Sunday, September 03, 2017

Using Music Technologies for Foreign Language Development

Using Music Technologies for Foreign Language Development 

Hawaii International Conference On Education, 
Honolulu, Hawaii, USA
Jan. 4-7, 2018

Aloha and Welcome to HICE 2018

The 16th Annual Hawaii International Conference on Education will be held from January 4th (Thursday) to January 7th (Sunday), 2018 at the Hilton Hawaiian Village Waikiki Beach Resort in Honolulu, Hawaii. Honolulu is located on the island of Oahu. Oahu is often nicknamed "the gathering place". The 2018 Hawaii International Conference on Education will once again be the gathering place for academicians and professionals from Education and related fields from all over the world.
The main goal of the 2018 Hawaii International Conference on Education is to provide an opportunity for academicians and professionals from various education related fields from all over the world to come together and learn from each other. An additional goal of the conference is to provide a place for academicians and professionals with cross-disciplinary interests related to education to meet and interact with members inside and outside their own particular disciplines.
The 2017 conference was a great success! It was attended by more than 1300 participants representing more than 36 countries!
A Paper presented by David L. Brooks 


This presentation focuses on integrating content-based language learning tasks, learning strategies, and intercultural competence outcomes by highlighting the unique qualities of music and ethnomusicology as English as a Foreign Language (EFL) course content. Both novice or experienced teachers can breathe new life into language and literature courses, or create new content-based classes by capitalizing on the power of music for self-expression and exploring deeper intercultural values.


An Overview of Criteria for Selecting a Learning Management System


An Overview of Criteria for Selecting a Learning Management System: Recent Trends in Design and Functionality

by  David L. Brooks, Associate Professor Kitasato University, Sagamihara, Japan

  Abstract:  
       A learning management system (LMS), such as Moodle, Blackboard, Google Classroom, Haiku, Litmos, and a host of new LMS products, can make a useful and flexible choice for teachers who want to communicate with their students in an active, collaborative on-line environment, manage the distribution of course materials, such as lectures, readings, audio-visual media and course handouts, and for collecting and grading student work. This presentation will compare the advantages and disadvantages of using several of the major learning management systems, and explore improved features in the newest lineup of LMS now offered. 
       First of all, a learning management system (LMS) is network software that helps teachers manage students, teaching activities, homework, quizzes, grades, discussions, and resources across the Internet to any computer with a browser. Whereas a course authoring system is more like a putting a textbook on-line, learning management systems such as Moodle, Google Classroom and Haiku, are integrated instructional environments where students and teachers share materials and engage in thoughtful dialogue. 
      The presentation will examine the core components of an effective LMS and provide guidelines for choosing the best LMS that matches a teacher’s needs, expectations, and time-allotment. 

Keywords: learning management system, LMS, comparison, 
Word Count: 212 words
 

An Overview of Criteria for Selecting an LMS, EduTeach2017 Conference, Ryerson University, Toronto, July 29-31, 2017

An Overview of Criteria for Selecting an LMS Presented at EduTeach2017 Conference, Ryerson University, Toronto, CANADA, July29 thru 31, 2017

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


ACEID2015

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:

Streams:

  • 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
by
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
by
David Lewis Brooks

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

http://www.hawaiitesol.wildapricot.org/Resources/Documents/Feb%202014.pdf

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