THE COLLAVORATIVE LEARNING MODEL TO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS

THE COLLAVORATIVE LEARNING MODELTO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS

Yoshihiko Shimizu

Toyama National College of Technology

E-Mail shimizu.yoshihiko@nc-toyama.ac.jp

National College of Technology

国　立　高　等　専　門　学　校　　（ KOSEN ）

51 Branches

HQ (Institute) in Tokyo, JAPAN

45,000 students

Education System in Japan

Regular course (5 years)

Advanced course (2 years)

Junior High School (3 years)

Elementary School (6years)

High School

(3 years)

University

(4 years)

Get the Job

Master (2 years)

Ph.D (3 years)

Compulsory

Departments

• Mechanical Engineering• Electrical & Electronics Engineering• Information Engineering• Civil & Architecture Engineering• Materials Science• Bio Science• Maritime technology• International Business

THE COLLAVORATIVE LEARNING MODELTO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS

Yoshihiko Shimizu

E-Mail shimizu.yoshihiko@nc-toyama.ac.jp

Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness

Yoshihiko Shimizu

Email ： shimizu.yoshihiko@nc-toyama.ac.jp

Yoshihiko Shimizu

Not only English skills…

Yoshihiko Shimizu

-Based on “the Five Proposals for Developing Proficiency in English for International Communication” -

Today’s Procedure

1． Introduction 5 min

2． Experiment 　　　　　　　　　　　 7 min

3． Results & Discussion 　　 7 min

4 ． Conclusion 　　 1 min

Questions!Check our image !

Please raise your hands ！ Two questions!

Generally speaking,

1. English level of Japanese students is　

　　　　　　　　　 high ？　　　 low ？

2. The number of students who don’t like

English is

　　　　　　　　　 big ？　　 small?

Questions!Check our image !

Please raise your hands ！ Two questions!

Generally speaking,

1. English level of Japanese students is　

　　　　　　　　　 high ？　　　 low ？

2. The number of students who don’t like

English is

　　　　　　　　　 large ？　　 small?

Probably,

Many Japanese students

　 don’t like English. 　

Cited from the report and data of Benesse cooperation

Test score is too bad even though I studied hard.

【 The reasons students don’t like English study 】

I really struggle English, but I cannot realize my improvement.

English is the subject for the people who need English in business or work.

1The experiences at

junior high school

3Luck of future need toward

English.

2No achievement.

Less-motivated form the score.

I’m not interested in English.

I don’t need English.

【 The reasons students don’t like English study 】I cannot understand English conversation.

It’s too difficult to memorize English words.

English is too difficult.

1.The experiences at junior high

school

Luck of future need

toward English.

No achievement.

1The experiences at

junior high school

English.

2No achievement.

The experiences at junior high

school

Luck of future need

toward English.

2.No feelings of achievement or success .

1The experiences at

junior high school

English.

2No achievement.

The experiences at junior high

school

3.Luck of future needs

toward English.

No achievement.

1.The experiences at

junior high school

3.Luck of future needs

toward English.

2.No feelings of achievement or success .

This is a BIG problem!

6,918 7,127

7,786 8,048

8,287 8,318

8,147 8,399 8,412

7,802 8,083

9,511 9,802

10,187

10,000

10,500

11,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

製造業

非製造業

The Number of Japanese Company which has Foreign Branches

・ Many of the students don’t or cannot realize the situation in the global society.

・ Teachers have to make the students realize the requirement from the global society.

・ Not well-motivated. 　・ Ministry of Education launched the program called “the Five Proposals for Developing Proficiency in English for International Communication” in 2011.

Proposal three

To provide students with more opportunities to use English with native speakers of English with the help of ICT.

Proposal two

To have the students realize the necessity of English in the global society and to make students well-motivated. 　

Proposal one

To introduce the regular use of “academic achievement test”, such as TOEIC. To have students regularly see their development of English competence by their scores.

Collaborative Learning” with foreigners through “ICT.”

The brief explanation of “the Five Proposals.”

２．１　 the five Proposals and this research

　　　　　　　 Keyword : To create many English use　　　　　 Device : ICT, 　　

　　　　　　　　　 Keyword ：　 Motivation The necessity of English The skills in the global society 　　　　　 Device : Activity in Proposal three 　

Keyword ： The regular use of “Communication Test”　　　　　 Device 　： TOEIC

Proposal three ：

Proposal two ：

Proposal one ：

⇒ Collaborative Learning” with foreigners through “ICT.”

Based on three proposals

⇒ quantify “a change in awareness”

Toyama in Japan

Proposal three ：　　 Collaborative Learning” with foreigners 　　 through “ICT.”

CaliforniaIn the U.S.

２．１　 the five Proposals and this research

　　　　　　　　　 Keyword ：　 Motivation The necessity of English The skills in the global society 　　　　　 Device : Activity in Proposal three 　

Proposal three ：

Proposal two ：

Proposal one ：

⇒ quantify “a change in awareness”

２．１　 Outline of this research• How long ：　　　　　　　　　

・ How often ：

• How many: 　　　　　　　　

• With whom:

Ten months 　 April, 2012 ～ January, 2013 　

One a week in the regular class30 minutes discussion per class

43 students (19-year-old)International Business Course

1. The University of California, Irvive2. Pacific University in Oregon

２．２　 Experiment

Japanese end

California end

Japanese end

No Learning styles Activities Contents

1 Group Goal setting Brainstorming

2 Individual Topic selection Designated goals

3 Individual Pre-research Data gathering

4 Pair Collaborative learning

Discussion with American students

5 Group Sharing Information sharing

6 Individual Analysis Report writing

7 Instruction Teachers’ correction

8 Individual Modification Rewrite reports

Learning Model 2012 (Shimizu 2012)

Japanese end

California end

The first report in April• I talked with students of University of California, Irvine.• We talked about our school life, travel, and Orange Country (California). Also we asked them (students of UCI) some

questions about the vending machine in America, because we studied about foreign countries’ vending machines when we were K3.

• Before the EVC, I researched that difference of vending machine between America and Japan. In America, there are some vending machines and American people sometimes use them. Japan has a lot of the vending machines everywhere, so we always can buy drinks, alcohol, cigarettes, and so on anywhere. The vending machines are a great convenience, but its need much electric power. If we pay a vending machine’s electricity charges, it amounts to house’s one for a month. Judging from this, they’re not ecology system.

The final report in Jan.• Custom of Tipping in America K09435 • In America, we pay tip in many situations, for example good restaurants, taxi, hotel, etc. When we have a restaurant meal, we

often pay 10~20% of total amount. Tip is given as an appreciation of service by customers. When we enjoy the service, we give money in recompense for a service.

• Tip--- this custom started in Europe in 18 century. A pub set a box with “To Insure Promptness” written on it. It was set for people who want to receive prompt service. If someone set in box some money, he or she could receive a better service. “TIP” is abbreviation of the phrase. However, nowadays we don’t know about the true origin of tip. Around 1950s, labor condition in Europe was made improvement and labor costs were increased. Therefore, tipping system is not necessary now in Europe. Even now custom of tipping is usual among American, but I feel it is a little strange culture. Why do we have to pay extra money? Why this culture pervade in America?

• The first reason, payment for the simply service people (for example waiter) in the United State is very low. It's not too much to say that they depend in a large part on tip. Basic salary is preset low by employers because of this custom, so tip is not additional gain, with no doubt important “income source”.

• The second reason, there are many American companies the primary purpose is making a profit. So employees are fewer than Japan’s because of cutting personnel cost. They strengthen formalization and systematization and increase workers desire to work by tip.

• But through my research and Skype, their service is not always good. It is natural. One of UCI students said, “Even if service is bad, I almost always have to tip service people. Some of customers have complaints for tipping system. When I receive good service, I leave a lot of tip; conversely, if their service is bad, I skimp on the tip. It’s my rule.”

• In contrast, we don’t have tipping system, or we involuntarily pay service charge in Japan. So even if we work too hard, we cannot get much money from customers. Before the last war there was some tipping in Japanese style inns. Nowadays we are little seen such an act in Japan. Almost Japanese don’t require giving tips. Even now for some foreign customers, it is amazing because Japanese service quality is very high.

• Amount of money varies somewhat with quality of their service. To be sure, tip is dreamboat for person who can work in a thriving service business. Good service person can receive many tips from customers, like him. But, in other words, service workers are in a very precarious state. The tip is influenced directly a great deal by business slump, season, hours, and off course, service people’s attitude.

• It’s a little bit difficult for me to understand culture that I don’t have. I think tip is complicated culture. It has both good and bad points. As I mentioned earlier, this system generates and fosters workers’ motivation. I approve this advantage because we can get much payment with effort. But we already know that their position is not ensured, especially salaries. With the rapid progress of globalization, I submit that it is needed to improve employment conditions for service people in America. It's hard for American to ignore, because it's an old custom. I think Americans will have to establish the society which customers and employees feel comfortable to pay for tips.

２． Experiment two

　　　　　　　　　 Keyword ：　 Motivation The skills in the global society 　　　　　 Device : Activity in Proposal three 　　

Proposal three ：

Based on “Proposal two”

Proposal one ：

⇒ quantify a change in awareness

25 Skills(minds) supporting “Intrinsic Motivation”　　　　　　　　　　　　　　　　　　　（ Okazaki 2012 ）

1) problem-finding skill, 2) skill to map out, 3) understanding and cultivating knowledge, 4) self-learning skill, 5) skill to collect information, 6) skill to arrange information, 7) skill of information analysis, 8) expressiveness with text, 9) expressiveness without text, 10) skill to create simple explanations, 11) presentation skill, 12) questioning mind, 13) communication skill,

14) skill of self-assessment, 15) skill of assessment to others, 16) skill of self-modification, 17) intellectual curiosity18) skill of action, 19) collaborative learning skill, 20) problem-solving skill, 21) knowledge construction skill, 22) creative mind, 23) fulfillment, 24) accomplishment, 25) research mind.

Skills and Minds supporting “Intrinsic Motivation”　　　　　　　　　　　　　　　　　　　　（ Okazaki 2012 ）

7. Collaborative learning8. Communication9. Action

4. Collect information5 Arrange information6. Information analysis

10. Expressing with text11. Expressing without text

12. Create simple explanations

13. Creative mind14. Presentation15. Questioning mind

1. Problem-finding2. Mapping out a plan

3. Problem-solving

19. Knowledge construction20. Intellectual 　　　 curiosity21. Self-learning 16. Assessment to others

17. Self-assessment18. Self-modification

Awareness

3. Problem-solving

22. Deepening knowledge23. Research mind24. Fulfillment25. Accomplishment

３． The Results & Discussion

All students wrote “I’m well-motivated toward English study.”

How did the students’ awareness toward 25 skills or minds change?

The results of t-test about the development of students’ awareness toward skills or mind to be well-motivated

Differences of samples

t levels

differ-rence (both)

AVGstandard deviationKey words of questions

6 Arrange information 1.47 1.52 5.98 .000 **5 Collect information 1.16 1.37 5.22 .000 **23 Fulfillment 1.11 1.59 4.28 .000 **1 Problem-finding 0.95 1.37 4.25 .000 **12 Questioning mind 1.00 1.52 4.04 .000 **17 Intellectual curiosity 0.84 1.28 4.04 .000 **22 Creative mind 0.84 1.28 4.04 .000 **3 Deepening knowledge 1.05 1.66 3.91 .000 **15 Assessment to others 1.21 1.95 3.83 .000 **25 Research mind 1.42 2.32 3.77 .001 **4 Self-learning 1.00 1.66 3.71 .001 **24 Accomplishment 1.11 1.84 3.70 .001 **16 Self-modification 0.95 1.59 3.67 .001 **11 Presentation 0.84 1.44 3.60 .001 **13 Communication 1.00 1.79 3.45 .001 **9 Expressing without text 0.84 1.52 3.42 .002 *21 Knowledge construction 0.84 1.65 3.14 .003 *14 Self-assessment 1.05 2.07 3.14 .003 *20 Problem-solving 0.89 1.78 3.09 .004 *19 Collaborative learning 0.89 1.90 2.90 .006 #18 Action 0.68 1.56 2.70 .0102 Mapping out a plan 0.47 1.35 2.16 .03710 Create simple explanations 0.63 1.92 2.02 .0507 Information analysis 0.63 1.98 1.97 .0578 Expressing with text 0.63 2.08 1.87 .070**:p<0.01 *:p<0.05 ♯:p<0.1

20 significant differences out of 25

２．２　 Experiment

　　　　　　　　　 Keyword ：　 The necessity of English The global society 　　　　　　　　　　　　 The improvement of motivation　　　　　 Device : Activity in Proposal three 　　

Proposal three ：

Proposal two ：

Based on Proposal one ：

⇒ 意識の変化を数値化

the results of TOEIC class average

Listening (495 points)

Reading(495 points)

Total (990points)

The start298.0 183.0 481.0

The end331.3 224.9 556.2

Development+33.3 +41.9 +75.2

Individual rise and fall of TOEIC total scores

May, 2012 ⇒ Jan.2013

Individual rise and fall TOEIC Listening scores

May, 2012 ⇒ Jan.2013

Individual rise and fall TOEIC Reading scores

May, 2012 ⇒ Jan.2013

４． Conclusion

• The students’ motivation

　 Extrinsic → Intrinsic

The students noticed the meaning of learning

　→ the development of their skills and minds

The students became positive.

　→ Autonomous Learners

The procedure of English class changed.

　→ student-centered

English skills 　→TOEIC score up (secondary gain)

3. Problem-solving

Awareness

Yoshihiko Shimizu

The students’ motivation should be up!

• This activity is special.　　　

　　　→ The motivation

, but generally speaking

it’s not sustainable…..

How can students keep their high motivation?

　→ The students need “Intrinsic Motivation.”

　 →The students need the opportunities

to realize how their skills or minds improved.

The results of t-test about the development of students’ awareness toward collaborative learning

Differences of

samples

t levels

differ-rence　

(both) 　

　 Key words of questions 　

AVGstandard deviation　

29.Collaborative learning develop your thinking. 1.74 1.81 5.91 .000 **28.Collaborative learning is important. 1.53 1.64 5.74 .000 **30.Collaborative learning with foreigners leads to your

understanding the purposes of English learning. 1.63 2.02 4.98 .000 **31.Communication activity with foreigners develops your thinking. 1.84 2.48 4.58 .000 **

38.Collaborative learning with foreigners makes learners well-motivated toward research. 1.16 1.72 4.16 .000 **

33.Collaborative learning with foreigners widens ideas. 1.53 2.48 3.79 .001 **35. This class is a good upskilling program. 1.47 2.49 3.65 .001 **27.Collaborative learning with foreigners is fun. 1.47 2.66 3.42 .002 *39.Collaborative learning with foreigners leads to a

positive outcome in English. 1.00 2.07 2.98 .005 *37.Collaborative learning with foreigners is

meaningful. 1.11 2.36 2.89 .006 #36.Collaborative learning is informative for future

career. 0.89 2.01 2.74 .009 #34.Skype is useful to collect information. 1.21 2.77 2.69 .01132.Collaborative learning is useful to prepare for Eiken

or TOEIC. 0.42 2.42 1.07 .291**:p<0.01 *:p<0.05 :p<0.1♯

Details of No.4 “collaborative learning”

No. Activities Contents4-1 Pair-matching Video conference (10

min.)4-2 Japanese time Ice-break (15

min.)4-3 English time Research for Kosen

students 　　　　　　　　　　　　 (20 min.)

THE COLLAVORATIVE LEARNING MODEL TO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS

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