Speaker
Description
This workshop introduces a project-based language teaching (PBLT) design framework that has been successfully implemented at a large-scale English program at a university in Tokyo. A PBLT approach was chosen to help avoid the misuse of generative AI in the classroom, to align instruction with task-based principles, and to improve assessment of language learning. Practical, effective, and ready-to-use examples will be shared, and participants will also learn how to develop their own project ideas.
Abstract section 4: Outcomes/results
Participants will practice using a validated syllabus design framework that guides the selection of projects and their organization into tasks, and also an easy to use rubric that makes task assessment more practical and effective. Clear examples of successful tasks and projects will be considered, and participants will be encouraged to brainstorm some of their own project ideas. The framework template will be shared with participants, and examples of student work will be shown for discussion.
Abstract section 2: Contribution/research questions
This workshop presents a practical framework to help teachers and course designers in developing PBLT projects that align with TBLT principles. It demonstrates how to choose a project, select and sequence tasks, and set meaningful assessment targets. For example, possible tasks such as "Write an invitation letter to a speaker" and "Introduce a speaker at an event" could be set within a project, such as "Organize an academic conference," and incrementally contribute to its outcome.
Abstract section 1: Relevance
Generative AI has disrupted many established educational practices. Modes of instruction and assessment such as essay-writing, homework readings, and summative testing are being rethought, and program priorities reevaluated. One solution is project-based learning (PBL). PBL’s extended, process-oriented, collaborative nature helps to bypass common AI exploits in the classroom; however, PBL suffers from being loosely defined and unevenly implemented. For instance, while project work is seen as engaging and motivating, it is not always clear how to pay attention to language learning goals. This workshop presents a PBL framework designed to increase communicative learning outcomes while remaining practical for classroom instruction.
Abstract section 3: Content/method
This PBLT syllabus framework demonstrates how teachers can connect and sequence tasks into projects. This has the benefit of widening, enriching, and structuring a scenario-like context in the classroom. From a communicative perspective, this provides many advantages, including: clearly-defined principles for instruction, lesson sequencing, and grading; a process-oriented approach that is student-centered and incidentally helps reduce misuses of generative AI; and is broadly applicable for programs at different levels and types of institution.
| Title | Task and project-based design to subvert AI abuse |
|---|---|
| Teaching Context | College and university education |