Demonstrate independent mastery of technology tools.
Teach peers how to use these tools/assist them in reaching
Work well at a distance
Peer reviewing and editing
Support students from other classes and departments
Support the instructor
Work on language strategies for translation.
Understand content, voice, genre issues in translation.
Learn about the community of Rikuzentakata and the
experience of tsunami survivors.
Outcomes - Technology
A-san: I liked it because I can
choose the time to do work.
I could do it even in the early
morning, late at night,
anytime my concentration
was good condition!
O-san:“It was as if I wasdoing my homework(joking). Since I have neverused the system, I hadmechanical problems at ﬁrst,but friends told me how todo it and I gradually got usedto it.”
K-san: I think Google Drive
is good and powerful tool
for school especially for
writing, because many people
can work at the same time in
Outcomes - Collaboration
K-san: ... many people can
work at the same time in
same ﬁles.We can easily help
each other and also we can
Outcomes - Language
K-san:Writing should be well
not change the meaning. Both
O-san:The little difference ofnuance between thelanguages were difﬁcult. Itwas quiet challenging when Icouldn’t easily (and“directly”) translate, but Ienjoyed it!
In the morning, all we had to eat was the sanma left behind by
the disaster and I ate a lot of them. I did not care the fact that I
was eating sanma from the tsunami.
The next morning,
while the only food
was Paciﬁc saury which
was conveyed by the
tsunami, I ate a lot with
no thought for the fact
that the ﬁsh was really