(最終更新日:2022-06-23 19:14:51)
  ジェイムズ ダニエル   JAMES, Daniel
  JAMES, Daniel
   所属   広島修道大学  国際コミュニティ学部
   職種   教授
■ 現在の専門分野
●専門分野
言語学, 英語学, English as a Lingua Franca, Images of Japan & Japanese People in English Language Cinema 
●キーワード
●主な研究テーマ
1. 多読 
2. 多聴 
3. リンガフランカ(共通語) 
●共同研究・研究相談が可能な内容
■ 所属学会
1. 1998/04~ JALT
2. 2017/07~ JACET (Japan Association of College English Teachers)
■ 著書・論文歴
1. 論文  Changes in Silence: Patterns and Observations in Intercultural Conversations between Japanese and Exchange Students (単著) 2021/09
2. 論文  E-Learning versus Classroom Activities: Student Preferences in a Japanese University (単著) 2020/06 Link
■ 授業科目
1. Academic Research & Presentation
2. Introduction to Research 01
3. Introduction to Research 02
4. Multicultural Project (Images of Japan)
5. グローバル特講Ⅱ
全件表示(13件)
■ 社会における活動
1. 2021/08~2021/08 第6回ひろしまジュニア国際フォーラム (オンライン) Link
2. 2021/08~2021/08 第6回ひろしまジュニア国際フォーラム(オンライン) Link
3. 2021/08~2021/08 第6回ひろしまジュニア国際フォーラム(オンライン) Link
■ 開発した教材、教科書、参考書
1. 2019/05
Bedside Manner Basic
Perceptia Press
単著・共著の別:共著
■ メールアドレス
  kyoin_mail
■ 改善への取り組み
前年度の点検・評価項目
●1.授業の方針や授業計画と実際の授業の内容及び授業目標の達成度
At Hiroshima Shudo University, all the syllabi were completed online. Even though most of the lessons were carried out face-to-face, there were 5 weeks when the lessons were carried out online. This meant two things: 1) preparing the students to be ready for the movement face-to-face lessons to online lessons and then back again. It was still surprising that in the second year of the pandemic that students IT skills were so poor so a lot of time and effort was used on teaching students how to use online tools properly and effectively. 2) adapting part of the lessons to an online format mainly using Zoom for synchronous lessons and Google Classroom for sharing, collecting, marking and grading coursework and reports. For Introduction to Research 01 & 02, the materials and standards were already set and this was relatively easy to expand upon. However, there were challenges to move other courses online especially those based upon aural or visual materials. For English Listening and Reading this problem was lessened by the use of publisher produced e-books and online resources.Additionally, the online extensive reading and listening courses were both successful and popular and will be used in 2022, however more must be done to offer different ways for students to learn. Most of the learning and classes were still focussed upon me as the teachers and not the students as learners. I would still like to encourage students to take more responsibility for their own learning both in and out of the classroom.
●2.(1)教育内容・方法の工夫
Compared to 2020 there were lessons online but there were still a need to prepare for online learning such as the introductory lessons on how to use Zoom, Google Meet and Teams. The use of Google Classroom was continued from last year for 'Introduction to Research 01 & 02' and also expanded to all other lessons. Widespread use of Google Forms and QR codes for surveys within classes. Videos were made for 'Sekai to Chiiki' as well as the use Moodle.
●4.学生による本学の授業評価アンケートの実施、分析、結果の活用状況
The overall results of the student evaluations was at 4.9 throughout 2021. The comments were generally favourable including the use of screens, online practice aids as well as smartphones. The were also compliments on the time I spent answering questions in class. There were some requests to stop Sustained Silent Reading in class but readjust the difficulty of the Speed Reading which I did. Also, faster responses online in writing classes were requested as well as more difficult materials-both of which I did.
●5.公開授業の実施状況
I opened my classes for observation and Gregory Roualt attended my class of English Listening on June 18th, period 1. After his comments of being too well organised and perhaps overly structured then I have taken a more flexible approach to lesson planning and execution.
●7.学生からの勉学(単位僅少学生への対応など)、生活、進路・就職などの相談への対応
As part of the Global Education Group, I arranged, carried out and reported on twice a year interview with the 3rd and 4th years on the Global Course as part of the study plans and career targets.
●9.学生の課外活動に対する支援(本学のサークルの部長・顧問としての活動)
I was the coach for the cycling club.