Date: 17 September 2021, 13:00 – 15:00
13:00 – 13:10
Laurence Anthony, CELESE Director
13:10 – 13:35
Research on teaching methods and classroom management
Stephen Jennings and David Gann
Abstract: This study considers the factors that contributed to research on teaching methods and classroom management through the Moodle Learning Management System. The study describes a pilot project in curriculum renewal that responds to external, institutional and classroom-level needs using an Action Research approach. Seven sets of online materials were implemented in the first semester of 2021. Data analysis was undertaken using a questionnaire answered by 355 respondents. Quantitative data was analysed in nine of the ten questions, while qualitative data from one question was analysed with a theme analysis. Findings show that a majority of students indicate that the materials they encountered were effective in helping them to notice and improve their active use of the discourse markers necessary to communicate in English writing in a more coherent manner.
13:40 – 14:05
The development of the writing skills of CELESE students
Abstract: This presentation examines the development of writing skills of students throughout the undergraduate CELESE program. After introducing the some of the concepts behind the design of the writing program, the changes in the complexity and accuracy of written outputs in Academic Lecture Comprehension, Concept Building and Discussion, and Technical Writing are compared, and the results are discussed in terms of the goals of the program.
14:10 – 14:25
Rethinking context for referencing in science and engineering class
Abstract: Although over 10% of the CBD grade is based on referencing, most students do not understand its larger context within their future Communities of Practice (Wenger 1998). This presentation suggests inductive learning to open the “black box”, promoting students’ understanding of the contextual meanings of referencing in their scientific community.
14:30 – 14:45
An effect of individualized students’ reflection to keep their motivation
Abstract: In on-demand and/or no-video Zoom classes, some of the difficulties for teachers include assessing students’ understanding during the class and keeping their motivation. I will present the individualized reflection sheet (“Daifuku-cho” (Oda 1995)), which can be easily created using Moodle’s “Forum,” to partly alleviate the above concerns. Several examples of student-teacher correspondence will also be presented.
14:50 – 15:00