Research and Development of Innovative TeacherResearch and Development of Innovative Teacher Education andT i i P M d l t S t th ICTTraining Programme Models to Support the ICT as a Tool and ICT Integrationi P d (2)into Pedagogy (2)‐Utilization of Free Software to Cope with Copyright Issues and Economic Crisis

Fumihiko SHINOHARA Paulina PANNENMakoto ONISHI

Copyright Issues and Economic Crisis ‐

Tokyo Gakugei UniversityTokyo, Japan 

Sampoerna School of EducationJakarta, Indonesia 

Aichi Shukutoku UniversityAichi, Japan 

Prepared for and presented atthe 14th APEID International Conference  – ICT Transforming Education –21‐23 October 2010, the Imperial Queen’s Park Hotel,

1

Bangkok, Thailand

10/22/2010

Pedagogy and Technology Integrationg gy gy gTechnologyPedagogy ScienceSociology

ComputerTelevision

N t k

Curriculum DevelopmentChild DevelopmentDiscipline

EnvironmentM lti di

EconomySociety

Database Network

Objectives

Scope Seq ence CommunicationMedia

Child DevelopmentDiscipline Geography/School/Family

Information process of human brain （CT and DST)

Multimedia

Competency

Database

Education for Programmed Learning

Scope Sequence Communication

TV is going digital, and Computer is going visual.

Media

ATIAptitude

human‐brain （CT and DST)

Cognitive styleSustainable Development

CAI

Behavior vs Cognitive

SequencingLifelong‐learning

li d i

Use of Computers

Record keeping/CMIQuality

Motivation

ProcessDevelopment, ESD Freeware

Linear/Branching

Egrule vs Ruleg/Backward vs Forward

Teacher Control vs Learner Control

L i

Interest/attitude

Equality and equity

Human rights Copyright

Freeware

Inductive vs Deductive Constructivism e‐Learning

New learning cultureLearning/Teaching styles Thinking skills Self‐regulated

Knowledge management

2

Two Major Issues on ICTs UtiliozationTwo Major Issues on ICTs Utiliozation

• ICT as a Tool• ICT‐Pedagogy IntegrationICT Pedagogy Integration

Ｉｎｔｅｇｒａｔｉｏｎ ＝ Ａｐｐｌｉｃａｔｉｏｎ

Evidence Based Education (EBE)

Ｉｎｔｅｇｒａｔｉｏｎ ＝ Ａｐｐｌｉｃａｔｉｏｎ

Evidence‐Based Education (EBE)K k t b id d it

Knock on a stone bridge but never cross it

Knock on a stone bridge and cross it.Rather…….

3

Knock on a stone bridge but never cross it.

Media as Tools

• Kinds of Teaching strategies/Learning strategies:‐P d L i– Programmed Learning

– Mastery Learning, Discovery Learning,– Social Constructivist Learning

(Social) Situated Learning– (Social) Situated Learning• Sequencing:‐

– Inductive   vs   deductive E l ＞ R l R l E l– Example －＞ Rule    vs.      Rule ‐> Example

• Example and Counter Example– Concrete －＞ Abstract vs.     Abstract －＞ Concrete

Eas ＞ Diffi lt s Diffi lt ＞ Eas– Easy －＞ Difficult vs.     Difficult －＞ Easy– Overview ‐> Specific       vs.      Specific ‐> Overview

In case of keeping these in mind and taking these into practice

4

p g g pwe will be able to much more ensure the media as tools

Issues in the Contemporary EducationIssues in the Contemporary Education

• Learning in the affective domain: zest for living, independent self learning

learning will/desire mind to pursuelearning will/desire, mind to pursuefostering learner’s interest and curiosity

• Instruction and nurturing in education• Instruction and nurturing in education

instruct               nurtureB.F. Skinner        C. Rogers

I l t d t Aff ti D iIssues related to Affective Domain

• Effects of visual images on motivation, interest, i d f lattitude, sense of values….. Effects on the emotions

• New education issues: learning desire, interest, attitude, view of life, taste etc., ,

• Instruct : Nurture

Findings and RecommendationsAfter the initial design and the series of implementation of the 

Workshops conducted in three countries,  the authors found that the participants had the opportunities to consider :‐1. the Workshops will be the key foundations of new age characterized by ‘Selection,’2 the importance of ICTs as tools and ICT Pedagogy Integration2. the importance of ICTs as tools and ICT‐Pedagogy Integration,3. the Critical way of access to media – media literacy – will become one of the key‐

issues,4. the similar workshops in each institutions will be organized.

In addition  the authors will improve the programme in order to elaborate to cope with the life‐long learning society and the needs for DESD.

10/22/2010 7

Progress of ICTProgress of ICTTV i i di it l hil C t i i i l )• TV is going digital, while Computer is going visual.)

• Progress of Windows OS（98‐>VISTA, Win7)– Stability and Reliability More attention to Stability and Reliability– Network Capability including Security

• Free access to Video clips (YouTube）Editing f nctions abo t So nd still and mo ing pict res

Selection, Presentation and Copyright issues– Editing functions about Sound, still and moving pictures

– Wide range of TV specifications including HDV and Compatibility of variety of audio formats

Copyright issues

More importance on– Large capacity on small media including connectivity to the 

Internet• Mobile terminals in Asian region (Cellular phones, ＰＤＡ）

More importance on responding individual 

and ATI studyg ( p , ）

– Built‐in digital camera

Becoming a Ne er competenc for teachers8

Becoming a Newer competency for teachers

Increasing Rate of Educational ExpenditureIncreasing Rate of Educational Expenditure

Korea

UK

USAUSA

FranceFranceGermanyJapan

9Source: OECD (2009) Education At A Glance

Previous WorkshopsPrevious Workshops

1.  Date, Venue and Number of participants(1) Thu 11 Sept., 2008 Mongolian State Univ. of Education, 18(2) Mon 27 Oct., 2008 National Institute of Science and 

Mathematics Education, Univ. of the Philippines (UPNISMED), 51

(3) Fri 28 – Sun 31 Aug., 2009 UPNISMED, 452.  Software used

(1) MS Paint, Sound Recorder, Movie Maker(2) Free ware   Photo Story, Real Player, Any video Converter

10

Teaching StrategiesTeaching Strategies

• Kinds of Teaching strategies/Learning strategies:‐– Programmed LearningProgrammed Learning– Mastery Learning, Discovery Learning,– Social Constructivist Learning– (Social) Situated Learning

• Sequencing:‐– Linear (B. F. Skinner) and Scrambled/branching (N. A. Crowder) 

k d h ( lb )– Backward chaining (T. F. Gilbert, 1962)– Chain, discrimination and generalization (F. Mechner, 1967)– Ruleg (L. E. Homme and R. Glazer)

• Example  Rule    vs.     Rule  Examplep p– Example and Counter Example

– Concrete  Abstract     vs.    Abstract  Concrete– Easy difficult vs Difficult Easy

11

– Easy  difficult     vs.     Difficult  Easy– Overview  Specific       vs.      Specific  Overview

Workshop Programme Developedl f d/ di d i l i1. Role of sound/audio and visual images

2. Learner’s Characteristics and ATI3. Sequencing of Materials4. Copyright Issues (images developed by others, ‘Advantages’ of images developed 

by teacher him/herself)5. Editing5. Editing6. Fixed sequencing of moving images and a series of still images 

“NHK Morning Exercise “ (NHK)h h h ld b h d ( d7. Moving images which should be changed in sequencing (Broadcasting 

programme sequenced in inductive way of thinking ‐> in deductive way of thinking)

“Motion and Energy for 3rd graders in Junior High school” (NHK)8. Presentation and sharing materials developed and experiences

10/22/2010 12

Workshop Programme RevisedWorkshop Programme Revised

Date, Venue and Number of Participants

(1) Mon 7 June,  2010  Sampoerna School of Education, Jakarta  IndonesiaIntensive Lecture and Demonstration on ESD, 89students

(2) Tue 8 June,  2010  Sampoerna School of Education,Jakarta IndonesiaSpecial Seminar Workshop on Multimedia Development24 teachers(3, 10, and 11 for Primary, Junior and Senior High schools)

13

Agenda of the Programme (1/2)Agenda of the Programme (1/2)Tue 8 June, 2010 ‘Special Seminar on Multimedia Development’

‐ Sampoerna School of Education, Jakarta Indonesia ‐

1. The Significance and Issues about ESD  (Ref. UNESCO ‘The Four Pillars of Education’)h b l f l d

p

2. The Possibilities of Multimedia to promote ESD （Ref. A.Toffler ‘The Third Wave,’ 

ＮＨＫ Teacher’s Net, ＮＩＣＥＲ, ＹｕＴｕｂｅ＝＞to ensure we are in the ‘Era of the Freedom of Selection/Choice’）1. Freedom of Selection/Choice ）

3. Learner’s Characteristics and ATI4. Sequencing of Materials

0hrs

5. Images and Copyright   (Ref. OECD ‘Trends of World Economy ‐Economical crisis‐’=> Promotion of institutional use of ‘Free Software,’   UNESCO BKK ‘Tyeachers Resource CD – Free Software’)Tyeachers Resource  CD  Free Software )

Regional Seminar on the Impact of the Economic Crisis on Higher Education and the Use of ICT in Universities in Asia and the Pacific,

14

UNESCO Asia and the Pacific Regional Bureau for Education, Commission of Higher Education, Thailand, Queen’s Park Imperial

Hotel, Bangkok, Thailand, 30 June – 2 July 2010

Agenda of the Programme (2/2)Agenda of the Programme (2/2)Tue 8 June, 2010 ‘Special Seminar on Multimedia Development’

‐ Sampoerna School of Education, Jakarta Indonesia ‐

1. Practice on Editing(a)  Fixed sequencing of moving images and a series of still images  “NHK Morning Exercise “ (NHK)

p

Exercise “ (NHK)(b)   Moving images which should be changed in sequencing (Broadcasting programme sequenced in inductive way of thinking ‐> in deductive way of thi ki ) “M ti d E f 3rd d i J i Hi h h l” (NHK)

1thinking)  “Motion and Energy for 3rd graders in Junior High school” (NHK)

2. Practice on development of a simple video material3. Presentation and Discussion

・5

hrs

4. Summary DiscussionsHigh lightening on Collaboration to design, development and utilization of databases and 

Free SoftwareFree Software

15

Current Trends of EducationCurrent Trends of Education•Child t d Ed ti•Child‐centered Education

– Constructivism– Cognitive Approach

•Basic Education– Promotion of ‘Education for All’ to enhance basic and fundamental 

knowledge and skills•ESD (Education for Sustainable Development)

– Development and implementation of ESD ‐oriented curriculum both in formal and non‐formal education

•ICT‐Pedagogy Integration– Multimedia under the concept of AV education rather than ICT

•EBE (Evidence‐Based Education)EBE (Evidence Based Education)– ‘Knock on a stone bridge and keep on knocking,’ rather than

‘Knock on a stone bridge and cross it.’

ICT P d I t tiICT‐Pedagogy IntegrationEvolution of Competency

Level‐3

Evolution of Competency

TransformingLevel‐2

Applying

InfusingPedagogyLevel-1

Emerging

Applying

Technology

S UNESCO B k k 2005 R i l G id li T h D l t f

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Source: UNESCO Bangkok､2005, Regional Guidelines on Teacher Development for Pedagogy-Technology Integration, UNESCO BKK, Thailand

Four Pillars of LearningFour Pillars of Learning

Universal Values

Mutual understanding

ToleranceCooperationValues 

sharing understanding and trust

CooperationMotivationPatience

Education for Sustainable Development

Learning to know

Learning to do

Learning to live t th

Learning to be

Four Pillars of Learning

together

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Free Software Utilized in the Workshopp‐ Software available and relevant to ICT utilization in Schools ‐

1 D t ti MSW d 2 Ed ti t ti ti MS E l1. Documentation MS Word 2. Education statistics MS Excel3. Management/Database MS Access4. Presentation MS PoｗerPoint、Macromedia Captivate5.   Idea processing FreeMind6. Material production MS Word、Macromedia Director、Macromedia 

Authorware、Macromedia Dreamweaver、Macromedia Flash, Mathermatica, Java

7. Audio and video image editing MS Moviemaker、Photo Story2 or 3、Photo Flash Maker、Muvee autoProducer(VideoMagic), Any( g ) yvideo Converter, DVD Fab Decripter、Adobe Premiere

8.   Still image processing MS Paintbrush、Adobe Photoshop9. Sound and music processing Sound Recorder、Audacity、Studio ftn Score9. Sound and music processing   Sound Recorder、Audacity、Studio ftn Score 

Editor、Winamp、Retro Music Editor、BatchWOO!10. Video conferencing Skype、Yahoo messenger11 Packing on CD/DVD/BD imgBurn11. Packing on CD/DVD/BD  imgBurn

19

National Information Center for Educational Resources (NICER)National Information Center for Educational Resources (NICER)( )( )

Elementary

Lower Secondary

Grades

Lower Secondary

Upper Secondary

TeachersTeachers

LifelongLearningKinds of  schools

Ki d f i tit ti

20http://www.nicer.go.jp/

Kinds of  institutions

Example 1: Syllabus of Undergraduate ICT Related Course

21

Example 2: Syllabus of Graduate ICT Related Course

22

RecommendationsRecommendations

1. Encouragement of the utilization of local wisdom related to ESD such as 3Rs, Reduce, Reuse and Recycle in the process of the d i d d l t f l ldesign and development of lesson plan.

2. Promotion of strengthening and cultivating teachers’ curiosity in their daily life.

3. Promotion of systematic collection of free software for sound/music format and creation (Organize national group consisting from policy makers and teachers as well)

4. Active assistance and collaboration to design and development of national/regional databases for local wisdom and resource materials

5. Strengthening the relationship these workshop/in‐service programmewith pre‐service teacher education

23