IATEFL 2016 Materials Writing SIG PCE – Print VS. Digital; is it really a competition? (1)

Having got up at 05.15, got a train at 07.18, negotiated Birmimgham New Street station (I’m going to walk – I’m already lost – right, where are the taxis?!), registered, been rescued by Sandy Millin (as ever!) I am now ready for MaWSIG PCE part 1. For those who don’t know about MaW SIG:

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Rachael Roberts explains that the speakers are going to be look at creating both print and digital and the interface between the two and that the day will culminate with a panel discussion. We are asked to write questions for the panel on the post-its floating around the room. She then goes on to the flight attendant thing (safety announcements) in record time and reminds us of the SIG day which is on Friday  and includes the Open Forum at 12.30 followed by a ‘MaWSIG Meet-up’

Ceri Jones – Same but different

Ceri started teaching in Italy in the 1990s and enjoyed creating materials from the beginning, and soon also for publication! Since then she has published just about everything you can think of!

Ceri opens with a question based on her experience over the last few years – are print and digital so different? Is it print VS digital, so black and white? She asks us to decide if we think they are the same or different. Humans learn by finding similarities or differences, and what we find depends on our mood also. She showed us a book called the Pointless Book, written by a ‘YouTube couple’. The book is blank pages throughout, lots of tasks, a blindfold drawing challenge. The App for the book shows Alfie (of the couple) doing the tasks, so bringing it to life. Then she shows us something called ‘Google Cardboard’ – $10 and comes in an Amazon flatpack, and you blend it with an App…

Ceri will look at a very specific learning outcome and look at different manifestations through material to ‘get at’ that outcome. Print only, blended, digital only scenarios, all working with the same very small learning outcome. We were asked to identify with one of a list of scenarios. I picked ‘blended 2 – ftf coursebook plus platform‘ for my current context. We are going to look at various scenarios along the cline.

“Describe a Memorable day in the past”

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First we imagine an elementary group – keen to talk, missing some language, this linguistic need is identified. Ceri tells us about what happened with her students in class. She chose a video from Vimeo and shared it with the class: https://vimeo.com/15304152  Goes from day time to night time, a load of activities patched together in the video. We were asked how we would scaffold that f2f.

  • brainstorm ingredients of a perfect day
  • categorise them under places, activities, people
  • prediction re video
  • view and check
  • discuss how the video measures up with their idea of a perfect day

How do you take what works for you in class initially and put it on paper as materials? Does it translate? What about limitations: print only (no video link-up); budget allows for 3 or 4 stock images; half to two thirds of a page max; need to engage with topic and introduce a vocabulary set plus the brief (see pic above).

  • stock images
  • vocabulary box
  • gap-fill exercise
  • personalised discussion

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What about the learning experience? Moving to a new scenario: how does this become a digital lesson? How do we convert the print product into digital?

  • video file
  • interactive activities (i.e. on the screen, with the computer!)
  • multiple screens
  • engage in topic
  • intro vocabulary set

Budget? Way beyond any project currently in existence!

How would the digital material be used? Very important question – is it just the student + screen? Something to use in class? In a virtual classroom? The answer is yes to all these things. To work, it has to be as free as possible, blending all situations.

Next Ceri shows us some printed grammar material. Dialogue, noticing questions, extra practice. What happens if we do this digitally? Ceri shows us an example and asks us to look for the similarities and the differences. There are limitations on both sides. She suggested the sample might suit slower students at home. What is the best way to handle something like this? E.g. student working on their own might need more structure added e.g. a table to complete through drag and drop.

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Finally, we look at the communicative task. How would it be structured in the various scenarios? What would be the differences? What would be the advantages for ftf and digital?

Ceri says she reckons she has posed a lot of questions and given no answers but we will be thinking about this kind of thing all day so it’s ok. We’ve seen some examples from both sides of the fence and seen limitations/disadvantages of each but also the advantages which exist for both.

She suggests that if the digital is moderated then the potential is very exciting! But…very often it isn’t!

Ceri’s blog: http://cerij.wordpress.com

Genevieve White – Adapting  ELT Materials: how to digitise a print course

Genevieve is based in Shetland, thinks she may be the only one! She tells us this will be quite a practical session with loads to pack in. Looking at the skills needed, the challenges faced and a hands-on adaptation task. There will be a prize!

A quick introduction to her own writing experience: a mixture of the concrete process of adapting materials but a personal process of adapting mentally in terms of beliefs about how languages are learned. She wrote a bunch of lessons on Word and then had to put them onto a platform when it was ready. It didn’t really work and she had to do a lot of adapting. She has also adapted student print books into digital format. More recently she has been adapting workbooks to go online. Different projects make different demands on your skills. Sometimes demands are technical, sometimes they are demands on your creativity, it all depends.

Are the skills needed any different from those needed for print. What skills do ELT writers need? Time management, reliability, ability to stick to a brief, awareness of market, creativity. For digital?

Skills

Creativity within tight constraints. Important for all types but particularly important with adapting print to digital. E.g. a small pool of words (beginners book) to create multiple screens of engaging activities.

Good communication skills. For all, but v important for print-digital because you receive huge amounts of information – student book, teacher book, answer keys, link to platform, audio and sound files – so much information, more than usual, so good communication skills essential. You need to be able to look at all that is sent, be in touch with the project manager and organise your questions (there will be lots!). A good project manager will be delighted to help, even over Skype etc.

Up-to-date tech knowledge. Obviously. But…a lot of projects that Genevieve has worked on involved fiddly platforms to navigate. To save time, it is a good idea to spend a bit of time familiarising yourself with things you are expected to know about BEFORE you are in the middle of a project. E.g. dropbox, being able to edit a pdf, being familiar with tracking changes and responding to comments.

An awareness of how digital material is experienced by learners. If you haven’t tried to learn a language online, have a shot. E.g. Memrise.com (check!), Livemocha.com, fsi-languages.yojik.eu, http://www.busuu.com/enc (need to visit the latter 3!)

Challenges

Need to think very carefully about the support and interaction. For digital learners who are using the materials for self-study purposes, need to think about what is missing i.e. the teacher and replicate that role. When we adapt a print page to a digital format, need to think about the teacher’s role and include certain lesson routines within a digital sequence. Need to think about how the lesson will flow – warmers, intros, practice, feedback etc. A good teacher can make a dull lesson come alive, how can digital replicate that? I.e. engage learners. Could be pictures, questions, short video clips with gist questions. You can use a clip for a warmer and then the same clip for a language activity later on.

A successful print lesson has a nice flow, how can this be carried over into digital? Put yourself into the shoes of a learner and sequence the activities so that the learner can do them step by step with opportunities for reflection, repetition, practice and revision. We need to think about how to build into complexity into tasks vis a vis print material. With online materials, the complexity needs to be built in more gradually. As, with print material there is the teacher who is aware of all the students needs and can tailor things if students aren’t getting things as quickly as they should etc. Need to balance cognitive complexity, linguistic complexity and task complexity. Digital material can provide support via hints, useful language boxes and global tools e.g. a dictionary. Scaffolding and sequencing activities properly ensures that students can take control.

Sensitivity to cultural differences needs to be ensured. Publishers will have a list of things to avoid! Genevieve tells us about a prepositions of place unit with items of furniture in a bedroom. Students had to record their voices describing where items were in their room. She had a limited list of items and prepositions. She was getting bored and so did an artists brief with a messy room and things all over the place. It got sent back because in some cultures messy rooms are a no-no! In one brief she put dvds on the bed. Thumbs down. Apparently putting dvds on the bed is dodgy….! Being aware of these issues can save time.

A checklist from Scott Thornbury all about how SLA research can inform edtech.

  • Adaptivity
  • Complexity
  • Input
  • Focus on form
  • FB
  • Interaction
  • Chunks
  • Personalisation
  • Investment
  • Output

Works as a checklist for adapting materials to digital. See Scott’s blog post for detailed explanation. E.g. input should be rich and engaging. Need chunks not just single words. Personalisation is hugely important to bring into digital materials. She says it is not prevalent enough in digital materials.

Task time! Outcomes Pre-Int Unit 2 ‘Shops’ p16-17

We have 8 minutes to look at the activities, identify lang focus, theme etc, and say how we would adapt this digitally for self-study. We need to create a sample which we will be pitching to the rest of the audience. No publishing contract but a prize to be won! It was fun discussing it and then hearing others’ ideas, and it brought us right up to the end of a very interesting session, as well as the first tea break!

 

Materials Writing SIG Conference Session 5 – Emerging new pedagogies…

Our final session for today (whew…! I am already exhausted!!) is presented by Kirsten Holt and Thom Kiddle, with the title Emerging new pedagogies: should we change the way we design classroom activities?

We started with a pictorial trip through classrooms of the ages and their evolution:

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From rigid and inflexible, through a bit of paper appearing, a bit more paper and flip desks, breaking out of the set format, then in came computers, and tools, but it is all still very teacher led. How much evolution?

We continued with an evolution of tools:

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Cassettes, OHP, electronic pencil sharpener, VHS…. explosion of All The Technology.

We have gone from projection on a screen by teacher, or all students sitting in a lab individually or on a computer at home. The boundaries are all now more blurred. Physical location is much more flexible. Students carry immensely powerful devices with them all the time.

In Japan, for example, you can hover your phone over a page and the characters start talking to you. Blur between print and technology. Augmented reality.

Tension between “no mobile phones in class” and what they could do. What is best practice? Do we know? Or are we swimming wildly in a plethora of potential without really knowing what best practice is nor how to implement it? What do we have to hold on to in terms of principles?

We have principles and pedagogy. John Drury in the early 20th century advocated that student centred learning should be the way forward. He encouraged students to become independent, critical thinkers.

Kirsten suggests it should be learning in a digital world, education in a digital world, teachers in a digital world. Rather than “digital learning” or “digital education” or “digital teachers”.

Online offers potential interaction in a digital space outside the classroom either entirely or in a blend with classroom learning. Boundaries between physical and digital are being removed. There has also been the rise of the flipped classroom. The presentation phase is pushed outside the classroom space, accessed by learners in video or text form as preparation for the in-class follow up. SOLEs have emphasised that the teacher has to add value in the classroom, for it be worth the student coming into class! What does the teacher have to do to add that value to the space?

Thom told us about a project he worked on with teachers working alongside tech guys who said, tell us what you want to do and we will make it happen! It didn’t last. 4 out of 15 things were able to be done. He wanted the teacher trainers to think about what they wanted to do, how it would work in the classroom, and not worry about the tech but what ideally they would like to do, and a few things that came out:

  • Infinite canvas community board: scrolling was a good thing! The screen allows as many comments as necessary. Looks like Padlet. It allows in an online space a snapshot of answers to a particular question. In a flipped space it gives a teacher a snapshot of student opinion on a particular question and know what topics to focus on.  Can also be used to feedback and share group work outcomes with other groups by summarising it on such a screen.
  • Threaded forums based on video content. An initial video is uploaded and then students can reply with microphone or their own video or with text. This was used in a blended programme for students to make short videos of possibilities and limitations of their own teaching contexts.
  • Watching a video that pauses when you comment with a question and it tags the video, and the video continues once you have finished. Your comment then pops up when someone else watches the video and they can respond. This could be used by the teacher to “annotate” a video with questions for the student viewer.

It’s a tool not THE tool. Using technology to embrace learners’ output as input in the classroom.

Kirsten then talked about a model for pedagogy. She compared the usual balance in course books with the experiential model, and wondered if materials give enough opportunity for experimentation:

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Kirsten also mentioned Flipped Classrooms and how out of class work isn’t homework but preparation for maximising learning time and extending what they have done in class:

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She compared it with Task-Based Learning but more extended. And then went on to talk a little bit about how Macmillan English Campus could be used in this kind of Flipped Classroom way, giving as many choices as possible to the students – where students do preparatory activities and then in class the teacher builds on that by facilitating use of the language.

We finished by discussing questions:

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What do YOU think? 🙂

Kirsten also recommended that we have a look at “Tech tools for teachers” on Onestopenglish for tech tools that are not only for fabulous wifi connections!

It was a good session that managed what I thought was impossible: it engaged me enough to make me forget how tired me and my fingers were…

It also brought the MaW SIG conference day to a close. The wrapping up took the form of an open forum discussion, followed by a raffle (I won a book! Happy days!) and then drinks. I scooted off before the drinks because I had to trek back to Sheffield – just as well I did, as it was it was well after 9 by the time I got home!

Thank you to MaW SIG and sponsors Macmillan Education for a great day: am glad I bit the bullet and made the effort to get to London for it!

 

Materials Writing SIG Conference Session 4 – Writing Skills for Effective 21st Century Materials

After the lunch break, we reconvened with Heather and Julie’s talk on Writing Skills for Effective 21st Century writing.

Julie started by giving us a bit of background into their research over the last few years, explaining that the work informing today’s session continues to build on what they have talked about at past conferences e.g. IATEFL last year.

Materials development should be at the interface of theory and practice but actually it isn’t: it takes a long time before theoretical recommendations can become pedagogically recognised. Findings from conversation analysis could help us to write more natural sounding dialogues, research into pragmatics could help us teach politeness, so there is lots of potential but…

“ELT is not a matter of bridging the gap between theory and practice, but closing it” (Widdowoson, ELTons June 2016).

“With Web 2.0 came technologies that afforded online interaction and user created materials and these altered the authorship paradigm, as well as blurring the line between materials and the tools that produce them. (Mishan and Timmis, 2015, p.79)  – We put lots of things online, we see possibility for communicative interaction between students, but what are we going to do with all of that?

The study

When doing this research, for ‘digital materials’ they took a very broad definition – any materials that use technology in some way. Their methodology involved use of focus groups and individual interviews and spoke to 8 writers and 11 editors/publishers.

Research questions:

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These were used as a springboard for discussion with their participants rather than something rigid to be stuck to. The discussions were very interesting and yielded lots of rich data. We discussed some of the statements drawn out of the data:

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The findings fit into 5 main categories:

  1. Technical differences
  2. Pedagogy
  3. Management of process
  4. Possibilities of digital (this category had more positive things)
  5. Commercial considerations (business issues, marketing issues)

Technical Differences

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First of all, a lot of people talked about working within parameters. Writing to a particular template/brief. There are a limited number of activity types within digital – these tend to be closed activities: drag and drop, gap-fill, matching, YES/NO…  This is also because they tend to be self-study materials so need to be accessible to a student not mediated by a teacher. People also talked about mobile/tablet use and repurposing materials. You might not have long texts but three shorter texts, for example, in order to avoid too much scrolling on the smaller screen.

Mobile items can be quite bare and limited:

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Secondly, often print material is being converted to digital materials, rather than people writing directly for digital. Materials can look the same in the course book as on the screen. However, activities designed for use in the classroom need to be changed to work in a digital format. The issue of feedback provision: What will you say when they provide the right answer? “Yay! You got it right!” vs. “Correct.” and what about when it’s wrong? Are you going to tell them why? If yes, it’s going to be very expensive because all the possible answers and reasons together with feedback would need to be input. So feedback needs to be cost effective. Having a variety of different acceptable answers is great but very expensive. To get around these issues, more sophisticated authoring tools are needed and therefore a lot of investment. The level of the product is low, very basic stuff BECAUSE of the limitation to the closed style questions, for the reasons of cost effectiveness already discussed.

Thirdly, you need to think in great detail about how the student or teacher will use it, what will be there on the screen? What will they need to do? What will be on the screen at the same time? You need to be able to visualise it (which requires experience of using it?). Scrolling issues add to the difficulty of reading comprehension and text length.

Lots of scrolling:

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Finally, you need to think about layout issues. E.g. on a tablet when you tap for the keyboard and it takes up half the screen, will important things be obscured? When you offer the choice of answers, will the answer choices hide the question?!

Layout can be tricky:

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Rubrics also need to be extra clear so that students can access them alone. Fonts need to be sans serif Sego to make it informal in ESOL materials. Colour is also important. Standardisation between publishers in template use would be nice!

Pedagogy

Again, we discussed selected statements from the data:

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Before hearing about the findings:

People were debating the usefulness of digital and what value it adds. Is it just about practice? Receptive skills? But how rich is the input to learners from these materials? Obviously it depends on the particular material but these were some general concerns. It could be useful for lower levels to be able to click on a video and hear instructions again, or hear a recording in shorter chunks as scaffolding. Are the the tasks types and questions too repetitive or do learners like that?

Lesson flow was another issue. Two pages of a coursebook can demonstrate some flow and some understanding of where you are going but if it is divided into 20 screens what happens to that? Feedback is an issue if something is marked wrong but is actually right because there is a stray full-stop, for example. Productive skills can also be problematic, because it is difficult to enable practice speaking or writing through digital materials. Students can record themselves but what do they do with that? What happens to the social aspect of the activity? People learning together and collaborating? Will the cost be increased? There are possibilities such as forums, chat rooms, blogs but the question surrounding all of these activities is that they are quite open activities – is that a problem? Would the learner see it as developmental or be disappointed as not getting a score after spending half an hour in front of their screen? The context of use and how that impacts on pedagogy is important here.

Cognitive load can, it was perceived, make certain listening tasks more difficult. E.g. listen and match/type/tap a box. All the tapping and typing as well focusing on the actual language. Therefore it is important to make the activity cognitively engaging but not the technical aspect of doing the activity!

Tablets and classroom management also came up. If you haven’t taught in a classroom where tablets are being used, then it is difficult to visualise the issues around it. Classroom management is affected – you need to control when the tablets are used and when focus is on teacher. If everyone has a tablet, activities could be differentiated quite easily, according to level or learning style. With listening, will you play it from the front or have students listening individually with headphones. That makes a big difference in how the activity is going to work. There are lots of possibilities to consider – how are they being used but also how COULD they be used?

Student engagement/user experience is important to consider as with some digital materials, there is no teacher to draw students in and engage them. Students might need more changes of focus than in the classroom, where interaction with other students and the teacher helps.

Adaptive learning was also something that came up in the discussions. It needs more thought for it to work properly. Adaptive learning also loses the “flow” mentioned earlier with course-book pages.

Is there too much material? It could be overwhelming but it could be a good thing, differing opinions – also depends on how it is exploited and the quality of the materials. Converting print to digital expands material as you have to build in extra scaffolding. It means that you end up with a huge body of material that can become quite unwieldy to produce and manage. You also have to consider the teacher training element – teachers are not trained to use all tools effectively because they don’t exist everywhere so it can’t be a standard element of ITT.

Finally, how are students actually learning from these products? What are they learning? Is it the most effective way to learn? This needs to considered, both for digital and for print. Why don’t we know? Access to classrooms is difficult for researchers, teachers don’t have time to look at it in detail themselves. End user experience is as important as the content itself. But it also requires longitudinal studies, which have their issues of expense and time and resources.

Some of the criticisms are equally applicable to print materials, if we consider print self-study materials as well. So it’s not just about print vs. digital.

Management of Process

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Time started getting short at this point so we launched directly into hearing about the data:

Delivery – keep it simple, stick to the brief and be aware of the functionality of the software from the outset, as well as the style guidelines. (E.g. 24/7 in print but 24-7 in html). The template developer role is important. In an ideal world, the author would receive a sample unit of examples of activity types so that you could know exactly what you were aiming for and how it would work. It would also help if discussion was possible so you could check if things would work.

The scale of projects is ever more massive. The number of people and volume of material involved is greater than print which was already huge. Yet, schedules are tighter for digital as the student book is produced first but the digital package needs to launch with it on completion (!)

People expect digital to be quicker to produce but it is not so as there is more content required (videos, adaptive learning, assessment criteria). And, of course, the “editorial eye” is just as necessary, even if writers are writing directly into a template. Mistakes can happen and you need someone with an overview to pick up on those, which makes a huge number of screens to check.

In terms of self-publishing, you need to be thinking along the lines of detail required by a publisher’s book proposal form.

Possibilities of Digital

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There are lots of opportunities:

  • Plan Ceibal in Uruguay: Every student has a laptop, and there is the classroom teacher but also a remote teacher. This kind of thing impacts the materials developer role as you need materials for the remote teacher, support for the local teacher, materials that will go on the screens…
  • British Council Nexus Project: Getting lower level learners online. Helping them developing digital literacy, self-confidence and motivation.
  • Gamification – making things into games. Games in the classroom, apps outside the classroom, on laptops… Badges? Levels? Can be motivating.
  • Augmented reality – second life type things, but also writing stories, producing scripts for animation on students’ screens in class (half the class see one thing, half the other).
  • More writing opportunities for freelancers but… the downside is that some of the work is not particularly interesting or challenging, can be quite mechanical and set fees are becoming more common than royalties. Working just for a fee may impact motivation – what is your incentive to go off promoting the product in your time?
  • It can be career enhancing to create online resources. Putting your own things online for people to use can get your name known and lead to other things…

Commercial considerations

<Missed that picture! Going full steam now!>

When publishers talk to customers and do market research, the customer can’t tell them what they want in terms of digital because they don’t really know what’s possible, which makes it difficult for them to articulate what they want and so for publishers to provide. Then there is the issue of predicting the market when technology is always changing, it is difficult to ‘future proof’ digital products. And what if a new game-changer comes out, so your new product suddenly looks dated as it launches? The issues of payment also arose in this category – should authors get royalties? Should the author role be promoted? The community of practice adds value to project, e.g. through the author promoting the product etc.

Conclusions

There is a lot of scope for materials (print and digital) to be more research informed. More research needs to be done into user experience of materials (funnily enough I was reading about this issue a few days ago in the intro to a mats dev book I borrowed from the ELTC library…edit: English Language Teaching Textbooks – Content, Consumption, Production edited by Nigel Harwood and published by Palgrave Macmillan)

A better quality of materials in digital would be good to see, going beyond the ‘workbook feel’, something more satisfying. Perhaps by incorporating different kinds of technology, making use of new possibilities.

Teachers need to be encouraged to research their own classrooms in this area. Training is also needed for how to integrate digital and print in the classroom. It’s really difficult for busy teachers to explore all the digital stuff and work out what would work well together in the classroom in terms of blending the digital and the non-digital.

Heather and Julie recommended How to write for digital media and How to write ESOL materials, both published by ELT Teacher2Writer and finished by showing us their reference list for this talk:

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Another very interesting session with lots of discussion to get our teeth into! During this session I was sitting next to Antonia Clare, so it was really interesting, in the discussion elements, to hear about things from a long-time published author’s perspective.

Materials Writing SIG Session 3 – Looking after number one

Bev Alderson led the third session of the day. She tells us we will learn about the impact of too much sitting and take away tools/techniques to help counter this. Bev used to work in IT Management – 18 years – and learnt firsthand what it’s like to have a high-pressure desk-bound job. She pushed herself to the point of being very unwell and so life made her stop and learn how to work properly and look at wellness in a different way. She starts with the question “What do I want to achieve? What wellness techniques can I implement to help with that?”

Sitting burns 1 calorie where standing burns 3, sitting compresses digestion and breathing, so nutrients don’t travel so well. The average person spends 9.3hrs a day sitting – watching telly, drive, eat, work etc. This has an impact. Mind and body are in the same vessel, mind gets less oxygenated blood when sitting. It takes 90 seconds of standing for muscular and cellular systems to kick back in. They work purely by taking our bodyweight.

So, one thing we can do is interrupt our sitting. Stand up and move. Scientists reckon sitting for 6hrs a day = smoking a pack of cigarettes a day. However, there are three key things we can do to help:

  1. Ergonomics
  2. Preventing/alleviating symptoms of sitting
  3. Wellness plan

Ergonomics

The human body was designed to move not sit. We need to think about that and how our desk and chair work. Our spine was meant to be straight: Sit closer to your desk and you will sit up straighter. This will also line up shoulders and elbows. If people hunch over their desks for too long, the spine will curve permanently. The head weighs 5kgs. Hence the aches in the shoulders and upper back from incorrect carriage. Ideally have a chair that provides lumbar support to support the spine. A rolled up towel or cushion is an option. Don’t hold the mouse when you are not using it. It pulls your shoulder forward. Don’t cross your legs for too long as the alignment of your hips will go out and the spine will adjust to that and then will continue to do so.

*Being busy slows down pain receptors…

Your arm rests should be adjustable so that they support your arms. A wrist support is also useful. And for your eyes, every now and again look off into the distance then come back, to give your eyes a rest.

Preventing and alleviating symptoms

But even with a perfect sitting position, you still need to MOVE!! So interrupting your sitting is good. Bev showed us a series of exercises which it was very pleasant to do on a day that involved such a lot of sitting still! Below:

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These help to alleviate the structural changes that sitting unfortunately pushes.

Wellness Plan

You decide what to do to recover. What are the few doses of wellness you can do on a regular basis to support body and mind so that it works optimally for us?

What will you do every day?

  • You need to look for ways to move more.
  • Need to be active in moving body position throughout the day.
  • Food is fuel or fun? 80% fuel, 20% fun.
  • 10 minute walks
  • Use a water glass. Keep going to refill it (especially when your room is up two flights of steps…). Keep going to empty your bladder!
  • Do you need to be sat down for all your activities? Can you stand instead? Standing all day is also no good but breaking it up is good.
  • Do something fun every day! A dose of daily wellness! (Hobbies, socialising…)
  • Rest: take breaks.
  • Use breathing exercises to reset nervous system

Materials Writing SIG Conference Session 1 – Working smarter not harder…

Today, 20th February 2016, is MaW SIG Conference day: New Ways of Working for New Ways of Learning. I have nipped down for the day and the venue is thankfully near to Kings Cross-St Pancras, meaning my train got in from Sheffield at 09.30 and I was in very good time to register before it was due to close at 09.55, having picked up a pot of vegan porridge at Pret for breakfast! (I won’t tell you what time I woke up this morning…)

Rachael Roberts kicked off the day with some introductory remarks. She feels the following quote sums up the push to digital: ‘provides a good sense of what the gold-rush must have felt like – people moving into frontier towns with little idea of what they were getting themselves into’. She went on to say that perhaps now the dust has settled, we can start to look at what is going on and the various impacts digital has had. The sessions today will do that from a variety of  perspectives.

Very quickly it was time for…

Working smarter, not harder: the nine characteristics of the Productivity Ninja (!)

The first session of the MaW SIG one day conference has an exciting title. Time to learn how to be a ninja!

@thinkproductive

#ProductivityNinja

Graham Alcott started his company, Think Productive in 2009. Says he is not a naturally organised kind of person. The inspiration for this business was going from having a very nice team of people around him to suddenly being freelance and being his own boss. You have to be your own boss and responsible for your own productivity and this forced him to ‘get good at it’! His background is in the charity sector but people were interested in the productivity stuff, which is how it all happened. Turns out quite a few people have been on time management courses, not something I could put my hand up for!

Apparently, a lot of time management books tell you to aim for perfection and everything will be fine. Graham says no one does it perfectly, not even the book writers, but we all have something to teach and something to learn with it. He thinks the idea of time management is dead, but attention management is its successor, and it is much more controllable. He has a book called Productivity Ninja.

The rest of the session was spent looking at the characteristics referred to in the session title.

1. “Zen-like calm”:

If you have a deadline, you know you have to focus on something and finish it by a particular time. You are present and in the moment, not thinking about dinner and social plans. Deadlines give you permission to focus. But what about having that sense of focus without having the stress of the deadline? Well, probably most of us don’t feel that way…

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Yet, the mind is for having ideas not holding them. So getting stuff out of your head is key. Hence why writing lists makes you feel better when you have a lot of things to do e.g. pre-going away! Information is raw material. We have moved from the industrial age to the information age. Putting cherries on buns is very predictable, and you know what success looks like. But when we are putting cherries on our own buns, we have to define how big the cake should be, how fast the conveyor belt should go, whether cakes are the way forward or cocktails would be better…

You are simultaneously boss and worker. Neglecting the boss or the worker too much isn’t good for productivity.

2. Ruthlessness

Sounds a bit scary but don’t worry. We are talking to-do lists: are you jumping on it or is it 4pm and you are winding down and you are not feeling capable of engaging with it? We probably have 2-3hrs a day of being able to give full attention to something. So we need to be ruthless with how we deal with those 2-3 hours. That time when you are really switched on. If you manage that time/your attention really well, then the rest of the time doesn’t matter so much. That 2-3 hrs done well means you don’t have to be ruthless about giving away an hour later on for a meeting etc. Not every hour is the same in terms of your resources of attention. Know your hours! Graham was ruthless with Facebook. Gave his password to his wife and got her to change it. This was in order to avoid procrastination. Be ruthless with yourself, know your foibles and temptations. Make it impossible to be distracted when it is your 2-3 productive hours.

3. Weapon-Savvy

Use the tools that are most useful to you, don’t be sucked in by coolness. Your thinking is more important. Psychology before technology. But, the Ninja needs a second brain. To download all the projects and actions we need to remember, that are “off the page” in terms of what we are doing/should be doing in the moment. There are many ways to do this!

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All these apps are cross-platform and you can download app versions on to your tablets etc.

But the task function in Microsoft Outlook works perfectly well too. Graham likes it. As does…pen and paper! Whatever you are comfortable with. It should be useful, not a distraction… A second brain that frees up your own brain to be creative and ‘add value to information’.

Email can be disproportionately stressful for what’s actually in there. You CAN get it to zero and then it’s easy to keep it there rather than let it build up again. It should give you a sense of completion and clarity, I hear. (I won’t tell Graham I have 24, 638 emails across my inboxes…) Apparently a much smaller number are actually “on the plate” or “critical”! (I guess that’s why I ignore the other 24, 630!)

4. Stealth and camouflage

Tactical hiding. The digital age is starting to become more culturally difficult/unacceptable to be unavailable. “Going dark” is the two days before a new piece of software is launched: developers make themselves deliberately unavailable in that period before the deadline. We need to create that. “Write book” on a to-do list won’t happen. You break it down. But it still needs a different level of focus from everything else. How do you get the space to write the book? Graham went to Sri Lanka…! A month of ‘stealth camouflage’. The idea of disconnection and focusing on stuff without the ‘white noise’ of distraction. (No notifications! No social media! No emails! No other people!) You don’t need to book tickets to Sri Lanka to do that. But you need to find your own Sri Lanka. A sense of complete disconnection even just for an hour (I guess ideally for your 2-3 productive hours of the day?!). Can be as simple as “A meeting for one” in the diary – protected time. Often seen as being a luxury, but it is important. Investing an hour off the grid will probably save you a few hours further down the line.

5. Unorthodoxy

Very easy, whether in the publishing world or in your car, to look at the competitors and try to copy them. Instead, try to take inspiration from unusual places. E.g. person who goes to the same set of cafes on a rotating basis, cuts down on making the decision of where to eat: recognising decision fatigue as a barrier to productivity. When you have a story to tell or a point to get across, try to view it through different lens e.g. 5 year old child, my mum etc.

Experiments – Graham did a bunch of productivity experiments. E.g. a month of email Fridays – only checking email on Fridays for a month. A month where any procrastination on decision-making was solved by a throw of the dice. Someone said you get a third of your decisions right, a third wrong and a third don’t matter. The dice-throwing gave momentum to the process. What all of the experiments came down to was playing around with the assumptions of how we work and day-to-day routine. Looking at what you do and flipping that. If you always have email etc. turned on, try having it off. If you walk to work a particular way, go a different way. If you look at email in the morning, do it in the evening. We are creatures of habit but messing with it can be a good thing! Doesn’t have to be as extreme as Graham’s experiments, even little things can have a big impact!

6. Agility

The two-minute rule: if anything can be done in less than two minutes, then when it comes in, do it straight away. You will spend more time putting it on lists etc. otherwise! And it also makes your to-do list more streamlined, so you can see the wood from the trees, if you don’t add every single little thing that you could have just done instead. The same applies to email: it’s very easy to delay responding if it is something a bit annoying but just do it quickly and then it’s done. Then if you have something big going on, when you come back to your to-do list afterwards, it’s easier to cope with, less unwieldy.

Context is king: Have different lists. A phone-calls list; a thinking list etc. Set up lists based on context – where you need to be, who needs to be there. So when you get interrupted, you can use the opportunity to tick things off the list that require that person. To-do lists app usually has “context” or “categories”. Use it! Or, different colours, different sections… (This I can do: I have used different colours on my sticky notes since our session at the ELTC on time savers! 🙂 )

7. Mindfulness

Came out of the time spent with the Buddhist monk in Sri Lanka. Graham asked a monk about mindfulness and how to do it, wanting some kind of app recommendation. The monk said “you just sit”. In 2011, Graham including mindfulness in his book was a risk. Nowadays it’s a buzz word. Graham asks, how often do we experience a sense of presence, of where we are, when we are sitting at work?

Lizard brain – the fight or flight part – is an important friend of ours but also a mortal enemy when it comes to productivity. You can have an amazing to-do list, be really organised and still be really scared of pitching your idea. Writing a book is 20% writing and 80% lizard brain management. Lizard brain wants to avoid risk and blend in, not let you put yourself in a place where you won’t survive. Lizard brain is also very critical, “no, that’s rubbish, don’t do that…”. Acknowledging that that is Lizard brain, not rational brain, is important. As, then you can access logical brain whispering away too…  It won’t go away but you can focus on your morning routines and be mindful about it. By starting your day on the email/FB etc, you are starting your day with everyone else’s priorities, not your own. Make space to think about YOUR day…

8. Preparedness

If you are not a naturally organised person, doing all the folders and colour-coding etc seems pointless. But, to be proactive (that New Year’s Resolution!) you need preparedness and mindfulness. “Preparedness is a service to me in the future” 🙂

You need a way of actively managing what you plan to do.

9. Human, not superhero

Recognise that some of this is difficult and you are human. But if you manage your productivity well, you can LOOK like a superhero. Although you are still a human being, no magical powers. There is no secret source or shortcut, you need to do simple things consistently and well. You’ll still screw up but that’s ok. Human beings and ninjas recognise that wrapped up in the culture that we have of need to succeed and be super-heros is failure and guilt about failure. Let it go.

Periodically, have a done list! Have a point to celebrate success. Lists are usually about the past (not done yet…) or the future (needs to be done by Friday, eek!). Looking at what is done is a way to be in the present moment.

The secret to success (according to somebody who’s name I lost!) is “Send thank you cards and book theatre tickets” – As a human being, recognising human connections is important. Say thank you. Book theatre tickets – gives you a constraint. If at 3 you know you are going to the theatre at 7.30, you have a constrained window to complete everything. Life deadlines help you manage the transition between work and life rather than letting work take over.

Graham finished by inviting us to choose one thing to change and do something physical with it (put it on a list…) so that you actually try and do it! I think for me it will be the “disconnect” one (‘Go dark’), to avoid the self-distraction undertaken to avoid having to think! (To quote one of the audience members who also wants to try the “disconnect” one.) I am self-distraction queen sometimes so this should be good. My proactive attention time is definitely first thing in the morning. I was good at using that when I was doing my M.A. – maybe it’s time to get it back! I also want to get back in the habit of starting the day with yoga rather than computer! (I did this morning 🙂 )

The most important gift you can give someone is not your time but your attention – thank you for yours: a lovely ending to the session. 🙂

Little question for my readers: Of all of these tips, which do you think you would want to implement or experiment with in YOUR life?

Materials Writing SIG Conference Session 2 – Working in a digital space

The second session of the morning is by Antonia Clare, co-author of Speak Out. (Also Total English, ELT Writers Connected and Free and Fair ELT – I picked Speak Out  as that is what comes to mind first when I see her name…) She says she has been writing materials for a scarily long time – when she started, the internet existed but she didn’t have access to it. She would go to the library with a notebook in hunt of texts. She wrote with J.J. Wilson – he would provide lunch, she would travel there and supply the computer. They would submit drafts, then they would wait three months, do life stuff, and then receive the drafts back with red pen all over them. Every now and again, a writer would come to her school but other than that or the odd publishing event, no day-to-day conversation with other writers.

The first question is what has changed since YOU started writing? (My answer is quite short given I have only just started… 😉 )

For Antonia, the existence of the collaborative coffee shop – even in Norfolk! She doesn’t need to lug heavy reference works and dictionaries around. She can be in touch with co-writers over the world. She also notes the following changes with the move to digital:

  • less paper, a lot more screen time
  • in the last few years, more online collaboration than face to face
  • content and skills have changed – more multimedia content, and the skill set needed therefore has also changed: need awareness of different tools and apps
  • expectations (deadlines – no more three months between drafts! weekly deadlines not uncommon, small chunks of material rather than whole drafts of books; payment – no more royalties mostly; the role of writer has also changed – more to come on this)

According to the title of a Times Higher Ed article, “Everyone’s a winner in this digital space”. This title struck Antonia as this is the narrative we often hear in relation to digital – it’s better, smarter etc than old ways. In education, in publishing, in business, in government. Need to take a step back and look at that critically. Are we being snake-charmed? Or can we really add value to what we are doing, if so, how?

Online collaboration

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What struck Antonia – average office worker checks emails 36times an hr. 9hrs a week is used searching for information. More than a billion people using Facebook so we are all accustomed to new streams and other such tools, so such elements appear in online collaborative tools. The tools that production companies use for online collaboration will also generally integrate with well-known tools like Google drive.

Antonia gets up, does her work, reaches the point of no more for today, sends it to J.J. in New Mexico who is just getting up, and goes to get her kids from school etc, while he has a look and sends it back with his thoughts ready for the next day.

She reckons that it offers us opportunities and makes us keep learning, which is motivating.

A couple of projects that have grown from coffee house conversations that Antonia has worked on

Some others she is aware of:

  • The MaW SIG e-book
  • ELT teacher2writer – database for writers and publishers; series of e-books with tips on writing materials in its different aspects
  • iTDi.pro – online teacher training, for teachers by teachers
  • The Round – founded by Lindsay Clandfield and Luke Meddings
  • TEFL Commute – podcasts for English Language Teachers
  • PARSNIPS – some ss want to address taboo issues, so a group of teachers came together and wrote a set of lesson plans dealing with each of these issues.

So, lots of exciting, innovative projects going on as a result of talking – online, at conferences, in coffee shops real and virtual.

Collaboration tools

  • Dropbox
  • Google Docs/Drive (for sharing and editing docs)
  • Skype (useful for regular talks with co-authors)
  • Slack (you can set up channels for different projects, discussion and file sharing; cuts down on emails!)
  • Google Hangouts (For a Skype-like conversation with too many people for Skype)
  • Trello (for keeping tags on how a project is developing)

These can be useful for the sort of projects referred to above.

Publisher Content Management Systems (CMS)

These are huge spaces for documents relevant to a given project to be shared. Useful, tricky when the system goes down, difficult to access from a beach (if you need to work while you are on holiday – those weekly deadlines). Antonia doesn’t want to give the lesson plan to Pearson/the system before it has been back and forth between her and J.J. so she arranged to download it, do the back-and-forth then upload it at the end of that in time for the deadline.

Antonia’s Concerns

  1. virtual distance
  2. content control
  3. screen time

1. Technological interaction is replacing face to face interaction. And there is a lack of ‘depth perception’. Collaboration is more than passing data backwards and forwards. It is achieved through ongoing, meaningful discussions. Relationships. Antonia thinks online collaboration should be supplementary to face to face interaction, not a replacement.

2.Antonia thinks content should be an important driver of how the material is delivered, rather than the how dominating. The process is all separated out into components – needs to come together more. She thinks the future is being part of a collaborative learning community.

3. We spend too much time in front of our screens. We needs to find ways to get up and do something different. Stretch, shake, move, walk, play the piano, 10 minute burst of housework, weed the garden, eat goji berries, swim, shift device/medium, meditate for a minute, go and get a drink and don’t take it back to the computer, do something else while you drink it, take an hour for lunch… (How lovely – Antonia had us doing the twist like we did last summer! 🙂 )

We need to be savvy, careful and not lose sight of the content, then there is the opportunity for all to win.

 

My ELTon-winning materials have gone live on Onestopenglish.com!*

*well, some of them have anyway! The rest will hopefully follow suit in due course…

Some of you might remember that I rather unexpectedly (so much so, that I found myself writing the speech I didn’t make after the event!) found myself standing on the stage at the ELTons award ceremony in May 2014.

Macmillan winner 3

In the interview (which you can see here if you click on the The Macmillan Education Award for New Talent in Writing tab on the right-hand side of the video screen), I explained that the materials were as yet only available on my hard drive.

Fast forward a year and a bit, to September 2015, and I can, with great pleasure, announce the appearance of my ELTon materials, the fruits of my dissertation project labour of love in 2013, at Leeds what was Metropolitan now Beckett University, on Macmillan’s Onestopenglish website! I have been working with Sarah Milligan from Macmillan to prepare my materials for publication on this website, which has been a great learning opportunity for me.

You can find the materials by clicking on either of the photos below:

Compass!

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– I hope you enjoy using them – let me know how it goes if you do! (And yes, I know, yet again my name has been misspelt: good job I’m all too used to it! 😉 Correction hopefully to follow!)

MaW SIG May: Cleve Miller – ‘New Publishing’ : a summary/write-up

Cleve compares the old internet to a pipe. We would passively consume content that was very much top-down, expert-created, static. It was a continuation of how publishing had worked for the last 500 years. Since 2002 we got what we call the new web, though it’s not new anymore. This is an open platform where we contribute, collaborate and create content. This is where need to locate ourselves as content creators, as materials designers.

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The content continuum – the fundamental driving force behind the way materials design is going. On the one extreme, we have traditional publishing (the old web, the “pipe”) and on the other extreme we have a bottom-up self-publishing model. To allow this bottom-up stuff is the advent of web and web-technology. With a blog, we can publish to thousands of people, for free, in a very short space of time.

There are advantages and disadvantages to both. The top-down model is expert-created and high quality, but it is also a generic, one size fits all. 5 year publishing plans are normal. And it runs into a barrier. The bottom-up model is faster, up-to-date and isn’t restricted to a 5 year plan. It can be specific to language culture and student need. It is the difference between generic content and specific content, along a continuum. There are times when the top-down model is appropriate, and the one-size fits all is fine, this isn’t to knock publisher content. But there are also opportunities on the other end of the continuum, which Clive wants to look at with us.

The power of open platforms. 

E.g. Encylopaedias: on the top-down side, we have Encyclopaedia Britannica, on the other end we have Wikipedia. Wikipedia contains multilingual, user-generated information, meaning that for example things that don’t have much coverage in the traditional encylopaedia can in Wikipedia. It is much more localised.

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ELT also has a general to specific continuum. From General English to English for Chemical Engineers or any other ESP or more specific e.g. English only for Brazilian students. Most specific would be materials designed for an individual student to meet their needs.

Screenshot of slide - Clive's ELT self-publishing matrix

Screenshot of slide – Clive’s ELT self-publishing matrix

From a self-publishing perspective, let’s imagine you are going to design, on your own, some materials. How do you focus what you are looking at? If you are looking at low tech, general English, that is the difficult to succeed area because that is what publishers know how to do really well and they have lots of money to put into it. If you try and make an app for General English, then it’s still difficult because you are competing against the publishers, with all their money. There are platforms you can use, but it is tough and expensive. If you move towards the more specific end of the spectrum, then making an app is still ambitious but you at least will not be competing with the publishers when you are aiming towards something more esoteric, so it is ambitious in  terms of technology rather than competition. In the middle of both spectrums is the sweet spot (not too hot, not too cold), if you get more specific, then the market is much smaller e.g. English for chemical engineers, but it is needed.

There are of course exceptions to all the above. E.g. the case study that we will look at. Which is by Vicki Hollett. She started with the difficult to succeed, scary area. She already has content published in traditional models but she is doing this anyway. And her content is multi-modal. Online teaching, you tube channel, website. Her revenue model for You Tube is the advertising.

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What are the success principles for Vicki Hollett?

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The next case study is English Success Academy by Jaime Miller. It’s one exam. Nothing but TOEFL prep. She is engaging, has lots of videos, a well-designed website, she does one-one teaching her content is multi-modal. Her revenue model is premium price e-books.

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What are her success principles?

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The third case study is Deborah Capras. She wrote a book and is delivering it on Amazon. Very specific topic. Business, politics, small talk. Her revenue model is print book sales. And the mainstream publishers then took notice of her.

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What are her success principles?

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The final is Claire Hart. Blended English for Engineering. She used English 360 platform. There is an online component but then there are also face-face lesson plans and all the handouts you need, for the university department customers. Importantly, she copyrighted it. She can sell it by way of other channels. Claire can take the content and repurpose it into a print book on Amazon, or put it through YouTube as videos, she can use it in any way.

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Her revenue model is revenue share between Claire and the platform who takes 40%. If you use a platform with a good user base, the marketing is there for you.

What are her success principles?

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“Self-publishing”

  • Rather than thinking of self-publishing, you are thinking of developing a new product. So you are an entrepreneur. You need to think like a business person. You need to think about “sales-y things”. The hardest part is the marketing. How many videos are there on youtube? How many books are there on Amazon?
  • You need to get an editor. Very important, indispensable, in order to maintain a good level of quality. Clive thinks that peer editing could be an interesting possibility. So that there is a network of self-publishers that support each other.
  • You need a niche. Be the very best at one specific thing. That is the most powerful way to move forward. E.g. Ros with regards to English for Medicine. There’s a lot of ways to get specific. Combine your teaching with it. Niches are much easier to market to. Go to professional associations, look on LinkedIn. If you market to a niche, it’s not expensive, if you narrow your focus it’s not and you can do it.
  • Pull everything together on a website or blog.
  • Think outside the box for customers. For example, can you add value to a Business?

To summarise, the future of materials design is bottom up. That doesn’t mean top-down will disappear, but bottom up is the way forward because it can be more specific than any top-down model can be. Britannica doesn’t have the resources to produce 17 pages on Salina, Wikipedia enables that.

In the Q and A time, Sue Lyon-Jones reminds us:

“Keeping your copyright doesn’t always mean you can publish your work elsewhere. Some contracts may grant publishers exclusive rights to publish in specific formats or for a set period of time, for example. Make sure you read and understand the small print, folks!”

When you use a platform (e.g. Instagram, YouTube), lots of times you give up control. So be aware.

To contact Cleve for more information about any of this: cleve@english360.com

 

 

IATEFL 2015: Uncovering Expertise in Coursebook Writing – Heather Buchanan and Julie Norton

Well, I wasn’t going to miss this one – interesting topic and one of the speakers (Heather)  was, of course, my tutor at Leeds Met (now Beckett) Uni. 

Julie and Heather want to build on the work done by the likes of MaW SIG and ELT Teacher2Writer in terms of demystifying the field of Materials Development.

They started by showing us a quote that sums up the field. Materials writing – it’s “like expecting the first violinist to compose the orchestra’s repertoire in his or her spare time”  – this was Michael Swan on expecting materials development from untrained teachers.

Expertise in materials writing

We looked at the characteristics of expertise:

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Then we moved on to hearing about Heather and Julie’s research project. They had used simple questionnaires, which they had distributed writers and editors. They shared the data collected with us, looking at different questions (and the responses they had collected) in turn…

What are the 3 biggest challenges that you face when writing a unit of a coursebook?

  • Practical constraints: space, fitting it all on to the page; being able to develop interesting texts with a limited number of terms; meeting deadlines/timing
  • Creativity: thinking of ideas, fresh angles on topics, a wide repertoire of tasks, creative language practice for different language points. Editors say that constraints can generate creativity i.e. within the brief.
  • Following the brief: being really aware of your students and teachers, background, interests etc so that you can write the right kind of lessons for them; coping with changing briefs (as projects move forward this happens)
  • Technical aspects: the biggest category, coming back to it later!
  • Managing the process: relationship with the editor

What three pieces of advice about the craft of writing would you give a new course book writer?

  • Working with others: useful to have a writing partner, complement each others strengths/weaknesses, bouncing ideas off each other; being able to take feedback. Editors represent teachers that aren’t like you.
  • Going back: looking at what you have created and being self-critical; redrafting things and being meticulous
  • Visualisation and imagination: you have to be able to imagine what it’s going to look like on the page when it’s finished. How will things flow from one thing to another. Trying to visualise the position of the teacher who will use the material. Understanding what works and being able to conceptualise how the material will work in class. If you don’t have this, you are an editor’s nightmare!
  • Managing time: managing time within a day, being self-disciplined, managing deadlines etc.
  • Beliefs: being aware of your own beliefs and principles regarding teaching, being aware of the principles of the project in comparison with your own and thinking twice about taking on a project if the two aren’t compatible.

Coming back to Technical aspects:

A big category so broken into 2:

Theoretical Expertise

You need a sound knowledge of methodology and linguistics.

Writers need to make the findings of research more palatable for the classroom. They also need appropriate terminology to teach items that arise out of theory e.g. corpus research. E.g. what do you call connected speech on the student book’s page?

Practical Expertise

  • The more support a writer puts on the page, the more tied the students and teacher are to the page. There is a balance between support and flexibility that needs to be considered.
  • Thinking about the final task in a unit and how you prepare students through the unit to meet it. There was a lot of talk about tapestries and weaving, ending with a seamless garment. This applies within a unit but across a whole book as well, so as to ensure continuity and good recycling of language, also consistency. Ensuring the theme is maintained but interestingly developed.
  • What do you do if the editor doesn’t like the topic? Knowing when to let go of a topic is important, whether it is because the editor doesn’t like it or if it just isn’t working.
  • How do you make your text sound natural? Will the editor cut those ums and ahs from your audio in the end?
  • Knowing how much material is needed for a lesson so that you don’t end up with too much.
  • You need to make sure communicative activities are genuine.

What advice would you give?

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(In terms of use tools, this refers to things like the Oxford 3000 or the Vocab profile)

Has the way you approach writing changed since you first started writing coursebooks? If so how and why?

Internal:

  • Developing greater automaticity
  • Gaining more confidence
  • Gaining more knowledge of the language
  • Gaining more knowledge of the craft – how much can fit on one page, what works etc.
  • Awareness of pitfalls
  • Professional maturity – understanding how it works, relationship with the editor, greater awareness
  • Focus on students

External:

  • What’s valued in materials
  • what has changed in the world of publishing
  • the impact of the internet.

Conclusions:

It’s highly complex but it can be demystified. Is there any shortcut for experience? What is the best method for developing expertise? “Writing is just like a muscle: you just have to keep at it” (a writer) “I have rarely seen improved ‘creativity’ in writers, as this tends to be inherent and is difficult to train” (an editor)

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Task:

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Responses that came out in the post-task discussion:

  • A very abrupt beginning
  • Lots of vocabulary not practised/activated
  • Formatting unclear, no explanation for the words in bold.
  • An example would help to clarify the rubric
  • Is there a correct answer? If there isn’t, is that ok or not?
  • The discussion questions are not generative in discussion terms, could be rephrased to push students to produce more than one word answers.
  • Cultural inappropriacy – potentially inappropriate in some places, taboo issues e.g. divorce in some places.
  • My group and I also thought that the mixture of word types in the first question could be misleading. And one group of words had more words than the other groups.

And that was all we had time for! It was a very speedy half an hour on a very interesting topic. 

IATEFL 2015: Pre-conference Event Day – MaW SIG – Part 4

By now it’s been a long day and, truth be told, I’m getting tired! I did however manage to jot down a few things for each of the remaining talks, so for what they are worth (my notes, that is, clearly the talks are worth plenty!) here they are:

Tailor-making materials from an ESP author perspective – Evan Frendo

How are tailor-made materials in a corporate context different?

  • Very specific. PARSNIPS aren’t an issue e.g. PIG in industry usage.
  • Corporate culture – e.g. a training culture
  • Needs – corporation needs as well as the individual.
  • Learning centred not learner centred.
  • Training rather than education.

It’s all about finding the gap – the training gap – between where they are now and where they need to be. Very specific, focused on aspects of the job that needs to be done. You can use corpora to do this (very specific texts and wordsmith tools).

 However:

  • Vocabulary profilers don’t apply e.g. hose package is an “A1 word” if you work in the relevant trade.
  • Record a phonecall, discuss with participant. What does it tell me? Need to analyse…
Analysis

Analysis

  •  Company insider definition of good presentation may differ from ours but is according to their context and needs. We need to learn what those are.
  •  Materials need to be based on evidence not intuition.
  • Not “English for Engineers” – Engineers speak to other people too! Priorities and issues may not be obvious to whoever wrote English for Engineers.
  • Check your insights with other stakeholders.
  • Use experts to tell you what counts as “successful” communication. It can be wrong in one context but right in another i.e. if they get the contract, get the product delivered etc.
ELF

ELF

 

(Mis) Adventures in Self-Publishing – Christien Lee

 What should I self-publish?

An important question. Big sales, not much competition, in your comfort zone.

 Why should I self-publish? 

Traditional publishers give more cachet and better production values, no upfront costs, you get a commission or an advance.

But…no guarantee that a traditional ELT publisher will accept it, especially for niche market books; takes a long time before publication. (Self-publishing is quicker.) Less money and delayed payment from publishers.

 Benefits of self-publishing:

  • Guaranteed publication
  • short time to publication
  • potential return of up to 70%.
  • Regular and timely income

But:

  •  No guarantee of making money
  • Potential to lose time and money. Costs – e.g. paying freelance audio creators; setting up website; more work before publication (Editing, layout, formatting etc)
  • More work after publication – marketing, social media etc.

How should I handle editing, book layout, audio and so on?

  • DIY
  • Use crowdsourcing/freelancers
  • Friendsourcing

For audio there is for example Voice Bunny – post a project and people audition for it…

 Where should I publish it?

  •  Print on demand with CreateSpace (Amazon)
  • Book distribution service e.g. Draft2Digital or Smashwords
  • Wayzgoose Press – a cross between self-publishing and ELT publishers; 40% on print and 50% on e-books.
  • The Round – teacher development books

Ensuring quality content

 For test preparation materials, match for length, genre, register, difficulty, complexity, topic/subject, testing point, distractor patterns

 Tools to ensure material is at the right level:

  • Cambridge Vocabulary Profile (Profile a text and then use that as a template)
  • Academic Word List Highlighter
  • Lexile Analyzer – gives you a lexile score which is a number e.g. 1200 for a reading text. Put in the text and it’s 1300, then you need to simplify it to make it closer.

 Developing the online content 

  • Use a platform like WordPress with premium plugins e.g. shopping cart
  • Paying for a custom-designed site
  • DIY

Interactive service – Articulate Storyline, like powerpoint on steroids, can be used online and include quizzes etc.

Crclee+iatefl@gmail.com

My thoughts:

What a day! So much quality content, so much take away. And only my poor little brain to process it all, oh dear…! Thank you MaW SIG for a brilliant day. And to all presenters for their fantastic talks and best efforts to keep to time so that we actually stayed exactly on schedule all day – must be a first for any SIG?! 😉