1. Preface• Target Multinational university students who newly joined anenvironmental non-governmental organization(NGO)• Learning process Lecture, discussion, practical activity, and remote lesson.
1. Preface • conveys • finding appropriate professional solutions of specific knowledge environmental problems LECTURE DISCUSSION REMOTE PRCTICAL LESSONS ACTIVITIES • review • apply several feasible • students who cannot solutions to real world join can participate
1. Preface Lecture Each environmental expert conveys professional knowledge to the learners using up- to-date technologies which facilitate learning in the lecture process. Discussion Discussion process includes the activities of finding appropriate solutions of specific environmental problems. In discussion process, active interactions not only among members in each group but among groups are highly recommended and planned for sharing solutions. Practical activities In the process of doing practical activities, learners can directly apply several feasible solutions to the virtual problematic situations. Remote lessons In the process of remote lessons, students who actually be involved in the previous processes can review all of the things at home. In addition, students who cannot join in the processes because of spatial constraints also can participate in every processes at home.
2. Present situation & Problems Global village faces a lot of serious environmental pollution. This drives collaborations beyond borders. Many difficulties of educating people about environment and solving problems. Problems in hard technology and soft technology
2. Present situation & Problems Hard technology Soft technology Spatial Constraint Instructor-centered class Unpredictability of the Solution Lack of systematic curriculums Lack of Diversity of Educational Media Inefficient Discussion
3. Dick & Carey Model• (1) Identifying Instructional Goals There are difficulties of the environmental NGO education in aspects of hard technology and soft technology.
3. Dick & Carey Model• (2) Conducting Instructional Analysis Analyses of instructor characteristic 1) Instructor - Environmental experts. 2) Spatial background - They are far from the place where the learners are. 3) Competence - Abundant professional knowledge about environment - Ability of organizing the content in the class according to the needs of learners.
3. Dick & Carey Model• (3) Analyzing Learners / Environments Analyses of learner characteristic 1) Learner - Learners are a group of university students who newly joined an environmental organization. 2) Spatial background - Far from the place where the instructors are. Learners gather to participate in the face-to-face education program for new members. There are some learners who cannot gather because of the spatial limitations; however, they can participate in this program using technologies
3. Dick & Carey Model• (3) Analyzing Learners / Environments Analyses of learner characteristic 3) Physical ability - Having enough basic physical abilities to perform practical activities and enough cognitive ability of getting to think practical solutions of environmental problems by applying the contents of learning. 4) Prior knowledge - Learners are the university students who have much interest in environmental problems. They have basic knowledge but do not have deep and professional knowledge about this fields.
3. Dick & Carey Model• (3) Analyzing Learners / Environments Analyses of learning environment1) Spatial constraints between instructors and learners; learners and learners.2) There are also technical constraints; therefore, appropriate technologies andequipment are needed.
3. Dick & Carey Model• (4) Identifying Performance Objectives Making NGO members receive professional and systematic education Promoting mutual exchange of opinions & information Solving problems of in efficient discussion processes.
3. Dick & Carey Model• (5) Developing Assessment InstrumentLearning is considered to be implemented effectively when followingobjectives are fulfilled : Learners actively communicate with other people and exactly understand the contentsof the class. Instructors implement effective lectures by teaching multinational students properly at the same time and immediately communicating with students. Learners and instructors use ascribed technologies well for effective learning processe Derived solutions of environmental problems produce creative and actual results. Every person who participates in this program is satisfied with all processes of program
3. Dick & Carey Model• (6) Developing Instructional Strategy- Learners themselves decide subject, contents, methods of the learning.1) Lecture Process : Instructor conveys knowledge to learners and learners can receive immediate feedback. 2) Discussion Process : After giving knowledge, instructor suggests problematic environmental situations. _ 1. Discussion among members in each group : Discussing the solutions andpredicting the results of them by applying to the virtual situations. _ 2. Discussion among groups : Debating and sharing the ideas and thinking aboutseveral best solutions.
3. Dick & Carey Model• (6) Developing Instructional Strategy3) Practical activity : Students apply appropriate solution to actual situations.4) Remote lesson : Students who cannot participate in the above processes because of their spatial constraints can join the class through remote technical assistance.
4. Technology• (1) Hard Technology_ 1. Earsticker √ Identification - Learners can enter the place without ID card. √ Translation function - Learners can hear their own language when communicate with other members. √ Decline external noise - It makes learners not interrupted by other external noise.
4. Technology• (1) Hard Technology_ 1. Earsticker √ Measurement of brain wave - It can catch the point where students lose their concentration and rewind materials automatically. √ Interworking with smart tables - It conveys the contents of discussion in real time. √ Interworking with smart blackboards - It catch the important points and convey them to the smart blackboard.
4. Technology• (1) Hard Technology_ 2. Smart Blackboard √ Summarization function - It gives students summarization, eliminate unnecessary things. √ Drawing function - Complex models, drawings, illustration s, or figures are suggested directly to t he smart blackboard
4. Technology• (1) Hard Technology_ 2. Smart Blackboard √ Message function - Students can ask instructors through th e message function and get answers.
4. Technology• (1) Hard Technology_ 3. Smart Table √ 4D virtual reality function - It makes virtual space of environmental contaminated area. Students can predi ct the result of their solutions by applyi ng them to the environment by this fun ction
4. Technology• (1) Hard Technology_ 3. Smart Table √ Tool box - Tool box is on the surface of the tables and move along the students moveme nt Automatic text writing Sending message to other table Internet Predicting orders Automatic Document
4. Technology• (1) Hard Technology_ 4. Virtual reality PC √ Learners who could not participate in the processes because of physical constraints can access them.
4. Technology• (1) Hard Technology_ 4. Virtual reality PC √ Using the virtual reality PC, learners can discuss with those who in another space and they can do everything as if they participated directly in the class.
5. Necessary of technology Technology is necessary, because it can be presented for the solution of these current problems. Earsticker - constraints of the language problems can be solved. - external noise can be solved. - difficulty of summary can be solved. - poor concentration during class can be solved.
5. Necessary of technology Smart blackboard - problem of missing contents of class can be solved. - the lack of immediate feedback can be solved. Smart Table - limited spatial constraints can be solved. - problem of the application of the solution can be solved. - difficulties of summarizing the contents of the discussion can be solved. Virtual Reality pc - students’ spatial constraints can be solved. - reviewing by using virtual reality PC, Parts that the learners missed in the lecture are provided. This activities connected to mobile phone.
6. Expected Effectiveness• (1) Hard technology 1) Through distance learning and 4D virtual reality can solve the environmentalproblems of global dimension. The spatial constraints of the learners and instructors areable to overcome. 2) By applying solutions derived 4D virtual reality in advance , problems of unexpectedcan be complemented. 3) Through ear sticker technology, impact of the external environment, the difficulty ofthe content clean, linguistic constraints can be overcome in discussion.
6. Expected Effectiveness• (1) Hard technology 4) By this Way 4D virtual reality, remote instruction, discussion, you can learn in varietyof media and the way. Through which we can feel the seriousness of the environmentalproblems a little more. 5) By using pc virtual reality, where anyone can participate in activities without difficulty.Accordingly, utilizing the pc virtual reality activity that Indirect and produces the sameeffect, and the actual increases.
6. Expected Effectiveness• (2) Soft technology 1) Learners decide learning topics, learning content, learning style. through problem-based learning discuss solutions directly. Learning can allow the learner-centeredclassroom. 2) Through this curriculum global environmental education can be enabled.learners can receive systematic education about the environment. 3) By discussing with people of various nationalities, learners can have diversity and aglobal perspective..
6. Expected Effectiveness• (2) Soft technology 4) Learners enhance the ability of information retrieval using Internet tools of the smarttable.In addition, it should have a good sense of accommodation to information critical 5) Professor not suggests a solution.Learners think solution directly and promotes the learners ability to solve problems
7. Meaningful learning Active Cooperative Authentic Intentional Constructive
7. Meaningful learning Active - Learners can learn active aspect of learning in discussion step. - Learners can observe and feel environment through 4D virtual reality. Cooperative - Learners can learn cooperative aspect of learning in discussion step. - Learners discuss about their idea and draw a solution compensating their defects Intentional - Learners can learn intentional aspects of whole instruction steps. - Every instruction step has certain learning goals. Constructive - Learners can learn constructive aspects of whole instruction steps. - Whole instruction steps are systemic and every step is helpful to next step. Authentic - Learners can learn authentic aspects in applying step. - learning sitting chair but also doing practically action are included into our instruction steps.