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Progress

Created : 2001-10-12 Updated : 2002-04-29

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Here I will briefly show the progress in which I have reached the present state of practice -- "information design/e-educator training"-oriented mathematics education course.


1. Conceptualizing "e-educator training", confirming this idea
   
   
   • I have been confident that it is necessary to introduce the viewpoint of "e-educator training" into the education.
     The following is my rough inference:
     
     
     1. Course/instruction design is information design. Hence, teacher is information designer.
     2. Information design is practically information design over multimedia (digital media).
     3. Education which is designed over digital media ought to extend to "e-education" in our sense ("information-oriented, web-based and asynchronous education").
     4. Hence, education at teacher training course ought to include e-educator training.
   
   
2. Course/class design
   
   
   • In fact, I grew the idea of "e-educator training" in my practice of "information design"-oriented education. It is not the case that the practice came after the idea.
     
     
   • As to the course design, it is required to apply different types of instruction because the classes are of different condition to each other.
     Our method is as follows :
     
     
     • In the case of a class where the attendants are many, and only "lecture" is allowed as the form of instruction, the instruction is made in the form of "web-based digital presentation".
       • Upgrading teaching/learning contents
       • Demonstration of information design, which is implicit, is one of the important effects I expect.
       • And I explicitely make "information design" a subject as well, in the form of "instruction-design/teaching-material-making = information design".
       • A web-based self-teaching system is served. This is necessary because
         • It is impossible for students to master the contents just in the classroom.
         • Instruction becomes quick in the case digital presentation is its form.
       
       
     • In the case of a class where the attendants are not so many and, therefore, the web-based training is possible, the class is designed to be of "report (as web contents) making and presentation".
       • Students' results (web contents and presentation performance) are evaluated from the viewpoints:
         • Do they reach an subject(content)-understanding aimed at in this stage?
         • Do they reach an information-design-ability aimed at in this stage?
       • In this case, the web-based self-teaching system mentioned above works especially in the followg manner :
         • Students' working space itself. Platform of students' presentation.
         • Report making is a work on computer. Operations required there are carefully instructed.
         • While making the report, students can refer to the system about the subject (meaning, application, etc.).
       
       
     • In the case of the seminar, where "self-development" is set to be student's general objective, students are to develop teaching material for WBT, to undertake interactive remote-education (make program and perform), etc., while developing the skills for planning, contents making, product-out, and so on, through practice.
   
   
3. Web-based education system
   
   
   • Because I have been managing a web server for my practice of education since 1995, it was not necessary for me to do something special to introduce "e-educator training".

Courses in practice Course website : http://m.iwa.hokkyodai.ac.jp/school/ Practice > How it came about