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