Oxford Day Online Asia


About this seminar 

The pandemic has challenged traditional education. Online education has opened-up a world of possibilities. In our rapidly changing industry, can we imagine the future of education? Oxford University Press has been advancing knowledge and learning for over 500 years. Through the power of technology, we can now advance our content and services and make them more accessible for you. For this year’s Oxford Day Online, we will bring you a host of inspirational and practical sessions to support your teaching. As education continues to evolve, join us to explore how to imagine rethinking how we can learn. Choose to participate LIVE or watch the recordings in your own time.

In this webinar there are some sessions : 

  • Rethinking Teaching for Today’s Young Learners (10:00 – 10:40 CST)
  • Kathleen Kampa & Charles Vilina

Let’s rethink the way we’re educating our young learners. Our goal is to build strong language skills. Are we also helping our students grow and succeed in our quickly changing world? In this lively, interactive session, we’ll present practical strategies and engaging activities that develop global skills while building the traditional skills of reading, writing, speaking, and listening. All activities can be used in face-to-face or online classrooms. Participants will explore the following questions:
· How am I nurturing my students’ creativity and critical thinking skills?
· How am I helping them to communicate and collaborate effectively?
· How can I encourage my students to develop a positive mindset for success now and in the future?
· How am I building a community of global thinkers?
Join OUP authors Kathleen Kampa and Charles Vilina in exploring these exciting new trends in EFL teaching.

  • Fostering Wellbeing in Young Learners during Challenging Times (10:50 – 11:30 CST)
  • Tammy Gregerson

Language teachers across the globe are concerned about the upheaval in their learners’ lives caused by the pandemic which has resulted in significant decreases in both learner and teacher wellbeing. This webinar examines the socio-emotional issues and seeks to offer practical approaches to deal with the consequences of the extended periods of time young learners have spent away from face-to-face classrooms. Activities are provided for language teachers who continue to do remote instruction as well as those teachers who are attempting to bring ‘normalcy’ back to in-person learning.

  • Keeping Students Engaged with Essential Questions in a Digital World (10:00 – 10:40 CST)
  • Scott Douglas

In this session, the benefits of asynchronous digital learning environments in which students access web-based tools and work at their own pace are examined to see how they complement both face-to-face and online classrooms. Whether teaching in a traditional classroom, an online context, or a hybrid combination of both, inquiry-based approaches using essential questions provide a powerful framework for learning English as an additional language, particularly when combined with asynchronous opportunities. In this session, we will explore the potential of inquiry-based teaching and learning along with identifying what makes essential questions different from other questions and how they can be used with students. In particular, we will look at how essential questions prime students to develop their additional language, content knowledge, critical thinking, and digital literacy skills. An example is provided with a detailed explanation of an asynchronous online discussion board driven by essential questions. Q: Skills for Success 3e (Oxford University Press) is used to illustrate these points.

  • Enabling the Selfie Generation to ‘Prosume’ in English Confidently (10:50 – 11:30 CST)
  • Thomas Healy

The Selfie Generation create and share content without hesitation. Unlike previous generations, they are as likely to make their own video as they are to watch a traditional movie. Yet they still can be very reluctant when it comes to producing the English language. This session explores the concept of 'prosumer' (producer + consumer of content), and how we can harness this energy in our English classes. Using Smart Choice, 4th edition as a starting point, we will examine how carefully sequenced activities can provide students with the confidence to communicate in English, and how we can motivate students to personalize and accelerate their learning by creating their own content. We will look at how these ideas can work in large and small classes, online and in person. In addition, we will see how Smart Choice, 4th edition has the flexibility to be used successfully in hybrid environments. 

  • The Importance of Pedagogy-based Reading in a Digitalized World (11:40 – 12:20 CST)
  • Robert Kim

Since the birth of the iPad and subsequent releases of high-tech devices, there have been expectations of revolutionary changes in the classroom. There are few success cases, however, that survived the hype driven by the IT companies. Not long after the educators took over the steering wheel from the IT companies, Covid-19 has once again forced educators to take another steep turn towards a total virtual teaching environment. To avoid getting overrun by another hype, we must take the initiative in realizing the true essence of the role of the “digital” in ELT. The presenter will share the insights acquired through one of the largest digital reading platforms in Korea called READING &, from which the Oxford Reading Club stems. He will also share how AI technology will disrupt the ELT market in the post-pandemic era.

  • Encouraging Effective Learning (12:30 – 13:10 CST) 
  • Gordon Stobart

The COVID pandemic lockdowns have made us adapt our teaching and made us think about how our students best learn. Assessment for Learning seeks to use everyday classroom assessment practices to encourage effective learning. In this session we explore four key elements:
1. Using classroom dialogue to find out where students are in their learning;
2. Being clear about what is being learned and what successful performance looks like;
3. Getting and giving feedback that moves learning forward;
4. Developing skills of self-regulation – learners who can think for themselves.
I provide practical examples of each of these classroom practices which are known to encourage richer learning.


Kathleen Kampa & Charles Vilina
Co-author of Oxford Discover, Everybody Up, Magic Time and Beehive 
Kathleen Kampa and Charles Vilina are American ELT authors and teacher-trainers who have taught young learners in Japan for over 30 years. They are co-authors of Magic Time, Everybody Up, and Oxford Discover, courses for young learners published by Oxford University Press. Kathleen and Charles are active teachers who promote an inquiry-based approach to learning, where students develop English language fluency as they discover the world around them.

Kathleen and Charles have conducted numerous teacher training sessions around the world on global skills, CLIL (Content and Language Integrated Learning), music and movement for young learners, classroom management, and brain-based learning. Kathleen and Charles are enthusiastic about creating a climate of success in their classrooms and training sessions.

Tammy Gregersen
Professor of TESOL at the American University of Sharjah in the United Arab Emirates
Tammy Gregersen is Professor of TESOL at the American University of Sharjah in the United Arab Emirates. She has published extensively on positive psychology, language teacher and learner wellbeing, individual differences, teacher education, and nonverbal communication in language classrooms. She was awarded two Fulbright Scholar opportunities in Costa Rica and Chile and loves exploring new cultures.

Robert Kim
CEO & Co-founder of iPortfolio Inc.
Robert (Sungyoon) Kim is the CEO and co-founder of iPortfolio Inc., a global EdTech company based in Seoul, Korea. iPortfolio is the strategic partner of Oxford University Press, collaborating in the Oxford Learner’s Bookshelf and the Oxford Reading Club project. He has spoken in numerous international publisher events as a guest speaker, such as the LBF Digital Minds Conference, FBF Business Club, and the IPA Congress. He has written two books about ELT for parents, and . Robert graduated from Seoul National University and has over 20 years of experience in the EdTech industry.

Thomas Healy 
Co-author of Smart Choice
Thomas Healy is an Assistant Professor at the School of Liberal Arts and Sciences, Pratt Institute, in New York City. From 2011 to 2015, he was a Professor of English at Kyung Hee Cyber University, based in Seoul. His main research interest is on the use of technology and easy-to-use digital tools in English language instruction. Thomas presents regularly on how to adapt traditional materials and teaching techniques to meet the needs of the Selfie Generation. His presentation Create a Digital Course Pack was highlighted by the International TESOL organization as one of the favorite sessions of the International TESOL conference in 2014. Together with Ken Wilson, and Alice Savage, he is an author of Smart Choice, 4th Edition. Thomas holds a master’s degree from the National University of Ireland.

Gordon Stobart 
Emeritus Professor of Education, Institute of Education, University College London and an Honorary Research Fellow at Oxford University
Having worked as a secondary school teacher and an educational psychologist, he spent twenty years as a senior policy researcher, firstly as head of research at an examination board, then at government education agencies. He was a founder member of the Assessment Reform Group which has promoted Assessment for Learning (AfL) internationally. His current work is on the development of expertise, how learners move from novice to expert. This builds on his book The Expert Learner – challenging the myth of ability (OUP/ McGraw-Hill). He is a former editor of the international journal Assessment in Education: Principles, Policy and Practice and author of Testing times- the uses and abuses of assessment (Routledge).

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