Presentation given at the TESL Ontario 2013 Conference in Toronto. This was an interactive presentation with attendees using their mobile devices to access the material.

1. Implementing and Facilitating
Technology-Based Community
Resource Centres
Nathan Hall
@nathanghall
#teslon13

2. Self-Access Materials
“Learners need rich exposure to the language
in use.” - Tomlinson, 2010
“To what extent are the materials likely to
provide rich exposure to English in use?” Tomlinson, 2010

3. Self-Access Materials
“To be really useful for development and
evaluation purposes, the criteria should be
unambiguous, answerable, specific, and valid.”
- Tomlinson & Masuhara, 2004
“To be truly collaborative, the users must have
unfettered access to consume and share
content.” - Nathan Hall

4. Rich exposure to language in use
● Rich: various, having depth, high quality
● Access to other English speakers (NS &
NNS)
● Move from passive to active
● Use of authentic reading and listening
material

5. Rich exposure to language in use
Authentic: from Greek authentikos "original,
genuine, principal," from authentes "one acting
on one's own authority," from autos "self" (see
auto-) + hentes "doer, being"
- from Online Etymology Dictionary

6. For development and evaluation
● Students and teachers
● Formative and summative
● Learning and practicing

7. Unambiguous, answerable, specific,
and valid
● Clear instructions on:
○ use
○ purpose
● Appropriate
○ provide various levels
○ allow for choice in difficulty

8. Unambiguous, answerable, specific,
and valid
● Psychological Validity
○ “learners’ needs, goals and pedagogical requirements”
● Pedagogical Validity
○ “teacher’s skills, abilities, theories and beliefs”
● Process and Content Validity
○ “thinking underlying the materials writer’s presentation of
the content and approach to teaching and learning
respectively”
- Rubdy, 2003

9. Unambiguous, answerable, specific,
and valid
● Psychological Validity
○ content should be appropriate and adaptable
● Pedagogical Validity
○ time involved in learning, setting up, and maintaining
● Process and Content Validity
○ content should be accessible through various means and
sensitive to user abilities and preferences
- Nathan Hall

10. Unfettered access to consume and
share content
● use of various devices
● use of both online and offline materials
● the ability to read or listen to materials on
whatever device they want
● the ability to share that content with their
classmates, teachers, and beyond

11. Technology
● OS
○
○
○
○
○
Windows
Mac
Android
iOS
Other

12. Technology
● Online
○ Flash
○ Java
○ HTML5
● Registration
○ Full
○ Partial
○ None

13. Tools
● Diigo (teacher account)
○ email in
○ groups
● Edmodo
● Educlipper
● Blogs
○ comments

14. Tools
Social media
● Twitter hashtags
● Facebook groups

15. Diigo
https://www.diigo.com

16. Diigo
diigo.nathanghall.7f9ce@post.diigo.com

17. Edmodo
https://www.edmodo.com/

18. Edmodo
Group code: yvssvf

19. Educlipper
https://educlipper.net/

20. Educlipper
Group code: 74YRzA

21. Padlet
http://padlet.com/wall/teslon13

22. Blogs
http://teslon13.wordpress.com

23. Twitter
https://twitter.com/search-home

24. Twitter
Hashtag: #teslon13

25. Facebook
https://www.facebook.com/groups/teslon13/

26. Dealing with issues
● Quality of content
● Inappropriate content
● Unsafe links (spam,
malware, etc.)

27. Questions?

28. References
Rubdy, Rani. (2003). Selection of material. In Brian Tomlinson (Ed.).
Developing materials for language teaching (pp. 36-57). London:
Continuum.
Tomlinson, Brian. (2010). Principles and procedures for self-access
materials. Studies in Self-Access Learning Journal, 1(2), 72-86. Retrieved
from http://sisaljournal.org/archives/sep10/tomlinson

29. Feedback form
http://bit.ly/teslon13form

30. Thank you!
e nathan@nathanhall.ca
w nathanghall.wordpress.com
b eltreflections.wordpress.com
t
@nathanghall