iPad One to One

Osaka
Jogakuin
University

OsakaJogakuin
University
iPad One to One

Preface
Located in the center of Osaka, Japan, Osaka Jogakuin (OJ) has
a long, unique history of working hard to promote women’s
education. Founded in 1884 as a mission school by Alexander D.
Hail and J.B. Hail, missionaries from the Cumberland Presbyterian
Church in the US, the school set out to educate young women by
instilling the ideals that people should be equals and should
respect each other’s humanity. 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 witha junior high school, 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: Christian, Human Rights, and English
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.
Apple technology is well represented at OJ. Since 2012, allincoming first-year students (approximately 250-300 dependingon the year) have received an iPad. Multi-Touch books, createdthrough iBooks Author, form the foundation of OJ’s first yearcurriculum. There are currently 11 such books in use, all of which

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.

are interactive. In addition to these books that have been createdby teachers on the material development committee, individual
teachers and students have made other products. Several
teachers have developed Multi-Touch books for their classes(Comparative Culture; English Performance (Delivery); Advanced
Marketing) and some
The History of Osaka
students have developed
Jogakuin
Multi-Touch books as part oftheir graduation projectcomplete with embedded
videos. In addition, someiistudents formed Amigos de Apple, agroup dedicated to using Apple
technology in new and creative ways.
They are currently exploring how 3D
printers can make OJ memorabilia.

As of the 2016 academic year, the school has 774 students. Although OJU students
graduate with a degree in English from the Department of International & English
Interdisciplinary Studies, students are able to concentrate their studies in three areas:
Communication, Business, or Collaboration. It has 34 full time teachers who aresupplemented by 96 adjuncts who teach 1-3 courses a semester on average.

Furthermore, all classrooms have AppleTVs which make using AirPlay easy andsupport the student-centered approachof our program. Not only teachers, butalso students can easily share digitalmaterial with the entire class. In 2016 an
Interactive Global Theater was opened,a space fully controlled by iPadtechnology. This space also connects
students to students in classes in othercountries, making it a truly international
space. Students also have access to a
Mac Lab where 30 iMac are available forthose times that demand a desktop
machine, and students in media
production courses also have access toa dedicated classroom iMac for their
video projects. Between the iPad andthe iMac, OJ students can find thetechnology they need to create theirown connections to the content ofvarious courses.
iii

Chapter 1

VisionOsaka Jogakuin University
Osaka Jogakuin College

Section 1

VisionA credible and inspirational thought
leader sets and articulates thevision, then leads key stakeholders,in support of learning and teachingwith technology.

VisionOsaka Jogakuin has been fortunate tohave key faculty who were able to leadthe school in the development of what
has become OJ’s iPad One to One
initiative.

Movie 1.1 Osaka Jogakuin andApple technology

Role of key stakeholders
Dr. Eiko Kato-Otani has provided theleadership necessary to execute Osaka
Jogakuin’s iPad One to One program.
She has been able to do this by her deep
understanding of Osaka Jogakuin, its
mission, and its organization. As a faculty
member she was influential in having theschool provide students with iPod in
2004. Prior to that, the school had a wide
range of audio materials: material for
listening practice, material that allowed
students to listen to readings they werestudying, materials to practicepronunciation, and more. With theintroduction of iPod, all of this material

Dr. Eiko Kato-Otani

Movie 1.2 ICT’s role at Osaka
Jogakuin

Professor Yasunobu Komatsu
5was digitalized and available to the students twenty-four hours aday, seven days a week. Eight years later, in April 2012, Dr. KatoOtani implemented the iPad One to One program which
revolutionized how material was delivered. By providing iPad to theentire student body, technology was brought into every class,every day. To help the school move forward, Dr. Kato-Otani
provided a workshop on how to use iBooks Author. It was the firststep in moving from just providing equipment (the iPad) toproviding Multi-Touch books and other applications to support
students’ English education.
Dr. Tamara Swenson is another key faculty member who provided
leadership in our iPad One to One initiative. After introducing iPad,one challenge OJ faced was the question, “Now what do we dowith these?” Back in 2012, iPad were relatively new in Japan. No
school had ever undertaken what Osaka Jogakuin had done—
provide this new technology to all students. The school was facedwith a lack of material that took advantage of this new technology.
Dr. Swenson rose to the occasion, and building upon the tutorial Dr.
Kato-Otani gave on iBooks Author, spent one summer holiday
developing OJ’s first Multi-Touch book. It was ready for use at thestart of the fall semester and with a working prototype, a natural
progression took hold. Dr. Swenson held a workshop for faculty
members on how to make Multi-Touch books and, in five years, theuniversity went from zero Multi-Touch books in 2012 to the 11+
currently in use in all the first-year classes.

Gallery 1.1 iPad from the first day

The entrance ceremony where the journey starts

Waiting for the students
6One unique aspect of OJU is theamount of time faculty put in on jointly
making the material for the first-year
content-based English program. This ispart of the culture of OJ, going back to
the 1980s when teachers began
creating content-based materials for
Reading, Discussion, and Writingclasses. At that time, OJ could not findappropriate material on the contentthemes of the OJ curriculum: Peace,
Science & Religion, Human Rights,
Crises of Life (a global andenvironmental issues unit). The faculty’s
work on developing curriculum andmaterial is a cornerstone to the school’s
ability to excel in providing strong

Professor Komatsu conducting iPad
Orientation

English education along with a focus on
helping students become active
members of society. This spirit ofcooperation continued with the One to
One initiative. Teachers pitched in to
make the transition from paper todigital materials.
Professor Yasunobu Komatsu, Director of
ICT at OJ, has also been anotherinfluential leader in the implementation of
the One to One initiative. Although theschool has had a commitment to using
technology for years, under Professor
Komatsu’s leadership, the school
developed its infrastructure, advancing
from having technology restricted to a few
rooms on campus to having a totallywired campus. He, along with adjunctfaculty and the staff of the Learning
Solutions Center (LSC) at OJ, havedeveloped a digital literacy program tohelp students understand and use
technology appropriately. This training is
not just limited to students; there areregular faculty and staff development
sessions to help teachers better use theavailable technology.

Goals and sustainability plans
Although we have accomplished a lot
integrating technology throughout our
school both with our curriculum and our
ICT infrastructure, we are not ready to reston our laurels as we still can move
forward. While we have developedmaterial for our first-year classes, we want
to better support our second- and thirdyear courses’ use of iPad and ICT. It is
more challenging, as rather than being aseries of coordinated courses, most ofthese courses are individual. Part of themove to assist teachers involves offering
workshops on the use of iBooks Author. In
addition, realizing that the future of ICT at
OJ cannot be dependent upon only MultiTouch books, we also plan on offeringtutorials on how to teach with iPad. One
useful source is Pamela Johnson’s
Teaching Language Classes: Using iBook
Author and the iPad which we plan on
making available to all our teachers.
Finally, as we continue to improve ourinfrastructure, we will make iBooks Author
available to more students and faculty.

7

Graduation, a milestone,
from which the next
chapter begins

8Chapter 2

Learning

Osaka Jogakuin University
Osaka Jogakuin College

Section 1

Learning
Students learn through teamwork,communication and creation,
personalization of learning, criticalthinking, and real-world
engagement.
Students are encouraged to
become autonomous learners.

Student learning
Learning is key at Osaka Jogakuin
University. The university takes a studentcentered approach to this through acontent-based and project-based
curriculum. Although the university has
one major, English, its approach has
been for students to study content topics
in English rather than to study English.
Unlike many schools, where English
means either conversation classes, wherestudents practice talking about their
hobbies or giving directions, or literatureclasses, where students study Americanor British literature but never learn tocommunicate their opinions about thebooks they read in English, OJ’s first-year
students study content the faculty has
decided advances the university’s
mission. This has led to the developmentof a series of Multi-Touch books with thefollowing themes: 1) Becoming a

Movie 2.1 Discussion with iPad

Peacemaker, 2) Ethics, Culture andValues, 3) Human Rights, and 4)
Sustainable Futures (environmental
issues). These content-based themes areintegrated into the Reading, Discussion,and Writing classes, allowing students todevelop a deeper understanding of eachissue.
Furthermore, these classes all take aproject-based approach, one wherestudents focus on developing a projectthat allows them to independently explore
the issues they are studying in greater
10depth. Projects are a form of experiential learning. Through theexperience of using English to read, write, listen, organize,
collaborate, and present as they use their second language(English) to do the tasks involved in completing the project, andaccomplishing their goals. The projects take many forms and are
only limited by the students’ creativity. Many of these involve an
aspect of public speaking and the students have learned to use
their iPad to give informative, visual engaging presentations; skills
they need not just in their first-year courses but throughout theirstudies. Some examples, in addition to standard presentations that
occur in every class, are:
Internship Reflective Reports: OJU started a new educational
internship from Spring 2017 at a local elementary and junior highschool. At the end of the term, students used their iPad to present
short reports in the Interactive Global Theater giving theirreflections on their learning to teachers and the school principals.
The principals indicated that they were impressed with thepresentations and the deep thinking shown by the students.
Kamishibai Reports: These reports make use of the iPad and are
structured like Kamishibai (literally paper play), a form of Japanesestorytelling that was popular in the post-war period and that usedillustrated boards to tell a story. By flipping through different slides,
the iPad allows students to present information in a manner similar
to Kamishibai.
Comparative Culture Seminar: In teams, students used iPad tomake and revise country eBooks to explain communication
approaches in various countries and cultures while considering

concepts such as views of time, views of directness andindirectness, and views of individuality. They also collaborated
with a course taught in the United Arab Emirates from 2007 to
2015. In the course, students created cross-country teams andresearched the cultures of different countries. Students
communicated using iPhone and iPad and held a final
presentation in the classrooms simultaneously.
Advanced Presentation and Discussion: Students record
themselves presenting a week before the actual presentations areto take place. Then, in small groups, they are able to get feedback
from other students on how they can improve their performance.
This feedback process
would not have been
Gallery 2.1 Graduation thesis
Multi-Touch book covers
possible without iPad.
Graduation Project(Thesis) Mini-posters:
Communication students(77) share their research
progress in small groups
using their iPad andKeynote.
Graduation Thesis:
Several students havemade Multi-Touch books
for their graduation
projects using iBook
Author. Some examples
11

include a Korean textbook for beginning students of Korean andbooks on Korean fashion in Japanese and Japanese fashion in
Korean.
OJ students are ambitious about their learning; upon graduation
81% reported they made use of their personality and abilities, 72%
were able to express themselves, 78% have high goals, and 81%
realized it was not easy to graduate from OJ without putting in theeffort. This is why the OJ experience is designed to help students
develop themselves, face the challenges of modern day life,
develop a strong academic foundation, and learn how to conduct
research, all through experiential learning. Two specific schoolwide programs that make effective use of iPad are described next.

perfect devices for delivering a special vocabulary program tohelp our students improve their English. Dr. Stuart McLean led aproject to design a vocabulary program that could be deliveredon iPad. Starting in 2016 with a pilot study, the program isdelivered using a free application called Memrise. Facultycollaborated to add sound, word parts, and Japanese definitions
allowing OJ to roll out the program school wide in 2017. While
the survey results are still being analyzed, students havecommented on how efficient and convenient the iPad make theprogram to use as they commute, wait for friends, or kill time inbetween classes. Now, all first-year, second-year, and third-year
students are enrolled in the program.

In language learning, vocabulary is key. Without a decent
vocabulary it is difficult to do anything. OJU has found iPad theiPad and Oral communication class

Graduation thesis poster session
12

In addition to the vocabulary program, an extensive reading
program is delivered through the iPad. Using a web based virtual
library, available through xReading.com, students have access toreaders 24 hours a day, 7 days a week. Extensive reading, which
is well researched in the field of language education, has students
read long passages (short books) at their English ability level forenjoyment. The goal for first-year students is to read 180,000 words
a semester, which will help them improve their reading speed andfluency. In short, iPad have made it possible for students to workon their vocabulary and to read anywhere and anytime.
At OJ, learning is not restricted to the classroom. In addition to
traditional classwork and homework, students find creative ways
to apply their interests. The club Amigos de Apple focuses onusing Apple Technology. Now in its 15th year, students haveworked on a variety of projects, including apps, software
programs, 360º photography, 3D photography, and using drones
with a camera, this last project was conducted when hardly
anybody had heard the word “drone.” Although OJ does nothave IT or computer majors, this has not prevented the students
who are interested in technology from exploring this area andapplying the skills they learn in creative ways. Currently, theAmigos de Apple members are involved in laser engraving and
3D printing and have begun making OJU memorabilia, which
they will introduce at the student festival. To do so, Amigos deApple use Apple technology regularly. They have used Pages forpromotion and Numbers to track their sales. And Amigos deApple realize the benefits that Keynote offers when collaborating
and so they often use it for group presentations. In addition, overthe past few years, they have designed and built a horror house,
which uses iPad, infrared imaging, and lots of scary audio andvideo. It is now a highlight of the student festival.
Students interested in business and marketing have collaborated
with local merchants to create a daily calendar that is intended todrive people to local businesses. The “Tamatstukuri Shotengai(shopping street) Calendar,” which consists of daily coupons forshops in the local area, was begun after students approached alocal calendar company about the possibility. The project, now in
its third year, has been recognized internationally, winning a
student award at an international calendar contest held inGermany. Students do all steps in this project, from selling the

Amigos de Apple at work
13

Gallery 2.2 School events
advertising pages, to doing the layout, and handling distribution
and sales.
Students not only study about human rights, but also
enthusiastically take action to support human rights. They haveorganized various grassroots activities, most recently setting up
two events that focused on education and child labor. Students
organized their participation in an international education
awareness activity, known as the World’s Biggest Lesson, which
underscores the importance of education for everyone. The“lesson” focused on UNICEF’s slogan “Education for all children
around the world.” Students also supported the International
Labour Organization’s campaign “Red Card to Child Labour.”
Using iPhone and iPad, students photographed faculty, staff, andstudents showing visual support for the ILO campaign posing infront of a Poster saying “Red Card to Child Labour,” holding a red
card. These were then posted on-line, made accessible with the
QR code, and turned into a photo montage poster they put up on
campus.
Cross-cultural understanding begins when people from different
cultural backgrounds are welcomed into our lives and expands
when steps are taken to explore the world beyond our own culture.
At OJU and OJC, we have developed on-campus and off-campus
programs to help students develop cross-cultural awareness andinteract with people from other countries in Japan as well as
overseas. On campus, the Wilmina International Center (WIC), partof the Center for International Affairs, provides students with
opportunities to meet and interact with students from other

Knowledge Bowl using Kahoot and iPad

Shopping Street Calendar

Red Card to Child Labour
Photomontage
14

countries on campus. Off campus international studies programs
encourage students to explore the world. Currently, OJ has 10organized programs and memorandums of understanding with 13
schools. The actual content of each study abroad program varies,
but all help to meet the overall goal of the education OJ provides –to help students become more aware of the world and develop
their own goals as a global citizen. In addition to OJ’s study abroad
programs, the school accepts students from related schools eachsemester. Currently, there are 64 international students studying at
OJ. They add a great deal to the campus environment and evenhelp out by staffing the English speaking lounge

iPad and the English speaking lounge
Gallery 2.3 International and Study Abroad Students

Movie 2.2 International Programs

15

Chapter 3

Teaching

Osaka Jogakuin University
Osaka Jogakuin College

Section 1

Teaching
Faculty create and use curriculum,
instruction and assessment
strategies, and content to support
learning goals.
Faculty engage in a cycle of inquiry
that promotes reflection,
experimentation, and sharing.

As every student at OJ has an iPad,
iBooks Author allows teachers to takeMovie 3.1 Reaching High and
Low Proficiency Students

advantage of its features and create adynamic language learning experience
using interactive, Multi-Touch books.
Teachers have created content-based
Multi-Touch books (11 to date, withmore in production), which takeadvantage of English language learners’
comfort with technology. And several
teachers have created Multi-Touchbooks for their 2nd and 3rd year classes
one of which is being oﬀered as an
iTunes U course (Advanced Marketing,
Dr. Kei Aoki).

Professional learning
Our faculty quickly became experienced
in making Multi-Touch books, which put
them into the position of helping others.
One faculty member, Dr. Kato-Otani, is anApple Distinguished Educator (andAPAC/ADE Advisory Board member) and

Dr. Steve Cornwell
she uses her experience as an ADE toshare and encourage the use oftechnology. She is the advisor of thestudent group, Amigos de Apple,
mentioned earlier. Other faculty are
members of a variety of academicorganizations both in Japan and abroad,often taking leadership roles. As such, in
addition to attending conferences andworkshops such as JALTCALL and
Teaching and Technology, they present
and publish on OJ’s work with iPad andMulti-Touch books. Some selected
presentations and publications follow:
17

Select Presentations
Adoption to acceptance: Perspectives on technology (JALT2016)
Tamara Swenson and Brian Teaman
Use the tech, keep the connect (ExcitELT 2016, Seoul, Korea)
Tamara Swenson
iBooks creation for EFL environments: Using iBooks Author(ExcitELT 2016, Seoul, Korea) Tamara Swenson
Japan- UAE Intercultural Collaboration using SNS Tools. SEITARJapan 2015. Oberlin University, Tokyo Scott Johnston
To tablet or not: Adoption of cutting-edge innovation in EFL (TESOLSingapore, 2015) Brian Teaman and Tamara Swenson

Collaborative learning with iPad

Reactions to iPads & eBooks. (Eurocall International Conference,
Netherlands, 2014) David Bramley, Tamara Swenson, Steve
Cornwell, Brad Visgatis, Kazuko Tojo, and Brian Teaman
Students reactions to eBooks and IPads (Osaka JALT2014 Back to
School Conference) David Bramley
Creating Interactive eBooks: All about Widgets (JALT2014
Technology and Teaching Workshop November) Tamara Swenson
and David Bramley
Tablet Power in the Language Classroom with iPads (JALTCALL
2014 Brian Teaman, Tamara Swenson, and David Bramley
Ready for Digital: eBooks & Language Learning (JALTCALL2014)
Tamara Swenson, David Bramley, and Steve Cornwell

Fourth-year student showing the multitouch Korean
textbook she made for her graduation project18

Reacting to iPads and eBooks: One year in (JALT2013 November)

Obari, & T. Sato (Eds.), Implementing Mobile Language Learning

Tamara Swenson, David Bramley, Steve CornwellTechnologies in Japan (pp. 57-69). Singapore: Springer.

Creating textbooks for the tablet: The OJU Experience, aJohnston, S. & Muncil, W. (2016) Evolution of Collaborativeroundtable discussion (Research Institute of International

Learning on the Web: Japan and UAE. SEITAR Journal of

Collaboration and Coexistence, Research on Language Learning)

Intercultural Communication, 19: 195-210,

Tamara Swenson, David Bramley, Steve Cornwell
The (almost) paperless classroom: iPads for all (JALT2012
November) Tamara Swenson
Select Publications
McCarty, S., Obari, H., & Sato, T. (2017). Osaka Jogakuin
University Case Study: Mobilizing the EFL Curriculum andCampus Infrastructure with iPods and iPads. In S. McCary, H.

Global interactive theater

Johnston, S. (2016). Japan-UAE Intercultural Collaboration Using
SNS Tools. SEITAR Japan Annual Newsletter, Spring 2016, p. 18.
Kato-Otani, E. (2014). Saishin ICTwo katsuyoshita watashino
gaikokugo jugyo (Community for Innovation of Education andlearning through computers and communication networks).
Chapter title: English Education based on e-learning forCollege Students Who Major in English.

Osaka Jogakuin and Apple-a 26 year relationship19Swenson, T., Bramley, D., & Cornwell, S. (2013). Making interactive
eBooks: More than just cutting and pasting. Journal of Osaka
Jogakuin University, 10, 17– 30.
Bramley, D. (2015). Tablet computers and eBooks: Student
feedback. Journal of Osaka Jogakuin University, 11, 23–43.
Bramley, D. (2014). Tap into the future: A study of iPad andinteractive eBooks in an e-learning project. Osaka JALT
Journal, 1(1), 89–108.
In addition to presenting and publishing, many faculty members
are active participants in the Apple Teacher program. In addition,
faculty members lead the annual day-long English workshop
before the academic year begins. In this workshop, there aretraining sessions on iPad usage in classes.

Movie 3.2 Material Development at Osaka Jogakuin

Dr. Tamara Swenson

Instructional design
OJ has for many years systematically and periodically conductedcurricular revisions as the faculty believes this needs to be an
ongoing process. As part of this process, each year members of
the faculty review, revise, and rewrite the materials used for the
first-year program. Material is added, deleted, and rewritten so thatthey more closely meet the learners’ English proficiency. Goals areclarified, and when needed the courses adapted to address thechanges in the world that might impact students’ lives.
Conceptually, in the first-year courses, OJ introduces students tothe content topics through readings, which are then used as thebasis for discussions. Finally, students use their new knowledge
about the topics to write about themes in their own paragraphs
and essays. Coordination is done by first-year course liaisons,
who are full-time faculty that help oversee the entire set ofcourses (reading, discussion, and writing), and team leaders,
who are faculty that coordinate the teachers of each group of
students through planning and sequencing of materials, as well
as sharing information regarding students’ progress and who
might need a little extra support.
Students have writing courses and oral communication courses
each year they are at OJ. In the second year, research papers are
introduced in several theme-based courses, along with advanced
discussion techniques in an advanced discussion class. The thirdyear also keeps up a focus on spoken and written ability in acourse to prepare students for writing their senior thesis, which
they will write in their fourth year. Also in the third year, the focus
shifts in oral production from discussion to presentation.

20

All of this culminates in the fourth year. At this time. students either
conduct research and write a graduation thesis based on thisresearch or create a product, which they also must write about.
Regardless of which path they follow, they must present their work
to the OJ community in a variety of manners determined by theirconcentration (communication, business, or collaboration).
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 invaried manners, but some similarities have arisen. Teachers havestudents video themselves, watch (and sometimes transcribe)these videos, and frequently record this work again. Teachers
have commented that iPad enable them to better manage
classroom records, which makes a teacher’s life quite a biteasier. Teachers have also mentioned that having material
available for iPad (or iPhone) is more convenient and reduces
photocopying. Furthermore, they note that the iPad give
students access to a language-learning laboratory. They can
instantly access dictionaries, check for information in JapaneseMovie 3.3 Women’s Global Leadership Class

or English, have access to sound and video recorders, upload
large files to the cloud, share their work with others, and conduct
many other tasks that would take far more time without the iPadtechnology.
Although much of OJ’s focus has been on the development ofmaterial for first-year courses, which requires many teachers towork together as part of the material development committee,
some teachers have also created their own Multi-Touch books forsecond- and third-year classes.
Most recently, OJ has focused on the challenge of addressing
the needs of students with both higher and lower levels ofEnglish proficiency. This was the focus of OJ’s most recent
curricular revision, launched in 2016. To address curricularrevision, launched in 2016. To address higher proficiency
students, OJ created a Women’s Global Leadership Program. It
challenges students by allowing them to proceed through the
OJ curriculum at a faster pace. By completing three years ofEnglish requirements in two and having early access toMovie 3.4 Foundation Program for Low English
Proficiency Students

21

advanced courses, students have the time they need to study
abroad for a year.

Gallery 3.1 Presenting our curriculum with iPad

To address the needs of the lower proficiency students, OJ
developed a Foundation Program. The Foundation Programprovides four extra, integrated courses covering grammar,
reading, writing, and speaking. The foci of the program are toa) improve English skills, b) help students gain confidence, andc) provide a safe and supportive environment for basic study/
review. The course meets these goals by allowing students
more time. By stretching out the first two years of required
English courses over three years, students are given the time togain the English skills they need to do advanced courses inEnglish.
We promote our curriculum to both high school students, highschool teachers, and our alumna. Dr. Kato-Otani has beenasked to give workshops and presentations on iPad andeducation at high schools and conferences. When we haveOpen 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, we have had a special
English lesson during our annual homecoming to show ourgraduates how we are using iPad in our classes now. The
graduates commented on how much fun it was to learn English
by using an iPad.

Ready for an Open Campus

22Chapter 4

Environment

Osaka Jogakuin University
Osaka Jogakuin College

Section 1

Environment
Facilities help maximize thelearning opportunities thattechnology provides.

It is not enough to have a great

Teachers and students use a variety
of classroom arrangements, spaces
outside the classroom, and virtualenvironments to support
instructional practices and learning
goals.

A successful school must give students

Gallery 4.2 Self-Access & Study
Support Center (SASSC)

curriculum taught by well-trained,
experienced, and enthusiastic teachers.
welcoming spaces in which to study andlearn. OJ strives to provide these

Learning spaces
OJ has created a campus that is
conducive to learning. Classrooms areequipped with projectors, DVD players,

Gallery 4.1 iPad in Useand the ability to connect computers or
operate wirelessly through Apple TV. Wifi
is available throughout OJ, somethingthat is rare in Japanese universities.
Moveable desks and chairs allow
teachers to configure the classroom as
they would like. It is not uncommon tosee desks arranged in circles or groupsof four, in addition to traditional rows.

iPad ready for a session on how to
use iPad to study speaking

24

The Self-Access & Study Support Center (SASSC) is used by
students from the time the doors open in the morning until students
have to leave in the evening. In addition to computers, tables, andchairs, the space has sofas and couches where students can rest
or informally discuss projects. The study center also houses awriting center and a tutor corner. The writing center is staffed by
adjunct faculty, who help students with their writing assignments,
application letters, essays for study abroad or internships, andpresentation scripts. The tutors are bilingual graduates of OJ and,thus, having “survived” the rigorous curriculum, can address awide-range of student concerns beyond those of just studying.

socialize. Outside there are tables and benches for students whowant to get some fresh air with their studies. And the tables andbenches are not just outside the Café; they are scattered aroundcampus. There are sofas and DVD players also judiciously placed
throughout the campus for students who want to watch DVDs topractice their comprehension or just to relax.
Under the direction of Professor Yasunobu Komatsu, OJ has
developed a smart campus. Following a 2008 kick off, the school
introduced Google Apps in 2010, followed by Wifi being rolled out
campus-side in 2010, and culminating with iPad One to One in2012.

Wilmina Café, a cafeteria next to SASSC, serves both aslunchroom and study center. In addition to providing a wide rangeof lunches, the café also allows students space to study and

Garden outside Wilmina Cafe

Campus network handbook on an iPad25

In 2016, an Interactive Global Theater was launched. The theater
space was designed with tiers but no fixed seating. The Interactive
Global Theater turned this space into one where lectures anddiscussions could be held with people in other countries Other
ways the space has been used include FaceTime classes withpeople not on campus, presentations using multimedia, andregular classes that required more room to move around.
Hail Chapel, built in 1951, is a building many students visit
regularly for the daily chapel service. It is a stately building thatrecently has been designated a registered tangible culturalproperty by the Japanese government.

Infrastructure design
OJ’s ICT design is innovative and can be traced back to late1980s when it installed computer rooms, a local area network
complete with VAX servers, and Macintosh computers. OJ was thefirst school in Japan to apply computers towards language
education. Language laboratories, a workhorse in the days before
computers, were upgraded. It was near this time that a Computer
Assisted Language Learning Center (CALL) and a Learning
Resource Center (LRC) were established; the former to help withcomputer use in teaching and the later to help with production ofmaterials needing audio support.
Most recently, OJ combined these two into a single Learning
Solutions Center (LSC) to reflect our current approach to ICT. The

Hail Chapel, a registered tangible cultural property

Learning Solutions Center reception area26

main roles of the LSC are to support network management, assist with IT
classroom management, help with students' iPad use, distribute iPad topart-time teachers or teachers from other universities, and to aid in thecreation of educational materials. In addition, the LSC staff conducts
regular faculty and staff development sessions that help everyone improvetheir ICT skills. For example, when electronic portfolios using the Mahara
portfolio system were introduced, LSC staff provided training. Professor
Komatsu, has reported that the mission of the LSC is to create “anubiquitous environment where students and faculty can use ICT
technology and digital information resources anywhere and anytime.”

Gallery 4.3 Various Applications Preloaded onStudents’ iPad

Throughout the semester, the LSC manages OJ’s Learning Management
System and provides support on teacher and student projects. Whether it
is a question on how to hook up an iPad to Apple TV or advice on how to
reduce a video’s size before it is installed in a Multi-Touch book, the LSC is
the first place the students and faculty turn to when they needtechnological assistance. Prior to the semester, the LSC staff prepares all
the iPad before they are distributed to students, installing a wide range ofapplications, Over 50 applications that the faculty have deemed useful forthe students are installed on each device including apps for TOEIC study,
voice recording, and vocabulary study. Finally, the LSC has helped theschool implement paperless meetings through the use of a meeting
application that is on all the iPad

27

Chapter 5

Results

Osaka Jogakuin University
Osaka Jogakuin College

Section 1

Results
Data is routinely collected,
analyzed, and shared to inform
progress and measure success.
Data is used to determine the next
steps toward achieving OJ’s
visions and goals.

Research practices
Regular evaluation of courses andsupport systems has always been an
important aspect of the OJ philosophy,
even before the Japanese Ministry of
Education (MEXT) required universities
to do so. Now, at the end of each term
students use their iPad to complete
online questionnaires asking them toevaluate their own learning of the content
and how they feel about the materials,
teaching, and their own efforts. Withsurveys being given each semester toover 772 students in multiple classes,
moving them online was a huge paper
saver. It also has saved in staff timesince they no longer have to enter thesurvey selections manually. This ability
to get results quickly, allows us to sharethe feedback with teachers in a timely
manner. This assists in planning classes
the next semester.
In addition, in the past, full-time andpart-time faculty were also surveyed

about the Multi-Touch materials andinvited to a series of special lunch
meetings to discuss how the materials
could be improved. The need for earlytraining on the iPad was a common
theme.
One study conducted by Tamara
Swenson and Brian Teaman found thattraining was especially important for nonadopters of technology. Early adopters(those who lead in the adoption of newtechnology) and accepters (those who
accept technology as it enters theeducational environment) did not
mention training in their responses.
Some accepters mentioned the need tofind applications that do what software
available on dedicated systems can do.
One phonetics teacher reported, “…I
don't want to give up the phonetics
computer system. It is just better forphonetics. I haven't found an app thatwill do what this system will do.” In
response to feedback such as this,30

sessions on iPad, OJ’s Multi-Touch books,
and new apps, and software programs
such as Memrise and xReading havebeen added to the annual teachers’orientation, which is held each February
before the start of the new academic year
in April.

noticeable improvement in the quality ofstudents’ presentations. Some suggest
this is due to students being able to use
technology from day one. It becomes
second nature to use Apple TV inconjunction with Keynote to makepresentations.

A number of studies by faculty members
have found that students are satisfied with
their iPad and Multi-Touch materials. In a
survey given to students in a digital
literacy/research class, more than 78% of
the students indicated that iPad material
was easier to read than print materials.
The top three choices regarding when the
iPad was convenient in class were instantaccess to the internet (42.2%), easy
access of class material (36.7%), andtaking online tests and quizzes (29.7%).
Other items mentioned included taking
notes, doing research, and reading
journal articles. The majority of students(54.7%) reported using their iPad from 1
to 3 hours per day. The top three uses
reported were studying (48.4%),
searching the internet (28.1%), andaccessing YouTube or similar sites towatch videos (17.2%).

Although OJ have always stressed theimportance of extensive reading andvocabulary work having the synergy ofxReading and Memrise (mentioned
earlier) and iPad One to One makes it
possible to monitor students’ use,encouraging them as needed.

In addition to the above studies, teachers
have reported there has been aquantitative assessment of students’English progress.
First-year students are required totake TOEIC at the beginning of theyear, at the end of the first semester,and at the end of their first year.
Second-year students take TOEIC at
the end the first semester and at theend of the year. Other students take

In Japan, the Test of English forInternational Communication (TOEIC)
produced by Education Testing Services(ETS) is ubiquitous, used by many
companies and universities for entry. It isreported to be “an English language test
designed specifically to measure theeveryday English skills of people working
in an international environment.” Thus, it isof concern to almost anyone who isapplying for a job or who is interested inbeing promoted in a company in Japan.
As such it is of great interest to OJ
students, and the school administers it
regularly and uses it as a major31

it at the end of the year. The scores are analyzed eachadministration 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. To date, OJ has been successful in its English
program as measured by the TOEIC. We have an averageincrease of 200 points over four years compared to an
average of 83 points at other universities in Japan. We haveeven had some students increase by over 300, 400, and 500
points.
One of the main reasons TOEIC is regarded so highly is that it isused for hiring and promotion purposes, as mentioned earlier.
Another way OJ measures its results is by how successful it is in
helping its students obtain gainful employment. Again, OJ has

Osaka Jogakuin University: iPad One to One

been extremely successful with a 97.8% employment rate in OJU
and a 98.6% employment rate in OJC.
Finally, not all results are keyed to test results or student andfaculty responses on surveys. Another result of the OJ iPad
One to One program is the transformation to paperlessmeetings. In the past, especially around budget time,
meeting room tables would almost literally bend under theweight of the printouts needed to provide essential
information to all the faculty. Paperless meetings have
reduced meeting preparation time and the amount of paper
used, which is good for the environment.
In 2016 an ADE and his elementary school students visited
OJ. In addition, Prof. Iwai of Osaka University, an ADE gave alecture about his German lessons. Faculty members learned
a lot about how iPad can improve learners/ speaking skills. In
the future we hope to be able to collaborate with his school
and other ADEs around Japan and worldwide.

Osaka Jogakuin Logo
32

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 personallyexperienced what our school provides young women. We
educate and empower them to achieve their dreams andgoals, to be leaders in society. We change their lives forthe better.
As I mentioned earlier, we are the ones who have tried to
improve English education. We are the ones who have
tried to use technology for English education.
Technology is now engrained in our school's ethos andwill help us reach our future goals.
My dream for Osaka Jogakuin is to continue to be an
innovator applying new technologies in creative andeffective ways. Apple's emphasis on education makes
them a perfect partner for us; I look forward tocontinuing to collaborate in the future. The future isbright for English education at Osaka Jogakuin.

Dr. Eiko Kato-Otani, President of OJU and OJC
and an advocate for technology in language
education

Sincerely,
Eiko Kato-Otani
President
Osaka Jogakuin University/Osaka Jogakuin College
33

Chapter 6

Contribution
and Credits
Osaka Jogakuin University
Osaka Jogakuin College

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:
David Bramley

Yasunobu Komatsu

Yoshiko Takagi

Steve CornwellBrandon Kramer

Sachie Takano

Yukiko Inoue

Stuart McLean

Satoko Takeshika

Meikan Jo

Asako Nagae

Rie Tanaka

Scott Johnston

Masako Nakayama

Brian Teaman

Mikiko Jonin

Jun OkaTakako Yamamori

Emiko Kakimoto

Kuniko Sano

Eiko Kato

Tamara Swenson35