Category: tools

  • Showa’s Seven Seeds

    Showa Women’s University has a new set of goals for general pedagogy called The Seven Seeds. These are the first goals here in my 20 years which I can really endorse wholeheartedly. Let me list them. I may talk about them in more detail later on. (Japanese in parentheses). I’ve added some notes to each to show how we do each seed in my classes.

    The Seven Seeds in Ryan’s Classes (ゆめをじつげんする七つの力: ライアンの授業)

    1. Live a Global Life (グロバルに生きる力)
    We study using the Internet, and make contacts with people outside of Japan to give you a global viewpoint.

    2. Use a Foreign Language (外国語を使う力)
    English, of course.

    3. Use IT Effectively (ITを使えこなす力)
    We use IT tools in almost every class. That is why you should bring your laptop to every class.

    4. Communicate (コミュニケーションをとる力)
    To learn a language you have to use a language. You have to communicate with it in real situations that are important to you. Follow Ryan’s SMAT system:

    Speak English: You can’t learn if you are quiet. It’s uncomfortable at first, but it gets easier.
    Make Mistakes: If you are perfect, you are not learning anything.
    Ask Questions: This means you have to be an active learner. Always thinking.
    Take Notes: This helps by combining listening with reading, speaking with writing.

    5. Be a Critical Thinker and Problem Solver (問題を発見し目標を設定する力)
    Don’t believe everything you read. If it is to good to believe, it probably is. Solving Problems is the best way to learn. We have many task-based activities in class.

    6. Be Active, keep one step ahead (一歩踏み出して行動する力)
    Always keep busy. Fill up those little 3-4 minute gaps with small learning activities. Manage your own learning. Classroom time management because we have so many activities.

    7. Be Yourself: Understand your priorities (自分を大切にする力)
    Understand what you want to do. Understand what you CAN do. Set some goals. Long term goals and short-term goals. Make a list and check it off. We do a needs analysis for each class in the first session.

     

  • PLEs and learning from life, online and off

    I’m taking a MOOC right now. That is a Massively Open Online Course. There are almost 1,500 people in the class. The classroom is spread all over the world. We all learn (notice I didn’t say “study”) about PLEs, or Personal Learning Environments. This is a relatively new idea. You build your own environment to learn things. The Environment can be your friends, experts, software, libraries, web sites, schools. There are usually six parts. Let me quote from Rita Kop (one of my “teachers”.)

    The components that were formulated in Stephen Downes’ vision for a PLE at the start of the PLE project of the National Research Council of Canada are the following: 1. A personal profiler that would collect and store personal information. 2. An information and resource aggregator to collect information and resources. 3. Editors and publishers enabling people to produce and publish artifacts to aid the learning and interest of others. 4. Helper applications that would provide the pedagogical backbone of the PLE and make connections with other internet services to help the learner make sense of information, applications and resources. 5. Services of the learners choice. 6. Recommenders of information and resources.

    Here is a quick slide show about PLEs that I made for my students.

  • New Text: Whodunit!

    Adam Gray and Marcos Benavides have collaborated on a textbook of mysteries for language learning called Whodunit.

    Whodunit?
    Whodunit? Mysteries for langauge laerning

    Published by Abax, this is one of the first creative Commons textbooks available. You can download it and pay what you think is the best price (shades of RadioHead or Pearl Jam).  After reading through the very interesting mysteries, I decided I would use it in 3 of my classes. I am most curious as to how it works in an average class in japan (at ShowaELC) and how it is different from my exceptional students and University of Tokyo. Will keep you updated, but this looks like a great text out of the box, easy to use and thorough. The paper edition comes with additional audio to round out the experience. I am going to have my students use both versions (paper and pdf), so they can get the entire experience. I will be adding supplementary materials to my Moodle on this topic as well, with 2-minute and 5-minute mysteries, and a tutorial on how to write a mystery.

  • Google Goggles adds translation


    Over at Mashable, they report that Google is adding translation to their new (still in development) Goggles, which can recognize objects and words. Designed for a phone with  a camera, it is a great way to get information.

  • Google Image Swirl

    Similar to Google’s Wonder Wheel, there is an image search that links concepts. Click on Image Swirl, and start clicking on linked concepts.

    Image Swirl by Google
    Image Swirl by Google