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Distinguished Speaker presentation at the International Webinar held on October 1, 2020 in New Delhi by the School of Foreign Languages, Indira Gandhi National Open University. This presentation shows 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 preferably low bandwidth, and useful for teachers as well as students.

Global Faculty Development for Online Language Education

Steve McCarty

The author's 40th Slideshare is the opening presentation at the Online Teaching Japan Summer Sessions on August 24, 2020 at 10-11:30 (Watch for the Zoom URL or recording later). This presentation places online education in a disciplinary context, charting historical, pedagogical, institutional and cultural dimensions of e-learning. The evolution of online academic conferences will be of particular relevance to this event. Online education will be seen in a broad sense, and as a pan-disciplinary set of meta-skills beyond subject matter expertise.

Online Education as an Academic Discipline

Steve McCarty

Bilingualism and Language Acquisition

Steve McCarty

WAOE_Zoom_Webinar_May_2020

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.

Symposium on Utilizing Emerging Technologies and Social Media to Enhance EFL ...

Steve McCarty

Workshop at the International Conference on Humanities and Social Sciences, Prince of Songkla University, Thailand, on May 3, 2019. The keynote address by the presenter is also here on Slideshare. This two-hour hands-on workshop in a computer lab starts with a history of e-learning and a method of placing mobile learning in historical, cultural, and disciplinary contexts. Another original formulation is (four) Levels of Involvement with ICT (or other technologies). Participants are shown how to set up a free Google Scholar Citations Profile and e-Portfolio, with other suggestions for Web presence and academic networking. A number of mobile language learning apps are introduced, with particular reference to the Southeast Asian setting.

Thailand 2019 Workshop on e-Learning and Mobile Language Learning

Steve McCarty

Opening keynote address on "Disruptive Technology and the Calling of Humanities and Social Sciences" at the 11th International Conference on Humanities and Social Sciences, at Prince of Songkla University in Hat Yai, Thailand on 2 May 2019. The conference theme is Global Digital Society: Impacts on Humanities and Social Sciences. The topic of disruptive technology and our calling could not be more suitable for someone who works on international faculty development by leading the World Association for Online Education since 1998. At the same time, the author has worked for the impact to go the other way, from the Humanities and Social Sciences to new technologies, which tend to be rudderless or even dangerous unless guided by ethics, and, in education, pedagogy. In collaboration with Prof. Gráinne Conole (National Institute for Digital Learning, Dublin City University, Ireland), the presentation includes a history of e-learning.

Thailand 2019 e-Learning Keynote Address

Steve McCarty

Improving University Rankings through Google Scholar Profiles

Steve McCarty

Traditional Japanese Culture

Steve McCarty

Contemporary Japanese Society

Steve McCarty

Vietnamese Students and TV Crew Visit Kansai University Class

Steve McCarty

Japanese Society and Economics

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Brief presentation to the Osaka Jogakuin University faculty. Defining by contextualizing. Difference between a field and a discipline. Mobility of the learner rather than of devices is key. This presentation is not about specific mobile-assisted language learning (MALL) techniques; it is about characterizing mobile language learning and placing its practice in its cultural, disciplinary, and temporal contexts. This method can be applied to understand and define technical concepts, academic fields or disciplines.

The Mobile Language Learning Field

Steve McCarty

Japanese People and Society (for JICA, 2015 update)

Steve McCarty

A presentation by Professor Steve McCarty at the Minpaku Linguistics Circle, National Museum of Ethnology, Suita, Osaka, 20 July 2014 ABSTRACT Dictionary definitions tend to be circular, as in: big means large and large means big, so for all these years have they been getting away with not truly defining words? What would it mean for a bilingual dictionary to define words fully or sufficiently, particularly so that their situational usage would be clear enough to convey how to use them appropriately for intercultural communication? Is it now possible to create dictionaries that define words in their fuller dimensionality? When it comes to technical terms in academic fields, abstract definitions may fail to contextualize terms that are sensitive to changes over time, new media, and so forth. Moreover, what is the difference between a field and a discipline? The author will illustrate the problem with three terms that tend to be used synonymously or defined without regard to their historical and disciplinary development: distance education, e-Learning, and online education. The main focus of this presentation will be a chart that illustrates the method to define technical terms more clearly and fully than before, by contextualizing them in three relevant dimensions: cultural / institutional, disciplinary, and historical / temporal contexts. This approach will be applied to examples including e-learning in language education, from past to future. Participants will also be able to try the method with the handout form, and see if their chosen field or concept is defined in fuller dimensionality. Questions and comments are most welcome for a wide-ranging discussion. Author’s online library of publications, in English: http://www.waoe.org/steve/epublist.html or in Japanese (日本語版): http://www.waoe.org/steve/jpublist.html

A Multidimensional Approach to Definitions, Applied to e-Learning in Language...

Steve McCarty

Ubiquitous Language Learning (2014 AILA World Congress presentation)

Steve McCarty

JALT Matsuyama 30th Anniversary: Bilingualism for Language Teaching

Steve McCarty

International Marriage and Bilingualism - with Fun Quiz answers

Steve McCarty

International Marriage and Bilingualism

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While Google Scholar is useful to find reliable research sources, it is increasingly used also to evaluate the academic output of individuals and higher education institutions. For an article published in 2013, the author investigated the criteria utilized by eight prominent higher education ranking organizations. Online factors, providing data that are convenient and economical to gather, such as the number of pages found by Google in a university’s domain on the open Web, were found to play an increasing role in the ranking criteria. When institutions, particularly in Japan, punch below their weight in national and international rankings, they could benefit from optimization strategies to align their Web presence with the algorithms by which their academic output is measured. Moreover, Google Scholar has the added dimension of data on individual authors who can, in the aggregate, contribute to the ranking of their institutions. Citations in particular, the gold standard of peer recognition, are utilized in rankings as counted by Google Scholar, but its automatic algorithms may find only a fraction of the citations to individuals’ publications. To remedy what individuals can affect, certain online formats and campus research repositories are recommended, while each individual author can develop a Google Scholar Profile for fuller recognition. The presenter has observed how new additions to a campus repository soon result in an uptick of citations found by Google Scholar. Participants will thus learn how to customize Google Scholar Profiles and other optimization strategies to raise their academic profile and that of their institutions.

Raising your Academic Profile with Google Scholar (JALT 2013)

Steve McCarty

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