くさつビブリオバトル2015 英語の部

くさつビブリオバトル2015 英語の部
今年は大学生、大学院生、社会人の参加者で盛り上がりました！


http://minakusamatsuri.jp/

第36回KELESセミナー 講演

第36回KELESセミナー で発表（講演）を行いました。
http://www.keles.jp/news/keles_seminar_36/ 関西英語教育学会 第36回KELESセミナーご案内 | 関西英語教育学会

タイトル

「英語によるプロジェクト構築と発信の意義―立命館大学プロ
ジェクト発信型英語プログラムの試みから―」
木村修平、近藤雪絵
（立命館大学）

概要

立命館大学では、2008年に開学した生命科学部・薬学部から必須英語カリキュラムに「プロジェクト発信型英語プログラム」（Project-based English Program, PEP）を導入しました。2010年に開学したスポーツ健康科学部、そして2016年度に開学予定の総合心理学部でも同プログラムが採用されています。学生自身の興味・関心に基づいてプロジェクトを起ち上げ、ICTを駆使しながら、伝えたいことをアカデミックなフォーマットに落とし込んで英語で発表するという特徴を持つPEPは、学内外の様々な立場の人々を巻き込んで一つの大きなプロジェクトに育ちつつあります。本講演では、PEPの概要をご紹介するとともに、PEPのようなプロジェクト型英語授業が様々な「連携」を創発する装置として駆動する仕組みを考えます。

Boston misc.

@ykldが投稿した写真 - 2015 8月 10 9:28午前 PDT

@ykldが投稿した写真 - 2015 8月 12 1:57午後 PDT

@ykldが投稿した写真 - 2015 8月 13 2:17午前 PDT

@ykldが投稿した写真 - 2015 8月 15 3:13午後 PDT

@ykldが投稿した写真 - 2015 8月 16 7:49午前 PDT

@ykldが投稿した写真 - 2015 8月 9 9:56午前 PDT

@ykldが投稿した写真 - 2015 8月 22 8:45午前 PDT

ロブちゃん

FLEAT VI Presentation 2

Foreign Language Education and Technology Conference (FLEAT VI) @ Harvard Universityでの発表その２です。

Title

Implementation and Practice of a Project-based College English Course on a BYOD Basis

Abstract

The purpose of this study is to discuss and generalize the ideas to implement a project-based college English curriculum on Bring-Your-Own-Device (BYOD) basis from an administrative point of view. It specifically focuses on such issues as hardware, software, network environment and security, and the skills necessary for both learners and instructors to carry out the course. Among language pedagogies, English education has been closely tied with the field of ICT for about half a century as forms of Computer Assisted Language Learning and Blended Learning. Today, their relation has come to a new phase with the advent of two factors: a BYOD concept and a Project-Based Learning (PBL) method. While this combination is expected to enhance learner’s active learning process, its application in English education is still limited in Japan to a few early adopters. Ritsumeikan University is one of them. Since 2008, three colleges of the university have implemented the PBL English program on BYOD basis to more than 1,000 students through a continuing process of trial and error, which the authors are part of. Students from freshman to junior are strongly encouraged to bring their own devices (laptops, smartphones, or tablet computers) to classroom in order to work on their projects throughout the course, from preparing projects to reporting on their outcomes. Instructors, often functioning as facilitators in class, also make use of their own devices in instruction, demonstration, and evaluation. Based on the experiences acquired from the practice, this study sheds light on pedagogical and practical issues, such as management policy for the devices students bring to classroom, software and cloud services helpful in filling a gap in ICT literacy among students and among instructors, appropriate and secure network settings, digital equipment and facility condition useful in smoothing in-class activities, and so forth.

S. KIMURA, Y. KONDO

https://fleatvi2015a.sched.org/event/3MzA/implementation-and-practice-of-a-project-based-college-english-course-on-a-byod-basis

@ykldが投稿した写真 - 2015 8月 13 2:45午後 PDT

FLEAT VI Presentation 1

Foreign Language Education and Technology Conference (FLEAT VI) @ Harvard Universityでの発表その１です。

@ykldが投稿した写真 - 2015 8月 13 1:18午前 PDT

Title

A Book Review Game, Bibliobattle, for English Learners to Build an Open Community Online

Abstract

Bibliobattle is a social book review game played nationwide in Japan since its birth in 2007. The number of players has been growing remarkably. In only 2014 the number of events held was estimated to be at least 1300. The authors, faculties from three universities, started the English version of the game in 2013 to utilize this movement for English learners to have the opportunity to make speeches and conduct discussions outside of their universities. The objective of the game is to introduce a book and decide on the “champion book” by a democratic vote. As the champion book is not elected by how well the player gives a presentation but by how much they make the participants want to read the book, this game can be played among people with a great diversity of English proficiency levels. The authors have held events with a variety of groups, such as students only, students and teachers, students and adult learners, etc. A Facebook group has been used to call for presenters to exchange any related information and to share opinions. Presentation videos have also been uploaded online in accordance with Bibliobattle official recommendations. The authors have also developed a guidebook and instruction videos available online, which have effectively publicized the game to English learners in Japan. Through the implementation of 16 events in 2013 and 2014, these online support tools turned out to play a major role in building an open community not only among current participants but also potential participants. Even though these potential participants have not joined events, they can still watch presentation videos, share opinions and have the chance to meet a good book and new people. These online support tools consequently enable both current and potential participants to share the experiences and make the game more “social”.

S. KIMURA, Y. KONDO

https://fleatvi2015a.sched.org/event/3Mzr/a-book-review-game-bibliobattle-for-english-learners-to-build-an-open-community-online

第55回LET 全国研究大会 発表

第55回外国語教育メディア学会（LET）全国研究大会＠千里ライフサイエンスセンターで発表しました。
外国語教育メディア学会（LET）第55回全国研究大会

Title

The Pedagogical Significance of Educational Supporter System in the Project-based English Program

S. KIMURA, Y. KONDO, T. KASAMAKI, M. OGA
Ritsumeikan University

Abstract

This paper reports on the utilization of Educational Supporters (ESs) and their benefits in the Project-based English Program at Ritsueikan University. Ritsumeikan University characterizes the implementation of ESs as an assisting factor in creating a better environment for the students to study or teachers to teach in, and also an educational activity for ESs to learn through giving support to others. Our departments of Life Sciences and Pharmaceutical Sciences started to introduce ESs in 2010, when the inaugural members of the departments finished their compulsory English courses in the Project-based English Program, and ever since we have strived to optimize the use of them by hiring former students from the course. Through evidence of 5-year practice of our ES system and inquiring surveys to both the ESs and teachers, as well as class attendees, synergetic effect between the facilitation of the smooth operation of classes and the development of ESs themselves has been observed. As an example of operational benefits, ESs have contributed in turning the classrooms into a BYOD (Bring Your Own Device) environment. No matter what advanced efforts teachers and students try to make, classrooms are still very conventional. Nevertheless, teachers have a lot more important things to do than to prepare extension cords or different types of cables for students to connect their own laptop computers. This is where ESs can become effective. By allowing ESs to prepare all those logistics, teachers can focus on teaching and monitoring students. This is also an example where ESs do not necessarily have to be students good at English. Students who are motivated to volunteer to be an ES have their own personal strength. Of course, ESs are committed to English classes, but placing other strengths they have, such as ICT skills and leadership, etc., enables the program to diversify beyond English classes into Project-based English classes. In contrast to lecture-style classes, the contents of the Project-based English Program heavily depend on the students’ work, and the contents and the ways to deliver them develop as science and technology advances. Students who return to classes as ESs do not just repeat the class and impart their pre-existing knowledge, but they grow with the program. There are a lot of universities that have utilized student supporters; however, we find our program has uniqueness in that the implementation of ESs can contribute to the development of the program as well as the students.


http://let-kansai.org/2015/

TOEIC Newsletter 125号（2015年6月）

TOEIC Newsletter 125号に立命館大学のProject Reportを載せていただきました。

"「探求」と「発信」が相乗効果を生むカリキュラムで、TOEICプログラムを活用しコミュニケーション能力を高める…"


T. YAMANAKA, Y. KONDO

本文は下のpdfからお読みください。
http://www.toeic.or.jp/library/toeic_data/sys/letter/TOEICNewsletter125.pdf

英語でビブリオバトル大学生大会 vol. 4

いつもはキャンパスプラザで実施している「英語でビブリオバトル大学生大会」をリンツで行いました！！好奇心旺盛の学生たちが本を通じて仲良くなっていく様子が，眩しかったです。急に声をかけて参加してくださった皆様，ありがとうございました！ 

紹介された本です。 
1. 刀語 (西尾 維新) http://goo.gl/Ige8dG
2. 夜は短し歩けよ乙女 (森見 登美彦) http://goo.gl/EQ3kHU
3. 文体練習 exercices de style (Raymond Queneau) http://goo.gl/L1ft4H
4. あのヒット商品はなぜ売れるのか? (金森 努) http://goo.gl/2v2rwU
5. Jane Eyre (Charlotte Brontë, Retold by Clare West) http://goo.gl/1sj2z1

チャンプ本は"exercices de style"でした！

EPUBと 電子語学教材の未来,

「最新ICTを活用した私の外国語授業」に寄稿しました。

第16章 EPUBと電子語学教材の未来, S. KIMURA, Y. KONDO
in H. YOSHIDA, K. NOZAWA, 最新ICTを活用した私の外国語授業, 丸善プラネット

外務省KAKEHASHI Project -The Bridge for Tomorrow- 2015 TOMODACHIイノウエ・スカラーズプログラム引率

外務省KAKEHASHI Project -The Bridge for Tomorrow- 2015 TOMODACHIイノウエ・スカラーズプログラム引率で、立命館大学の学生と共に、ワシントンDC、シカゴ、ロスアンゼルスを訪問しました。
外務省KAKEHASHI Project -The Bridge for Tomorrow-の2015 TOMODACHIイノウエ・スカラーズプログラム、日本人学生100名が米国を訪問
学生達はワシントンDCの日本大使公邸、シカゴのDePaul大学などで、日本の魅力を伝えるプレゼンテーションんを行いました。その一部をYouTubeで公開中です。

Workshop, Facilitation skills for a more productive project meeting 講師

Philip Gurney and I are presenting a workshop titled “Facilitation skills for a more productive project meeting.”
立命館大学の自主ゼミ団体Bordersによる開催です。
Bordersはこちらのチラシも作ってくれました。