Universal and Ubiquitous
Learning in an ICT Society for
Enhancing the Right to Learn

Outcomes from my research
on a large class teaching in University
 Tangible products
 Textbook
 Instructional materials for team learning A systemcompatible both to computer andmobile phone

 Knowledge for instruction

NISHINOSONO Haruo
Bukkyo University
Kyoto, Japan(nisinohr@bukkyo-u.ac.jp)

 Iconic representations or figures for describing

instructional events

 A set of propositions = about 70 propositions

for one lesson

How can we improve universal
education through ubiquitous ICT?

Problems We Face Now
 A great number of students come to higher education
 Large classes in higher education

 Should we improve learners’ external

conditions at first?

or Limited facilities and poor equipment Rapid technology development and constant technology

divides Should we improve learners’ internal

conditions at first?

 We need To realize autonomous learning for enhancing the Rightto Learn
 To mobilize human resources through conventional andinexpensive media such as printed materials, textbook,mobile phones and ordinary websites

Computerizing Education vs. Humanizing ICT
Mainframe andNetwork

Computerizing
Education

 Self-learning, autonomous practices anddevoted occupation are always of our
traditional and cultural heritage.

Images of e-Learning
Desk-top Computers

Laptop computers

Specialists`PersonalComputer

Development of ICTManagementand instruction

e-Network

Humanizing ICT
ICT for enhancing
human rights

Mobile andwearable
computers

Citizens
students
children

INTERNET1

u-learning in daily life

How can we design, evaluate and manage ubiquitous learning?

Powerful Computing for managing
diversified learning Our society is characterized by diversitiesof learners, contents and needs.

 Web sites and recent digital TV programs

can be accessed through ubiquitousdevices such as mobile phones and PDAs.

 How can we design and evaluate such

ubiquitous learning?

Ubiquitous ICT

 How can we organize and manage suchdiversified learning?

Lecturing

Ubiquitous learning, u-learning A variety of media for learning e-learning including web learning m-learning = mobile learning t-learning = television learning printed material learning Different styles of instruction
 Lecturing in a large class Team learning/group learning Personal learning/individual learning

Learning SpaceOut of classroom (Library,Computer lab, Cafeteria)

T

Communication-oriented team learning

TT
TT
PanelPlatform

Physical configurationof a classroom

TeamSTＳ Ｓ
Ｓ T Ｓ
Ｓ P Ｓ
TTS
ST

Conceptual model ofthe classroom

STS

TTeam

Ｓ: Student
Ｐ: ProfessorS Students make eye contact and enjoy

communication each other, but poor visible
outcomes from this learning.

2Outcome-oriented team learning

Team presentation in each group
A group of teams

SSS

PanelTOutcomes
S

TT

S

TTS
 Students surround their works without eyecontact and produce outcomes more
effectively.

T36 teams are presenting their works to otherteams within 6 groups of 6 teams of 6-7 students.

Personal learning

Exercise
Testing
Bulletin board
Instructionalmaterials
Consultation
Report
Questionnaire
Timetable

Logo for team learning

Autonomy

Right to learn

協働心

学習権 貢献責任

Responsibility

自律

敬意

Respect

己Consultation

Testing

ReportBulletin board

Questionnaire

Instructional materials

Timetable

Top-page on a desktop computer display

Expected outcomes from students• Tangible outcomes

Self‑control
克Exercise

Collaboration– Intermediate presentation by teams– Final personal report of more than 10 pages• Intangible outcomes– Communication skills– Presentation skills– Competence for report writing– Competence for team working

Contribution3

Hypothesis：If we succeed to arrange learners’
internal conditions successfully, they canovercome inconveniences of external conditions
and study on their own responsibility.
Internal conditions
Meaning

Outcomes

Tools

Synthesis

Instructional
Process

Imaging

Activities

Environment

Analysis

CodingSynthesis
concepts

Contents

Learning

Procedure of deriving models and propositions

Analysisconcepts

ModelsExternal conditions
PropositionsMACETO model

Hypothesis：Experiential knowledge
can be described in a set of
iconic representations and propositions
Iconicknowledge
Formalknowledge

Tacitknowledge
Knowledge
creation

Inexperienced teaching

Educationalnorms

New ideas
Practical
syllogism

UniquenessSpecificity
Teaching

Application of others’ examples
Application of scientific findings(psychology, system technologies etc.)

Rational knowledge

Sharable knowledge• Hypothesis generation approach• Hypothesis1：

Scientificresearch

INSTRUCTION

Instructional
development

Experienced
teaching

Explicit
knowledge

Conclusions

If we succeed to arrange learners’ internal
conditions successfully, they can overcome
inconveniences of external conditions and study
autonomously on their own responsibility.

• Hypothesis2：
Experiential knowledge can be described in a setof iconic representations and/or propositions

Personal knowledge

4