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