ロブちゃん
2015年8月14日金曜日
2015年8月13日木曜日
FLEAT VI Presentation 2
Foreign Language Education and Technology Conference (FLEAT VI) @ Harvard Universityでの発表その２です。
S. KIMURA, Y. KONDO
https://fleatvi2015a.sched.org/event/3MzA/implementation-and-practice-of-a-project-based-college-english-course-on-a-byod-basis
Title
Implementation and Practice of a Project-based College English Course on a BYOD BasisAbstract
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
2015年8月12日水曜日
FLEAT VI Presentation 1
Foreign Language Education and Technology Conference (FLEAT VI) @ Harvard Universityでの発表その１です。
Title
A Book Review Game, Bibliobattle, for English Learners to Build an Open Community OnlineAbstract
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
S. KIMURA, Y. KONDO