SILA Faculty Development 2021-2022
Session Schedule
DatePresenter(s)TopicContent

Number ofParticipants(including
presenters)

April 7, 2021
16:00-17:00

A. Passos

New Moodle
Workshop

The presenter explained how
to use New Moodle.

23

July 16, 2021
10:45-11:30

N. Murakami

MIC’s Current
Status and Plans
for Future

President Murakami explained 24
MIC’s current status and plans
for future.

October 7,
2021
16:20-17:15

N. Murakami

Ongoing Matters
at MIC

President Murakami
addressed the following items
that are currently ongoing at
MIC and for which he would
like faculty’s cooperation andunderstanding.

21

January &February2022 (OnDemandVideo)

C. Yamamoto

MIC Poster
Printer

The presenter explained how
to use the new poster printer.

12

March 22,2022
14:00-15:30

David Laheist& E. Headassisted

Strategies for
Hybrid/hyflex
Face-To-Faceand ZoomClasses

The presenter explained how
to conduct hybrid/hyflex
classes successfully.

14

March 28,2022
15:00-16:30

Shiro Ishikawa,
Tomoe
Aoyama,Osafumi Hirai,
Nozomi
Nagasawa & C.
Yamamoto
assisted

Cambridge
Linguaskill
GeneralInvigilator
Training

The presenters explained how 22
to be a good invigilator for the
Cambridge Linguaskill General
test.

1

Session Feedback Form
1. The objectives of the session were clearly defined.
2. Participation and interaction were encouraged.
3. The topics covered were relevant to me.
4. The content was organized and easy to follow.
5. The session experience will be useful in my work.
6. The presenter was knowledgeable about the training topics.
7. The session length and pace were appropriate.
8. The session room and facilities were appropriate.
9. The materials distributed were helpful.
10. What aspects of the session could be improved?
11. How do you plan to apply the contents of this session to your work?
12. Additional comments
NOTE:
Number 1 = STRONGLY DISAGREE
Number 5 = STRONGLY AGREE

2

New Moodle Workshop (A. Passos)

Date: April 7, 2021
Session Start/End Time: 16:00/17:00
Place: via Zoom (participants have to use their own computers)
Summary:
MIC is using Moodle for quite some time, but due to technical issues, the Moodle system
had to be reinstalled. For 2021, the most up-to-date version was setup, and A. Passos
explained some of the new changes in the interface so faculty can comfortably navigate
the new system. In addition, course backup and course restore will be done live, so faculty
can restore old backups confidently. Q&A followed where participants could share someconcerns and hints about setting up classes in Moodle.
Participants:
Adachi, Jason
Bond, Erik
Brown, Nahum
Diaz, Anthony
Dunne, Gregory
Hall, William
Hayase, Hironori
Head, Ellen
Howard, Anne
Jimenez, Felix
Kasai, Aya
Kobayashi, Futoshi

Lim, StephanieMork, Cathrine-Mette
Occhi, Debra
Mlodkowski, Pawel
Richards, Paul
Schmidt, Rebecca
Vu, Tien
Waterfield, Marc
White, Jason
Yamamoto, Craig
Passos, Anderson3New Moodle Workshop (A. Passos) - Session Feedback

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

2

4

3

2

4

4

3

5

5

5

2

5

3

5

5

5

5

5

5

5

5

5

5

5

4

4

3

2

3

3

1

3

5

4

4

4

5

5

5

5

5

5

5

4

5

5

5

5

4

5

4

3

4

5

3

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

4

5

5

4

5

4

5

3

4

4

4

5

5

4

5

5

4

5

5

4

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

3

3

4

3

3

5

4

4

5

5

5

5

5

4

4

5

4

4

5

5

5

5

5

5

4

Q9

Yes.

Q10

Q11

Q12

organization;
notification that weall should have logged
onto Moodle before use of Moodle forsession began.
courses taught
setting up all courses
in moodle

Yes.

none

None were
distributed.

Please notify us theevent at least a week
before, instead ofseveral hours before. For using new Moodle You did a great job.

None were
distributed.

some people need totalk much less
use

Yes.

Making learners' list

Course management Thank you!

Letting us know inadvance when thesession would be.

I am using moodle
and I also learned
how to print a photoroster so these are
immediately useful.

na

I will be able to use
moodle better basedon the lesson.

Yes.

It was helpful.

I like grading on
Moodle fortransparency but...

None were
distributed.

To have this FD earlier
would have been
better.
Making class Moodles

None were
distributed.

Although it was
impossible, the timingof when to have the
FD. One month ago
would have been
Setting up my Moodle We need more
better.
coursesplugins!!!

Somewhat.

The content range
was too wide. It tried
to help users with
I work in Moodle
advanced needs at
most every day, so it
the same time aswill be a regular partaccommodating those of my work.

None were
distributed.
None were
distributed.

Thank you.

Is it really safe to do
the grading on
Moodle?

5

with minimal digital
literacy.

Yes.

Timing

It will help me tocreate my courses on
Moodle.

Yes.

It was fine.

I use Moodle for myclasses.
using Moodle as
beforethanks Anderson for
sorting out the
problem!

None were
distributed.

can't think of any

None were
distributed.

The FD should havebeen announced
much earlier, though I
think that was very
difficult to do in this class organization on
care.
MoodleNone were
distributed.

how to use Moodle

send materials tostudents

Very helpful, Thanks

None were
distributed.

n/a

n/a

n/a

6

MIC’s Current Status and Plans for Future (N. Murakami)
Date: July 16th, 2021
Session Start/End Time: 10:45-11:30
Place: 1-221
Summary:
In this FD session, President N. Murakami addressed the issues that need to be dealt withimmediately at MIC and especially those that involve the SILA faculty.
President Murakami first touched on the vaccine problem, how MIC has been discussing thematter with MEXT to secure vaccines for students and staff. Negotiating the matter with Miyadai
and Miyazaki prefecture lead to securing some vaccines for MIC students and kindergarten
teachers. Faculty members were informed they will be notified to give names if they wish to be
vaccinated.
The president then stated that the biggest issue at MIC is that teacher/student ratio is incredibly
low (1:9.2), making tuition fee earning per teacher and the profit very low. Two main pillars to
overcome this problem are a curriculum revision and establishing of Graduate School. Curriculum
revision is underway with a working group led by Prof. Hayase. With the Graduate School, SILA
faculty will soon be asked to submit documents that include their academic records andachievements. This is to determine who would qualify to be faculty members in the Graduate
School as there is a qualification standard set by MEXT. After three years of running, theinstitution will be able to set up its own standards. Therefore, those faculty members who do not
qualify the first time are likely to be eligible after three years. Application for Grad. School will be
submitted next March and MIC is aiming to start it in April, 2023. President Murakami mentionedthat there will be two courses, but said that once the guidelines about Graduate School are
ready, then there will be another meeting to explain about it.
Then President Murakami talked about Kakenhi. The reason that he would like to make it
obligatory from next academic year is because the number of applications and the rate ofacceptance are common criteria used by many systems to evaluate tertiary institutions. Even if
the rate of acceptance is low at start, it is OK as long as it gradually increases. What he would likethe most out of this is for the faculty members to look at their own research with a different
perspective. The process of making a kakenhi application allows them to do that and that is what
is most important. Also, the president is currently preparing slides on research misconducts
which will be made available as an online on-demand seminar.
President Murakami also mentioned that the salaries the faculty members receive are not justfor teaching classes, but for research and other miscellaneous matters that the faculty members
are expected to participate at MIC.

7

Last, but not least, the president said that it is important to understand that each member ought
to do best for oneself, students and for the organization you work for which is MEI. He requested
the faculty to give him support and their continuous cooperation.

Participants:
Adachi, Jason
Bond, Erik
Brown, Nahum
Diaz, Anthony
Dunne, Gregory
Hall, William
Hayase, Hironori
Head, Ellen
Howard, Anne
Jimenez, Felix
Kasai, Aya
Kobayashi, Futoshi

Lim, StephanieOcchi, Debra
Schmidt, Rebecca
Vu, Tien
Waterfield, Marc
Yamamoto, Craig
Higuchi, Akihiko
Yasutomi, Atsushi
Stanley, Iain
Rodda, Brendan
Murakami, N
Kagawa, R

8

MIC’s Current Status and Plans for Future (N. Murakami) - Session Feedback

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

5

5

5

5

5

5

5

5

2

5

4

5

4

5

5

5

3

4

5

4

4

4

4

4

4

4

5

5

5

5

5

5

5

5

5

5

5

5

5

5

2

4

3

4

5

5

5

5

5

5

5

5

5

5

5

3

5

5

5

5

5

5

5

5

4

4

4

3

3

5

4

4

4

4

5

5

5

5

5

5

3

3

5

4

4

5

5

5

4

4

5

4

5

5

5

5

5

5

5

5

5

5

5

5

3

1

2

2

3

3

2

3

4

4

4

4

4

5

4

4

5

3

5

5

4

5

5

5

5

4

5

5

5

5

5

5

Q9

Q10

Q11

Q12

None were
distributed.

Lloyd should translate
his talk.
various ways(?)

None were
distributed.

It was useful to know
The announcement of about the plans ofwhen it would be and curriculum reform. I
what thIt would have want to be active inbeen nice to have had contributing to thea session earlier in the curriculum of theyear.
English program.
Thank you.

None were
distributed.

..

None were
distributed.

The development of
the relationshipbetween the
President and Faculty I will take it under
will contribute toadvisement.

..

..

9

more successful
sessions in the future.
I feel I am currently
meeting the
expectations laid out
in todays session, but
Possibly a copy of the I will try to focus on
agenda.
more research.

Thank you for yourtime and
understanding of oursituation.

More dialogue.

I will start

I appreciated that thepresident invited us
to come talk to him. I
believe there are a lotof communication
problems and I wish
he would have acollaborative
relationship with thefaculty and include us
in the discussions of
future vision for MIC.

Nothing special

Everyday duties

It is very good thatthe president talks
directly to the faculty.
It is a good chance toknow what thecollege is thinking. His
explanation today
was very logical andreasonable.

None were
distributed.

Nothing

I will keep them inmind for my actions.

None were
distributed.

I have to commentthat the part of themeeting when wewere scolded, with
our wages analyzed
and discussed as if we
we were told what to only do work during
It seemed the
do and meanwhile to the hours we spend intranslator did not
wait for more forms the classroom, washave advance warning and explanation, so
incredibly stressof the technical topics when we get those, of inducing andwhich would havecourse we will do the insulting. I am still
made it go morethings we are being
shocked and cansmoothly for her
told to do.
hardly believe I heard

None were
distributed.

None were
distributed.

None were
distributed.

10

such things fromsomeone who has
worked as a professor
himself and would
know how much else
is really involved inour jobs. Were those
his own words? Chief
Trustee Yamashita's
words? Who at MEI
thinks that way of the
ILA faculty and madesuch calculations? Do
they think that talking
down to us like thishelps improve theinstitution? I feel sickat heart, like I want totalk to a counselor
now. I am evenworried to write thisfor fear of retaliation.
None were
distributed.

NA

NA

None were
distributed.

nothing

apply for a taken
grantNone were
distributed.

I will think carefully
It would be helpful to about the points thatgive faculty an outline the presidentof topics to bepresented and thendiscussed at least atalk to him about
few days before the them in the nearsession.
future.

Yes.

.

.

None were
distributed.

Nothing

Nothing

It was good to hearthat the president is
open to hearing fromthe faculty. I
wondered if thepresident was awareof how much researchis going on at MIC
without the Kakei
grants.

11

Yes.

None were
distributed.
None were
distributed.

through frankdialogue between theschool and the faculty no

All of the faculty want
to send their children
to study at MIC.

voice volume

I will be much moresensitive to problems
explained by the
President.
n/aNothing. It was justright for its purpose.

All the information
presented is relevant
to my work.

12

Ongoing Matters at MIC (N. Murakami)
Date: October 7th, 2021
Session Start/End Time: 16:20-17:15
Place: 1-321
Summary:
In this FD session, President Murakami addressed the following items that are currently ongoingat MIC and for which he would like faculty’s cooperation and understanding.
1. Graduate School Master’s Course
President Murakami expressed his thanks to faculty for submitting their personal and academic
records. He explained that for the initial application to MEXT, he has included only thosemembers who are likely to be accepted and appropriate for teaching the proposed courses basedon the submitted records. After three years of running the Mater’s programme, we will beallowed to revise instructors thus more members of faculty are expected to join in the teachingteam.
2. New SILA Curriculum
New curriculum is created in order to make it clearer for students to vision their future. The
three tracks are English Educational oriented (TC), Global Business & Management and Liberal
Arts. The new curriculum will be applied starting from the next year’s 1st year students.
Therefore, the current and the new curricula are going to run in parallel for the next 3 to 4 years
and teaching load for faculty may vary from person to person during this period.
The working group has now completed their task and presented their report. Now committees
for the three tracks will be formed to determine their detailed contents. Members for thesecommittees will be selected based on the records submitted for the Graduate School application.
3. Faculty Handbook
The content of Faculty Handbook has been left unrevised for a long time and there are lots of
discrepancies with the current regulations and rules of MIC. We are now in the process of
preparing to revise the Handbook. As the content deals with matters that impact faculty,
necessary negotiations will take place with the Union and related groups. The current plan is to
only include tips and guidelines to get through daily lives at College in Handbook and to remove
all the regulations in separate documents. The current Faculty Handbook has already been taken
off the intranet. To avoid misunderstandings, any questions must be addressed as soon as theyarise. Revision will be done in stages, but faculty shall be informed of updates in a timely manner.
4. MIC Satellite Office
MIC Satellite Office has been established in the building of Miyagaku High School. Steeringcommittee was formed that includes Ellen Head and Craig Yamamoto from SILA faculty. The
members’ role is to be coordinators between the satellite office and faculty. The two reasons forsetting up the office are to promote community outreach and to help raise the profile of MIC in
the community. The two main pillars of the office’s activity are open lectures for public and13

providing opportunities to junior high school and high school students to speak with faculty.
Undecided as to how often these will take place but would like to request many faculty members
to volunteer and to get involved in these activities.

Participants:
Adachi, Jason
Diaz, Anthony
Hall, William
Hayase, Hironori
Howard, Anne
Kasai, Aya
Kobayashi, Futoshi
Cho, Enusoo
Cho, Sunghee
Mlodkowski, Pawel

Mork, Cathrine
Occhi, Debra
Schmidt, Rebecca
Vu, Tien
Waterfield, Marc
Rodda, Brendan
Richards, Paul
Walker, Lloyd
Kagawa, Reiko
Passos, Anderson
Murakami, Noboru

14

Ongoing Matters at MIC (N. Murakami) - Session Feedback

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

5

3

5

5

5

5

5

5

4

4

4

4

4

4

4

4

5

4

5

5

5

5

5

5

4

2

4

5

3

5

4

5

4

2

5

3

5

5

5

5

5

5

5

5

5

5

5

5

5

4

5

5

5

5

5

5

4

2

3

4

4

4

4

4

5

1

5

5

5

5

5

5

3

4

5

5

5

5

5

5

4

3

4

4

4

4

4

4

3

2

4

3

3

4

3

4

4

3

5

5

5

5

4

5

5

5

5

5

5

5

5

5

4

4

4

4

4

4

4

5

4

5

5

4

5

5

5

5

4

2

5

5

5

5

5

5

Q9

Q10

Q11

Q12

None were
distributed.

Nothing

Use it in my daily
work.

None were
distributed.

No comments

No comments

None

There are many things
that can be improved
at MIC, but to me this
The informationmeans MIC has theattained in this FD will potential to become
help me In mywhatever we envision
preparation and while it to be. I am excitedcarrying out my duties to participate inof teaching,building thisparticipating in theinstitution and looksatellite office, future forward to seeing all
recruitment, etc.
it can be!

None were
distributed.

15

None were
distributed.

None were
distributed.
None were
distributed.

Handouts. I don't
believe any
information was new. I'm not sure

N/A

Unfortunately, I
missed the meeting,but followed up withcolleagues on thecontent. I honestly
made a mistake anddouble booked
The contents of this meetings withsession will be
students regarding
adapted into
adding/dropping
everything that we do classes and senior
starting next spring, theses at the same
so I will use thistime, so I forgot. My
information to best
sincerest apologies
service the students for not giving priorand MIC.
notification.

very logical andpersuasive

Yes, very much.

N/A

I will reflect on it andplan things
accordingly.

None were
distributed.

None

I will do my best toraise the profile of theschoolNone were
distributed.

Consider what kind of
lecture will be
Question Time at the suitable for theendsatellite campus

None were
distributed.

It feels that thisschool has no
educational
philosophy but justconcerned withfinance. Strong andholistic educational
philosophy is what
motivates me
personally so I would
love to hear more
about that.

None were
distributed.

More time forquestions anddiscussions.

None

The president's directspeech is very
effective.

16

None were
distributed.

outline in English

Yes.

Communication about
the details of thesession could be
It will be necessary for
distributed in advance my future work

None were
distributed.

The president's
A written overview of proposed changes will
the topics would have have a substantial
been helpful. Also,
impact on our work
although there were a and working
couple of chances to conditions, so theask questions, there information in his
was not enough time presentation isdevoted to that.
important for me.

None were
distributed.

None

N/A

None were
distributed.

・E€・E

・E€・E

None were
distributed.

no comment

it will guide me
through the tasksn/aYes, the contents
were very relevant to
my work

None were
distributed.

17

MIC Poster Printer (C. Yamamoto)Date: January & February 2022
Session Start/End Time: On-Demand on/before February 28, 2022
Place: Online
Summary:
In this FD session, Craig Yamamoto presented the new MIC poster printer, located in 2-103,
provided through the President’s Discretionary Fund. This poster printer is to be used
immediately for senior thesis poster presentations as well as faculty posters for conferences.
This introduction also included step by step instructions on how to use the printer.

Participants: (Those who answered and submitted the FD survey before/on the deadline: February
28, 2022)
Head, Ellen
Bond, Eric
Adachi, Jason
Hall, William
Kobayashi, Futoshi
Craig, Yamamoto
Cho, Sunghee
Mlodkowski, Pawel

Occhi, Debra
Vu, Tien
Waterfield, Marc
Passos, Anderson

18MIC Poster Printer (C. Yamamoto) - Session Feedback

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

5

5

5

5

5

5

5

5

5

1

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

4

5

4

5

5

5

5

3

4

5

5

5

5

5

5

4

4

5

5

5

5

4

4

1

5

5

5

4

5

5

5

1

5

5

5

5

5

5

4

3

3

5

3

4

4

3

5

4

5

5

5

5

5

5

5

1

5

5

5

5

4

3

5

3

5

5

5

5

5

4

19

Q9

Q10

Q11

Q12

No.

Watching video is notenough.
for my thesis students

None were
distributed.

NA

Yes.

It was fine. The ondemand nature of thepresentation wasgood. I can review it
when I actually plan Poster presentations
to use the printer.
for senior thesis etc. See 10 above

Yes.

None. It was helpful
and convenient.

I'll advise my students
about it.

can't think of any

Possibly, I could
advise students
though the video
should suffice; also, if
we ever have inperson conferences, I It looks like a great
could do a poster now piece of equipment; I
without spending
am grateful that MIC
funds to print it
acquired it

Nothing

All 4th year students
must give poster
presentations as partof their Senior Thesis
requirements. This
printer will increase
the quality of theirwork and may also
improve theirmotivation levels. We
as faculty must also
know how to operate
this printer to provide
our students with theposters to bepresented. This
directly relates to ourwork.

Nothing in particular

It will be great to havereal posters when
students present

None were
distributed.

Yes.

Yes.

NA

20

I am the presenter forthis FD, so myanswers may be a bit
bias, but question 2
does not pertain tothis FD.

None were
distributed.

N/A

Student poster
presentations andconference poster
presentations

Yes.

Nothing

When applicable.

None were
distributed.

I think it was concise
and easy to follow.

When my students or
I have a poster topresent, I can put thisknowledge into
Thanks for making theaction.
video!

Yes.

provide instructions
to my students, orassist them withprinting posters,
when face-to-facethis was fine, no need poster presentations
for changes
are back
thank you

None were
distributed.

I would like to see
posters around ARC
and the corridors, notonly at conferences!
Would it be ok to
Posters with a q r
print up some posters code to a video would
for internal use?
be a great way toConsidering thedisseminate
problem of covid,
information tohaving posters on
students, combining
walls can be an
virtual reality and real"asynchronous
space of MIC. I see aThis is very good but method" without
need for posters
there's nothing likehaving face-to-faceabout the seniorhands-on experience. presentations. Or
thesis processes andSome of thepresentations can be examples oftemplates I use are B1 video'd and a q r code successful seniorsize so I guess it
for the video can be thesis presentations
would need trimming included on theand also about studymanually.
poster.
skills.

21

Strategies for Hybrid/hyflex Face-To-Face and Zoom Classes (David Laheist & E. Head assisted)
Date: March 22
Session Start/End Time: 14:00-15:30
Place: Zoom
Summary:
In this FD session, the external presenter (David Laheist) introduced strategies and activities forteaching classes which combine face-to-face groups and students on zoom. The session was
conducted online and Ellen Head assisted. The workshop covered some of the background to hyflex
teaching including the need to be aware of students’ social and emotional well being and how
online teaching can be helpful for exceptional students because it allows 1:1 attention from theteacher. It was demonstrated how online tools can be used in a way that is useful both for face-toface and online students, for functions such as attendance, arranging groups, collaborating on
documents and checking students’ understanding. The presenter explained that getting rapport
between members of the group on- and off- line was an important consideration, and that pair workin breakout rooms was a good strategy for building up trust, even if the pairs are mixed face-to-faceand online students. Various conditions such as having a single off-campus student, wereconsidered. There was an opportunity for faculty to collaborate on a google doc to share their own
experiences and brainstorm solutions to common problems with hybrid/hyflex classes.

Participants:
David Laheist (External Presenter)
Jason Adachi
Eunsoo Choo
Sunghee Cho
Anthony Diaz
Ellen HeadAnne Howard
Futoshi Kobayashi
Catherine Mette-MorkAnderson Passos
Rebecca Schmidt
Tien Vu
Marc Waterfield
Craig Yamamoto

22

Strategies for Hybrid/hyflex Face-To-Face and Zoom Classes(David Laheist & E. Head assisted)- Session Feedback

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

5

5

5

5

5

5

5

5

4

4

4

5

4

4

4

3

4

5

1

4

1

2

2

3

3

3

2

2

2

3

2

3

5

5

5

5

4

4

3

5

2

2

3

1

1

2

2

2

4

5

4

5

4

5

5

5

4

4

4

4

4

4

4

5

2

5

5

4

4

5

4

5

5

5

5

4

5

5

5

5

23

Q9
No.

Q10
None

None were distributed. Nothing in particularSomewhat.

Q11

Q12

my classes
Using Moodle andZoom, when needed.

Needs analysis first nexttime, please.
n/aThis session would havebeen ideal for a newteacher with little to nozoom teachingexperience. The
presenter seemed illinformed of ourcontext, experience,
knowledge and needs.

Application and tips
may be shortened andorganized in a logical
I will try to cherry pick
None were distributed. procedure to save time. some points applicable
I will use some of theideas that came about
in the meeting should I
have hyflex lessons.
None

Yes.

Nothing

No.

The presentation felt
like mostly fluff and no
substance. I came
expecting to learn some
new techniques fordelivering online
classes, but I felt likethe season was more ofa broad discussion of
considerations
regarding online
I don・€・t.
classes.

Yes.

The presenter didn・€・t seem to be awarethat we use Moodle,
Zoom, and Googledocs
regularly. As a result,much of what wascovered was alreadyfamiliar, if not routine.
A more thoroughbackground briefing
would have helped him
to target his
presentation.

Some of the suggested
techniques might beuseful. I will use them if
the need arises.

24None were distributed. can't think of any

Somewhat.

The presenter talked tous as if we were very
inexperienced with
online tools.

the strategy ofanonymizing students
for discussing difficult
topics was interesting

I wondered about the
ethics of the teacher
using a student nameand entering a breakout
room; it seems
potentially problematic

The ideas about student
engagement were very
useful and I hope I can
use those in my job.

I will pick up some of
Laheist's suggestions forcollaboration between
face-to-face and online
I think the time talking students. For example
with colleagues about using breakout rooms
solutions to hybrid
even for face-to-faceclasses was useful and I students to organise
would like to have had a groups seems
None were distributed. bit more time for that. interesting.

25

STRATEGIES FOR
ACCOMMODATINGONLINE STUDENTS IN
A HYBRID CLASSDAVID LAHEISTOne word quiz:◦ The NEXT SLIDE will have a picture◦ Write an adjective to describe the picture but don’t
hit “return” yet.
◦ We’ll hit “return” on the count of three… how varied
will the answers be?

’“BETTERTECHNIQUES VS
BETTERTECHNOLOGY”

SOME UNIQUE
BACKGROUNDTeaching BackgroundTeaching onlinebetter than face-to-face?

What ishyflex?

ミックス型
Students
chooseonline orclassroom

How much experience do you have with Hyflex?

None

Very little

Some

A lot

What do you teach?

I am astudent

Language

Math /
Economics

Science /EngineeringArt /architecture

OtherSplitapproach:

Online students do an online
versionClassroom students do aconventional approachExample (added challenge)

Everyone
onlineOnline students do an online
version.

Classroom students join
online regardless.

Examples from moodle:

Teaching Hyflex –my experience: technical issues

Teaching Hyflex –my experience – social issues

General to all teaching: rapport is the key◦ Enjoy games / activities more
◦ Personal / emotional content isinteresting◦ blogs / shared diaries◦ Ask each other questions inprivate chat

Building rapport◦icebreaker activities◦Smaller groups = smaller risk
◦self-expression◦Trust = interesting conversations

Let’s try an example◦ Pairwork activity: introduce yourself

Students tempted
To cheat

Teacherin the classroom

Student shares whole screen during
testsHelp with document while editingEmpty breakout room = timer

Discussion- your experience andideas:◦ Let’s gather your ideas with google docs:◦ Thoughts about rapport◦ Issues not yet discussed◦ Special technical issues◦ Pair work
◦ Group work
◦ Examinations

Make sure tohide profile
picturesfirst!

• If you don’t hide profile
photos, it’s not anonymous.
• If the students change theirnames, the chat will also
revert, so do this at the end.

Cambridge Linguaskill General Invigilator Training(4 External Presenters & C. Yamamoto assisted)
Date: March 28, 2022
Session Start/End Time: 15:00-16:30
Place: Online ZOOM Meeting
Summary:
In this FD session, C. Yamamoto assisted in the facilitation of the Cambridge Linguaskill General
Invigilator Training session online through ZOOM. In the following FD, faculty were given official
invigilator training through the Kawajuku Cambridge Test Center. The purpose of this FD was toproperly train faculty to administer the Linguaskill General Placement and Progress test to firstyear students during the orientation week. It was also to help in the research collaboration
between Cambridge University and Miyazaki International College to align the TOEIC and
Linguaskill General exams.
Participants:
Shiro Ishikawa (External Presenter)
Tomoe Aoyama (External Presenter)
Osafumi Hirai (External Presenter)
Nozomi Nagasawa (External Presenter)
Anthony Diaz
Brendan Rodda
Iain Stanley
Jason Adachi
Paul Richards
Ellen Head
Eunsoo Cho

Marc Waterfield
Trine Mork
Anne Howard
Anderson Passos
Craig Yamamoto
Erik Bond
Futoshi Kobayashi
Felix Jimenez
Rebecca Schmidt
Sunghee Cho
Gregory Dunne

26

Cambridge Linguaskill General Invigilator Training(4 External Presenters & C. Yamamoto assisted)- Session Feedback

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

5

5

5

5

5

5

5

5

5

4

5

3

4

4

5

5

5

5

5

5

5

5

5

5

5

5

5

4

5

5

4

5

5

5

5

5

5

5

5

5

4

4

4

4

4

4

4

4

5

4

5

4

5

4

3

4

5

5

5

4

4

4

5

5

4

4

4

4

4

5

4

4

5

5

5

5

5

5

5

5

5

5

5

4

5

5

3

5

27

Q9

Q10

None were distributed. none

Q11

Q12

testing

Somewhat.

Taking the practice test
(which I did before thesession using the
Linguaskill home page)
was more helpful than Linguaskill will help us
hearing an explanation, to divide the groups but
for me. But it was good it may be invalid for
to talk about logistics
lower levels of students,
like how many students similar to the Pearson
per room.
Versant test, I suspect.

Yes.

N/A

N/A

Yes.

It was fine for me.

Placement and progress
testing
None

Yes.

N/A

The session was great
and the Q&A ran
smoothly. It was nice tohave the Japanese staff
The knowledge I got
checking our questions
from this session will be and making sure ouruseful when performing ideas for the test were
the invigilator rolevalid.

Yes.

none

no commentYes.

I would like to haveaccess to take the test
mysrlfWill need fororientation

Yes.

Nothing particular

Use it when proctoring
the exam

Somewhat.

The organization

In proctoring the test

Yes.

Some questions asked
by faculty seemed to be
misunderstood.
Perhaps, questions
could be provided tothe presenters in
While vigilating the test,
writing before and after I will refer to thethe session to becomponents discussed
answered.
in this FD.

Yes.

The explanations could
have been delivered ina more speedy manner. I will envigilate the test.

N/A

no comment

28

Test instructions for
Invigilators
This booklet contains regulations andinstructions for running the Speaking,Writing and Reading and Listening test.
You must have a printed or anelectronic copy of this booklet in eachtest room.

Contents
Contents ........................................................................................................ 2
1

Introduction ............................................................................................. 3

2

Test overview and timings ....................................................................... 4

3

Equipment and materials required .......................................................... 5

4

Test room/venue requirements................................................................ 55

Authorised/Unauthorised items ............................................................... 6

6

Registration screen ................................................................................. 77

Before the test ........................................................................................ 7

8

When candidates arrive .......................................................................... 89

Instructions for each test ......................................................................... 8

10 During each test.................................................................................... 23
11 Concluding each test ............................................................................ 24
12 Results.................................................................................................. 27

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2

1 Introduction
These instru ctions are for invigilators running a Linguaskill Test. There must
be a copy of this booklet in each test room.
All Linguaskill Tests must be strictly invigilated to ensure test security and integrity and toprevent potential malpractice. Invigilators are responsible for the correct administration andsecurity of the test. Please read these instructions carefully before the test, and ask the Test
Administrator to clarify anything which is not clear.
All test content is highly confidential and must be kept secure at all times. Neither you nor
your candidates can keep or copy any of the test questions.
Standardisation
It is vital that all Linguaskill Tests are administered in the same way. Variations in
instructions and procedure can lead to perceived or actual unfairness. You must run
the tests exactly as instructed here.

Online resources
For information on setting up and using the Linguaskill Tests, please go to the
Linguaskill Support Site.



Setup
To ensure a successful session, please review all the documentation provided andcheck your equipment the day before your test is scheduled.
We recommend you print the setup instructions and other useful articles from the
Linguaskill Support Site and have them available in the test room on the test day.
If you have any issues, please contact the Helpdesk.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 3

2 Test overview and timings
You may choose to set up the sessions so that groups of candidates start together or allow
them to start at different times. Candidates must use either:

the same Login for each test (if set up with a username and password)a unique Entry Code for each test

The following tests are available and can be run in any order. However, we recommend you
run Speaking first so candidates can start and finish at the same time:
1.
2.
3.

Speaking
Writing
Reading and Listening

Candidates will usually end the test at slightly different times and you need to decide howthat will be handled. The recommended approach is to allow candidates to leave quietly assoon as they have reached the end of the test. You must ensure that candidates who havejust completed the test have no opportunity to talk with others waiting outside the exam room
to take the test in the next session. We also recommend you schedule a break if you arerunning all tests.

2.1 SECURITY
During the test, you must be extra vigilant to ensure that candidates do not close or minimise
the test platform in order to access the internet or other software on the PC. Invigilators mustsupervise the candidates closely and patrol the room throughout the test, making sure they
can see candidates’ screens at all times, and must not perform any other tasks while the test
is in progress.

2.2 TIME LIMITThe Speaking test takes approximately 15 to 20 minutes, depending on your internet speed
and number of candidates.
The Writing test takes 45 minutes.
As Reading and Listening is an adaptive test we recommend that no time limit is set.
Candidates can take approximately 60 to 90 minutes to complete the tests depending on
their ability. However, you may set the 85-minute time limit if needed.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 43 Equipment and materials required
You will need to have the following for each candidate:






rough paper and pens/pencils (see also Section 5)
a PC or laptop (configured according to the recommendations stated in the User Guide
and connected to the internet). Please note that the length of some tests may vary
according to your internet speed and the number of candidates taking the test.
headphones with a microphone (Speaking only)
headphones (other tests except Writing).

There must be a spare PC and a spare set of headphones available per group of ten
candidates.
For more detailed information, please see the Technical and Hardware Requirements on the
Linguaskill Support Site. We recommend you print the setup instructions and otheruseful articles from the Linguaskill Support Site and have them with you in the test
room on the test day.

4 Test room/venue requirements
Make sure that you use direction signs or a suitable alternative to ensure candidates find thetest room.
You must ensure that all the following conditions are met in each test room.
The test room has to be a separate room from any other activity. During the test, no
one else is allowed to use the room and there should be no one else in the room,
except candidates and the test administrators (invigilators, technical staff and anyother staff involved with the test).



There must be a minimum of one invigilator per 25 candidates. If the sole invigilator
cannot see all candidates’ screens at the same time, the number of invigilators must
be increased to one per 15 candidates.

Where there is a sole invigilator, they must be able to summon help immediately ifneeded, e.g. they can use a mobile phone with sound and vibration switched off.

The exam room must provide adequate PC capacity of the required specification todeliver the test online. For more detailed information, please see the Technical andHardware Requirements on the Linguaskill Support Site.



There must be a spare PC and spare headphones (please see Section 3 for details).



The seating arrangements must prevent candidates from being able to see anothercandidate’s screen. The minimum distance between the edge of one screen and

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 5the edge of the next must be 1.25 metres, unless the monitors are positioned backto back or separated by dividers high enough to prevent candidates from overlooking
the work of others. Although privacy screens can be used, you must still allow sufficientspace between candidates so they do not to disturb each other, particularly during the
Speaking test.
Candidates must not be disturbed by noise from others in the room or any external
noise.

All helpful material that is in candidates’ view, such as posters or notices in English,
must be removed or covered.

5 Authorised/Unauthorised items
The only items which are authorised at the candidates’ desks in the test room are:photo IDwater in a clear plastic bottle

tissues and/or medicine

Invigilators must check all these items to ensure that nothing is concealed in them.
If a candidate wants to make notes during the test, give them some rough paper andpens/pencils. At the end of the test, you must collect and destroy that rough paper, do notallow the candidates to take it away with them.
All other items must be placed away from the candidates’ desks. This could be in a corner of
the test room, or at the invigilator’s desk, or in another room (however, see 5.1 Mobile
phones and electronic devices below).
Candidates must not wear wrist watches during the written components. They must takethem off and place them on their desks. Candidates can access wrist watches during breaks.
The candidate must not be able to refer to any other materials – dictionaries, course books,
notes, whether printed, stored on the PC or from the internet. They must not bring in paper(even if blank), dictionaries, books or calculators.

5.1 MOBILE PHONES AND ELECTRONIC DEVICES
Ensure that all mobile phones, tablets, smart watches and any other electronic devices are
stored securely outside the test room.
Invigilators’ phones and electronic devices must also be switched off for the duration of thetest especially if these are inside the test room. However, if there is only one invigilator in thetest room, they must be able to ask for help without leaving the candidates unsupervised,e.g. they can use a mobile phone with sound and vibration switched off.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 6

6 Registration screen
Before candidates take a test, they must complete the information on the Registration
screen. This asks for information about the candidate.
The main purpose of this is for Cambridge Assessment English to build up a database which
will allow us to find patterns among different types of candidates:the range of levels in a particular country or profession or field of workdifferences between nationalities or speakers of different languages or between thegenders or age groups

the average scores for particular groups of candidates

typical rates of progress over time, etc.

The answers candidates give will have no effect on their results – they are for general
research only. Individual data will not be identified in any subsequent reports we produce.
If needed, you can help candidates answer these questions. Follow the instructions given foreach test in section 9.

7 Before the test

Arrive early. Make sure that the candidates do not enter the room before being invited.

Ensure you have all the materials you need for the test.

Ensure the test room meets the conditions specified in this booklet.

Ensure that each candidate’s PC is configured appropriately to run a test and checkthat the sound works. Please see the Technical and Hardware Requirements andSpeaking Test Setup Check on the Linguaskill Support Site. There is also a sound andmicrophone check in the instructions for the Speaking test, please see section 9.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 7

8 When candidates arrive
You must repeat these actions before each test.
Ensure the mobile phones of all invigilation staff are switched off.

Ensure candidates have switched off any mobile phones, pagers, smart watches orother electronic devices, and left them outside the room.

Ensure candidates place all their unauthorised items away from their desks. See
Section 5 for information on which items are unauthorised.

Show candidates to their desks.

Ensure candidates take off their watches and leave them on their desks. They mustalso switch off any alarms on their watches.

9 Instructions for each test
Once candidates are seated at their desks, check their photo ID. We recommend they use acurrent valid photo ID such as a passport or photo driving licence. Make sure it is valid,
original (not a copy) and check the photo matches the candidate.
Read out one of the scripts that follow. You can translate these instructions if you are sure allof the candidates understand the language used. You are not allowed to translate or explain
any part of the test.
Speak clearly and follow the script as closely as possible.

9.1 LOGIN SCREEN
Make sure each PC is at the login screen:

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 8

Provide each candidate with their Entry Code or Login details, and rough paper if
needed.
Tell them:
Entry Code: Please log in using the Entry Code. On the next screen, tick Yes, click
Continue and wait until I give you further instructions.
Login: Please log in using the username, password and Institution ID. On the nextscreen, tick Yes, click Continue and wait until I give you further instructions.

Monitor to ensure every candidate can successfully access the Home page. The
tests you have selected to take on a particular day will appear here.

You are now ready to read out the test instructions for the relevant test

9.2 SPEAKING
Follow the steps in 9.1 to get to the Home page and tell them to wait for further
instructions.
Inform candidates about the exam conditions. Tell them:
Good morning/afternoon/evening. This is a Linguaskill Test of Speaking and isdesigned by Cambridge Assessment English.
Please do not touch your computer until you are told to do so. Please ensure that yourmobile phones and any other electronic items are switched off and outside the test
room.
Please take off your watch and put it on your desk.
The test has five parts.
I am going to give you instructions now so please listen carefully before you put on
your headphones.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 9This test lasts for approximately 15 minutes.
The test will stop automatically.
At the end of the test, stay in your seat until you are allowed to leave.
If you have any problems during the test raise your hand.
Click on the Linguaskill Speaking test arrow.

The Candidate Information screen appears next. If required, you can help
candidates answer these questions.
Candidates should click Submit when they are ready.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 0

Now instruct candidates either to view the tutorial or start the test.
Tutorial: Now click on Tutorial. When you have finished, close the screen and wait for
further instructions to start the test.
Test: Click on Open and wait for further instructions.

If this box appears, tell candidates to do the following:
Click Allow to give permission.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 1

Tell them:
Now put on your headphones and microphone and click on Play Sound.

This will play a short audio clip so candidates can check they can hear it, and thevolume level is suitable. The volume can be adjusted on the computer.
When everyone has tested the sound, tell them:
Now test your microphone. Click on Start Recording and follow the instructions on thescreen.

Ensure the microphone volume is at least half way up.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 2

If any candidates see an error message, go to the Speaking Test Setup Troubleshooting Guide for guidance.

If the recording test is successful, tell them:
A successful recording will be played back to you, and you will see a green tick with amessage. Click on the right arrow and wait for further instructions.

When everyone has reached the Instructions and Information screen, tell them:

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 3

Now read the Instructions and Information screen. When you’re ready, click on the rightarrow.

If required, you can help candidates answer these questions.
Now complete the information on the Registration screen. If you have already taken atest, some of the information might already be there. When you have finished, pleasewait for further instructions.
Click on the right arrow…

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 4

When everyone has finished completing the form, tell them to:
Click Start to start the test.

Now go tosection 10.

9.3 WRITING
Follow the steps in 9.1 to get to the Home page and tell them to wait for further
instructions.
Inform candidates about the exam conditions. Tell them:
Good morning/afternoon/evening. This is a Linguaskill Test of Writing and is designed
by Cambridge Assessment English.
Please do not touch your computer until you are told to do so. If you have a problem
during the test, please raise your hand. Please ensure that your mobile phones and anyother electronic items are switched off and placed outside the test room.
Please take off your watch and put it on your desk.
The test has two questions. You can move backwards and forwards between thequestions.
I am going to give you instructions now so please listen carefully.
This test lasts for 45 minutes.
The test will stop automatically once the time allocated has stopped. If you havefinished early, please raise your hand.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 5

Click on the Linguaskill Writing test arrow.

The Candidate Information screen appears next. If required, you can help
candidates answer these questions.
Candidates should click Submit when they are ready.

Now instruct candidates either to view the tutorial or start the test.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 6

Tutorial: Now click on Tutorial. When you have finished, close the screen and wait for
further instructions to start the test.
Test: Now click on Open and wait for further instructions.

When everyone has reached the Instructions and Information screen, tell them:
Now read the Instructions and Information screen. When you’re ready, click on the rightarrow.

If required, you can help candidates answer these questions.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 7

Now complete the information on the Registration screen. If you have already taken atest, some of the information will already be there. When you have finished, pleasewait for further instructions.
Click on the right arrow…

When everyone has finished completing the form, tell them to:
Click Start to start the test.

Now go tosection 10.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 8

9.4 READING AND LISTENING
Follow the steps in 9.1 to get to the Home page and tell them to wait for further
instructions.
Inform candidates about the exam conditions. Tell them:
Good morning/afternoon/evening. This is a Linguaskill Test of Reading and Listening
and is designed by Cambridge Assessment English.
From now until the end of the test, please do not speak to any other candidate. Do nottouch your computer until told to do so. Please make sure that your mobile phones andany other electronic items have been switched off and placed outside the test room.
Please take off your watch and put it on your desk.
The test will begin with the Listening part and then move on to the Reading part. You
should attempt all questions.
I am going to give you instructions now so please listen carefully before you put on
your headphones.
As it is an adaptive test, the Linguaskill Test will end at different times for each of you,but it should take approximately 60 to 90 minutes. The Listening test should takeapproximately 30 to 45 minutes and the Reading test approximately 30 to 45 minutes.
Try to answer all questions. Don’t spend too long on any one task but move at areasonable pace through the questions. You can check the progress bar during the test
which indicates how much of the test is left.
The test will stop automatically.
At the end of the test, stay in your seat until you are allowed to leave.
If you have any problems during the test raise your hand.
Click on the Linguaskill Reading and Listening test arrow.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 1 9

The Candidate Information screen appears next. If required, you can help
candidates answer these questions.
Candidates should click Submit when they are ready.

Now instruct candidates either to view the tutorial or start the test.
Tutorial: Now click on Tutorial. When you have finished, close the screen and wait for
further instructions to start the test.
Test: Now click on Open and wait for further instructions.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 0

Tell them: Now put on your headphones and click on Play Sound.

When everyone has tested the sound, tell them:
Click on the right arrow and wait for further instructions.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 1

When everyone has reached the Instructions and Information screen, tell them:
Now read the Instructions and Information screen. When you’re ready, click on the rightarrow.

If required, you can help candidates answer these questions.
Now complete the information on the Registration screen. If you have already taken atest, some of the information will already be there. When you have finished, pleasewait for further instructions.
Click on the right arrow…

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 2

When everyone has finished completing the form, tell them to:
Click Start to start the test.

Now go tosection 10.

10 During each test
10.1 INVIGILATION
You must ensure that appropriate invigilation procedures are followed:

You must regularly patrol the exam room.

You must be alert at all times to any possible malpractice (cheating). In particular,
make sure that candidates do not close or minimise the test in order to access theinternet or other software on the PC.

You must be vigilant for the possible use of any mobile phones or electronic items.

You must escort candidates if they wish to leave the room temporarily during the test. If
you are the only invigilator in the room, make sure that you can ask for assistance froman invigilator outside the exam room. Candidates must not be left unsupervised at any
time during the test.

You must not do any other activity in the exam room, for example, reading a book or
working on a laptop.

You must ensure the candidates cannot ask anyone other than the invigilator for help
during the test – whether in the room, by phone, email, messaging, etc.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 3

You must never make comments on, or help candidates with, the test material. The
only exception is the Registration screen.

10.2 INCIDENTS
Technical problems
Try closing and re-opening the browser and logging the candidate back into the test or
moving the candidate to another PC. If this does not resolve the problem, refer to the
Linguaskill Support documentation, available on the support site, or contact the Helpdesk.

11 Concluding each test
Candidates will usually end the test at slightly different times. The recommended approach is
to allow candidates to leave quietly as soon as they have reached the end of the test.

11.1

SPEAKING

The test will end automatically when the candidate has answered the final question.
Invigilators must ensure all browsers are closed once candidates have completed the test.
To close the test, click the Close button:

Now go to section 11.4

11.2 WRITING
Once the time is completed the test will finish automatically. Alternatively, if the candidate
finishes early, the invigilator can instruct the candidate to submit their answers and end thetest.
If a candidate finishes early:
Click the End Test button.

And then click OK.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 4

To close the test, click the Close button:

Now go to section 11.4

11.3 READING AND LISTENING
The system will inform the candidates automatically that the test has finished.
To close the test, click the Close button:

Now go to section 11.4

11.4 COLLECTING LOGINS/NOTESWhen candidates have finished the test, collect the login information and any rough paper
before candidates leave their seats. Ensure they do not take any notes/materials from thetest room.

11.5 LOGINS FOR ABSENT CANDIDATES
If a candidate is absent, you must collect their logins and return them to the Test
Administrator/Agent.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 5

11.6 STARTING A NEW TEST
If the candidate is taking another test, click the Back button:

From here, you can start a new test. Go to section 9 for further
instructions.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 6

12 Results
There are various ways for the candidate to access their results.

12.1 RESULTS RELEASE
The results for Speaking tests are typically available 2 working days after the test for
sessions with under 500 candidates, and 5 days for sessions with over 500 candidates.
The results for the Writing test are available within 12 hours of the candidate finishing thetest.
The results for Reading and Listening are available immediately after the candidate has
finished the test.

12.2 RESULTS REPORTS
If you have allowed candidates to view their own results when creating a session, they canview their results directly.
Alternatively, you can view their results as a Test Report, or all together on a Group Reportor Detailed Group Report.
Please see the steps given on the Linguaskill User Guide for guidance on generating each ofthese reports.

LINGUASKILL TEST INSTRUCTIONS FOR INV IGILATORS V10| 2 7