I have, I think, always collaborated in some ways with many different teachers and colleagues. For example, my master’s thesis (Cowie, 1997) was entitled ‘Collaborative journaling through email’. It was about developing teaching skills through reflective talk with a peer teacher. We communicated with each other by email which at the time was a relatively new way to communicate. If I were to do that again 23 years later it would probably involve AR, VR or something more up to date.
Whilst working at Saitama University in Japan in the 1990s, I helped to create and organize two teacher development groups: (a description of what this meant in terms of teacher autonomy is included in Barfield et al, 2001). I have also been program chair and president of two Japan Association of Language Teaching groups (JALT): the Teacher Development SIG and Okayama JALT chapter. However, it was not until 2011 when I was working at Okayama University did I start to use technology to facilitate communication with colleagues. I used Google + to create a support group called OkaDai E-learning. In the absence of an LMS I have also used Google + to create about 25 student classroom communities.
The vast majority of academic collaboration has been with my wife, Keiko Sakui. In total, we have produced about ten articles, book chapters and one textbook. In addition, we have presented together many times on technology-related issues. See Google Maps. We have also created three online English language and communication courses using the Udemy platform.
I have also published a smaller number of articles with different colleagues (Claire Ushida and Tim Cleminson) using Google Docs and one webinar (with Russell Stannard and Keiko Sakui) using Adobe Connect. I’m on one journal editorial board and review for about five others. This work is not actually that collaborative but technology is used to enable reviews to take place. Publons is a good tool to showcase your reviews.
I have researched technology use by language teachers in several different countries (see Cowie & Sakui, 2013) and that has led to great friendships and follow-up collaboration. For example, through New Zealand contacts we have been introduced to schools for interviews and observations (see Sakui & Cowie, 2017); and we have introduced Australian and New Zealand researchers to contacts in Japan.
Reflection
I am by nature a communicative and collaborative person which shows in much of my professional work. However, I have not used technology as much as I could to network and enhance communication with others in the same field. This #cmaltcmooc is a great opportunity to try out new tools to do that.
What new tools that you have explored through the #CMALTcMOOC do you think will end up in your regular practice Neil? – for communicating & collaborating with peers, and students – are there differences in the tools you use for these two different ‘communities’?
Hi Thom – thanks for your question. Yes, there are two different sets of tools for the two communities. I think that I will expand on this website to host various kinds of information that might be of interest to peers and colleagues; and, I will use Twitter/ResearchGate to let peers know what I am up to. My university has just started using Moodle so I will gradually begin using that to communicate with students. I’ll continue to use Google tools (including YouTube) to create and share student projects.