Tuesday, May 16, 2017

Skidamarink: Super Simple Songs & Wee Sing YouTube videos

Skidamarink is one of the songs for young learners that Mr. Takaki introduced during the PIGATE gathering on March 13. Here are a couple videos of the song from the Super Simple Songs and Wee Sing YouTube channels.

If you use songs and gestures like that with young children or older learners, please shout out in comments on this post to let us know what your favorites are and how you use them.

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Sunday, April 16, 2017

An Online Teacher Summit and SNSs

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During an Online Teacher Summit (https://onlineteachersummit.com, April 2nd through 9th, Central Time in the U.S.) that I attended to the extent possible given the time difference and a busy beginning of semester here in Kumamoto, I took a couple of small steps to broaden my online base; I added Instagram and Pinterest to my repertoire:

Though I've begun networking with Instagram, it isn't immediately clear what extra-social (i.e., educational) purposes it may serve. Yet with Pinterest I have created a few boards with help from suggestions that Pinterest sends, via email and notifications, of related pins to consider for new boards such as:

While most of the networking and sharing for the Online Teacher Summit took place via Facebook, various online meeting spaces, and video playback sites, my LinkedIn and Twitter networks have been growing simultaneously.

Gems from Jemma's presentation, 2017.03.11

This post showcases a couple of videos that Jemma Gallagher played or mentioned in her presentation on mindfulness in education to the PIGATE gathering on March 11, 2017. Afterwards, she also shared links to a couple of related resources.

Mindfulness Story (English vers.) 

Source: Jonathan Haggard (YouTube, 2015) 

Mindfulness Story (Japanese vers.)

Source: Jonathan Haggard (YouTube, 2015) 

Shunkoin's website

Experimental Buddhism (Nelson, 2013)

Jemma also pointed out John Nelson's book Experimental Buddhism (2013), in which he wrote about that temple and its head priest (http://www.uhpress.hawaii.edu/p-9072-9780824838980.aspx). Perhaps once she settles into her new job and postgraduate studies, she will agree to write a brief review of his book for a PIGATE newsletter.

Thursday, March 23, 2017

Oh, my yard! A mind map in development

The presentation that I've embedded in this post uses time-lapse screenshots to replicate several stages of mind map development. The mind map of a favorite place is a work in progress[.]

I created the mind map with FreeMind—free, open source software from SourceForge; and have continued to develop it with FreePlane—also available for free from SourceForge. The background photo in the penultimate slide, I took from my veranda on March 14, 2017.

If you have concerns or questions about mind-mapping tools; or suggestions of novel, possible, and practical uses for learning or teaching [with them]; please don't hesitate to spell them out in comments on this post.

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Tuesday, March 14, 2017

Tips for Drawing-Challenged Teachers | Patrice Palmer ...

In Tips for Drawing-Challenged Teachers (March 1, 2017), Patrice Palmer wrote about Dan Roam, a graphic artist, author, and videographer:
"Dan believes that everyone can learn to draw better (I love his growth mindset!). He starts with the premise that we can all draw 5 simple shapes - [a] circle, [a] square, [a] triangle, [a] line and a blob. His first of three free videos illustrates this perfectly: http://www.napkinacademy.com/freevideos."
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Monday, February 27, 2017

Why do we teach? — The Learner's Way (Coutts, 2017.02.26)

Why do we teach? — The Learner's Way (Coutts, 2017.02.26):
"We teach because we choose a career path where every day brings a new challenge, every day is different and our creative abilities are required" (¶. 6).
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Wednesday, August 10, 2016

PIGATE's Special Summer Session: August 13, 2016

This post ... includes ... a slideshow introducing PIGATE's Special Summer Session [SSS] at the Prefectural University of Kumamoto, August 13, 2016. [It also may display recent earmarked Tweets about or related to the SSS.]

You can find the working agenda for this year's SSS in the PIGATE calendar on the Calendar of Events page of The PIGATE Blog. Directions to the SSS venue are on the Meeting Location page.

Tweet about it: #higopigateSSS

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PS: Here are a few snapshots from the SSSession.

Thanks to Misato for rounding up delicious boxed lunches from RanTen in Mashiki-machi!

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Friday, July 29, 2016

Social Media for You and Me? (summary)

Social Media for You and Me?
A reflective summary
by Paul Beaufait

First of all, I'd like to thank the directorate and membership of PIGATE for the opportunity that Mr. Hirotaka Terada and I had to make an extended presentation about social media for PIGATE, at Kumamoto Gakuen University (KGU) on June 11th, 2016. It was encouraging to see how determined the director, Mr. Nobuyuki Takaki, and other members of the group were to resume PIGATE-style grassroots teacher development activities, in spite of severe consequences of earthquakes in Kumamoto. I'd like to extend special thanks to Prof. Joseph Tomei for making arrangements for the PIGATE group to meet at KGU in both June and July.

In the aftermath of the tremors, which necessitated cancellation of the PIGATE gathering in May, it was a challenge to plan and develop contributions for a joint presentation entirely at a distance. Though Terada and I had exchanged a few ideas face-to-face after the meeting in April, we depended completely upon internet communication technology (ICT) from then until we met again at KGU a few minutes before the June meeting began. So this had become an opportunity to both explore and employ handy and useful online media in collaborative presentation development.

Beyond 1) basic email service (Gmail) underpinning our initial contacts and endeavours, 2) a social networking service that both presenters use regularly (LINE), and 3) a shared Google presentation around and on which to collaborate; possible social media upon which to focus our presentation were virtually uncountable (see: The Conversation Prism 4, 2014, below).

Our shared Google presentation, now public on the PIGATE Blog (2016.06.12), included pretest and posttest items to assess audience members' knowledge and beliefs with regard to the nature of social media and uses of them. Pretest responses, the presenters hoped, would lay a foundation for a working definition of social media. Initial discussion of personal and professional purposes rounded out common characteristics of social media that Obar & Wildman (2015) had identified, namely:

  • Internet-based applications (apps),
  • User-generated content,
  • User- and group-specific profiles for apps or websites, and
  • Networking services facilitating connections amongst users and groups.

As had a couple of PIGATE members who'd responded to the Monthly Special prompt for the Dec. 2015 newsletter (No. 267, 2016.01.01, pp. 27-28, https://goo.gl/mQ6Dio), Terada expressed a preference for online communication via LINE (Free calls and messages). So the presenters used LINE for Voice-over Internet Protocol (VoiP, https://goo.gl/D4YMBG) calls to talk through research and development of their presentation, as well as for text messages to arrange and follow-up on those VoIP calls.

Terada's findings reflected extended discussions with twenty classmates and friends, who'd used mainly LINE, Facebook, and Twitter, and to a lesser extent Instagram. Those discussions explored various merits and demerits of social networking service (SNS) use, as well as trouble that users or their friends had encountered. In a nutshell, Terada found such SNSs useful for one-way distribution of information, yet problematic when responses were desirable or necessary.

Beaufait pointed out benefits of social media use that the Online Learning Consortium (2016) had reported for online instructional programs, in particular potential for:

  1. Learner engagement (and retention),
  2. Instructional effectiveness–achieving desired learning outcomes, and
  3. Provisions of career and educational support services.

Beaufait also called attention to passive (automatically collected) and active (individually produced) data found in so-called digital footprints, or virtual representations of our real-life selves (Oglethorpe, 2012). Such footprints may work either against or for job-seekers, professional program applicants, or students in general. Beaufait noted that, in the eyes of some schools, "A Google search result is your portfolio" (Leigh Blackall, Teaching and learning online [TALO] Google group mailing list, 2016.06.01, emphasis added).

Discussion periods throughout the presentation explored numerous questions–many more than possible to answer in-session to everyone's satisfaction, for example:

  • What's social about social media–if people use them merely as tools for broadcasting personal information, rather than for facilitating and promoting educational exchanges or socially responsible endeavours;
  • What changes may be taking place in attitudes and practices with respect to privacy and control of personal information in highly-interconnected online communities, groups, and networks; and
  • What can we as educators and language learners do to maximize benefits and minimize risks of social media use, for both personal and professional purposes, as well as for students–young ones in particular, whom we may serve as trail-breakers, role-models, guides, or coaches?

Among the references for our presentation in the slideshow on the PIGATE Blog, I'd like to highlight Davis (2015) as the source for Web-guides for teachers (currently slide 54), and to double up on Couros (2011, 2013, 2016a, & 2016b). George Couros (@George Couros, https://goo.gl/0c4J1T) not only granted permission for use of a custom graphic in animation of Bringing community into classrooms (currently slide 58), but also has provided numerous examples and suggestions of ways to use Twitter for professional development purposes.

In wrapping up here, I'd like to encourage everyone, social media users and non-users alike, to review public pre- and post-session tweets here (https://goo.gl/s3K1lu). I also hope you'll take active parts in on-going and future conversations and explorations of potential uses for social media in additional language and professional network development–for both learning and teaching purposes.

Please allow me to close with thanks to all who took part in the June gathering, and a reminder from our presentation (Social media sufficiency, currently slide 62):

"[C]ollaborative conversations alone are often not enough to promote teacher learning and change. Teachers must try complex innovations, and reflect upon these implementations in order to extract from experience the knowledge that leads to improved teaching."
(Alderton, Brunsell, & Bariexca, 2011)

Paul Beaufait ボーフェ ポール
Prefectural University of Kumamoto 熊本県立大学

Version 20160729b
This is a revised version of an article that
originally appeared in PIGATE Newsletter 272 (2016.07.04).
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