THE COLLAVORATIVE LEARNING MODELTO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS
Yoshihiko Shimizu
Toyama National College of Technology
E-Mail [email protected]
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
7
13
16
21
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)
Age
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
Toyama National College of Technology
E-Mail [email protected]
Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness
Yoshihiko Shimizu
Toyama National College of Technology
Email : [email protected]
Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness
Yoshihiko Shimizu
Toyama National College of Technology
Email : [email protected]
Not only English skills…
Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness
Yoshihiko Shimizu
Toyama National College of Technology
Email : [email protected]
-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
14
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.
Cited from the report and data of Benesse cooperation
15
Test score is too bad even though I studied hard.
【 The reasons students don’t like English study 】I cannot understand English conversation.
It’s too difficult to memorize English words.
I really struggle English, but I cannot realize my improvement.
English is too difficult.
English is the subject for the people who need English in business or work.
1.The experiences at junior high
school
Luck of future need
toward English.
No achievement.
Less-motivated form the score.
I’m not interested in English.
I don’t need English.
Cited from the report and data of Benesse cooperation
16
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.
Cited from the report and data of Benesse cooperation
17
Test score is too bad even though I studied hard.
【 The reasons students don’t like English study 】I cannot understand English conversation.
It’s too difficult to memorize English words.
I really struggle English, but I cannot realize my improvement.
English is too difficult.
English is the subject for the people who need English in business or work.
The experiences at junior high
school
Luck of future need
toward English.
2.No feelings of achievement or success .
I’m not interested in English.
I don’t need English.
Cited from the report and data of Benesse cooperation
18
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.
Cited from the report and data of Benesse cooperation
19
Test score is too bad even though I studied hard.
【 The reasons students don’t like English study 】I cannot understand English conversation.
It’s too difficult to memorize English words.
I really struggle English, but I cannot realize my improvement.
English is too difficult.
English is the subject for the people who need English in business or work.
The experiences at junior high
school
3.Luck of future needs
toward English.
No achievement.
Less-motivated form the score.
I’m not interested in English.
I don’t need English.
Cited from the report and data of Benesse cooperation
20
Test score is too bad even though I studied hard.
【 The reasons students don’t like English study 】I cannot understand English conversation.
It’s too difficult to memorize English words.
I really struggle English, but I cannot realize my improvement.
English is too difficult.
English is the subject for the people who need English in business or work.
1.The experiences at
junior high school
3.Luck of future needs
toward English.
2.No feelings of achievement or success .
I’m not interested in English.
I don’t need English.
Cited from the report and data of Benesse cooperation
This is a BIG problem!
6,522
6,918 7,127
7,786 8,048
8,287 8,318
8,147 8,399 8,412
5,954
6,404
6,748
7,210
7,802 8,083
8,414
9,511 9,802
10,187
5,500
6,000
6,500
7,000
7,500
8,000
8,500
9,000
9,500
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
Cited from the report and data of Benesse cooperation
・ 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 : 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”
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
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)
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.
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)
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.
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)
2. Experiment two
Keyword : To create many English use Device : ICT,
Keyword : Motivation The skills in the global society Device : Activity in Proposal three
Keyword : The regular use of “Communication Test” Device : TOEIC
Proposal three :
Based on “Proposal two”
Proposal one :
⇒ Collaborative Learning” with foreigners through “ICT.”
Based on three proposals
⇒ 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
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
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 : To create many English use Device : ICT,
Keyword : The necessity of English The global society The improvement of motivation Device : Activity in Proposal three
Keyword : The regular use of “Communication Test” Device : TOEIC
Proposal three :
Proposal two :
Based on Proposal one :
⇒ Collaborative Learning” with foreigners through “ICT.”
Based on three proposals
⇒ 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)
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
Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness
Yoshihiko Shimizu
Toyama National College of Technology
Email : [email protected]
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.)