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CHAPTER 1

Preface
Osaka Jogakuin University/Osaka Jogakuin
College, a Christian women’s school located in
the center of Osaka, Japan, has had an iPad One to
One program since April 2012. This book shares howthat program has grown and flourished.

Located in the center of Osaka, Japan, Osaka
Jogakuin (OJ) has a long, unique history of working hard topromote women’s education. Founded in 1884 as a mission
school by Alexander D. Hail and J.B. Hail, missionaries fromthe Cumberland Presbyterian Church in the US, the school set
out to educate young women by instilling the ideals thatpeople should be equals and should respect each other’shumanity.
Initially known as Wilmina Girls’ School, a name based on
those of its largest donors (Wiliam and Ermina Sanders),
Osaka Jogakuin now is a family of schools with a junior highschool, a senior high school, a junior college (OJC) (1968), a
four-year university (OJU) (2004), and a graduate school(2009). OJU is still committed to achieving the ideals of its
founders. To do so, Osaka Jogakuin has developed its
education around three pillars: Christianity, Human Rights, andEnglish education.
OJ’s approach to education is clear from its curriculum, which
has been recognized by the Japanese Ministry of Education(MEXT). In 2003, OJC received a Good Practice award for its
curriculum. In 2007, OJU was also recognized for exemplifying
good practices in higher education.

Dr. Eiko Kato-Otani, President, Osaka Jogakuin University/Osaka Jogakuin
College, Apple Distinguished EducatorOsaka Jogakuin’s 3 Pillars

Interactive

Osaka Jogakuin University Mission Statement
This school is an educational community based on Christianity.
• Our aim is to raise up persons who search for truth,• respect themselves and others,• have the power of insight supported by accurate knowledge and rich sensitivity,• and participate actively in society.
3As of the 2019 academic year, the school has 872
students. Although OJ students graduate with adegree in English from the Department ofInternational & English Interdisciplinary Studies,
students are able to concentrate their studies infour areas: Communication, Business, Collaboration.
or Women’s Global Leadership. OJ has 32 full timeteachers who are supplemented by 99 adjuncts whoteach 1-3 courses a semester on average.

Apple technology is well represented at OJ. Since 2012,

approach of our program. Not only teachers, but also

when OJ first implemented its iPad One to One program, allstudents can easily share digital material with the entire class.

incoming first-year students (approximately 250-300

In 2016 an Interactive Global Theater was opened, a spacedepending on the year) have received an iPad. Multi-Touch

fully controlled by iPad technology. This space also connects

books, created through iBooks Author, form the foundation of

students to students in classes in other countries, making it a

OJ’s first year-curriculum.

truly international space.

Furthermore, all classrooms have Apple TVs which makeusing AirPlay easy and support the student-centered5

Big Sisters

The “Big Sisters” are upper-level students who help first-year students start their new college life easily. In order to become a “Big
Sister,” they need to take a leadership training course held every March. The goal of the training is to show students that a true leader
is not necessarily someone who tells others what to do; instead a true leader is someone who listens and understands others’ ideas,
opinions, and feelings. Thus, those who attend learn how to develop relationships with others, how to express their honest thoughts
and feelings, and how to be aware of their relationships with others. They use this new awareness to support first-year students asthey acclimate to university life.

6A fifty-year anniversary is quite
a milestone and on September
29, 2018 OJ celebrated the50th Anniversary

50th anniversary of
establishing its juniorcollege. The celebratory video
though in Japanese reminisces
about some of the highlights
since the school’s founding.
•Wilmina Girls’s school founded1884•Osaka Jogakuin JuniorCollege established 1968
•Leadership and Big Sister
program 1971
•Human rights special
workshops 1973
•Content-based approach began
1987•iPad provided to all students 2012
•Apple Distinguished School 2017-2019
I am the vine and you are the branches.
John 15:5

CHAPTER 2

VisionWe envision our graduates as
women who will make a diﬀerencein society.
By understanding the world,
By making autonomous decisions
By having a clear sense of their own worth.

At Osaka Jogakuin, we aim to ensure that ourstudents to think on their own, with professors giving

students broaden and deepen theirstudents projects to deepen their learning and tounderstanding of the world, and learn how to

encourage critical thinking.

make autonomous decisions as they relate to it.

In order to achieve these goals, English faculty members

We strive to instill in each student a clear sense of her

started creating OJ's own unique textbooks and audio-

importance as a person, a unique individual ofvisual materials, leading to the production of the current

immeasurable worth in God's image. And, we expect ourmulti-books using iBooks Author. In 1991, we opened our

graduates to be women who will make a diﬀerence in

Mac Lab, the first in Japan to use computers for English

society.

education.

For a relatively small university in western Japan, theseApple technology has played an important role inare extremely ambitious goals - goals that can only bestrengthening our English education. Students worked onachieved with leadership, and with a dedicated andcreating videos on Japanese cultural topics usingcommitted faculty. Fortunately, OJ has both the

QuickTime, when it first came out in 1991. The videos

leadership and the faculty to help it achieve its vision.

were sent to our sister school in New York by post. In

Our journey of innovation started thirty years ago, andsince then, OJ has continued to challenge the entire
concept of university level English education in Japan. In
the early 1980s, we reformed our English education, tomove from a skill oriented framework to a content-based
approach. At OJ, English is learned as a means ofcommunication, with the content comprising important
issues of the 21st century, such as peace, humanrights, and a sustainable future. Our approach forces

2004, to promote ubiquitous learning, we were the first in
the world to implement iPod One to One and use the iPodfor educational purposes. We wanted to make surestudents could - and would - listen to English materials
anywhere, anytime. This led to the iPad One to One
program in 2012, when the ICT division made WiFi
available throughout the campus. As a result of thesemeasures, our curriculum has advanced even further, withmeasurable improvements shown in learning results.
9Inspired by our Multi-touch books, many students havestarted using iBooks Author for their graduation projects.
Our English education reform, iPod One to One, and iPad
One to One have attracted the attention of educators
nationwide, and OJ has frequent visitors who wish to view
our classes. For example, in 2018, several high schools
asked for assistance in their English education and iPad
implementation. In that regard, OJ, as an ADS, has had apositive impact not only our own students, but students
at other schools in our community.
We will continuously seek new and eﬀective ways oflanguage learning. Currently, the technologies we aremost interested in exploring are AI (Artificial
Intelligence) and AR (Argument Reality). Through utilizing
the AI language app, our students can improve theirpronunciation and grammar on their own, even outsideof the classroom. And with AR technology, we intend to

Educating women to
make a difference...

put virtual labels on real objects on our campus invarious languages, to stimulate students’ intellectual
curiosity and create a catalyst for interculturalcommunications between Japanese and international
students. Our journey of innovation will continue.

10Dr. Eiko Kato-Otani as President has provided theleadership and vision necessary to make Osaka Jogakuin
a leading university. She has done so through her deep
understanding of Osaka Jogakuin, its mission, and its
organization.
As a faculty member since 1990 she served on various
committees and as English Coordinator before being
appointed President in 2012. She was influential in
making technology a daily part of students’ lives having
the school provide students with iPod in 2004. Dr. KatoOtani also led the implementation of the iPad One to One
program in 2012 which revolutionized how the university’s
educational material was delivered. By providing iPad tothe entire student body, technology has been brought into
every class, every day. Thanks to her leadership, MultiTouch books and other applications are now an integral
part of English education at OJ.
Dr. Kato-Otani has also conceived and implemented
additional innovative programs where students can focus
on Korean or Chinese as a third language (Japanese andEnglish plus Korean or Chinese) thus expanding thescope of the school and what its graduates can achieve.

Eiko
Kato-Otani
Ed.D., President
11Dr. Steve Cornwell is another key faculty member. At OJ
since 1995 he has served on various committees andworking groups. As Vice President and English
Education Committee Chair, he coordinates the English
program in both the university and college. Since OJ has
only one major, English, OJ’s approach to English
education aﬀects every student, staﬀ, and faculty
member.
OJ’s approach believes that a uniformed approach to
English education is best and so a majority of the English
courses are coordinated, with each following the same
syllabus and using the same evaluation scheme.
To keep the English program functioning smoothly Dr.
Cornwell and other full-time faculty facilitate a daylong,
all-English program orientation each February to prepareteachers for the coming academic year. The workshop
reviews OJ’s approach to education, provides
professional development including training on how to

Steve
Cornwell

Ed.D., Vice President, English Coordinator

use Multi-touch books, and is a chance for teachers to
discuss classroom issues facing them.
Dr. Cornwell has been one of the leaders in thedevelopment and promotion of OJ’s ebooks, which will be
discussed later.
12

Dr. Tamara Swenson is another key faculty. She has been
at OJ since 1991 and has served on various committees
and working groups including providing leadership on
OJ’s ebook endeavors.
As Director of the Center for International Aﬀairs she
and her staﬀ support students whether they are goingabroad for the first time, participating in other programs
such as fieldwork or internships, or are coming to Japanand OJ to study for a semester or do an internship.
Dr. Swenson believes that cross-cultural understanding
begins when we welcome people from diﬀerent cultural
backgrounds into our lives and expands when we takesteps to explore the world beyond our own culture. So theCenter for International Aﬀairs develops and manages
study abroad programs that help students develop crosscultural understanding. Under her guidance, the Center
arranges for memorandums of understanding with partner
schools, provides orientation and debriefing sessions tostudents, and much more.
While the actual content of each study abroad program
varies all are designed to achieve the overall goal of
helping students become more aware of the world anddevelop their own goals as global citizens.

TamaraSwenson

Ph.D., Director, Center for International Aﬀairs
13Professor Yasunobu Komatsu, Director of Information andCommunication Technology (ICT), came to OJ in 2004 andis another influential leader. Although the school has had acommitment to using technology for years, under Professor
Komatsu’s leadership, the school has developed its
infrastructure, advancing from having technology restricted
to a few rooms on campus to having a totally-wired campus
something that is rare in the Japanese tertiary education
context. He has led adjunct faculty to develop a digital
literacy program to help students understand and use
technology appropriately and safely. In the future, a bringyour own device approach will expand what students cando with information regardless of the combination ofdevice(s) they use (iPad, iPhone, etc.)
Such training is not just limited to students; there are regularfaculty and staﬀ development sessions to help teachersbetter use the available technology and learn about new
developments. Professor Komatsu is also in charge of theLanguage Solution Center (LSC) that is integral in thesmooth use of technology on campus.
Under Professor Komatsu’s leadership, the LSC assists withIT classroom management, aids with students' iPad use,
distributes iPad to part-time teachers or teachers from otheruniversities, and supports faculty in the creation of
educational materials.

Yasunobu
Komatsu
Professor, Director of ICT
14

Dr. Scott Johnston is another key faculty member
providing leadership and vision. Coming to OJ in 2004,
he now serves as chairperson for the Curriculum
Committee and coordinator of the Women’s Global
Leadership (WGL) program, two important areas within
the university.
The curriculum covered in the first two years is designed
to create awareness in students of the issues humanity
faces. It is also designed to enable students to establish
a clearer self-identity and achieve the ability tocommunicate in English. The English curriculum
maintains a content-based approach.
The curriculum for upper-level students builds upon thefirst two years, and has students delve deeper in a varietyof areas. As mentioned earlier, while all students graduate
with a degree in English, they are able to concentrate in
the following areas: Communication, Collaboration (anarea that examines not-for-profits and non-governmental

Scott
Johnston

Ph.D., Chairperson, Curriculum Committee

institutions (NPOs and NGOs) and how they function) andBusiness. In addition, a select group of highly proficient
students participate in the Women’s Global Leadershipprogram that introduces them to leadership andglobalization from multidisciplinary perspectives while
helping them develop their own leadership style.
15

CHAPTER 3

Learning
Help students lay a strong academic foundation,
develop themselves, and face the challenges ofmodern day life, all through experiential learningLearning is key at Osaka Jogakuin University.

classes, where students study American or British

And OJ students are ambitious and focused inliterature but never learn to communicate their opinions

regards to their learning. In a recent graduation

about the books they read in English, OJ’s first-year

survey, 78% report having set high goals
and 81% wrote it was not easy tograduate from OJ without
putting in the eﬀort.
The university takes a
student-centeredapproach to its

students study content the faculty has
decided advances the university’s
mission and goals. Currently the
first year classes focus on
Identity, Peacemaking,
Human Rights, andSustainable Futures.

education through a

Furthermore, thesecontent-based, project-content-focused

based, and experiential-

classes take a project-learning-based

based approach, one

curriculum. Although thewhere students focus onuniversity has just one major,

developing projects that

English, its approach has been

allow them to independently

for students to study content topics
in English rather than to only study English.

explore the issues they are studying
in greater depth. Through the integration of

Unlike many universities, where English means either

reading, listening, discussion, writing, and presenting,conversation classes, where students practice talking

students use their second language (English) to do theabout their hobbies or giving directions, or literaturetasks involved in completing the projects, and17

accomplishing their goals. They go through a cyclical process of gathering data, analyzing it, and reporting theresults. The projects take many forms and are only limited by the students’ creativity. Many involve an aspect ofpublic speaking and the students learn to use their iPad to give informative, visual engaging presentations,developing skills they need not just in their first-year courses but throughout their studies. In addition to content, OJ
focuses on helping students gain the necessary language skills necessary to operate in the world outside. Two
specific school-wide programs that do so by making eﬀective use of iPad are OJ’s school-wide vocabulary programand its extensive reading program.
18

Extensive Reading
Vocabulary and Extensive Reading
In language learning, vocabulary is key. Without a decent
vocabulary it is diﬃcult to do anything. OJ has found iPadthe perfect devices for delivering a special vocabularyprogram to help our students improve their English.
Starting in 2016 Dr. Stuart McLean led a project to design
a vocabulary program that could bedelivered on iPad. Early on students
commented on how eﬃcient andconvenient the iPad made vocabulary tohas students

learn as they used it when commuting,long passages (shortreadbooks) at

waiting for friends, or filling in time between classes. The

their appropriate English ability level for enjoyment (andprogram has evolved and now uses the English Central

language proficiency improvement).

app to deliver vocabulary study to all first-year, secondyear, and third-year students. A recent development isthat all testing can now be done on the iPad saving time.
In addition to the vocabulary program, an extensive
reading program is also delivered through iPad.

Using a web-based virtual library, available throughXreading.com, students have access to readers 24 hours
a day, 7 days a week. The goal for first-year students is toread 180,000 words a semester, which helps them
improve their reading speed and fluency. In short, iPad

Extensive reading, which is well researched in the field of

have made it possible for students to learn vocabulary

language education, and is described in the video above,and practice reading anywhere and anytime.

19

At OJ, learning is not restricted to the classroom.
In addition to traditional classwork andhomework, students find creative ways to apply
their interests. On top of unique learning
opportunities, there are events and projects,
many students led, that assists in students
finding their voice and gives them real world
experience even before graduation. The rest of
this chapter presents some especially memorable
20
ones.

Students have created an online book and use FaceTime to teach elementary students at Kameoka Elementary School.
They also have created a book with lesson plans so other students can do the same in the future. Other students havedone 10-week internships at a local elementary and junior high school. The internships culminated with students giving
presentations about the learning experience on their iPad to elementary and junior high school principals.
This project is a great example of “Everyone Can Create!”

Teaching Elementary andJunior High School Students
21

Chinese Online Class

An online course is available through the National Taiwan Normal University Center
for Language Studies for students who have proficiency in Chinese (for example,
they have lived in a Chinese-speaking country or use Chinese in their personal
lives).Students can learn Chinese with FaceTime.

22

The World's Largest Lesson
Students not only study about humanrights, but also enthusiastically takeaction to support human rights. They
organize various grassroots activities,some which focus on education andchild labor. Here students haveorganized and are participating in The
World’s Largest Lesson, an international
global initiative which has the goal of
ensuring “every child in the world grows
up knowing and caring about the
Sustainable Development Goals.”This is the 9th lesson of its kindconducted at OJ. In this lesson
students compared education
expenses and military expenditures andalso experienced what it would be liketo not be literatre. in order to takeaction to achieve them. As one student
leader said, “This lesson opened oureyes to the realities of many people in
the world and made us consider what
we can do to help.”
23

The pink ribbon is an international symbol of breast cancer awareness. Pink ribbon campaigns involve educating people about
beast cancer, its dangers, and what can be done to detect it early. At the OJ school festival, students organized andcollaborated with a cosmetics company to educate students, faculty, staﬀ, and guests about breast cancer. One student
leader said that presenting the concept to the company staﬀ was a unique experience and one that will help her in the future.
More than 170 people attended the event.

Pink Ribbon Campaign
24

All Japan Student
English Presentation Contest
The Kanda National English Presentation
contest is held to encourage students toimprove their English skills, work together,and focus on issues of importance to a
global society.
On December 1, 2018 at the 7th annual
contest two OJ international students, Ms.
Pitabeddara Vithanage Sandali Dilshanie
and Ms. Fernando Ayanthi Disala won thebest group award.
Their presentation addressed ocean waterpollution and what can be done to help
recycle/reuse plastic pet bottles by making
plastic bricks.

To see their presentation click here.

25

Students interested in business and marketing
have collaborated with local merchants to createa daily calendar that encourages people to visit
local businesses. The Tamatstukuri Shotengai(shopping street) Calendar, which includes daily
coupons for shops in the local area, was begun
after students approached a local calendar
company about the possibility. The project, now
in its fifth year, has been recognizedinternationally, winning a student award at aninternational calendar contest held in Germany.
Students do all steps in this project, from sellingthe advertising pages, to doing the layout, tohandling distribution and sales. In this photo we
can see them hard at work doing design work on
their iPad using Apple pencils.
The calendar project is a great
example of “Everyone Can Create!”
Interactive

Tamatsukuri Shotengai

Calendar project26

Student Interpreterat the G20 Summit in Osaka
Mai Endo, a third year student, volunteered tohelp with the G20 summit held in Osaka, June
29-30, 2019
Although Ms. Endo knew she would be helping
interpret, she did not know until a week before
that she would be assigned to the tea ceremonyroom with its special vocabulary.
It was quite an experience as she had tobalance interpreting what the tea ceremony
master said with being sensitive to thejournalists’ goals of taking perfect photographs.
She reported that it was a great experience andone from which she learned a lot.

27

The Tomodachi MetLife Women’s Leadership Program (TMWLP) “provides Japanese female
university students with over 10 months of leadership development training and one-on-one
mentoring from mid-career professional women.” OJ has had two students accepted in tothis highly competitive program, Miho Higuchi (2017), and June Salas (2018). A highlight ofthe program is an annual trip to New York and Washington, D.C. to meet with MetLife
executives, Japanese female professionals, and Japanese diplomats. The program ends
with a capstone conference,“Own Your Life, Design Your Future.”

TOMODACHI

MetLife Women’s Leadership Program
TOMODACHI MetLife Women’s Leadership Program28

APSSAIn 2018 OJ students and staﬀ attended the 16th Asia Pacific Student Services Association (APSSA)
conference in Kuala Lumpur, Malaysia. The students were able to participate in workshops ranging
from Using Social Media Responsibly to Physical and Mental Wellness to the Environment to
Becoming an Engaged Global Citizen which is an area about which they made a presentation on.

APPSA

29

Amigos de Apple is a student organized club dedicated tousing Apple technology in new and creative ways. A
recent project had members work with laser engraving and
3D printing to make OJU memorabilia. They use Apple
technology regularly and have used Pages for promotion
and Numbers to track their sales. Amigos de Apple also
realize the benefits that Keynote oﬀers when collaborating
and so often use it for group presentations.
As part of their work with Apple technology, over the past
few years, they have designed and built a horror house forthe school festival, which uses iPad, infrared imaging, andlots of scary audio and video. Most recently they havebeen working on projection mapping to turn objects into
display surfaces to assist with video presentations.
OJ is one of 9 universities invited by the Osaka Prefectural
Police to participate in a program to teach elementary
students safely use SNS. Amigos de Apple volunteers willvisit schools and help students become aware of thedangers of cyber crime.
Amigos de Apple projects are great examples ofEveryone Can Create! “Amigos de Apple

Making the Projection Mapping Video

30

Comments from Students
Students here arereally goal-oriented - the university
really makes you think about what you wantto achieve in life and how to get there. The

Using the iPad as a tool makes

One thing I love

studying really easy - I can access myabout this school is how we arematerial anywhere in the campus, andconstantly encouraged to re-examine

don't have to lug around heavy books.

ourselves and to rethink our assumptions
and our opinions. It has really helped

friends I've made here have really been agood influence on me.

me grow as a person.

The skills welearn every day in class The high level classes we take here

We learn so much about global

formulating and expressing an

issues, not only in English but also

informed opinion, presenting inin Korean and Chinese. Every day I

front of people, writing a lot - theseexperienced that in any other university. The

skills will really help us in ourmore actively you participate, the more you get

really feel I have learned a lot.

future careers.educator
overseas.

There are sowith serious, meaningful debates on social
issues - I really don't think I could haveout of the classes. You really can't keep up if
you're just messing around. My English has
improved dramatically, sure - but it's beenmuch more than that.

many international
students, I can

Before I started

experience inter-cultural

here, I had no interest in goingexchange at OJ every

abroad or leaving my safe cocoon here inday!

Japan. Now I'm preparing for a year
abroad - I'm so excited!

The classes here are tough, that's for sure. You really need
to work hard to keep up. But the professors always tell us
why an assignment is important and how it will help us
grow. This really keeps us motivated.

31

Learning

CHAPTER 4

Teaching
In order to develop a society in which
men and women can participate
equally, women must see themselves
as persons of absolute worth,sharpen their knowledge, acquire
skills, and develop the ability to
express their own ideas as they go
beyond traditional female roles andchoose how they really want toparticipate in society.
To this end, it is necessary to createan educational environment to meetthese needs. This is how we teach.

As every student at OJ has an iPad, iBooks Author

Instructional design

allows teachers to take advantage of its features andcreate a dynamic language learning experience using

OJ has for many years systematically and periodically conductedinteractive, Multi-Touch books. Teachers have created content-

curricular revisions as the faculty believes this needs to be anbased Multi-Touch books, which take advantage of young people’s

ongoing process. As part of this process, each year members of the

comfort with technology.

faculty review, revise, and rewrite the materials used for the first-

As mentioned earlier, Multi-Touch books have been built around thefollowing themes: 1) Identity and Values, 2) Becoming a
Peacemaker, 3) Human Rights, and 4) Sustainable Futures(environmental issues). These content-based themes are integrated
into the Reading, Discussion, and Writing courses, allowing
students to develop a deeper understanding of each issue. In
addition, several teachers have created Multi-Touch books for their
2nd and 3rd year classes one of which (Advanced Marketing) has
been oﬀered as an iTunes U course.

year program. Material is added, deleted, and rewritten so that they
more closely meet the learners’ English proficiency. Goals areclarified, and when needed the courses are adapted to addresschanges in the world that might impact students’ lives.Conceptually,in the first-year courses, OJ introduces students to the content
topics through readings, which are then used as the basis fordiscussions. Finally, students use their new knowledge about the
topics to write about related themes in their own paragraphs andessays.

Paper books with cassettes, andvideo tapes

First generation ebooks

Current genneration ebooks
34

Coordination is done by course liaisons, pictured below, who

the fourth year when students write a graduation thesis either

are full-time faculty that oversee the entire set of required English

conducting research or creating a product, which they also write

courses (reading, discussion, writing, grammar, phonetics,

about. For example, students have created an ebook to teachintegrated studies, theme studies). OJ also uses team leaders

Korean, a picture book/story to look at alternative energy sources,

who are faculty that coordinate the teachers of each group ofor a picture book to teach elementary school students about fairstudents through planning and sequencing of materials, as welltrade.

as sharing information regarding students’ progress and who
might need a little extra support.
Students have writing courses and oral communication courses
each year (1 to 3). In the second year, research papers are

Regardless of which path they follow, they must present theirwork to the OJ community in a variety of manners determinedby theirconcentration (communication, business, or
collaboration).

introduced in several theme-based courses, along withadvanced discussion techniques in anadvanced discussion class. The thirdyear also keeps up a focus on
spoken and written ability in acourse to prepare students forwriting a senior thesis, which
they will write in their fourthyear. Also in the thirdyear, the oral
production focus
shifts fromdiscussion topresentation. Allof thisculminates in35

iPad Usage
Teachers have commented on how the iPad are ideal for easily
editing in-house teaching materials and providing students withmore listening homework activities. Teachers use the iPad in varied
manners, but some similarities have arisen. Teachers have students
video themselves, watch (and sometimes transcribe) these videos,
and frequently record this work again. Teachers have alsocommented that iPad enable them to better manage classroom
records, which makes a teacher’s life quite a bit easier. Also, having
material available for iPad (or iPhone) is convenient and reduces
photocopying. Furthermore, the iPad give students access to theirown personal language-learning laboratory. They can instantly
access dictionaries, check for information in Japanese or English,
have access to sound and video recorders, upload large files to thecloud, share their work with others, and conduct many other tasks
that would take far more time without the iPad technology.

Professional Development

On August 3, 2019 OJ conducted a workshop in partnership withApple for high school teachers that presented our approach to

Because our faculty is experienced in making Multi-Touch books,

integrating Apple technology and content while also teaching

they are in the position to help others. Dr. Kato-Otani, is an Apple

them hands on how to use Pages. Finally, we have a special

Distinguished Educator (and an APAC/ADE Advisory Board

English lesson during our annual homecoming to show ourmember 2012−2017) and she uses her experience as an ADE tograduates how we are using iPad in our classes now. The

share and encourage the use of technology. She has been asked

graduates have commented on how much fun it was to learn

to give workshops and presentations on iPad and education at

English by using an iPad.

high schools and conferences. OJ also hosted an ADE workshop
on April 6, 2019 where regional based ADEs came together topresent on their projects. Dr. Kato-Otani is also the advisor of thestudent group, Amigos de Apple, mentioned earlier.
Other faculty are members of a variety of academic organizations
both in Japan and abroad, often taking leadership roles. As such,in addition to attending conferences and workshops such as
JALTCALL and Technology in Teaching, they present and publish
on OJ’s work with iPad and Multi-Touch books.We promote ourcurriculum to high school students, high school teachers, and ouralumna. When we have Open Campus for high school students
we oﬀer English Reading and Speaking through iPad sessions.
Because of this, high schools in Osaka have come to know about
our use of iPad for English education.In addition to recruitment
eﬀorts, we provide professional development to the teachingcommunity most recently helping high school teachers better

Making digital material with iPadunderstand how technology can be applied in their contexts.
37

Most recently, OJ has focused on the challenge of addressing

on teaching English, a video on time management, and a content

the needs of students with both higher and lower levels of English

analysis of businesses and hotel’s use of color.

proficiency. This was the focus of OJ’s most recent curricularrevision, launched in 2016. To address higher proficiency
students, OJ created a Women’s Global Leadership Program.
While having a special focus on women’s leadership, it challenges
students by allowing them to proceed through the OJ curriculum
at a faster pace. By completing three years of English
requirements in two and having early access to advanced
courses, students have the time they need to study abroad for ayear. In 2020 the first WGL class will graduate; they have worked
on a wide range of graduation projects including creating a book

To address the needs of the lower proficiency students, OJ
developed a Foundation Program that provides four extra,
integrated courses covering grammar, reading, writing, andspeaking. The program is intended to a) improve English skills, b)
help students gain confidence, and c) provide a safe andsupportive environment. The course meets its goals by allowing
students more time. By stretching out the first two years ofrequired English courses over three years, students are given thetime to gain skills they need to do advanced courses in English.
38

TeachingCHAPTER 5

Environment
OJ has created a campus that is conducive tolearning. Moveable desks and chairs allow
teachers to configure classrooms as they would
like. It is not uncommon to see desks arranged incircles or groups of four, in addition to traditional rows.

It is not enough to have agreat curriculum taught by welltrained, experienced, andenthusiastic teachers. A school must
give students welcoming, successful
spaces in which to study and learn.
OJ has created such a campus.

41

The library was renovated in 2018 creating a Learning
Commons that includes a) a Thinking Zone where students
and classes can meet for discussions, b) a Research
Tower area where students can conduct research using
the computers available, and c) a MultiMedia Zone wherestudents can watch DVDs and listen to CDs.

Library42

Long serving as a tiered, language laboratory with
fixed seating, Room 308 was redesigned to serve asa multipurpose room with a Big Pad display
connected to Apple TV.

Room

308
43

A 30 computer Mac lab is available to students to do
homework assignments, prepare Keynote presentations,and basically put “Everyone Can Create” into practice!

Room 404

Mac LabGraduation Thesis: Several
students have made Multi-Touchbooks for their graduation projects
using iBook Author. Some examples
include a Korean textbook for beginning
students of Korean and books on
Korean fashion in Japanese andJapanese fashion in Korean.
44Interactive Global Theater

209

The IGT was designed to be a space where lecturesand discussions could be held with people in othercountries Other ways the space has been used include
FaceTime classes with people not on campus,
presentations using multimedia,
and regular classes that require more room
to move around in.
45

SASSC

Self Access Study Support Center

The Self-Access & Study Support Center (SASSC) is used by students from thetime the doors open in the morning until students have to leave in the evening.
In addition to computers, tables, and chairs, the space has sofas and couches
where students can rest or informally discuss projects. The study center also
houses a writing center and a tutor corner.

46

WIC

WilminaInternational Center

The Wilmina International Center (WIC), part of
the Center for International Aﬀairs, provides
students with opportunities to meet andinteract with students from other countries on
campus. Currently, there are 72 international
students studying at OJ. They add a great deal
to the campus environment and even help out
by staﬃng the Language Speaking Lounge.
(Chinese, English, Korean)

They are having a takoyaki party.

47

Learning Solution Center

L.S.C.

Mentioned earlier, the Learning Solutions Center (LSC) supports
network management, assists with IT classroom management,
helps with students' iPad use, distributes iPad to part-timeteachers or teachers from other universities, and aids in thecreation of educational materials. Professor Komatsu, hasreported that the mission of the LSC is to create “an ubiquitousenvironment where students and faculty can use ICT technology
and digital information resources anywhere and anytime.”48

Technology at Osaka Jogakuin Timeline

We are the ones who have used technology for English education.
Technology is now engrained in our school's ethos and will help us
reach our future goals.
Dr. Kato-Otani, 201749

CHAPTER 6

Results
Ultimately, a university’s results are measured by its graduates and the lives they live. We have developed our programs
to help the young women of OJ find and achieve their dreams and goals. This chapter shares how outside agencies
have evaluated our eﬀorts.

Our Graduates are sought afterOur graduates have a high rate of employment in leading companies, andin a wide range of sectors. Representative companies follow.
[Accommodation business, restaurant service business] [Airline][Construction] [Education] [Financial business (including JA)] [Informationand communication industry] [Lease industry] [Life-related service
industry, entertainment industry (including travel)] [Manufacturing] [Other
education and learning support industry] [Other services (not classified
elsewhere)] [Professional / technical service industry (including law firms)[Real estate transaction / rental / management][Retail][Social insurance,social welfare, nursing care business][Transportation] [Wholesale trade]
Representative companies include: [Education] Osaka Prefectural Boardof Education, Gakushuin University, Seimi Kindergarten, Sakai City Boardof Education, Higashi Osaka University, Wakayama Prefectural Board ofCompanies have commented that OJ graduates:
Have high communication

Are not easily

Can communicate

skills. In particular, their

shaken, cantheir thoughts while

communication skills in English

judge things

considering theare highly practical, and include

accurately, andpeople around thempresentation skills, and any

have positive

when working in a

department that requires English

attitudes.

group.

skills will find them avaluableresource.
51

The Ranking of Osaka Jogakuin
No.

2

大学ランキング2020 AREA MOOK)進学(朝日新聞出版）
大学探しランキングブック（大学通信）No.

Women’s universities. in Western Japan

Ability to improve oneself

2

No.

Women’s universities in Kansai region

Education Received

3

in Kansai region

Value among Small
Women’s Universities

3

18.7

81.3

Good student support

Classes taught in English

Classes Using Active Learning

No.

Women’s universities in Kansai region%%in Japan(excluding language classes)

28

No.

in Japan

Government Research Funds Per capita

Among language and international related
Departments

No.

2

Job PlacementNo.
in Japan2

in Japan

Airline Cabin Attendant Training

Internationalization at Osaka Jogakuin

No.

4

in JapanNo.

5in JapanGlobalized universities in Japan
THE World University Rankings in Japan 2019

Number of students from foreign countries
大学ランキング2020 AREA MOOK)進学(朝日新聞出No.

3

in JapanNumber of foreign teachers

In schools with less than 1000 students.
大学ランキング2020 AREA MOOK)進学(朝日新聞出版）

International Aﬃliations

Our International Aﬃliations are invaluable in helping our students interact
with people from diﬀerent cultures. They help us achieve the overall goalof our Center for International Aﬀairs which is to help student become
more aware of the world and develop their own way as global citizens.

テキストを入力してください

54

TOEIC

Known throughout Japan, the Test of English for International

R

Class of 2019

Communication (TOEIC) produced by Education Testing

Score
915

Services (ETS) is used by many companies and universities forentry. It is reported to be “an English language test designed
specifically to measure the everyday English skills of people

810

working in an international environment.” Thus, it is of concern

190

to almost anyone who is applying for a job or who is interested
in being promoted in a company in Japan. As such it is of280

great interest to OJ students, and the school administers it
regularly and uses it as a major quantitative assessment ofstudents’ English progress.

190

220

of the year, at the end of the first semester, and at the end of

685

their first year. Second-year students take TOEIC at the end
the first semester and at the end of the year. Other students

530

take it at the end of the year. The scores are analyzed each

500

645

260

administration and the English Education Committee regularly
considers how to help students improve their proficiency. One
way is through special TOEIC seminars to help students
develop test-taking strategies necessary to succeed on the
TOEIC.

725
720

725

First-year students are required to take TOEIC at the beginning

730

425

520

410

To date, OJ has been successful in its English program as
measured by the TOEIC. We have an average increase of 200
points over four years compared to an average of 83 points at

265

other universities in Japan. We have even had some students

205

increase by over 300, 400, and 500 points.

First year

380
Highest Score
55

National Institution for Academic Degrees and Quality
Enhancement of Higher Education Reaccreditation Evaluation
Like institutions of higher education around the world, OJ is reaccredited
periodically. In its most recent 2017 evaluation, the committee oﬀered thefollowing comments about the school’s approach to education, its programs,
and more.

English education, liberal arts education, and specialized
subject education are integrated. Students learn the content
of their majors in English for 60 percent of the necessary
credits required for graduation. Moreover, the university’s

A

National Institution for Academic
Degrees and Quality
Enhancement of Higher Educations for common English subjects, the university has
systemized the “College Catalogue for English Teachers” tospecify teaching methods, including specific evaluation
criteria. In addition, for upper-level courses, the university

has created a manual, “Specialization Courses: Introduction andteaching methods are tailored to each student. In addition, the students’Teaching“ that is used as a framework for teaching specialized

participation in overseas training programs allows them to learn by theirsubjects taught mostly in English. Also, the contents of syllabi has

own experiences, and the university’s rich-content program enables the

been made more specific and detailed than before.

graduates to find jobs in companies where they can make the best useof what they have learned at school.
n the required subject, “Understanding information and its utilization,” theTTstudents’ information literacy is developed to make the best use
he students’ English communication capability is raisedof ICT (Information and Communication Technology). At theregardless of their scores at the time of entering thesame time, PBL (Project Based Learning)-type classes, integrate

university.

information-literacy and English education to assist students inmaking presentations in English.

he LMS (Learning Management
System) supports the educational
environment with a network enabling

the use of tablets using in-house Multi-touchteaching materials.

T

he dropout rate has been declining since 2012 by making the content of OJU seminarricher and other actions. While the number of the students who left the school due tofinancial reasons remains flat, fewer students are dropping out because of a loss of

Certified Evaluation and Accreditation of OJU/OJC
56

Our Results

Thank you for reading our Multi-Touch book on Osaka Jogakuin.
I'd like to leave you with a few thoughts about our school.

As a graduate of Osaka Jogakuin I have personally experienced
what our school provides young women. At OJ “Everyone Can
Create” is more than a slogan; it is part of our daily lives as we
educate and empower young women to achieve their dreams andgoals and to be leaders in society. We change their lives for the
better.

As mentioned earlier, we are the ones who have been using
technology for English education for the last 28 years. Technology
is now engrained in our school's ethos and will help us reach our
future goals.

My dream for Osaka Jogakuin is that we continue to be an
innovator applying new technologies in creative and effective

Sincerely,

ways. Apple's emphasis on education makes them a perfect partner

Eiko Kato-Otani

for us; I look forward to continuing to collaborate in the future. The

President

future is bright for English education at Osaka Jogakuin.

Osaka Jogakuin University/Osaka Jogakuin College”
58

CHAPTER 7

Contribution and Credits

School Liaison
Dr. Steve Cornwell
Vice President
cornwell@wilmina.ac.jp
In addition to the school liaison, the following person is able to to address the content of this book:
Dr. Eiko Kato-Otani:
President
kato@wilmina.ac.jp
Acknowledgments
Thanks to the following faculty and staﬀ for their contribution to this book:
Steve Cornwell

Eiko Kato

Hidekazu Suzuki

Akemi Fu

Yuki Kayama

Tamara Swenson

Mariko Hirano

Yasunobu Komatsu

Kinuko Takahashi

Yukiko Inoue

Brandon Kramer

Saul Takahashi

Meikan Jo

Toru Matsuo

Rie Tanaka

Scott Johnston

Stuart McLean

Brian Teaman

Emiko Kakimoto

Yoko Ota

Kazuko Tojo
Takako Yamamori
60