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Students' Activities in On & Off Campus Learning Environments

Students' Activities in On & Off Campus Learning Environments. YOSHIDA Masami Professor of Chiba University Faculty of Education Graduate School of Humanities & Science. Monitoring. Purpose To improve students’ autonomous activities in depth and extension Method

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Students' Activities in On & Off Campus Learning Environments

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  1. Students' Activities in On & Off Campus Learning Environments YOSHIDA Masami Professor of Chiba University Faculty of Education Graduate School of Humanities & Science

  2. Monitoring Purpose To improve students’ autonomous activities in depth and extension Method • Blended Education (management) • Cover all contents in e-learning (instruction => teaching) • Interactive/invention Model (which involves both) • 5E Planning (expansion) • Bloom Digital Taxonomy (depth)

  3. Course • University course, “Method of Informatics Education,” for undergraduate students. • Compulsory course for a Teacher License • Open course for all faculties • Initially, e-learning was developed to assist absent students who went teaching practice. • All instructions and course materials are offered via e-learning beforehand • The e-learning is used in both F2F and online lesson. • Students should attend F2F lessons as long as possible. • All F2F lessons are executed in a computer room.

  4. E-learning • TCU-LMS (Japanese version) • LMS involves lesson materials, streaming videos of instructions, message boards to apply exercises, message board to exchange opinions, gateway to ICQ, and short tests (used in F2F) • A teacher manages facilitation and guide to studentsin F2F lessons • A teacher in F2F does not offer instruction, but provides teaching

  5. Lesson Style • To support learner autonomy throughout the lesson, where Wedemeyer’s (1971) idea is embodied. • To link knowledge with other areas or mode of knowledge to support different majors of students. (conceptual tools) • The teaching and facilitation should use, as appropriate, media and methods(prepared resources =>cyberspace) • To give chances of rich authentic learning tasks to students, even in F2F.(open questions)

  6. Observed Limitation

  7. Problems • Online activities: Limited expansion (e.g. only google and wikipedia) • Online activities: Limited depth (no optional retrieval, no considerations of related keywords) • Online activities: Limited experiences to develop digital product • Exclusive links: Limited site relations in a same category. • Popularity paradox: Convenient site for autonomous learning is not popular • Limited notification: Difficult to know public and academic services without guide

  8. Web Surfing Activities

  9. Improve Operation Structure • Activity Theory (Engeström, 2001) • Introduces students into meaningful operation within the action that dominates learner autonomy. • Logical operation into activity • Reproduce themselves by generating actions and operations.

  10. Interactive/Intervention Model • Manzo, and et.al. • Based on schema activation • Involving both top-down (constructivist approach) and bottom-up (behaviorist approach) reasoning • The more finely woven the net, the better able they will be to learn, or catch, the new information.

  11. II Model with 5E & Bloom

  12. Input • Concept: Web sites shown in Fig.3, grouping concept, and relation with learning tasks were taught by a teacher concretely to students. • Autonomous Knowledge Acquisition: Fig.3 does not involved sites of directly relevance to subject contents of informatics education. These are the fields of knowledge shown in e-Learning. • Autonomous Learning: Students can operate their computers freely during F2F. • Bottoming Up Included: Frequently, facilitation is offered that involved teaching (not instructing). • Open Question: All exercises are designed to produce activities of students.

  13. Digital Taxonomy

  14. Observed Benefits by Blended Education

  15. WeBOX • Web management software, freeware. • Developed by a university academic in Japan. • Web browsing, store accessed data, record classification by folders, three save modes (URL, page, site), strong retrieval function, highlight function. • Small program with 860KB. Possible to run from a USB memory. • Some basic functions of QDA are equipped

  16. Impression • Instruction in e-learning realized equality • Facilitation is basically for controlling students’ learning pace. • Guide in F2F is better than online, because other students glance at. • F2F can impress an important principle of “students must select learning” in emotional level to enhance their motivation. • Conceptualization in F2F is better than online. • Brainstorming in F2F is better than online, because each student should act something. • Guide in F2F is better than online, because a teacher get underlining personal feedback of a student.

  17. yoshida-m@faculty.chiba-u.jp

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