle at the University of Arizona. And next we will have Gabriela Zapata from Texas A&M, not too far from our campus here at UT. And Gabriela is also an applied linguist with special interests in multiliteracies and the development of OER and also for heritage Spanish. She has developed different materials for different populations and of course that's an important point of OER because they're adaptable. They adapt materials to suit the needs of your students. And she's working on a project actually with Coral called Trajectos, which you will be talking about. Shantel will also be talking about a joint project I think between the two of between Circle at Arizona and Coral. And that project is called the Foreign Language, Foreign Languages and the Literary in the Everyday. And our third speaker Christian Hilchi, Dr. Hilchi is a professor here at UT Austin and he is the director of the check program. His background is in Slavic linguistics and he is finishing up a project called Reality Check. And he has all kinds of tips to share on how to find the good stuff because the question really now is you can find authentic texts, but we want to look at texts that are both open and then meet the needs of our students. And so I think all three of our presenters have a lot to tell you about that. So Shantel, I see that you've got, are you ready? Ready to go? So let me turn it over to Shantel. She'll talk for a while about her texts and then Gabriela and then Christian. And finally, I should also mention this one thing before I forget, Coral has an OER course that goes into much more depth. If you have questions about finding texts, we have an entire course devoted to that topic. Okay, so Shantel, you're up first. All right, thank you. Thank you all for being here and thank you for the invitation. When I started sitting down and thinking about this question of how do you find texts in general? How do you find authentic texts? How do you find OER texts? A lot of the examples that first came to my mind were the result of serendipity. They were things I stumbled across, just happenstance. And as much as I have a lot of love stories that I could tell about those texts and how I found them and how we've taught them, the more I thought about it, the more I thought it is a little bit like trying to explain to somebody how to fall in love because the right confluence of events needs to come. And so what I want to focus on instead of those serendipity texts is how do you go about finding texts when you have a real need, when there's something in your curriculum that's kind of pushing you in a particular direction, and then you have to go out there and try to, in the big wide world of language, find something that's going to work. And so the example that I'm going to highlight, or a couple of examples that are clustered together are, as Coral mentioned, from the foreign languages and the literary and the everyday project. And I think we'll have the link for you in the chat in a second. I'm mostly going to be working off of a PowerPoint because those texts are in German originally, and so I've translated them so that you can all access them. But I'm just going to quickly show you the website so you have a sense of kind of where I'm working from. I think you can all see that. Give me a nod if someone can see it. Okay, so this is the flight project, the foreign languages and the literary and the everyday project, and it's much, much bigger than what I'm going to talk about. But the example that I'm going to talk about comes from one of the German texts and from a lesson that we developed there for a German language curriculum in particular, a first semester course. And in this course, we take, we work with a textbook so we're bringing in these texts to augment the textbook and we take a kind of loose genre approach to how we think about bringing in authentic texts. So we're trying to find things that will very directly augment and supplement the kinds of communicative and literacy oriented goals that we have in the curriculum. So as I said, this example comes from a first semester German course. And I wanted to talk about this one because I think it's a sort of thematic unit that's probably familiar to many of you and different kinds of first year courses. So this is the chapter where students learn to introduce themselves, to describe themselves, to talk about themselves and others. And one of the frustrations that we had about this particular part of the curriculum and some others is that the communicative textbook tended to treat this as a very sort of neutral kind of activity, as if there's one way that we describe ourselves, there's one set of attributes. So we wanted to bring in something that reflect more about how we introduce ourselves in different kinds of contexts and different sorts of ways. And to also bring in some playfulness. And so one of the graduate student instructors at the time Chelsea Timlin who I think is actually here on the chat was the first one to bring the idea forward singles ads do all of the things that we wanted them to do in terms of the kind of in literacy goals. Somebody has to talk about themselves, introduce themselves, describe an ideal partner, describing others, and do all of those things in a very short text, and in a way that will feel very compelling attractive, etc to others. And so it became a really good genre for us to cluster this set of needs around. Now away from the website and towards some of the examples. So the process to this was slightly bizarre so once we had identified that singles ads were the direction we were going to go. What we did was spent a lot of time on singles websites, German language singles websites which is a very interesting way to spend your summer vacation. And one of the things that once we had kind of moved in that that direction of the genre that we noticed is that there are a lot of very typical sorts of attributes of singles ads which make them attractive for this. You tend to have a lot of cliche or kind of chunking sorts of statements that students can start to recognize things like I'm longing for you I'm longing for someone so particular terms of phrase that were new to students but that they could get their heads around. But you also had a lot of the things that we were looking for based on the textbook we're working with so things like people stating their age describing something of their appearance describing interests hobbies, what kind of person they are. For example, humorous honest, secure and loyal etc and describing these attributes but having to do so again in a way that they would signal to somebody else that they were a desirable other partner. But there were other kinds of ads to and patterns that emerged and this is why it became something that was important for the foreign languages in the littering the everyday project where we try to bring in this playful and creative language from a very early stage. Because there were also lots of ads, these singles ads that had a lot of metaphor a lot of language play a lot of poetics and a lot of intertextuality so one of the motifs that comes across a lot of ads is the fairy tale motif. So here we have someone who's not indeed looking for a dragon slayer, but is perhaps sometimes a dragon. And so playing off of this envisioned story world where where the person's going to find that romantic loving man who can love the dragon and her. Or taking another example. This individual who positions himself as the warrior of light who's seeking the spiritual elf, and creates an entire story world in which he's the warrior of the light looking for an attractive Arwen, a Lord of the Rings reference some great intertextuality, and then describes the hobbies that he had so there was quite a lot of higher level literary play in these very everyday sorts of texts that we could play with work with and exploit. So that kind of hits on a couple of the points that I want to make about how do we think about what kinds of texts, how do we maybe identify sorts of texts out there that we can narrow our search. And then what kinds of motivations might we have for example, wanting to bring in these critical perspectives in the play. The final point though that I want to make is about the question of what do we mean by authentic texts, because one of the things that we realized as we started calling through these singles ads is that we didn't want to take them directly into the classroom, in part because these were texts that we didn't have they aren't open text in the truest sense they we didn't have permissions for them they aren't published as pedagogical materials, and there are all kinds of privacy concerns that we had. And so what we ended up doing is viewing these as not completely open resources but certainly resources that are out there to be adaptable and remixing them some so the texts that I've shared with you and the ones we brought into the classroom are adapted. But I would still claim that they're authentic texts because what we what we kept was the meaning structures, we kept the basic sorts of texts that they were setting up and change some of the bits of details so that they would be hard to trace back. And we kept the meaningful context so these were texts that in their essence originated in a very real world meaningful sort of context. But it does sort of get at the question of what exactly do we mean by authentic. When we're talking about authentic texts which might be something that we want to continue to discuss. All right, thank you very much. Okay, thank you so much Chantel that was really interesting. And she, she raises many questions then about finding the text obviously depends on the goals of your program. So they were looking at that may be maybe emphasizing the notion as she mentioned of language play looking for playful language use in various texts. She raises also a really interesting question about what constitutes an authentic texts we've been talking about authenticity for a long time and foreign language learning and teaching. So, we are fundamentally about adaptation so an adapt to text may still be considered authentic that's an I think an interesting point. Since so much of what we are just talking about really is about remixing a meaning design so okay, thank you. You've given us a lot to think about. So our next speaker I is Gabriella Zapata Gabby I hope you're ready and Gabby is going to be talking about trajectory is her project and many of the things that she's learned over the years working on OER. So Gabby the floor is yours. All right. Hello everyone. Thank you for inviting me to be here and very happy to be here and what I want to share mostly is. When I started thinking about what I wanted to share is and thinking of you know our experience working with trajectory those I'm finding materials open materials. I thought about you know one of the things that the first things, one of the first things that we learned with our team and then is way to look for open materials. So what I usually I usually start with the creative commons search engine, which is that I always use the old search because they have a new one, and I really don't like it. So what I usually do is I type the key term or the phrase here in the search slot, and then I start always with Google. So you know, when you start with Google, you can find all kinds of you know images. You can find also articles and newspapers and things like that. So I start there. But one of the things that I discovered is that this kind of search is not very good for videos, because sometimes you know when you, when you get to a video is not particularly open. So whenever I try to find videos. What I do is I, instead of you know going through Google, the web search, I go to YouTube. And, and so, in this case I'm going to show you a video how I found, I think is one of the most wonderful resources that I found for trajectory so far. It's a video on Mathe Mathe is the national drink of Argentina, and is part of our culture. I am from Argentina, and it's part of, you know, it says a lot about not just, I mean, our cultural background, and also how we view, you know, friendship, you know, relationships. So I wanted to focus on that particular drink in the chapter that we have in the section that we have on Argentina and trajectory. So I look for Mathe, I, you know, I enter first Mathe and then I found all kinds of things that had to do with mate, you know. So, and then I try another thing I said El Mathe, and then I found videos that I didn't like very much. And so I then I said, Well, maybe there's something that is more interesting. So I wrote animated. Okay, so this is what I did. And I found the first thing that appeared there was this animated short. And I said, Okay, let's try it. And so let me show you this video. And I hope you love it as much as I do. Why would it be that Mathe is a musical, I've only seen a few. And look what Mathe, I chose. Would it be that the tea is a little bitter? Even if each one takes it as it is, it is a family tradition. Could it be that no one understands how to use the bomb? It is the thing that everyone is so afraid of. And Mathe is a great companion. Now I tell you, the most beautiful thing is to be able to share it. Let me just stop it. All right. So I love this video and I hope that you like it too. Why is it that I chose it? So I chose it first of all because it's only it's short. Okay, so it's authentic being from Argentina help because it's, you know, first of all, the Spanish is authentic. And also it's the language is simple and it's complimented by the images and it is created is quite unique. And there's a lot that we can analyze. There's images that allow for analysis. Also, it is very interesting because it was developed by different artists from different South American countries. So you have artists from Argentina or why Chile, Venezuela, and it also complimented the material in the section that we have of preceptors. So let me show you now what I mean. Okay, let's see. So this is our textbook. Okay. And so this is the chapter that we have on Argentina. So we have different aspects of Argentina, you know, we start with, we always make the comparison between Argentina and the United States. We talk a little bit about how similar the two countries are. We talk to, we talk about the diversity that we have in Argentina in terms of languages, for example. The geography is very similar to geography in the United States. And we also talk about as aspects that are unique to Argentina. We talk about, we bring it, we in this chapter we focus on clothes, clothing and buying clothes and activities. So we bring that there and then we talk about, we talk about sports, you know, some things that are not usually talked about in commercial textbooks and then we go to Almaty. And so we talk about the traditional drink. We talk a little bit about what, how similar it is to tea and then how important it is. And then after we talk about all these, we bring the video, okay, which is another, another way of looking at this drink. And then in particular, we like to, because it talks about, it shows the social aspect of Almaty. And that's what we want to emphasize because we tie it to social aspects in Argentinian culture. So this is the way we use it. We didn't exploit it as much as we could have because of the level, the performance level that the students have in this particular volume. But there are other ways in which you can use a video like this. And let me show you, let me go back to my presentation now. And one of the things that you can do, for example, is to, I mean, this, I mean, you could analyze, you could have a multimodal analysis of the music or a discourse images and how these are connected to cultural aspects. The viewer, who the viewers are, the objective of the video, what is that the video is trying to convey. Then you can talk about the organization of the video and why different types of visual and auditory media are incorporated in it. You can create a connection to the cultural values that are presented in the video and you can ask students to compare those values to their own culture. And then you could also talk about why you have in this video different artists, who these artists might be and why they have decided to collaborate and to create this kind of video. So I think that it's a very rich resource and that's why I wanted to share it with you. And I think that's it. So. Okay, thank you so much, Gavi. That was really great. Great examples. I noticed from the chat already people are, are excited that they've learned something new. So CC search. That's a great tip for those of you who don't know how to search the internet for open content. There's a lot of great content out there but we're really interested in finding open text that we can use and integrate into our own OER. So that's a great tip for everybody. I also want to make sure that everybody realizes that everything that's being shown here is part of an OER which means it's open for you to use. Trajectos as Gavi was saying is now under development, but she was showing you what's already online. So we have in the chat, the URL for you to access that. And the same goes for what Chantel was showing that's the flight. That's available to anybody. Okay, so now it's Christian's turn. And Christian's going to tell us a little bit about what he has learned, developing his check materials he's developed a first year program in check that is very intensive in his use of open media. So I'm going to be talking to you a little bit about reality check. So reality check actually interestingly enough the name came up or I came up with the name because of the reality style interview videos that I created there's about 240 of them on 12 different topics and they are divided into various proficiency levels. And this was a great title as far as I was concerned it was you know it really kind of captured what was about the book but the title itself actually started to have a lot, or you know, sort of take on more meetings and one of the things that was really important for me was to reflect reality. And so it was to go out and try to find as many authentic texts as I could. And it started out with me doing a lot of different searches and, and not necessarily being able to find a lot of great materials and then there was this epiphany movement where I started finding so much that I couldn't actually. I couldn't actually use all the materials that I was finding. And I'm going to go in a little bit about how I go about finding materials and I'm going to actually be focusing on videos today. So if you if you go on to the reality check site and you go into units right now the first five units are posted and then the the next five units are are going to be hopefully ready shortly. I'm going to be taking you into unit three so this is a text from beginning check at this point the students have been studying check for about five or six weeks. And I thought, you know, what would what would be more interesting than maybe a video on chocolate and I happened to find a video on chocolate that was one minute long. And so I'm going to go and play that for you right now. If only they had the worst bad luck. I'm not even happy with it. No, it would be bad luck so I'm happy with chocolate but it can't be bad luck. I don't have to have chocolate at all, I'd rather have a couple. It is also known that there are positive effects that have chocolate on our health. It absorbs a lot of vitamins as a rule against cardiovascular disease and brain disorders. It has a good effect on memory and improves your luck. It's all about what kind of sugar production is actually a thing. I like it, I like it in some kind of high quality, but in those I'm 10-15 percent. So I'm happy with a lot of chocolate. I like chocolate like white. I'm happy with probably the most white and milk too. When we talk about real chocolate we have... I think that's part of a normal class. And so the text in there, you probably heard even though you didn't understand any of it, you probably heard it went very quickly. And especially at the beginning it's almost paragraph length in terms of the utterances. And it's actually too difficult for our students to be able to actually understand what's going on in the text at that point. All the same, I actually did take a very small portion of it, just one sentence. I thought this would be actually a good activity just for the students to get an opportunity to read something that's at a much higher level, but that they should be able to get with a little bit of glossing. The main focus though that I wanted, and you saw that there were three women who came and were interviewed. This question that I asked the students that they can totally understand at this point, are you addicted to chocolate? And this actually asks about these three women. So I asked, you know, are you addicted? So I asked, you know, who says that they're addicted to chocolate? And so the students get to first identify whether these women feel that they're addicted, and then they get to have their own discussion. And now in that kind of discussion, of course, they get to talk about some of the things that we've been practicing talking about in class. And this whole unit is devoted to food. And that's what we've been talking about food preferences. And so they get to talk about whether they like chocolate, whether they don't like chocolate, how often they eat chocolate. And these are all the sorts of skills that we've been really practicing at this point. And they come in a very natural, very real, a very, very reality based context. And now they don't actually in this video just talk about addition to chocolate. But then there are four, or I think people who talk about what type of chocolate they like. So one happens like bitter or rather, what we say in English dark chocolate, milk chocolate or white chocolate. And so they get to state their preferences. And again, the exact same kinds of things that we are working on over the two or so weeks that were in this unit as a class. And so they again get to state their own preference for these. And so what was really important to me about this video and I should note that, you know, I look for videos. I'm not necessarily looking for something or video with something in mind. I'm looking for something that is on the topic and that is manageable. This happened to be a one minute video. So it's short enough that we can that we can we can we can tackle it in class. But rather I like to see the videos or the text that I find is guiding the class guiding the curriculum, rather than the other way around. And that was a really important moment for me. And in terms of, you know, all of these can be potentially good texts, how well can I use them in my class how well can I adapt them to to the needs of the students and this one worked out really really well. Now if it turns out though, I happen to find this video by chance, doing a little searching and I'm going to go into some of that searching, or some of those tips for searching. Because once you find one video from somebody on YouTube that is under an open license and there you can see that it is licensed Creative Commons CC by is I click on that on that user and it turns out this user posts lots and lots of videos. And so there's a ton of content for me to be able to use. Okay. Now, actually, the first thing that I did when I tried to started to search and I said, you know, before I was having this, you know, really difficult moment. Supposedly there are these open texts out out there. And supposedly, there were even these fabled open videos, but I couldn't find them. The biggest thing that happened for me was was was just doing this YouTube search and actually was looking through blogs. Now, blogs were really important. I'm going to just actually show you some blogs in English. So I'm just going to look up blog plus travel, and I'm going to set my filter here so I just clicked on filter. And then I go to Creative Commons. And you find all sorts of travel blogs where people are, you know, talking about their experiences, going somewhere or whatever. And I can go and I can do something else. For example, blog Christmas. I'm talking about holidays and, and I can set the Creative Commons again and I get a lot of different videos that that that work for that and so vlog is a really, really good search term to use and that's actually how I found a lot of the users not necessarily all the videos from my users were vlogs, but they were, but but maybe those same users happen to create other content. You don't have to just search search blogs though you can just, you can just go Christmas. And then go to that filter for again for Creative Commons you have to set it unfortunately every time, and you get lots of different interesting content out there. Now, so we were looking at chocolate before. And so if we were to do that and again good creative Commons we have some chocolate videos as well. I also like to search on Vimeo Vimeo also allows here's a search for chocolate that I made earlier, and you can also put the license in so here I can search for CC by videos. It's a little bit more annoying on on on on Vimeo because you have to click through multiple licenses that might be compatible with your project. And, and as I've mentioned before this, you know you end up finding these users that post lots of comp content. So this is just you know one user that I've been I've been looking a lot a lot through her videos and in the current unit that I'm working on. Her videos happen to be really relevant. She she posts a lot both on LGBT issues as well as on things regarding stress emotions. Happiness, things like that. And so I just go through all of her content looking for things that are relevant. The same thing happened when looking at travel so I found this one couple that travels around and they've been to all sorts of different places. London Warsaw, Berlin, Rome, Palermo. And so, again, looking through their content I have all of this this this at my fingertips and it's way more than I can handle. And it just sort of started with some simple searches and then sort of jumping eagerly down the rabbit hole. And I've really embraced this so much so that I've even gotten together with them. So here is a here's a picture of me and Prague meeting with with some of these bloggers. And so they've actually been willing to help me and and and have even volunteered to create some content for me if I if I ask for it so there's a lot of opportunities that might be more sort of an extreme sort of distance that then most users are going to go. The point with all this is that there's a lot of content out there. And I think it just takes us a little bit of imagination into you know how can I adapt this this video that I initially showed you on chocolate. My students are going to understand it nor do I expect them to rapid fire speech some of the constructions are really complex and this is as I said five six weeks into their instruction, but we can get something out of this video. I really enjoy it and hey they got to talk about chocolate today. So, I'll end it right there with talking about chocolate. Okay, thank you so much Christian I mean everybody loves chocolate right so. I said a lot of different things there I just want to say that working with Christian I was there when he had his aha his epiphany moment like. Oh my gosh there is so much content so the question is not you know how do I find it but then what do I do with it. I showed you some of his tips like you know discovering vlogs. So these are particular genres that are open by nature these are people who are creating content for the world, and they take you into their houses and they share all kinds of interesting details. I want to start off so now we're going to shift to our Q&A. I'll type your questions into the chat box but I'll start things going here with Christian you use the word reality, and I was kind of smiling because reality is a contested term these days like. So, so I was going to say, who's reality. Yeah. And I say that yeah I'm so well just let's start things going to stir the pot a little bit because typically in comer and commercially produced materials. They're generic by nature. And what you end up doing is kind of waiting perpetuating canonical content or stereotypes. So I'm going to talk about convergent situations. So check people are only going to talk about goulash. That's all they ever eat. And so I noticed from your content. Check people have a much more interesting life than I ever imagined because they travel to Vietnam and they don't always eat goulash and so it comes back to representations of reality. Yeah, that's cool. I didn't want to create a caricature of the language that was that was super important for me because that was the impression that I kept getting from everything, either I got this very sterilized version of of Czech culture or this very caricatured version of Czech culture and I didn't think either one was, again, very much real in the terms of the Czech culture that I experienced. You know, I guess coming from from graduate studies in Czech, everybody that I talked to was interested in Czech literature and check film. And then when I mentioned some of these short stories or novels or famous films to check friends. Some a lot of times they just have no idea. It's just not something that they're interested in, but they might have gone to a film festival, or they might that's something or they might go to chocolate festivals or they might do something else. And so I, I'm kind of aiming it more on the sort of the everyday interests of people. And so if I find it out there, and it seems seems appropriate, then I put it into that box of reality. This is, it's clearly real, at least for somebody. And so that's, that's, that's enough for me. Can I add something to that. The, because I think in addition to the kind of stereotyping cultural homogenizing one of the things that happens with textbooks. And I saw this in what Christian was sharing and it wasn't there and what I showed but it comes up in the singles ads is they also homogenize the potential identities of the students. One of the things that comes up often in the textbooks when you have things about looking for ideal partners or talking about these things is that they completely erase any LGBTQ identities from existence. So one of the things that was important to us in bringing in singles ads was also to represent the variance of that of those kinds of texts in a way that textbooks usually don't. That's a good point. So the one of, I mean, I've had this discussion also with Gabby recently about targeting different kinds of populations that are then relevant to our students. Yeah, so it works on both ways you're trying to represent more diversity in your materials. And then of course that touches on the diversity of the students themselves so that's a really good point. And also maybe ask all of the speakers. This is a question that really was started by I think Chantel she used the word serendipity. And it seems that all of you there's an element of serendipity and finding something in this all of finding the needle in the haystack or finding the perfect video. And, you know, your your moments. Well, you're searching one thing leads you to another thing that leads you to another thing. And could I just ask you maybe to share your anecdotes about a moment where you found something but in this kind of crazy way because Christian was talking about using various search engines very important tip. You filter the content. It's important that people know that you can use Google search engine but you filter it or Vimeo or YouTube or YouTube. But can you guys just share something from your own personal experience and you found a really great piece of open content and you came across it in a strange way, or just how did you find some of this more concrete. How again did you find those those personal ads, Chantel. Well for those I went out and searched for them because it was driven by by Chelsea's idea that this might be a good genre but one of the, when you talk about serendipity one of the other examples that from the flight project that comes to mind is a lesson that we have around memes and and how memes are used and the idea for that came because there was this whole case where at a German university, a door was broken on a university building a very banal kind of experience. And they posted a sign about it being repaired and then students sort of trolled it by posting printing off memes and posting it around there. And it became this entire saga and has now continues to have an entire Facebook page devoted to the single door at a university building in Mainz Germany. And so sometimes it's also just random stuff that comes up and you realize okay there's something here because once we started playing with the meme as a genre. It got into all these questions of intertextuality and how do we cite and what do we cite and became a really fun lesson for a more intermediate advanced level. Okay, what about the rest of you guys, Gadi or. So, for example, I mean the, the activity that I created last week about data, you know, founder. I am, you know, I am an activist so I'm always reading democracy now I mean that's what I listen to democracy now and then I read, you know, their website. And that's how I found, I wasn't looking for anything in terms of you know pedagogical terms I was just reading and then I found this video. Anything that from democracy now is open. So you can use it in your materials. And, but you know you always listen to their English, you know, broadcast and also read their articles in English. But then I found this, you know, interview. And it was an interview to, you know, they were interviewing an activist, a young activist, and she was speaking Spanish. And I was just like, Oh my God, this is perfect for an activity, because I wanted to do something. I wanted to do something that had to do with activism, you know, I've been working with activism and in Hispanic community in Texas. And I am so interested in, you know, this young woman, you know, Greta, I mean, I think that you know, because, well, first of all, she has autism like my son. So you know, to me it's very, very close in terms of you know what she is trying to achieve and also because of autism. So I just found that video and I said this is perfect. I cannot lose this. So I decided to create an activity around it, and I may use it for preceptors. And that's how, you know, sometimes I find also sometimes things on Facebook, people post things and I go to, you know, the particular site that they mentioned and it's open and then I start thinking about something that I can do. So, yeah, that's one thing. Yeah, so Sarah is telling me that there are a couple of questions in the chat chat area. Go ahead, Sarah. Okay. So the first question was from Jim for Christian, although I think any of you can probably answer this. He was wondering, do you ever encounter the problem of building a whole activity around a video, and then in a later semester the video has been deleted. We've had to, we've had that problem in French and we've had to redo whole activities. Do you have any suggestions? Yes, I can go ahead and start. Yes, I have had that problem. And that's why working with open videos is really important because those are still us that we can retain that video for ourselves. I actually am going to, I foresaw this question coming up and so, you know, I have actually just a, you know, this this this thing I actually use clip grab and grab them off of YouTube now there are some problems with this. You know, if you shall not download any content content, unless you're using a download or similar link displayed by YouTube on the service for that content so technically speaking that is against the rules of YouTube. What's interesting is that if you look at this by marking your original video with Creative Commons license you're granting the entire YouTube community the right to reuse and edit that video. So, YouTube kind of has two different stances on this, this issue and they don't really work together and it used to be really easy YouTube had this YouTube video editor and then they took it down a couple years ago and so you used to be able to just import content straight into that but it is. It is no longer available. So yeah, but I do download it. I have actually been in contact with with bloggers before as you saw just from my picture that I did meet with some and so I actually did go that extra step although the license doesn't tell us that we need to they've already licensed it so that we can use it. And they did go the extra step of saying hey I really would like to use these videos and in my curriculum. How do you feel about that and they were, they were ecstatic. So, that's a can I that's a very important point that open content is created by somebody who wants it to be shared. And so they it's probably a really great idea for you as a materials developer to contact the person to be in touch with the person, because they then become a resource for you so it's a great tip for people to think about. Don't be afraid to contact people who have created the open content for you. What about Vimeo though you just talked about YouTube is it easier to download open content from Vimeo. I use the same clip grab software. I mean Vimeo has, it does allow some users to have a premium account and so they can actually provide direct access. I've rarely encountered a download link that that premium account would allow. The last time I looked through the license of Vimeo or the terms. I didn't see anything explicitly prohibiting but it's been over a year so I don't know for sure. But yeah the same software works for for getting videos off of there. And yeah it's a pain when content I just had that happen actually open content that was taken down that I didn't have a copy of. It wasn't a big deal I wasn't using it for anything, you know, more than a very short formative activity. So, you know, nothing, nothing major lost. Yeah, I think that the problem is really with video because you can download texts and images still images much more easily but yeah, when a video disappears that's a problem. We had another question for Christian about how long that lesson took was it just for one day. And it might be interesting to hear from Gabriella and Chantel about this too just how long of you spent with those texts with your students. Mine, the chocolate one was maybe 15 minutes, 20 minutes. It's a portion of an in class activity. So part of the part of the days. Okay, thanks. Thank you Chantel. For ours. That's about a two day lesson and it builds into a writing task that's part of why the genre consideration was really important for us is that we want them using those as models for for what they're then writing so we spend a couple of days talking through the texts and then modeling the texts and then having them start to brainstorm script their own version of it for a fictional singles ad not for their own personal singles ads. Thanks. And how about you Gabriella. The mutte video did you know what I haven't used it because I mean I just, you know, I was part of I have developed it for. Okay, you know, but I would the way I envision that whole lesson is for teachers to either. Pick and choose you know, or I think that you could you could direct you could do that activity in 10 minutes 15 at the most. So yeah. Okay, thanks. And then someone else asked for more tips about finding blogs, such as key search terms. Christian do you have anything I think the key search term really is vlog. It's crazy but I'm really I mean I have just put anything travel blog dessert blog. Name your holiday blog. I mean, I truly have gone. But I don't just use blogs. I really like to be able for students to have a glimpse into the target culture from the very beginning, even when we're just learning vocabulary items in the first unit. For example, use time lapse videos you can find a lot of open time lapse videos of your own city of, for example, in my case I found them prog or but I know or all of us various check towns. And so even though they don't know a lot. I mean at this point my students really don't even know a verb yet. They just name things on the screen but they can go and name things that they see so a time lapse of a random say a prog and they're naming buses and people. And, and they're saying that's water and that's a river and those are trees and things like that. That's another genre that really works works well. It doesn't just work at the, the novice level. I mean you can you can create activities off of a time lapse that go all the way into the superior level. You know, how do you feel about the ubiquity of cameras in today's society right that's a different question, but you know people are making these time lapse videos where all these people are captured in them so that's a, that's sort of a natural prompt that you can go into. So, I mean I think there's a lot of a lot of room to work with these kinds of these kinds of text. The idea is then you use the genre as the search word, so a vlog or a time lapse video. Yeah. So could we just, could you tell us a couple more of those kinds of genres because I know in your work you've got other kinds of videos and I learned from you that, for example the unboxing genre. Yeah, let me actually. So, because these are all like gold mines once you hit a gold mine you think oh my gosh there's so much open content. Yeah yeah yeah there you go. So, and these are actually international words so even languages that don't use the Latin script. So, if you have a question which uses Cyrillic, they still will write vlog, or time lapse in English. Next to us these are these are internationalized words. So vlog is the one that we've talked about so far I just mentioned time lapse haul. I have found lots of haul videos these are videos where somebody maybe buys 30 dresses, and they go and try on one dress after another and give their opinion on it. You might buy, you know, 10 ties or something like that and try every tie on unboxing. This one I haven't actually used in my curriculum so far but somebody buys a new iPhone and then they show their process of, of opening it up and talking about it and just impressions. Room tour is a great one, another international word so you can get people to give a room tour, or an apartment tour etc and so then you get a lot of very simple, and this is my this and this is my that here's my here's where I hang my coat, etc. So those are those are the five main genres that I've discovered and have done a lot of searching and had a lot of success in terms of finding really good content. You raise a another important question and that is do you search always in English or do you search in the target language and, and I mean, when do you decide how do you decide, or does it make any difference at all. I guess that really is for all of us, but I'll start I searched in the target language but with these international words, a lot of times at least as a start. And that oftentimes is how I find the users who are creating the content that are creating other content so I searched through their, their, their, their playlists or their, their, their repository of videos and, and, and then find the worldwide. How about Chantel and, and Goddy do you do you search in English or in German or in Spanish or both languages. I would search in German and, and I think kind of this goes back to the serendipity just real quick because a lot of the curriculum building I do is in collaboration with graduate students and I'm always a little bit nervous sometimes to send them out searching too far because I'm very nervous at the same time, but I think something that's come up and all the talks is also if you search a little bit you find things you can subscribe to, and then you stop, and then you don't search as much in some ways the content comes to you because they're in your Facebook feed or you're subscribed to their channel and so some of it is also about figuring out ways to search less by identifying the right spaces. I do other questions for people I don't know if we'll have time for all of them but a couple of people asked about flipping so do any of you ever have the students watch these videos at home and then talk about them in class and how does that work. As in flipping the classroom. Yeah, I can speak to that just briefly because we're teaching a lot of hybrid courses now and so some of the things like the kind of things that Christian shared blogs and videos we use those a lot in the hybrid portion of the course. But the kind of text I shared I would not use in a flipped course in part because I think once you start trying to really foster more kind of a critical awareness that tends to work better in the classroom in my experience. In my, um, what we do is like usually we start with the previewing pre reading you know all of those activities in class. And then students watch videos at home and then we do the comprehension they do the comprehension. And so we sometimes we check the comprehension but we do we do the interpreting in in class. It's kind of like, you know, we buy but they usually don't unless we want to show them something in particular want them to analyze a particular, you know, multi model section. So, then we show that but that's it. I should just say for participants that Gabriella and Chantel are developing materials that are inspired by kind of a multi literacies framework so there's a lot a heavy emphasis on critical framing and interpretation and I agree with both of you I think that kind of activity is best done with input from the teacher. Right. Any other questions Sarah. Yeah, there was one. Well there was an interesting comment from Amanda who said my students are doing a lot of work with using corpus tools to collect and analyze authentic texts. They collect them by topic or genre so that's another suggestion and then Tina had a question. Do you ever train students on how to find open materials as they go out to develop personal projects for presentations for example. And if so how much time do you dedicate to that and how does it go. Exactly I mean everything that my students are doing in class that is multi model. They need to use open resources. So what I what I usually do is I spent part of when I give instructions I spent part of the time in class in class I mean just showing them how to find materials, and then how to cite them. So we talk about attribution and what the different licenses need also have a you know I create a document that I post online and they can resort to so yes. So folks I see that we are coming up on the hour, and I want to thank our presenters. Chantel Gabi and Christian you guys have so much interesting so many different different tips. And I guess that you've picked up over the years of developing OER. And we typically end here by telling you as I mentioned at the beginning, our course so please visit our OER course we have a lot more information including information that you heard about today of how to use the CC search engine, how to search for particular genres and so forth. And to encourage people to join our learn community these are these are open educators using OER or making OER, and you can get badges for your different kinds of levels of participation. And finally, since these we need to tell the federal government, those who are funding all of this, what we're doing and how, and what you think about it we have a very very brief survey that we'd like you to answer. If you click on the URL, which will be given to you in the chat chat room, you can take that survey it only is a couple of minutes, and all that information goes back to the federal government. So, thank you guys again. Thanks everybody for joining we had a really good participation over 30 I think about 35 participants today. Thank you all.