This document contains a weekly report with sections for greetings, self-introduction, and updates on work. The report discusses attending a conference last week where the person learned a lot. This week, they will continue working on their paper and attend another conference or workshop to help with their research. The document closes with well wishes for success.
New Headway Intermediate - Unit 6 I just love it.. ..
New Headway Intermediate Unit 6 likes and dislikes
New Headway Intermediate Unit 6 I just love it
TEMAS: like, Verb patterns, describing food, towns, and people, Signs and sounds.
The Past perfect and Past Perfect continuousSafaâ Khoungui
Full lessons with exercises on both tenses " the past perfect and the past perfect continuous with illustrations . Use this powerpoint presentation to teach your students in a very simple, easy way both tenses without falling into confusion or it be recommended to them ! Best of luck !
New Headway Intermediate - Unit 6 I just love it.. ..
New Headway Intermediate Unit 6 likes and dislikes
New Headway Intermediate Unit 6 I just love it
TEMAS: like, Verb patterns, describing food, towns, and people, Signs and sounds.
The Past perfect and Past Perfect continuousSafaâ Khoungui
Full lessons with exercises on both tenses " the past perfect and the past perfect continuous with illustrations . Use this powerpoint presentation to teach your students in a very simple, easy way both tenses without falling into confusion or it be recommended to them ! Best of luck !
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.
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!
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.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
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.
6. 3
PART Three
Weekly Reports
I worked on … .
I started writing my paper/doing my
experiment.
I attended a conference/a seminar/a class
/a workshop on …(topic)… .
The conference/seminar/workshop was
useful. I learned a lot.
I created a poster. I made my PowerPoint
slides/a promotional video.
I designed/developed/implemented … .
After talking to …. Sensei, I decided
to change … .
I made great/some progress in doing my
experiment.
I didn‛t make much progress with
my research.
Last Week
7. . .... .... ....... ..R. .. .. .. .. .. .
4
This Week
I‛ll continue working on my paper/thesis/presentation.
I am going to start my experiment.I need more participants for myexperiment.
I‛ll attend a conference/ a seminar/a workshop on …(topic)… to be heldat …(name)… University.I‛ll be away for a week.I am going to help with … .
