The document discusses the implementation of authentic learning and collaboration through Web 2.0 technologies in educational courses, particularly focusing on student experiences in the Philippines and Cambodia. It highlights improvements in language skills, intercultural awareness, and the challenges faced with technology during collaborative efforts. The conclusion emphasizes the benefits of authentic learning across cultures and the need for further research in this area.

1. 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 University
JAEMS Kenkyukai, Nagoya, Japan

2. 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)

3. 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.

4. 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

5. 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

6. Field Work • Philippines and
Cambodia
Balacan State University
(Philippines)
Students use English and
collaboration skills learned in
class during field work.
Paññāsāstra University
(Cambodia)

7. Technologies Used
Google Docs
Skype
Google+
DropBox
Google+ hangout

8. 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.

9. 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.

10. ICT for Learning •
Collaboration
 Overview
 Team meetings
 Communications
plan
 Technology plan
 Video production
 Post to YouTube
channel
 Peer review

11. ICT for Learning • Collaborative
Video
 ICT & Web 2.0 use
in both countries
 2-3 min in length
 Collaborative
teams
 Meet outside of
class
 Use both
synchronous &
asynchronous
technologies

14. 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.

15. Oral Communication
Videoconference
 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

16. 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.”

17. 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.

18. 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

19. 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.

20. Future Research
 Collecting more quantitative data
 Conducting similar activities with
universities in other countries

21. 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.

22. 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).

23. Contact Information
Bert Y. Kimura
Bert.at.hawaii.dot.edu
Mary E. O. Kimura
mary_kimura.at.alumni.stanford.dot.edu
Curtis P. Ho
curtis.at.hawaii.dot.edu
Kenichi Kubota
kubota.at.res.kutc.kansai-u.ac.dot.jp

24. Question and Answers