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Please credit the following when using this material:
UTokyo Online Education:
UTokyo Global FFDP 2022 Gabriel Hervas

DAY 0Course briefing

Dr. Gabriel Hervas (lecturer)
Ms. Airi Kawakami (support)
Center for Research and Development of Higher Education
The University of Tokyo

Request regarding portrait rights, copyrights, and the use of personal information
This course is recorded to be published online
as review and teaching material, and to be used
for research purposes with the aim of improving
the course itself.
Therefore, we would like to ask for yourcooperation and consent to:
Publish and use the videos and photos taken (mayinclude identifiable faces).
Allow the Center for Research and Development ofHigher Education and the University of Tokyo to use
these materials on official media (websites, leaflets,research presentations, etc.) for the purposes early stated
and for publicity and promotion of academic activities.

Request regarding portrait rights, copyrights, and the use of personal information
Use of virtual backgrounds.
Please, use images without copyright issues(your own images, images by UTokyo, etc.).
Some links:•

https://todai.tv/dl•

http://www.e.u-tokyo.ac.jp/wallpaper/virtual-background.html•

https://da.dl.itc.u-tokyo.ac.jp/portal/en/node/421382•

https://univtokyo.sharepoint.com/sites/utokyoportal/wiki/d/utoky
o_d_i_campaign_logo_en.aspx

Agenda• Getting to know each other• UTokyo Global FFDP
• Practical information•Q&A• Following next week
Main activities
Introducing each other
Knowledge of the contents and relevance of the activity
Use of cameras

5

Goals (of the session)• To help participants familiarize with the course (structure,goals, learning outcomes, methods, platforms, etc.), its
dynamics, and the peers and lecturers.

• To generate community-building opportunities andattitudes by getting to know other participants.

• To discuss the use of certain features of EduTech for T-L
and of certain activities at the beginning of a course.

6

Learning outcomes
At the end of the session, participants would be able to:•Understand the different aspects relevant to participating in the course, itsdynamics, and its contents.
•Describe the values of participating at UTokyo Global FFDP to others.

•Use the different online platforms of the course.

•Know other participants.

•Pedagogically argue about the benefits/challenges of using cameras during
online T-L.

•Pedagogically argue about the relevance of exploring students’ knowledge ofthe syllabus/contents at the beginning of a course.

7

Accessibility statement
It is our goal to create a learning experience that is as safe, inclusive,equitable, accessible, and welcoming as possible.
If you anticipate (or through the course experience) any issues
related to the design or instruction of the course, please do nothesitate to write us as soon as possible so we can work together in
exploring any options and adjustments.
We are committed to this, and we are happy to consider anyadjustments (as long as they do not alter the purpose of the course);
reach us out with your ideas and feedback at any moment, they are
more than welcome.
8

Suggestions & class policies
Please, reach us out if there is a circumstance that you feel will affect your participation, if you findyourself overwhelmed, if we can do anything to make this course more accessible and inclusive, etc.
Do not hesitate. Let’s talk!
We (and your peers) will gladly address you by a name that is different from what appears on yourregistration, and by the gender pronouns you use (she/he/they/ze, etc). Please let us know if youwish us to use them. As for us, you can call us Gabriel/Gabri (he) and Airi (she).
We shall address each other using the name and gender pronouns they told us.
Stay positive and keen to learn. Show interest in what others say and listen actively.
Respectfully “interrupt” the facilitators as much as necessary. Share thoughts and ideas actively.
Be respectful, constructive, and speak without reserve (敬意を持って、忌憚なく、建設的に).

In online communication, overreactions are welcome.

Zoom
Set your Zoom name as follows:• Chosen Name + Family name + (pronoun)*optionalE.g.:”Calvin Hobbes(he)”10

GETTING TO KNOW EACH OTHER
11

Getting to know each other. Icebreakerhttps://www.menti.com/xcffea317s

12Introductions

Dr. Gabriel Hervás (he)Project Associate Professor
Center for Research and Developmentof Higher Education@ gabriel@he.u-tokyo.ac.jp

Career backgroundResearch areas & interests

Universities at Europe, Latin-America, Japan

Faculty development – Teachers’ training – Lesson
Study – Program evaluation - Flipped Classroom Assessment

Educational Background

Personal interests

BA’s D. History – BA’s D. Primary Teachers’ Educ. –MA’s D. Secondary Teachers’ Educ. – MA’s D.
Lecturing in Higher Educ. - MA’s D. Teaching
Spanish as a foreign language – MA’s D. Research& Innovation in Educ. - Ph.D. in Higher Education(FD)

Nature – Basketball – Reading –Family & Friends – Small historical
towns - Food

13

Introductions
Ms. Airi Kawakami (she)Project Academic Specialist. Center for Research and Development of Higher
Education, The University of Tokyo@ kawakami@he.u-tokyo.ac.jp

Career background
Private teacher (4 yrs in-person, 4 yrs online) and here UTokyo☺

Educational Background(Kwansei Gakuin University, Japan) BA’s D. English Language and Literature –BA’s D. International Studies(the University of Helsinki, Finland) MA’s D. English Philology

Research areas & interests
Faculty development – Sociolinguistics – Applied Linguistics – World Englishes

Personal interests
Traveling – Exploring Different Cultures – Languages (Finnish, Spanish,etc.) – Food♡
14

Getting to know each other. Icebreaker
1.

Groups (16 min).
*Although I was not, you can be
imaginative in the format! ☺

• Introduce yourself & take notes (<2min/person)(name, field, motivation, personal interests, etc.)• Write a brief & friendly introduction of one of your peers (3 min.)In slide 1 of your group’s “in-class tasks”. 2 lines is fine!
E.g.: G1: Pasquale takes notes to introduce Yosuke; Yosuke to Anna; Anna to Daniela; Daniela to Pasquale.

• Briefly, show in the slide your common ground as a group (3 min.)What do you share? (interests, etc.). You can make a list, use images, etc.

2.

Whole class (28 min).
• Introduce your peer to the class (<1min/person)

Group 1
Group 2
Group 3
Group 4

Voluntarily
Observers 1
Observers 2
15

Practical information
16

What to expect (from you and us)
From us:• Formal/scholarly approach to the contents & more informal/closer/casual (but respectful & honest) approach to

our relationship with you.

• Continuous feedback, attention, and assistance. Please, do not hesitate to write us at any time or to ask for ameeting for any given reason. Really, zero doubts. We are here to contribute to your learning.

• Continuous invitation to reflect, discuss, and challenge ideas.

From you:•

Continuous engagement and participation.
••

Attendance and meeting deadlines.

To take education as “professionally” as your own field (hopefully)•To enjoy, if it’s not too much to ask ☺
17

Practical information
From April 2022 to July 2022
Tuesdays, from 13h to 16:40h(remember, you are invited to stay later in an informal environment) ☺
Online (Zoom)→ DAY 0, 1, 2, 3, 4
In-person (357, Grad. School Educ.) → DAY 5, 8

In-person (Center for Research & Develop. HE*) → DAY 6, 7

ContactGabriel Hervás - @ utokyo_fd@he.u-tokyo.ac.jp

18Other opportunities
Community building:-Every class, at the end. Chance of staying in class to,in an informal environment, get to know us and ourpeers better, keep track, discuss, etc.

-Every other week. 1h luncheon sessions. Chance ofmeeting together to, in an informal environment,keeping track, share ideas, etc.

Career & life plan advising (on demand, based onyour ideas and demands)

Consultation for educational development: For
those of you with an option to teach in a real-class,option of consulting doubts and participating in aprocess of class-observation and responsible feedback.

Extra-curricular educational activities*

19

Google Classroom• For

communication, updates, assignments(learning portfolio), forum participation, videos,handouts, etc.

• Information for those who have not joined yet:
• Register with your ECCS Cloud Mail address.
• Otherwise, use your private Gmail address.

20

Zoom (tips, precautions, ideas, etc.)• Remember. This course is recorded. Still, participants are not allowed torecord it or to post the images on social media and other platforms
without permission to do so.

• Be careful to ensure the meeting ID is not leaked.

• If the audio is choppy, or the screen is lagging, try closing otherapplications.

• Use of cameras (after the break)21

10 MIN
BREAK

Introductions. This is (some of) us

Mentimeterhttps://www.mentimeter.com/templates/p/education-renewable-energy

Map:San Jose, CC BY-SA 3.0, via Wikimedia Commons

Teacher lenses: Educational arguments about cameras• Individually (2 min.)•Think about one pedagogical reason to ask your students to use cameras during theclass and another reason to not do it.

• Group (7 min)Discuss your ideas and introduce them in slide 2 of your group’s “in-class tasks”:
You will summarize them in 1 min. to the whole class.
•• Whole class (7 min)•Present the groups’ ideas building on what other groups shared (complement, if
possible, rather than repeat what others have said)

24

UTOKYO GLOBAL FFDP
25

UTokyo Global FFDP: Features• Variation of UTokyo FFP.

• 2 credits (registration through your own department) + certificate of completion• Japanese “Standard Framework of FD for New Teachers” and state-of-the-art.
• Educational awareness (educational development).
• Learning by doing, reflection, & peer-discussion.
• SoTL.

26

SoTL(Boyer, 1990; Kreber, 2013; Rice, 1992; Schön, 1995; Shulman, 1998; Trigwell & Shale, 2004)•Scholarship of Teaching and Learning (SoTL).

•

Approach to the teaching practice that involves:••••

An active interest in developing our pedagogical knowledge.
Conducting enquiries about teaching and learning.
Reflecting, as its main component, in/on that practice.
Opening that practice to others for critique & knowledge construction.

27

UTokyo Global FFDP. Overall goals• To contribute to the acquisition of educational competences required forbecoming a reflective teacher who can stimulate and guide the students’learning at a variety of international contexts.

• To

cultivate community-building and continuous professional/careerdevelopment and lifelong learning attitudes.

• To offer cooperative learning opportunities that contribute to broader theeducational, disciplinary, and human perspective and approach toeducation of the participants while building rich human relationships

28

Assessment
Designed to enhance your learning and to adjust the course to your learning.
1. Engagement & contribution during the classes: 20 points.
a)Continuous individual engagement during the classes and the activities developed: 10 points.
b)Individual engagement in groupwork during the course: 10 points.

2. Assignments for the eight sessions: 80 points.
a)Pre- and post-session assignments.: 40 points.
b)Teaching philosophy statement (at the end): 15 points.
c)Syllabus design: 10 points.
d)Class design & instruction: 15 points.

Assistance to two days out of 5, 6 and 7 is mandatory.
You need a pass in both segments.
Criteria for all tasks available (see Google Classroom)
29

Assessment of the course (quality assurance)
Designed to open/adjust the course to the participants’ needs/insights:
1. Initial and final survey
2. Different surveys on the criteria/rubrics used to assess.

30

UTokyo Global FFDP. Contents & topics• Group (6 min.)• Make a list of broad topics that you think will be address in thiscourse. Write this in slide 3 of your group’s “in-class task”

31

7 MIN BREAK

UTokyo Global FFDP. Contents & topics (your ideas)• Synthesis of the contents/topics that you mentioned.

33

UTokyo Global FFDP. Structure & contents• DAY 1. The science of learning• DAY 2. Teaching-learning strategies for active and significant learning in HE• DAY 3. Quality assessment and feedback in HE• DAY 4. Syllabus and course design• DAY 5. Class design & instruction• DAY 6. Teaching practice & peer-feedback I• DAY 7. Teaching practice & peer-feedback II• DAY 8. Deconstructing knowledge & career paths
34

UTokyo Global FFDP. Graphic syllabus

35Relevant for you. Your motivations to participate

Interest in(passion for/concerns about)teaching

Professional
careerInterest instudents &learning

Relevant for you. Your motivations to participate

Relevant for your career• Present & discuss teaching materials (lessons, syllabi, etc.)• Teach a simulated lesson or act as a guest lecturer• Be interviewed by groups of students• Present a teaching philosophy statement• Be

questioned about your use of teaching strategies,
assessment practices, experiences, inclusive strategies, etc.
Do not forget to upload your Teaching
Philosophy Statement to Google Classroom.

Any doubts?

UTokyo Global FFDP. Under its skin…time to stop, think and reflect, share and discuss, rethink…

…about ourselves in relation to education, teaching, learning.

“Students of teaching” (Dewey, 1905)

Thinking habits (as teachers)

Practical ideas, but not a course of recipes for particular situations…

…teaching is not (only) about explaining/presenting (how to talk)…

…not to (only) teach in Japan…

…not to learn how to teach in English

Fundaments

Dewey, J. (1905). The relation of theory to practice in education. In C.A. Murray (Ed.), The
third yearbook of the National Society for the Scientific Study of Education. Part I (pp. 9-30).
Available at https://archive.org/details/relationoftheory00dewe/page/14/mode/2up

39

Closing up & before next week40

Synthesis of today• What UTokyo Global FFDP is about.

• Practical aspects.
• Discussion on the topic: “use of cameras in-class”.
• Got to know each other.
• Got to know some dynamics and platforms used.

41

Next session

The science of learning
How do people (we and our students) learn?
Which are the pedagogical implications?

42

Before next session…
Teaching philosophy statement
April 25th

Reflect on aspects of today’s session
Deadline: April 25th (<300w)

Watch video to discuss next class
Deadline: April 25th (<100w)
Let’s enjoy the ride43

Before next session…
1. Reflect on today’s session→ here Deadline: 25th April (free format: <300w/3min.)Elaborate a reflective comment responding to one of the following aspects of today’s class. If possible, connect your ideas with a previous
teaching & learning experience of yours (look to that experience under the optic of your reflection).

EDUCATIONAL PRACTICES & DECISIONS in today’s class• Benefits/challenges of using/repeating work sequences involving individual work, work in pairs, groupwork, whole class work (slides 14, 23, 30)• Benefits/problems of guiding too much/little (to the minute) students’ work (slides 14, 30)• Benefits/challenges of building on students’ ideas & interests (slides 30/32, 35/36)• Educational purpose/contribution of slides 22 and 35/36.

2. Watch video (20min) → here Deadline: 25th April
Watch the video uploaded to GC video so we can discuss it on the next class.

While you watch it, think of how these different aspects might have had an influence over your learning experiences. Take notes of your thought
while watching it, doubts, or aspects you’d like to discuss. We will discuss it in groups, so bring your notes.

44

Q&A
45

Q&A
• Questions, doubts, suggestions, comments, proposals, etc. about any topic.

• For later doubts, you can use the forum created on GC.

• For personal consultations or talks, contact us via e-mail:• Gabriel Hervás - @ utokyo_fd@he.u-tokyo.ac.jp

46References• Boyer, E (1990). Scholarship Reconsidered: Priorities for the Professoriate. Carnegie Foundation for the Advancement of Teaching.
• Dewey, J. (1905). The relation of theory to practice in education. In C.A. Murray (Ed.), The third yearbook of the National Society for theScientific Study of Education. Part I (pp. 9-30). Available at https://archive.org/details/relationoftheory00dewe/page/14/mode/2up• Kreber, C. (2013). Empowering the scholarship of teaching: an Arendtian and critical perspective, Studies in Higher Education, 38(6),857-869,• Rice, R. E. (1992). Toward a broader conception of scholarship: the American context. In T. G. Whiston & R. L. Geiger (Eds.), Researchand Higher Education, The United Kingdom and the United States (pp. 117-129). Society for Research into Higher Education & OpenUniversity Press.

• Schön, D. A. (1995). Knowing-in-Action: The New Scholarship Requires a New Epistemology. Change, 27(6), 27-34.
• Shulman, L. S. (1998). Course anatomy: The dissection & analysis of knowledge through teaching. The course portfolio. In P. Hutchings(Ed.), How faculty can improve their teaching to advance practice and improve student learning (pp. 191–202). American Association ofHigher Education.

• Trigwell, K., & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523–536.

47

Thank you!
See you: May 26th

Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo“Just” talk ☺