The term "Digital Humanities" (DH) received much attention at the MLA (Modern Language Association) convention in 2009. The term is now in widespread use within the Humanities. CALL may be directly concerned: our field belongs to the Humanities and, from the outset, we have had a strong interest in computers and computing. Although various meanings and interpretations can be attributed to the term DH, this presentation will address issues related to ways of promoting CALL research in order to meet what may soon become research standards within the Humanities. Starting with a historical overview of the release of research results, i.e. in academic journals, we will examine whether CALL encourages multilingual publications. We will then turn to links between journals and research data. We will consider the position of several disciplines (including linguistics) regarding ways to enhance replicability by linking research results and researcher data, increasing the visibility and credibility of research. Another move towards enhancing the quality of CALL research may be to collect, organize and share data stemming from learning situations in such a way that analyses can be clearly and overtly processed and discussed in our community. With this in mind, we will introduce the notion of Learning and Teaching Corpora (LETEC), and illustrate this methodology with data from online multimodal interactions. Beyond CALL research issues, such data may have different applications, both within the area of teacher-training (examples of Pedagogical Corpora will be given) and the general field of linguistics. Finally we will examine how sustained access to research results (articles and data) can be provided in open-access formats and criteria the CALL field will need to meet to become compliant with the so-called "OpenData".

1. A viewpoint on the place of CALL
within the Digital Humanities:
considering CALL journals, research data
and the sharing of research results
Thierry Chanier, Université Blaise PascalThierry Chanier, Université Blaise Pascal
Eurocall 2013, University of Évora , Portugal, 11-14 September, 2013
Download slides and all videos for this talk:
link on http://mulce.org, main editorial article,
Version 15th September 2013

2. Portugal & Clermont-FerrandPortugal & Clermont-Ferrand
22
Recent but strong relationships
Portugal and Clermont-Ferrand:
Cultures and languages
between the past and the future
(3mn video)

3. Connecting CALL with otherConnecting CALL with other
disciplines / research fieldsdisciplines / research fields
33
Current situation
Are we connected?
SLA
SLA
Linguistics
SLA
Education /
CAL
CALL
Digital
Humanities

4. OverviewOverview
44

5. JOURNALS AND MULTILINGUALJOURNALS AND MULTILINGUAL
ISSUES WITHIN THE CALLISSUES WITHIN THE CALL
COMMUNITYCOMMUNITY
55
1 2 3 4

6. Survey on CALL journals andSurvey on CALL journals and
research dataresearch data
 Please participate in the online surveyPlease participate in the online survey
 The survey is anonymous. I willThe survey is anonymous. I will
publish the results on the EUROCALLpublish the results on the EUROCALL
mailing list at the end of September.mailing list at the end of September.
 Find the survey:Find the survey:
– Link in the main editorial article on :Link in the main editorial article on :
http://mulce.orghttp://mulce.org
– Questions 1 to 5Questions 1 to 5
66

7. History of ReCALLHistory of ReCALL
77
Find the survey : http://Mulce.org

8. History of ReCALLHistory of ReCALL
88
June Thompson
- there from
the very
beginning
1989 1995? 2003?
Ana Gimeno
(ed)

9. History of ReCALLHistory of ReCALL
99
1995? 2003?

10. Does Eurocall support multi-languages?Does Eurocall support multi-languages?
1010
Communications in languages
other than English during Eurocall
conferences
(hard to be exhaustive, websites disappeared)
France Spain France France
Publications not in English
after Eurocall conferences

11. WorldCALL and multi-languagesWorldCALL and multi-languages
1111
Sum of papers, posters, courseware.
- When tandems involving ELT, count 1
for ELT and 1 for others
- More than half of Unknown from Asia
(English as L2)
Target languages in WorldCALL13, v1
Target languages in WorldCALL13, v2
Half of « unknown »
counted as ELT.

12. Unpleasant situations for (Euro)CALLUnpleasant situations for (Euro)CALL
 Nothing against EnglishNothing against English (cf. my position on(cf. my position on
French-FLE) (ReCALL accepts submissions inFrench-FLE) (ReCALL accepts submissions in
other languages)other languages)
 Language is culture and politicsLanguage is culture and politics
 The humanities generally a multilingualThe humanities generally a multilingual
domain: cf. pedagogy ≠ didactique ≠domain: cf. pedagogy ≠ didactique ≠
didaktikdidaktik
 Can we be trusted by learners when weCan we be trusted by learners when we
assert that other languages are used forassert that other languages are used for
academic / scientific purposes?academic / scientific purposes?
1212

13. What can we do?What can we do?
 Raise awareness through conferences:Raise awareness through conferences:
– Specify language taught when submittingSpecify language taught when submitting
– Conference organizers build statisticsConference organizers build statistics
– Organize national events during conferencesOrganize national events during conferences
(cf. Portugal this year, Spain, Belgium,(cf. Portugal this year, Spain, Belgium,
France,…) and encourage com. in vernacularFrance,…) and encourage com. in vernacular
languagelanguage
 Publish in several languages (cf.Publish in several languages (cf.
telecollaboration projects)telecollaboration projects)
 Develop international CALL journals inDevelop international CALL journals in
other languagesother languages
1313

14. 1414
After Eurocall99 (Besançon)
publications in ReCALL and in Alsic
After Eurocall2010
(Bordeaux)publications in
ReCALL and in another
journal
Develop international CALL journalsDevelop international CALL journals

15. Exemples from other disciplinesExemples from other disciplines
1515

16. European publishing structures existEuropean publishing structures exist
1616

17. European publishing structures existEuropean publishing structures exist
1717

18. European publishing structures existEuropean publishing structures exist
1818
International CALL journal in Spanish & Portuguese (only one for
America and Europe)?

19. ORGANIZE AND PUBLISHORGANIZE AND PUBLISH
RESEARCH DATARESEARCH DATA
Enhance research quality in CALLEnhance research quality in CALL
1919
1 2 3 4

20. Different coverage for dataDifferent coverage for data
2020
Corpora,
see next
section
We start
here
Warning:
in this
presentation, we
only consider data
produced by
CALL research,
not data coming
from other fields
and used by CALL
(cf. mixed situation
in Corpus CALL)

21. Current situation in CALL (and many,Current situation in CALL (and many,
but not all, fields in Humanities)but not all, fields in Humanities)
 Some (not all) of our papers are basedSome (not all) of our papers are based
on research dataon research data
 These data (empty forms, forms filled,These data (empty forms, forms filled,
spreadsheets, transcriptions, languagespreadsheets, transcriptions, language
data and their computation, audio,data and their computation, audio,
video, etc.) are not accessible tovideo, etc.) are not accessible to
reviewers, nor to the readers oncereviewers, nor to the readers once
papers are publishedpapers are published
2121

22. What other disciplines sayWhat other disciplines say
““Replication data setsReplication data sets include the original data andinclude the original data and
any other information needed to reproduce theany other information needed to reproduce the
numerical results in a published work.numerical results in a published work.
[…] making publicly available a replication data set for[…] making publicly available a replication data set for
each of their empirical articles or books.each of their empirical articles or books.
Citation credit should be apportioned both for theCitation credit should be apportioned both for the
original article and separately for the data.“original article and separately for the data.“
2222
Gary King (2007). "An Introduction to the Dataverse Network as an
Infrastructure for Data Sharing," Sociological Methods and Research,
Vol. 32, No. 2

23. What Europe saysWhat Europe says
2323
COMMISSION RECOMMENDATION of 17.7.2012 on access to and preservation of scientific
information : http://ec.europa.eu/research/science-
society/document_library/pdf_06/recommendation-access-and-preservation-scientific-
information_en.pdf

24. Data publication for CALL journals:Data publication for CALL journals:
proposal for a joint projectproposal for a joint project
25th July 201325th July 2013

25. Contents of the proposalContents of the proposal
 Reviewers will access data when readingReviewers will access data when reading
the paper (strengthen the review process)the paper (strengthen the review process)
 Once the paper is accepted, data areOnce the paper is accepted, data are
publishedpublished
 The reader (researcher) can access theseThe reader (researcher) can access these
data in order to replicate, join them todata in order to replicate, join them to
her/his own data, etc.), cf. Opendataher/his own data, etc.), cf. Opendata
 The author is the great winner! TwoThe author is the great winner! Two
references to her/his work: data will have anreferences to her/his work: data will have an
individual reference (but linked to) theindividual reference (but linked to) the
paper’s referencepaper’s reference 2525

26. Link between publication & data:Link between publication & data:
example from earth sciencesexample from earth sciences
Arason, P et al. (2011): Plume-top altitude time-series during 2010Arason, P et al. (2011): Plume-top altitude time-series during 2010
volcanic eruption of Eyjafjallaj??l. Icelandic Meteorologicalvolcanic eruption of Eyjafjallaj??l. Icelandic Meteorological
Office, Reykjavik,Office, Reykjavik, doi:10.1594/PANGAEA.76069doi:10.1594/PANGAEA.760690,0,
Supplement to:Supplement to: Arason, Pordur; Petersen, G N; Bjornsson, HArason, Pordur; Petersen, G N; Bjornsson, H
(2011): Observations of the altitude of the volcanic plume during the(2011): Observations of the altitude of the volcanic plume during the
eruption of Eyjafjallajl, April-May 2010.eruption of Eyjafjallajl, April-May 2010. Earth System Science DataEarth System Science Data,,
3, 9-17,3, 9-17, doi:10.5194/essd-3-9-2011doi:10.5194/essd-3-9-2011
2626
Journal
site
Data
site

27. WHAT WE STARTED TOWHAT WE STARTED TO
DO IN FRANCEDO IN FRANCE
2727

28. Datapublication (French project)Datapublication (French project)
 With the help of TGE-Adonis (national infrastructureWith the help of TGE-Adonis (national infrastructure
for humanities)for humanities)
– Now part of Huma-NumNow part of Huma-Num
 For Alsic and Sticef journals (as a starting point)For Alsic and Sticef journals (as a starting point)
 Every journal has its entries, have an internalEvery journal has its entries, have an internal
review process (cf. OJS) for datareview process (cf. OJS) for data
 Reviewers can look at data when reading the paperReviewers can look at data when reading the paper
(data are not open at this stage)(data are not open at this stage)
 When the paper is accepted data are publishedWhen the paper is accepted data are published
2828
http://datapublication.tge-adonis.fr

29. An exempleAn exemple
2929
http://datapublication.tge-adonis.fr/data/d-001-102
http://sticef.univ-lemans.fr/num/vol2012/05-guichon/sticef_2012_guichon_05.htm

30. IRIS IS NOT THE PROJECTIRIS IS NOT THE PROJECT
WE ARE LOOKING ATWE ARE LOOKING AT
3030

31. 3131
http://www.iris-database.org

32. Why not IRIS?Why not IRIS?
 Iris is an interesting OpenData project with links to journalsIris is an interesting OpenData project with links to journals
from UK and USA universities, sponsored by UK, but …from UK and USA universities, sponsored by UK, but …
 Data are not part of the review processData are not part of the review process
 Once a paper is accepted authors do as they pleased, e.g:Once a paper is accepted authors do as they pleased, e.g:
some put the form of a questionnaire, not the data collectedsome put the form of a questionnaire, not the data collected
(answers), nor the computation (spreadsheet)(answers), nor the computation (spreadsheet)
 Metadata are not standard (just for search on the site, likeMetadata are not standard (just for search on the site, like
Merlot)Merlot)
 They are local and cannot be harvestedThey are local and cannot be harvested
 No reference to the data (cf. DataCite) , no permalinkNo reference to the data (cf. DataCite) , no permalink
 No crosslink between data and publication (which would notNo crosslink between data and publication (which would not
make sense because data are not exhaustive) and have notmake sense because data are not exhaustive) and have not
been part of the evaluation processbeen part of the evaluation process
3232

33. CALL Datapublication projectCALL Datapublication project
 Make a common proposal at the European Union level (ResearchMake a common proposal at the European Union level (Research
agency) via DARIAHagency) via DARIAH
 Get logistical and official scientific support in order to design andGet logistical and official scientific support in order to design and
open a website site (Datapublication)open a website site (Datapublication)
 Where our 5 journals will have separate access for their editorialWhere our 5 journals will have separate access for their editorial
board in order to manage distinct review processboard in order to manage distinct review process
 Manage a joint design for the workflow of the review processManage a joint design for the workflow of the review process
 Metadata format will be standard, permalink given, full reference withMetadata format will be standard, permalink given, full reference with
link and full reference of paperslink and full reference of papers
 When the web site is open, for every journal author’s guidelines needWhen the web site is open, for every journal author’s guidelines need
to be changed (when authors submit papers which rely on data) andto be changed (when authors submit papers which rely on data) and
links be implemented in order to point from the journal to the data sitelinks be implemented in order to point from the journal to the data site
 Then the Datapublication website may be open for other journals inThen the Datapublication website may be open for other journals in
humanities (best to get EU support) whether they are based in or outhumanities (best to get EU support) whether they are based in or out
of EUof EU
3333

34. DATA & PROJECT(S),DATA & PROJECT(S),
LETEC CORPORALETEC CORPORA
With extracts from Wigham & Chanier (2013)With extracts from Wigham & Chanier (2013)
3434
1 2 3 4

35. First corpora in CALL : learner corporaFirst corpora in CALL : learner corpora
 Building corpora : collectingBuilding corpora : collecting
learners’production (essais),learners’production (essais),
structuring, annotating, processingstructuring, annotating, processing
 Using corporaUsing corpora
– To enhance learning (DDL: data drivenTo enhance learning (DDL: data driven
learning) under some circonstanceslearning) under some circonstances
– To enhance researchTo enhance research
 Thinking about : Eurocall SIG,Thinking about : Eurocall SIG,
conferences, special issues, etc.conferences, special issues, etc.
3535

36. New type of corporaNew type of corpora
 LEarning and TEaching CorporaLEarning and TEaching Corpora
(LETEC) ((LETEC) (corpus d’apprentissagecorpus d’apprentissage))
 data-sharing and repository fordata-sharing and repository for
research on multimodal interactionsresearch on multimodal interactions
3636

37. 37
Simuligne
(2001)
UK-FR
fre
Copéas (2005)
eng
UK-FR
Tridem
(2005-06)
UK-FR-USA
eng, fre
Ecofralin
(2008)
CO-FR
fre,spa
VMT-teamC
(2006)
math
UK-USA-SG
INFRAL (2009)
deu,fra
DE-FR
FR
FAVI (2006-08)
fra
ARCHI21 (2011)
eng,fra
FR
SLIC (2013)
USA-FR
fra

38. Data validity & reliability in CALL research?
• Questions related to validity and reliability
• Problems in Humanities, Social Sciences and CALL:
▫ Visibility, accessibility of research data
▫ Data representative / anecdotal?
▫ Publication (already mentionned)
• CALL data is often:
▫ not contextualised – pedagogical & technological situations (Kern
et al., 2004)
▫ tangled in specific software using proprietary formats
• Replication for interaction analysis in online learning near
impossible:
▫ variables that are difficult to control
▫ replication does not imply that phenomenon previously observed
will reoccur (Reffay et al., 2012)
38

39. Research data quality: Mulce project
• Interoperability:
▫ Structured and coherent data sets
=> analyses can be completed by researchers who
did not participate in the course
• Sustainability:
▫ Independent from online platforms
▫ Stored in independent formalisms
• Open access to research data & appropriate
licences
• Accessibility:
▫ Finding the research data thanks to harvesting
protocols based on standard metadata –
OLAC (Open Language Archives Community)
39

40. LETEC Components
Instantiation
Pedagogical
scenario
Research
protocol
Analyses
40
"A LETEC corpus collects in a systematic and structured way all the data from
interactions which occur during a course which is partially or entirely online.
These data are enriched by technical, pedagogical and scientific information as well as
information about the participants and are organized to allow contextualized
analyses to be performed.“ (Mulce-documentation, 2013)
Public
licence
Private
licence
ethics &
rights

41. Building a LETEC
stages=
Data analyses
41

42. 42

43. Illustration of methodology-
• European project KA2 Languages
• CLIL approach (Content and Language Integrated
Learning)
▫ Architecture + French / English L2
• Hybrid course "Building Fragile Spaces" : 5-day studio
Feb. 2011
• 17 students, 2 architecture tutors, 1 EFL tutor, 1 FFL
tutor
Working with external partners: exchanges
43

44. Elaboration of research areas
• Interplay between verbal and non verbal modes
• Role of nonverbal in identity construction
• Interplay between textchat & voicechat
modalities
Support for L2 verbal
participation and production
Wigham (2012) – PhD Thesis http://tel.archives-ouvertes.fr/tel-00762382
Stage 1: Design 44

45. Pedagogical Design
• Macro-task– collaboratively elaborate a model in a
synthetic world (Second Life) as a response to an
architectural problem brief
• Architectural studio, hybrid CLIL approach
• 4 workgroups
Stage 1: Design
Learning
design
Online
environments
Participants’
roles
Learning & support
activities
45

46. Research protocol
• Research protocol design
▫ Protocol for data collection
▫ Researchers' roles
▫ Timetable of research activities
Stage 1: Design
researcher
46
Wigham & Chanier, 2013 ReCALL

47. 47

48. Data collection & coverage for Archi21
Data
collected
Pre-
questionnaires
Session data Post
questionnaires
Semi-
directive
interviews
Environ
ment
Kwiksurveys Second Life VoiceForum Kwiksurveys Skype
Data type Spreadsheet
file
Video screen
captures
Audio
recordings
Spreadsheet file Audio
recordings
Quantity
&
coverage
of data
17 student
questionnaires
20 group
sessions & 2
presentation
sessions
19h40m
64 forum
messages
16 student
questionnaires
5 student
interviews
2h30
pre-course post-courseduring course
Stage 2: Data collection 48

49. 49

50. Primary data (anonymised)
Each resources has an ID and a
description given
LETEC global corpus: IMS content packaging
Manifest : structured data
Structured Interaction Data Model
(Mce_sid, 2011)
XML
Information about each component of the
corpus
Stage 3: Data organisation 50

51. Corpus deposit
• Mulce corpus repository : http://repository.mulce.org
Stage 3: Data organisation 51

52. Corpus diffusion
• Description of corpus; interface to browse structure; zip
file to download
Stage 3: Data organisation 52

53. 53

54. verbal mode non verbal mode
audio textchat
proxemic
transmission
radio
transmission
public private
not detailed here,
see Wigham & Chanier, (2013)
ReCALL 25(1)
Multimodal data transcription
Stage 4: Data transcription & diffusion 54
Saddour, I., Wigham, C., Chanier, T. Manuel de transcription.
(2011) - http://edutice.archives-ouvertes.fr/edutice-00676230

55. Production & deposit of LETEC distinguished corpus
• Particular analysis of a selected part of the global
LETEC corpus
Chanier, T. Saddour, I. & Wigham, C.R. (2012). (dir.) Distinguished Corpus:
Transcription of Verbal and Nonverbal Interactions of the Second Life Reflection
archi21-slrefl-av-j2. Mulce.org : Clermont Université. [oai : mulce.org:mce-archi21-
slrefl-av-j2 ; http://repository.mulce.org]
• Only contains transformed data (=the
transcriptions)
• Refers to a selection of the original data in global
corpus (=videos)
• Software used for transcription cited (=ELAN)
Stage 4: Data transcription & diffusion 55

56. Simple conversions from LETEC to analysis toolsSimple conversions from LETEC to analysis tools
5656
LETEC structure
(format Mulce-struct)
LETEC
(format Tatiana)
Conversions
Analysis

57. Type 2Type 2
Partager analyses avec outils associésPartager analyses avec outils associés
5757
Chanier, T. & Ciekanski, M. (2009). (editors). Corpus distinguable Copeas T5 contexte. Mulce.org :
Clermont Université. [ oai:mulce.org:mce-copeas-T5_contexte-all ; http://repository.mulce.org ]

58. Type 2Type 2
Partager analyses avec outils associésPartager analyses avec outils associés
5858
Chanier, T. & Ciekanski, M. (2009). (editors). Corpus distinguable Copeas T5 contexte. Mulce.org :
Clermont Université. [ oai:mulce.org:mce-copeas-T5_contexte-all ; http://repository.mulce.org ]
Various interpretations on data :
- (Ciekanski & Chanier, 2007) Context
(Goodwin & Duranti, 1992 )
“imagine that the tutor led his tutorial via
postings in the text-chat while students talked
about other topics in the audio channel. It is
unlikely that the group would accept such a
position for the tutor, and we draw from
multimodal social semiotics to help explain
why. “
- (Lamy, 2012) Social semiotics (Kress
& Leeuwen, 2001)

59. What providing access to dataWhat providing access to data
meansmeans
 Go in depth into discussions about models, whatGo in depth into discussions about models, what
they explainedthey explained
 Carefully compare previous and new situationsCarefully compare previous and new situations
 Limit research cycles which may not be soLimit research cycles which may not be so
interesting:interesting:
– Re-inventing the wheel: new techno. environments, newRe-inventing the wheel: new techno. environments, new
affordances, but…affordances, but…
– Back to the endless comparison with F2F, with theBack to the endless comparison with F2F, with the
standpoint that when online you loose things (cf. currentstandpoint that when online you loose things (cf. current
papers on webcams, presence, anxiety, etc.)papers on webcams, presence, anxiety, etc.)
– Could we at last reason on new possibilities to discussCould we at last reason on new possibilities to discuss
and learn in L2 online?and learn in L2 online?
5959
(De Los Arcos, Coleman, Hampel, 2009)

60. ANOTHER LIFE FORANOTHER LIFE FOR
LETEC DATALETEC DATA (AFTER REUSE FOR(AFTER REUSE FOR
CALL RESEARCH)CALL RESEARCH)
Reference corpus & Pedagogical coporaReference corpus & Pedagogical copora
6060
1 2 3 4

61. CORPORA WHICH MAYCORPORA WHICH MAY
INCLUDE CALL CMCINCLUDE CALL CMC (COMPUTER(COMPUTER
MEDIATED COMMUNICATION)MEDIATED COMMUNICATION)
Linguistic perspective: reference corpusLinguistic perspective: reference corpus
6161

62. Reference corpora of differentReference corpora of different
languageslanguages
 Corpus in German, DWDSCorpus in German, DWDS
Digitales Wörterbuch der deutschen Sprache,Digitales Wörterbuch der deutschen Sprache,
 Corpus in Flemish / Dutch, SoNaRCorpus in Flemish / Dutch, SoNaR
SSTEVINTEVIN NNederlandstaligederlandstalig RReferentiecorpuseferentiecorpus
 Corpus in French (in progress)Corpus in French (in progress)
 Common aims:Common aims:
– Billions of tokens, 500 M structured &Billions of tokens, 500 M structured &
annotated (POS), access for linguisticannotated (POS), access for linguistic
researchresearch
– Extension to Internet communicationExtension to Internet communication 6262
http://www.dwds.de/

63. CMC macro andCMC macro and
micro structuresmicro structures
6363

64. Multimodality and CMC ?Multimodality and CMC ?
6464
The element <posting> is
the basic CMC-specific
element in our schema. In
CMC documents it
represents the largest
structural unit that can be
assigned to one author
and one point in time. The
category posting is
defined as a content unit
that has been sent to the
server “en bloc”.
TEI and CMC,
(Beißwenger et al., 2012)
(Chanier, Saddour & Wigham, 2012) LETEC corpus

65. Modality interplay
1.5 mn video
* Paper: (Wigham & Chanier, 2013)
CALL journal
* Data: (Chanier, Saddour &
Wigham, 2012) LETEC corpus

66. 6666
Salut s que
<NOM_4>
c dcd à
ht 1 dvd pr sa cop
ki e pa la 2main?
CoMeRe.org: CMC corpus in FrenchCoMeRe.org: CMC corpus in French
SMS / texts
Tweets
Blogs
Forums
Text chat
Etc.
CoMeRe: Communication Médiée par les Réseaux)

67. PEDAGOGICAL CORPORAPEDAGOGICAL CORPORA
Example from sports scienceExample from sports science
6767
1 2 3 4

68. Training the pre-service teacher in sportTraining the pre-service teacher in sport
 Step1: course on building a lessonStep1: course on building a lesson
 Step2: personal live experience in a school ;Step2: personal live experience in a school ;
record interaction (video) ; reflexionrecord interaction (video) ; reflexion
(document)(document)
 Step3: back at university: share experienceStep3: back at university: share experience
and reflection (and reflection (process not deep enoughprocess not deep enough))
 Step4 : teacher uses selected data fromStep4 : teacher uses selected data from
previous research for cross confrontationprevious research for cross confrontation
6868
(Researcher in physical activity: N. Gal-Petitfaux, Université Blaise Pascal)

69. PEDAGOGICAL CORPORAPEDAGOGICAL CORPORA
CREATED OUT OF LETECCREATED OUT OF LETEC
CORPORACORPORA
Authors : Ciara Wigham, Thierry ChanierAuthors : Ciara Wigham, Thierry Chanier
6969
1 2 3 4

70. Starting from a distinguished corpusStarting from a distinguished corpus
7070
Lewis, T. (2006) When Teaching is Learning: A Personal Account of Learning to Teach Online.
CALICO, Vol 23, No. 3, May 2006.pp 581-600 http://calico.org/html/article_110.pdf

71. Starting from a distinguished corpusStarting from a distinguished corpus
7171

72. Lead-in documentLead-in document
7272
5 mn video

73. 7373
Wigham, C.R. & Chanier, T. (2013) Pedagogical corpus: Reflective Teaching Journals.
Mulce.org : Clermont Université. [oai : mulce.org:mce-peda-rtjournals ;

74. 7474
Wigham, C.R. & Chanier, T. (2013) Pedagogical corpus: Reflective Teaching Journals.
Mulce.org : Clermont Université. [oai : mulce.org:mce-peda-rtjournals ;

75. OPEN ACCESS TOOPEN ACCESS TO
PUBLICATIONS & DATAPUBLICATIONS & DATA
OpenDataOpenData
7575
1 2 3 4
Survey on CALL journals and research data :
- Link in the main editorial article on :
http://mulce.org
- Questions 10 to 17

76. Enclosing the Commons of the MindEnclosing the Commons of the Mind
 I seriously doubt that we would create theI seriously doubt that we would create the
Web today—at least if policy makers andWeb today—at least if policy makers and
market incumbents understood what themarket incumbents understood what the
technology might become early enoughtechnology might become early enough toto
stop it. (p.278)stop it. (p.278)
 Almost everything onAlmost everything on the Internet is copyrighted,the Internet is copyrighted,
even if its creators do not know that and wouldeven if its creators do not know that and would
prefer it to be in the public domain. (p. 26)prefer it to be in the public domain. (p. 26)
(Boyle, J.2008,(Boyle, J.2008, The Public Domain: Enclosing theThe Public Domain: Enclosing the
Commons of the Mind)Commons of the Mind) Boyle is one of the creatorsBoyle is one of the creators
of the Creative Common – CC projectof the Creative Common – CC project
7676

77. FREE AND IMMEDIATEFREE AND IMMEDIATE
ACCESS TOACCESS TO
PUBLICATIONSPUBLICATIONS (ONCE(ONCE
ACCEPTED BY REVIEWERS)ACCEPTED BY REVIEWERS)
Open archivesOpen archives
7777
1 2 3 4
Chanier, T. "Commentary: Open Access to Research
and the Individual Responsibility of Researchers".
Language Learning & Technology, vol. 11, 2 (2007).

78. Guidelines for researchers (EU level)Guidelines for researchers (EU level)
 “The Commission proposes to make open access to scientific
publications a general principle of Horizon 2020, building on
the already existing activities in FP7 (e.g. eligibility of open
access publishing costs, embargo for 'Green' open access of
six to twelve months).
7878
http://ec.europa.eu/research/science-society/document_library/pdf_06/background-paper-
open-access-october-2012_en.pdf

79. 7979
Insitutional repository
National repository

80. OPEN ACCESS TOOPEN ACCESS TO
RESEARCH DATARESEARCH DATA
OpenDataOpenData
8080
OER : Open Educational Ressources are important, but not
considered here
1 2 3 4

81. OpendataOpendata
 Term which is starting to be widely usedTerm which is starting to be widely used
with different aims in mind, among otherwith different aims in mind, among other
things:things:
– 1) Academic world: share research results1) Academic world: share research results
– 2) Government and public institutions: open their2) Government and public institutions: open their
data to the publicdata to the public
 Here we mainly consider the 1Here we mainly consider the 1stst
perspectiveperspective
8181

82. Opendata defOpendata def
 “Open data is data that can be freely
used, reused and redistributed by
anyone – subject only, at most, to the
requirement to attribute and
sharealike." OpenDefinition.org
8282

83. Opendata criteriaOpendata criteria
 “Availability and Access: the data must be available as a
whole and at no more than a reasonable reproduction cost,
preferably by downloading over the internet. The data must
also be available in a convenient and modifiable form.
 Reuse and Redistribution: the data must be provided
under terms that permit reuse and redistribution including the
intermixing with other datasets. The data must be machine-
readable.
 Universal Participation: everyone must be able to use,
reuse and redistribute – there should be no discrimination
against fields of endeavor or against persons or groups. For
example, ‘non-commercial’ restrictions that would prevent
‘commercial’ use, or restrictions of use for certain purposes
(e.g. only in education), are not allowed. “OpenDefinition.org
8383

84. Why should we use licences?Why should we use licences?
 “In most jurisdictions there are intellectual property
rights in data that prevent third-parties from using,
reusing and redistributing data without explicit
permission. Even in places where the existence of
rights is uncertain, it is important to apply a license
simply for the sake of clarity. Thus, if you are
planning to make your data available you should
put a license on it — and if you want your data to be
open this is even more important.”
OpenDefinition.org
8484

85. Example of licences on learner corpora: ICLEExample of licences on learner corpora: ICLE
 No access given on the website, exceptNo access given on the website, except
« pay to look at »« pay to look at »
 Nothing about reuse, mixing, etc.Nothing about reuse, mixing, etc.
8585

86. Example of licences on learner corpora: ELFAExample of licences on learner corpora: ELFA
 Open access, but for personal use (hence not forOpen access, but for personal use (hence not for
research)research)
 Important restriction (NC), where are the sound files?Important restriction (NC), where are the sound files?
8686
https://elomake.helsinki.fi/lomakkeet/43518/lomake.html

87. Open access, ethics and licenceOpen access, ethics and licence
8787
For usage:
licence
For participants:
Informed
consent form
+
Anonymization
process
Open Data:
http://opendefinition.org/guide/
Note : Incoherence between licences on our sites: changes are not yet achieved

88. Usual CC (open but not necessarilyUsual CC (open but not necessarily
compliant with OpenData)compliant with OpenData)
8888

89. 2 licences on data fully compliant with2 licences on data fully compliant with
OpenDataOpenData
 CC0 : As creators, I may have hadCC0 : As creators, I may have had
some rights (rights on models, rightssome rights (rights on models, rights
on data, etc.) on the work and I waiveon data, etc.) on the work and I waive
them (permanent , irrevocable)them (permanent , irrevocable)
 PPDL : I do not even mention the factPPDL : I do not even mention the fact
that I may have had rights overthat I may have had rights over
somethingsomething
8989

90.  What will happen if the attributionWhat will happen if the attribution
licence is not there anymore?licence is not there anymore?
 I may not be cited?I may not be cited?
9090

91. No confusion between attribution(IPR)No confusion between attribution(IPR)
and citation-referencesand citation-references
 We give users the way to refer to our workWe give users the way to refer to our work
((metadata : OLAC – bibliographicCitationmetadata : OLAC – bibliographicCitation) and will) and will
use this in our list of publication & works. Foruse this in our list of publication & works. For
exemple:exemple:
 1) creator of the corpus1) creator of the corpus
– Wigham, C.R. (2013).Wigham, C.R. (2013). Distinguished Corpus: Interplay betweenDistinguished Corpus: Interplay between
textchat and audio modalities during the Second Life Reflectivetextchat and audio modalities during the Second Life Reflective
SessionsSessions. Mulce.org : Clermont Université. [oai : mulce.org:mce-. Mulce.org : Clermont Université. [oai : mulce.org:mce-
archi21-modality-textchat ; http://repository.mulce.org]archi21-modality-textchat ; http://repository.mulce.org]
 2) creator and editor2) creator and editor
– Stahl, Gerry ; Weimar, Steve ; Shumar, Wes (2009).Stahl, Gerry ; Weimar, Steve ; Shumar, Wes (2009). LETECLETEC
Corpus Virtual Math TeamCorpus Virtual Math Team. Reffay, C. (editor). Mulce.org :. Reffay, C. (editor). Mulce.org :
Clermont Université. [oai : mulce.org:mce-vmt-letec-teamc ;Clermont Université. [oai : mulce.org:mce-vmt-letec-teamc ;
http://repository.mulce.orghttp://repository.mulce.org]]
9191

92. RecommendationsRecommendations
 ActionsActions
– Open our data (provided that ethics is OK –Open our data (provided that ethics is OK –
anonymisation)anonymisation)
– Choose licences with the fewest restrictionsChoose licences with the fewest restrictions
– Cite others and your data as bibliographic referencesCite others and your data as bibliographic references
– List them in your workList them in your work
 ImplicationsImplications
– Acknowledgement will come (from institutions, otherAcknowledgement will come (from institutions, other
colleagues)colleagues)
– CALL research will progress (re-analysis, coverageCALL research will progress (re-analysis, coverage
extended with mixing)extended with mixing)
– CALL data will be reused by other fieldsCALL data will be reused by other fields 9292
Open our data!
Open
Data
Open
Data
If we want to be connected to
Digital Humanities

93. Thank you for your attention!Thank you for your attention!
Thierry.chanier at univ-bpclermont.frThierry.chanier at univ-bpclermont.fr
http://lrl.univ-bpclermont.fr/spip.php?rubrique98http://lrl.univ-bpclermont.fr/spip.php?rubrique98
9393