"In keeping with our concept of barrier-free learning spaces, communication, including the use of English and all sorts of media, is not something only taught in special classes held at particular times a week; it is an integral part of university life, with every subject stressing both the science and practice of communication along with the communication

and practice of science..."

 

Future University Hakodate


The following example of course content is created in accordance with the “Undergraduate Curriculum Policy" for the "Communication Subjects (1st and 2nd year)". According to this policy, the aim of the communication subject group is to foster communication skills utilizing diverse modalities and literacies within the context of science, engineering, and design. To achieve this, communication activities are practiced through collaborative and interdisciplinary approaches, focusing on topics such as information science, global events, and issues relevant to students. By providing an environment where faculty guidance, student learning, and meta-level perspectives interact synergistically, students are enabled to engage in creative communication activities using various media. Students construct a supportive learning community while actively acquiring academic skills and professional attitudes.


以下に示す授業内容例は、「コミュニケーション科目(12年次)」の 学部カリキュラム・ポリシー」に準拠して作成したものである。この方針では、「コミュニケーション科目群では、科学・工学・デザインという文脈における、多様なモダリティとリテラシーを駆使したコミュニケーション能力を育成することを目的とする。そのために、情報科学やグローバルな事象、さらに学生にとって身近な問題をテーマにし、協同・学問横断的アプローチによりコミュニケーション活動を実践していく。教員による働きかけや学生自身の学び、メタ的な視点による学びが相乗的に作用し合う環境を設け、多様なメディアを使った創造的なコミュニケーション活動を行えるようにする。学生は互いに支え合う学習コミュニティを構築しながら、主体的にアカデミックスキルと専門的態度を身につける。」としている。



In addition, the main objectives of Communication III+IV are to encourage students to acquire "meta-learning skills to continue learning autonomously" (Diploma Policy 4), "problem inquiry and conceptualization skills to support a research attitude" (Diploma Policy 2), and "information expression and teamwork skills for co-creation" (Diploma Policy 3). The main objective of this course is to promote the acquisition of "information expression and teamwork skills for co-creation" (Diploma Policy 3). This course consists of three units to provide students with opportunities for independent learning through the use of various media and communication methods. In each unit, students will gather and analyze information on the learning content (as described in the "Lesson Plan" section of the syllabus), conceive, produce, and present their work, using English as the primary language of communication. This course is developed and implemented in collaboration with faculty members who hold doctoral degrees and have extensive research and teaching experience in fields related to the content of this course. In Communication III+IV, English is used as the primary language for many of the learning activities in the course (e.g., course materials, pre-assignment readings, presentations, etc.), but English proficiency is not a learning goal of the course.


加えて、コミュニケーション III+IV は、受講生による「自律的に学び続けるためのメタ学習力」(学部ディプロマ・ポリシーの4)、「研究的態度を支える問題探究力・構想力」(同2) および 「共創のための情報表現能力・チームワーク力」(同3) の習得を促すことを主目的とする 科目である。本科目は、様々なメディア・コミュニケーション手段の活用を通じた主体的な 学習の機会を提供するために、3つのユニットから構成されている。いずれのユニットにお いても、受講生らは、英語をコミュニケーションの主要言語として用いながら、学習コンテ ンツ (本シラバス「授業計画」欄に記載) に関する情報の収集と分析、成果物の構想・作成 と発表を行う。本科目は、博士号を持ち、本科目の内容に関連した専門分野において多くの 研究業績および教育経験を持つ担当教員らの協働により開発・実施される。コミュニケーション III+IV では、科目内の学習活動の多く(教材、事前課題、 対面授業内での発表等) において英語が主たる言語として用いられるが、英語技能の 習得は科目の学習目標としては位置付けられていない。


 

 

“There is much scientific evidence that using deeper learning experiences such as VR for learning can dramatically improve the learning process of the

students and help strengthen their concepts

by building upon existing knowledge”

 

 

Archana Chaudhary and Akash Saini (2018)

Virtual Reality in Education. In Digital Pedagogies for Building Peaceful and Sustainable Societies










 

 

 

“To thrive in the 21st century, students need more than traditional academic learning. They must be adept at collaboration, communication

and problem-solving...”

 

World Economic Forum (2016)

New Vision for Education: Fostering Social and Emotional Learning through Technology



・Understand the impact of meta-knowledge and individual differences on academic outcomes

・Understand different approaches to learning and skill acquisition

・Apply research-based meta-knowledge to maximize learning outcomes and success

・Assess personalities and understand how to develop effective learning behaviours

・Apply research-based meta-knowledge to analyze data and predict learning outcomes

・Understand the importance of self-reflection and self-responsibility in learning

・Generate ideas and devise designs based on credible evidence

・Distinguish between fact and opinion in academic interactions

・Analyze, interpret, and visually present data appropriate to the academic context

・Define, analyze, and communicate future possibilities given the current situation

・Construct problem-solving tools based on information, and communicate and share them with others

・Apply acquired knowledge and skills to practice awareness and creativity about the future

・Analyze problem-solving data using computational thinking

・Identify problems and evaluate reasonable solutions

・Analyze problem-solving data using the double-diamond design method

・Create unique designs, communicate and share them with others

・Understand the impact of key concepts of scientific and technical communication on effective practice

・Appropriately utilize key concepts of science communication to create print media about science

・Design hands-on science learning content that stimulates recipients' interest in science

・Create video media that explain experiential science content in an easy-to-understand manner

・Apply acquired knowledge and skills to community engagement practices



• メタ知識および個人間の差異が学業成果に及ぼすインパクトを理解する

• 学習とスキル習得への様々なアプローチを理解する

• 調査に基づくメタ知識を自らの学習に適用し、学習の成果・成功を最大化する

• 自分自身のパーソナリティを評価し、効果的な学習行動をどのように身につければよいかを理解する

• 自らについての調査に基づくメタ知識を、データ分析および学習成果予測に適用する

• 自己内省と自己責任の重要性を理解する

• 信憑性の高いエビデンスにもとづきアイデアを生み出し、デザインを考案する

• アカデミックなやりとりにおける事実と意見を区別する

• アカデミックな文脈に適したデータの分析、解釈、視覚的な提示を行う

• 現在の状況から今後の可能性を定義、分析し、それを伝える

• 情報に基づき問題解決の手段を構築し、他者に伝達・共有する

• 未来に関する認識と創造力の実践に向け、習得した知識とスキルを活用する

• 計算論的思考を用いて問題解決データを分析する

• 問題を明らかにし、妥当な解決案を評価する

• ダブルダイヤモンドデザイン手法を活用し、問題解決データを分析する

• 個性的なデザインを創り出し、他者に伝達・共有する

• 科学技術コミュニケーションの主要概念が効果的な実践に及ぼす影響について理解する

• 科学技術コミュニケーションの主要概念を適切に活用し、科学についての紙媒体を作成する

• 受け手の科学に対する関心を喚起する体験型の科学学習コンテンツをデザインする

• 体験型の科学学習コンテンツを分かりやすく解説した動画媒体を作成する

• コミュニティ関与の実践に向け、習得した知識とスキルを活用する


“...collaboration is particularly effective when it requires students to solve problems and

work effectively with others, communicate with

a group and manage resources (such as time)

to achieve a shared goal...collaboration improves students’ sense of community and even leads

to better academic outcomes, such as the ability to think critically and to learn through self-reflection....”

 

World Economic Forum (2016)

New Vision for Education: Fostering Social and

Emotional Learning through Technology






















 

 Design thinking is a very suitable method in addressing the subjects of the SDGs since due to their complexity most of the goals require a multidisciplinary approach which is a core element of the design thinking mind set. ...The design thinking method encourages students to address challenges with a sense of empathy, viewing a problem through the eyes of someone actually confronting it. Through interdisciplinary teamwork, ideas and approaches are turned into physical prototypes

early in the process to be tested and evaluated

 

United Nations (2019)

Design Thinking in STEM




















All materials and initiatives conceived and implemented by:

 

+ Michael Vallance Ed.D

+ Damian Rivers Ph.D

+ Mitsuru Kudo Ph.D

+ Michiko Nakamura Ph.D

 

Thank you to all students at Future University Hakodate

Please exercise caution. The views expressed are those of individual faculty unless explicitly stated as otherwise.