Authenthic Learning & Collaboration with Web 2.0 Technologies
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Transcript of Authenthic Learning & Collaboration with Web 2.0 Technologies
Authentic Learning and Collaboration
with Web 2.0 TechnologiesOctober 13, 2012
Bert Y. KimuraUniversity of Hawaii
Mary E.O. KimuraNPO Forum for I-Learning Creation
Curtis P. HoUniversity of Hawaii
Kenichi KubotaKansai University
JAEMS Kenkyukai, Nagoya, Japan
IntroductionClasses 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)
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.
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 (2004)
MethodOral 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
Field Work • Philippines and Cambodia
Balacan State University (Philippines)
Paññāsāstra University (Cambodia)
Students use English and collaboration skills learned in class during field work.
Technologies Used
Google+
Google Docs
Google+ hangout
DropBox
Skype
OC • Group DiscussionsVideoconference
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.
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.
ICT for Learning • Collaboration
OverviewTeam meetingsCommunications
planTechnology planVideo productionPost to YouTube
channelPeer review
ICT for Learning • Collaborative Video
ICT & Web 2.0 use in both countries
2-3 min in lengthCollaborative
teamsMeet outside of
classUse both
synchronous & asynchronous technologies
This is How We Tweet
Use of ICT in a Day
ResultsStudents 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.
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
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.”
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.
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 difference.”
ConclusionAuthentic learning
across cultures helps to improve technology, collaboration 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.
Future ResearchCollecting more quantitative data
Conducting similar activities with universities in other countries
ReferencesOverbaugh, 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.
AcknowledgementsSupported by the Kansai University
research fund, Kyoiku Kenkyu Kodoka Sokushin-hi, in 2012.
The authors are affiliated with the NPO Forum for i-Learning Creation (FiLC).
Contact Information
Bert Y. Kimura Bert.at.hawaii.dot.edu
Mary E. O. Kimuramary_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
Question and Answers