FLEAT VI at Harvard Univ. (12/Aug/15) Implementation and practice of a project-based college English course on BYOD basis Syuhei KIMURA (Ritsumeikan Univ., Japan) firstname.lastname@example.org Yukie KONDO (Ritsumeikan Univ., Japan) email@example.com Foreign Language Education And Technology [FLEAT VI] @ Harvard University (13/Aug/2015)
2 About Us • Syuhei KIMURA • Associate Professor, College of Life Sciences at Ritsumeikan Univ. • Field: Utilization of ICT in higher English education • Twitter: @syuhei • Yukie KONDO • Lecturer, College of Pharmaceutical Sciences at Ritsumeikan Univ. • Field: English Education and Information Technology / Genre Analysis of texts on the Web / Bibliobattle in English
3 About Ritsumeikan University • One of the biggest private universities in Japan • Established in 1869 • Three campuses Shiga (BKC) Kyoto (KIC) Osaka (OIC)
4 Goals 1. Define • Project-based English Program • Bring-Your-Own-Device (BYOD) 2. Report • How the BYOD environment has been implemented in our course 3. Discuss • The results of the questionnaire to over 400 students across four different colleges • Future tasks and prospects of a PBL English course with BYOD policy
5 “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” John Dewey (1859-1952)
6 Define: Project-based English Program • Project-based English Program (PEP) • Compulsory English course for undergrads employed in three colleges of Ritsumeikan Univ. • Life Sciences (LS) : Freshman – Junior • Pharmaceutical Sciences (PS) : Freshman – Junior • Sport and Health Science (SHS) : Freshman – Sophomore • PEP consists of two modules • Projects, where learners present messages • Skill Workshops, where learners build up English skills for Projects
7 Define: Project-based English Program • Key Concept of PEP • Language proficiency skills will be utilized in communication by being used in professional skills. (Suzuki, 2012)
8 Define: Project-based English Program • PEP Courses (Freshman – Sophomore) P1 P2 P3 P4 (Freshman, Fall) (Sophomore, Spring) (Sophomore, Fall) (Freshman, Spring) ・Research Method ・Debate ・Advanced Research ・Self Appeal ・5 Paragraph Essay ・Panel Discussion ・Oral Presentation ・Oral Presentation ・Oral Presentation ・Term Paper ・Term Paper
9 Define: Bring-Your-Own-Device (BYOD) • BYOD was originally the term which means permitting workers to bring and use their own mobile devices at their workplace. • Some point out that BYOD is disappearing and being replaced with other new solutions in business field. (Laird, 2014) • In education settings, BYOD means students bring personally owned devices to school and use them as tools for learning.
10 Define: Bring-Your-Own-Device (BYOD) • How can you say whether or not an education institution is BYOD-ready? • Does it have a certain set of policies or guidelines on how to use personal computer devices for the faculty members and students? • Harvard University does. • Central Administration Desktop, Laptop and Mobile Management Policies and Procedures • Ritsumeikan University doesn’t. • It does have the policies and guidelines on how to use the information resources of the university, but it does not have those for personally brought devices as of today.
11 Define: Bring-Your-Own-Device (BYOD) • Reality of Japanese universities and BYOD • In most institutions, BYOD is not officially approved or encouraged. • Some studies report that Japan is behind the other developed countries in ICT adoption in education, including higher education. (Kyoto University, 2014. OECD, 2014) • In Japan, ICT is likely to be regarded as a tool for teachers to manage students, rather than a tool for students to learn with. (Toyofuku, 2014, 2015)
12 Define: Bring-Your-Own-Device (BYOD) • With official, experimental, or defacto BYOD policies • Keio University SFC (defacto / since 1990) • Kaetsu University (official / since 2008) • Kyushu University (official / since 2013) • Hokkaido University (experimental / since 2014) • Kanagawa Institute of Technology (official / 2015) • With a COPE (Corporate Owned, Personally Enabled) policy • Kio University (official / since 2014)
13 BYOD: Keio University SFC Classroom scene of Keio SFC in 2006 (a photo from SFC CLIP)
14 BYOD: Kyushu University Classroom scene of Kyushu Univ. in 2013 (a photo from ITmedia)
15 BYOD: Ritsumeikan University (PEP) Classroom scene of Ritsumeikan Univ. in 2014 (peer-review)
16 BYOD: Ritsumeikan University (PEP) Classroom scene of Ritsumeikan Univ. in 2014 (group work)
17 BYOD: Ritsumeikan University (PEP) Classroom scene of Ritsumeikan Univ. in 2014 (panel discussion)
18 Report: How to make BYOD happen • Initial plan when new colleges started • All the colleges were newly established in the past 7 years. • College of Life Sciences: 2008 • College of Pharmaceutical Sciences: 2008 • College of Sport and Health Science: 2010 • College of Comprehensive Psychology: 2016 • A pioneer with powerful leadership • Yuji Suzuki, a professor emeritus of Keio University • Care for those who are not BYOD-ready • Suzuki purchased more than 50 laptops in 2008 and 2010. • He allowed students to use them freely.
19 Report: How to make BYOD happen • PEP Classrooms (Co-Learning III on BKC) sto e rag All the classrooms have ・separate, movable desks and chairs ・an over head camera ・a projector and a ceiling screen Teacher’s stairwel ・an external display lounge ・an Apple TV ・2 microphones (wired/wireless) ・Wi-Fi connection
20 Report: How to make BYOD happen External Disp l Dis lay play Proj Pro ector Screen jector Screen OHC I/O Controller for sound and image
21 Report: How to make BYOD happen • Problems and Solutions • Power Supply • Distributing power strips to each classroom • Network Speed and Stability • Setting up a LAN in the building (experimental) • Cables and Converters • Preparing extra cables and converters in the storage • Choice of Laptop • Providing a guide brochure on which laptop to buy and things to do with a new device
22 Report: How to make BYOD happen • English Education and BYOD • Relevant use of ICT in and out of classroom for students and teachers • Doing project-based research on the Web • Making documents, slides, images, movies etc. with own devices • Checking grammar, pronunciation, idioms etc. individually • Sharing files, knowledge and information with classmates • Submitting assignments to LMS • Monitoring around relatively small number of students
23 Discuss: The questionnaire results • General concerns about BYOD • What if students own no appropriate devices? • What if students don’t know how to use online resources provided by the university? • What if students’ ICT literacy is not high enough? • What if students are not used enough to dealing with schoolwork with digital devices? • What if …?
24 Discuss: The questionnaire results • The online questionnaire was conducted to investigate how our students use digital devices on campus. • Period: 17-31/Jul/2015 • Respondents: 410 undergrad students of Ritsumeikan University (206 males & 204 females) • Colleges: Life Sciences 101 (24.6%) Pharmaceutical Sciences 53 (12.9%) Sport and Health Science 112 (27.3%) Law 113 (32.4%) Others 11 (2.7%)
25 Discuss: The questionnaire results • Q4. In the following digital devices, which one do you own? Smartphone 391 (95.4%) Laptop computer 321 (78.3%) Mobile music player 193 (47.1%) Tablet device 49 (12%) Handheld game console 127 (31%) Feature phone 19 (4.6%) E-book reader 17 (4.1%) None of the above 0 (0%)
26 Discuss: The questionnaire results • Q5. In the following digital devices, which one do you usually bring and use on campus? Smartphone 393 (95.9%) Laptop computer 261 (63.7%) Mobile music player 118 (28.8%) Tablet device 31 (7.6%) Handheld game console 10 (2.4%) Feature phone 15 (3.7%) E-book reader 5 (1.2%) None of the above 0 (0%)
27 Discuss: The questionnaire results • Q6. In the following digital devices, which one do you use to do schoolwork in class on campus? Smartphone 292 (71.2%) Laptop computer 266 (64.9%) Mobile music player 9 (2.2%) Tablet device 22 (5.4%) Handheld game console 0 (0%) Feature phone 2 (0.5%) E-book reader 3 (0.7%) None of the above 30 (7.3%)
28 Discuss: The questionnaire results • Q7. In what kind of class, do you mainly use digital devices? Foundation course 173 (54.6%) Specialized subject 129 (40.7%) Practicum / Experiment 67 (21.1%) Language 218 (68.8%) Teacher’s training course 12 (3.8%) Others 2 (0.6%)
29 Discuss: The questionnaire results • Q8. For what purposes do you use digital devices in class? Taking notes 64 (21.1%) Classwork 68 (22.4%) Presentation 205 (67.7%) Group work 137 (45.2%) Access to LMS 246 (81.2%) Access to research databases 74 (24.4%) Access to off-campus resources 75 (24.8%) Others 8 (2.6%)
30 Discuss: The questionnaire results • Q10. How often do you hook your digital devices to campus Wi-Fi? Once or more in a day 222 (54.1%) Once or more in 2 days 85 (20.7%) Once or more in 3-4 days 42 (10.2%) Once or less in 5 days 61 (14.9%)
31 Discuss: The questionnaire results • Q12. In the following resources provided by the university, which one have you ever used? Email 292 (71.2%) LMS: post a message 237 (57.8%) LMS: quiz 271 (66.1%) LMS: questionnaire 357 (87.1%) Research databases 227 (55.4%) Mailing list 57 (13.9%) Personal space for website 12 (2.9%) Server management 3 (0.7%) VPN access from outside campus 17 (4.1%) Eduroam access from outside campus 3 (0.7%) None of the above 4 (1%) Others 0 (0%)
32 Discuss: The questionnaire results • Q13. In the following web-based services, which one have you ever used? Email by cell phone careers 255 (62.2%) Web mail (Ex. Gmail) 306 (74.6%) Cloud clipping service (Ex. Evernote) 47 (11.5%) Cloud storage (Ex. Dropbox) 123 (30%) LINE (Japanese messaging service) 378 (92.2%) Twitter 317 (77.3%) Facebook 172 (42%) Skype 122 (29.8%) Music streaming (Ex. Apple Music) 100 (24.4%) Original domain 4 (1%) Web hosting / VPS 5 (1.2%) None of the above 3 (0.7%)
33 Discuss: The questionnaire results • Q17. How do you evaluate your ICT literacy regarding schoolwork? High 72 (17.6%) Moderate 221 (53.9%) Relatively poor 101 (24.6%) Poor 16 (3.9%)
34 Discuss: The questionnaire results • Q20. Feel free to tell us any requests and suggestions for a better ICT campus environment. Excerpted answers Faster and more stable Wi-Fi connection everywhere on campus PLZ!!! The university should have a better solution, such as an official Twitter account, for disaster alerts and cancellation of class. Some teachers complain about student’s taking notes with a smartphone and a laptop. I need an Apple TV for every classroom.
35 Discuss: The questionnaire results • A number of the students bring smartphone and/or a laptop computer to campus to do schoolwork. • Most students get used to various kinds of web services in addition to resources the university provided. • About 70% of them think their ICT literacy is high enough to do schoolwork. • What the students want most is stable and faster Wi-Fi connection.
36 Cont.: How to make BYOD happen • How about teachers? • Teachers are highly encouraged to bring and use their own devices in PEP. • Teachers can show students how to make use of ICT for better English learning via own devices. • “You learn best by doing.” Meeting of PEP faculty members
37 Discuss: Future tasks and prospects • Further research is required, including… • Another questionnaire to students • How much of their learning environment is digitalized • Textbooks! • Which device they feel most comfortable using for learning • The questionnaire to faculty members • How often they use ICT in and out of class • How much useful and helpful they find ICT in their work • Why they hesitate to use ICT
38 Summary • While many Japanese universities are reported to be lagging in ICT adoption including BYOD, some universities seem to be catching up. • Project-based English course can propel reasonable and relevant use of ICT for both students and teachers. • The questionnaire reveals that most college students are familiar with web-based intellectual, social activities including schoolwork. • Students are ready. How about us?
39 “If we teach today’s students as we taught yesterday’s, we rob OURSELVES of tomorrow.” Syuhei KIMURA (1977- )
40 References Kyoto University. (2014). Koutou Kyouiku Kikan niokeru ICT no Rikatuyou nikannsuru chousakennkyuu [Research Report concerning the Use of ICT in Higher Education Institutions]. Submitted to the Japanese Ministry of Education, Culture, Sports and Technology. Laird, J. (2014, November 7). A Brief History of BYOD and Why it Doesn’t Actually Exist Anymore. Retrieved August 10, 2015, from http://www.lifehacker.co.uk/2014/11/07/brief-history- byod-doesnt-actually-exist-anymore OECD (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning, OECD Publishing. Suzuki, N. Y. (2012). Guroubarushakai wo ikirutameno eigojugyo [An English Education to Survive in a Global Society]. Tokyo: Soueisha/Sanseido. Toyofuku, S. (2014). The characteristics of ICT use in elementary secondary education in Scandinavian countries―Background & trends of 1:1/BYODpolicy in school education―. Computer & Education, 37, 29–34. http://doi.org/http://doi.org/10.14949/konpyutariyoukyouiku.37.29 Toyofuku, S. (2015). Use of ICT in Primary and Secondary Education：1. Why ICT Use in Japanese Schools are Retarded? for Policy Conversion to Learner-centered Use of ICT. IPSJ Magazine, 56(4), 316–321.