The Global Faculty Development (GFD) Program would like to invite you to the presentation which will be held on Tuesday, November 8th. The theme is “The SCOPE of Sustainability Education in Japanese Universities: Language Education for Sustainable Development (LESD)”.
Please read the datails as follows : Introduction of “Global FD Talk Event ” held on November 22nd
“Interactive Teaching” is an online course run by the Center for Research and Development of Higher Education, The University of Tokyo. It is available for free on Coursera, one of the MOOC platforms.
*Click here for course registration and details.
Since its launch on Coursera in April 2021, “Interactive Teaching” has been taken by more than 2,600 learners from all over the world, producing a total of over 100 people who completed the program. The course has been highly appreciated with 4.8 out of 5 ratings.
The program is intended for existing and future faculty members including graduate students as well as everyone involved in teaching, such as elementary, junior high, and high school teachers and people in charge of human resources development at private corporations.
You can take the course at your own pace, but we also continually offer events such as “Real Session,” a 3-day intensive program held in a face-to-face format, and workshops where the participants can learn from each other. (The last “Real Session” was held in September. Please refer to the following links for reports of the event.)
[Report] Coursera “Interactive Teaching”: The 1st Real Session DAY 1
[Report] Coursera “Interactive Teaching”: The 1st Real Session DAY 2
[Report] Coursera “Interactive Teaching”: The 1st Real Session DAY 3
We hope these events will help your learning experience become more enjoyable through interaction with the instructors, staff, and other learners.
Let’s think about teaching by learning interactively with people coming from diverse universities and academic fields. We look forward to your participation.
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The Global Faculty Development (GFD) Program would like to invite you to the presentation which will be held on Tuesday, November 8th. The theme is “ An Introduction to LGBTQ+ on Campus”.
Please read the datails as follows : Introduction of “Global FD Presentation ” held on November 8th
Dr. Gabriel Hervas, Project Associate Professor at our Center, has published a new paper at the International Journal for Academic Development entitled “Public relations as part of the work of academic developers: a vignette on our role at a Japanese university” (https://doi.org/10.1080/1360144X.2022.2122474).
The full article is available at https://www.tandfonline.com/eprint/VZYAQ8JVBETABQEDTDSD/full?target=10.1080/1360144X.2022.2122474
The paper responds to a new format launched by the journal (vignettes), and it was selected for a special issue on how we define the roles and the work of academic developers in Higher Education. In the form of a vignette, the paper illustrates how, while at some contexts it can remain imperceptible, doing public relations is an intrinsic part of the work of academic developers in Japan and it has a big impact on their day-to-day work.
More information on Project Associate Professor Hervas’ research here:
The following is a brief summary of DAY 3 of the Real Session held on September 19th (Mon/*Holiday), 2022.
■DAY 3 Schedule
Here are some of the feedback we received in the comment section (*Please note that we partly extracted the feedback to anonymize the respondents.):
●What did you find good about this event?
“That I could learn in person from Kurita-san and other educators. That I could feel the passion of every participant which inspired me. That I could learn with people of different fields. That I received thorough feedback on my 6-min lecture. I think the event was filled with the essence of face-to-face format which could not be achieved online.”
“That I could learn with people with diverse backgrounds, such as those who have teaching experiences, teachers at different types of school from elementary school to university, and graduate students. Every participant was able to make use of their wisdom based on experience in giving feedback on lectures during the microteaching sessions and activities during the classes.”
“That the face-to-face Real Session allowed us to learn, ask questions, and speak in a tense but relaxed atmosphere. That I could experience specific activities that helped me deepen my understanding of ‘Interactive Teaching’ and apply it to practice.”
●Other remarks and comments
“It gave me an opportunity to realize what I’d like to try and learn next. I’ll be sure to apply my precious learning experience here to my own classes so that I can return the fruits to learners and society. I deeply appreciate it that the event was open to those who are not affiliated with university.”
“It was such a rich and fulfiling event that I wonder if it was really a free event. I’ll keep learning, and taking the possibility of becoming an instructor of a course into consideration, I’ll keep refining my lectures and syllabuses, too. I’d like to recommend the Coursera course to my close friends and instructors so that the next Real Session venue will be full of participants.”
“Reflecting on what I learned in Interactive Teaching remotivated me to connect the knowledge to practice. There were a lot of things that can ‘only be done here’ in the Real Session. The event, including the experience of failure and comments to that, has become an unforgettable memory.”
“Thank you for the three-day session. I put my brain into full gear over the last three days.”
We are pleased that we received high ratings from all the respondents in various aspects. They also provided us with a lot of comments on the points that need improvement and requests for topics to be focused on in the future. We are eager to develop new events based on the opinions we received. We would like to express our sincere gratitude to all the people who provided us with feedback.
Airi Kawakami (Project Academic Specialist in charge of “Interactive Teaching”)
The following is a brief summary of DAY 2 of the Real Session held on September 18th (Sun), 2022.
■Objectives for DAY 2
■DAY 2 Schedule
■Summary
DAY 2 became another busy day where participants not just listened to lectures but also experienced active learning strategies and worked on various activities. It was designed to let them apply what they learned to the revision of their lectures and syllabuses.
Airi Kawakami (Project Academic Specialist in charge of “Interactive Teaching”)
“Coursera ‘Interactive Teaching’: The 1st Real Session” was held as a face-to-face event on September 17th, 18th, and 19th. The Real Session was intended for those who had completed the course “Interactive Teaching,” and 10 people with various occupations and affiliations gathered from across the country.
The following is a brief summary of DAY 1.
■Objectives of the Real Session
The objectives for DAY 1 were 1, 2, and 6 in the above list.
■DAY 1 Schedule
■Summary
Participants had a busy schedule on DAY 1, starting with a microteaching session in the morning and lectures and activities in the afternoon, but they all stayed focused and eagerly worked on every task.
Airi Kawakami (Project Academic Specialist in charge of “Interactive Teaching”)
On July 29th, 2022, UTokyo Global FFDP held a microteaching session conducted in the English language with lecturers from The University of Tokyo and others institutions.
During this faculty development event, with attendants from Egypt, Japan, South Korea, and Spain, the participants that the opportunity to teach a class (from disciplines such as language learning and pharmaceutical sciences) and share educational ideas through peer-feedback.
Thanks to all the participants, the session was lively and full of meaningful educational reflections.
UTokyo Global FFDP will continue to hold similar events to promote faculty, academic, and educational development of future and current academics. If you are interested, please USE THIS FORM (click over “use this form”) so we can inform you. We sincerely look forward to your participation!
This is an example of a senior high school class combined with biology, health and physical education, and home economics. Expert groups of four first do research on one of the multiple types of “prenatal diagnosis.”
Then, form jigsaw groups comprising each member from different expert groups and let them compare and examine the multiple types of “prenatal diagnosis.” And let them organize the differences, purpose, and advantages/disadvantages of each type.
Let the students return to their original group (i.e., expert group), organize what they discussed in jigsaw groups, and compose reports.
This example is more complicated than the one shown in the “Implementation” section, which is called “Knowledge Constructive Jigsaw.” It also comprises the method of “poster tour.”
Students can learn about the multiple types of “prenatal diagnosis” and their differences and deepen their understanding of how “prenatal diagnosis” is conducted in real clinical settings.
