Hideo Funaoi

Kit-build concept map for automatic diagnosis

In this paper, we describe a framework of Kit-Build Concept Map (we call it as KB map) that can diagnose. The task to make a concept map is divided into two sub-tasks: 1) segmentation task where parts of the concept map are extracted and 2) structuring task where the extracted parts (kit) are connected into a map. In the framework of KB map, an ideal concept map (goal map) is prepared by a teacher or an expert at first, and parts are generated by decomposing the goal map. The parts are provided to learners, and then the learners build concept maps (learner maps) by connecting the parts. Since the same parts are used both in the goal map and learner maps, it is possible to diagnose the maps by comparing them. This paper mainly explains a practical flow of KB map building.

Framework of kit-build concept map for automatic diagnosis and its preliminary use

In this paper, we propose a framework of Kit-Build Concept Map (we call it as KB map) where a concept map made by a learner can be diagnosed automatically. In this research, we have divided the task to make a concept map into two sub-tasks: (1) “segmentation task” where parts of the concept map (nodes and links) are extracted from learning resources and (2) “structuring task” where the extracted parts are integrated into a map. In the framework of kit-build concept map, a learner is given a set of parts of a concept map and then re-builds the concept map by combining the given parts. In this process, the segmentation task becomes a task of recognition of the given parts and the structuring task remains as it is. The concept map should be prepared beforehand by a teacher or domain expert. We call this map “goal map.” The necessary and sufficient parts (kit) are generated by decomposing the goal map. The parts are provided to learners, and then the learners are required to build concept maps (learner maps) by connecting the parts. Since the same parts are used both in the goal map and a learner map, it is possible to find defects in the learner map as the differences from the goal map. By overlaying several learners’ maps, then, a group map can be generated. By comparing the group map with the goal map, differences between the goal map and the group of the learners are detected. We have also realized procedure to re-examine the goal map based on the differences between the group map and the goal map. We have already developed a system that realized the framework of the KB map. Through a preliminary use of the system, we have confirmed that the system works along with the framework of KB map. Evaluation of learning effect is our future work.

Collaborative concept mapping software to reconstruct learning processes

The purpose of this study is to develop the software that supports the externalization of ideas, reflection on thinking processes, and dialogues with oneself and with others during collaborative concept mapping. The characteristic functions of this software include the following: (1) playback: the software automatically saves the concept mapping process, and the learner can playback it at any time, even in the middle of the process; (2) improvement: the learner can return to any desired point in the concept mapping process by undoing it up to that point and improve the concept map; and (3) collaborative concept mapping: the learner can make a concept map in collaboration with others sharing the same screen on several computers linked to the same network. Twenty-four elementary school teachers were asked to evaluation this software in the questionnaire in terms of the usability of the software, convenience of the user interface, feasibility of collaborative concept mapping and playback of the collaborative concept mapping process, effectiveness of the functions, usability in lessons. Analysis of their responses demonstrated that many of the teachers highly evaluated the software in all aspects.

Interactive Use of Kit-Build Concept Map with Media Tablets

In this paper, we introduce an interactive use of kit-build concept map with media tablets. Kit-build concept map is a framework that realizes automatic diagnosis of concept maps. The framework has been already implemented as two sub-systems, that is, (1) KB-map Editor where learners can build concept map by combining provided kit, and (2) KB-map Analyzer that gathers the maps built by learners on-line and diagnoses them. Practical use of the kit-build concept map for science learning in real classes in an elementary school is also reported.

Community Incubator: supporting construction of online learners' community through visualization

From the viewpoint of social construction ism, community is not defined by external normative structure, but rather locally and contingently constructed through peoples communication. Based on this interactive view of community, Community Incubator a Web-based BBS system for online schools, has been designed. The system supports community building through providing participants with resources to talk about their identity, group boundaries, and history of their activities. For this purpose, the system has three functions: (1) autoaddresser; (2) community visualizer; and (3) community editor. This paper discusses how these functions work to assist participants to construct an online community of learners.

A Forestry Management Game as a Learning Support System for Increased Understanding of Vegetation Succession - Effective Environmental Education Towards a Sustainable Society

At present, there are many environmental problems, and environmental education is necessary to realize a sustainable society. The most important element of education is practical application of what has been learned, as this will deepen our understanding of the topic. As a part of environmental education, field work is conducted to encourage children to learn vegetation succession. However, because vegetation successions occur over an extended period of time, it is difficult for children to observe and participate throughout an entire vegetation succession cycle even if they do field work. Thus, as a step toward effective environmental education for a sustainable society, we developed a learning support system for children to better understand vegetation successions. This learning support system enables simulated forest management over a period of hundreds of years, providing users the opportunity to observe and learn which factors encourage and hinder plant growth in forests. The system simulates a period of approximately 300 years, and regularly scores the skills of the user according to the state of the forest. The changing score encourages the user to optimize forest management. As a first step of system evaluation, college students were asked to participate as users. Consequently, the participants suggested that this system can enhance understanding of, and problem-solving skills regarding, vegetation successions.

Development of a Tangible Learning System that Supports Role-Play Simulation and Reflection by Playing Puppet Shows

This paper describes the development of a tangible puppetry role-play simulation system called “EduceBoard”, which enables students to role-play, based on various character’s voices, in role-play simulation. It is to be noted that students are unable to play the diverse roles of children due to psychological inhibition and other factors in face-to-face self-performed role-play. EduceBoard is a tangible puppetry role-play simulation system that assists improvisational role-play, such as microteaching, by enabling students to play using puppets. It also provides web animation and comment functions for reflecting upon their play, recorded in a server. This paper describes the design specifications and implementation of the EduceBoard system, and discusses the current and future system applications.

Exploiting Bodily Movement to Regulate Collaborative Learning by Designing a Tablet-Based CSCL System

This paper describes the design of XingBoard (Crossing Board) system from the viewpoint of bodily control of interaction. XingBoard is a tablet-based tool that supports a bi-directional transition between personal and collective activities in collaborative learning process. For this purpose, this system provides a shared space for discussion comprised of multiple, connected tablet terminals and allows users to move post-it like cards from one terminal to another. In addition, the sys-tem can copy cards from a shared space to each learner’s tablet for individual work, which consists of reflection on or revision of the results of the group discussion. To evaluate the system from an interaction perspective, we record scenes where a group of 4 subjects use XingBoard. As a result of interaction analysis, it turns out that XB, by its tangible nature, supports collaborative work by enabling learners to use their bodily movements as interaction re-source.

SATOYAMA: Time-limited Decision Game for Students to Learn Hundreds Years Forestry Management.

Global environmental problems continue to worsen. In this situation, it is important to understand and experience changes in the natural environment in realistic ways. However, it was difficult to experience these changes in real time because they happen over large time scales. To overcome this problem, the authors developed a game-like learning tool that enables players to learn about vegetation succession. This game is Windows-based and enables players to simulate the conservation of SATOYAMA, rural natural areas. The player selects the actions within a designated time and the vegetation succession of the SATOYAMA changes according to that action. At the end of this game, the score is based on the SATOYAMA conserved by the player. Thirty-seven students participated in this experiment whose result suggested that this game would enable children to develop an interest in vegetation succession and motivate them to learn about it.

Multiple Line System for Visualizing and Sharing Studentsź Commitment on the Tablet PC

We enhanced and evaluated a system for visualizing and sharing the studentsâx80x99 commitment to multiple ideas that runs on the iPad/iPad mini. This system has the following two functions: a) the function for the student to represent his/her commitment to multiple ideas, and b) the function to count the distribution of the studentsâx80x99 commitment. We conducted a science lesson using this system targeting Japanese sixth grade elementary school students. Students were asked to input their commitment to the ideas each time they conducted an experiment. Subsequent to drawing the line the second time, the whole class discussed the commitment situations using the counting function. After the lesson, we investigated studentsâx80x99 impression about the usability of the system and class discussion using the counting function. The results showed that this system was quite easy to use and effective in supporting learning that focuses on tracking the process of commitment change.