- Presentation abstract発表の要約
Due to the pandemic at the start of the 2020 academic year, one university in southwestern Japan began a project to transition traditional "listening and speaking" as well as "reading and writing" courses from the live-online format to fully on-demand classes. The tools and techniques used to design, create, organize, and deliver the content for the classes and how those techniques evolved over the course of the project will be discussed in an overview. Furthermore, curriculum integrations with Pearson's MyMobileWorld textbook companion website, Microsoft's FlipGrid video discussion forums, Lexxica's WordEngine vocabulary practice website, and Xlearning Systems' Xreading digital library of graded English readers will be explained. The evolution of the course curriculum design over each of the three semesters based on the experiences of the team members and the feedback from the students' interactions with the content will also be reviewed. Now that the project has finished its third consecutive semester of implementation, a review of the results of the program using both analytics and observations of both teacher and student experiences with the curriculum can be reported. The points of success and the points of failure will be discussed along with the potential for using the content and techniques developed during this project in future blended learning classes.
- Original submission元の原稿
発表の題名: Evaluating 3 semesters of on-demand courses
発表の種類: Presentation (40 mins) プレゼンテーション（４０分）
発表の言語: English 英語
発表のキーワード: on-demand, EFL, activity completion, analytics, MyMobileWorld, FlipGrid, WordEngine, Xreading
The challenges of 2020 and early 2021 required many teachers to adapt to the relatively new experience of teaching students entirely online. This presentation will explore a project embarked upon by teachers at a private university in southern Japan to transition their traditional listening and speaking classes as well as reading and writing classes from in-person instruction to on-demand lessons. The presenters will give an overview of the systems and methods employed during the project to recreate the various elements of the classes as on-demand experiences. Specifically, the presenters will focus on the tools and techniques they used to create the content for the classes, how those techniques evolved over the course of the project, and how the content was distributed to the students. The presenters will explain how both video and interactive virtual lessons were used to instruct and guide students through the learning process. Furthermore, the presenters will discuss how these instruction videos and interactive virtual lessons were integrated with Pearson's MyMobileWorld textbook companion website, Microsoft's FlipGrid video discussion forums, Lexxica's WordEngine vocabulary practice website, and Xlearning Systems' Xreading digital library of graded English readers. In addition to methods and the content of the courses, the presenters will review the results of the program using some analytics and also observations about both teacher and student experiences with the curriculum. The presentation will conclude with a discussion focusing on the potential for using the content and techniques developed during this project in future blended learning classes.
- Peer review details査読詳細
Peer Review 1
| Criteria | Assessment |
|---|
| Clarity of Submission | 7 / 10 |
| Presentation Length | 8 / 10 |
| Originality of Submission | 9 / 10 |
| Appropriateness & Relevance to the Moot | 8 / 10 |
| Quality of Content & Writing | 6 / 10 |
| Overall evaluation | 35 / 50 |
| 73 / 100 |
Feedback The title of this presentation starts with the word "evaluating" but it seems to be more of a case study of how the project evolved over the three semesters. Perhaps revising the title to match the abstract more closely (or vice versa) would be good. Also there is a bit of redundant language in the abstract. For example the sentence "The presenters will give an overview of the systems and methods employed during the project to recreate the various elements of the classes as on-demand experiences. " And the following sentence, "Specifically, the presenters will focus on the tools and techniques they used to create the content for. . . " are saying the same thing. Finally, instead of saying "the presenters will" this and "the presenters will" that, just use "we". I know this one really comes down to taste, but that particular phrasing "the presenters will" appears five times in this one abstract which feels excessive and distracts from the meat of your content. Best of luck and I'll look forward to seeing your presentation.
Peer Review 2
| Criteria | Assessment |
|---|
| Clarity of Submission | 10 / 10 |
| Presentation Length | 10 / 10 |
| Originality of Submission | 9 / 10 |
| Appropriateness & Relevance to the Moot | 9 / 10 |
| Quality of Content & Writing | 10 / 10 |
| Overall evaluation | 50 / 50 |
| 98 / 100 |
Peer Review 3
| Criteria | Assessment |
|---|
| Clarity of Submission | 9 / 10 |
| Presentation Length | 9 / 10 |
| Originality of Submission | 8 / 10 |
| Appropriateness & Relevance to the Moot | 9 / 10 |
| Quality of Content & Writing | 9 / 10 |
| Overall evaluation | 45 / 50 |
| 89 / 100 |
- Peer review notes査読メモ
Thanks for your submission!
Your proposal has been conditionally accepted.
- For this submission to be fully accepted, please make the requested changes to your abstract/presentation before 2022 Jan 22 (Sat) 23:55.
- When the changes have been made, they will be reviewed and you will be notified of the new acceptance status.