Transcript
Enhancing outside-class learning using ubiquitous
learning log systemNoriko UOSAKIa*, Hiroaki OGATAb, Mengmeng LIc, Bin
HOUc,
& Kousuke MOURIc
aCenter for International Education and Exchange, Osaka University, Japan
bGraduate School of Information Science and Electric Engineering, Kyushu University, Japan
cFaculty of Engineering, The University of Tokushima, Japan
*uosaki@ciee.osaka-u.ac.jp
Meeting Room 3rd Floor, IC Hall, Osaka University, 10:00- November 15, 2013
About Me
Born in Tarumi, Kobe
Graduated from Nagata Senior High School
Nagata Senior High School
Shioya-cho, Tarumi-ku, Kobe
A view from the nearest station from my parent house
About Me
BA at Kobe City University of Foreign Studies, English major
Bank of Tokyo, Tor Road Office in Kobe:
- Foreign Exchange Dept. Foreign remittance, Export Division
Bank of Tokyo, Kobe
Kobe City University of Foreign StudiesTor Road, Kobe
About Me
MA at Kobe City University of Foreign Studies
Title: An Experimental Study of Language Acquisition:
Segmentals vs. Non-Segmentals (Advisor: Dr. Morio
Kohno)
Moved to Tokushima
With Prof. Morio Kohno Tokushima
About Me
Part-time lecturer at The University of Tokushima / Shikoku
University / Kansai University
Visiting lecturer of the Speech & Hearing Science Dept. at
the University of Illinois at Urbana-Champaign
Dr. Bob Bilgerthe University of Illinois at Urbana-Champaign
Dr. Molly Mack
About Me
Ph.D. at The University of Tokushima
PDA room (PDA: personal digital assistant)
With Prof. Hiroaki Ogata
1. Supporting Communicative English Class Using Mobile Devices
2. Incidental second language vocabulary learning from reading novels: a comparison of
three mobile modes
Dissertation Title:
Seamless Language Learning Environment Using Ubiquitous
Learning-log System (Advisor: Dr. Hiroaki OGATA)
Enhancing outside-class learning using ubiquitous
learning log system
Noriko UOSAKIa*, Hiroaki OGATAb, Mengmeng LIc, Bin HOUc,
& Kousuke MOURIc
aCenter for International Education and Exchange, Osaka University, Japan
bGraduate School of Information Science and Electric Engineering, Kyushu University, Japan
cFaculty of Engineering, The University of Tokushima, Japan
*uosaki@ciee.osaka-u.ac.jp
ICCE2013 Workshop Session(9:00-12:00) Tue. 19, November, 2013, Sita Room, Grand Inna Bali Beach Hotel, Indonesia
Noriko Uosaki, Hiroaki Ogata, Mengmeng Li, Bin Hou, Kousuke Mouri, Enhancing Learning Time Using Learning Log System, Workshop Proc. of ICCE2013, (in press) , Bali, Indonesia, 18-22 November 2013.
・・
OUTLINE
1. Introduction
2. Related works
3. SCROLL
4. Evaluations
5. Conclusions
1. Introduction
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries
Japan ranked 27th (the third worst) out of 30 Asian countries in TOEFL 2011
(cited from TOEFL official website) *
*Test and Score Data Summary for TOEFL® Internet-based and Paper-based Tests (2011). http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf
1. Introduction
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries
Japan ranked 27th (the third worst) out of 30 Asian countries in TOEFL 2011
(cited from TOEFL official website) *
One of the problems in EFL learners in Japan is
1. Introduction
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries
Japan ranked 27th (the third worst) out of 30 Asian countries in TOEFL 2011
(cited from TOEFL official website) *
One of the problems in EFL learners in Japan is
Lack of learning time
1. Introduction
1.1 Motivation
EFL (English as a Foreign Language) education is
important for non-English speaking countries
Lack of learning time
630–650 hours - junior and senior high school)
(Curriculum Guidelines by
MEXT )
135-180 hours - college years (Osaka University
enrollment regulations 2013)
totally 765–830 hours in Japan
1. Introduction
1.1 Motivation
Lack of learning time
totally 765–830 hours in Japan
2,200 hours is necessary for English speakers to
achieve general professional proficiency level** of
Japanese language.
---- according to the Foreign Service Institute (FSI) of
the US Department of State.*
(cf.http://web.archive.org/web/20071014005901/http://www.nvtc.gov/lotw/months/november/le
arningExpectations.html )
1. Introduction
1.1 Motivation
Lack of learning time
Lack of commitment to English learning
“Confining the learning of English to the classroom may fail to
enable learners to construct and apply knowledge and skills
coherently and integratively.”
- English Language Curriculum and Assessment Guide, HK (2007)
1. Introduction
1.1 Motivation
Lack of learning time
Lack of commitment to English learning
“Confining the learning of English to the classroom may fail to
enable learners to construct and apply knowledge and skills
coherently and integratively.”
- English Language Curriculum and Assessment Guide, HK (2007)
Outclass learning is pivotal!
1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning
1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning with our
developed
system called SCROLL
1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning with our
developed
system called SCROLL.
SCROLL : System for Capturing and Reminding Of
Learning Log
1. Introduction
1.2 Objectives
Main objective :
To encourage learners to get more involved
in outside-class learning with our
developed
system called SCROLL.
SCROLL : System for Capturing and Reminding Of
Learning Log
Key concepts : v Learner Autonomy
v Seamless Learning
v Collaborative Learning
1. Introduction
1.2 Objectives
Hypothetical Question :
Does SCROLL contribute to the solution of
lack of learning time?
1. Introduction
2. Related
Works2.1 Learner Autonomy
Learner autonomy:
“the ability to take charge of one's own learning”
----- (Holec, Henri 1981)
2.1 Learner Autonomy
Only by letting their students keep their
learning reports and submit them to their
teacher, it helped them get more committed to
outside-class learning. ----- Shirono
(2009)
2. Related
Works
2.1 Learner Autonomy
Only by letting their students keep their
learning reports and submit them to their
teacher, it helped them get more committed to
outside-class learning. ----- Shirono
(2009)
Tan (2012) explored blended language learning to
promote learner autonomy. ----- Tan (2012)
2. Related
Works
2. Related
works2.2 Seamless Learning
“The situations where students can learn
whenever they want to in a variety of
scenarios and that they can switch from one
scenario to another easily and quickly using
one device or more per student (“one-to-one”)
as a mediator. “
----- Chan et
al.(2006)
2.2 Seamless Learning
More simply,
Seamless Learning literally means learning
without seam.
The situation where we can learn
seamlessly wherever we are, whenever we
are.
2. Related
Works
2.2 Seamless Learning
„American College Personnel Association
(1994) stressed the importance of linking
students‟ in-class and outside-class
experiences to create seamless learning and
academic success.‟
------- (Wong and Looi,
2011)
2. Related
Works
2.2 Seamless Learning
„American College Personnel Association
(1994) stressed the importance of linking
students‟ in-class and outside-class
experiences to create seamless learning and
academic success.‟
------- (Wong and Looi,
2011)
Seamless learning can mean learning which
occurs with smooth and seamless transitions
between in-class and outside-class learning.
2. Related
Works
2.2 Seamless Learning
2. Related
Works
2.2 Seamless Learning
2. Related
Works
We learn words from the contexts!
2.2 Seamless Learning
2. Related
Works
We learn words from the contexts!・„subject to …‟ ～に制約される、～を免れない
All visitors and packages are subject to electronic
scan.
滞在者と荷物全部にスキャンをかけることになっています。
This agreement shall be subject to the laws of Japan.
本契約は日本国の法律に従うものとする。
The terms of your account are subject to change.
口座の条件は変わることがあります。
Frequency of occurrence encourages incidental
vocabulary learning and reappearance of a word
reinforces the form-meaning connection in the learner‟s mental lexicon.
------ (Hulstijn, 1996)
2.2 Seamless Learning
2. Related
Works
seamless rate : the rate how we can carry out class seamlessly
2.2 Seamless Learning
2. Related
Works
Type of seamless learning
3.
SCROLL
http://ll.is.tokushima-u.ac.jp
3.1 Design
Log
Organize
Recall
EvaluateSCROL
L
LORE model : (Log-Organize-Recall-Evaluate).
3.
SCROLL
SCROLL interface of Android mobile phone (My Log List (left) and Quiz (right))
SCROLL interface on the Web (My Log (left) and Quiz (right))
http://ll.is.tokushima-u.ac.jp
3.1 Design
・„subject to …‟ ～に制約される、～を免れない
All visitors and packages are subject to electronic
scan.
滞在者と荷物全部にスキャンをかけることになっています。
This agreement shall be subject to the laws of Japan.
本契約は日本国の法律に従うものとする。
The terms of your account are subject to change.
口座の条件は変わることがあります。
3.
SCROLL3.1
Design
3.1 Design How the system supports linking
4. Evaluation
4.1 The average outside-class learning time in our previous
evaluation (Evaluation I)
Outside-class Learning Time
(min)
Mean (SD)t
Effect Size
(d)1
A (with System) 142.25 (106.14)
0.391＊ 0.53 (Medium)B (without System) 130.7 (105.2)
(Uosaki et al., 2012)
Uosaki, N., Ogata, H., Sugimoto, T., Li, M. and Hou, B. (2012). Towards Seamless VocabularyLearning: How We Can Entwine In-class and Outside-of-class Learning. International Journal ofMoble Learning and Organization, 6(2), 138–155.
*p = 0.69
Data collecting method: by means of answering questionnaires on the web
4.1 The average outside-class learning time in our previous
evaluation (Evaluation I)
Outside-class Learning Time
(min)
Mean (SD)t
Effect Size
(d)1
A (with System) 142.25 (106.14)
0.391＊ 0.53 (Medium)B (without System) 130.7 (105.2)
(Uosaki et al., 2012)
Uosaki, N., Ogata, H., Sugimoto, T., Li, M. and Hou, B. (2012). Towards Seamless VocabularyLearning: How We Can Entwine In-class and Outside-of-class Learning. International Journal ofMoble Learning and Organization, 6(2), 138–155.
*p = 0.69
Group A : 47.4 minutes per week / only 6.8 minute per dayGroup B : 43.6 minutes per week / only 6.2 minute
per day
4. Evaluation
1.2 Objectives
Hypothetical Question :
Does SCROLL contribute to the solution of
lack of learning time?
1. Introduction
4.2 Method
The evaluation design
4. Evaluation
Subjects : 24 university freshmen of Basic English class majoring health sciences at the University of Tokushima (2012 spring semester)
Two conditions 1) reading e-book contents and uploading new words to SCROLL2) reading e-book contents and making a vocabulary book on
spreadsheets
Pre
-
test
Phase 1 Phase 1
Survey and
focus
groups
Group Ae-book with
SCROLL Post-
test
(1)
e-book Post-
test
(2)Group A
e-booke-book with
SCROLL
4.2 Method
4. Evaluation
E-book user interface
Briefing on the delivery day
4.3 Results
4. Evaluation
Average Outside-class Learning Time(/two weeks)
(1) Outside-class Learning Time
Outside-class Learning
Time
(min) Mean (SD)
tEffect Size
(d)
With SCROLL 141.04 (151)
1.28* 0.37 (Small)Without
SCROLL
91.88 (115)
*p = 0.11
4.3 Results
4. Evaluation
(2) Test Results
* p=0.01 **p=0.23 ***p=0.0167
Pre-test and Post-test results (full mark: 20,000).
①Pre-test
Mean (SD)
②Post-test
with
SCROLL
Mean (SD)
③Post-test
without
SCROLL
Mean (SD)
① vs. ②t
Effect Size
(d)
① vs. ③t
Effect Size
(d)
② vs. ③t
Effect Size
(d)
Group
A+B
5,603
(1,439)
7,310
(3,058)
5,970
(1,383)
2.31 * 0.74** 2.26 ***
0.72 (M) 0.26 (S) 0.57 (M)
V-check test (http://www.wordengine.jp/)
4.4 Discussion
4. Evaluation
(1) Outside-class Learning Time Reconsidered
Comparison of average outside-class learning time between Evaluation I and II.
Evaluation I Evaluation II
Outside-class
Learning Time
per week (min)
Mean (SD)
tEffect Size
(d)
Outside-class
Learning Time
per week (min)
Mean (SD)
tEffect
Size (d)
With
SCROLL
without
e-book
47.4 (35.38)
0.39* 0.11
(None)
With
SCROLL
& e-book70.5 (75.26)
1.25** 0.37
(Small) Without
SCROLL
& e-book
43.6 (35.07)
With e-
book
Without
SCROLL
45.9 (57.27)
*p = 0.69 **p = 0.22
4.4 Discussion
4. Evaluation
(3) the open-ended comments of the participants whose outside-class
learning time was short
1) I prefer paper books to e-book, because it is not easy for me to.
2) I had to prepare some tests for other classes and did not have enough time to read.
3) Before I noticed, it was running out of battery and I could not read when I wanted to.
4) I was busy with my club.
5) It was difficult to handle Galaxy Tab.
6) I do not like e-book because I cannot put annotations.
7) It was hard to find time to read.
8) E-book was not easy to handle, which made me hesitant in reading.
9) It was bothering to charge the device.
10) The story was difficult to read.
11) I do not like to read in the first place.
12) Even though I set it manner mode, it produced some beep sound and I got.
4.4 Discussion
4. Evaluation
(4) open-ended comments from the participants who got involved in more
outside-class learning
1) It was easy to consult the dictionary, so it was easy to go on reading.
2) When I touched an English word, then its Japanese translation
appeared and I liked it very much.
3) I prefer tablets for reading.
4) I liked the illustrations.
5) The story was very interesting, so I could get absorbed in reading.
4.4 Discussion
4. Evaluation
(5) open-ended comments in favour of SCROLL
1) It was good because I could learn words from other classmate uploaded words.
2) The words which I uploaded appear as a quiz, and I think it is a good way
to memorize words (plurality opinion).
3) I thought it was convenient.
4) It was easy to remember by answering quizzes.
5) It was fun to answer quizzes (plurality opinion).
6) Answering quizzes reminds me of the words forgotten.
7) I did not like to make a vocabulary book on spreadsheets.
8) “Relog” function was very convenient.
9) I forget new vocabulary very easily, but it was a good way to review by answering
quizzes.
10) It was easy to handle.
4.4 Discussion
4. Evaluation
(6) unfavorable comments on SCROLL
1) There came out a quiz of a word which I did not upload and I did not
like it.
2) Sometimes, some weird translation came out. So, a dictionary
function as a translator of an uploaded English word was not good
enough.
3) Some distractors in quizzes are so simple that it was very easy to
choose right answers.
4) It was troublesome to log into the system and input new vocabulary
4.4 Discussion
4. Evaluation
(7) Was vocabulary learning effective using SMALL System?
yes37%
weak yes21%
yes or no25%
weak no13%
no4%
5.1 Conclusion
Our hypothetical question:
Does SCROLL contribute to the solution of lack of
learning time?
5. Conclusion and Future Works
Evaluation II
Outside-class learning time increased only when they read an e-
book together with the System even though no statistically
significant difference was detected.
Evaluation I
They hardly had outside-class learning
e-book application introduced
5.1 Future Work
5. Conclusion and Future Works
Customized learning recommendation system
Peer-to-peer collaboration
53
Thank you for your attention!
Terima kasih !
谢谢!
ご清聴ありがとうございました！