4. 1. Preface
• Target
Multinational university students who newly joined an
environmental non-governmental organization(NGO)
• Learning process
Lecture, discussion, practical activity, and remote lesson.
5. 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
6. 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.
8. 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
9. 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
11. 3. Dick & Carey Model
• (1) Identifying Instructional Goals
There are difficulties of the environmental NGO education in
aspects of hard technology and soft technology.
12. 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.
13. 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
14. 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.
15. 3. Dick & Carey Model
• (3) Analyzing Learners / Environments
Analyses of learning environment
1) Spatial constraints between instructors and learners; learners and learners.
2) There are also technical constraints; therefore, appropriate technologies and
equipment are needed.
16. 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.
17. 3. Dick & Carey Model
• (5) Developing Assessment Instrument
Learning is considered to be implemented effectively when following
objectives are fulfilled :
Learners actively communicate with other people and exactly understand the contents
of the class.
Instructors implement effective lectures by teaching multinational students properly at t
he 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
18. 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 and
predicting the results of them by applying to the virtual situations.
_ 2. Discussion among groups : Debating and sharing the ideas and thinking about
several best solutions.
19. 3. Dick & Carey Model
• (6) Developing Instructional Strategy
3) 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.
21. 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.
22. 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.
23. 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
24. 4. Technology
• (1) Hard Technology
_ 2. Smart Blackboard
√ Message function
- Students can ask instructors through th
e message function and get answers.
25. 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
26. 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
27. 4. Technology
• (1) Hard Technology
_ 4. Virtual reality PC
√ Learners who could not participate in
the processes because of physical
constraints can access them.
28. 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.
30. 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.
31. 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.
33. 6. Expected Effectiveness
• (1) Hard technology
1) Through distance learning and 4D virtual reality can solve the environmental
problems of global dimension. The spatial constraints of the learners and instructors are
able to overcome.
2) By applying solutions derived 4D virtual reality in advance , problems of unexpected
can be complemented.
3) Through ear sticker technology, impact of the external environment, the difficulty of
the content clean, linguistic constraints can be overcome in discussion.
34. 6. Expected Effectiveness
• (1) Hard technology
4) By this Way 4D virtual reality, remote instruction, discussion, you can learn in variety
of media and the way. Through which we can feel the seriousness of the environmental
problems 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 same
effect, and the actual increases.
35. 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-centered
classroom.
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 a
global perspective..
36. 6. Expected Effectiveness
• (2) Soft technology
4) Learners enhance the ability of information retrieval using Internet tools of the smart
table.
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 learner's ability to solve problems
39. 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.
