This presentation describes and discusses the setting up of an English language program for postgraduate students, the end product of which was a paperless program. Using the results from a needs-and-means analysis, the aims and objectives for five courses were created. Given their specific nature, it was clear that no off-the-shelf materials were available; thus, the courses had to be created from scratch. In order to address the needs of those unable to attend classes, all materials were housed on Moodle, an open-source learning management system. The initial deficiency in digital content was solved three ways. First, the content creation of the academic reading course relied heavily on the input of the first cohort of students. Second, to kick-start the content creation of the basic courses, two subscription services, EnglishCentral and iKnow! were also harnessed. Third, authentic online video clips featuring native and non-native speakers were carefully selected for the two basic courses. Combined with a local installation of MoodleReader, the online services and media formed the backbone of the self-access course. The benefits and drawbacks of these services will be presented as well as time-saving techniques for rapid student-led content development.

1. From Paper to Pixels:
Design and Delivery of
Online Language Courses
Dubhgan Hinchey, John Blake and William Holden
Paperless: Innovation & Technology in Education 2014
Kanda University of International Studies, Chiba.
February 1, 2014

4. M1-2 Student Needs
40
35
30
25
20
15
10
5
0

8. Advantages of Going Paperless
• specify learning objectives relevant to our students` needs
• authentic content; greater interest and motivation
• materials & quiz items address specific needs/lacks/wants
• 24/7 access to materials via pc, tablet or smartphone
• set a steady learning pace that encourages regular study
• easily revise, update and introduce new course material
• revise quiz items based on analysis of student performance
• maintain & share student progress profiles in real time
• provide feedback to students on their progress in real time

20. Introduction to academic reading
MS students & PhD candidates
Various nationalities
Wide range of levels
Different specialisms
Lack of commonality

21. Student-created translations
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accountability
responsibility
publication
misappropriation
undermine
integrity
criteria
bestow
責任
責任 義務
出版物
悪用
いつのまにか害する
誠実 完全な状態
基準
授ける 傾ける ささげる

22. Student-created glossaries

23. Student-analyzed sentence I

24. Student-analyzed sentence II

25. Student-created test
Thirteen articles had both gift and ghost authors.
• Why did the author write the word thirteen rather
than the number 13?
A total of 156 (19%) of 809 articles met our
criteria for honorary authorship…
• Which term is equivalent to honorary authorship?
Our findings are similar to those of Shapiro et
al3 who…
• What does et al mean?
a. and wife b. and others
c. and a colleague

26. Student-led content creation
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Provide extremely clear examples
Work through examples in class time
Write clear guidelines
Distribute teacher-created templates
Use newly-created materials immediately
Improve materials for following cohort

27. Thank you.
Any questions, comments
or suggestions?