application of workshop-based instruction to guide project-based research learning on environmental...

Copyright © Susumu Yamazaki, All Rights Reserved.

Application of Workshop-based Instruction !to Guide Project-based Research Learning !on Environmental Problems

Susumu Yamazaki , Tsukasa Morimoto, !Tohru Futawatari, Atsushi Nogami (University of Kitakyushu),!Taku Jiromaru (OME) and Masafumi Iwano (NEOZEST)

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Question?

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• by e-mail: [email protected]"

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Summary

• We apply workshop-based instruction to a tutorial • on project-based research learning on environmental problems • for approximately 280 first-year undergraduate students.

• Its instructional design is 1. to read the manuals and record activities and issues; 2. to categorize them according to the eight essential points of

project-based learning; and 3. to share the results with teams nearby.

• Assessment results show this workshop is effective for team project-based research learning.

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Outline

1. Background of Our Course 2. Two Problems 3. Approach: Applying Workshop 4. Instructional Design 5. Assessment

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Outline


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Copyright © Susumu Yamazaki, All Rights Reserved

Background• Kitakyushu City has much

experience in solving serious pollution problems, and has been designated an Eco-Model City (EMC) by the Japanese government.

• The University of Kitakyushu has also been teaching about the environment and established the Faculty of Environmental Engineering in 2001 to train students as environmental engineers.

• We have conducted or been involved in project-based research learning, called Case Studies of Environmental Issues, which teaches upwards of 250 first-year undergraduate students in the Faculty of Environmental Engineering.

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Two Problems

• The 25 tutors vary in terms of skills and motivation • because they have not been trained.

• Instruction of students on the tutorial has been ineffective • because they are bored by its lecture-style format.

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• The 25 tutors vary in terms of skills and motivation • because they have not been trained.

• Instruction of students on the tutorial has been ineffective • because they are bored by its lecture-style format. "

➡ We have tried to instruct tutors and students • in the use of a workshop style of instruction in this course.

Approach: Applying Workshop

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Outline


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• We analyzed existing instruction manuals for student participation in this course, and found out that this course has two features:

1. Research Learning 2. Team Project

• We list the features of them, and call these • The Eight Essential Points of Project-Based Research Learning

1. Research Learning • Web-based surveys; Bibliographic surveys; Interviews; and

Presentations. 2. Team Project

• Team building; The Plan-Do-Check-Act (PDCA) cycle;Team communication: reporting, contacting and consulting; and Reflection.

Instructional Design: Approaches

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Instructional Design: Gagne’s Principles

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copyright © Wadsworth Pub. photo by © Amazon


• We define the instructional objectives of this guide: Students will • O1: state the eight essential points of project-based research

learning (verbal information) • O2: state the activities that should be conducted in this course and

issues for each activity (verbal information) • O3: classify items listed in O2 according to the eight points of O1

(intellectual skills, defined concepts) • O4: choose to cooperate as a team to conduct a project-based study

(attitude) • These are multiple integrated instructional objectives or enterprises

to achieve the final objective of “conducting project-based research.”

Instructional Design: Objectives

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• Following the objectives, we define instructional strategies of this guide: 1. For O4 (choose to cooperate as a team), we adopt team

workshop-based instruction. 2. For O2 (state activities and issues), the students will read the

manuals and list activities and issues on sticky notes. 3. For O1 (state the eight essential points), the students will prepare

two papers on the eight essential points of project-based learning. 4. According to O3 (classify items), the students will categorize each

sticky note in step 2 into the eight points in step 3. 5. For greater effectiveness, the students will share the results of step

4 with near by teams.

Instructional Design: Strategies

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Instructional Design: Implementation

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Outline


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Assessment: Questionnaire

• Did you feel anxiety before this course? • What caused you anxiety before this course? (Choice and open question) • Did you contribute to your team? • Did your team perform well? • Which task did your team do well? • Specifically, what did your team do well? (Open question) • Which task did your team do badly? • Specifically what did your team do badly? (Open question) • Do you have any ideas as to why your team was unsuccessful in these areas? (Open

question) • Did you understand the overview of this course? • Was the instruction provided in the guide of this course useful for understanding of the

overview? • Describe any suggestions to improve the instruction provided in the guide. (Open

question)

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Assessment: Results

• We receive 76 valid responses. • From this survey, we found:

1.This workshop is effective. 2.Satisfaction with the workshop was high. 3.This workshop is effective in reducing the anxiety. 4.This workshop encouraged each student to participate in group

work. 5.Some problems on this course are suggested in open questions.

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Assessment: Effectiveness of the Workshop

• This workshop is effective in usefulness for understanding the overview of the course.

• Sixty-one reported that the instruction was useful.

• In particular, 34 students answered that it was nice to understand the research process.

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Assessment: Satisfaction with the Workshop was High

• Satisfaction with the workshop was high

• because this workshop helped each student

• understand the course process

• and become conscious of his/her role in the team.

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Assessment: Effectiveness in Reducing Anxiety

• This workshop is effective in reducing the anxiety that students feel about group work and the process of course.

• Sixty-two of the 76 students felt anxiety before the workshop. • Fifty-seven (and 70 of the total of 76 respondents) answered that their

teams performed well.

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Assessment: Effectiveness in Reducing Anxiety

• This workshop is effective in reducing the anxiety that students feel about group work and the process of course.

• In particular, 49 students reported anxiety about team building, • and 31 reported anxiety before the workshop, • but performed well thereafter. (as well as about presentation)

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Assessment: Encouragement to Participate

• This workshop encouraged each student to participate in group work. • and 55 students answered that they had experience of solving problems

through group work.

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Summary

• We apply workshop-based instruction to a tutorial • on project-based research learning on environmental problems • for approximately 280 first-year undergraduate students.

• Its instructional design is 1. to read the manuals and record activities and issues; 2. to categorize them according to the eight essential points of

project-based learning; and 3. to share the results with teams nearby.

• Assessment results show this workshop is effective for team project-based research learning.

23


Question?

• This Slide will be published at SlideShare 　http://www.slideshare.net/zacky1972/"

• Please contact me:"

• by e-mail: [email protected]"

• by (Please send me a message if you want to be my friend on Facebook!) "

• My blog:ZACKY’s Software Education Laboratory http://zacky-sel.blogspot.jp(Sorry, written in Japanese ... )

24

zacky1972

http://www.slideshare.net/zacky1972/

mailto:[email protected]

http://zacky-sel.blogspot.jp