Blending Learning Opportunities:

Outer & Inner Spacesa presentation for the PUK Media Center,

Blended Learning Working Group, January 20, 2011, by Paul A. Beaufait

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Except as noted otherwise, Blending Learning Opportunities by Paul A. Beaufait is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Greetings to all, and thanks in particular to the Media Center Director and Working Group members, as well as Faculty Development coordinators, for creating this opportunity for me to speak with you today.____________________Smile-e image © 2009 Paul A. BeaufaitBackground image: "X-ray Mosaic of Galactic Center: Chandra Takes In the Bright Lights, Big City of the Milky Way" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, http://www.flickr.com/photos/smithsonian/2941497572/

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We've heard ...

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I'd like to begin with a few moments of reflection on recent events, in particular the October 28, 2010, faculty development session on e-learning.____________________Background image: "The remains of a massive star that exploded, perhaps ... witnessed by Chinese astronomers in 386 A.D." (Smithsonian Institution's photostream, 2010), about a hundred years after the life of Confucius. No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941496890/

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A big BANG!

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Though it may seem confusing at first glance, "The rough map that you see in this screen capture grew out of notes from October 28, 2010, presentations by Professors Kanai, Kozono, and Lavin. / It starts at the pink "e-learning" node [previously] near the center of the screen. / The orange, red, and yellow nodes highlight challenges, risks, and other concerns from the presenters or the audience. / The green nodes represent footprints and [related] interests of a language teacher exploring a galaxy of possibilities, / especially in the creation of blended learning opportunities for students, who live in a rapidly expanding universe" (script). The graphic in this presentation links to a screencast produced from that map and script with TechSmith's Jing ®, vers. 2.4.30037, and published at Screencast.com (My Library, 2010-10-29_2301-ExplainingCmapofeLearning). At present (2011.01.17), it is possible to read and write comments on the Jing viewing page (http://www.screencast.com/users/ltdproject/folders/Jing/media/f9cc83ed-62d8-4dce-8e18-6ca27f8ab282).____________________Background image: "The remains of a massive star that exploded, perhaps ... witnessed by Chinese astronomers in 386 A.D." (Smithsonian Institution's photostream, 2010), about a hundred years after the life of Confucius. No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941496890/

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Virtual Compasses

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To help us chart a course among virtually unlimited possibilities, I'd like to propose two compasses, or rough models of a few dimensions of learning, because ".. [t]he provision of models is important for discovery," as hypotheses against which to examine one's findings, and as guides for precision of inquiry (Driscoll, 2000, pp. 230-231).____________________Background image: "The remains of a massive star that exploded, perhaps ... witnessed by Chinese astronomers in 386 A.D." (Smithsonian Institution's photostream, 2010), about a hundred years after the life of Confucius. No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941496890/

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Virtual Compasses

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As we continue, please keep in mind that these compasses represent only a few of the directions that teaching and learning may take us.____________________Background image: "The remains of a massive star that exploded, perhaps ... witnessed by Chinese astronomers in 386 A.D." (Smithsonian Institution's photostream, 2010), about a hundred years after the life of Confucius. No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941496890/

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Where we're going

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Where I'd like to hope we're heading, both as teachers and learners, is a beautiful place – one not to many light years away. I'm looking forward to a voyage of discovery together, if only for a few minutes today. [¶] This presentation will introduce you to a learner-centered approach in blending learning opportunities. The question is whether the BANG from exploding stars is powerful enough to move us beyond our own customs and traditions, and to propel us into a new galaxy where we focus on students' learning, and in particular on goals, resources, and activities to facilitate learning, rather than on teaching.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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A Learning Galaxy

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In this presentation, I would like to lead you outward, away from the former center, "Content," which is too small to see in the deep background of this image, and beyond "Study/Teaching" as well, from which to imagine yourself drifting backwards virtually at the speed of light towards a learning galaxy.____________________Background image: "The remains of a massive star that exploded, perhaps ... witnessed by Chinese astronomers in 386 A.D." (Smithsonian Institution's photostream), about a hundred years after the life of Confucius. No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941496890/

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Blended Learning: Background

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• Prefectural University of Kumamoto

• Administrative studies faculty

• 2nd year students taking

• English as an additional language

• A required course

As reverberations from the exploding content star diminish, I hope you'll get a fresh, new sense of who is at the center of a learning galaxy. Here, for instance, we see a thin slice of the academic "backdrop against which [formal learning] interactions play" (Driscoll, 2000, p. 229).____________________Background image: "The remains of a massive star that exploded, perhaps ... witnessed by Chinese astronomers in 386 A.D." (Smithsonian Institution's photostream), about a hundred years after the life of Confucius. No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941496890/

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Statement of Purpose (1)

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• "'The purpose of English 5 and 6 is to help students improve their English reading skills' (General Education Committee resolution, December 10, 2008)."!

Syllabus, 英語 V(c), 概要及び到達目標, ¶1 (2010 [emphasis added])

What you see here is a clipping from a syllabus making it clear that student learning—blended, e-, or neither—is our goal. Teaching is just part of the backdrop for learning processes.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Amplification of Purpose

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• "The aims of these ... courses, both required for graduation, are to develop students' attitudes, knowledge, and skills with respect to reading purposes and processes, communicative competence, autonomous language learning, and vocabulary development."

Syllabus, 英語 V(c), Aims and Overview, ¶1 (2010)

The syllabus goes on, online and still also in print, and becomes part of a blend of resources for Day One homework in each course. Yet the emphasis remains on students.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Blended Learning: Goals

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• Students' skill development,

• Reading and vocabulary comprehension,

• Strategic competence,

• Spoken and written language use,

• Autonomy, satisfaction, and success.

In a nutshell, this course entails near-term, long-term, and global goals. Though reading and vocabulary comprehension are near at hand, much writing in the target language is still far off. Autonomy, satisfaction, and success may come hand in hand at any time, some now, and hopefully more in the future.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Blended Learning: Resources (1)

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• Offline

• For students

• Classroom presentations

• Dictionaries

• Textbook

• Library collections

• Offline

• For teacher

• Textbook

• Classroom Audio CD

• ExamView Assessment Suite (CD-ROM)

Now, before turning to the two main examples that I'd like to share with you today, please let me introduce you briefly to a few resources available for use offline, online, or both. These two lists show what is mainly for either students' or for teachers' use offline. Please note that classroom presentations are already an audio-visual blend with chalkface, overhead video camera, and computerized displays, and that a textbook is still a core resource.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Blended Learning: Resources (2)

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• Online

• For students

• Blog posts and comments

• Classroom presentations

• Concept maps

• Course syllabi

• Dictionaries

• Google

• Docs

• Forms

• Spreadsheets

• Mail messages

• Wikispaces

This list shows more resources available for student access and use online. Please note that few classroom presentation resources are online. The resources in green are core for the main examples for today, but these too are blended in terms of use in-class or between classes, a distinction Mr. Lavin suggested on Oct. 28, 2010, as well as blended with other online resources such as a blog and a wiki.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Blended Learning: Resources (2a) – a Closer Look

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• English V-VI Wikispaces (Resources page TOC)

• The LLD Project Blog (sidebar elements)

These two web snapshots show where students can find online assignments, feedback, and other resources. The first is of an automatic table of contents on a wiki page; the second is of automatic listings in a Language Learner Development Blog sidebar.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Blended Learning: Resources (2b) – a Closer Look

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• FreeMind templates (word web)

• FreeMind models (concept map)

Here we have two screenshots showing online resources for vocabulary development. Both in class and online, I provide models. The model on the right is from an in-class demonstration, saved as a graphic image, and posted on the course wiki (English V-VI, Assignments_V-VI). Students get templates from the course wiki or via email, and use the same software (SourceForge, FreeMind, 2010) to make, share, and review their own vocabulary collections. [¶] Over the past few years, students' creation of concept maps has shifted from free-hand, pencil and paper maps, to free-hand computer-based maps, and then to use of ready-made templates such as the one on the left. For now, that is today's first main example of blended learning resources. Perhaps a demonstration of mind-mapping software will be possible at a later date.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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A Blended Learning Activity

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• In-class preparation (textbook: contents)

• Online assignment (English V-VI wiki)

• Online submittals (Google Form):

• ACTIVE Unit Preferences &

• Reading Habits Questionnaire

Now let us turn to today's second main example. This particular learning activity starts in class with textbooks, and then moves online. The wiki assignment (left) and mail reminders point out an online survey form for collecting students' responses, in particular, their choices of units to read each semester.____________________Background image: "NGC 3079 (A spiral galaxy about 55 million light years from Earth...)" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2940658669/

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Statement of Purpose (2)

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• "This questionnaire is to collect your preferences for units [in the textbook] to study in coming months, along with general information about your reading habits....

• If you review the front matter (Contents & ff.), choose units, and prepare explanations for your choices in advance, I estimate 20-30 minutes may be necessary for careful completion of all items online. Please read ... [the] questionnaire carefully, avoid choosing units [that] we've already studied [or started to study], type accurately, and submit the form only once."

PB, email message to students, May 6, 2010

This assignment calls for a preview of the whole textbook, 1st semester, and a review, 2nd semester. For students, it is an opportunity to express and explain their reading preferences, and to help make course reading selections. For the teacher, it is a much easier way to gather such information from students than collecting paper forms, and tabulating responses on a spreadsheet by hand.____________________Background image: "NGC 3079 (A spiral galaxy about 55 million light years from Earth...)" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2940658669/

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Publication of Findings (1)

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• In-class displays

• 2nd semester data

• Cumulative

Google spreadsheets become online resources for use in the classroom and beyond. For example, the red marks give feedback on inappropriate unit choices for the 2nd semester. On these two sheets, I've red-flagged units that students had studied during 1st semester, and shouldn't have chosen for 2nd semester.____________________Background image: "NGC 3079 (A spiral galaxy about 55 million light years from Earth...)" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2940658669/

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Publication of Findings (2)

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• Blog post

• The LLD Project Blog

• ACTIVE Skills for Reading: Book 1 – revisited (2010.10.19)

• 2nd semester data

• Cumulative

Google spreadsheets also simplify creation of graphic displays for feedback in class or, in the case of this screenshot, online, in a post on the Language Learner Development Blog.____________________Background image: "NGC 3079 (A spiral galaxy about 55 million light years from Earth...)" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2940658669/

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Whence we've come just now

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• Inner Space

• In-class resources:

• Textbook front matter (Anderson, 2007, pp. 4-10):

• Table of Contents

• Reading and vocabulary tips

• Google Docs displays

• Outer Space

• Online survey (homework):

• Assignment on wiki

• Survey form:

• in mail messages, &

• at Google Docs

• Results posted on blog

These two lists sum up the resources and venues, both off-line and on-, that students and I have used for one blended learning activity, the Unit Preferences and Reading Habits survey. This slide brings the second main example and our short journey together today to an end. Thank you for attending.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Want slides, references, and notes?

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• If so, please write:

• From: [your university mail address]

• To: pab (my university mail address)

• Re: Blended Learning, 2011.01.20

If you would like the slides, references, and notes from this presentation, please send me an email message with the subject heading, "Blended Learning, 2011.01.20" (without quotation marks), and let me know in the body of the message who you are. My address is pab@... (university email address). I would also appreciate hearing any concerns or questions you may have about blended learning.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream, 2010). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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References

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• Anderson, Neil J. (2007).!ACTIVE Skills for Reading: Book 1, Second Edition. Boston: Thomson - Heinle [ISBN 1-4240-0186-6].

• Beaufait, Paul A. (2010). 2010-10-29_2301-ExplainingCmapofeLearning [screencast]. Retrieved January 19, 2011, from http://www.screencast.com/t/2qNQyhNNIxV

• Beaufait, Paul A. [aka: ltdproject] (2010). English V-VI [wiki]. Retrieved January 19, 2011, from http://englishv-vi.wikispaces.com/

• Beaufait, Paul A. (2010). ACTIVE Skills for Reading: Book 1 – revisited [blog post]. Retrieved January 19, 2011, from http://lldproject.edublogs.org/2010/10/19/active-skills-for-reading-book-1-–-revisited/

• Beaufait, Paul A. (2010). Syllabus, 英語 V(c).

Retrieved January 19, 2011, from http://www.pu-kumamoto.ac.jp/kyoumu/PUK_syllabus/syllabus/03/3/2010_03_11131533.html

• Creative Commons. (2010). Attribution-NonCommercial-ShareAlike 3.0 Unported [license]. Retrieved January 19, 2011, from http://creativecommons.org/licenses/by-nc-sa/3.0/

• Driscoll, M. (2000). Psychology of Learning for Instruction: Second Edition. Needham Heights, Massachusetts: Allyn and Bacon.

• Google. (2010). Google Docs - Online documents, spreadsheets, presentations, surveys, file storage and more. Retrieved January 19, 2011, from http://docs.google.com

• Smithsonian Institution's photostream. (2010). Retrieved January 19, 2011, from http://www.flickr.com/photos/smithsonian/

• SourceForge. (2010). FreeMind - free mindmapping software. Retrieved January 19, 2011, from http://freemind.sourceforge.net/wiki/index.php/Main_Page

• TechSmith. (2010). Jing, instant screenshots and screencasts. Retrieved January 19, 2011, from http://www.techsmith.com/jing/

All of the references in this list, except the books (Anderson, 2007, and Driscoll, 2000), are currently available online.____________________Background image: "M82: Images From Space Telescopes Produce Stunning View of Starburst Galaxy" (Smithsonian Institution's photostream, 2010). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, from http://www.flickr.com/photos/smithsonian/2941504858/

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Blending Learning Opportunities:

Outer & Inner Spacesa presentation for the PUK Media Center,

Blended Learning Working Group, January 20, 2011, by Paul A. Beaufait

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Except as noted otherwise, Blending Learning Opportunities by Paul A. Beaufait is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Thank you again for your attention. PB____________________Smile-e image © 2009 Paul A. BeaufaitBackground image: "X-ray Mosaic of Galactic Center: Chandra Takes In the Bright Lights, Big City of the Milky Way" (Smithsonian Institution's photostream, 2010). No known copyright restrictions (Terms of Use). Retrieved October 28, 2010, http://www.flickr.com/photos/smithsonian/2941497572/

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ExtrasWith references on individual slides

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Benefits of e-Learning• Engenders "a strong sense of community";

• Supports effective, inclusive, and responsible group work;

• Scaffolds "collaborative constructivist learning";

• "Mode doesn’t matter! It’s more about effective teaching practices."

(Kraglund-Gauthier, 2010, Pedagogical benefits, slide 21).

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Reference

Kraglund-Gauthier, Wendy. (2010). Supporting Online Teachers: Moving Pedagogical Know-How into Virtual Classrooms [CIDER Session {webinar}, 2011.01.05]. http://cider.athabascau.ca/CIDERSessions

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e- & Blended Learning• E-learning involves "the use of digital technologies

and media to deliver, support and enhance teaching, learning, assessment and evaluation" (Armitage & Ros, 2003, [n.p.]).

• "Blended learning is used to define a situation where different delivery methods are combined ... to deliver a particular course. These methods may include a mixture of face-to-face classrooms, online classrooms, and self-paced learning" (e-TQM College, [n.d.])

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Problems with these definitions are that they conflate learning with teaching, and emphasize content and course "delivery methods" and venues rather than learning processes.

References

Armitage, Susan; & O'Leary, Ros. (2003). A Guide for Learning Technologists. York: LTSN Generic Centre.

e-TQM College. ([n.d.]). e-Learning and Blended Learning. http://www.etqm.ae/elearning/blended.html

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Online & Blended Learning• "According to the U.S. Department of Education, ...

students who studied in online learning environments performed modestly better than peers who were receiving face-to-face instruction" (Kessler, 2010, 1. Online Education "Doesn't Have to Suck", ¶4).

• "The modest difference in performance between online and physical classroom learners ... was larger for those students who learned through a blend of online and physical classroom conditions" (Kessler, 2010, 6. The Virtual Classroom Can Make the Physical Classroom More Effective, ¶2).

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References

Kessler, Sarah. (2010). The case for the virtual classroom [blog post]. http://mashable.com/2011/01/03/virtual-classroom/

U. S. Department of Education. (2009). Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies [PDF: revised Sept. 2010]. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

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Balance for Learning• "School is no longer just one learning place.

Teachers must balance teaching applications in their lessons plans with technological information that evolves from the wider learning community. The anticipated result should be students’ deeper learning on how to learn — from content, with respect to both critical thinking and desirable character dispositions" (Jacobs, 2003).

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Reference

Jacobs, Walter R., Jr. (2003). Seven Tips for Improving Instructional Skills: Reminders for

Teachers (second edition). Annual Meeting of the Association for Supervision and

Curriculum Development (ASCD), San Francisco, California, March 8, 2003. [TP Msg

#1069, January 22, 2011 00:21:29 JST]

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Example: Group Discussions• The basic elements of small group discussions, focused on fundamental questions

of meaning, grounded in the history of arts, literature, politics, and science, and promoting imaginative approaches to general and expert knowledge, skills, abilities, and values can be offered in a combination of venues. These include seminars, lectures, and on-line approaches, such as "blended" courses, in colleges of all types, community organizations, and adult education programs.

• ...

• Nevertheless, it seems likely that the “unbundling” of credentials and curricula, and the authority to certify credentials, and ever more strategic partnerships between campuses and companies, will lead inexorably to new opportunities for flexible, convenient, accessible, just-in-time, relevant and certified education and training in ways not now imaginable, but built on the foundations now visible.

(Scott, 2010 [emphasis added])

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Reference

Scott, Robert A. (2010). The Modern American University: A Love Story [extended abstract]. Tomorrow's Professor, message 1064, January 4, 2011.

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What Teachers Need to Do• Both "... 'de-skill...'" (Naidu, 2003, p. 71), that is, escape from

"ingrained face-to-face [teaching] practices"

(Kraglund-Guthier, 2011, Shifting Paradigm, slide 9)

• And re-skill:

• "... shift from the role of content provider to [that of] content facilitator,"

• "gain comfort and proficiency in using the [tools and technology] as the primary teacher–student link, and"

• "learn to teach effectively without the visual control provided by direct eye contact."

(Kraglund-Guthier, 2011, Instructor['s] Role[s], slide 12, from Fein & Logan, 2003, p. 46)

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References

Fein, A. D., & Logan, M. C. (2003). Preparing instructors for online instruction. New Directions for Adult and Continuing Education, 100. 45–55.

Kraglund-Gauthier, Wendy. (2010). Supporting Online Teachers: Moving Pedagogical Know-How into Virtual Classrooms [CIDER Session {webinar}, 2011.01.05]. http://cider.athabascau.ca/CIDERSessions

Naidu, Som. (2003). E-learning: a guidebook of principles, procedures, and practices. New Delhi: Commonwealth Educational Media Centre for Asia. http://www.cemca.org/e-learning_guidebook.pdf?

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Teachers Need Support!• Often there are few educational designers available to assist educators, so only a

small percentage of educators benefit from their assistance in creating pedagogically rich and engaging teaching and learning experiences. This problem exists not only at the level of educational institutions, but even at the level of whole country education systems where there is a recognized need to adopt pedagogically richer teaching and learning approaches, but relatively few expert educational design[er]s who can assist the huge educator workforce towards new approaches.

• ... Rather than immediately introducing complex and advanced pedagogical structures (such as role plays), ... reflective questions and template libraries could be [developed and] configured to support incremental advances from current practices and culture. In this way, the introduction of new pedagogical approaches could be carefully staged relative to existing and evolving practice within the educator workforce.

(Dalzier, 2008, p. 385 [emphasis added])

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Reference

Dalziel, J. (2008). Chapter 24. Learning design: Sharing pedagogical know-how. In T. Iiyoshi & M. S. V. Kumar (Eds.), Opening up education: The collective advancement of education through open technology, open content, and open knowledge (pp. 375–387). Cambridge, MA: MIT Press. http://mitpress.mit.edu/books/chapters/0262515016chap24.pdf

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Other slides English Japanese

1 blend, blended, blending

1 3, 6, 17 opportunities 議会2 reflection

3 13, 15 concept maps 概念地図3 22 concerns 留意事項3 17 explain 説明する3 node 節点4 5, 8, 9 backdrop 背景巻く4 5 compasses 羅針盤

45 computer-mediated コンピュータで、調停されて

4 dimensions 寸法4 5 experience 経験4 18, 19 findings 研究か、または調査結果

45 genetic predisposition 遺伝子的な傾向

4 5 仮説4 5, 8 interaction 相互作用4 5, 15 models

4precision of inquiry 研究か、または問い合せの精度

5 represent 表現する6 7, 18 beyond 向こう6 8 exploding 爆発します6 facilitate 容易にして6 learner-centered 学習者中心6 propel 推進する6 12, 13, 15, 18, 20 resources 資源7 actual use 実際の使用

78 content, contents See: table of contents.

7 drifting 漂流7 speed of light 光速8 diminish 減少する8 required course 必修科目8 reverberations リバーブ

1st Slide

Corrections, notes, suggestions, ...

3, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16, 20, 21, 23

混合, 混合する

反射, アイディア, 考え

hypothoses

模型, 原型, ひな形

内容, コンテンツ

Other slides English Japanese1st

SlideCorrections, notes,

suggestions, ...

9 clipping 抜粋9 10 emphasis 強調9 10 processes プロセス9 10, 17 purposes 目的9 resolution 決意10 amplification 増幅10 attitudes 態度

1011 autonomous, autonomy

10communicative competence

11 comprehension 読解11 entails 必然的に伴う11 long-term 長期間（の） See: goals.

11 near-term 短期間（の） See: goals.

11 satisfaction 満足

11strategic competence 戦略の能力

12 chalkface 黒板12 13 core 核心12 13 examples 実例12 textbook 教科書14 automatic 自動式14 20 table of contents 目次15 20 venues

16 17, 20 preferences 好み16 17 responses 応答16 submittals 差出16 20 survey

17 express (v.) 述べる、示す17 tabulate 表にする18 19 cumulative 累積18 inappropriate 不適当22 references

自治, 自律

伝達能力, 交信する能力

開催地, 場

アンケート, 調査

参照,引用文献