ICT based Learning System of AIIT for Professional Education in Japan

1. ITHET2010, Cappadocia, Turkey ICT based Learning System of AIITfor Professional Education in Japan Shintaro Ishijima, Hiroshi Koyama, Yoshihide Chubachi Advanced Institute of Industrial Technology and Fumio Harashima Tokyo Metropolitan University

2. Contents • AIIT: Advanced Institute of Industrial Technology • Unique Learning System of AIIT • Continuous Support for Lifelong Learning • ICT based learning systemfor professional education • ICT environment, LMS, and Video lectures • Learning portfolio • SET • iPBL and Competencies measuring tool • Satellite campus • Conclusion: Futureplan • APEN: Asian Professional Education Network • Professional Community • ICT Cloud platform for professional education

3. Advanced Institute of Industrial Technology • A public graduate school located in a downtown of Tokyo • Offer Advanced Professional Education mainly to the engineers in industry • founded in 2006 • by Public University Corporation of Tokyo Metropolitan Government • Three Missions of AIIT • Provide excellent human resources to the industry in Tokyo • Provide the double linear system of the higher education in Tokyo, academic system and professional system • Provide the think tank function for the industrial policy of Tokyo Metropolitan Government

4. Public Universities Corporation of Tokyo Public University Corporation of Tokyo Metropolitan Government Academic course 9 years professional course TMU: Tokyo Metropolitan University AIIT: Advanced Institute of Industrial Technology TMCIT: Tokyo Metropolitan College of Industrial Technology 7,900 200 1,700 High school level Undergraduate level Master Course of Graduate School Doctoral Course of Graduate School

5. Two Master Programs • Information Systems Architecture • Network • Database • Software Development • InformationManagement • Project Management • Security • Innovation for Design and Engineering • Industrial Design • "Monozukuri" (manufacturing) Management • Engineering Process Design • System Integration and Control

6. Students and Degrees • Information Systems Architecture • 50 students / year • 90% from industry • Degree: Master of Technology in Information Systems • Innovation for Design and Engineering • 50 students / year • 70% from industry • Degree:Master of Technology in Innovation for Design and Engineering

7. Unique Learning System 1/2 • Academic term: quarter system • Accelerated learning, a lecture is given two times per one week • e-Learning Materials and digital libraries • Most Professors have the long career in Industry • Practice knowledge of jobs • Understanding the value of the practical knowledge • Lecture Support System • Every lecture is converted to the video e-learning material simultaneously • Students and Professors can review the video lecture at anytime and anywhere

8. Unique Learning System 2/2 • Assessment of the curriculum by the Advisory Committee • Advisory Committee composed of 17 companies assesses the curriculum annually • Focused on the practical business issues, like project management, business modeling by UML, Taguchi Method and so on. • Project Based Learning, PBL in cooperation with industry, governments and other organizations • Practical knowledge and skill • Learn by doing • Competency enhancement

9. PBL: Project Based Learning • Competency Based Education • Competency: Abilities such as Communication, team activity, continuous learning, and so on • Enhancement of Competency is the main purpose of PBL • Need for the management of the educational process and need of quick acquirement system of the knowledge and skill • Compulsory Subject • Collaborative activities to complete a practical project and to enhance their competencies • Total score is evaluated by the project product (50%) and the contribution to the team activities (50%) • Final evaluation is made by at least three professors (frequently the professionals in the industry join the evaluation): high objectivity

10. Continuous Support for Lifelong Learning • The professionals always have to refresh their skill and knowledge • Educational services of AIIT have to cover the whole life of the professional : most students are full member of the society • Need of the learning community and supporting learning platform • AIIT should be the Learning Platform of the Learning Community • AIIT is not a terminal school which provides fresh people to the society as a conventional university • AIIT must provide the life-long educational services

11. Three Stages of Learning • Professionalism • Competency • Knowledge • Skill • Community • Group • individual

12. Educational Services of AIIT: 1st Stage • 1st stage: learning before the enrollment • Several promotions: special articles on Web, DesignContests, Monthly Forumfor ICT and Design • Academic Credit Bank: depositing credits for 5 years • Certification Programs besides the degree programs: ICT planning , practical security, project management • Preparatory schoolfor professional education • Importance of the secondary level professional education • Special courses from junior college TMCIT to AIIT

13. Educational Services of AIIT: 2nd Stage • 2nd stage: learning as a student: 2 years • Lectures and exercises for acquiring skill and knowledge • PBL for enhancing competencies • Effectiveand efficient learning and evaluation supported by: • Web based Learning Management System • Academic Portfolio • SET: Student Evaluation of Teaching • iPBL: infrastructure for PBL • Satellite campus • APEN: Asian Professional Education Network • Future plan for the global PBL system • Provide the experience of the cross cultural project • Global carrier design

14. Educational Services of AIIT: 3rd Stage • 3rd stage: learning after graduation • Professional Community • Accumulation of wisdomand professional about ICT • Support of Alumni activity • Support for the career problems, like career change, business promotion, etc. • Knowledge Home Port • Use of the video lectures freely for 10 years after graduation • Encouragement to evaluate the curriculum • Academic Credit Bank, Certification Programs and Monthly Forum, are available as a matter of course • AIIT Registered Lecturer • The title of AIIT Registered Lecturer is given after the review by the faculty meeting. By this mechanism, they will be built onto the learning community of AIIT.

15. ICT based Learning System • 90% of students are from industry • They work in the daytimeon weekdays. • After that, they commute to school. • They learn in the both classrooms (lectures and exercises) and projects. • The weekday classes begin at 18:30 • We have to provide effectiveand efficient learning and evaluation environment supported by ICT. • After 2008, all universities in Japan are obliged to activity to improve the quality of the education.

16. ICT Environment • E-mail • Groupware(collaborative software) • Message and discussion boards • Calendars • LMS: Web based learning management system • Lecture notes • Assignments • Video Lectures: anytime and anywhere • Our all lecturesare recorded. •  Hi-speed broadband network and wireless local area network

17. Video Lectures: Overview via the Internet Students Windows video server video recorderwmv format classroom: Our all lectures are recorded. Digital signage Faculty via the Internet video server converter to mp4format about 30minutes per lecture (90minutes) iPod touch, iPhone, PSP, MacOS podcast anytime, anywhere

18. Video Lectures: Snapshot sign in RSS Feed Frequently Used Tags abstract of the subject links for videos search by tags List of Subjects Subject

19. Learning Portfolio • Digital learning portfolio: • It is a representative or selective collection / database of student's evidence such as works, scores, and evaluations. • It often amounts to a documentation for a personal résumé. • Purposes: • Assessment(for professors) • It can be used to assess the quality of the student's past or ongoing performance. • Improvement (for student oneself) • It can help students to improve their learning activities by Design-Publish-Collect-Reflect cycles. • Demonstration of Accomplishments (for community or companies) • It can help students to demonstrate ability to learn the major topics of the program.

20. FD: Faculty Development • After 2008, all universities in Japan are obliged to activity to improve and to guarantee the quality of the education by law • The examples of the FD activity: • SET: Student evaluation of teaching(about 74%) • Organization of the committeefor FD (about 72%) • Workshop of teaching (about 66%) • Mutual class visit between teachers  • Video lectures: anytime and anywhere • Digital signage: always • Mutual evaluation of teachingamong teachers • SoTL: Scholarship of Teaching and Learning

21. SET: Student Evaluation of Teaching • Our improvementusing ICT • PDCA (Plan-Do-Check-Action) cycles of multiple situations • In class: confirmation of the understanding degree of the student • For short term: reflection to the next class • For middle term: confirmation to the level and the content / interest • For long term: reflection to the syllabus • After graduation: reflection to the curriculum • Quick and easy questionnaire • PDA: Personal Digital Assistant, Smartphone, and cellular phone • Web • Report • Collective intelligence • Data visualization

22. PDCACycles for Classes Do (class) begin end Do（class）begin end Plan Plan Check Plan Check Check Check （評価） Plan （修正） Is it reflected to the class of current year? Does a PDCA cycle function? Action Action （改善） Action Action

23. PDA: Personal Digital Assistant

24. Report Advices:It shows good and bad points/scores by comparison with the value of last year and other subjects. For example: - In comparison with the other subjects, "student participation" shows a bad value. - "questions and answers", "syllabus", and "the degree of difficulty" can be still improved. Result: It shows a score result added up visually, and various graphical charts. Furthermore, the averages of this year and last year are displayed, and the averages of the other subjects which are indicated by tags (for example, all, network, security and management) are displayed. Thus, teachers can understand the present score and the their change easily. Free comments:Opinions written in the free comments field are enumerated here.

25. Map of Tokyo Metropolitan Area Ibaraki Saitama 7.05 million Tokyo 12.58 million Chiba 6.06 million Kanagawa 8.79 million

26. Daytime Population in Tokyo

27. 3D Graph of Daytime Population

28. 3D Graph of Daytime Population 187,000 persons

29. Akihabara • Akihabara(Akiba): 1st satellite campus of AIIT • From the main campus, • approximate 10km in the north, and • approximate 40 minutes by rail • It is a good location. • It is located less than five minutes by rail from Tokyo Station, • It is good for the convenience to access from the north (Saitama), south(Kanagawa), east (Chiba) northeast (Ibaraki) and west (West of Tokyo). • Akihabara, also known as Akihabara electric town • It is a major and famous shopping and office area for electronic, computer, and animation.

30. Satellite Campus Saitama (Omiya) Tachikawa Akihabara Chiba AIIT (Shinagawa) Kanagawa (Yokohama)

31. Distance Classroom • Most of lectures are delivered to the satellite campuses. • Using high quality video streams • Our distance classroom aims to deliver lectures to students who are not physically "on site" and are at our satellitecampuses • It gives students the vivid feeling of being at live lectures. • Two-way communications • It allows teachers and students to communicate mutually in real time

32. Distance Classroom: Overview via hi-speed private network the main classroom a distance classroom

33. Student‘s View at MainClassroom Video from a distance classroom

34. Lecturer's Viewat Main Classroom Video from a distance classroom Video 1 to distance classrooms Tablet and video device Video 2 to distance classrooms

35. Student's View at Branch Video 2 from the main class room Video 1 from the main class room

36. iPBL: Infrastructure for PBL • Using ICT to provide the supporting environment for PBL • We introduced a groupware in order to support the teamwork activity for both the PBL students and the professors • The groupware provides a kind of a knowledge management system • The knowledge on the iPBL is divided into 2 aspects • As the contents management system • The students and professors can easily share the documents over the web • As the project managements system • Project members can share the project's schedule based on the work breakdown structure with a special application software

37. iPBL: Overview Professor - Tracking the progress of PBL- Checking their time of activities- Checking their results Project Manager (student) - Planning - Progress management • iPBL: • Knowledge • contents management:workspace, files and folders • project management: such as Gantt chart and tasks • powered by Project Server 2007 and SharePoint Services • Member (student) • Reporting their progress • Checking their tasks • sharing risk, issue and results

38. iPBL: Snapshot Dashboard andBulletin Board Project name and Tasks Project management: Gantt chart Contents management: documents, etc.

39. Competencies Measuring Tool • The tool is to measure the difference of the various decisions between the engineers and the students • It compares • The decisions which are decided by the skilled professional engineers • The decisions which are decided by the students • The questions to be decided by students are • 7types • About 350 items • The output from the tool is • 31 detail evaluation elements with graphical charts

40. Questionnaire Questions: 7 typesabout 350 items

41. Result Output: 31 detail evaluation elements with graphical charts

42. PBL through International Virtual Companies • Big issues about PBL • How to have the good projects • How to simulate the various stakeholders such as customers, capitalists and so on. • How to combine the students and industries • Virtual company composed of universities and industry members will be the best solution to solve above issues

43. APEN: Asian Professional Education Network • APEN • Network of Asian Universities, Industries for education of professionals • Functions of APEN • Establish a virtual business company at each university in cooperation with a company • Set up the virtual business project at the virtual company • Make trade between virtual companies and/or compete the results among the virtual companies • Provide the international market for the professional labor

44. Merits of APEN • For universities • Global business project environment with lower costs • Diversification of PBL activities by using the resources of the virtual companies • Regional development through the virtual company's activity. • For companies • Finding international human resources by monitoring the project situation • New-product developments, Market researches • For students • Language skills, experience of global environments • Expanding career capabilities • Job matching with different cultural companies

45. Commitment of AIIT for APEN • Commitment • AIIT can provide various knowledge, experience and documents which are useful for PBL in APEN • Steering committee (APEN-ST) • The central organization of APEN • AIIT can be a headquarter office of APEN-ST

46. Professional Community • Members • IT professional engineers: Our alumniand others • IT professional companies • IT professional schools • Purposes: • Accumulation of wisdomand professional about ICT • Various communications among members, such as career opportunities, expertise requests, consulting offers, business deals, new ventures, personal reference requests, job inquiries and requests to reconnect • Technical evaluation, growth and activity of engineers

47. Professional Community • Various workshops and classes • Knowledge Home Port: video lectures after graduation • Academic Credit Bank and Certification Programs • Workshop , such as Monthly Forum • Open library • Visiting professor, visiting scholar of sabbatical leave and registered lecturer • Educational materialsand projects • Social network service and learning portfolio

48. ICT Cloud Platform • SaaS (Software as a service)platform for professional education • We will host and provide the following applications on our Web servers to the users of other universities for use as a service on demand. • Our mentioned applications which we have developedfor professional education, such as video communication tool for SoTL activities, learning portfolio and SET tools. • Other related applications which will be contributed. • The users of other universities need only PCs, and they do not need to pay the cost of servers and deployments.

49. Thank You • If you have any interests in our project, please contact us. • mailto: apen@aiit.ac.jp • Advanced Institute of Industrial Technology • Public University Corporation of Tokyo Metropolitan Government • Higashi Ooi 1-10-40, Shinagawa, Tokyo, 140-0011, Japan • http://aiit.ac.jp/english/