Da Silva & McInerney 2006

Are Japanese University Students Really Unmotivated?
Dexter Da Silva, and Dennis M. McInerney,
SELF Research Centre, University of Western Sydney, Australia

das05381.pdf (application/pdf Object)
In AARE Conference - 2005 (Papers by Papercode) Published January 2006

***
JB

Global Practices of Language Teaching

Global Practices of Language Teaching(PDF)
(ILOC 2008)

IOLC2009
Call for Papers

ICT活用と授業のデザイン

080118miki ICT活用と授業のデザイン (PDF)

■ICTの役割 (1) 指示の明確化

• 視線を集める
• 指示を視覚化する
• 課題を明確に伝える

■ICTの役割 (2) 動機付け

• 前提知識の想起・補強
• 新しい事実の提供
• 指導事項と生活の関連づけ
• 疑問の喚起

■ICTの役割 (3) 指導の効率化

• 知識の効率的な提供
• わかりやすい情報提示: デフォルメ, モデル化, シミュレーション, イメージ化
  

■ICTの役割 (4) 学びの支援

• データ収集の効率化
• 調査対象の拡張
• 比較対照（クロスチェック）の促進
• 協同的学びの促進
• 活動の促進・拡張

■ICTの役割 (5) コミュニケーションの支援

• 出会いのきっかけを提供
• 相手意識の創造・維持
• 情報伝達の効率化
• メッセージの訴求力を向上

■ICTの役割 (6) 思考の支援

• 分類・比較・整理の効率化
• 関連づけ
• 表現の効率化
• 試行錯誤の保証

■ICTの役割 (7) ふりかえりの促進

• 活動の記録と再生
• 学習履歴の記録
• 成果に対する評価の保証

■ICTの役割 (8) デジタル社会のリテラシー形成

• センスの育成
• スキル育成

Metacognition

メタ認知を教育目標としてどう設定するか : 「改訂版タキソノミー」の検討を中心に: PDF

インターネット情報検索におけるメタ認知過程の検討: PDF

オープンエンドな学習プロセスにおけるメタ認知のためのアノテーション [PDF]

英語学習におけるメタ認知ストラテジーの脳科学的効果 : 光トポグラフィによる選択的注意の観測: PDF

Metacognition & Motivation

学習方略・メタ認知（リンク集）

服部雅史 主要著作

e-Learning :: definitions

International Quality Assessment Tools :: Benchmarking Terms

Asynchronous Learning
Any learning event where interaction is delayed over time. This allows learners to participate according to their schedule, and be geographically separate from the instructor. Could be in the form of a correspondence course or e-learning. Interaction can take use various technologies like threaded discussion.

Computer Based Training (CBT)
Training or instruction where a computer program provides motivation and feedback in place on a live instructor. CBT can be delivered via CD-ROM, LAN or Internet. Creation is done by teams of people including instructional designers, and often has high development costs.

Correspondence Course
A course completed from a distance using written correspondence for interaction and to submit assignments. Correspondence classes became popular in the 1890's.

Distance Education
The formal process of distance learning. This term has traditionally implied the higher education level.

Distance Learning
Learning where the instructor and the students are in physically separate locations. Can be either synchronous or asynchronous. Can include correspondence, video or satellite broadcasts, or e-Learning. Usually implies the higher education level.

Distance Training
A reference to distance learning for the corporate or professional levels. More commonly referred to as distributed learning, WBT or e-Learning.

Distributed Learning
Distance learning that makes use of information technology. Includes most types of distance learning but not plain correspondence (very similar to e-Learning)

e-Learning
Any learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction, or facilitation. This would include distributed learning, distance learning (other than pure correspondence ), CBT delivered over a network, and WBT. Can be synchronous, asynchronous, instructor-led or computer-based or a combination.

e-Learner
Any learner taking part in an e-Learning course or program.

Fully Distance Learning Course
A course that is and that can be completed without face-to-face instruction or required physical attendance in a classroom (possibly except testing). The course may be delivered via internet or other media (e.g., video, audio, CD, print), synchronous or asynchronous.

Fully Distance Learning Program
An academic program at any degree level in which all coursework required to complete the program (including core and non-core courses) may be completed without face-to-face instruction or required physical attendance in a classroom (excluding testing). Courses may be delivered via internet or other media (video, audio, CD, print), synchronous or asynchronous.

Hybrid Course
A course that combines both distance learning and face-to-face components. Distance learning components, whether delivered via the internet or other media (video, audio, CD, print), synchronous or asynchronous, must comprise 50 percent or more of the course contact hours.

Hybrid Program
A program where 50 percent or more of coursework required to complete the program (including core and non-core courses) can be completed by distance learning. This includes both (a) a program where 50 percent of required coursework is completed fully by distance learning courses and the other half face-to-face; and (b) a program where 100 percent of required coursework is completed in hybrid courses. (this definition will link to hybrid courses and fully distance learning courses definitions).

Instructor-led Training (ILT)
A learning event which is led by an instructor, and either held in a physical location or delivered via a network (WBT, e-Learning). Usually implies the professional or corporate level and synchronous learning.

Online Learning
e-Learning over the Internet (as opposed to a local or wide area network).

Online Training
Same as online learning, only it implies the professional or corporate level.

Synchronous Learning
Any learning event where interaction happens simultaneously in real-time. This requires that learners attend class at its scheduled time. Could be held in a traditional classroom, or delivered via distributed or e-Learning technologies.

Web Based Training (WBT)
Training which is delivered over a network (LAN, WAN or Internet). Can be either Instructor-led or Computer Based. Very similar to e-Learning, but it implies that the learning is in the professional or corporate level.

Bernaus & Cardner 2008

Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement
MERCÈ BERNAUS, ROBERT C. GARDNER

The Modern Language Journal
Volume 92 Issue 3, Pages 387 - 401
Published Online: 28 Aug 2008

ABSTRACT

This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students' motivation and English achievement. The participants consisted of 31 English as a foreign language (EFL) teachers and their students (N= 694) in Catalonia, Spain. The teachers and students rated the frequency of use of 26 strategies in their classes. In addition, the students were tested on their attitudes, motivation, and language anxiety with the mini-Attitude Motivation Test Battery (AMTB; Gardner & MacIntyre, 1993) and completed objective tests of English achievement.

The results indicated that the teachers and students agreed on the relative frequency of some strategies but not on the frequency of other strategies and that, although the teachers' reported use of motivational and traditional strategies was not related to the students' English achievement, attitudes, motivation, or language anxiety, the students' perceptions of these strategies tended to be related to their attitudes and motivation at both the individual and class levels. In addition, when the students were the unit of analysis, there was a negative correlation between the students' ratings of the frequency of traditional strategy use and English achievement. Path analysis indicated that integrativeness, attitudes toward the learning situation, and instrumental orientation predicted the motivation to learn English and that motivation was a positive predictor of English achievement, whereas attitudes toward the learning situation and language anxiety were negative predictors of English achievement. Hierarchical linear modelling analysis confirmed these findings but indicated that the effects of strategies are much more complex than previously thought. Strategy use as reported by the teachers did not influence the regression coefficients for any of the predictors, but strategy use reported by students had a positive effect on the predictability of motivation on English achievement.

Innovating teaching in context: Asia

ESLとEFLの違いね。中からみたEFLか。ちょっと注目しておこう。


Call for submissions
Innovating teaching in context: Asia

The objective of this volume is to gather the voices of teachers/researchers based in Asia to help define what makes the Asian experience unique, and how that experience can help to inform ELT theory, practice, and methodology.


The EFL context, including Asia, has tended to be defined by outsiders looking in. From Hofstede's (1991) research into cultural differences, and Kachru's (1992) depiction of different circles of language influence, to leading ELT theories and methodologies such as those associated with TBL, ideas about the EFL context are generally disseminated from Inner Circle countries outward.

Yet there are a number of dedicated and professional teachers/researchers based in Asia who are likely better placed to help define the Asian EFL experience: how its needs are different from ESL contexts and therefore uniquely EFL. However, those voices have been intermittent in their representation in the literature, with occasional articles in internationally refereed journals or scattered chapters in books hidden among the many voices from Inner Circle countries.

As co-editors, we are calling for abstracts that deal with research both based in the Asian context, and about the Asian context; research that helps to inform and interpret theory and practice in our context. We are interested in articles which deal with some of the following issues:

1. Establishing the context*: Papers which define or explain the Asian context, or facets of it.


2. Innovating practice*: Papers which describe and explore how Asian-based practitioners drive methodological innovation.

3. Innovating theory*: Papers which describe and explore how Asian-based practitioners interpret and reinterpret ELT theory to fit their regional or local contexts.

4. Other topics related to teaching English in Asia that don't necessarily fit easily into the above three categories.

*Some subtopics that could be appropriate include: motivation, learner autonomy, 4-skills, Extensive Reading, learning strategies, Extensive Writing, learner identity, input/output hypothesis, vocabulary acquisition, consciousness raising, washback, functional grammar, task-based learning and classroom discourse analysis.

This is a proposed volume, and after receiving abstracts we will screen in appropriate proposals, then invite the short-listed contributors to send their full papers. After receiving the full papers, we will send the proposal package to a major publisher for consideration. While we've had some expression of interest from a publisher, the volume must go through the regular vetting cycle, and so there is no guarantee that the volume will be published. That being said, we are quite confident that a volume of this nature would be a significant and needed contribution to the field.

If you are interested in contributing to this proposed volume, please send your abstracts to by February 28th, 2009. Abstract authors will be notified of acceptance or rejection of the proposal by March 31st, 2009, and contributors will be asked to send their complete articles by November 30th, 2009. We intend to submit the proposal to publishers by December 31st, 2009, for hopeful publication in 2010.

Abstracts should be up to 500 words in length, and should include information about the specific, local context being explored, and how observations from that context could potentially inform other teacher/researchers in similar contexts. Again, we hope to define and explain what it means to teach English in Asia, and to disseminate our collective understanding of our contexts to the rest of the ELT community. We hope this volume will help to inform teacher education and practice in Asia for some time to come.

Thanks for your time and consideration. We are looking forward to receiving your abstracts and/or expressions of interest.

Please feel free to forward this call to potentially interested colleagues, or to post it to appropriate mailing lists.

Encyclopedia of Educational Technology

Encyclopedia of Educational Technology

Table of contents
Cognition and Learning
* Active learning
* Anchored instruction
* Anchored learning
* Andragogy
* Applied Behavior Analysis
* Artificial intelligence in education
* Artificial neural networks
* Attention: getting it
* Attention: keeping it
* Attention theory
* Audio: Does it help?
* Autodidactic learning
* Automaticity: A learned advantage
* Automaticity: Skill building
* Bloom's learning domains
* Bloom's taxonomy
* Bloom's taxonomy revised
* Brain-based learning
* Brain hemispheres: fiction and fact
* Chunks: Superior memory of experts
* Cue summation in instructional multimedia
* Cooperative groups
* Cooperative learning
* Cognitive dissonance
* Cognitive load theory
* Cognitive style assessment
* Computer hardware as brain
* Digital natives in the classroom
* Discovery learning
* Early childhood computing
* Ecological psychology: Tools
* What is Educational Technology?
* Effective learning with movitation
* Emotion, memory, and stories
* Engagement in mathematics
* Flow and peak performance
* Flow: Optimal experience
* Gagne's nine events of instruction
* Gardner's theory of multiple intelligences
* Gender and technology
* Gestalt theory
* GIS and the K-12 Teacher
* Guilford's Structure of Intellect
* Hemispheric dominance
* How eLearning changes the classroom
* Howard Gardner's multiple intelligence theory
* Humor in instructional design
* Hypnopaedia: sleep-learning
* Information quantity and cognition
* Instructor provided notes
* Interactive whiteboards
* Intrinsic motivation for physical education
* Keller's ARCS Model-Attention
* Keller's ARCS Model-Confidence
* Keller's ARCS Model-Relevance
* Keller's ARCS Model-Satisfaction
* Knowledge systems design
* Learning and meditation
* Learning theory fundamentals
* Learning styles
* Long term memory
* Maslow's hierarchy of needs
* Memory model
* Metacognition
* Metacognition v2
* Mind as rhizome
* Multi-Channel learning
* Multimedia and the learning process
* Multimedia and multiple intelligences
* Multiple intelligences, Part 1
* Multiple intelligences, Part 2
* Music and learning
* Music enhances reasoning
* Music's contribution to academic success
* Overlearning
* Operant conditioning
* Piaget's developmental stages
* Piano lessons and spatial-temporal reasoning
* Postmodern instructional design
* Psychomotor taxonomy
* Reactive vs. active theory
* Sense and memory
* Sensory modalities for learning
* Short term memory
* Situated learning
* Sleep and learning
* Sleep and memory
* Social learning theory
* Stereotypes
* Subliminal learning
* Techniques for memory retention
* Technology supports learner-centered principles
* Transfer: a principle of learning
* Transfer of learning
* Understanding deaf education
* Using simulations to facilitate learning
* Visual perception: Gestalt laws
* Visual perception: illusions
* Working memory
* Vygotsky's Social Development Theory
* Vygotsky: Zone of proximal development

Analysis
* Authoring Instructional Materials (AIM)
* Conducting performance analysis
* Effective interviewing
* Finding solutions to performance problems
* Human performance technology
* ID in a cross-cultural context
* Performance analysis: an overview
* Quick solutions to performance problems
* Stakeholders in user-centered design
* Technology and analysis
* Training needs assessment
* Understanding goals
* Why performance analysis
Design
Data representation
* About mind maps: What and why
* Chosing the right graph
* Clear writing for international English readers
* Comparison graphs
* Graph labels
* Mindmap your way to success
* Misrepresentation of data
* Preparing presentations for educational use
eLearning
* Blogs in online college classes
* Choosing tools for real time virtual meetings
* Course design
* Creating social presence online
* Cultural implications for online learning
* Designing Web-based tutorials
* Distance education
* Distance education and learning style
* Distance learning essentials
* Emerging technologies
* Facilitating classes online
* Developing a professional community
* Distance education: The human dimension
* Instructor's role
* Intelligent tutoring systems
* I CARE instructional design system
* Lab design and learning
* Learner control: Is it for everyone?
* Learner control in web-based instruction
* Learner-interface interaction
* Mediating interpersonal interactivity
* Mobile learning
* Online interaction
* Online fair use
* Podcasting
* Preparing students to join the online learning community
* Rich active learning environments
* SCORM
* SCORM: What it is and how it is used
* Stages of online learning
* Synchronous and asynchronous technology
* Technology and collabortive environments
* Transactional distance
* Wikis
* Wikis: Working their way into the Web
Learning Strategies
* Accidental learning through computer games
* Blended learning
* Blended learning: choosing the right blend
* Component Display Theory
* Communicative language teaching
* Criterion-referenced instruction
* Digital game learning
* Digital games as learning environments
* Drafting instructional objectives
* E-coaching for fitness
* Elaboration as a learning tool
* Elaboration feedback
* Feedback and emerging technologies
* Feng Shui for the training room
* Functional context education
* Games and simulations
* Higher-level thinking
* Instructional technology in the third world
* Jigsaw cooperative groups
* Learning math with CBI
* Learning with stories
* Management games: Openers
* Mass collaboration: A means of self-organization
* Mnemonics
* Modeling, coaching, and scaffolding
* Motivating your learner
* Multimedia for adult literacy
* Multimedia in the EFL/ESL classroom
* Notetaking
* Online interactivity
* Process art as a learning tool
* Problem based learning
* Problem based learning 2
* Project based learning
* Real time feedback in programmed learning
* Simulations
* Simulation-based training
* Stories as an instructional tool
* Teaching concepts
* Technology for inclusion
* Training to fluency
* Web Survey Design
* Webquests
Message Design
* Animation in literacy development
* Audio presentations
* Attitude Change
* Captology
* Choosing appropriate media
* Cognitive dissonance
* Connecting with classroom Websites
* Designing hypertext links
* Design principles: Proximity and alignment
* Design principles: Repetition and contrast
* Designing web pages for blind readers
* Factual information: Display guidelines
* Gender differences
* Gestalt principles of design
* Graphic organizers
* Hypertext and hypermedia: An overview
* Information design
* Information mapping
* Interactive animation
* Instructional illustration
* Instructional design for the international market
* Levels of feedback
* Medium is not the only message
* Minimalism
* Mixed modalities work
* Modality principle
* Multimedia design controversies
* Multimedia presentations
* Pictures in education
* Redundancy principle
* Secondary classroom websites
* Seven attentional shifts in ID
* Sign, symbols and icons
* Stereotyping
* Symbols and the senses
* Text contrast
* Text design
* Text design for the elderly
* Three levels of hypermedia in education
* Types of information
* Typography
* Typography for instructional media
* Typography: What you should know
* User-centered design for hypertext
* Using graphics and animation in instruction
* Using words to strengthen pictures
* Visual Analogies
* Visual thinking tools
* Web page text design guidelines
* Write clearly
* Zoom
Learning Objects
* Creating learning objects
* Knowledge objects
* Object-oriented thinking
* Object models
* Microlearning
* Reusable learning objects
Using Color
* Choosing a color palette
* Choosing color schemes
* Color in education
* Color managment
* Contrast of color
* The importance of color contrast
* Principles of using color
* The psychology of color
* Setting the mood with color
* Why use color?
Video Learning
* Camera shots
* Family dynamics for television
* Formal features of television
* Formative research at the Children's Television Workshop
* Learning from television stereotypes
* Post television viewing behavior
* Scriptwriting for video
* Vodcasting
Visualization
* Choosing instructional metaphors
* Developing a visual concept
* Dual coding - images and illustrations
* Effectiveness of layout
* Effective picture composition
* The explicative role of illustrations
* Functional role of graphics
* Graphical integrity
* Grids for page layout
* Line in visual communication
* Page design principles
* Screen design
* Using still and moving images for instruction
* Visual perception
* Using animation
* Using imagery to teach concrete concepts
* Using pictures to increase comprehension
Navigation
* Graphical user interface
* HTML-based help
* Pedagogical agents
* User-centered interface design
* Using image maps
Development
Accessibility
* Access for multiple disabilities
* Accessible graphic navigation
* Adapting keyboards for multiple disabilities
* Assistive technology
* Designing for accessibility
* Web accessibility
* Web accessibility for deaf and hard of hearing
* Web accessibility for the hearing impaired
* Web accessibility for the visually impaired
* Web accessibility for older adults
Visual Design
* 3D basics 1
* 3D basics 2
* Character creation
* Dynamic graphics for text enhancement
* Fonts
* Tips for digital photography
Multimedia Development
* Audio - creating the right file
* Audio tutorial learning strategy
* Bitmap vs. vector graphics
* Computer testing and assessment
* Gifs or Jpgs
* Image resolution and file size
* Interactive buttons
* Interface design: setting a consistent style
* Interface style: 2D-3D
* Low-bandwidth movie delivery
* Medical education
* Storyboards
* Student created video
* Technology supports learner-centered principles
* Top ten web design blunders
* Using multimedia technology to teach Mexican-American deaf children
* Web development: identifying end users
* Web page design: 10 don'ts
* Web page design: creative uses of "web-safe" color
* Web page design: layout control
* Web page design: types of navigation
* Web page design: graphic resources for non-artists
* Web page design: GIF vs. JPEG
* Web page design: interactivity
* Web site navigation structures
Television Production
* Aesthetics: head room and nose room
* Audio for video
* Computer graphics for video
* Streaming video
* Three-point lighting
* Transitions in video editing
* To light or not to light
Tools
* Flow charting for instructional design
* Open source software
* Project management for instructional designers
* Understanding fair use
* Using style guides
* Wikis for project management
* Wizards
Training
* Electronic Performance Support Systems
* Job aids
* Job aids v2
* Job aids vs training
* Mentoring
Virtual reality
* Applications of virtual reality
* Cyberspace
* Desktop virtual reality
* Game theory
* Instructional simulations: an overview
* Technology and simulation-based learning
* Virtual reality
* Virtual reality and k12 education
* Virtual reality for the handicapped
* VRML 3D objects
Web-based training
* Netiquette
* Web fonts
Implementation
* Blogging techniques in the K12 classroom
* Blogs in education
* Concept maps for science
* Computer managed instructional systems
* Computers anxiety
* Computers in the K12 classroom
* Course management systems
* Creating a paperless classroom
* Creating a professional portfolio
* Differentiating the learning environment
* Engaged learning for at-risk students
* Ergonomics in the computer classroom
* Evaluating online resources
* Formative assessment
* Formative assessment and feedback
* Human resources management
* Improving literacy with technology
* Integrating technology with results
* Internet for mobile units
* Knowledge management
* Knowledge management: Success factors
* Learning management systems
* Measurement scales
* Media literacy
* Media presentations
* Mobile technology
* Newpapers as teaching tools
* Online community building
* Online learning environments
* Paperless classroom
* Review activities
* School technology integration
* Tablet PCs in the classroom
* Teaching procedures
* Technology and gender differences
* Technology gender gap
* Television in the classroom
* Training: Event or process (coaching)
* Understanding fair use
* Using classroom projection
* Virtual high schools
* Web-based training
Evaluation
* Authentic assessment
* Assessing student learning
* Assessment and simulation interactions
* Computer adaptive testing
* Creating a professional portfolio
* Critical components for Technology Plans
* Developing effective satisfaction surveys
* Editing strategies
* Kirkpatrick's 4 levels of evaluation
* Methods of inquiry
* Performance based assessment
* Return on investment--an evaluative framework
* Rubrics
* Security for online testing
* Standard deviation
* State standards vs. ISTE standards
* Student-led conferences
* Types of survey questions
* Usability testing