![Page 1: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/1.jpg)
Authentic Learning and Collaboration
with Web 2.0 TechnologiesOctober 13, 2012
Bert Y. KimuraUniversity of Hawaii
Mary E.O. KimuraNPO Forum for I-Learning Creation
Curtis P. HoUniversity of Hawaii
Kenichi KubotaKansai University
JAEMS Kenkyukai, Nagoya, Japan
![Page 2: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/2.jpg)
IntroductionClasses taught in
English before and after fieldwork in Philippines and Cambodia.
Authentic learning and collaboration using WEB 2.0 technologies.◦ Oral Comm. (Spring)◦ ICT for Learning
(Fall)
![Page 3: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/3.jpg)
Authentic Learning (AL)Typically focuses on
real-world problems to identify tasks to complete activities.
Uses multiple sources and perspectives through collaboration and reflection.
Collaboration is essential for completion of AL tasks.
![Page 4: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/4.jpg)
Learning from Collaboration
Learning from collaboration on authentic problems has outcomes “of the highest order, including improved problem-solving abilities, enhanced communication skills, continuing intellectual curiosity and robust mental models of complex processes inherent to the performance contexts in which their new learning will be applied.”
Reeves, Herrington, & Oliver (2004)
![Page 5: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/5.jpg)
MethodOral Communication
students◦ Improved verbal and
nonverbal English ◦ Increased intercultural
awareness◦ Participated in
videoconference with Hawaii students
ICT for Learning students◦ Used Web 2.0 technologies
to use for communication and collaboration
◦ Produced three minute video project with University of Hawaii students
![Page 6: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/6.jpg)
Field Work • Philippines and Cambodia
Balacan State University (Philippines)
Paññāsāstra University (Cambodia)
Students use English and collaboration skills learned in class during field work.
![Page 7: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/7.jpg)
Technologies Used
Google+
Google Docs
Google+ hangout
DropBox
Skype
![Page 8: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/8.jpg)
OC • Group DiscussionsVideoconference
preparation◦ Practiced asking and
answering questions.◦ Compared cultures
and traditions in Japan & Hawaii.
◦ Learned how to use verbal and nonverbal skills.
Practiced Q & A with other students in class.
![Page 9: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/9.jpg)
Oral Communication • VC Students in Hawaii receive
tips about speaking with Japanese students.
Connected to students in Hawaii with Google+.
Three students in each group with at least one higher level English speaker.
Five Hawaii students voluntarily participated.
Japanese groups rotated on five computers to speak with Hawaii students.
![Page 10: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/10.jpg)
ICT for Learning • Collaboration
OverviewTeam meetingsCommunications
planTechnology planVideo productionPost to YouTube
channelPeer review
![Page 11: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/11.jpg)
ICT for Learning • Collaborative Video
ICT & Web 2.0 use in both countries
2-3 min in lengthCollaborative
teamsMeet outside of
classUse both
synchronous & asynchronous technologies
![Page 12: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/12.jpg)
This is How We Tweet
![Page 13: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/13.jpg)
Use of ICT in a Day
![Page 14: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/14.jpg)
ResultsStudents completed
surveys for both courses.
Students learned advantages and disadvantages of technology for communication and collaboration.
Students increased motivation to speak English and learn more about other cultures.
![Page 15: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/15.jpg)
Oral Communication Videoconference
Benefits◦ Better able to
communicate during fieldwork
◦ Learned about cultural similarities and differences
◦ Increased motivation to study and use English
Problems◦ Slow, unstable and poor
audio quality of Internet◦ Nervousness, inability to
fully express ideas in English
![Page 16: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/16.jpg)
Student Comments“Body language is very useful. It is a
must tool for English communication.” “Rejoinder is really important because
if it’s not in the videoconference, (I) feel uneasy.”
Students were encouraged to make eye contact and smile in class. One student wrote, “Hawaiian (students) always keep smile in their face, so I don’t feel nervous too much. I would like to keep smile when I talk with some friends.”
![Page 17: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/17.jpg)
ICT for Learning Collaboration
Students realized need for leadership, time management, scheduling in different time zones and selecting tools that best facilitated communication.
Students found Skype faster and efficient for decision making and planning.
Time differences and busy schedules often made it difficult for all students to participate synchronously.
Asynchronous technology allowed more time to translate and compose messages, but lacked feeling of community.
![Page 18: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/18.jpg)
Student Comments“I think CVP is great curriculum
for us. because i tried to communicate with english and i knew new ICT tools. Thanks so much!”
“I overall was glad to participate in this assignment and would like to do this again.”
“This was a wonderful learning experience about collaborating with students at a distance and at a time difference.”
![Page 19: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/19.jpg)
ConclusionAuthentic learning
across cultures helps to improve technology, collaboration and language skills.
AL leads to deeper understanding of intercultural differences and appreciation for others.
Students adapt to Web 2.0 technologies to meet needs & use them effectively.
![Page 20: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/20.jpg)
Future ResearchCollecting more quantitative data
Conducting similar activities with universities in other countries
![Page 21: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/21.jpg)
ReferencesOverbaugh, R. C., & Schultz, L.
Bloom’s taxonomy. Old Dominion University.
Reeves, T. C., Herrington, J., & Oliver, R.Authentic Activities and Online Learning.
Reeves, T. C., Herrington, J., & Oliver, R. A development research agenda for online collaborative learning.
![Page 22: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/22.jpg)
AcknowledgementsSupported by the Kansai University
research fund, Kyoiku Kenkyu Kodoka Sokushin-hi, in 2012.
The authors are affiliated with the NPO Forum for i-Learning Creation (FiLC).
![Page 23: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/23.jpg)
Contact Information
Bert Y. Kimura Bert.at.hawaii.dot.edu
Mary E. O. Kimuramary_kimura.at.alumni.stanford.dot.edu
Curtis P. Ho curtis.at.hawaii.dot.edu
Kenichi Kubota kubota.at.res.kutc.kansai-u.ac.dot.jp
![Page 24: Authenthic Learning & Collaboration with Web 2.0 Technologies](https://reader038.vdocuments.us/reader038/viewer/2022110307/555934e4d8b42a543d8b4ae7/html5/thumbnails/24.jpg)
Question and Answers