OUGEO PRESENCE AT EUROCALL 2017

Learn to appreciate your freedom and respect other people's!

Photo created by Canva

Mehrasa (on site) and I (virtually due to three rounds of visa refusal, and I’ll blog the story and my virtual attendance very soon in detail) had two presentations at EUROCALL 2017.

Our first presentation focused on the iterative stages involved in designing and developing our EGAP (English for General Academic Purposes) blended course offered at Osaka University, titled Osaka University Global English Online (OUGEO), which was implemented in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) was introduced as the guiding instructional design model upon which the course had been created. Afterward, the stages of design and development of the blended course were explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process allowed for the discovery of some possibilities and problems at the early phases of the blended course design and development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties were discussed. The use of Open Educational Resources (OERs) were also expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits were described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance were reviewed.

Our second presentation was about the results of the use of an AR application, called BlippAR, to augment poster carousel tasks in our blended course. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application was described, and the overall positive user experience was reported, along with displaying the samples of collaborative student-generated AR work. The rewards and challenges of having students design AR content were also discussed. Moreover, the implications of AR for English language teaching and learning, the pedagogical potentials afforded by this technology, and recommendations for further research were provided.

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OUGEO PRESENCE AT JALT CALL 2017

Poster, JALT CALL

Poster available on academia

In our poster presentation at JALT CALL 2017, Mehrasa and I focused on the design and development phases of an online course of English for General Academic Purposes (EGAP), which we have referred to as Osaka University Global English Online (OUGEO).

Initially, we reviewed two mainstream models of instructional design for online course delivery—namely, ADDIE and SAM. The ADDIE model is a generic, systematic, linear, step-by-step process, known as waterfall model, which consists of five ordered phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation.

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Photo source: https://goo.gl/UxisAn

Unlike ADDIE’s five giant sequential steps, SAM (Successive Approximation Model) is an iterative, cyclical, and agile approach to instructional design which tries to address the roadblocks in the way of instructional designers in repeated small steps.

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Photo source: https://goo.gl/3JF7om

Following that, we explained the intertwined design and development phases of our prospective online course, which include the following: Assessing students’ needs and technological skills, defining the course overall goal and learning objectives, determining online course technologies, requirements, accessibility, connectivity, and support system, developing course syllabus, instructional materials (available via these hashtags: #OsakaUniversityGlobalEnglishOnline #OUGEO), tasks and activities, objective-based assessment, management strategies for team teaching, and formative and summative course evaluation. We also discussed copyright restrictions, the use of Open Educational Resources (OERs), as well as several e-learning authoring tools and their merits and demerits. Finally, we touched upon issues related to quality assurance with reference to the Quality Matters Higher Education Rubric.

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OUGEO Presence at Osaka JALT Back to School 2017

Back to School 2017

Despite the rapid growth of online teaching and learning at institutes of higher education worldwide, switching to online courses can pose a great challenge to those involved in creating and administering them. In our presentation at Osaka JALT Back to School 2017, Mehrasa and I tried to simplify, clarify, and exemplify the process of online course design.

We focused on practices that we found successful in designing online English courses based on the related literature and our hands-on experience as online instructional designers.

Under the project title of Osaka University Global English Online (OUGEO), we designed and developed, and are now implementing, a blended course of English for General Academic Purposes (EGAP) at Osaka University targeting second-year undergraduate students for a period of 15 weeks, of which 10 sessions are purely online and 5 sessions are face-to-face.

First, we reviewed popular instructional design models like ADDIE and SAM. We also discussed topics such as online syllabus, learning management systems, e-learning authoring tools, online visual design, e-assessment, and e-feedback. Finally, we introduced the most practical standards checklists for online course self-evaluation: The Standards Checklist by Marjorie Vai and Kristen Sosulski (2011) and Quality Matters Higher Education Course Design Rubric Standards, Fifth Edition (2014).

Slides: Online Course Design 101: All You Need to Know to Get Started