C4 (C quad): Development of the
application for language learning
based on social and cognitive
presences
Masanori Yamada,...
CMC use in Language Learning
•Many types of CMC are used in
language learning
•Text-based CMC
•BBS, Chat, SNS (included in...
CMC use in Language Learning
•Many types of CMC are used in
language learning
•Text-based CMC
•BBS, Chat, SNS (included in...
Problem (Goda and Yamada, 2012)
•Focusing on communication for
interpersonal relationship
•Not use high-order cognitive
le...
Problem (Goda and Yamada, 2012)
•Focusing on communication for
interpersonal relationship
•Not use high-order cognitive
le...
Community of Inquiry Framework
• Social Presence: the ability of participant to make
interpersonal relationship through so...
Problem (Goda and Yamada, 2012)
•Students must be supported to enhance
social presence
•Teaching and social presences have...
Research purposes
•Development of CMC-based
application for the support of
communication-based language
learning in out-of...
Research purposes
•Development of CMC-based
application for the support of
communication-based language
learning in out-of...
System design
•Community of Inquiry (e.g., Garrison,
2011)
•Social Presence
•support to social interaction
•Cognitive Pres...
Community of Inquiry Framework
• Social Presence: the ability of participant to make
interpersonal relationship through so...
Community of Inquiry Framework
• Social Presence: the ability of participant to make
interpersonal relationship through so...
Main functions
• Chatbot Mondo (問答)
• modify Eliza program (Welzenbaum, 1966)
using Socratic dialogue method
• support cog...
10
1013年9月13日金曜日
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1013年9月13日金曜日
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Formative evaluation (usability)
•Subjects: 7 university students
• Group 1: 3 students
• Group 2: 4 students
•Talking abo...
Results (Mondo)
14
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Perceived easiness of "Mondo" use
Perceived effect of "Mondo" on you...
Results (Login frequency)
15
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Intuitive display of login frequency
Perceived effect of l...
Results (Contribution)
16
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Intui.ve$display$of$contribu.on$
Perceived$effect$of$contribu....
Results (CD-Map)
17
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Perceived easiness of "CD-Map" use
Perceived effect of "CD-Map" on ...
Results (Like button)
181.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Intuitive display of favorite button
Perceived effect of favori...
Results(Sharing mindmap)
19
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Perceived effect of sharing mindmap function on
critical th...
Results
Functions Evaluation
Mondo (Chatbot) ×
Visualization △
CD-Map (Chat) ○
2013年9月13日金曜日
Future works
•evaluate the effects on language
learning and affective side of learning
as formative evaluation
•comparativ...
Questions?
mark@mark-lab.net
http://mark-lab.net/
Twitter: @mark_yk
2213年9月13日金曜日
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C4 (C quad): Development of the application for language learning based on social and cognitive presences (EuroCALL2013)

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C4 (C quad): Development of the application for language learning based on social and cognitive presences (EuroCALL2013)

  1. 1. C4 (C quad): Development of the application for language learning based on social and cognitive presences Masanori Yamada, Kyushu University Yoshiko Goda, Kumamoto University Hideya Matsukawa, Osaka University Kojiro Hata, Otema University Seisuke Yasunami, Kumamoto University 113年9月13日金曜日
  2. 2. CMC use in Language Learning •Many types of CMC are used in language learning •Text-based CMC •BBS, Chat, SNS (included in the use of picture) •Rich-media CMC •Videoconferening •Audioconferening 213年9月13日金曜日
  3. 3. CMC use in Language Learning •Many types of CMC are used in language learning •Text-based CMC •BBS, Chat, SNS (included in the use of picture) •Rich-media CMC •Videoconferening •Audioconferening Collaborative learning (Social learning) × Language Learning 213年9月13日金曜日
  4. 4. Problem (Goda and Yamada, 2012) •Focusing on communication for interpersonal relationship •Not use high-order cognitive learning 313年9月13日金曜日
  5. 5. Problem (Goda and Yamada, 2012) •Focusing on communication for interpersonal relationship •Not use high-order cognitive learning Application of Community of Inquiry framework (Garrison and Anderson, 2003) to collaborative language learning 313年9月13日金曜日
  6. 6. Community of Inquiry Framework • Social Presence: the ability of participant to make interpersonal relationship through social interaction • Cognitive Presence: learner s perception of cognitive learning activities (e.g., information sharing and integration) • Teaching Presence: learner s perception of learning guidance by others (e.g, facilitation) Teaching Presence Cognitive Presence Social Presence Learning Experience Garrison and Anderson (2003) 413年9月13日金曜日
  7. 7. Problem (Goda and Yamada, 2012) •Students must be supported to enhance social presence •Teaching and social presences have effects on the promotion of students contribution •Teaching and social presences have significant correlation with satisfaction •Cognitive presence should be more supported (information integration, articulating solution) Goda, Y. & Yamada, M. (2012). Application of CoI to Design CSCL for EFL Online Asynchronous Discussion, Z.Akyol. & D.R. Garrison (Eds.) Educational Community of Inquiry: Theoretical Framework, Research and Practice (pp. 295-316), Hershey, Pennsylvania, USA:IGI Global 513年9月13日金曜日
  8. 8. Research purposes •Development of CMC-based application for the support of communication-based language learning in out-of-class situation •Evaluation of its effects on •affective side •language learning •Open to all academics and language teachers who want to use this system (not open for commercial use) 6 613年9月13日金曜日
  9. 9. Research purposes •Development of CMC-based application for the support of communication-based language learning in out-of-class situation •Evaluation of its effects on •affective side •language learning •Open to all academics and language teachers who want to use this system (not open for commercial use) 6 613年9月13日金曜日
  10. 10. System design •Community of Inquiry (e.g., Garrison, 2011) •Social Presence •support to social interaction •Cognitive Presence •support critical thinking •Moodle module (Ver 2.4.1) •easy install, easy use for all teachers •Low cost •not require to buy additional server software such as Flash Media Server7 713年9月13日金曜日
  11. 11. Community of Inquiry Framework • Social Presence: the ability of participant to make interpersonal relationship through social interaction • Cognitive Presence: learner s perception of cognitive learning activities (e.g., information sharing and integration) • Teaching Presence: learner s perception of learning guidance by others (e.g, facilitation) Teaching Presence Cognitive Presence Social Presence Learning Experience Garrison and Anderson (2003) 813年9月13日金曜日
  12. 12. Community of Inquiry Framework • Social Presence: the ability of participant to make interpersonal relationship through social interaction • Cognitive Presence: learner s perception of cognitive learning activities (e.g., information sharing and integration) • Teaching Presence: learner s perception of learning guidance by others (e.g, facilitation) Teaching Presence Cognitive Presence Social Presence Learning Experience Garrison and Anderson (2003) 813年9月13日金曜日
  13. 13. Main functions • Chatbot Mondo (問答) • modify Eliza program (Welzenbaum, 1966) using Socratic dialogue method • support cognitive presence • Constitutive chat CD-Map • make causal relations between postings in chat • not synchronous • emoticons, like button, save and share mind map • support social and cognitive presence • Visualization • visualize login frequency and contribution • support social presence9 913年9月13日金曜日
  14. 14. 10 1013年9月13日金曜日
  15. 15. 10 1013年9月13日金曜日
  16. 16. 10 1013年9月13日金曜日
  17. 17. 10 1013年9月13日金曜日
  18. 18. 11 1113年9月13日金曜日
  19. 19. 12 1213年9月13日金曜日
  20. 20. 12 1213年9月13日金曜日
  21. 21. 12 1213年9月13日金曜日
  22. 22. 12 1213年9月13日金曜日
  23. 23. 12 1213年9月13日金曜日
  24. 24. Formative evaluation (usability) •Subjects: 7 university students • Group 1: 3 students • Group 2: 4 students •Talking about entrance examination in Japan • 40 mins • use all functions • answer usability and perceived effects of each function 1313年9月13日金曜日
  25. 25. Results (Mondo) 14 1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$ Perceived easiness of "Mondo" use Perceived effect of "Mondo" on your critical thinking Perceived effect of "Mondo" on active participation in discussion on "CD-Map" 3.43 2.86 3.71 1413年9月13日金曜日
  26. 26. Results (Login frequency) 15 1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$ Intuitive display of login frequency Perceived effect of login display on perception of others' presence 3.29 3.43 1513年9月13日金曜日
  27. 27. Results (Contribution) 16 1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$ Intui.ve$display$of$contribu.on$ Perceived$effect$of$contribu.on$display$on$ percep.on$of$others'$presence$ Perceived$effect$of$contribu.on$display$on$your$ reflec.on$on$your$ac.vity$in$online$discussion$ 2.00 3.14 3.00 1613年9月13日金曜日
  28. 28. Results (CD-Map) 17 1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$ Perceived easiness of "CD-Map" use Perceived effect of "CD-Map" on critical thinking Perceived effect of "CD-Map" on perception of others presence Perceived effect of "CD-Map" on acknowledgement by other members 4.00 3.57 3.86 3.29 1713年9月13日金曜日
  29. 29. Results (Like button) 181.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$ Intuitive display of favorite button Perceived effect of favorite button on perception of others presence Perceived effect of favorite button on acknowledgement by other members Perceived effect of favorite button on group work facilitation 4.29 3.86 4.43 3.43 1813年9月13日金曜日
  30. 30. Results(Sharing mindmap) 19 1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$ Perceived effect of sharing mindmap function on critical thinking Perceived effect of sharing mindmap function on perceiption of others' presence Perceived effect of sharing mindmap function on acknowledgement by other members Perceived effect of sharing mindmap function on active participation in disucussion on "CD-Map" 3.57 4.57 3.71 3.86 1913年9月13日金曜日
  31. 31. Results Functions Evaluation Mondo (Chatbot) × Visualization △ CD-Map (Chat) ○ 2013年9月13日金曜日
  32. 32. Future works •evaluate the effects on language learning and affective side of learning as formative evaluation •comparative evaluation (with and without functions) •improve the functions which were badly evaluated(chatbot, login frequency, contribution display) •smart phone(?) for out-of-class situation •evaluate its effects in out-of-class situation 21 2113年9月13日金曜日
  33. 33. Questions? mark@mark-lab.net http://mark-lab.net/ Twitter: @mark_yk 2213年9月13日金曜日

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