Positions Available for April 2019

3 06 2015

The English Language Institute (ELI) of Kanda University of International Studies (https://kandaeli.com/) has openings for suitably qualified lecturers of English as a foreign language. These lecturer positions are for a two-year period commencing April 2019. There is an option to renew the contract twice, by mutual agreement, making a maximum of six years.





Conference at KUIS: Paperless: Innovation & technology in education

17 01 2014

Kanda University of International Studies (KUIS), in conjunction with the Apple Distinguished Educators (ADE), is proud to host Paperless: Innovation and technology in education, on February 1st 2014.

Paperless learning is not simply about saving trees, it is about bringing new mediums and perspectives to education, using technology to enrich pedagogic practice. This one-day conference will focus on all technology platforms, and aims to showcase innovative ways educators are flipping, enhancing and revolutionising both learning and teaching.

For more details see the website:

http://paperless2014.weebly.com/





Directions in Self-Access Language Learning Symposium

22 11 2013

Kanda University of International Studies (KUIS) held a symposium on Self-Access Language Learning on Saturday, October 19th 2013. Participants explored the current practices in self-access learning and discussed how the field is likely to continue to contribute to language education in the coming years. Most of the talks were recorded and are available on the website: http://salcsymposium2013.com/program/Image





Published: Learning behaviors: Subtle barriers in L2 learning and Creating diagnostic frameworks for supporting focused, effective, self-directed learning

2 05 2013

ELI lecturer Brian Morrison published the following two articles: Learning behaviors: Subtle barriers in L2 learning in Studies and global perspectives of second language teaching and learning and Creating diagnostic frameworks for supporting focused, effective, self-directed learning in IATEFL 2012Conference Selections.

1. Morrison, B. R. (2013). Learning behaviors: Subtle barriers in L2 learning. In J. Schwieter (Ed.). Studies and global perspectives of second language teaching and learning, pp. 69-89. Charlotte: Information Age Publishing.

Abstract

This chapter is concerned with a university course which was designed to focus on self-directed learning, target-language development, and empowerment of learners to make informed decisions about their own learning. The results of the study showed that the learners were not ready to take full responsibility for their learning; nevertheless, learners referred explicitly to how the course improved their language skills, their language learning skills, and their understanding of available resources, while an analysis of their learning journals indicated a vast improvement in ability to select and undertake goal-appropriate language learning activities. The chapter outlines the context, syllabus, and course implementation of an elective, self-directed language learning course for first-year Japanese university students. Change in language learning behavior that occurred as students implemented their individual learning plans (ILPs) outside the classroom was observed during document analysis of the learning journals of members of one class. The results suggest that even when these learners had an understanding of the principles discussed in class and used this knowledge to design an ILP, there were initially challenges breaking language learning habits which had been successful at high school but which were insufficient for achieving individual language learning goals.

2. Morrison, B.R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In T. Pattison (Ed.). IATEFL 2012Conference Selections, pp. 47-49. Canterbury: IATEFL.

Kanda University of International Studies (KUIS) in Japan is a specialist language university with a purpose-built self-access centre, which is staffed and resourced to encourage out-of-class learning. This paper shows how support was developed to help students understand their self-directed learning needs through the design and use of diagnostic framework worksheets (DFW). While all skills are referred to, DFW examples have been selected from the speaking worksheet.

 

 

 





ELI colleague selected as an Apple Distinguished Educator

16 04 2013

ELI Senior Lecturer, Joachim Castellano, was selected to represent Japan as an Apple Distinguished Educator (ADE). The ADE Program has been running since 1994 and exists to recognize and support visionary and innovative educators. Joachim recently attended a conference in Bali, Indonesia where he participated in workshops and seminars related to the role of technology in education. On his return, he kindly ran a workshop for colleagues where we learned some practical iPad tricks that we can use with our students.

When asked about his experience, he told us: “The best thing about the ADE Institute was meeting dedicated educators worldwide and hearing about their innovative and inspirational practices. I realized that it is not technology alone that’s transformational: it’s the teachers use of technology that can revolutionize learning.”

Learn more about this group of innovative educators online at: http://www.apple.com/education/apple-distinguished-educator/

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Joachim Castellano at the ADE conference (photo by Daniel Woo)





The ELI evaluates iPads and English language education

20 02 2013

The ELI has been pioneering the use of iPads in its EFL classes since the release of the first unit in 2010. Several pilot research projects have gauged the potential of iPads in the learning environment here. Projects headed by members of the Basic English Proficiency Project (BEPP) and the CALL Research Groups have investigated the potential impact of these tablet computers on language education. For instance, one project looked at the impact on the existing  infrastructure. Another tested the media production capability of the iPad. Last month, one of the projects, “The Integration of iPads at a Japanese university,” was published in the December 2012 issue of The JALT CALL Journal. Marnie Brown, ELI lecturer and one of the authors of the study commented, “I think iPads in education is the way forward.” The following is a video of Brown talking about everything iPad. Based on this previous research, starting in April 2013, the ELI will significantly expand the use of iPads in its curriculum.





Published: Integration of iPads into a Japanese university English language curriculum

9 01 2013

Eli lecturers Marnie Brown, Joachim Castellano, Erin Hughes, and Alex Worth’s research on the integration of iPads at KUIS has been published in the December 2012 issue of The JALTCALL Journal.

Abstract follows:

Tablet computers are a growing trend in education that has been gaining momentum since the introduction of the Apple iPad in 2010. This paper presents a case study at a Japanese university that investigated the integration of iPads into an existing English language curriculum. It reports on the experience of teachers and students using this particular tablet for several learning tasks in a Freshman English course. The tablets were used as a presentation tool, digital handout, Internet browser, transcription recorder, and media playback device. Data gathered from the study describe benefits and drawbacks of using tablet computers in the Japanese university EFL context. In addition, teacher and student views on using tablets in class activities were gauged. The researchers used direct observations, video recordings of student use, and survey data from teachers and students. It also details the mobile applications that were used for the classroom tasks. While the iPads showed promise in collaborative projects involving media, connectivity, unfamiliarity, and incompatibility issues limited their effectiveness. Although only a few iPads were available for the study, the issues and results are considered from the perspective of tablet technology in general. Furthermore, the lessons learned here might provide additional insights into the broader implementation of mobile devices in language learning environments.