OERs from Open LIVES Learning Insights from the

OERs from Open. LIVES Learning Insights from the Voices of Spanish émigrés JISC –LLAS 2011 -2013 Irina Nelson , Alicia Pozo-Gutiérrez, Miguel Arrébola, Antonio Martínez-Arboleda. 28 June 2012

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Spanish Civil War 1936 -1939. April 26, 1937 atrocious bombing of defenceless civilian population of Guernica by the German Condor Legion. http: //commons. wikimedia. org/wiki/File: Bakearen_museoa. jpg

Strategy of ‘Terror Bombing’ Several hours of air attacks 1, 654 people killed (Basque Government) 3, 000 according to other sources (The Times, George Steer). Guernica’s population at the time 5, 000 Creative Commons Wikimedia Commons

The Spanish Republican government evacuated 70, 000 children to France, Great Britain, Belgium, Mexico, the former Soviet Union, amongst others. Wikimedia Commons Creative Commons Attribution-Share Alike 3. 0 Unported

Copyright on this image is owned by ceridwen and is licensed for reuse under the Creative Commons Attribution. Share. Alike 2. 0 license.

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Collection Germinal Luis Fernandez. Drawing by Germinal 2000 Collection of Benita Mendiola

“It is not only about the content of the interview but about the process of how things are told…because when people remember, they are doing so from the window of the present, and that is a process that is constantly being negotiated”. Alicia Pozo-Gutiérrez, Southampton HEA Workshop, 2012

Aims & Objectives - Open. LIVES • To digitise Research Data and published as open content in the humanities repository Hum. Box. • To develop open educational resources by teachers and students. • To engage students in their curriculum as Producers of content. • Funded by JISC Nov 2011/Jan 2013. Directed by LLAS. Three HEI collaborating. Universities of Southampton, University of Portsmouth University of Leeds

Hum. Box Humanities Repository which invites teachers, researches and students within HEI to publish excellent teaching and learning resources openly on the web.

Open Educational Resources – OERs Methodology for Oral Histories Interviews

OERs - Subtitling Project Collaboration between students of two different HEI • Germinal 1. Interview by Miguel Arrébola (based on his students questions) University of Portsmouth 2. Subtitled into English and caption creators: Laura Davies, Wes Durdle, Chris Fish, Jonathan Gannon, students of Spanish Studies, University of Southampton • Logo Open. LIVES created by students of University of Southampton

Outcomes from OERs Subtitling Project Interview to students from the University of Southampton • Professional skills developed: • Communication – negotiation – team work – deadline. • Language learning – pragmatics, language use. • “We learn how to operate as a professional subtitling company: We worked in a team combining different tasks to perform. We took important decisions to finalise product. We met the very tight deadline”. • Technichal skills: • Transcription, Translation, Proof Reading, Editing • Windows Movie Maker • Subtitling conventions (35 characters per line / keep together the semantic units - lexical items)

OERs Language for Professional Communications. Students from the University of Portsmouth Magazine produced by students of Language for Professional Communications Module University of Portsmouth 2012. Course and curriculum creator: Miguel Arrébola - UP. Example of secondary sources consulted by the students to complete their final product Example of Final product

Outcomes from producing OERs: The Magazine – University of Portsmouth Quality in student-generated OERs as reported by Miguel Arrébola (UCLAN-HEA workshop on OERS June 1, 2012). • Copyright and quality. • Factual historical errors. • Ethics of interviewing (protecting our interviewees) • Plagiarism

OERs – Ab-initio students of Spanish University of Southampton Re-usable Power Points Oral Presentations Learning objectives: • Audio editing - Creating. wav examples of language use from extracted material from original interviews in Open. Lives collection. • Working with grammar -Presenting audio clips as evidence of understanding the differences in use of the past tenses in Spanish. • Exploring and setting a historical context of the particular voice analysed - developing awareness on how to use secondary sources / plagiarism and copyright issues. Creating Learning and Teaching materials