ED-MEDIA 1999 Proceedings Book - Association for the ...

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Development of a Collaborative Learning System based on NHK's Educational TV Program Haruo Kurokami Faculty of Education Kanazawa University kurokami@mbc.sphere.ne.jp Tatsuya Horita Faculty of Education Toyama University horita@edc.toyama-u.ac.jp Yuhei Yamauchi Faculty of Humanities Ibaraki University yamauchi@mito.ipc.ibaraki.ac.jp 1. Introduction There have been a number of attempts to make collaborative learning situations for elementary school children using the Internet. While there has been some success, effective collaborative learning depends on the sharing of a common problem or issue (Kurokami et al., 1996, 1997). Because of the vast quantity and variety of information available for each learner, the Internet alone cannot provide the focus necessary for effective collaborative learning. NHK, the largest broadcasting company in Japan, televises a variety of educational programs including, "Tatta Hitotsu-no Chikyu; The Only One Earth." This series, targeting fifth and sixth graders, focuses on environmental themes such as the destruction of the environment, environmental recovery, recycling systems, and what children can do in their daily lives to help the environment. This nationally broadcast program provides a common learning source for distant learners. Children from geographically distant locations, can watch the same program, form ideas and opinions from their local perspectives and exchange information with each other. 2. Outline of Collaborative Learning System We have developed a collaborative learning system named the "The Only One Earth Club" (http://plan2.mbc.ntt.co.jp/~club/) based on the "The Only One Earth" series. The system is divided into two collaborative modes: "Club Diary" and "Is the Earth All Right" The former allows easy communication among individual participants; while the latter provides the opportunity for in-depth communication among three or four classes. Club Diary: "The Only One Earth" series has 20 programs yearly. Each program is broadcasted six times over two weeks. Participants are invited to exchange their opinions and ideas on BBS (Fig.1). After watching the program, participants think about and study the story's theme. They can send ideas or opinions to BBS through the "Club Diary." Our staff members, who are in-service teachers, can respond to the students opinions by choosing a character from a character pool and sending a message. These comments encourage participants to learn and communicate with each other. Is The Earth All Right: On this mode, a few classes make a group and collaborate with each other by web site and a video conference system. Web sites are made on our system so that it is possible to make comments to other classes via their web sites. Fig.2 is an example of a class's web site. The Web window is divided into two frames. One is for class web sites and the other is for comments from co-learners. Each class learns about the environment from its unique perspective and make its own web pages. The pages are used to present each class's research findings and to
exchange information with other classes. Participants who want to comment on a page he/she has read can change modes to the "comment mode" by clicking a button located at the bottom of the window. 3. Conclusions At the end of this school year over 240 children and 65 classes had participated in "Club Diary," while 15 classes are participating in "Is The Earth All Right." 15 classes are grouped by themes of learning. The themes are "Rice Plant", "Water", "Garbage," "Atmosphere" and "Sea Turtle". Analysis of the "Club Diary" logs indicate that children, participating in the system, created multimedia documents, including still photographs, communicated with each other via BBS and began thinking about environmental issues in connection with their own daily life. The system's success is illustrated by an interaction between classes participating in "Is The Earth All Right" Questions were raised around the use of agricultural chemicals. One class, located in a rural area, agreed with the use of chemicals, while the another class, located in the city, insisted that chemical use must be stopped. The children engaged in a heated debate via a video conference. Later, after interviewing farmers and consumers,. the students exchanged their findings through their web sites and both sides were better able to understand the opinions and objections of the other. It is difficult to quantify these types of learning activities; however, the above examples clearly demonstrate that this collaborative learning system, based on NHK's educational program, can encourage new types of learning. References Kurokami, H., Iguchi, I., Yamauchi, Y., Horita, T., & Kuroda, T. (1997) Relationship between Network and TV programs for school children. Educational TV Programs and Educational Software in Multimedia Era, A Report for NHK Kurokami, H., Horita, T., Yamauchi, Y., & Kuroda, T. (1998) Development of network communicating system to activate TV centered learning, Educational TV Programs and Educational Software in Multimedia Era, A Report for NHK
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Designing an Interactive Learning E
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develop an educationally meaningful
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2. Functionality of the BSCW System
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3. First empirical findings During
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of the users as participating actor
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2. Other Characteristics of the Pro
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education resources are being produ
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y using a drop-down menu: Informati
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Results Computing ability and expos
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instructional designs while introdu
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Global Educational Multimedia Serve
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Assured Access/Mobile Computing Ini
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The University has set up a secure
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* Changes in educational paradigms
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Using Computer Imagery and Visualis
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Publishing an imej Journal for Comp
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In summary, we offer the following
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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3. RESEARCH METHODOLOGY A 10-day ex
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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International Collaborative Learnin
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Facilitation frameworks Bostrom et
Page 57 and 58: From table 2 it can be seen that te
Page 59 and 60: Learning in Safety and Comfort: Tow
Page 61 and 62: Networking The Nation Noel Craske S
Page 63 and 64: Norfolk Stations. Schools of Distan
Page 65 and 66: one-on-one with Teaching Assistants
Page 67 and 68: Java. One of them is already an exp
Page 69 and 70: • Personal study room management
Page 71 and 72: As has already been discussed in th
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Page 77 and 78: How the Construction & Analysis of
Page 79 and 80: Yet, still we ask ourselves: How do
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Page 83 and 84: A Reporting Simulation Using Toolbo
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Page 87 and 88: Actually, when a particular author
Page 89 and 90: Any instance of this type is an HC
Page 91 and 92: Figure 5: Saving an Educational App
Page 93 and 94: To address this problem Webfuse dra
Page 95 and 96: Cognitive tools can act as structur
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Page 99 and 100: more information about it, for exam
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Page 113 and 114: A web site system for instructors t
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Page 123 and 124: Apart from utilising the functional
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Page 131 and 132: adapted tests to assess the student
Page 133 and 134: Architecture of HEZINET The system
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Page 137 and 138: The ParlEuNet system will provide a
Page 139 and 140: 3. Students use a dedicated HTML co
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Page 155 and 156: Toward a framework for instruction
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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