Tottori JALT is hosting two language teaching workshops on March 17th at Tottori University. Workshop 1 presented by Parisa Mehran will discuss fighting against stereotypes using her experiences as an Iranian English teacher in Japan. Workshop 2 presented by Gerry Yokota will discuss how educators can encourage inclusion and diversity awareness in their classrooms. Both workshops aim to provide educators with strategies to address issues of stereotyping and promote diversity. The event is free for JALT members and costs 1000 yen for non-members.
Learning Management Systems and Cutting-edge Issues for Web-based DeliverySteve McCarty
A presentation in English and Japanese by Steve McCarty at the 9th Annual International Business Communicators (IBC) Conference on Communication and Culture in the Workplace, Tokyo (24 March 2002)
Interfaces of Bilingual Education, Japanese Socioculture and Podcasting Techn...Steve McCarty
A presentation at the International Conference on Diversity and Community in Applied Linguistics:
Interface, Interpretation, Interdisciplinarity
Macquarie University, Sydney, Australia (21 September 2006)
Lifelong Learning and Retiring Retirement StereotypesSteve McCarty
This presentation introduces the notion of career tapering in semi-retirement, aiming for a balance like never before among work, societal activism, and free time activities. Whether citizens, sojourners, or immigrants, most employed residents of Japan (and elsewhere) will be unable or unwilling to retire. The natural desire to choose the terms of transitions, however, can run into customary age limits, around 65 for full-time and 70 to 75 for part-time employment in the case of Japanese higher education. Combined with stereotypical dismissiveness towards older people, a sudden loss of status can be vertiginous. Yet there is a great demand for the services that older language teachers in particular can perform in Japanese education, society, and academia internationally. This presentation illustrates how teaching duties can be gradually decreased and improved in quality, while the teacher remains at least as active outside of institutions. Many suggestions are offered: how to have a better quality of life than ever, contributing valuable services where needed, and enjoying more free time to create and curate. Lifelong learning can accord with lifelong interests.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
Open the Classroom Door & offer Experiential Learning opportunities to your students through "World Classroom", a concept of learning beyond the walls of the classroom. It is an extension of experiential, project based learning. It helps prepare students to be lifelong learners to understand the richness & diversity of Eastern & Western history & cultural traditions & to be responsible world citizens with a commitment to serve family, society & community
We offer programs that include Exchanges │ Immersions │ Languages │ Science │ Performing Arts │ Sports │ Outdoor Education │ University Tours & Guidance │ Summer Courses │among other
Learning Management Systems and Cutting-edge Issues for Web-based DeliverySteve McCarty
A presentation in English and Japanese by Steve McCarty at the 9th Annual International Business Communicators (IBC) Conference on Communication and Culture in the Workplace, Tokyo (24 March 2002)
Interfaces of Bilingual Education, Japanese Socioculture and Podcasting Techn...Steve McCarty
A presentation at the International Conference on Diversity and Community in Applied Linguistics:
Interface, Interpretation, Interdisciplinarity
Macquarie University, Sydney, Australia (21 September 2006)
Lifelong Learning and Retiring Retirement StereotypesSteve McCarty
This presentation introduces the notion of career tapering in semi-retirement, aiming for a balance like never before among work, societal activism, and free time activities. Whether citizens, sojourners, or immigrants, most employed residents of Japan (and elsewhere) will be unable or unwilling to retire. The natural desire to choose the terms of transitions, however, can run into customary age limits, around 65 for full-time and 70 to 75 for part-time employment in the case of Japanese higher education. Combined with stereotypical dismissiveness towards older people, a sudden loss of status can be vertiginous. Yet there is a great demand for the services that older language teachers in particular can perform in Japanese education, society, and academia internationally. This presentation illustrates how teaching duties can be gradually decreased and improved in quality, while the teacher remains at least as active outside of institutions. Many suggestions are offered: how to have a better quality of life than ever, contributing valuable services where needed, and enjoying more free time to create and curate. Lifelong learning can accord with lifelong interests.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
Open the Classroom Door & offer Experiential Learning opportunities to your students through "World Classroom", a concept of learning beyond the walls of the classroom. It is an extension of experiential, project based learning. It helps prepare students to be lifelong learners to understand the richness & diversity of Eastern & Western history & cultural traditions & to be responsible world citizens with a commitment to serve family, society & community
We offer programs that include Exchanges │ Immersions │ Languages │ Science │ Performing Arts │ Sports │ Outdoor Education │ University Tours & Guidance │ Summer Courses │among other
Chicago Essay Format. 002 Chicago Style Essay ThatsnotusVanessa Martinez
Chicago Style Paper Template | merrychristmaswishes.info. How To Format Chicago Style Footnote Academic Hournal. 002 Chicago Style Essay ~ Thatsnotus. Persuasive Essay: Chicago style format paper. Unforgettable Chicago Style Essay Format ~ Thatsnotus. Uc Essay Prompts Example.
Creating A Community Language for Collaborative Innovation Community (COINs16...Takashi Iba
The presentation slides of Ogo Iroha, a member of Iba Lab, for Collaborative Innovation Networks conference (COINs16), Rome, Italy. 8. Jun - 11. Jun 2016
Iroha Ogo, Satomi Oi, Jei-Hee Hong, Takashi Iba, “Creating A Community Language for Collaborative Innovation Community,” Collaborative Innovation Networks conference (COINs16), Rome, Italy, 2016
Streaming and Archive of the video is available at http://coinsconference.org
1 - The Love of My Life Discuss how T.C. Boyle uses foreshadowin.docxhoney725342
1 - "The Love of My Life"
Discuss how T.C. Boyle uses foreshadowing (Links to an external site.)to establish the plot of "The Love of My Life".
-----------------------------------------------------------------------------------------------------------------------
2- "Hills Like White Elephants"
In the short story, "Hills Like White Elephants" is the female character (the antagonist) deserving of the intentions of the male character (the protagonist). Explain your answer thoroughtly.
-------------------------------------------------------------------------------------------------------------------------
3 - "A Company of Wolves" -
Using indirect characterization, describe how the girl in "A Company of Wolves" defies the typical characteristics of the female protagonist (Links to an external site.).
------------------------------------------------------------------------------------------------------------------------
4 - "My Life as an Undocumented Immigrant" -
How does the theme of "My Life as an Undocumented Immigrant" clash with the ideal of the American dream?
-------------------------------------------------------------------------------------------------------------------------
5- "The Storm" -
Take a position for or against Calixta's actions. Argue your position using textual evidence to support your answer.
----------------------------------------------------------------------------------------------------------------------
6 - "The Story of an Hour"
Think about the sequence of events in "The Story of an Hour". Now, discuss the significance and the difference between "Louise" and "Mrs. Mallard"
Surname 1
Students’ Name:
Course:
Professor:
Date:
Straker, John. “International Students participation in higher Education; changing the focus for ‘international student’ to’ participation’.” Journal of Studies in International Education 2016, Vol. 20(4). Web.
In pages 299 to 318, it discusses how individuals have the preconceived idea that international students cannot participate on a similar basis with local students, or attain institutional requirements of full participation, the idea of being branded as international students is what makes them distinct instead of their participation.
The author points out there has been continued literature focusing on the issue of class participation by international students. He states that although this literature is based on why international students may not participate on an equal basis with local students, it has focused on that aspect of ‘international students’ and what makes them distinct instead of focusing on their participation.
The next part of the chapter emphasizes how international students’ differences encourage understanding of their participation in lectures and explains reasons for their poor dialogue. Language barrier is always seen as the main cause of international students’ struggles in studies, in addition to the fact that there is self-criticism by international stu ...
Slides of my presentation given at an EATAW conference in Tallinn in June 2015. The presentation reports on Mystory - Digital English project which suggests a creativity and visuality based approach to developing academic skills, in particular related to writing processes. Presentation abstract plus notes are available at: https://goo.gl/NdcLHf.
Any comments and questions are appreciated.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Jalt 2012...spreading it...vocab sig presentation event...flyer & program finalAndy Boon
JALT's West Tokyo Chapter, Vocabulary SIG and Oxford University Press are pleased to present an interesting series of presentations by a diverse range of speakers, all of whom represent excellence in the field of vocabulary education for EFL learners in Japan. This is a great opportunity for all ELT professionals who seek to expand their knowledge and gain useful insights which may well assist them with their teaching practice in the English language classroom. All are welcome!
JALT Spreading the good word: Introducing the Vocabulary SIG:flyer & program ...Andy Boon
JALT's West Tokyo Chapter, Vocabulary SIG and Oxford University Press are pleased to present an interesting series of presentations by a diverse range of speakers, all of whom represent excellence in the field of vocabulary education for EFL learners in Japan. This is a great opportunity for all ELT professionals who seek to expand their knowledge and gain useful insights which may well assist them with their teaching practice in the English language classroom. All are welcome!
Social Networking behind student lines with MixiSteve McCarty
Presentation at Wireless Ready 2008 at NUCB graduate school in Nagoya, Japan, by Professor Steve McCarty. Social networking with students provided a supplementary online dimension beyond a class or even graduation. This presentation describes the SNS and the socioculture behind the technology.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Every summer since 2012, YSCJ has brought together students from a diverse range of countries,
cultures and backgrounds to study and learn together in the beautiful environment of Fukuoka, Japan.
Through our leadership program, design-innovation course, and various classes and outdoor activities,
the Summer School is designed to help youth realize their potential by providing an environment in
which they can truly appreciate and understand global perspectives, while practicing how to identify and
solve problems on their own, and developing the strength to overcome challenges.We are eager to
meet students who want to challenge themselves and who can be open minded, respectful
members of an international community dedicated to learning and self improvement. We hope
that you are one of these students, and that you will join us in fukuoka for a life-changing
summer experience!
Othello Essays On Jealousy. Jealousy In Othello Essay TelegraphKate Hunter
Jealousy Theme in "Othello" by William Shakespeare Free Essay Example. Explore Shakespeare's presentation of jealousy in 'Othello' - GCSE .... Othello Essay Is Jealousy Solely To Blame For The Tragic Events. - GCSE .... Jealousy in Othello. Othello Essays On Jealousy.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Symposium on Utilizing Emerging Technologies and Social Media to Enhance EFL ...Steve McCarty
This symposium presentation at the International Association of Applied Linguistics AILA 2014 World Congress in Brisbane, Australia examines the impact and potential of communication technologies in learning EFL. Case studies focusing on higher education in Japan show how mobile technologies and social media could improve language acquisition in Asian EFL contexts and beyond. Teaching with sound pedagogies and communication technologies, accessed by computers and hand-held devices, can bring about better outcomes through ubiquitous language learning. Impacts can span from better language comprehension to active involvement in learning communities generated in cyberspace. This symposium will thus detail how these emerging technologies are utilized to reform EFL classroom practices. The international presenters, based at five different universities, will theoretically and practically examine factors for successful EFL learning with emerging technologies. M-learning can generate contexts for active learning with learners as agents and creators rather than spectators or recipients of knowledge. We will particularly examine a) how to implement m-learning in institutional settings, b) what makes learners willingly use mobile devices and become involved in social contexts they themselves generate, and c) how teachers can help learners with scaffolding to develop agency as individuals who voluntarily engage with the social context. Among the emerging technologies demonstrated are Social Media, such as Facebook and Twitter, media players like iPods, tablet computers like iPads, iBooks Author for interactive, illustrated, multimedia artifacts that students can also create, and blended e-learning using a content management system and smart phones for m-learning. These studies will shed light on motivational attitudes towards these technologies for language learning, and measure how these tools have impacted L2 acquisition. This slideshow combining the five presentations in the symposium was lost after AILA failed to post it as promised, then rediscovered after five years.
How to Transform Your Classroom with AR and VRParisa Mehran
Are you looking for ways to keep your students motivated and engaged during English lessons? Using Augmented Reality (AR) and Virtual Reality (VR) is one surefire way to do so. These cutting-edge technologies are more than just gimmicks; you can use them to transform your classroom. With AR, you can bring learning to life, and with VR, you can bring the world to your classroom or take your classroom out into the world. This workshop explores how to use AR and VR to change your classroom into a whole new dimension. To fully participate in this hands-on workshop, please BYOD.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
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Chicago Essay Format. 002 Chicago Style Essay ThatsnotusVanessa Martinez
Chicago Style Paper Template | merrychristmaswishes.info. How To Format Chicago Style Footnote Academic Hournal. 002 Chicago Style Essay ~ Thatsnotus. Persuasive Essay: Chicago style format paper. Unforgettable Chicago Style Essay Format ~ Thatsnotus. Uc Essay Prompts Example.
Creating A Community Language for Collaborative Innovation Community (COINs16...Takashi Iba
The presentation slides of Ogo Iroha, a member of Iba Lab, for Collaborative Innovation Networks conference (COINs16), Rome, Italy. 8. Jun - 11. Jun 2016
Iroha Ogo, Satomi Oi, Jei-Hee Hong, Takashi Iba, “Creating A Community Language for Collaborative Innovation Community,” Collaborative Innovation Networks conference (COINs16), Rome, Italy, 2016
Streaming and Archive of the video is available at http://coinsconference.org
1 - The Love of My Life Discuss how T.C. Boyle uses foreshadowin.docxhoney725342
1 - "The Love of My Life"
Discuss how T.C. Boyle uses foreshadowing (Links to an external site.)to establish the plot of "The Love of My Life".
-----------------------------------------------------------------------------------------------------------------------
2- "Hills Like White Elephants"
In the short story, "Hills Like White Elephants" is the female character (the antagonist) deserving of the intentions of the male character (the protagonist). Explain your answer thoroughtly.
-------------------------------------------------------------------------------------------------------------------------
3 - "A Company of Wolves" -
Using indirect characterization, describe how the girl in "A Company of Wolves" defies the typical characteristics of the female protagonist (Links to an external site.).
------------------------------------------------------------------------------------------------------------------------
4 - "My Life as an Undocumented Immigrant" -
How does the theme of "My Life as an Undocumented Immigrant" clash with the ideal of the American dream?
-------------------------------------------------------------------------------------------------------------------------
5- "The Storm" -
Take a position for or against Calixta's actions. Argue your position using textual evidence to support your answer.
----------------------------------------------------------------------------------------------------------------------
6 - "The Story of an Hour"
Think about the sequence of events in "The Story of an Hour". Now, discuss the significance and the difference between "Louise" and "Mrs. Mallard"
Surname 1
Students’ Name:
Course:
Professor:
Date:
Straker, John. “International Students participation in higher Education; changing the focus for ‘international student’ to’ participation’.” Journal of Studies in International Education 2016, Vol. 20(4). Web.
In pages 299 to 318, it discusses how individuals have the preconceived idea that international students cannot participate on a similar basis with local students, or attain institutional requirements of full participation, the idea of being branded as international students is what makes them distinct instead of their participation.
The author points out there has been continued literature focusing on the issue of class participation by international students. He states that although this literature is based on why international students may not participate on an equal basis with local students, it has focused on that aspect of ‘international students’ and what makes them distinct instead of focusing on their participation.
The next part of the chapter emphasizes how international students’ differences encourage understanding of their participation in lectures and explains reasons for their poor dialogue. Language barrier is always seen as the main cause of international students’ struggles in studies, in addition to the fact that there is self-criticism by international stu ...
Slides of my presentation given at an EATAW conference in Tallinn in June 2015. The presentation reports on Mystory - Digital English project which suggests a creativity and visuality based approach to developing academic skills, in particular related to writing processes. Presentation abstract plus notes are available at: https://goo.gl/NdcLHf.
Any comments and questions are appreciated.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Jalt 2012...spreading it...vocab sig presentation event...flyer & program finalAndy Boon
JALT's West Tokyo Chapter, Vocabulary SIG and Oxford University Press are pleased to present an interesting series of presentations by a diverse range of speakers, all of whom represent excellence in the field of vocabulary education for EFL learners in Japan. This is a great opportunity for all ELT professionals who seek to expand their knowledge and gain useful insights which may well assist them with their teaching practice in the English language classroom. All are welcome!
JALT Spreading the good word: Introducing the Vocabulary SIG:flyer & program ...Andy Boon
JALT's West Tokyo Chapter, Vocabulary SIG and Oxford University Press are pleased to present an interesting series of presentations by a diverse range of speakers, all of whom represent excellence in the field of vocabulary education for EFL learners in Japan. This is a great opportunity for all ELT professionals who seek to expand their knowledge and gain useful insights which may well assist them with their teaching practice in the English language classroom. All are welcome!
Social Networking behind student lines with MixiSteve McCarty
Presentation at Wireless Ready 2008 at NUCB graduate school in Nagoya, Japan, by Professor Steve McCarty. Social networking with students provided a supplementary online dimension beyond a class or even graduation. This presentation describes the SNS and the socioculture behind the technology.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Every summer since 2012, YSCJ has brought together students from a diverse range of countries,
cultures and backgrounds to study and learn together in the beautiful environment of Fukuoka, Japan.
Through our leadership program, design-innovation course, and various classes and outdoor activities,
the Summer School is designed to help youth realize their potential by providing an environment in
which they can truly appreciate and understand global perspectives, while practicing how to identify and
solve problems on their own, and developing the strength to overcome challenges.We are eager to
meet students who want to challenge themselves and who can be open minded, respectful
members of an international community dedicated to learning and self improvement. We hope
that you are one of these students, and that you will join us in fukuoka for a life-changing
summer experience!
Othello Essays On Jealousy. Jealousy In Othello Essay TelegraphKate Hunter
Jealousy Theme in "Othello" by William Shakespeare Free Essay Example. Explore Shakespeare's presentation of jealousy in 'Othello' - GCSE .... Othello Essay Is Jealousy Solely To Blame For The Tragic Events. - GCSE .... Jealousy in Othello. Othello Essays On Jealousy.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Symposium on Utilizing Emerging Technologies and Social Media to Enhance EFL ...Steve McCarty
This symposium presentation at the International Association of Applied Linguistics AILA 2014 World Congress in Brisbane, Australia examines the impact and potential of communication technologies in learning EFL. Case studies focusing on higher education in Japan show how mobile technologies and social media could improve language acquisition in Asian EFL contexts and beyond. Teaching with sound pedagogies and communication technologies, accessed by computers and hand-held devices, can bring about better outcomes through ubiquitous language learning. Impacts can span from better language comprehension to active involvement in learning communities generated in cyberspace. This symposium will thus detail how these emerging technologies are utilized to reform EFL classroom practices. The international presenters, based at five different universities, will theoretically and practically examine factors for successful EFL learning with emerging technologies. M-learning can generate contexts for active learning with learners as agents and creators rather than spectators or recipients of knowledge. We will particularly examine a) how to implement m-learning in institutional settings, b) what makes learners willingly use mobile devices and become involved in social contexts they themselves generate, and c) how teachers can help learners with scaffolding to develop agency as individuals who voluntarily engage with the social context. Among the emerging technologies demonstrated are Social Media, such as Facebook and Twitter, media players like iPods, tablet computers like iPads, iBooks Author for interactive, illustrated, multimedia artifacts that students can also create, and blended e-learning using a content management system and smart phones for m-learning. These studies will shed light on motivational attitudes towards these technologies for language learning, and measure how these tools have impacted L2 acquisition. This slideshow combining the five presentations in the symposium was lost after AILA failed to post it as promised, then rediscovered after five years.
Similar to Are You Listening? Responding to the Challenges of Diversity (Tottori JALT) (20)
How to Transform Your Classroom with AR and VRParisa Mehran
Are you looking for ways to keep your students motivated and engaged during English lessons? Using Augmented Reality (AR) and Virtual Reality (VR) is one surefire way to do so. These cutting-edge technologies are more than just gimmicks; you can use them to transform your classroom. With AR, you can bring learning to life, and with VR, you can bring the world to your classroom or take your classroom out into the world. This workshop explores how to use AR and VR to change your classroom into a whole new dimension. To fully participate in this hands-on workshop, please BYOD.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
“Write 4 Change”: Cultivating Autonomous, Global EFL Learners through BloggingParisa Mehran
The process approach to L2 writing has gained momentum over the past two decades, as this approach encourages autonomy, reflection, collaboration, creativity, and exploration, and enables learners to become more engaged in the writing process. Technology has also grown in popularity in ELT, and blogging for L2 writing has been recommended to promote critical reflection and collaborative interaction within socially mediated online learning platforms. The purpose of this poster presentation is to explore how the application of a collective class blog, titled “Write 4 Change” http://write4change.edublogs.org/, facilitated the L2 writing process, promoted co-construction of L2 knowledge through social interaction, and cultivated autonomy, critical thinking, and global awareness in EFL learners via writing for social change. The tech tools which were incorporated within the blog will also be introduced and demoed. For example, Popplet, a mind-mapping tool used for the planning phase, will be introduced. The use of Google Docs and Draftback for online collaborative writing and e-peer feedback, will be discussed as well.
Physically Banned yet Virtually Connected at EUROCALL2017: How Technology Ove...Parisa Mehran
In the world that we live in now, exclusion is becoming legally permissible, and technology has the power to resist by making bridges and surpassing the offline borders in the online, borderless environment. In this presentation, I will share my visa story and the details of my UK visa denials which eventually banned me from attending EUROCALL2017. Despite being denied, the EUROCALL team helped me overcome the political barriers and be part of EUROCALL2017 with the help of technology. I will discuss how I was provided with opportunities for remote participation especially through Virtually Connecting, which is an open connected learning community that aims to facilitate virtual participation in academic conferences for those who cannot be physically present at conferences. I will also talk about other Open Educational Practices occurred at EUROCALL2017, for example, tweeting and live broadcasting. I will further explain the differences I found between attending a conference onsite and online. Moreover, I will introduce the EUROCALL "Access and Inclusion" working group and the efforts that the committee is making to create more inclusive, diverse, and open educational opportunities. Finally, I would like to speak briefly about my PhD research project, titled Osaka University Global English Online (OUGEO), which I planned to present on at EUROCALL2017.
Debunking Stereotypes about Middle Eastern Women in the EFL Classroom Parisa Mehran
The presenters are both teaching English in the Japanese university context: one is Canadian, and the other is Iranian. In this presentation, we first share our personal narratives focusing on Iran, the first presenter’s homeland, and Pakistan, which the second presenter visited. We then talk about our collaboration in our English classrooms to dispel stereotypes about Middle Eastern women. We introduce our projects (e.g., “I Am More Than A Stereotype: Meet An Iranian Woman”, “Exploring Stereotypes”, and “Write4Change”) aimed at helping our learners reflect upon these existing stereotypes, and the impact of these misconceptions on attitudes towards the identity of these women. We also discuss how technology helps us fulfill our goals of challenging stereotypes.
Building Global Awareness and Responsible World Citizenship through Augmented...Parisa Mehran
English language education no longer focuses merely on building and improving language skills, but also aims to develop independent-thinking learners and socially-responsible global citizens. Teachers play a vital role in helping achieve this. In this poster presentation, we report on our two projects, titled “How Can I Change the World? Bookmarks for Puerto Rico” and “A Virtual Trip to the Unseen Iran”, that we designed to encourage critical thinking, cultivate empathy, dispel stereotypes about the Middle East with the focus on Iran, and develop global awareness in our students. First, we introduce the projects and share the story behind them. Next, we explain what augmented reality (AR) and virtual reality (VR) are and how they can be used to enhance student learning, increase motivation and engagement, and improve the classroom environment. We also discuss how these cutting-edge technologies, also known as “empathy machines”, can be integrated into classroom activities to build global awareness and responsible world citizenship. Finally, we demo how we used augmented and virtual realities in our projects to create active, engaging, three-dimensional learning environments in which students come out of their seats and traveled to Puerto Rico and Iran.
Connecting to Puerto Rico through Augmented and Virtual RealitiesParisa Mehran
After a massive hurricane hit Puerto Rico in September 2017, Antonio Vantaggiato, a professor at the Universidad del Sagrado Corazón in San Juan, started a campaign on social media for his students, asking people to send postcards of encouragement. In response, we designed a corresponding project for our university classes in Japan, titled “How Can I Change the World: Bookmarks for Puerto Rico”. We chose bookmarks as an “educational” item on which our students could write encouraging messages in English, and which could then become a keepsake for the Puerto Rican students. Through the use of virtual reality (VR), our students were able to “travel” to Puerto Rico to experience the devastating results of the hurricane. They were also able to explore the campus of the Universidad del Sagrado Corazón through 3D images. We also utilized augmented reality (AR) to bring our #care4sagrado message to life. Our learning objectives in this project were to teach our EFL Japanese learners to empathize and to become caring global citizens. In this presentation, we demo our AR-generated message and introduce the AR app we used to create it.
Being an Iranian Woman Today イラン人女性として現代に生きるということParisa Mehran
In this presentation, I will talk about the challenges and opportunities of being an Iranian woman today. I will challenge existing stereotypes and misunderstandings about Iranian women by sharing personal narratives and by recounting stories of Iranian women in power and leadership.
この発表では、イラン人女性として現代を生きる上での困難と機会についてお話します。イラン人女性に対しては様々な偏見や誤解がありますが、今日は私の個人的な経験や、リーダーシップを持って力強く生きているイラン人女性たちのことをお話することで、ステレオタイプを打ち破っていきたいと思います。
How Can I Change the World: Postcards for Puerto RicoParisa Mehran
Here are some responses by EFL Japanese learners to the question "How Can I Change the World". The students then learned about Puerto Rico and wrote their messages to the students at Universidad del Sagrado Corazón.
Developing a Blended Course: Why Quality MattersParisa Mehran
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.
Multimodal e-Feedback in an Online English CourseParisa Mehran
This study aims to explore the use of online interaction platforms and web-based tools to provide multimodal electronic feedback in an online English course. Additionally, the current study has examined how Japanese learners of English perceive the feedback they have received on their online writing and speaking tasks. The perceived usefulness of the provided feedback was also investigated in relation to learner collaboration and sense of presence in the online course.
I Am More Than A Stereotype: Actions and Stories for Diversity Awareness and ...Parisa Mehran
The SIETAR Japan Special Interest Group Living Within Diversity (LiDi) was created in recognition that diversity exists within every cultural group, and that it is necessary to understand this diversity to prevent stereotypes and profiling, as well as to promote respect and inclusion. In today’s world of turmoil and increasing efforts to exclude those who are different and labeled dangerous or inferior, it is imperative that educators, researchers, trainers, and organizations increase efforts to act as agents of change and build environments of tolerance and acceptance; environments in which everyone can feel respected and safe.
LiDi was formed to provide opportunities for SIETAR members to exchange dialogues for facilitating awareness and empathy with Others in Japan and outside its borders. In keeping with this year’s conference theme of “Promoting Equity and Social Change: Acknowledge the Diversity Within”, Living in Diversity (LiDi) Special Interest Group members will share their personal experiences of diversity and social change as well as share ideas for promoting diversity awareness, equity and social change in classroom and training settings. Presenters will share their experiences with participants in a roundtable style workshop, allowing for more personal and deeper discussions. Participants will have opportunities to take active roles in listening and joining various discussions.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Are You Listening? Responding to the Challenges of Diversity (Tottori JALT)
1. ~ Tottori JALT Presents ~
Language Teaching Workshop 1:
"I am More Than a Stereotype":
Stories of Change and Hope
Presenter: Parisa Mehran of Osaka University
パリサ メへラン(大阪大学)
Language Teaching Workshop 2:
Bridging the Gap Between Ideal and Reality:
Diversity Awareness in Action
Presenter: Gerry Yokota of Osaka University
ジェリー ヨコタ(大阪大学)
Location: Tottori University 鳥取大学(湖山キャンパス)
When: March 17 3 月 17 日
Time: 14:00pm ~ 16:00pm (Room opens from 13:45) (Please be seated by 13:55)
Cost: JALT Members are FREE. Non-JALT Members are 1000 Yen. Students are 500 Yen. JALT 会員は無料、非会員は 1000 円、学生割引は 500 円。
Event information, presentation abstracts, presenter bios, or questions: • Email tottori.jalt@gmail.com
• Tottori JALT Homepage https://sites.google.com/site/tottorijalt/ and https://jalt.org/groups/chapters/tottori
• Tottori JALT Facebook page https://www.facebook.com/Tottori.JALT
Sign-up and receive the Tottori JALT Events & Information E-Newsletter at: http://eepurl.com/cwqoPr
For up-to-date information, please visit: https://sites.google.com/site/tottorijalt/
~ Tottori JALT Presents ~
Language Teaching Workshop 1:
"I am More Than a Stereotype":
Stories of Change and Hope
Presenter: Parisa Mehran of Osaka University
パリサ メへラン(大阪大学)
Language Teaching Workshop 2:
Bridging the Gap Between Ideal and Reality:
Diversity Awareness in Action
Presenter: Gerry Yokota of Osaka University
ジェリー ヨコタ(大阪大学)
Location: Tottori University 鳥取大学(湖山キャンパス)
When: March 17 3 月 17 日
Time: 14:00pm ~ 16:00pm (Room opens from 13:45) (Please be seated by 13:55)
Cost: JALT Members are FREE. Non-JALT Members are 1000 Yen. Students are 500 Yen. JALT 会員は無料、非会員は 1000 円、学生割引は 500 円。
Event information, presentation abstracts, presenter bios, or questions: • Email tottori.jalt@gmail.com
• Tottori JALT Homepage https://sites.google.com/site/tottorijalt/ and https://jalt.org/groups/chapters/tottori
• Tottori JALT Facebook page https://www.facebook.com/Tottori.JALT
Sign-up and receive the Tottori JALT Events & Information E-Newsletter at: http://eepurl.com/cwqoPr
For up-to-date information, please visit: https://sites.google.com/site/tottorijalt/
Parisa
Mehran
Gerry
Yokota
Parisa
Mehran
Gerry
Yokota
2. ~ Tottori JALT Presents ~
Language Teaching Workshop 1: ( ワークショップ1 )
"I Am More Than A Stereotype": Stories of Change And Hope
ステレオタイプからの脱出:希望と変化についての物語
Presenter: Parisa Mehran of Osaka University
パリサ メへラン(大阪大学)
Language Teaching Workshop 2: ( ワークショップ2 )
Bridging the Gap Between Ideal and Reality: Diversity Awareness in Action
理想と現実の狭間を埋めるにために:多様性を意識した行動とは?
Presenter: Gerry Yokota of Osaka University
ジェリー ヨコタ(大阪大学)
Location: Tottori University 鳥取大学(湖山キャンパス)
In Room C (2F) of the Kōhō Center, which is just inside the main gate
広報センター(2F)C 室(正門を入ってすぐの左側にある建物です)
When: March 17th (Saturday) 3 月 17 日(土)
Time: 14:00pm~ 16:00pm (Room opens from 13:45) (Please be seated by 13:55)
Workshop 1: Parisa Mehran (of Osaka University) will discuss how to fight against negative stereotypes and behavior
towards others, using both her experiences in Iran and her own experiences as an Iranian English teacher living in Japan.
ワークショップ1では、大阪大学のパリサ・メヘラン氏が、祖国であるイランと日本、両国で英語を教え
てきた経験から、ネガティブな典型とどう向き合うかについて話します。
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Workshop 2: Gerry Yokota (of Osaka University) will discuss how educators can encourage inclusion and awareness of
diversity within their classrooms and educational institutions. In today's increasingly diverse and globalized world, this
is an important topic to which all educators must give their consideration.
ワークショップ2では、同じく大阪大学のジェリー・ヨコタ氏が、教育者がどのようにして教育環境の中
での多様性をとらえ、教授する中に組み込んでいくかについてお話します。グローバル化が進む現代にお
いて、教育する側の多様性への意識というのは、非常に重要な論題です。
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Workshop One Abstract: This presentation is a journey to my activism and identity reconstruction as an Iranian English teacher/researcher in Japan
by recounting my critical events—unexpected incidents that significantly influence an individual—and my personal narratives—stories which we tell
ourselves and others about our personal lived experiences. I will discuss how these incidents and stories have changed my life and how I am trying different
ways to be a change agent to dispel stereotypes about my identity. I will introduce my weblog, titled “I Am More Than A Stereotype”, where I write about
my ouch moments in the hope of eliminating macro and microaggressions, defined as “the everyday verbal, nonverbal, and environmental slights, snubs, or
insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to target persons based solely upon their
marginalized group membership”, and stereotypes by making the invisible visible. I will also explain and illustrate how I create classrooms of and for
activism by integrating my weblog into my lessons and by introducing the real Iran and Iranian people behind the news to my students. I will further offer
a display of items that tangibly represent stages of my journey and identity formation.
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Workshop Two Abstract: In my follow-up session, I will facilitate discussion about how educators can and should be responding to the voices of people
like Parisa. Are we making as much effort as she is to be change agents and dispel stereotypes, or could some of us be a little too comfortable with an
inequitable status quo? I have over a decade of experience serving as chair of human rights and sexual harassment committees at my university, and offering
diversity training in FD and PD seminars for both high school teachers and university professors through our Open University and Teaching and Learning
Support Center, especially for professors using EMI in classes with international students. But I am acutely aware that all too often, the programs and
publications offered by our institutions are little more than superficial PR hype that fails to address the realities on our campuses. How can we move beyond
talking the talk to walking the walk? As a bridge or springboard (diving board?) for discussion, I propose that we discuss the JALT Code of Conduct, a short
one-page document that is easily accessible on the website, and explore the roles we are challenged to play in realizing the ideals we profess to uphold.
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Parisa Mehran's Bio Data: PhD candidate at Osaka University. Born and raised in Tehran. Parisa holds an MA in Teaching English as a Foreign Language (TEFL)
from Alzahra University, Tehran, Iran. Her research interests include Computer Assisted Language Learning (CALL), online/blended course design, AR/VR applications
in ELT, teaching English for peace and social change, and global issues in ELT. Parisa also actively gives talks about the real Iran and the Iranian people behind the news.
Gerry Yokota's Bio Data: Professor of English and Contemporary Interdisciplinary Cultural Studies at Osaka University. In her teaching and research, she takes
a cognitive linguistic approach to academic writing, critical thinking, and the representation of gender and culture. In the area of professional service, she has over a
decade of experience offering diversity training in FD and PD seminars for both high school teachers and university professors, especially for those using EMI in classes
with international students. She has also served as chair of her faculty’s human rights committee and the university-wide sexual harassment subcommittee.
Cost: JALT Members are FREE. Non-JALT Members are 1000 Yen. Students are 500 Yen. JALT 会員は無料、非会員は 1000 円、学生割引は 500 円。
Event information, presentation abstracts, presenter bios, or questions: • Email tottori.jalt@gmail.com
• Tottori JALT Homepage https://sites.google.com/site/tottorijalt/ and https://jalt.org/groups/chapters/tottori
• Tottori JALT Facebook page https://www.facebook.com/Tottori.JALT
JALT membership information: (for various JALT member-only privileges and discounts) • Membership page http://jalt.org/main/membership
Sign-up and receive the Tottori JALT Events & Information E-Newsletter at: http://eepurl.com/cwqoPr
There will be something for everyone, whether you teach elementary school, JHS, high school, or university level students.
対象となるのは、英語教育に関わるすべての人で、小中学生から、高校生、大学生、社会人に英語を教えておられる方は、是非この機会にお越し下さい。
For up-to-date information, please visit: https://sites.google.com/site/tottorijalt/
後援:鳥取県教育委員会、鳥取市教育委員会、倉吉市教育委員会、新日本海新聞社
Parisa
Mehran
パリサ
メヘラン氏
Gerry
Yokota
ジェリー
ヨコタ氏
後援名義↯