Florence Nightingale and Tips to Organize Your Life, Family, and Schedule as a Nurse
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Florence Nightingale was a famous British nurse who helped establish modern nursing. As a nurse, it's important to organize your life, family, and schedule. Some tips include creating schedules, making lists, setting boundaries between work and home, and communicating well with family about your needs and availability.
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How to Transform Your Classroom with AR and VR
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.
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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 Blogging
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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 Course
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 Blogging
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...
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
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...
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 Realities
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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
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 Rico
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 Matters
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 Course
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.
A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017
A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017
Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR ...
Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine
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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.
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In this presentation, we introduced the tech resources that we used in our blended course titled Osaka University Global English Online (OUGEO).
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In this presentation, I will be giving a short introduction to Iran. The kids at Kobe Bilingual School (KOBLIS) will get familiar with the Persian language, the history of Iran, and Iranian culture including cuisine, clothes, and music.
Moments of Love and Support
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https://beyondyourstereotypes.wordpress.com/2017/05/30/oh-you-are-a-terrorist/
A Journey to the Real Iran
Asst. Prof. Eric Hawkinson facilitated an exchange between students of The University of Fukuchiyama and people of different cultures aboard via Google Hangout and VR. Students talked about Persian culture during a talk, titled "A Journey to the Real Iran", and then visited the speaker's hometown, Tehran, via Google Earth VR. They also spoke to teachers and students of Mid-Michigan Community College and chatted about life in the countryside in Japan vs. US. Last they talked to someone actually living in the same community, trying to connect international activities at home.
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This presentation outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University, implemented 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 design and development of the blended course 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 development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. The use of Open Educational Resources (OERs) will also be expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits will be described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
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In recent years, there has been a burgeoning interest in augmented reality (AR) technologies, especially in educational settings to edutain students and engage them in their learning. Poster carousel task is also a popular activity in English language classrooms. This presentation demonstrates the results of the use of an AR application, called Blippar, to augment poster carousel tasks in a blended English course offered at Osaka University. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application is described, and the overall positive user experience is reported, along with displaying the samples of collaborative student-generated AR work. The rewards and challenges of having students design AR content are also discussed. Moreover, the implications of AR for English language teaching and learning, the pedagogical potentials afforded by this technology, and recommendations for further research are provided.
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5 Steps Helps You Ask Good Questions
Questions a Critical Thinker Asks
The Ultimate Cheatsheet for Critical Thinking
8 Essential Tips for Clear Communication in English
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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
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 Rico
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 Matters
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 Course
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.
A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017
A Virtual Trip to the Unseen Iran, MAVR SIG Forum, JALT2017
Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR ...
Students' Comments on Their Trip to the HeART of the Unseen Iran via the VR Empathy Machine
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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.
Tech Resources from Osaka University Global English Online (OUGEO)
In this presentation, we introduced the tech resources that we used in our blended course titled Osaka University Global English Online (OUGEO).
Let's Go to Iran
In this presentation, I will be giving a short introduction to Iran. The kids at Kobe Bilingual School (KOBLIS) will get familiar with the Persian language, the history of Iran, and Iranian culture including cuisine, clothes, and music.
Moments of Love and Support
Here are the moments of love and support I received after a life-changing incident in my life which made me an activist.
https://beyondyourstereotypes.wordpress.com/2017/05/30/oh-you-are-a-terrorist/
A Journey to the Real Iran
Asst. Prof. Eric Hawkinson facilitated an exchange between students of The University of Fukuchiyama and people of different cultures aboard via Google Hangout and VR. Students talked about Persian culture during a talk, titled "A Journey to the Real Iran", and then visited the speaker's hometown, Tehran, via Google Earth VR. They also spoke to teachers and students of Mid-Michigan Community College and chatted about life in the countryside in Japan vs. US. Last they talked to someone actually living in the same community, trying to connect international activities at home.
Designing and Developing a Blended Course: Best Practices for Japanese Learners
This presentation outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University, implemented 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 design and development of the blended course 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 development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. The use of Open Educational Resources (OERs) will also be expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits will be described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Learning by Design: Bringing Poster Carousels to Life Through Augmented Reali...
In recent years, there has been a burgeoning interest in augmented reality (AR) technologies, especially in educational settings to edutain students and engage them in their learning. Poster carousel task is also a popular activity in English language classrooms. This presentation demonstrates the results of the use of an AR application, called Blippar, to augment poster carousel tasks in a blended English course offered at Osaka University. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application is described, and the overall positive user experience is reported, along with displaying the samples of collaborative student-generated AR work. The rewards and challenges of having students design AR content are also discussed. Moreover, the implications of AR for English language teaching and learning, the pedagogical potentials afforded by this technology, and recommendations for further research are provided.
Discussion Topic: Communication and Critical Thinking
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Questions a Critical Thinker Asks
The Ultimate Cheatsheet for Critical Thinking
8 Essential Tips for Clear Communication in English
Improve English Communication Skills by Knowing How Conversations Fail
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
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Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
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- 2. Question 1: Who was Florence Nightingale?
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- 5. 10 Tips to Organize Your Life, Family, and Schedule as a Nurse http://allnurses.com
Editor's Notes
- https://learnenglishkids.britishcouncil.org/en/short-stories/florence-nightingale https://www.youtube.com/watch?v=ZQuxy3eaCiI
- http://allnurses.com/general-nursing-discussion/10-tips-to-1091247.html