This presentation discusses opportunities for online and global faculty development brought about by the COVID-19 pandemic. It suggests using technologies like Zoom, Flipgrid, podcasts and social media for remote teaching. Low-cost and easy-to-use tools are recommended along with mobile apps and online resources for language learning. Strategies are presented for universities and individuals to improve internationalization, research visibility, and global rankings.

1. Photo of Greek art about 500 BC by Douris, by Pottery Fan, 2009, CC BY-SA3.0
https://commons.wikimedia.org/wiki/File:Douris_Man_with_wax_tablet.jpg
Distinguished Speaker: Prof. Steve McCarty, Japan
International Webinar on New Spaces and Emerging Dialogues:
Fresh Perspectives on Teaching / Learning of Foreign Languages.
New Delhi: Indira Gandhi National Open University (IGNOU) &
Commonwealth Educational Media Centre for Asia (CEMCA)
October 1, 2020, 11:35 a.m. – 12:15 p.m. [UTC+5.5 hours]

2. New Spaces and Emerging Dialogues
PRESENTATION ABSTRACT
This presentation will show how global faculty development represents
surprisingly specific actions to bring educators and university faculties up to
global academic standards. We could be heroes with online presence and
achievements that bring individual recognition and higher global rankings.
In the current world situation, teaching online is suddenly universal, and
lifestyles will continue largely online. For language teachers, the presentation
will consider many educational technologies, whether needing high data
processing or low bandwidth, and useful for students or teachers.
ABOUT THE PRESENTER
Steve McCarty was born in Boston and became a full Professor in Japan.
He lectures for Osaka Jogakuin University and the Japanese government
international agency JICA. Since 1998 he is the World Association for Online
Education (WAOE) President. At Kansai University from 2015-2020 he held a
unique Global Faculty Development position. He is a highly cited author on
e-learning, bilingualism, language teaching, Japan, Asia, and academic life.
Homepage: https://japanned.hcommons.org

3.  A Global Faculty Development (FD) position at Kansai University
from 2016-2020 revealed what Global FD could specifically involve
 Worldwide research findings on English-medium instruction
 How university presidents respond to competitive pressures
 How university departments respond to the administration
 What university departments urge faculty members to do
 What kinds of FD programs are offered at Kansai University
 What faculty members said they needed, which was different
from the FD offered, and more like what the presenter envisions
McCarty, S. (2019, February). Meeting global faculty development needs
in Japan. Tokyo: Child Research Net – Language Development & Education.
https://www.childresearch.net/papers/language/2019_01.html

4.  Online education as an academic discipline is a pan-disciplinary
set of meta-skills and knowledge beyond subject matter expertise,
an auxiliary discipline now needed by educators worldwide.
McCarty, S. (2020, August 24). Online Education as an Academic Discipline.
Opening presentation at the Online Teaching Japan Summer Sessions.
https://www.slideshare.net/waoe/online-education-as-an-academic-discipline
Zoom recording on YouTube: https://www.youtube.com/watch?v=Cgt6glGRKw8
 “The educational community now has the global community in
our purview, hence a greater responsibility to engage in professional
development, international collaboration, and sharing” (p. 6).
McCarty, S., & Panhathodi, R. (2020). How Asian universities can rise to the
current challenge – Interview with World Association for Online Education
President Steve McCarty in Japan. Education India Journal, 9(2), 3-8.
http://educationindiajournal.org/r_online.php?id=99

5.  "Now that educators worldwide are forced into emergency
remote teaching, it is no longer the duty or responsibility of
someone else. Blended learning and lifelong online learning are
here to stay, so it is up to each educator to develop the skills to
make online education effective, whether we have the luxury of
face-to-face classes or not" (McCarty & Panhathodi, 2020, p. 6).
 Original source for the concept of emergency remote teaching:
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27).
The difference between emergency remote teaching and online learning.
Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-
emergency-remote-teaching-and-online-learning

6. Synchronous videoconferencing, e.g., through Zoom or Google Meet
can be expected, or useful if all the participants can access it smoothly
José Domingo Cruz - ZOOM and Synchronous Emergency Remote Teaching (ERT):
Best Practices (2020, May) [Video]. https://www.youtube.com/watch?v=FsgV0eaFLo4
However, classes need asynchronous communication channels, whether online
or blended. On-demand videos made by screencasting tend to be preferred by
busy students. Dr. Ramesh C. Sharma and the presenter suggest ‘Zoomcasting,’
whereby the teacher is seen at the beginning and end of the recorded video.
“In a post-pandemic world, not only will our classes be more blended (Kim,
2020), but also our lifestyle … Moreover, online distance education brought the
promise that learners in developing countries or in relative poverty could access
sources of knowledge for upward mobility. Those who survive in a world with
increasing bandwidth may be more likely to thrive” (p. 4).
McCarty, S. (2020, May). Post-pandemic pedagogy. Journal of Online Education:
Special Issue on Teaching Online during the 2020 Coronavirus Pandemic, pp. 1-5.
New York University. https://www.academia.edu/43227493/Post_Pandemic_Pedagogy

7. Find free or low cost technologies, relatively easy to use, with mobile
phone access, low data requirements, and pedagogically constructivist
 e-Portfolios – useful for professional careers or student-generated content:
students have voice, audience, or Website for classwork, e.g., https://mahara.org
 Flipgrid – student video presentations and class discussions posted online:
https://help.flipgrid.com/hc/en-us/articles/360053569714-Remote-Learning-with-Flipgrid
 Internet radio, podcasts, audioconferences, and other sound technologies
instead of video for low bandwidth users and everyday language practice
 Use social media with international colleagues and students, e.g., instant
messaging (IM) groups, or Facebook groups as a learning management system
Web search keywords and phrases for what you need. Be active in
language teaching organizations locally and internationally, join social
media educators’ groups, follow experts in your field, subscribe to free
e-mail lists and magazines such as: https://nikpeachey.blogspot.com/subscribe

8. Criteria for choosing mobile language learning apps: cross-platform
(Android, iOS, tablet, Web interface); fits your situation & pedagogy
 Web search phrases like “best free language learning apps” or reviews
 Mobile-Assisted Language Learning (MALL); History of e-Learning chart
(timeline); Levels of Involvement with ICT chart (technology use vs. study);
and a faculty example of setting up a Google Scholar Citations Profile:
McCarty, S. (2019). Thailand e-learning and mobile language learning workshop
report. Asian Journal of Distance Education, 14(1), 158-161.
http://asianjde.org/ojs/index.php/AsianJDE/article/view/294/267
 History of MALL in Japan, LINE (IM) Student Groups for foreign language
practice, sociocultural pedagogy [cf. constructivism vs. instructivism],
podcasting, iPads, flipped classroom, and a method for defining terms in new
fields such as e-Learning & Technology-Enhanced Language Learning (TELL):
McCarty, S., Obari, H., & Sato, T. (2016). Implementing mobile language learning
technologies in Japan. Singapore: Springer. Whole book available free at:
https://www.academia.edu/37986336/Implementing_Mobile_Language_Learning_Technologies_in_Japan

9.  Internationalization, publications and citations
 Research repositories useful for universities and individuals
 Website optimization according to Google Scholar criteria
 Methods and criteria of global university ranking organizations
 An ethic of openness:
McCarty, S. (2015). University Website optimization and Google Scholar
for academic recognition. Osaka Jogakuin College Journal, 44, 17-29.
https://www.academia.edu/11314887/University_Website_Optimization_and_Google_Scholar_for_Academic_Recognition
 Why and how career academics should set up and optimize a
Google Scholar Citations Profile:
McCarty, S. (2017). Setting up an effective Google Scholar profile. The
Language Teacher, 41(2), 31-34.
https://jalt-publications.org/node/27/articles/5753-setting-effective-google-scholar-profile