Wednesday, July 20, 2016

Global Learn 2016 Conference, Limerick, Ireland, April 28-29, 2016

Global Learn 2016 Ireland
Global Conference on Learning and Technology

Limerick, Ireland • April 28-29, 2016

"The Local Global Conference"

目的地:  Global Learn 2016 Conference, Limerick, Ireland (アイルランド)
期間: 平成28年4月27日(水)〜29日(金)
報告者:  一般教育部 准教授    D. L. ブルックス

  Global Learn 2016 Limerick, Ireland, was an international conference which is organized by local renowned universities at their campus and sponsored by the Association for the Advancement of Computing in Education (AACE).   I attended and made a brief presentation at this conference, held at the Savoy Hotel, in Limerick, Ireland, from April 28-29, 2016.

The mission of Global Learn conferences and events is to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed, thus the conference served an important role in fulfilling this goal. Global Learn also served as a means to connect and engage creative educators, researchers, consultants, training managers, curriculum developers, and others in the topics and fields in which they are passionate.

 I was fortunate to meet several interesting new people at the conference.
The Global Learn 2016 conference offered me an opportunity to meet and discuss research, teaching ideas, and to share our findings in a congenial academic setting. It allowed me to explore the meaning of my teaching research with fellow teachers and research colleagues from around the world. I was able to get feedback from attendees to my session on the ideal form of a learning management system, such as Moodle and Google Classroom. Among the other primary aims ofGlobal Learn was to attract new people to the field of education and learning technologies and, hopefully, help inspire a new generation of global learning leaders in countries around the world.                                         Submitted  平成28年5月16日

Hosted by Limerick Institute of Technology,
Univ. of Limerick, & Mary Immaculate College Limerick

Global Learn is an international conference series regionally organized by local renowned universities at their campus and sponsored by the Association for the Advancement of Computing in Education (AACE).
The mission of Global Learn conferences and events is to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed.

Global Learn serves as a means to connect and engage creative educators, researchers, consultants, training managers, curriculum developers, and others in the topics and fields in which they are passionate. Many individuals are transforming learning environments in local as well as more global ways.
This conference series offers an opportunity to meet and discuss their ideas, findings, and next steps. Among the other primary aims of Global Learn is to attract new people to the field of education and learning technologies and, hopefully, help inspire a new generation of global learning leaders in countries around the world.
Global Learn : An International Forum for Researchers, Developers, and Practitioners to Learn about the Best Practices/Technology in Higher Education. Organized by leading universities from all around the world.
Note: Any university worldwide interested in hosting a future Global Learn Conference, please contact AACE.

Comparing Learning Management Systems: Google Classroom and Moodle: Brief Paper

Comparing Learning Management Systems: Google Classroom and Moodle: Brief Paper presented at Global Learn 2016 Conference, Limerick, Ireland, April 28-29, 2016

Comparing Learning Management Systems: Google Classroom and Moodle

This is the Powerpoint presentation from my session at Global Learn 2016 in Limerick, Ireland, April 28-29, 2016 by David L. Brooks, Associate Professor, Kitasato University, Sagamihara, Japan

Sunday, January 18, 2015

The significance of language to multiracial individuals and to their identity, Part II (near final)

The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015). This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo. The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.

ACE-ID 2015: The Asian Conference on Education and International Development Inaugural Meeting, March 29-April 1, Osaka, Japan


Osaka International Convention Center, Osaka, Kansai Region, Japan

Sunday, March 29, 2015 - Wednesday, April 1, 2015 (All Day)

Abstract Submission Deadline: February 1, 2015
Registration Deadline for Presenters: March 1, 2015

Publish before a global audience. Present in a supportive environment. Network and create new relationships. Hear the latest research. Experience Japan. Join a global academic community.
This international and interdisciplinary conference will bring together a range of academics and practitioners to discuss new directions of research and discovery in education and international development. As with IAFOR’s other events, ACE-ID2015 will afford the opportunity for renewing old acquaintances, making new contacts, and networking across higher education and beyond.


Conference Theme: “Education, Power and Empowerment: Education as an Instrument of Global Transformation”

In this conference – one of a series of five held in 2015 on education, power and empowerment – participants are invited to explore and question the ways in which education can become an instrument of global transformation. Abstracts should address one or more of the streams below, identifying a relevant sub-theme:


  • Education
 and Socio-Economic Development
  • Education and Development: Local and Global/Domestic and International
  • Education: Public & Private Partnerships

  • Economics and Management of Education

  • Literacy: Poverty 
and Sustainability

More information on our conference theme and sub-themes.


Why join an IAFOR conference?

Monday, February 03, 2014

Layering Language Skills Through Video Storytelling

 V       Layering Language Skills Through Video Storytelling
David Lewis Brooks
Published in The Word, Hawaii TESOL Newsletter, Vol 23 (2), February, 2014, pp. 7-8
                  This article illustrates an instructional use of video as text and tool in the classroom for building language mastery. It introduces a teaching activity called video storytelling. This technique is useful for building students’ mastery of action verbs, cognitive and emotional vocabulary, sequencing words, voice, and presentation skills through the oral language technique of narrative layering.

Definition of Video Storytelling
A video segment, when carefully chosen, is a holistic, meaning-focused genre of linguistic discourse, which can be used to great advantage to teach lexical, syntactic and discursive features of the language. Often its full range of interpersonal communication (style, non-verbals, mood, register and voice) in an authentic cultural context affords the teacher and the learner a wealth of additional language learning opportunities. The purpose of this short article is to introduce video storytelling, a method for using video as text and tool in the classroom for building language mastery. This description will focus on the instructional process for video storytelling called cumulative layering, a method for helping students develop mastery of narrative discourse at multiple levels of English proficiency.
Language teachers often rely on and recognize the importance of storytelling. Yet, how often do we really challenge our students to master this form of discourse? Video storytelling is an instructional technique for helping students develop narrative skills and to polish the telling of their stories. A simple definition follows. Students watch a brief video segment full of both action and dialogue. They are guided to fully comprehend both the linguistic, social and visual content. Then they are coached by the teacher to challenge themselves in five main ways of retelling this narrative: 1) summarization, 2) description of the action and setting, 3) description of the speech, thinking, and the emotions of the characters, 4) description of the events in linear or logical sequence with discourse markers, and 5) the combination of all of the above. There are many opportunities for creative expression within a linguistic framework that is both challenging and attainable for all students at any level.

The Process of Layering the Story
   To begin, the students watch a carefully chosen brief video segment a number of times and are guided to fully comprehend the linguistic, social and visual content. The students are then coached over several sessions to pull out or the teacher may provide the main story elements, which they will deal with in telling their own version of the story. After the students can smoothly recount the basic events (summary) of the story, they select another linguistic or content element to add to the retelling. Then, they practice retelling the story with this new layer. With continued additions of elements and an increase in sentence length and complexity, the story becomes more entertaining and complete. Next, the teachers will have the students listen to each other’s telling and give specific feedback about mastery of that element. When possible, the students should record their live re-telling (from memory without notes), so that they can individually or in pairs listen and assess their progress.
                The teacher can give specific feedback by “listening in” or reviewing the recordings or conduct a random group storytelling. In this way, the teacher picks five students and shuffles them. Then the first student begins to tell the story, at any random point, the next student is called on to continue the narrative, and then followed by the next students. Further, the storytellers should be taught to increase the complexity of sentence structure by getting them to combine sentences in various ways, including the use of coordinating and subordinating conjunctions. Finally, the students add discourse markers to the narrative to aid the listener. Once a benchmark is achieved, the students can be challenged to vary the storytelling by altering the point-of-view, tense, use of reported speech (actual dialogue), and their spoken acting voices.
                 Depending on the level of students, the amount time allotted for the project, and the goals of the storytelling project, the teacher can consider any or all of the following criteria in planning a video storytelling as a classroom activity or major performance project.

Analysis of Story and Language Elements
 a.  summary of the main events
 b.  descriptions of action/ setting / situation
 c.  description of the characters’ appearance, attitudes, and behaviors
 d.  use vocabulary to describe their
  speech and communication behaviors
 e.  description of the emotions
 f.  significant time / cause/effect relationships
 g.  cultural dimensions (social roles non-verbal behaviors, values and perceptions)
 h.  plan for relating sequence, perspectives
 i.  plan for language variations (tense / voice, point- of-view, etc)
 j.  find opportunities for creativity and fun

What qualities does the teachers consider when choosing a video for storytelling?  Hollywood movies can be used, but they are often too long and complicated. Also, the students may already be familiar with a well-known movie and may have seen it in their native language. Therefore, it is useful to make use of English language educational videos that provide some conflict situations, and which may also create the need for interpretation.
         In conclusion, the video storytelling project can be integrated it into ESL courses at various levels. It can be done as individuals or as a group or team performance. 

The Poster Talk: Using Research to Integrate Skills

                       The Poster Talk: Using Research to Integrate Skills
David Lewis Brooks

                    Published in The Word, Hawaii TESOL Newsletter, Vol 23 (2), February, 2014, pp. 13-14

Presented at the Hawaii TESOL Conference, February, 2008.

          The Poster Talk is a powerful technique for getting ESL students to read non-fiction with eagerness and cumulative understanding, while further integrating all four language skills. A poster talk session by students at almost any age and ability level can serve as an exciting culmination of independent reading and writing, directed toward a meaningful integrated research project.
             Getting ESL and EFL students to read a variety of genres is essential to their development of reading skills. Moreover, expanding the breath and quantity of reading materials and broadening their avenues of response to the materials give the students opportunities to utilize and polish the other literacy skills as well. With the use of appropriate children’s fiction and young adult literature, the narrative itself will usually draw students into the story, especially when cooperative, interactive and holistic language learning activities are involved. But how can we get our ESL students with limited proficiency to read non-fiction with as much eagerness and with the cumulative understanding that enables them to achieve multiple literacy learning experiences?
    Capitalizing on students’ individual interests for content-area research to create and present an oral poster presentation is a great project for achieving the integration of reading with the other language skills. Either as individual research projects or as part of an integrated thematic unit or over-reaching project, students can select an area of interest and importance, such as “how safe are imported foods”, or “why do some whales and dolphins appear to kill themselves.”
    To give the research project a strong focus and a meaningful goal, the students need direct their efforts on finding and reading materials that can help them formulate, and also answer, the essential questions related to their chosen topic: the core questions. Generating four main core research questions about the topic and making complete, but succinct, answers to each of these questions, gives each student a directed purpose and a manageable goal. Because they will present their research during a poster session, students will need to summarize core ideas, design a stimulating visual display, practice giving an oral talk about the most important findings of their research, and also to act as good listeners and engage in asking questions to other poster presenters. By way of performance, multiple poster session presentations can occur simultaneously with one set of students making a rehearsed summary of their work in English while other ‘visitor’ students listen and ask questions. Later, their roles are reversed. After the Poster Talk session has concluded, the completed posters make an exciting and memorable wall display that continues to highlight the students’ learning.
    In conclusion, the Poster Talk provides for maximum effective integration of language skills with content-area learning. 

New Music Technologies: Platforms for Language Growth Through Content Proceeding EuroCALL 2012

Monday, February 11, 2013

Language Experience in Music for ESL, Workshop at Hawaii TESOL, Feb. 16, 2013

Breathe new life into ESL classes by capitalizing on the power of music for self-expression and social communication. This workshop focuses on music as both content and process for developing classroom instruction and task-based projects. View sample lessons and locate resources for both low tech and high tech music-related activities. 

Full Abstract:
Music is a form of universal communication that offers an emotionally satisfying, intellectually stimulating, and culturally uplifting vehicle for learning English. As a content area, it affords an interdisciplinary opportunity for thematic approaches that are historical, anthropological, literary in viewpoint, or which apply the principles of musicology and musicianship to the language learning experience. Through the process of music creation, its appreciation and performance, teachers can get their students to work cooperatively, and communicate more meaningfully.

This workshop will show how an ESL language course can adopt music activities at any level of language proficiency for developing their students' English language skills. The innate enjoyment of music helps in learning to communicate through self-expression and through a variety of learning styles. While mainly practical in aim, the session will briefly explain the process of integration of content, learning strategies, and also developing intercultural competence via several sample music-based instructional tasks. Addressing instruction that supports language growth, and creative self-expression is a special consideration. 

Nowadays, music-related content and the tools to create, record and share musical performances are widely accessible through the use of computer technology, and mobile IT (iPod, iPhone, and iPad), as well as with human voices, our bodies and simple hand-made instruments. Resources for planning and adding further music-based activities will also be presented. This workshop can benefit any teacher, whether novice or experienced, in applying content-focused, task-based instruction more successfully, particularly those who have a strong interest in music of various genres.


Making Instruments

Shakuhachi:   the Japanese bamboo flute

How to make a PVC (plastic pipe) shakuhachi
What does the shakuhachi sound like?   Listen to a beginner player.
How to play the shakuhachi  (Japanese bamboo flute)

The ESL Teacher’s Hands-On Guide to E-Learning through Moodle

These links are used in the The ESL Teacher’s Hands-On Guide to E-Learning through Moodle workshop, given at the Hawaii TESOL 2013 Conference, held at the University of Hawaii, Hilo Campus, on February 16, 2013.


The workshop guides teachers in hands-on steps involved in setting up, adding basic content, and managing an online course using Moodle. The presenter shows how to build e-learning activities and integrate assignments that make an online classroom either a small part or an integral component of anyone’s teaching.

Full Abstract:
This workshop takes teachers through the basic steps for setting up, constructing activities, and managing an online course using Moodle. The free Moodle hosting service, Educadium, can be simple startup for organizing online learning. The presenter explains what a learning management system (LMS) like Moodle offers. He provides guidelines for integrating an online component to your teaching, and leads you through hands-on steps to accomplish the enrollment of students, organizing the course content, and collecting and grading assignments.
Moodle has become an increasingly popular learning management system for schools and colleges, which exceeds its expensive rivals, Blackboard and WebCT. Not only is it free Open Source software, but it is based on social constructivist theory. There is a simple-to-use test-making module within it for creating powerful online tests that include use of media files, multiple question formats, and both simple and sophisticated grading functions. Further, it has several useful activity modules for enhancing communication and student-teacher feedback, such as the forums, workshops, and surveys.
The presenter uses Moodle to guide freshmen college students in Japan learn international communication in an EFL course. The workshop is appropriate for teachers of any experience level wanting to add online components to a course or for those who want a fully online classroom. Since it is free to start and develop the course, you can begin small and build up your repertoire of skills and the level of student involvement. Resources and guidance for integrating your instructional activities into an online classroom are introduced. 

Workshop links'  
 A sample course for discovery and practice
Educadium Sample Courses

Create your own Moodle Courses (free for up to 25 participants(


List of Quick Start Links:

Following and learning from these existing (semi-permanent) resources will put participants through the basic steps needed and equip them with the knowledge involved in setting up, adding basic content, and managing an online course using Moodle. A course can be created quickly and easily for free on Ninehub. (see link below). The live workshop presentation offers guidance for building learning activities and assignments to make an online classroom that can be an integral component of anyone’s teaching.

Print Resources and Video:
Hands-on Moodle Learning:
Try it out for yourself. These answer the question: Where can I actually try Moodle?
  • Demonstration Site
  • Educadium (sample course )      You can create your own instant Moodle site and add courses at  It's free (but may become limited soon). You'll have full admin rights which is great to find out what features and capabilities exist, but it can be a bit daunting - at first. Use the basic tutorials (text and video) first to understand the basics of using and setting up a course and activities with it.
  • D.Brooks' -- The Moodle Training Course for ESL Teachers is a course that already exists - so set-up isn't needed. You'll be a TEACHER once you sign up and have the rights to add content and create activities. is no longer offering free hosting for small classes (25 students). However, you can still do so at  Educadium
  • Try setting up some Moodle activities. Remember in some cases, you may need to upload some necessary files( Office documents, audio or video media, etc) in the Files areas.

Part Two: Creating a Quiz in Moodle

The Quiz activity module allows the teacher to design and build quizzes consisting of a large variety of Question types, including multiple choice, true-false, and short answer questions. These questions are kept in the Question bank and can be re-used in different quizzes.

Step 1 Creating the Question Bank
      Category of questions
Step 2   Create a question
        Select type of question
       Question Text
       Basic Question Setting (Score / penalty, etc)
       Question Answer Choices  (choices, score, feedback)
 Step 3   Create Quiz Activity 
         Name, date, time, attempts, shuffle, etc
 Step 4  Add questions you made to Quiz Activity
 Step 5  Take the test (preview / revise / check)

The online documentation for the Quiz Activity (module) in Moodle can be viewed at:

Here is a handout on how to create a Moodle quiz:

How to Create a Quiz in Moodle