Panel description: Some of SIETAR Kansai’s ongoing goals include involving young people and informing our members of little known topics, as well as stimulating thinking about taken-for-granted stereotypes. With that in mind, we have invited three young people from Iran, who live and work in Japan, to share their experiences and perspective with us. Rather than a usual presentation, we will have an informal panel where our guests will answer questions about why they came to Japan, what they are doing, and their views on various topics. Audience members will also be able to engage with our guests.
The need for the best human resources is can not be denied anymore. The definition of the best is not just those who excelent in skill / ability in their respective fields but good in adaptation, self-placement and humanities skills, including mastery of a foreign language. Commonly used foreign language is English, but especially in the Japanese investment firms, there are still many who demanded the staff for a bit much master the Japanese language, for smooth work and assignments. A common misconception is because the local staff did not understand Japanese and only rely on the English language, while on the other hand Japan using Japanese staff with very minimal mastery of the English language and will also Indonesian.
New Frontiers in Pattern Languages of Practices (Takashi Iba, PLoP2023)Takashi Iba
Lightning Talk by Takashi Iba, Ph.D. in media and governance, Professor at Faculty of Policy Management, Keio University.
at the30th Conference on Pattern Language of Programs (PLoP2023), IL, USA, Oct. 25, 2023
In this talk, I will present the new frontiers in pattern languages of practices. Historically, the concept of pattern languages originated in the 1970s as a design language for "Places" and was later applied to the domain of "Programs." Subsequently, it found applications in areas like education and organizational change, which can be considered as "Practices." In other words, the pattern language has evolved from Places, to Programs, and then to Practices. In the course of the development, we, Iba Lab and CreativeShift, Inc., have developed patterns across various fields within pattern languages of practices, writing over 3,000 patterns in more than 90 areas of practices over the past 20 years. Reflecting on our journey, we have identified five types within what is broadly labeled as "Practices": (1) Profession and Work, (2) Meta-Pattern Language, (3) Everyday Life, (4) Journey of Life, and (5) Forming Society. This talk will particularly focus on the last three types of pattern languages of practices — Everyday Life, Journey of Life, and Forming Society. We will share our own cases and experiences, including a pattern language for a good digital society, which was recently published by the Digital Agency of the Japanese Government.
Pre-Service Teacher Education at Osaka University: A Reflective Report on the...Mehrasa Alizadeh
Pre-service teacher education is highly important at research-focused universities. At such institutions, training is mostly centered on conducting research while there is minimal focus on educating students in course design and teaching. To bridge this gap, the Center for Education in Liberal Arts and Sciences, Teaching and Learning Support Division at Osaka University has established an advanced liberal arts program called the Future Faculty Program (FFP). This program targets graduate students wishing to pursue a career in academia. Having completed the program herself, the presenter will provide the audience with a reflective report on the FFP, its strengths and limitations.
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.
More Related Content
Similar to SIETAR Kansai Meeting — April 2017 Panel: Young Voices from Iran
The need for the best human resources is can not be denied anymore. The definition of the best is not just those who excelent in skill / ability in their respective fields but good in adaptation, self-placement and humanities skills, including mastery of a foreign language. Commonly used foreign language is English, but especially in the Japanese investment firms, there are still many who demanded the staff for a bit much master the Japanese language, for smooth work and assignments. A common misconception is because the local staff did not understand Japanese and only rely on the English language, while on the other hand Japan using Japanese staff with very minimal mastery of the English language and will also Indonesian.
New Frontiers in Pattern Languages of Practices (Takashi Iba, PLoP2023)Takashi Iba
Lightning Talk by Takashi Iba, Ph.D. in media and governance, Professor at Faculty of Policy Management, Keio University.
at the30th Conference on Pattern Language of Programs (PLoP2023), IL, USA, Oct. 25, 2023
In this talk, I will present the new frontiers in pattern languages of practices. Historically, the concept of pattern languages originated in the 1970s as a design language for "Places" and was later applied to the domain of "Programs." Subsequently, it found applications in areas like education and organizational change, which can be considered as "Practices." In other words, the pattern language has evolved from Places, to Programs, and then to Practices. In the course of the development, we, Iba Lab and CreativeShift, Inc., have developed patterns across various fields within pattern languages of practices, writing over 3,000 patterns in more than 90 areas of practices over the past 20 years. Reflecting on our journey, we have identified five types within what is broadly labeled as "Practices": (1) Profession and Work, (2) Meta-Pattern Language, (3) Everyday Life, (4) Journey of Life, and (5) Forming Society. This talk will particularly focus on the last three types of pattern languages of practices — Everyday Life, Journey of Life, and Forming Society. We will share our own cases and experiences, including a pattern language for a good digital society, which was recently published by the Digital Agency of the Japanese Government.
Pre-Service Teacher Education at Osaka University: A Reflective Report on the...Mehrasa Alizadeh
Pre-service teacher education is highly important at research-focused universities. At such institutions, training is mostly centered on conducting research while there is minimal focus on educating students in course design and teaching. To bridge this gap, the Center for Education in Liberal Arts and Sciences, Teaching and Learning Support Division at Osaka University has established an advanced liberal arts program called the Future Faculty Program (FFP). This program targets graduate students wishing to pursue a career in academia. Having completed the program herself, the presenter will provide the audience with a reflective report on the FFP, its strengths and limitations.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
SIETAR Kansai Meeting — April 2017 Panel: Young Voices from Iran
1. SIETAR Kansai meeting -- April 2017
Panel: Young Voices from Iran
Panelists: Ali Khajuee (car designer)
Mehrasa Alizadeh (PhD candidate, Osaka University)
Parisa Mehran (PhD candidate, Osaka University)
Date: Saturday, April 22, 2017 (14:00pm - 17:00)
Place: Nishinomiya Daigaku Koryu Center (ACTA East Tower 6F) Room 2
2 minutes from Hankyu Nishinomiya Kitaguchi station
Tel: (0798) 69-3155 http://www.nishi.or.jp/homepage.daigaku/
Fee: Free for members and students; 500 yen for non-members
Language: English
Social event: We will have a meal after the session at a nearby restaurant. Reservations for
dinner required by Tuesday, April 18. Contact fujimotodonna@gmail.com
Panel description: Some of SIETAR Kansai’s ongoing goals include involving young
people and informing our members of little known topics, as well as stimulating thinking
about taken-for-granted stereotypes. With that in mind, we have invited three young people
from Iran, who live and work in Japan, to share their experiences and perspective with us.
Rather than a usual presentation, we will have an informal panel where our guests will answer
questions about why they came to Japan, what they are doing, and their views on various
topics. Audience members will also be able to engage with our guests.
Panelists:
Ali Khajuee was born in Shiraz, Iran, and has lived in several cities including Tehran,
Gachsaran, a small city in the south of Iran, and now in Kobe. He received a Master’s of
Industrial Design from the University of Tehran, and he has worked for four years in different
fields, including product design, branding, advertising, and web design. In Japan he received
another Master’s degree from Kobe Design University and is currently a car designer for
Daihatsu.
2. Mehrasa Alizadeh was born in Babol, a city in the north of Iran and moved to Tehran where
she earned a BA in English Language and Literature and an MA in Teaching English as a
Foreign Language (TEFL) from Allameh Tabatabai University, Tehran. She taught English at
Iran Language Institute (ILI) for eight years. She came to Japan in 2014 on a Japanese
government scholarship (Monbukagakusho). She is currently a PhD candidate at Takemura
Lab, Informedia Education Division, Cybermedia Center, Osaka University, where she is
collaborating with Parisa Mehran designing, developing, implementing, and evaluating a
blended course of Academic English targeting Japanese learners. Her main research interests
include computer assisted language learning (CALL), online course development/quality
assessment, and AR/VR (augmented reality/virtual reality) applications in language teaching.
Parisa Mehran was born and raised in Tehran. She has a BA in English Language and
Literature and an MA in Teaching English as a Foreign Language (TEFL), from Alzahra
University, Tehran. She has taught English for academic purposes (EAP) at Alzahra
University, and received a Japanese government scholarship (Monbukagakusho) in 2014. She
is currently a PhD candidate at Takemura Lab, Informedia Education Division, Cybermedia
Center, Osaka University. Her research interests include computer-assisted language learning
(CALL), online course design, and AR/VR (augmented reality/virtual reality) applications in
ELT. Her doctoral dissertation concerns the design, development, implementation, and
evaluation of an online course for teaching academic English to Japanese undergraduate
students at Osaka University.
Ali Khajuee Mehrasa Alizadeh Parisa Mehran