In this research, an analysis of seminars diversity and their characteristics based on translation studies (Skopos theory) was conducted to obtain knowledge to improve the quality of seminars in university laboratory. From the investigation that regarded expression of the seminars as intersemiotic translation, seven types of activities were found : (1) introducing papers, (2) reading materials in turn, (3) progress report, (4) presentation, (5) discussion, (6) lecture, and (7) others. With the focus on progress report, the relevance between the seminar formation factors and students’ growth was considered by integrating the factors with Skopos. With the idea that the diversity was created by the factors, it was inductively concluded that by adjusting factors, enhancement of specific educational effects can be achieved.
To effectively acquire accomplishments of water environment and skills of problem resolution and communication which are obtained from PBL (Project Based Learning) style class, we conducted the PBL style practice of Education for Sustainable Development (ESD) with using the Water Environmental Soundness Index (original WESI) which was developed by Ministry of the Environment, and examined its leaning effectiveness. Firstly, the field investigation of waterfront environment using the original WESI was carried out. Then, students conducted the extraction of some problems of the original WESI, the discussion about improving plans, and the developing their revised WESI in the group-working. In our PBL style practice, students could understand more details about water environment situations and problems through the process for discussing the some indicator of original WESI. Furthermore, we confirmed that an original WESI could develop interests and fondness for river and riverside environment to the higher education students. WESI can also become a great tool for the PBL style practice of ESD.
It is important to discuss the contents and cases, and the teaching methods of the education of engineering ethics. This study aims to introduce the trial of the education of engineering ethics and reveal its effect. Data on “Science and Engineering Ethics” conducted as a specialized subject for undergraduate students were collected using questionnaire surveys and analyzed. As a result, it was revealed that the subject including representative cases and team exercises was effective to enhance interests and recognition of engineering ethics, and some contents, cases or teaching methods needed to be improved. Moreover, it was understood that the evaluation of understandability and necessity of the contents in each week more strongly influenced the concrete recognition of engineering ethics than the evaluation of efforts, interests and usefulness throughout the subject.
Twenty acquisition benchmarks were formulated at Hachinohe Institute of Technology to evaluate crucial learning outcomes for undergraduate student success. At the end of the first and second semesters of FY2015 and 2016, we conducted questionnaires on achievement of these benchmarks for students on a university scale and analyzed the subjective level of learning outcomes. In addition, for graduates within 3 years after graduation, we asked companies to evaluate the objective level of graduate learning outcomes. Comparative study suggested the validity and reliability of above assessment.
This study discusses incentives and disincentives for students to participate in community education for developing their generic skills. In this study, we clarify the followings. 1) Interacting with younger people enhances students’ willingness to participate. 2) The community education was highly evaluated by the higher grade students who participate many times. 3) The issue is securing the time to participate in community education. 4) Lower grade students are not sure of whether they will continue to participate in the future activities because of other reasons such as club activities or studies. Therefore, it is important to create opportunities at an appropriate timing to encourage them to participate in ongoing community education.
This paper describes students’ mutual correction of written reports about an engineering experiment. For fifth-year students of the Mechanical Engineering Department of the technical college, mutual correction of engineering experiment reports was introduced. The students had made many minor mistakes related to formatting and spelling errors in their reports before mutual correction was introduced. By contrast, after introduction of mutual correction, minor mistakes almost disappeared. Furthermore, responses to a questionnaire administered to students indicated that they developed an understanding of the experiment and felt better able to write reports after the introduction of mutual correction.
The authors have developed several teaching materials of motion and vibration problems in mechanical system. One is a software called DSS for motion and vibration simulation, which supports the sequence of operation of numerically solving the motion equation and displaying the analytical results graphically. The other is an experimental teaching material, and we have already completed its fifteen experimental apparatuses. Furthermore, we have developed a learning program for motion and vibration to effectively use these teaching materials. In addition, in order to confirm the effectiveness of these materials, we conducted educational practice using them. As a result, it was found that these materials are interesting and very useful for a wide range of learners such as junior high school students, high school students and college students.
The upbringing of engineers with skills required for “monodzukuri” is one of the most important problems for Japan. The engineers with skills developing the products are required due to the increase of international competition. However in the current engineering education in university, the students can design products with required functions, does not have the enough knowledge about “product development process”. Therefore the authors planned and practiced the new subject “Experience-based Exercise for Product Development” that can meet the requirements from society. This education subject aims to bring up the engineer with “Monodzukuri-ryoku” that can develop the products on the market. In “Experience-based Exercise for Product Development”, the students and the teacher are sent to the company, the students learn the product development process, inspect the equipments for production, work on the solution of the technological problems in the product development with the company’ s engineers. The results of the questionnaire made it clear to be able to bring up “Monodzukuri-ryoku” by attending the subject.
Self-evaluation rubrics can be expected to lead to students’ self-reflection; however, the task of creating and evaluating rubrics places a burden on educators. This article describes a rubric construction method that uses a quantitative optimization procedure to formalize the task of creating rubrics and improve the efficiency of evaluation. The results of the practice indicated that optimization increased the efficiency of evaluation and that rubric functions, such as reflection on learning, were maintained after optimization.
The aim of this study is to clarify the influence of student’ s learning motivation during the Japanese class that is used the active learning methods. The author conducted the units of Japanese class with some of active learning method. For example, the discussion and consensus building in group works, information gathering and selection, presentation, and role-playing were included to each unit. With the questionnaire to students, the effects after finishing class were confirmed. As the result, the following two matters were made clear. 1. The active learning type of Japanese class increases learning motivation of students. 2. There is a correlation between the understanding of classmate’ s opinion and the acquisition of cooperative ability. The author concludes that the active learning type of Japanese class is effective both for the acquisition of knowledge and the acquisition of cooperative ability.
This paper describes the challenges of social implementation education to a special needs education school and reports a new collaboration practice to address them. We have conducted social implementation education to a nearby special needs education school for five years, in which students develop and improve digital teaching materials based on the requirements of the school’ s teachers. In this education activity, we faced three challenges in terms of social implementation education; difficulty of problem/need finding, ensuring the continuous and proper collaboration, and diffusion of development results. We took a new collaboration with a regional research community of special needs education school’ s teachers. The collaboration activities for two years made it clear that this collaboration is very useful for addressing the challenges.
Based on our experiences in video teaching material production for 10 years working on UTokyo OCW, we discuss how time and expense can be suppressed in recently developing education contents of mathematics, data science and information. The importance of sharing goal with lecturers, well-structured lectures and the video provision site are explained. An example data of the suppression is shown.
In this paper, we conducted a PROG test before and after graduation research to analyze the growth of the fundamental competencies for working persons as the educational effect of graduation research. It was confirmed that the initial value (measured value) of every element capacity of literacy was high, and these element ability values were improved after graduation research. On the other hand, the initial value (measured value) of element capabilities of competency were not high, and in particular, the growth of the abilities of inter-personal foundation and the inter-problem foundation was not confirmed by graduation research. However, the growth of self-foundation ability was confirmed, and as a result, it was also confirmed that the overall competency is emphasized. It was quantitatively shown that students are improving the every literacy skills and self-foundation ability in competency through graduation research.
The purpose of this paper is to quantitatively clarify the educational effect of LEGO practice by comparing the questionnaire results of LEGO training and other manufacturing practice. By comparing with satisfaction, aggressiveness, and applied skill in the questionnaire results from the students, we show numerically that the evaluation of the LEGO practice is extremely good. Especially, LEGO practice proves effective for introduction education in lower grades. In addition, from the application example to PBL education in the higher grades and extracurricular activity, it is found that LEGO Mindstorms is suitable as a theme of the group work, because it becomes easy to collaborate with each other without depending on the compatibility and the individual ability between the students.
The quantitative evaluation of the learning effects of the flipped classroom was tried by studying the relation between the examinations’ scores and the rating level of watching the preparation videos. Its effect and several results are shown in detail.