An Interview with Zakia Sarwar from darren elliott on Vimeo.

In February 2015 I attended the NELTA conference in Kathmandu, Nepal and was fortunate to meet Zakia Sarwar. NELTA is an important regional conference so as well as the ‘local’ attendees (many of whom had travelled great distances across Nepal) there were large contingents from India, Bangladesh and Dr. Sarwar’s country of Pakistan.

Dr. Sarwar is probably best know for her work with The Society of Pakistan English Teachers (SPELT), of which she is a founder member. They have a number of publications, and invite submissions. Please have a look!

At the NELTA conference Dr. Sarwar presented on her projects promoting learner autonomy and working with large classes, collaborating internationally, and these topics we discussed in our interview. Dr. Sarwar maintains a personal website which you can visit to read more about her research (and also to read some of her delightful juvenilia).

Please subscribe on iTunes for the irregular podcast, and visit us on Facebook or twitter for sporadic updates. I’m not the social media slave I once was, but I think these interviews are still finding an audience. I’m currently submitting proposals for 2016 conferences in Japan and internationally, and have an eye on a number of interview subjects. Thank you for your continued support!

Presented at the 48th annual meeting of the British Association for Applied Linguistics (BAAL), Aston University, Birmingham, UK on September 4th, 2015

Abstract

In order to make sense of abstract thought, humans have developed a rich facility for metaphor. These metaphors are loaded with meanings to be unpacked and interpreted. Research into education has a strong tradition of metaphor analysis, utilising metaphors for education to categorise differing attitudes towards the learning process. This work suggests the potential of metaphors as a shorthand for attitude systems. If this promise can be realised then researchers will have a powerful tool at hand.

This study seeks to test the hypothesis that learners’ metaphors for learning may reveal something about their perspectives and attitudes, with a particular focus on learner autonomy. In this study, the researcher assessed the propensity of Japanese university students for autonomous language learning using a survey developed by Shimo (2008), in addition to classroom observation. The same students were asked to complete short sentence fragments ‘A teacher is …’, ‘A student is…’, and ‘A classroom is…’ using metaphors, in writing. The complete sentences were subject to content analysis and followed up with one-to-one interviews.

Literature

The analysis of the metaphors employed by teachers and / or learners is a well-established technique. Herron (1982) and later Nattinger (1984) attempted to put language teaching methodologies into metaphorical contexts. Herron suggested that the grammar translation method was equivalent to gymnastic training – both require exertion and practice in order to attain proficiency. Nattinger’s disquiet in attempting to apply a computational metaphor to the relatively new methodology (at that time) of communicative language teaching perhaps reflects the computer’s place in society at that time; as computer technology has become entangled with human life, the human brain as computer metaphor has become dominant.

The relationships between metaphor, thought and society are fluid. As some work to express complex systems or ideas with metaphors, others analyse the metaphors we use to find out what lies beneath. Oxford et al. (1998) undertook an extensive survey of teacher and researcher narratives, and organised teachers’ conceptions into four major philosophical viewpoints on education; social order, cultural transmission, leaner-centred growth and social reform. Education as social order, for example, contains metaphors in the teacher as manufacturer subset suggesting a focus on efficiency, uniformity and end product.

de Guerrero & Villamil (2002) categorised the teacher’s role by metaphor into nine groupings as follows.

(category) (example) (counterpoint)
teacher as co-operative leader movie director learner as active participant
teacher as provider of knowledge TV set learner as recipient of knowledge
teacher as challenger or agent of change lion tamer learner as object of change
teacher as nurturer gardener learner as developing organism
teacher as innovator explorer learner as resistor
teacher as provider of tools tool carrier learner as constructor
teacher as artist potter learner as raw material
teacher as repairer mechanic learner as defective individual
teacher as gym instructor aerobics trainer learner as gymnast

Research has shown that the favoured metaphors people use reflect their attitudes and perceptions. For this study, I wanted to test the connection between metaphor and learner autonomy. The challenge was to measure autonomy. Learner autonomy is multidimensional and dynamic (Benson, 2013) and thus very hard to measure effectively. I drew on two previous studies, both of which took place in higher education in Japan.

Shimo (2008) attempted to discover if the level of self-perceived learner autonomy was linked to language proficiency. From a working definition of learner autonomy as the capacity to take responsibility for one’s own learning, she created a survey which assessed three domains; orientation for reflecting on learning processes, orientation for enhancing learning opportunities and orientation for reflecting on language abilities. The resulting eighteen question tool was a useful starting point for my study.

Murase (2015) developed a far more imposing questionnaire of 113 points, in an attempt to measure autonomy across four dimensions; technical, psychological, political-philosophical and socio-cultural.

dimension definition example statement
technical the ability to set goals, plan learning and study independently I set achievable goals in learning English.
psychological motivational and affective factors If I worry about learning English, I know how I can cope with it.
political-philosophical attitudes towards authority and hierarchy Students should always follow their teacher’s instructions.
socio-cultural orientation towards other learners and cultural differences in learning If I am doing something different from other students, I feel worried.

Methodology

For this study, I melded elements from both questionnaires to focus on the learners orientation to others (other learners and teachers), self-awareness, and the technical capacity to practice independent learning. Students were asked to mark their level of agreement with a series of statements on a five point scale. The questionnaire was administered in Japanese to five classes of second year English majors at a Japanese women’s university. A translation of the final 26 point questionnaire is attached here.

Next, the same students were asked to complete four sentences with metaphors; A teacher is like____, A language learner is like___,A classroom is like___,Language learning is like____. They were also asked to give reasons for their metaphor selection.

Finally, the students were invited to semi-structured interviews. The first part of each interview related to their language learning experience and attitudes, and in the second part they were asked to select pictures which best matched their metaphors for learning, These pictures were generated from the learners’ questionnaires.

Discussion

The larger data set (the first two questionnaires) is still under analysis, so here I would like to focus on just one of the students who agreed to be interviewed; ‘Melanie’.

Metaphors and Autonomy BAAL Extract.001

 

Melanie has a very strong orientation to learning with others, but she still expresses a level of dependance on the teacher. These are some of the comments she makes at the beginning of our interview.

Metaphors and Autonomy BAAL Extract.002

Next we look at a selection of pictures, generated from the student questionnaires. The first picture she selects is an image of god, taken from Michelangelo’s ‘Creation of Adam’. Metaphors and Autonomy BAAL Extract.003

This metaphor is in line with her learner autonomy measurement, although there is a certain level of self-awareness that wasn’t previously apparent.

Talking of the class, she shows how important the social aspect of learning is for her.

Metaphors and Autonomy BAAL Extract.004

Her metaphors for learning are intriguing. She comes across as very optimistic, which reflects her strong ‘affective’ score on the measurement. But it seems that she sees positive and negative situations as something to be borne or muddled through, out of her control. This bears out the lower score she received for technical autonomy on the measurement.

Metaphors and Autonomy BAAL Extract.005

Metaphors and Autonomy BAAL Extract.006

Metaphors and Autonomy BAAL Extract.007

In the slide show below you can see more.

My Teacher is a Watering Can: Metaphors and Autonomous Learning by Darren Elliott

References

Benson, P. (2013). Teaching and researching: Autonomy in language learning. Oxford: Routledge.

de Guerrero, M. C., & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language teaching research, 6 (2), 95-120.

Herron, C. (1982). Foreign‐Language Learning Approaches as Metaphor. The Modern Language Journal, 66 (3), p. 235-242.

Mahlios, M., Massengill‐Shaw, D., & Barry, A. (2010). Making sense of teaching through metaphors: A review across three studies. Teachers and Teaching: theory and practice, 16 (1), 49-71.

Murase, F. (2015). Measuring Language Learner Autonomy: Problems and Possibilities. In Everhard, C. J., & Murphy, L. (Eds.). Assessment and Autonomy in Language Learning. Basingstoke: Palgrave Macmillan.

Nattinger, J. R. (1984). Communicative language teaching: A new metaphor. Tesol Quarterly, 18 (3), 391-407.

Oxford, R. L., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R. Z., Saleh, A., & Longhini, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System, 26 (1), 3-50.

Shimo, E. (2008). Learner autonomy and English language proficiency: An exploration among Non-English majors at a Japanese university. 近畿大学語学教育部紀要 (Kinki University Department of Language Education bulletin). Vol.8, No.2, p.153- 178

Presented at EUROCALL 2015, University of Padua, August 27th, 2015

The Background

When the university I was working at bought a set of small video cameras, I was intrigued. I started playing around with them in class, first I had the learners record and transcribe conversations, then I guided them to make skits and instructional videos. You can see some of the projects I have worked on previously here.

Over the last few years since I first began using student video, there have been two major developments. The first is the ubiquity of smartphone technology. We have now reached the point (in my context, at least) at which almost every student has a video recording and editing suite in his or her pocket. The next development, obviously connected to the first, is the rise of online video. YouTube, Vine, Facebook, Instagram, LINE; this is what our students are watching. Instead of television? Perhaps.

I had these ideas in mind when I was presented with the opportunity to teach an advanced and an intermediate communication class at a local university. I had carte blanche, and I decided to make this a video project class. I set up a website to deliver the content, and chose a number of different video genres (some traditional, some more modern) to analyse and replicate with the learners.

I decided from the start to allow the students a lot of freedom in how they produced the videos. I suggested different methods, but gave very little technical instruction unless asked. My goal was to allow them to use the tools with which they were most comfortable, to take responsibility for their own learning, and to support each other. I wanted very much to avoid ‘technological determinism’ – the tools were secondary to the learners and their products.

To begin, it was necessary to find out what they had, what they could already do, and what they thought.
Fortunately, every single student had a smartphone.

Eurocall Extract.001

Recording is always easy. The main challenges in student produced video are editing and sharing the completed file. Unfortunately, my favoured tools were unfamiliar.

Eurocall Extract 2.001

The students were mixed in their willingness to share online. Some were quite keen.

Eurocall Extract.001

Others were more conservative, and actually quite naive.

Eurocall Extract.002

Eurocall Extract.003

There were also some differences in their familiarity with editing software.

Eurocall Extract.004

But for pretty much everyone, the smartphone would be the tool of choice.

Eurocall Extract 2.001

The learners’ first task was to create a self-introduction video and deliver it to me. This example took me a few minutes, using the apps Splice and Vimo on an iPhone 6.

An Introduction to Darren Elliott from darren elliott on Vimeo.

The students fared quite well, and were able to teach each other the techniques they had used to broaden the knowledge base of the whole class.

At this point, we started the project work. Please visit the individual pages at the website to see how each project developed.

News Report

YouTube Movie Review

Directors Commentary

Subtitling

Vlogging

TED Talk

Soap Opera

For each of the projects, we analysed quintessential examples and tried to replicate them. For example, the YouTube movie review is delivered straight to camera with jump cuts and onscreen text and pictures. Soap operas tend to cut between the actors and dwell on reaction shots in close up. TED Talks begin with a personal story and lead in to the message.

What I found was that, although learners had technical trouble with hardware and software, they were generally very adept at replicating style accurately. For example, the background music may have been too loud, but the actual song fit perfectly with the style of video the learner was making.

To conclude the semester, the students interviewed one another (on video, of course) using this list of suggested questions.

broadcasting-final-questions

I’d like to highlight a few common responses.

Firstly, the students almost all referred to technical skills when asked what they had learnt. Editing skills, adding audio commentary and subtitling, these were the things they took home from the course. Some of them had used their new skills in other classes, others in their personal lives.

The most popular project across both classes was the subtitling project. This was quite challenging technically, but it allowed the students to express their creativity and also to talk about issues which affected them directly. This also came out in the TED talks and the news reports – students tended to choose local issues and topics important to them as university students.

Finally, there was a shift in attitudes towards their smartphones. Most of the learners had initially seen their phones as communication tools. Actually, I believe that if they had assessed their use more carefully they may have found they were using their devices to consume, create and share media too. However, the general perception of the smartphone was that its main function was text messaging. By the end of the course, many of the students reported a broader view of their phones and of their own relationship with their devices.

If you attended my presentation in Padova, thank you! If you didn’t, thank you for reading. Either way, I’d be happy to hear your questions or comments below.

Bibliography
Goodwyn, A. (2003). English teaching and the moving image. Routledge.

Marshall, J., & Werndly, A. (2002). The language of television. Routledge.

Potter, J. (2012). Digital media and learner identity: The new curatorship. Palgrave Macmillan.

a class with no teacher from darren elliott on Vimeo.

I don’t blog about my classroom practice as often as I used to, but I still have a great interest in reflective practice. One difficulty in maintaining meaningful reflection is that your reflective needs change over time. A worthwhile exercise, then, is to revisit past practice. I have a blog, and a stack of notebooks from several years in the classroom. I like to look at what I’ve done and see how it fits with my current practice. How would I do this differently now? Have I changed, and if so have I changed for the better? Does this connect to anything I have read, seen or experienced since it happened?

I’m trying to piece together the genesis of this piece. About five years ago, I had a lovely class who I thought could do even better. To shake things up, I decided to opt out of my responsibilities for a week, and the blog post I wrote about that (and more importantly, the second post about the students interpretations of the experiment) generated a lot of discussion. A little after that I reviewed a book called ‘The Developing Language Learner‘, a book which made a tremendous impact on me. When I was involved in planning the PanSIG conference in 2013, I was keen to bring Judith Hanks, one of the authors, to Japan as a speaker.

This video is my presentation for the joint TED / CUE forum at JALT 2015 (if you don’t know the acronyms, don’t worry… I’m too far gone to pick them apart here). I always enjoy these events because you can see so many different ideas around a theme, but I particularly wanted to attend this forum because it was to be chaired by Thomas Farrell, someone whose work I have admired for a long time. The conceit was to present ten slides for thirty seconds each, but I just made a five minute movie and narrated it live.

I can now reframe what happened in this class through my subsequent reading into Exploratory Practice and Reflective Practice. As an experiment, I don’t think I’d be able to do this now. What is really interesting is to see myself as a younger teacher, and not necessarily a worse one. I’m very satisfied with my teaching these days, and that’s not good. Maybe I was a little less slick and a little less polished in those days, with a little less book learning, but I was probably a little more daring and possibly a little more engaged. Time to shake things up again?

 

New technologies provide wonderful opportunities for language learning, yet teachers and learners alike should be aware of the potential pitfalls. When implementing educational technology, the fundamental question is whether the tool is an efficient way of achieving the pedagogical aims. In this workshop the presenter will outline some considerations for good practice, illustrated with examples from his own classroom. Amongst other things we will discuss mobile learning, the relationship between autonomy and technology, inclusivity, ethics and security.

What do we mean by ‘technology’?

“A process by which humans modify nature to meet their needs and wants” (Selwyn, 2011, p.6)

Technology is not tools alone, but the knowledge and skills necessary to utilise them. Technology is also associated with ‘improvement’ – doing things cheaper, better and faster. It’s important to remember that devices themselves have no intrinsic values. Technology is situated in culture and society.

Do you and your students perceive technology in the same ways?

Digital Natives (see Prensky, 2001), in contrast with digital immigrants, have grown up in a multimedia, web-enabled world. Prensky’s original metaphor was compelling enough to take hold and has had an impact on educational policy. More recent research (see Bennett et al., 2008,  Hargittai, 2010, Jones, 2011) has uncovered a far more nuanced picture. Nonetheless, there may be some generational differences in how digital technology is viewed by students and teachers.

 

traditional modern
professional(spreadsheets, word processing) leisure(YouTube, Social Networking)
archival and searchable(email) transitory and ephemeral(snapchat, line)
situated(desktop, CD’s) mobile(smartphone, streaming)

Why use technology?

There are a number of things which digital technologies may help you do better, faster or more efficiently (although probably not cheaper)

Out of class collaboration, learner autonomy, learning management, portfolio building, reflection, learner ownership, engagement with authentic materials, ‘real world’ language use, curation and collation of learning resources, testing and assessment etc.

Case Study One – Digital video for reflection and creativity.

More details available at my previous post ‘Creating and Using Digital Video with Learners’

Case Study Two – Google Forms and QR codes for classroom management. 

I use Kaywa to create QR codes, and QRafter to read them. Google forms are a very simple and paperless way for teachers to assess and track students.

Case Study Three – Prezi, Diigo and Google Drive for out-of-class collaboration 

Prezi is an online presentation tool. Instead of a series of slides, the presentation is one big slide which the user navigates. The final product is not to everyone’s taste, but it has a couple of pedagogical strengths. Firstly, I like that it encourages non-linear thinking in a brainstorming style. (unlike PowerPoint, which is a very linear process). Secondly, it is easy for several students to work on one slide at the same time, even if they are in different places.

Google Drive is a suite of tools in the cloud, including word and excel – like software, which can be edited, shared and accessed amongst users. Collaboration can be between students, or students and teachers.

Diigo is a social bookmarking tool, in which online research can be easily tagged and shared amongst a group.

Further Reading

Hargittai, E. (2010). Digital na (t) ives? Variation in internet skills and uses among members of the “net generation”*. Sociological Inquiry, 80(1), 92-113.

Jones, C. (2011). Students, the net generation, and digital natives. In Thomas, M. (Ed.). (2011). Deconstructing Digital Natives: Young people, technology, and the new literacies. Oxford: Taylor & Francis.

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9 (5), 1-6.

Selwyn, N. (2011). Education and technology: Key issues and debates. London: Bloomsbury Publishing.

JALT CALL has an excellent and regularly updated blog at DMLL with practical advice and ideas.

This post is a development of ideas first presented in this post five years ago. No doubt there is plenty more to do!

Some Questions – A Technology Checklist

Accessibility Do you need a password to access the site? Do you need to log in every time you access the site? What kind of internet access does your institution allow?What are the opening hours of your institutional computer rooms? Are students able to access institutional servers off “campus”? Is the equipment powerful enough to do what you want to do?
Mobility Is the material accessible from a mobile telephone? How much of it? Can students add or edit material by mobile phone?
Hardware BYOD (Bring Your Own Device) or teacher supplied? Who will maintain and store the hardware? How long will it last?
Security Are the students going to upload or create their own work? Is the site searchable on search engines, or can it be hidden? Can anonymity be protected? How much information does a student need to give in order to register with or use the site? Are students comfortable with their work being published? Are the students aware of net security issues? Do the students have good security software at home? Is there a danger that your project could be damaged by viruses?
Navigation Is it easy to get from one place to another? Do hyperlinks pop up in new windows? Is the colour scheme readable? Is it well designed, for both aesthetics and utility? Does the interface change depending on the user (e.g. does it automatically set language based on the userʼs ISP?)
Usability Will the students require a demonstration? Is it simple to use, even for those who generally lack confidence or experience with computers? Is it easy to back up and save work, and are previous versions retained?
Management Will you be managing alone, or with others? How will you delegate management tasks? Who will have access to which parts of the tool? Will students be able to edit? Where will your site be hosted (if necessary)?
Cost Can you find a free version? Can you get an educators discount?If you pay a subscription, is your school willing to commit long-term? Will there be any other expenses? (equipment etc)
Stability Is the site still at a beta testing stage? Does it crash or freeze often?Does it work in the same way on different browsers, computers or networks? Does the look of the site change frequently? Are features and functions often added or removed?
Support Does your school have technical support staff? Are they aware of your project, and willing to help? Does the site have support? How does it operate?Is there a lot of other unofficial support available from the web, colleagues, etc?

An Interview with Richard Smith from darren elliott on Vimeo.

I was very happy to speak to Richard Smith at the recent Learner Development SIG 20th anniversary conference in Tokyo. Richard was one of the founder members of the special interest group when he was based in Japan, and we discuss the motivation behind the formation of the group. We also talk a little about his subsequent and current work with the Warwick ELT Archive and as coordinator of the IATEFL Research SIG.

An Interview with Judith Hanks from darren elliott on Vimeo.

Many thanks to Judith Hanks for coming to give a plenary speech at the JALT PanSIG conference at Nanzan University in May. I was very honoured to be involved in the organisation of the conference, and having read ‘The Developing Language Learner’, the book that Judith co-wrote with Dick Allwright, I was very keen to invite her over. Judith’s work is connected mainly to Exploratory Practice – a research methodology in which teachers and learners collaborate to understand the puzzles they encounter during the learning process. Dr. Hanks explains it far more eloquently than I can, so please watch and enjoy…..

I met with Phil Benson at the JALT national conference in Tokyo, Japan at the end of November 2011. He had just given an excellent plenary entitled Autonomy in Language Teaching and Learning: How to Do it “Here”, ‘Here’ being wherever you are….acknowledging the commonly heard complaint levelled at promoters of Learner Autonomy – “Yes that sounds lovely, but it wouldn’t work here”

If you want to know more, I am currently working of a review of Phil’s second edition of Teaching and Researching: Autonomy, and it tells you pretty much everything you need to know.

With only three weeks to go, the excitement is rising for the Realizing Autonomy conference to be held at Nanzan University in Nagoya on October 29th. The website for the conference (and the accompanying book) is constantly evolving, so keep your eyes on it. Part of the reason I am writing here today is to ask for your help, so if you can do any of the following, please chip in! You can contact me directly at darrenrelliott@gmail.com, or drop comments in the appropriate comment boxes online. Cheers!

Photography

We are looking for someone with a knack and a camera to capture the event, and if you can commit we are willing to waive your conference fee.

Video Experts

If anyone is prepared to record and edit some of the sessions to upload to our website, we would do the same.

Must-see Nagoya

I love this place, and I want the out-of-towners coming in to go away with a great impression of Japan’s third city. There will be a plenty making a weekend of it, so what do you recommend? If you have any good ideas for things to eat and drink, places to visit in town, or short trips around the area, please click on the links and deposit your knowledge on the official conference website.

Party!

The social is already fully subscribed, and we are thinking about the entertainment. Our venue is equipped with an array of multi-media facilities (karaoke, anyone?) and we are considering various ideas. If you want to volunteer for a Pecha Kucha, we would love to hear from you! Other suggestions are also very welcome.

Publicity

We are already expecting a great turnout, but just in case anyone hasn’t heard about the conference, you can print out the posters and flyers and spread the word.

The Day Itself

The schedule is now available on the website, and we hope to get a pdf version of the conference booklet posted in advance of the conference. Unfortunately, Richard Pemberton is unable to fly at the moment, but he will join us via the magic of technology and team up with Mike Nix to give us something very special. Tim Murphey will be start off the day in his usual energizing style, and we will welcome a host of other guests, speakers and presenters.

Thanks for your indulgence, everyone! Looking forward to seeing you all soon!

 

 

 

Just searching through my inbox, it was way back in November 2008 that I received the call for papers sent to all members of the Learner Development SIG of JALT (The Japan Association for Language Teachers). They had just gotten the go ahead to put together another book in their series of edited collections, and were looking for chapters from the membership and beyond. Back in my student days, long before I was a JALT member, I had ordered their previous publications from the UK and enjoyed both immensely, so I thought it would be great to get involved.

(Aside – There are still a few copies left of ‘Autonomy you Ask’ and ‘More Autonomy you Ask’, and if you ask nicely you may be able to get hold of a copy. I think they are both excellent. I reviewed MAYA for ‘Independence’, the IATEFL Learner Autonomy SIG)

So I put together some ideas and sent off my proposal, started working on the paper and developing it as a chapter. Something I had especially liked about the previous books was that each chapter had attached critical reflections written by reviewers, and other authors – it was an unusual idea, but I liked how it brought together the book as a whole, and showed the spirit of autonomy as collaborative. This project was to be no different, and in July of 2009 we gathered at a writers’ retreat in Tokyo, sharing our papers, talking through the section headings, book title , cover art and so on.

Alison Stewart and Kay Irie, our two editors, have been excellent all along and guiding the process firmly but democratically.

It was very exciting when we heard that Palgrave Macmillan were interested in publishing the book, and also that Richard Smith & Naoko Aoki would be able to write an introduction and Scott Thornbury would contribute a concluding chapter. The book is due early December, and most of the royalties will go to The Shanti Volunteer Association.

At the November 2010 JALT national conference I first heard the idea of a book launch conference mooted. Naively, I asked why such conferences were so often held in Tokyo or Osaka… which is how I fell into organising the Realizing Autonomy Conference at Nanzan University in Nagoya for October 29th 2011.

The call for papers is still operative, so you have a couple of weeks to get your ideas to us. If you can’t present, then we would still love to have you. You can see plenary speakers Tim Murphey from Kanda University of International Studis, and  Richard Pemberton from the University of Nottingham. You can see poster presentations from the book chapter authors, and get a first look at the book itself. We are also planning a party for the evening which should be a lot of fun, so if you can’t make it to the conference, then join us all for drinks and nibbles. Visit the conference website to submit an abstract, to print off flyers and publicity posters, to register, and to find out more. We will have some exclusive content on the site in the coming months, too, so keep your eyes peeled to see how it evolves.