Authenthic Learning & Collaboration with Web 2.0 Technologies
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Authenthic Learning & Collaboration with Web 2.0 Technologies



Presentation at the 2012 JAEMS Kenkyukai at Nihon Fukushi University in Aichi, Japan. 13 October 2012.

Presentation at the 2012 JAEMS Kenkyukai at Nihon Fukushi University in Aichi, Japan. 13 October 2012.



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  • It good to see all of you again. Today we would like to talk about our work with Kubota sensei's Kansai University students, using authentic learning and Web 2.0 technologies.
  • We will discuss classes taught in English before and after fieldwork that students perform in the Philippines and Cambodia.In the spring students take an Oral Communications class and in the fall, they participate in ICT for Learning.We’ll discuss both classes and how students improve their English, collaborative skills, increase intercultural awareness and use technology.
  • Conclude: so Authentic Activities provide a way to prepare students for their field work before they leave Japan and allows them to continue using collaborative skills on their return.
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  • Link to YouTube video
  • Link to YouTube video
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  • We also wish to thank Kageto sensei, Sato sensei and students at Nihon Fukushi University for the opportunity to present at this research meeting.

Authenthic Learning & Collaboration with Web 2.0 Technologies Authenthic Learning & Collaboration with Web 2.0 Technologies Presentation Transcript

  • Authentic Learning and Collaboration with Web 2.0 Technologies October 13, 2012 Bert Y. Kimura University of Hawaii Mary E.O. Kimura NPO Forum for I-Learning Creation Curtis P. Ho University of Hawaii Kenichi Kubota Kansai UniversityJAEMS Kenkyukai, Nagoya, Japan
  • Introduction  Classes taught in English before and after fieldwork in Philippines and Cambodia.  Authentic learning and collaboration using WEB 2.0 technologies. ◦ Oral Comm. (Spring) ◦ ICT for Learning (Fall)
  • Authentic Learning (AL)  Typically focuses on real-world problems to identify tasks to complete activities.  Uses multiple sources and perspectives through collaboration and reflection.  Collaboration is essential for completion of AL tasks.
  • Learning from Collaboration Learning from collaboration on authentic problems has outcomes “of the highest order, including improved problem-solving abilities, enhanced communication skills, continuing intellectual curiosity and robust mental models of complex processes inherent to the performance contexts in which their new learning will be applied.” Reeves, Herrington, & Oliver
  • Method  Oral Communication students ◦ Improved verbal and nonverbal English ◦ Increased intercultural awareness ◦ Participated in videoconference with Hawaii students  ICT for Learning students ◦ Used Web 2.0 technologies to use for communication and collaboration ◦ Produced three minute video project with University of Hawaii students
  • Field Work • Philippines andCambodiaBalacan State University(Philippines)Students use English andcollaboration skills learned inclass during field work. Paññāsāstra University (Cambodia)
  • Technologies Used Google Docs SkypeGoogle+ DropBox Google+ hangout
  • OC • Group Discussions  Videoconference preparation ◦ Practiced asking and answering questions. ◦ Compared cultures and traditions in Japan & Hawaii. ◦ Learned how to use verbal and nonverbal skills.  Practiced Q & A with other students in class.
  • Oral Communication • VC  Students in Hawaii receive tips about speaking with Japanese students.  Connected to students in Hawaii with Google+.  Three students in each group with at least one higher level English speaker.  Five Hawaii students voluntarily participated.  Japanese groups rotated on five computers to speak with Hawaii students.
  • ICT for Learning •Collaboration  Overview  Team meetings  Communications plan  Technology plan  Video production  Post to YouTube channel  Peer review
  • ICT for Learning • CollaborativeVideo  ICT & Web 2.0 use in both countries  2-3 min in length  Collaborative teams  Meet outside of class  Use both synchronous & asynchronous technologies
  • Results  Students completed surveys for both courses.  Students learned advantages and disadvantages of technology for communication and collaboration.  Students increased motivation to speak English and learn more about other cultures.
  • Oral CommunicationVideoconference  Benefits ◦ Better able to communicate during fieldwork ◦ Learned about cultural similarities and differences ◦ Increased motivation to study and use English  Problems ◦ Slow, unstable and poor audio quality of Internet ◦ Nervousness, inability to fully express ideas in English
  • Student Comments “Body language is very useful. It is a must tool for English communication.” “Rejoinder is really important because if it’s not in the videoconference, (I) feel uneasy.” Students were encouraged to make eye contact and smile in class. One student wrote, “Hawaiian (students) always keep smile in their face, so I don’t feel nervous too much. I would like to keep smile when I talk with some friends.”
  • ICT for Learning Collaboration  Students realized need for leadership, time management, scheduling in different time zones and selecting tools that best facilitated communication.  Students found Skype faster and efficient for decision making and planning.  Time differences and busy schedules often made it difficult for all students to participate synchronously.  Asynchronous technology allowed more time to translate and compose messages, but lacked feeling of community.
  • Student Comments “I think CVP is great curriculum for us. because i tried to communicate with english and i knew new ICT tools. Thanks so much!” “I overall was glad to participate in this assignment and would like to do this again.” “This was a wonderful learning experience about collaborating with students at a distance and at a time
  • Conclusion  Authentic learning across cultures helps to improve technology, collaborati on and language skills.  AL leads to deeper understanding of intercultural differences and appreciation for others.  Students adapt to Web 2.0 technologies to meet needs & use them effectively.
  • Future Research Collecting more quantitative data Conducting similar activities with universities in other countries
  • References Overbaugh, R. C., & Schultz, L. Bloom’s taxonomy. Old Dominion University. Reeves, T. C., Herrington, J., & Oliver, R. Authentic Activities and Online Learning. Reeves, T. C., Herrington, J., & Oliver, R. A development research agenda for online collaborative learning.
  • Acknowledgements Supported by the Kansai University research fund, KyoikuKenkyuKodokaSokushin-hi, in 2012. The authors are affiliated with the NPO Forum for i-Learning Creation (FiLC).
  • Contact Information Bert Y. Kimura Mary E. O. Kimura Curtis P. Ho Kenichi Kubota
  • Question and Answers