Sessions / Project-based Learning
Positive discourse analysis (PDA) is an approach where we look at successful projects and things in order to understand what makes them work. In this workshop, I will share some tools and examples of how people carry out PDA in real world settings. In doing so, we will learn how we can use PDA for both analysis of projects as well as creating our own projects with the aim of harmonising our communities and eco-systems.
Virtual field trips allow students to explore essential questions, discover answers, and deliver unique projects through PBL netquests. Savvy teachers like you create virtual field trips to shift online, with models I show to create yours so your students develop skills in accessing information from the virtual world and hone collaboration skills with other students on projects. By the end of the workshop, you will know how to create virtual field trips for your students.
This presentation will report on the findings of an action research project investigating if Project-Based-Learning (PBL) activities and materials adopted from autonomous, competent and relatedness-supportive teaching strategies have positive effects on students' intrinsic motivation in General English classes in Cambodia. By employing these techniques, the presenter could design more effective PBL activities and materials integrated into English classrooms. Attendees will learn how these strategies can be adapted to their teaching to develop students' intrinsic motivation.
A thesis adviser and an undergraduate student, who is studying to become an English teacher, will present a section of a thesis on creating an engaging environment for English study. In addition to the student’s findings, the presentation will cover details about the process of writing a thesis in English from the point of view of the adviser and student. Participants will gain insights into teamwork for English engagement and the undergraduate thesis writing process.
One trend in EFL textbooks is to introduce learners to basic-level, research skills such as questionnaire design in order to complete small-scale, research projects. Yet little is understood about such lessons. The presenter will discuss the impact of lessons where learners jointly produce a whole-class, research project on Japanese manga. Results contain implications for project-based learning (PBL) and reveal understandings of learner autonomy and language awareness in relation to the creation of class projects.
In the classroom, project-based learning (PBL) can equip learners with skills such as problem solving and collaboration skills, going beyond grammar usage and lexical knowledge. This presentation examines PBL through a magazine-making project at the university level. A step-by-step outline of the method used to create the magazines is included, along with a discussion regarding the benefits and limitations of such projects.
This workshop focuses on project-based learning (PBL) in a university teaching context in Japan. With this workshop, attendees will be provided with immediate application ideas for how a PBL class can be conducted through a learning management system, without having to rely on excess face-to-face delivery. The shared information can be adapted to individual remote teaching environments, across a range of class topic areas.
Digital storytelling provides an opportunity for students to research, collaborate, and create interactive multimedia products. This practice-based presentation will discuss using the “creation tools” on Google Earth to produce a digital story which includes text, images, and video. The presenters will demonstrate the mechanics of using these tools, including how to add elements to a project, collaborate with other users, and present the resulting story. Additionally, suggestions for assignments using these features will be presented.
The CREDIBLE approach encourages students and teachers to create projects that address real needs of people and communities where they live. In this session, we will unpack the notion of CREDIBLE and then look at examples of projects that classroom practitioners have carried out in diverse contexts. We will also consider possible projects that you can develop in your own contexts.
This presentation depicts how a service-oriented camp in a rural setting can give Japanese and international students the chance to collaborate in English, promote social responsibility, and contribute to a broader local and global community. Service-related activities are designed to fortify the value of helping others, develop cultural competency, instill an appreciation for local history, and create a heightened sense of community, which in turn translates into better classroom participation and higher academic achievement.
Japanese EFL learners face challenges in speaking fluent and accurate English due to various cognitive, linguistic and affective factors. This paper reports on an investigation of how language skills could be further developed through a movie-making project in English.