Elizabeth Lavolette


Associate Professor, Faculty of Foreign Studies, Kyoto Sangyo University https://betsylavolette.com/


Paper presentation From asynchronous online to flipped learning: Design principles and implementation more

Sat, Jun 18, 10:45-11:15 Asia/Tokyo

The COVID-19 pandemic has forced instructors to adapt courses to fully online delivery, including asynchronous formats. In their own asynchronous courses, the researchers aimed to move beyond emergency remote teaching in two ways. First, they endeavored to create video materials that could be reused in future incarnations of the courses as flipped learning. Second, they developed four design principles for video-based asynchronous content courses based on previous research (e.g., Guo, Kim, & Rubin, 2014) and learning theory (e.g., Brame, 2016; Krashen, 1987) to encourage student engagement and learning. These principles include recommendations for video length, instructor presence, content, and technical quality. The presenters will first explain the principles for designing video-based asynchronous content courses and how they implemented them in two English-medium content courses for undergraduate students at a Japanese university. Next, they will discuss the conversion of the asynchronous courses to flipped learning. The conversion requires developing new content to be used in the face-to-face (or synchronous online) classroom. Finally, the presenters will share the preliminary results of an ongoing investigation into the effectiveness of the flipped course materials based on pre-semester and weekly student questionnaires. The presentation will conclude with a discussion of how the courses and the study can be improved in the future.

Elizabeth Lavolette Mayumi Asaba

Show & Tell presentation Games and learning theory: An undergraduate course more

Sat, Jun 18, 15:30-16:00 Asia/Tokyo

Games provide an accessible way to introduce learning theories (operant conditioning, sociocultural theory, etc.) in my undergraduate seminar titled “Games for learning.” Students play games in English and discuss how learning theory can explain them. For example, Kahoot is used to demonstrate operant conditioning, and Spaceteam ESL is used to demonstrate sociocultural theory. Students also develop and report on their own digital or analog games based on learning theories. Students have used Twine, Google Forms, and Unity to create their games. In this presentation, I describe the seminar and share examples of projects, games, and student work. I also describe how a collaboration with an overseas university was integrated into the course and explain lessons learned from this experience. Finally, I detail how I plan to develop the course in the future by emphasizing learner autonomy.

Elizabeth Lavolette