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Campus Now

Midsummer Issue (Jul. 2013)


State of education is changing.

“Education utilizing ICT”

Waseda University incorporated ICT into the education ahead of other universities and had been taking actions to enhance the quality of classes. The Core Strategy 4 of “Waseda Vision 150”, “A Switch to an Interactive, Problem Finding/Solving Style of Education” is one of them.
We examine the current status of ICT at Waseda and the changes that ICT will bring to education.

※ICT: Information Communication Technology

Introduction of courses

Educators’ views on the future of ICT education

We asked two faculty members who are effectively utilizing ICT about their views on ICT education from educators’ perspective.

Name of courses
“Education Method Study” “Pedagogy Pre-seminar I”, “Study of Educational Method”

Use ICT effectively while always keeping in mind the essence of teaching.

Tadao Mio
Professor of the Faculty of Education and Integrated Arts and Sciences

At a research institute where I used to work, I was studying and providing training on the utilization of ICT and assessment of classes for higher education. At that time, I was convinced with the possibilities of ICT while sensing the difficulties of diffusing ICT. Therefore, when I began teaching at Waseda University, I decided to implement the PDCA cycle for a coursework on a daily basis without difficulty and verify the effect of ICT utilization.

I use ICT for each step of the PDCA cycle. At the Plan step, I review the course records of the previous year and modify syllabus. Before each class, I check the previous year’s presentations slides with my notes written by touch pen and check the parts that received questions from students. At the Do step, I try to respond to the reactions of students sequentially by using presentation slides and pen functions. The handouts are not just the copies of my presentation slides but are designed to encourage students to take notes. If the subject of the lecture is a theory that is abstract and difficult to grasp for students, I combine three steps including conceptual model chart, data, and practical settings, and try to facilitate and enhance understanding using movies, replicas, discussion and participation by students (e.g. clicker). The discussion can be reviewed later on Course N@vi. At the Check step, I verify the effect of ICT use by a class evaluation after each class and reflect the evaluation results in the next class (Act step).

Furthermore, in addition to using ICT in the classroom, I use it for Faculty Development (FD: organizational efforts to improve educators). Under the FD, the faculty members who teach the same subjects in different courses examine each other’s presentation materials, handouts, and class evaluation results and carry out peer review. Sometimes, adjunct professors watch the FD discussion via video phone from outside of the school and provide opinions. The faculty members also share class evaluation results every week and video of their classes on their favorite topics on the Course N@vi, using the “Do not share with the students” function. As I explained above, using ICT makes it more effective to implement the PDCA cycle for teaching. Especially, by sharing information with other faculty members, we can understand the trend of students and adjust class more appropriate for the students. In the future, it is expected that the needs and quality of students will diversify. Therefore, I truly feel the possibility of ICT as a daily tool to understand class from various aspects and assure quality of class.

It should be noted that there is a limitation in ICT utilization. 15 years ago, I experienced that the satisfaction of the students became very low due to malfunction of IT facility in classroom. It was my bitter experience caused by my over-dependency on ICT. In the future, I would like to keep on exploring effective ICT utilization while always keeping in mind the essence of teaching.

Clicker: A system in which students can answer questions from teacher or questionnaire by clicking on the button. The results can be instantly summarized. The results can also be displayed on the screen of a classroom on the spot.

A class using Clicker

Conducting a class while writing on the slides using a tablet pen, in response to the reaction of students

Tadao Mio
Professor of the Faculty of Education and Integrated Arts and Sciences

Born in 1963. Specializes in educational technology. Became a research associate at the Ministry of Education Inter-University Research Institute Corporation National Multi-Media Center in 1989, Associate Professor of the National Institute of Multimedia Education in 1998. In 2001, appointed as Associate Professor at the School of Education, Waseda University. Since 2005, Professor of the Faculty of Education and Integrated Arts and Sciences, Waseda University. A co-author of “Handbook of Student Evaluation of Teaching” (Tamagawa University Press).

Name of course
“Instructional design”

The future form of education is already here.

Chiharu Kogo
Professor of the Faculty of Human Sciences

For the past 5 years, I have been applying the “reversal class” style in my courses. With this style, I ask the students to prepare for each class via e-learning at home and outside of the classroom and conduct practical works and group works in the classroom. Before, students received lecture in the classroom and reviewed the coursework and worked on assignments at home. So this style “reversed” the flow.

Specifically, I offer the reversal class in the “Instructional design” course in which students learn science and technology of teaching. It is a relatively large course with usually 200 students every year. A set of classes takes place over a span of two weeks.

In the first week, I upload my lecture using the “e-learning (Course N@vi)” system, and students are required to watch it and complete the reading. I check their basic knowledge through quizzes. Then, I give assignment that would take at least a few hours and ask the students to submit the file on line. This is their homework. The point is that the students watch the lecture first and then do homework before they come to my class. As you see, during the first week, they do not need to come to a classroom. Each student watches the lecture at home or in a computer room and completes homework.

During the second week, students must be present in the classroom. They form randomly assigned groups of five and carry out assignment. Because they already watched the lecture through the e-learning during the first week, there is no lecture in the classroom. The students immediately begin group work after instruction is given. In the group work, the students carry out practical work by applying what they learned during the first week. Their activities vary from discussion, physical games, to presentation in front of others. This way, they can truly absorb what they learned in the previous week.

This type of reverse class became possible for the first time when ICT was used for teaching. Especially, delivery of on-demand classes via Course N@vi became common after the establishment of e-school at the School of Human Sciences. This has greatly facilitated the utilization of ICT in education. By replacing all lectures in the classroom with e-learning and re-designing the academic activities in the classroom, the learning effect will improve drastically. This is how I see the future university education.

Chiharu Kogo
Professor of the Faculty of Human Sciences

Born in 1958. Professor at the Faculty of Human Sciences, Waseda University. Doctor of pedagogy (Tokyo Gakugei University). Specializes in educational technology, educational psychology, particularly e-learning, adult education, and instructional design. His publications include “the Easiest Teaching Technology” (Nagaoka shoten, Ltd.), “Understanding Statistics” (Gijutsu-Hyohron Co., Ltd.), “Class for Self-expression” (Joho Center Publishing), etc.

First WASEDA e-Teaching Award

On May 17th, the first award ceremony of the WASEDA e-Teaching Award was held to recognize professors who contributed to enhancing quality of classes using ICT. We would like to introduce three professors who received the Award out of 22 entries.

During the ceremony, Professor Hikyoung Lee from Korea University (Director of Center for Teaching and Learning) gave a lecture on their actions using ICT.

Award in the On-demand Classes Section
On-demand teaching and multilateral support for improvement of learning effect of Japanese pronunciation learning

Takako Toda
Professor, Faculty of International Research and Education (Graduate School of Japanese Applied Linguistics)

Have you ever struggled with the pronunciation of foreign language? Students from overseas are also often struggling with Japanese pronunciation. At the Center for Japanese Language, we began to offer classes with a focus on pronunciation. We also introduced on-demand content that enables students to practice pronunciation as many times as they want at their own pace. They can hear Japanese speech through visual content such as movies and slide shows and practice pronunciation anytime, anywhere. The students can also record their pronunciation. When they submit the voice file, they will receive feedback. This system has enhanced their learning effect.

Award in the Cross-Cultural Distance Learning (CCDL) Classes Section
Learning specialized knowledge from multiple points of view through long distance interaction with overseas graduate schools

Hiroshi Ohta
Professor, Faculty of International Research and Education (School of International Liberal Studies)

Using the TV conference system, students in the “Global Environmental Politics and Policies”, a course offered at the School of International Liberal Studies, participate in the interactive classes originated in the “Asia Pacific Initiative”, a project which the University of Hawaii launched in collaboration with universities and research institutions in the Asia Pacific region to develop online educational materials concerning human resource development and environmental conservation. By exchanging opinions on international themes such as climate, energy and food security with graduate students of other countries and other fields, the intellectual curiosity of students is stimulated and their motivation to study is enhanced.

Award in the Course N@vi Utilization Section
Creating an e-Text environment for a programming class. Catering to different
proficiency levels and enabling the accumulation of learning.

Mamoru Takezawa
Faculty of Education and Integrated Arts and Sciences (Graduate School of Teacher Education)
Visiting Associate Professor, Teacher of Waseda University Senior High School

In an optional course named “Information Science” for third-year students of Waseda University Senior High School, formula manipulation software called “Mathematica” is used. I tried to optimize the course by establishing e-Text environment hosted on Course N@vi to cater to different understanding and proficiency levels. On Course N@vi, students can read programming instructions and save what they have done in the lesson. The e-Text environment is highly evaluated by the “digital native” students. I am thinking of utilizing Course N@vi to make use of its advantage of interactivity in other courses, too.