15TH EDUCATION AND DEVELOPMENT CONFERENCE [EDC2020]
13th - 15th of March 2020, Bali, Indonesia
The Patra Bali Resort & Villas
PRESENTERS
13th - 15th of March 2020, Bali, Indonesia
The Patra Bali Resort & Villas
PRESENTERS
KEYNOTE
FOLLOW THE CHILD
Ms. Laura Reid [Storyforth.io, USA]
Maria Montessori believed that, “Within the child lies the fate of the future.” This is as true today as it ever has been. Children look to us to protect them, to teach them and to guide and prepare them for their lives. Whether they are in the classroom, or at home, everything we as adults do, they see and learn from. However, if we shift our mindset to instead let the children teach us, suddenly, a new fate is created. Albert Einstein said that, “The only true source of knowledge is experience.” How are children today experiencing the world? What impact are we as teachers, leaders, parents and role-models having on their learning because of how we are currently experiencing our world? In this presentation we will co-create a new awareness of how we can make a better future and educational experience for our children. That begins not by asking them to follow us - we must instead follow them.
FOLLOW THE CHILD
Ms. Laura Reid [Storyforth.io, USA]
Maria Montessori believed that, “Within the child lies the fate of the future.” This is as true today as it ever has been. Children look to us to protect them, to teach them and to guide and prepare them for their lives. Whether they are in the classroom, or at home, everything we as adults do, they see and learn from. However, if we shift our mindset to instead let the children teach us, suddenly, a new fate is created. Albert Einstein said that, “The only true source of knowledge is experience.” How are children today experiencing the world? What impact are we as teachers, leaders, parents and role-models having on their learning because of how we are currently experiencing our world? In this presentation we will co-create a new awareness of how we can make a better future and educational experience for our children. That begins not by asking them to follow us - we must instead follow them.
Equity in Education: A Tale of Two Towns
Dr. Catherine Nelson [Weatherly Area School District, USA]
"A Tale of Two Towns" is a case study model comparing and contrasting a rural American K-12 school system to an urban American K-12 school system. The purpose of this analysis is to highlight equity issues that impact students, families, and professionals in the field of education. Being a multi-faceted issue, a variety of topics are explored, including student achievement; teacher recruitment and retention; organizational infrastructure; transportation; teacher training; compliance with state mandates; specialized programming; and parental engagement.
Dr. Catherine Nelson [Weatherly Area School District, USA]
"A Tale of Two Towns" is a case study model comparing and contrasting a rural American K-12 school system to an urban American K-12 school system. The purpose of this analysis is to highlight equity issues that impact students, families, and professionals in the field of education. Being a multi-faceted issue, a variety of topics are explored, including student achievement; teacher recruitment and retention; organizational infrastructure; transportation; teacher training; compliance with state mandates; specialized programming; and parental engagement.
Delivering Graduate Outcomes - A Case for Student-Centered International Collaboration Projects in Asia
Prof. Akinori Seki [Tokyo Keizai University, Japan]
Student-centered programs or programs which are organized mainly by the students themselves have been observed to have a more positive impact on the project’s long-term success. The Asia Association of Education and Exchange (AAEE) has involved students in the conceptualization, planning, execution, and assessment of its exchange programs. This research sums up the learnings and reflections from the Vietnam - Japan Exchange Program (VJEP), a student-centered cross-cultural exchange program for Japanese and Vietnamese students organized by AAEE. The main observation is that using the student-centered model, not only are participants more engaged in the project leading to an overall better program but also that when educators entrust students to perform program-related tasks, it motivates them to gain and improve their management skills that would be useful for their future success in the international field. This student-centered program model allows for the year-to-year overall improvements of the programs of AAEE.
Keywords Student-centered, International Collaboration Projects by Students, Cross-cultural Communication
Prof. Akinori Seki [Tokyo Keizai University, Japan]
Student-centered programs or programs which are organized mainly by the students themselves have been observed to have a more positive impact on the project’s long-term success. The Asia Association of Education and Exchange (AAEE) has involved students in the conceptualization, planning, execution, and assessment of its exchange programs. This research sums up the learnings and reflections from the Vietnam - Japan Exchange Program (VJEP), a student-centered cross-cultural exchange program for Japanese and Vietnamese students organized by AAEE. The main observation is that using the student-centered model, not only are participants more engaged in the project leading to an overall better program but also that when educators entrust students to perform program-related tasks, it motivates them to gain and improve their management skills that would be useful for their future success in the international field. This student-centered program model allows for the year-to-year overall improvements of the programs of AAEE.
Keywords Student-centered, International Collaboration Projects by Students, Cross-cultural Communication
Capability in Action Between Deep Learning and Lifelong Learning
Dr. Nicolina Pastena [University of Salerno, Italy]
video presentation
In recent times, the reflection on the theme of capabilities has taken on a significant interest from an economic and social, as well as anthropological and cultural point of view, profiling, in this sense, a new theoretical framework of pedagogical-educational reference. “Capability in Action” is the particular human predisposition to turn “cognitive potential” in “behavioral skills”. On the basis of these considerations, a new vision of educational action is outlined and a new way of understanding and giving meaning to the term “education”. Knowledge is achieved through the continuous interaction between the ''response learning", the "deep learning" and the "lifelong learning. In this context of reflection, the subject of learning assumes a different connotation and a different awareness of its “possibilities of action”, which here become “generative of new worlds”. Therefore, action gives way to the perturbation, in an “autopoietic” and “ideational-creative” and “didactic-educational” circuit of worlds, never before experienced. In this perspective, the perturbation represents the element capable of triggering the process of structural coupling between different systems (self and other by itself) allowing the individual to generate his own domains of knowledge. In this context, learning represents a process of continuous compensation of entropy.
Dr. Nicolina Pastena [University of Salerno, Italy]
video presentation
In recent times, the reflection on the theme of capabilities has taken on a significant interest from an economic and social, as well as anthropological and cultural point of view, profiling, in this sense, a new theoretical framework of pedagogical-educational reference. “Capability in Action” is the particular human predisposition to turn “cognitive potential” in “behavioral skills”. On the basis of these considerations, a new vision of educational action is outlined and a new way of understanding and giving meaning to the term “education”. Knowledge is achieved through the continuous interaction between the ''response learning", the "deep learning" and the "lifelong learning. In this context of reflection, the subject of learning assumes a different connotation and a different awareness of its “possibilities of action”, which here become “generative of new worlds”. Therefore, action gives way to the perturbation, in an “autopoietic” and “ideational-creative” and “didactic-educational” circuit of worlds, never before experienced. In this perspective, the perturbation represents the element capable of triggering the process of structural coupling between different systems (self and other by itself) allowing the individual to generate his own domains of knowledge. In this context, learning represents a process of continuous compensation of entropy.
The Implementation of Teacher Learning Supervision in Education and Training of Principal Candidates at the Institute for Development and Empowerment of School Principals and School Supervisors
Mr. Setyo Hartanto [Institute for Development and Empowerment of School Principals (LPPKS), Indonesia]
The implementation of Teacher Learning Supervision in Education and Training of Principal Candidates at the Institute for Development and Empowerment of School Principals and School Supervisors. Identifying and describing the implementation and implementation of teacher supervision in the education and training of prospective principals in the Institute for Development and Empowerment of School Principals and School Supervisors. Theoritical Framework, Research Methodology. Conclusions: 1. The implementation of teacher supervision by supervisors in Sukabumi, West Java and Bontang District, East Kalimantan was good, this led to the tests conducted which showed significant results that were pretest and posttest. 2. Teacher professionalism in Sukabumi Regency, West Java and Bontang District, East Kalimantan is still lacking.3. Based on the 12 input points given by the respondent, it can be concluded that the majority of respondents agreed that if the teacher's supervision training was carried out simultaneously with the teaching and training of the tendik supervision, it should be separate and be given a portion that suits the needs of each training, there needs to be an improvement in the implementation teaching and learning instructors are indeed able to provide experience that can really be implemented in on the job learning so that if they become a principal then they are able to practice with the right techniques.
Mr. Setyo Hartanto [Institute for Development and Empowerment of School Principals (LPPKS), Indonesia]
The implementation of Teacher Learning Supervision in Education and Training of Principal Candidates at the Institute for Development and Empowerment of School Principals and School Supervisors. Identifying and describing the implementation and implementation of teacher supervision in the education and training of prospective principals in the Institute for Development and Empowerment of School Principals and School Supervisors. Theoritical Framework, Research Methodology. Conclusions: 1. The implementation of teacher supervision by supervisors in Sukabumi, West Java and Bontang District, East Kalimantan was good, this led to the tests conducted which showed significant results that were pretest and posttest. 2. Teacher professionalism in Sukabumi Regency, West Java and Bontang District, East Kalimantan is still lacking.3. Based on the 12 input points given by the respondent, it can be concluded that the majority of respondents agreed that if the teacher's supervision training was carried out simultaneously with the teaching and training of the tendik supervision, it should be separate and be given a portion that suits the needs of each training, there needs to be an improvement in the implementation teaching and learning instructors are indeed able to provide experience that can really be implemented in on the job learning so that if they become a principal then they are able to practice with the right techniques.
Education Inside the Rural areas of Biosphere Reserves: New Curriculum for Generating the International Partnership for the Rural Community Development
Dr. Aida Mammadova [Kanazawa University, Japan]
Biosphere Reserves are areas recognized by the UNESCO “Man and the Biosphere” (MAB) program, to improve the relationship between the humans and their living environment. From 2015, we have started our new educational curriculum about the Bio-Cultural Preservation inside the Japanese Biosphere Reserves, of Mount Hakusan. This area has experienced the drastic population decline for the last 20 years and due to the lack of human resources, the area faces the issue for the loss of Bio-Cultural diversity
More than 270 international students from Asia, Europe and America participated in the course. During the course students stayed in the local village of Shiramine and provided the community-service activities together with volunteering inside the village. The results of the course have shown the win-win practice for both students and local villagers. Students became more aware about the regional issues, and the local villagers became more aware about the global environmental issues. Biosphere Reserve provided the unique opportunity to create the platform for sharing educational activities together with the hands-on experiences, and not to only learn about the local issues, but to contribute for the regional revitalization. This kind of educational curriculum inside the Biosphere Reserves have shown that educational practices can be socio beneficial and also increase the international partnership for the community development.
Dr. Aida Mammadova [Kanazawa University, Japan]
Biosphere Reserves are areas recognized by the UNESCO “Man and the Biosphere” (MAB) program, to improve the relationship between the humans and their living environment. From 2015, we have started our new educational curriculum about the Bio-Cultural Preservation inside the Japanese Biosphere Reserves, of Mount Hakusan. This area has experienced the drastic population decline for the last 20 years and due to the lack of human resources, the area faces the issue for the loss of Bio-Cultural diversity
More than 270 international students from Asia, Europe and America participated in the course. During the course students stayed in the local village of Shiramine and provided the community-service activities together with volunteering inside the village. The results of the course have shown the win-win practice for both students and local villagers. Students became more aware about the regional issues, and the local villagers became more aware about the global environmental issues. Biosphere Reserve provided the unique opportunity to create the platform for sharing educational activities together with the hands-on experiences, and not to only learn about the local issues, but to contribute for the regional revitalization. This kind of educational curriculum inside the Biosphere Reserves have shown that educational practices can be socio beneficial and also increase the international partnership for the community development.
Gamifying the Teaching of Property Law
Prof. Tammy Johnson [Bond University, Australia]
video presentation
The concept of gamification in higher education is nothing new but introducing gamification into the teaching of law is just starting to gain traction. As a law teacher, innovating is not for the faint-hearted. Many law students resist change and view new teaching methods with skepticism. They are, by their very nature, suspicious of change. They need to be convinced that what they are being asked to do has value. But, law students are also, by the very nature, highly competitive and this is the "hook" that I used to introduce gamification into my Real Property classroom.
Prof. Tammy Johnson [Bond University, Australia]
video presentation
The concept of gamification in higher education is nothing new but introducing gamification into the teaching of law is just starting to gain traction. As a law teacher, innovating is not for the faint-hearted. Many law students resist change and view new teaching methods with skepticism. They are, by their very nature, suspicious of change. They need to be convinced that what they are being asked to do has value. But, law students are also, by the very nature, highly competitive and this is the "hook" that I used to introduce gamification into my Real Property classroom.
Developing Empathy Through the Writing of Children's Books
Ms. Claudine Fernandez [Artistic Strategies Academy, Singapore]
video presentation
As we move towards the uncertain and unpredictable future, it becomes increasingly necessary to instil empathy in our students so that they will always approach the world with humanity, compassion for the environment and mindfulness of others. Through this presentation, the audience will get to witness how children’s empathetic imagination can be developed and nurtured through the process of writing and publishing of illustrated children’s books. They would also be able to draw connections between empathy and the stories and illustrations created by elementary school students from diverse ethnic and educational backgrounds. These students have also donated the profits from the sales of their books to their adopted charities and raised thousands of dollars.
Ms. Claudine Fernandez [Artistic Strategies Academy, Singapore]
video presentation
As we move towards the uncertain and unpredictable future, it becomes increasingly necessary to instil empathy in our students so that they will always approach the world with humanity, compassion for the environment and mindfulness of others. Through this presentation, the audience will get to witness how children’s empathetic imagination can be developed and nurtured through the process of writing and publishing of illustrated children’s books. They would also be able to draw connections between empathy and the stories and illustrations created by elementary school students from diverse ethnic and educational backgrounds. These students have also donated the profits from the sales of their books to their adopted charities and raised thousands of dollars.
To Build a School for Sustainable Learning
Ms. Lena Dahlén & Ms. Sofie Laine [Kvibergsskolan, Sweden]
The Kviberg school is located in the eastern part of Gothenburg City in Sweden. The school is newly built and the last schoolhouse was inaugurated in August 2019. The school was planned and built to become a school where all the dimensions of sustainable development would be clearly expressed in both teaching and the physical environment, and to be functional, flexible as well as beautiful.
We work to create learning based on three aspects, the educational, the digital and the social environment.
Ms. Lena Dahlén & Ms. Sofie Laine [Kvibergsskolan, Sweden]
The Kviberg school is located in the eastern part of Gothenburg City in Sweden. The school is newly built and the last schoolhouse was inaugurated in August 2019. The school was planned and built to become a school where all the dimensions of sustainable development would be clearly expressed in both teaching and the physical environment, and to be functional, flexible as well as beautiful.
We work to create learning based on three aspects, the educational, the digital and the social environment.
Benefits of Community Leader Program (CLP) Training For Improving Social Entrepreneurship of Civil Society Organizations (CSOs)
Dr. Tjahjo Suprajogo [IPDN, Indonesia] & Dr. Adiyati Fathu Rohonah [Universitas Muhammadiyah Jakarta, Indonesia]
Complementing the limitations of the government in meeting the needs and demands of society, it arises and develops in the midst of society, various civil society organizations (CSOs). Their existence and progress in providing public services and helping solution of community problems is very strategic. To support the organization and program of activities, they need funding. But on their journey, they encountered a budget shortage and reduced funding support from donors, especially foreign financial aid institutions. Overcoming this, the NAMA Foundation, through the NICE Foundation as the executor in Indonesia, does not merely provide financial support, but instead channels its assistance in the form of training programs for civil society organizations (CSOs) so as to build the independence and sustainability of the organization and its programs. One of them, in 2019, is a Community Leader Program Ttraining program for developing social entrepreneurship for 10 (ten) community social organizations (CSOs) in the provinces of DKI Jakarta, West Java and Banten. This research is an evaluation of the training program conducted by NICE Foundation Indonesia by using the Kirkpatrick 4 level training program evaluation model.
Dr. Tjahjo Suprajogo [IPDN, Indonesia] & Dr. Adiyati Fathu Rohonah [Universitas Muhammadiyah Jakarta, Indonesia]
Complementing the limitations of the government in meeting the needs and demands of society, it arises and develops in the midst of society, various civil society organizations (CSOs). Their existence and progress in providing public services and helping solution of community problems is very strategic. To support the organization and program of activities, they need funding. But on their journey, they encountered a budget shortage and reduced funding support from donors, especially foreign financial aid institutions. Overcoming this, the NAMA Foundation, through the NICE Foundation as the executor in Indonesia, does not merely provide financial support, but instead channels its assistance in the form of training programs for civil society organizations (CSOs) so as to build the independence and sustainability of the organization and its programs. One of them, in 2019, is a Community Leader Program Ttraining program for developing social entrepreneurship for 10 (ten) community social organizations (CSOs) in the provinces of DKI Jakarta, West Java and Banten. This research is an evaluation of the training program conducted by NICE Foundation Indonesia by using the Kirkpatrick 4 level training program evaluation model.
Critical Analysis of Secondary Education Placement Policies in Turkey: Intentions and Outcomes
Dr. Ayse Caner, Dr. Sezen Bayhan & Dr. Canan Aratemur-Çimen [Center for Educational Policy Studies, Bogazici University, Turkey]
video presentation
This research paper aims to analyze the changing placement exam systems in Turkey by looking into the policy discourses that are used to legitimize the rapid changes in the nationwide placement tests. The exam system implemented for the transition to secondary education (grades 9-12) has been changed six times in the past twenty years. Considering the rapid pace of change, our research aims to understand the rationales given by policy makers for the changes and to explore the relationship between the rationales of policy changes in placement exam systems and actual outcomes. Document Analysis method has been utilized in understanding the changes and rationales behind them. The data for the research were gathered from the exam booklets, official policy documents, educational statistics, and the speeches of actors involved in placement exam policy changes, the Ministers of Education in particular. Preliminary results show that not only larger policy priorities are mentioned by policy makers but also populist discourses are given to rationalize the policy changes. Although the ministers of education have largely rationalized the changes in the exam system through discourses that address the grievances of parents and students of different socioeconomic backgrounds, the outcomes appear to have been far from realizing the intentions.
Dr. Ayse Caner, Dr. Sezen Bayhan & Dr. Canan Aratemur-Çimen [Center for Educational Policy Studies, Bogazici University, Turkey]
video presentation
This research paper aims to analyze the changing placement exam systems in Turkey by looking into the policy discourses that are used to legitimize the rapid changes in the nationwide placement tests. The exam system implemented for the transition to secondary education (grades 9-12) has been changed six times in the past twenty years. Considering the rapid pace of change, our research aims to understand the rationales given by policy makers for the changes and to explore the relationship between the rationales of policy changes in placement exam systems and actual outcomes. Document Analysis method has been utilized in understanding the changes and rationales behind them. The data for the research were gathered from the exam booklets, official policy documents, educational statistics, and the speeches of actors involved in placement exam policy changes, the Ministers of Education in particular. Preliminary results show that not only larger policy priorities are mentioned by policy makers but also populist discourses are given to rationalize the policy changes. Although the ministers of education have largely rationalized the changes in the exam system through discourses that address the grievances of parents and students of different socioeconomic backgrounds, the outcomes appear to have been far from realizing the intentions.
Power of Geography and Mapping of the 21st Century
Mr. Norbert Csizmadia [Pallas Athéné Domus Meriti Foundation. Hungary]
video presentation
The paper offers a thorough investigation of the global, social, and geographical processes in our world today. It guides the audience with the help of “geofusion” maps in the global world of the 21st century through the quest for the winning nations, communities, leaders, and powers of this age. The findings of the study include a significant recognition that the scientists of our century (explorers and geostrategists in this case) set out the guidelines, which can help us, tackle the global social and economic challenges in our new world. To do so, new maps are needed which do not lack the wisdom and tools of the old, but complement them with the new structure of knowledge. Using recently discovered geographic and economic interrelations, the study attempts to give a prognosis of global processes. The methodology compares the outcome of many recent surveys and analyses published worldwide in the field of geostrategy, culture, geography, society, and economy, and integrates them into global networks. As the result of the study, the author presents the new global map of the 21st century, and the study displays the results of a several-year-long study helping the readers navigate in this changing new world. Keywords: geography; fusion; geo-economy; geopolitics; new world order.
Mr. Norbert Csizmadia [Pallas Athéné Domus Meriti Foundation. Hungary]
video presentation
The paper offers a thorough investigation of the global, social, and geographical processes in our world today. It guides the audience with the help of “geofusion” maps in the global world of the 21st century through the quest for the winning nations, communities, leaders, and powers of this age. The findings of the study include a significant recognition that the scientists of our century (explorers and geostrategists in this case) set out the guidelines, which can help us, tackle the global social and economic challenges in our new world. To do so, new maps are needed which do not lack the wisdom and tools of the old, but complement them with the new structure of knowledge. Using recently discovered geographic and economic interrelations, the study attempts to give a prognosis of global processes. The methodology compares the outcome of many recent surveys and analyses published worldwide in the field of geostrategy, culture, geography, society, and economy, and integrates them into global networks. As the result of the study, the author presents the new global map of the 21st century, and the study displays the results of a several-year-long study helping the readers navigate in this changing new world. Keywords: geography; fusion; geo-economy; geopolitics; new world order.
Using Creative Writing to Engage Students with Extensive Reading
Ms. Cristina Tat [Kwansei Gakuin University, Japan]
This presentation will describe an elective course that has been introduced with the aim of encouraging university students to read for pleasure and to become more actively engaged with texts by developing their writing skills. The required English courses in this EAP program focus mostly on intensive reading and academic writing and students` reading progress is actively tracked through MReader and Xreading. This set up had led to students viewing reading and writing as the necessary "obstacles" they have to overcome in order to pass and very few of them read in L1 or L2 in their spare time. It is hypothesized that through experiencing the process of creative writing, students can develop audience awareness from instructor and peer feedback, and also that they can use short works of fiction to develop their writing skills. It is the instructor`s hope that they will become more critical readers by learning to be better writers. The basic outline of the course as well as students` responses to surveys about their reading habits at the beginning and end of the course will be described in the hope of generating discussion and sharing ideas for further course development.
Ms. Cristina Tat [Kwansei Gakuin University, Japan]
This presentation will describe an elective course that has been introduced with the aim of encouraging university students to read for pleasure and to become more actively engaged with texts by developing their writing skills. The required English courses in this EAP program focus mostly on intensive reading and academic writing and students` reading progress is actively tracked through MReader and Xreading. This set up had led to students viewing reading and writing as the necessary "obstacles" they have to overcome in order to pass and very few of them read in L1 or L2 in their spare time. It is hypothesized that through experiencing the process of creative writing, students can develop audience awareness from instructor and peer feedback, and also that they can use short works of fiction to develop their writing skills. It is the instructor`s hope that they will become more critical readers by learning to be better writers. The basic outline of the course as well as students` responses to surveys about their reading habits at the beginning and end of the course will be described in the hope of generating discussion and sharing ideas for further course development.
Stress Vulnerability and Academic Performance Among Management Students in Um Tagum College: Basis for Enhancement
Prof. Raiza Mae Narciso [University of Mindanao, Philippines]
video presentation
The main objective of this study was to investigate if there is a significant relationship between stress vulnerability and academic performance among management students of UM Tagum College. Random sampling technique was used in identifying the respondents and sample size of this study. This study used the quantitative non-experimental research design using correlational technique with mean and Pearson-r as statistical tools. A validated survey questionnaire was used as principal data collection instrument. Results revealed that the level of stress vulnerability was moderate, while the level of academic performance was low. Meanwhile, findings showed that there was no significant relationship between stress vulnerability and academic performance. This means that, there might be other factors aside from stress that relates to the increase or decrease of the academic performance of the management students. Finally, though there’s no correlation that exist, the researcher still proposed an enahancement program that will target on lessening stress and improving the academic performance of the students.
Prof. Raiza Mae Narciso [University of Mindanao, Philippines]
video presentation
The main objective of this study was to investigate if there is a significant relationship between stress vulnerability and academic performance among management students of UM Tagum College. Random sampling technique was used in identifying the respondents and sample size of this study. This study used the quantitative non-experimental research design using correlational technique with mean and Pearson-r as statistical tools. A validated survey questionnaire was used as principal data collection instrument. Results revealed that the level of stress vulnerability was moderate, while the level of academic performance was low. Meanwhile, findings showed that there was no significant relationship between stress vulnerability and academic performance. This means that, there might be other factors aside from stress that relates to the increase or decrease of the academic performance of the management students. Finally, though there’s no correlation that exist, the researcher still proposed an enahancement program that will target on lessening stress and improving the academic performance of the students.
Revealing the Key Message in an English Presentation: A study of Successful Japanese Contest Speakers
Mr. Richard Miles [Nanzan University, Japan]
poster presentation
The placement of the key message statement in the introduction section of a presentation (often known as front-loading) or in the conclusion section (back-loading) can depend on the expertise or ambitions of the speaker. Cultural expectations can also determine which style is more effective, with presenters from Western countries typically favoring Aristotle’s front-loading of an argument, and presenters from Asian countries typically back-loading their arguments (Okabe, 1984; Sakurada, 2017). This qualitative study represents an extension to a preliminary study conducted by the author (Miles, 2020) that explored when Japanese university students initially reveal the key message in their presentation and how this affects the clarity of their presentations. The research objective of this new study is to examine how successful Japanese university student presenters structured their presentations in a national presentation contest, by documenting precisely when and how they unveiled their key message. The key finding is that contrary to cultural expectations the successful Japanese university presenters in this study almost exclusively front-loaded their presentations, but did so in a skilled and poised way, utilizing a variety of discursive techniques. The presenter welcomes questions and future collaboration from similar-minded researchers.
Mr. Richard Miles [Nanzan University, Japan]
poster presentation
The placement of the key message statement in the introduction section of a presentation (often known as front-loading) or in the conclusion section (back-loading) can depend on the expertise or ambitions of the speaker. Cultural expectations can also determine which style is more effective, with presenters from Western countries typically favoring Aristotle’s front-loading of an argument, and presenters from Asian countries typically back-loading their arguments (Okabe, 1984; Sakurada, 2017). This qualitative study represents an extension to a preliminary study conducted by the author (Miles, 2020) that explored when Japanese university students initially reveal the key message in their presentation and how this affects the clarity of their presentations. The research objective of this new study is to examine how successful Japanese university student presenters structured their presentations in a national presentation contest, by documenting precisely when and how they unveiled their key message. The key finding is that contrary to cultural expectations the successful Japanese university presenters in this study almost exclusively front-loaded their presentations, but did so in a skilled and poised way, utilizing a variety of discursive techniques. The presenter welcomes questions and future collaboration from similar-minded researchers.
Using Mind-Mapping Strategies as an Innovation to Teach English Vocabulary for Grade 10 Students
Mr. Hoang Anh Phong [University of Languages and International Studies, Vietnam]
poster presentation
With the increasing trend of globalization, English is considered the most important foreign language to master. More and more people all over the world than ever are learning English as it has become the language of international business and education. That is the reason why it is one of the compulsory core subjects taught in Vietnam’s education system. Students are required to be fluent in four skills of English such as reading, speaking, listening and writing. In order to be skillful at those skills, vocabulary plays a fundamental role contributing to the success in mastering the language. Vocabulary learning, however, is one of the major obstacles foreign language learners face during the process of learning a language. For this reason, an exhaustive research was implemented to discover the effect of using mind mapping on students in terms of students’ vocabulary. It was found out from the study that a large number of lexical resources were gained and retained by the majority of students in the project. Moreover, students’ positive attitudes were also recorded while implementing mind mapping.
Mr. Hoang Anh Phong [University of Languages and International Studies, Vietnam]
poster presentation
With the increasing trend of globalization, English is considered the most important foreign language to master. More and more people all over the world than ever are learning English as it has become the language of international business and education. That is the reason why it is one of the compulsory core subjects taught in Vietnam’s education system. Students are required to be fluent in four skills of English such as reading, speaking, listening and writing. In order to be skillful at those skills, vocabulary plays a fundamental role contributing to the success in mastering the language. Vocabulary learning, however, is one of the major obstacles foreign language learners face during the process of learning a language. For this reason, an exhaustive research was implemented to discover the effect of using mind mapping on students in terms of students’ vocabulary. It was found out from the study that a large number of lexical resources were gained and retained by the majority of students in the project. Moreover, students’ positive attitudes were also recorded while implementing mind mapping.
Can Blockchain Technology Help Improve Higher Education?
Dr. Tony Cripps [Nanzan University, Japan]
poster presentation
Much hype surrounds blockchain with some heralding it as the main technological breakthrough of the ‘Fourth Industrial Revolution’ or IR 4.0 (Chung and Jaehyoun, 2016; Schwab, 2017). Although people tend to associate blockchain technology with cryptocurrency its influence has moved beyond that and has spread to the realms of social media services, distribution and shipping, finance, health, law, and education, to name but a few. Blockchain’s rapid expansion has created many challenges but also opportunities in the world of education. This paper begins by briefly explaining how this new technology works. Then, the focus shifts to blockchain technology in the field of education, with specific emphasis placed on practical applications in higher education for institutions, teachers, and students. Educators, who share a common interest in effectively using technology in the classroom in particular and throughout an institution in general, will benefit from this overview of blockchain and its potential to transform higher education.
Dr. Tony Cripps [Nanzan University, Japan]
poster presentation
Much hype surrounds blockchain with some heralding it as the main technological breakthrough of the ‘Fourth Industrial Revolution’ or IR 4.0 (Chung and Jaehyoun, 2016; Schwab, 2017). Although people tend to associate blockchain technology with cryptocurrency its influence has moved beyond that and has spread to the realms of social media services, distribution and shipping, finance, health, law, and education, to name but a few. Blockchain’s rapid expansion has created many challenges but also opportunities in the world of education. This paper begins by briefly explaining how this new technology works. Then, the focus shifts to blockchain technology in the field of education, with specific emphasis placed on practical applications in higher education for institutions, teachers, and students. Educators, who share a common interest in effectively using technology in the classroom in particular and throughout an institution in general, will benefit from this overview of blockchain and its potential to transform higher education.
A Study on The Paths That Women Take After Graduating from Pharmacy Schools 'Part 1' - A Case of The Women's Division of The Tokyo Pharmacy School
Ms. Yuuka Kimura [Waseda University, Japan]
poster presentation
This presentation discusses the future careers of female pharmacy school graduates.
In 2018, women accounted for about 45% of all students enrolling in university in Japan. Of all STEM adding Medical students in university, women accounted for about 37% of the total. In particular, pharmacy programs —considered part of Japan’s engineering and science programs— see a higher proportion of women compared to other programs. To understand why women enroll in STEM programs at the undergraduate level, we should empirically consider pharmacy education for women in Japan from a historical perspective. Japan underwent a major educational reform after World War II which made it possible for women to go to university. Many women enrolled in pharmacy programs immediately after this reform since many pharmacy schools for women already existed prior to the reform and were moved into universities subsequently. I chose to study the women who graduated between 1933 and 1951 from a Female Campus of the Tokyo Pharmaceutists School, and I selected these women from an alumni list published in 1956. An analysis of their workplaces was then conducted. Despite the small sample size, we were able to suitably examine the actual paths taken after graduation and compare existing theories for women’s preference for pharmacy against the actual situation.
Ms. Yuuka Kimura [Waseda University, Japan]
poster presentation
This presentation discusses the future careers of female pharmacy school graduates.
In 2018, women accounted for about 45% of all students enrolling in university in Japan. Of all STEM adding Medical students in university, women accounted for about 37% of the total. In particular, pharmacy programs —considered part of Japan’s engineering and science programs— see a higher proportion of women compared to other programs. To understand why women enroll in STEM programs at the undergraduate level, we should empirically consider pharmacy education for women in Japan from a historical perspective. Japan underwent a major educational reform after World War II which made it possible for women to go to university. Many women enrolled in pharmacy programs immediately after this reform since many pharmacy schools for women already existed prior to the reform and were moved into universities subsequently. I chose to study the women who graduated between 1933 and 1951 from a Female Campus of the Tokyo Pharmaceutists School, and I selected these women from an alumni list published in 1956. An analysis of their workplaces was then conducted. Despite the small sample size, we were able to suitably examine the actual paths taken after graduation and compare existing theories for women’s preference for pharmacy against the actual situation.
The Average Income of Child Waste Pickers and Contribution of Child Labor to Household Income: The Case Study of Bantar Gebang in Indonesia
Dr. Shunsuke Sasaki [Waseda University, Japan]
poster presentation
The purposes of this presentation are to show 1) kinds of work type in child labor of dumpsite waste picking, 2) the average income of child waste pickers, 3) the average percentage of children’s income to household income, 4) to discuss contribution and necessity of child labor to household income. Fieldwork for both qualitative and quantitative research was conducted 30 times for totally 876 days during February 2010 to September 2019 at the dumpsite slum of Bantar Gebang in Indonesia.
Eight types of work exist in Bantar Gebang. The average income was USD 85.8. The largest number of respondents earned under USD 50 per month, and the second earned between USD 51 to 100. For this, 71.9% of respondents eared under USD 101. The average percentage of children’s income to household income was 23.1%, with the largest number was 30.4% and the smallest was 12.0%. Income earned by children occupied around 20% of household income. From the viewpoint of this, children’s income is important for maintain a household. However, in Bantar Gebang, the average personal income decreases with the number of waste pickers in a household. This could be the same with child labor. For this, if children do not work, parents could work harder. From the viewpoint of this, child labor is not necessary for maintaining the household income.
Dr. Shunsuke Sasaki [Waseda University, Japan]
poster presentation
The purposes of this presentation are to show 1) kinds of work type in child labor of dumpsite waste picking, 2) the average income of child waste pickers, 3) the average percentage of children’s income to household income, 4) to discuss contribution and necessity of child labor to household income. Fieldwork for both qualitative and quantitative research was conducted 30 times for totally 876 days during February 2010 to September 2019 at the dumpsite slum of Bantar Gebang in Indonesia.
Eight types of work exist in Bantar Gebang. The average income was USD 85.8. The largest number of respondents earned under USD 50 per month, and the second earned between USD 51 to 100. For this, 71.9% of respondents eared under USD 101. The average percentage of children’s income to household income was 23.1%, with the largest number was 30.4% and the smallest was 12.0%. Income earned by children occupied around 20% of household income. From the viewpoint of this, children’s income is important for maintain a household. However, in Bantar Gebang, the average personal income decreases with the number of waste pickers in a household. This could be the same with child labor. For this, if children do not work, parents could work harder. From the viewpoint of this, child labor is not necessary for maintaining the household income.
Dietary Quality of University Students and Salt contents of a University Canteen in Indonesia: A Case Study of Bogor Agricultural University
Ms. Yui Sakai [The University of Tokyo, Japan]
poster presentation
The purposes of this study are to show the dietary quality of university students in a developing country, especially in Indonesia. Concretely, 1) the place where students take their meals, 2) the amounts of salt in a menu served in university canteen, 3) frequently appearing meals, and 4) nutritional balance. Data were obtained through structured interviews in Bogor Agricultural University. For obtaining data 1), 331 students were interviewed through the internet for a week. For 2), 49 kinds of meals served in 1 university canteen was analyzed by salinometer. For 3) and 4), 28 students responded through email with photographs of their meals for a week was applied for analyzing nutritional balance. 44.8% of lunch on weekdays was eaten in university canteen, and 33.7% of breakfast on weekdays and 25.2 % on weekends was not eaten. The salt contents of meals served in university canteen was high such as 4.02 ± 0.41g of Mie goreng (Spicy fried noodle), and 3.66 ± 0.10g of Kwetiau goreng (Stir fried flat rice noodle). Based on the food-based menus, the menu with the highest percentage of appearance was mainly rice-based (31.1%), followed by chicken-based (12.0%), egg- based (10.5%). Balanced Diet Index of males was 15.7 ± 4.0, and females was 13.8 ± 6.2.
Ms. Yui Sakai [The University of Tokyo, Japan]
poster presentation
The purposes of this study are to show the dietary quality of university students in a developing country, especially in Indonesia. Concretely, 1) the place where students take their meals, 2) the amounts of salt in a menu served in university canteen, 3) frequently appearing meals, and 4) nutritional balance. Data were obtained through structured interviews in Bogor Agricultural University. For obtaining data 1), 331 students were interviewed through the internet for a week. For 2), 49 kinds of meals served in 1 university canteen was analyzed by salinometer. For 3) and 4), 28 students responded through email with photographs of their meals for a week was applied for analyzing nutritional balance. 44.8% of lunch on weekdays was eaten in university canteen, and 33.7% of breakfast on weekdays and 25.2 % on weekends was not eaten. The salt contents of meals served in university canteen was high such as 4.02 ± 0.41g of Mie goreng (Spicy fried noodle), and 3.66 ± 0.10g of Kwetiau goreng (Stir fried flat rice noodle). Based on the food-based menus, the menu with the highest percentage of appearance was mainly rice-based (31.1%), followed by chicken-based (12.0%), egg- based (10.5%). Balanced Diet Index of males was 15.7 ± 4.0, and females was 13.8 ± 6.2.
A Comparison of English Reading Comprehension Skill achievement by Using Graphic Organizer and Traditional Teaching Model of Matthayom 4 of Watraikhing Wittaya School
Ms. Janejira Marungruang [Kasetsart University, Thailand]
poster presentation
From the observation in grade 10 students at Watraikhing Wittaya School, Nakhon Pathom province, Thailand. It is found that the students have had problem in English reading skills including reading for main idea, reading for analysis, reading for synthesis especially reading comprehension. The reading comprehension skill is the obvious problem for grade 10 students because they did not understand passages. So they will not have the other reading skill enough.
After consider the cause of the English reading comprehension skill problem, it is shown that learning method and learning technique is not support the students to analyse and to synthesize passages. So they did not understand the content completely. Students did not rearranges, separate the text, understand the relative, draft the overview, and detail the text information. Moreover, the English comprehension skill problem is from in appreciated teacher’s teaching method that attend to the content and grammatical more than skills practicing. Then students may bored or ignorant English lessons. So teacher has to use the interesting method to activate students.
Therefore, this study is going to study about a comparison of English reading comprehension skill by using graphic organizer and traditional teaching model for grade 10 students of Watraikhing Wittaya School and to study student’s opinion on using graphic organizer to develop English reading comprehension skill.
Ms. Janejira Marungruang [Kasetsart University, Thailand]
poster presentation
From the observation in grade 10 students at Watraikhing Wittaya School, Nakhon Pathom province, Thailand. It is found that the students have had problem in English reading skills including reading for main idea, reading for analysis, reading for synthesis especially reading comprehension. The reading comprehension skill is the obvious problem for grade 10 students because they did not understand passages. So they will not have the other reading skill enough.
After consider the cause of the English reading comprehension skill problem, it is shown that learning method and learning technique is not support the students to analyse and to synthesize passages. So they did not understand the content completely. Students did not rearranges, separate the text, understand the relative, draft the overview, and detail the text information. Moreover, the English comprehension skill problem is from in appreciated teacher’s teaching method that attend to the content and grammatical more than skills practicing. Then students may bored or ignorant English lessons. So teacher has to use the interesting method to activate students.
Therefore, this study is going to study about a comparison of English reading comprehension skill by using graphic organizer and traditional teaching model for grade 10 students of Watraikhing Wittaya School and to study student’s opinion on using graphic organizer to develop English reading comprehension skill.
Development of Supplementary Communicative English Listening Exercises for Mathayomsuksa 2 Students, Phothawatthanasenee School, Ratchaburi
Ms. Narumon Mahattai [Kasetsart University, Thailand]
poster presentation
From my reservation the school, it is found that there are many listening problems. These problems are encountered in English language teaching. The first one is cognitive problems such as the inability to remember vocabularies. The second one is grammar problems, included forgetting messages you listened to too quickly, and misunderstanding the supporting detail. The last problem is in using such as understanding words but cannot communicate with other and confusing about the main idea. The cause of these problems is listening teaching materials that are not suitable for listening in real life.
Moreover, according to the results of the Ordinary National Educational Test (O-NET) in academic year 2015 at the lower secondary school level, it was found that the average score of language learning for communication was 30.45 which was lower than the national average. However, one of the problems is students that are unable to communicate in English, especially For this reason, the researcher is interested in studying about development of supplementary communicative English listening exercises for 8th grade-students. The researcher aims to increase achievement in English language studying and to increase the efficiency of learning English in the classroom. Moreover, the communicative English listening exercises can improve students to communicate with other in daily life.
Ms. Narumon Mahattai [Kasetsart University, Thailand]
poster presentation
From my reservation the school, it is found that there are many listening problems. These problems are encountered in English language teaching. The first one is cognitive problems such as the inability to remember vocabularies. The second one is grammar problems, included forgetting messages you listened to too quickly, and misunderstanding the supporting detail. The last problem is in using such as understanding words but cannot communicate with other and confusing about the main idea. The cause of these problems is listening teaching materials that are not suitable for listening in real life.
Moreover, according to the results of the Ordinary National Educational Test (O-NET) in academic year 2015 at the lower secondary school level, it was found that the average score of language learning for communication was 30.45 which was lower than the national average. However, one of the problems is students that are unable to communicate in English, especially For this reason, the researcher is interested in studying about development of supplementary communicative English listening exercises for 8th grade-students. The researcher aims to increase achievement in English language studying and to increase the efficiency of learning English in the classroom. Moreover, the communicative English listening exercises can improve students to communicate with other in daily life.
The Development of Supplementary English Writing Skill Exercise Package for Mathayomsuksa 2 Students, Phothawatthanasenee School
Ms. Yotaka Cheencharoen [Kasetsart University, Thailand]
poster presentation
This research was about the development of supplementary English writing skill exercise package for 8th-grade students, Phothawatthanasenee school. This research conducting with 40 8th-grade students aimed to 1) investigate the efficiency of the supplementary English writing skill exercise package for 8th-grade students, 2) compare students’ achievement before and after using the supplementary English writing skill exercise package, and 3) study students’ satisfaction towards the supplementary English writing skill exercise package.
As a teacher in Phothawattanasenee school, the researcher found that many 8th-grade students have got English writing problems like spelling words, using appropriate punctuations, making grammatically correct sentences, and lacking of vocabulary knowledge.
According to the problems mentioned above, the researcher searched the ways to solve those problems. It was discovered that one of the effective ways was the use of supplementary skill exercise package since it was able to help students to practice English writing through interesting learning activities. Therefore, the researcher desired to improve students’ English writing skill by creating the supplementary English writing skill exercise package for students to practice English writing through various lessons.
This research was conducted to examine how the supplementary English writing skill exercise package was effective for students in both improving their English writing skills and having good attitude towards English writing.
Ms. Yotaka Cheencharoen [Kasetsart University, Thailand]
poster presentation
This research was about the development of supplementary English writing skill exercise package for 8th-grade students, Phothawatthanasenee school. This research conducting with 40 8th-grade students aimed to 1) investigate the efficiency of the supplementary English writing skill exercise package for 8th-grade students, 2) compare students’ achievement before and after using the supplementary English writing skill exercise package, and 3) study students’ satisfaction towards the supplementary English writing skill exercise package.
As a teacher in Phothawattanasenee school, the researcher found that many 8th-grade students have got English writing problems like spelling words, using appropriate punctuations, making grammatically correct sentences, and lacking of vocabulary knowledge.
According to the problems mentioned above, the researcher searched the ways to solve those problems. It was discovered that one of the effective ways was the use of supplementary skill exercise package since it was able to help students to practice English writing through interesting learning activities. Therefore, the researcher desired to improve students’ English writing skill by creating the supplementary English writing skill exercise package for students to practice English writing through various lessons.
This research was conducted to examine how the supplementary English writing skill exercise package was effective for students in both improving their English writing skills and having good attitude towards English writing.
A Study of the Effect of Using Storytelling Technique with English Tales on the Achievement and Retention in Learning Vocabulary of Mathayomsuksa 1 Students
Ms. Panisa Kheharak [Kasetsart University, Thailand]
poster presentation
In the Thai educational context, lacking knowledge of vocabulary seems to be the problem that most students experience. Admittedly, the main cause of this problem is the teachers’ teaching styles. Most teachers frequently focus on the number of words that students should remember, but rarely practice English using in the real situation. Moreover, their teachings usually base on textbooks which limits the meanings and contexts of different words. In addition, Thai students’ context is also the reason for the problem. It can be seen from many English classes that Thai students are not confident when they have to speak English.
From the problem above, the researcher is interested in employing the storytelling technique with English tales to develop students’ vocabulary ability. The storytelling technique relies upon creatively using the spoken and written language to narrate stories. It is an appropriate technique for students whose English is at a lower level. While teachers are telling the stories, they use some techniques such as facial expressions, gestures, tones and questions to stimulate students’ attention on the meaning of the words. The research results to be presented, support the research hypotheses. Therefore, this research would be useful for vocabulary teaching in the future.
Ms. Panisa Kheharak [Kasetsart University, Thailand]
poster presentation
In the Thai educational context, lacking knowledge of vocabulary seems to be the problem that most students experience. Admittedly, the main cause of this problem is the teachers’ teaching styles. Most teachers frequently focus on the number of words that students should remember, but rarely practice English using in the real situation. Moreover, their teachings usually base on textbooks which limits the meanings and contexts of different words. In addition, Thai students’ context is also the reason for the problem. It can be seen from many English classes that Thai students are not confident when they have to speak English.
From the problem above, the researcher is interested in employing the storytelling technique with English tales to develop students’ vocabulary ability. The storytelling technique relies upon creatively using the spoken and written language to narrate stories. It is an appropriate technique for students whose English is at a lower level. While teachers are telling the stories, they use some techniques such as facial expressions, gestures, tones and questions to stimulate students’ attention on the meaning of the words. The research results to be presented, support the research hypotheses. Therefore, this research would be useful for vocabulary teaching in the future.
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