Implementation to Stimulate Consideration of Optimum

Solutions Using Videoconference

Yoshinori Naruse, Toyama National College of Technology

David Farrell, Ballyclare Secondary School

Shinji Toga, Toyama National College of Technology

Akiko Nagayama, Toyama National College of Technology

Yoshikazu Hayase, Toyama National College of Technology

Yukihiro Hayakawa, Toyama National College of Technology

発 表 内 容

1. Introduction2. Robotic car solution-based learning 3. Joint learning through utilization of videoconferencing4. Exchange learning through illustrated story composition5. Details of exchange learning6. Evaluations of the exchange learning activity by School A children

7. Mutual evaluation in exchange learning

1. Introduction2. Robotic car solution-based learning 3. Joint learning through utilization of videoconferencing4. Exchange learning through illustrated story composition5. Details of exchange learning6. Evaluations of the exchange learning activity by School A children

7. Mutual evaluation in exchange learning

Introduction• We have, in the past, conducted extensive

developmental studies and trials related to the design and implementation of educational videoconferencing, using numerous different venues and approaches ．

• In international exchange learning activities with overseas educational institutions (primary, junior and senior high schools), communication capabilities were heightened through implementation of various activities such as posing simple questions and providing explanations while simultaneously presenting objects and pictures in front of video cameras.

Topics and learning activities

• The first case, learning activities centered on optimization and environmental problems using a programmable robotic car

• We used videoconferencing to allow joint participation by students both in Japan and overseas.

• The second case was designed to stimulate student interest in and knowledge of other cultures.

• The students performed presentations during the school’s integrated study period, and conducted exchanges using the videoconferencing system in the preparatory stages.

Classes using vide conferenceClasses using vide conferenceClasses using vide conferenceClasses using vide conference

2002 Presentation on graduation research

Students were able to expand their knowledge and develop their presentation skills, improve their listening and comprehension skills, consider their own topic, and develop and clarify their opinions. 　

explain graduation research content

Asking from college students

a self-estimation and other evaluations

Answers from university students

10 video conferencing exchanges

１ . はじめに　その２

It was concluded that technical college students were significantly more aware of how to actively choose their careers and university students significantly improved their ability to present their arguments.

2004 encouraging students career motivation

Technical college students asked questions concerning the employment environment.

Fourth-year university students who had already decided on their careers advised first-year technical college students on collecting job hunting information

7

the example of an automobile drive

To travel faster to save time, but with less fuel.

To program a robotic car to optimize fuel consumption, speed, distance, and quality of ride.

8

Architecture and Programming Tool of the Robotic Car

8

The robotic car has a PIC 18F2550 in the controlling circuit.It controls the consumed energy, driving time, and distance traveled.

99

Students create programs on the computer. The student turns on the robotic car with the start button.

10

LCD display on the robotic car

the consumed energy driving time distance traveled These data can be manipulated using a spreadsheet and other software applications.

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Task and procedures

Programagain asneeded

Estimate how todrive a robotic car

Program thepercentage of drivingforce and theoperating time

Experimentand confirmhow to run

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Students are given the task.Move the robotic car as optimal way with a specified amount of electric energy.

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The best way that students might think

• It is best to drive as fast as possible.

• It is best to drive as long as possible.

• It is best to accelerate first and then drive at a constant speed.

12

Joint studies using video conference between N.I. and Toyama

Joint learning through utilization of videoconferencing

• By videoconferenced sharing of program data created for transfer to and operation of the robotic car, the robot car system can also be readily adopted into other exchange learning programs. This was actually implemented in the classroom during our exchange with UK students, who then set up a course upon which the robotic car was operated. In this way, even if only one side has the system itself, both sides can exchange program data and facilitate advancement of the learning process.

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Improvement by supporting others

• Technical College students supported primary school teachers and students.• Translations• Explanations• Presentations

Activities Purpose　　College in Japan 　　　　　　 Primary

School　　 　　　　 Students’ supports　　　　　　　　

　　　　　　　　　　　　

　　　　　　 Teachers’ supports　　 Secondary 　 Primary School School in U.K.　　　　

How to start exchanging an illustrated story

• In March 2009, a college teacher and a teacher of School A visited a class of 9-10 year olds at School B in Northern Ireland.

• They showed a chocolate Easter egg to sixty four students and made them guess what was inside it, questioning what would be born from an Easter egg

Activities Contents

• Their answers were love, family, flowers and so on. The teachers told them to compose a few lines in length, together with illustrations to create a single story based on a newly born thing from a chocolate Easter egg.

flowerLove

family

Improvement and evaluation

Supporting

Settingproblems

Solvingproblems

Gettinganswers

self- evaluations

Exchanged products -1

Exchanged products -2

4.1

4.1

4

4.5

3.7

4.3

4.3

4.3

4.6

4.1

1 2 3 4 5

V. The story segments writtenby our overseas friends are

interesting.

IV. The illustrations by ouroverseas friends are

interesting.

III. The illustrations by the UKchildren are different from

those of J apan.

II. It was interesting to thinkabout the continuation of the

story.

I. I would like to talk with ouroverseas friends.

April 2009 December 2009

3.9

3.8

4.3

4.2

3.3

1 2 3 4 5

v. Reading the primary schoolchildren's comments helped my

own learning.

iv. The translation activityhelped me to learn English.

iii. I enjoyed reading thecontinuation of the story.

ii. The exchange activityencouraged me to think about

the standpoints of others.

i. I gained a betterunderstanding of myself through

the exchange activity.