My learning design: Math Quiz competition!

1. Overview

This program is designed to develop the relationship between Australian and Japanese societies. The program focuses on Year 10 students in Australia and Grade 1 high school students in Japan, working in groups for collaboration learning of three particular subjects; Mathematics, Japanese and English. It will be implemented in one term.

Their goal is to create math questions and interpret simultaneous equations and quadratic equations using either the Japanese or English language in order to distinguish and judge problems for solving the maths questions. To participate in the Math Quiz competition, students are required to create Maths quizzes as well as solving math quizzes of other groups.

Learning Managers will judge each group at the Quiz competition. There are some gifts that will be sent by students from each country of Australia and Japan as a prize. The best group of the Quiz maker and the point getter will receive the prize!




2. Design – on a Power Point slide

The lesson design is performed on a Power Point slide.
Please refer to the URL below;

http://www.slideshare.net/shihonakamura/my-learning-design


3. Development

Please refer to the URL below to find the evidences.

- WIKI (everyone’s page: OZJapsociety):
http://ozjapsociety.wikispaces.com/
- WIKI (group’s page)
Group1:
http://group1-ichi.wikispaces.com/
Group2:
http://group2-ni.wikispaces.com/

- ClassMarker << href="http://www.classmarker.com/quiz/intro.php?test_id=67253&class_id=37582">http://www.classmarker.com/quiz/intro.php?test_id=67253&class_id=37582

Other ICTs will be used in the program:
- Podcast and Wikipedia: self study for students
- These ICTs are asked to introduce other students to help their study on WIKI’s
everyone’s page.
- Blogs and e-mails: share their idea and thoughts
- Skype: orally communicate to each student


4. Summary

Overall, this learning programme will provide a great opportunity for Australian and Japanese young people to exchange their thoughts. The learning is related their real life as authentic scenario. This innovative style of learning such as the use of ICTs and collaboration among students, teachers, countries and subject areas is unique and effective. The collaborative style of learning using ICT provokes learner to be a highly motivated learner (Kearsley & Shniderman, 1999).

What is admirable in the use of ICTs is that variety of students who have different backgrounds in two different countries, also involving teachers of each subject in each country, might also involve students’ parents. Many factors are united in one place and then they are able to manage three kinds of subjects; Maths, Japanese and English. ICT is expected to make variety of challenges in learning possible and effective that was impossible and inefficient in the past. The reason is that Oliver’s (1999) Learning Design states that attractive resources trigger learners; the task is problem-based and supportive people or resources assist their learning.

My e-learning journey was intensive. I have learned many useful things, although I could have learnt many more things which I did not try. Through my experience of this journey, I found that communication with peers is the most valuable and significant in learning as our lecturer, Scot, told us and that is the main purpose in this course. I have appreciated having this opportunity to share my thoughts with peers and a lecturer in both face to face and online situations during this term.

I believe that peers’ roles of working as teachers, mates and maybe parents (telling a correct things and sympathetic) one or another. They can always get together on line, and resources can be found on the Internet. They are able to solve problem based tasks (matter). It is a complex task, but they can do it with such valuable peers.

When I become a teacher, I would use ICTs in my learning design because I expect my students to work with peers. As Prensky (2001) suggested, 21st century learners as digital natives will engage learning, only if educators engage them. The educator’s ultimate aim is to make learner motivated and realize that learning is enjoyable.



References

ClassMarker. (2009). My tests. Retrieved August 20, 2009, from http://www.classmarker.com/my_tests.php

Kearsley, G. & Shniderman, B. (1999). Engagement theory: a frame work for technology-based teaching and learning. Retrieved August 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

Oliver, R. (1999). Learning design. Retrieved August 22, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm

Prensky, M. (2001). Digital natives, digital immigrants. Retrieved July 22, 2009, from:http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Teachertube, Youtube. (2009). Math from Ma and Pa. Retrieved October 4, 2009 from http://www.youtube.com/watch?v=qFenPMoNkXA

Videomathtutor, Youtube. (2009). Algebra: Solving Linear Equations - Part 1: The Basics. Retrieved October 4, 2009 from http://www.youtube.com/watch?v=tdiNDwKOBvw

WIKIspaces. (2009). Retrieved October 4, 2009 form http://www.wikispaces.com/user/my/shihonakamura