OUGEO: Behind the Scenes

Presentations & Publications

Publications

Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University - International Journal of Educational Technology in Higher Education

Evaluating a blended course for Japanese learners of English: why Quality Matters - International Journal of Educational Technology in Higher Education

Designing and Developing a Blended Course: Toward Best Practices for Japanese LearnersThis paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as the guiding

The Need for Establishing an English Self-Access Center at Osaka University: Practical Suggestions and Overall GuidelinesAs part of a PhD project, an in-depth needs analysis was carried out to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The results were primarily intended to guide the design and

Learning by Design: Bringing Poster Carousels to Life through Augmented Reality in a Blended English CourseIn recent years, there has been a burgeoning interest in Augmented Reality (AR) technologies, especially in educational settings to edutain (i.e. educate and entertain) students and engage them in their learning. This study reports the results of the

Language Needs Analysis and the Internationalization of Higher Education: The Unaddressed Factor in JapanIn recent years, universities in Japan have made efforts to respond to the urgent call for internationalization of education by reforming their policies, particularly with regard to English language education. Osaka University as one of the most

Mixed Augmented Virtual Realities (MAVR) SIG: Significance and Potential ContributionThe Mixed, Augmented, and Virtual Reality (MAVR) SIG is JALT’s newest SIG. It was formed by a dedicated group of researchers who are passionate about exploring and furthering research related to augmenting learning processes with ubiquitous

Using MAVR to Bring New Dimensions to the ClassroomMixed, Augmented, and Virtual Realities (MAVR) is not a new concept or area of study, but it is an area that is beginning to be implemented at a larger scale in many other fields. Environments that employ these tools and concepts are being applied to

Presentations

Language Needs: The Unaddressed Factor in Internationalization (i18n)This session presents the results of a thorough needs analysis prior to the design of an EGAP course at Osaka University. Using semistructured interviews and a…

Developing an EGAP Online Course: Are Japanese Digital Natives Ready?When one thinks of Japan today, technology quickly springs to mind alongside the images of sushi, cherry blossoms, and kimonos. Japan is in fact a technology-d…

Digitizing EFL materials 英語学習教材をディジタイズするDigitizing EFL Materials for an English for General Academic Purposes (EGAP) Online Course 英語学習教材をディジタイズする言語文化研究科英語部会・全学教育推進機構 Presented by: Parisa MEHRAN &…

From Needs Analysis to Language Center: CALL for Change at Osaka Univ…A comprehensive needs analysis was conducted to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. …

JALT2017: Developing a Blended Course: Why Quality MattersThis presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting unde…

Tech Resources from Osaka University Global English Online (OUGEO)In this presentation, we introduced the tech resources that we used in our blended course titled Osaka University Global English Online (OUGEO).

JALT2017: Multimodal e-Feedback in an Online English CourseThis study aims to explore the use of online interaction platforms and web-based tools to provide multimodal electronic feedback in an online English course. A…

Designing and Developing a Blended Course: Best Practices for Japanes…This presentation outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka …

Learning by Design: Bringing Poster Carousels to Life Through Augment…In recent years, there has been a burgeoning interest in augmented reality (AR) technologies, especially in educational settings to edutain students and engage…

Online Course Design 101: All You Need to Know to Get StartedDespite the rapid growth of online teaching and learning at institutes of higher education worldwide, switching to online courses can pose a great challenge to…

Physically Banned yet Virtually Connected at EUROCALL2017: How Techno…In the world that we live in now, exclusion is becoming legally permissible, and technology has the power to resist by making bridges and surpassing the offlin…

JALTCALL2017: Osaka University Global English Online: The Design and …As part of a work in progress, this poster presentation focuses on the design and development phases of an online course of English for General Academic Purpos…

Blog Posts

OUGEO Presence at JALT2017Photo created by Canva Mehrasa and I had two poster presentations on our joint PhD project at JALT2017. 1. Multimodal e-Feedback in an Online English Course As online English courses are growing in…

OUGEO PRESENCE AT EUROCALL 2017Photo created by Canva Mehrasa (on site) and I (virtually due to three rounds of visa refusal, and I’ll blog the story and my virtual attendance very soon in detail) had two presentations at …

Denied yet Present at EUROCALL 2017: A MemoirPhoto created by Canva update: I received 74,192 yen from Takemura Lab, Osaka University, and 40,000 yen from the EUROCALL members. In total, I paid around 150,000 yen (translation fees included) a…

Behind-the-Scenes Google Site and Two Hashtags for OUGEOPhoto created by Canva One of the reasons I don’t consider doing my PhD in Japan as a waste of time is that I learned how to define, manage, organize, and track projects. My PhD project is fo…

Blog Post for the IATEFL Learning Technologies Special Interest Group (LTSIG) Photo created by Canva As Aaron Hogan truly tweeted, “Twitter is not going to change your life, but the educators you meet there will!” Recently, I have become active on Twitter and had…

OUGEO PRESENCE AT JALT CALL 2017Poster available on academia In our poster presentation at JALT CALL 2017, Mehrasa and I focused on the design and development phases of an online course of English for General Academic Purposes (E…

Tech Resources from Osaka University Global English Online (OUGEO)Photo created by Canva Today, Mehrasa and I presented at Kobe JALT Tech Day 2017. We introduced the following tech resources we used in our blended course, Osaka University Global English Online (O…

OUGEO Presence at Osaka JALT Back to School 2017Despite the rapid growth of online teaching and learning at institutes of higher education worldwide, switching to online courses can pose a great challenge to those involved in creating and admini…

Buggy BlackboardOsaka University has been using the Blackboard Learn™ platform since 2005, which is known as CLE (Collaboration and Learning Environment). I used to be a Moodler, and I personally prefer Moodle, be…

Online Learning ReadinessPhoto created by Canva Before the start of an online course, an online needs and skills assessment survey (ONSAS), also known as e-readiness survey, should be completed by the prospective students …

Some Suggestions on Conducting a Needs Analysis for an Online English CoursePhoto credit: What teachers do online is actually similar to what they do “on the ground” (Ko & Rossen, 2010, p. 12). That is why the first and most important step for designing an effective o…

My Favorite Open Educational Resources (OER) for ELTPhoto credit: Open Educational Resources (OER) have a central role to play in designing an online course. Here are some of my favorite links of OER for English language teaching and learning. Oxfor…

My Favorite Websites for Creative Commons ImagesImages are an indispensable part of your online course. Here, I share my favorite websites for Creative Commons (CC) images. Pexels (which also searches these websites: Pixabay, Unsplash, and Grati…

Three Practical Points on CEFR (Common European Framework of Reference)The Common European Framework of Reference for Languages (CEFR or CEF) is a guideline used to describe language ability on a scale of levels from A1 for beginners up to C2 for those who have master…

Writing Good Learning Objectives and Learning OutcomesThese two resources will help you write good learning objectives and learning outcomes for your online course. Writing Learning Outcomes by Marjorie Vai and Kristen Sosulski (2011) Check the book’s…

Does It Really Take Longer to Create an Online English Course?Based on my personal experience, the answer is a big yes, especially if you are offering your English course at different levels. The reason is that you have to label a large number of folders for …

Two Truly Practical Guides on Online TeachingThese two practical guides helped me a lot through the initial steps of designing and developing my online course. Teaching Online: A Practical Guide by Susan Ko and Steve Rossen (2010) The Online …

Two Must Reads on Online Course DesignI usually use the tag “useful” to find my files easily. These two articles on online course design got “very very useful” tag! Highly recommended for beginners. Successful S…

Two Checklists of Online Course Design StandardsTwo checklists to self-evaluate your online course: 1. The Standards Checklist by Marjorie Vai and Kristen Sosulski (2011) 2. Quality MattersTM Higher Education Course Design Rubric Standards, Fift…

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