狠狠撸shows by User: tmochi1242 / http://www.slideshare.net/images/logo.gif 狠狠撸shows by User: tmochi1242 / Sun, 30 Sep 2018 05:46:18 GMT 狠狠撸Share feed for 狠狠撸shows by User: tmochi1242 CSCL2017 Talk: Effects of Perspective-Taking through Tangible Puppetry in Microteaching Role-play /slideshow/cscl2017-talk-effects-of-perspectivetaking-through-tangible-puppetry-in-microteaching-roleplay/117424244 cscl2017presentation-180930054618
Perspective-taking of a wide variety of pupils or students is fundamental in designing a dialogic classroom. As a vehicle of perspective-taking, tangible puppetry CSCL can create a learning environment that reduces the participants' anxiety or apprehension toward evaluation and draw out various types of pupils or students, allowing them to learn various perspectives. A classroom study revealed that the effect of tangible puppetry role-play remained in the immediate transfer task; the participants could elicit a variety of voices from possible pupils even in the self-performed role-play, and as well as on their essay. However, the mutual feedback discussions in the third session changed significantly- as similar to the first trial. This paper discusses necessary future directions to promote better reflection and to deepen perspective-taking through the tangible puppetry.]]>
Perspective-taking of a wide variety of pupils or students is fundamental in designing a dialogic classroom. As a vehicle of perspective-taking, tangible puppetry CSCL can create a learning environment that reduces the participants' anxiety or apprehension toward evaluation and draw out various types of pupils or students, allowing them to learn various perspectives. A classroom study revealed that the effect of tangible puppetry role-play remained in the immediate transfer task; the participants could elicit a variety of voices from possible pupils even in the self-performed role-play, and as well as on their essay. However, the mutual feedback discussions in the third session changed significantly- as similar to the first trial. This paper discusses necessary future directions to promote better reflection and to deepen perspective-taking through the tangible puppetry.]]> Sun, 30 Sep 2018 05:46:18 GMT /slideshow/cscl2017-talk-effects-of-perspectivetaking-through-tangible-puppetry-in-microteaching-roleplay/117424244 tmochi1242@slideshare.net(tmochi1242) CSCL2017 Talk: Effects of Perspective-Taking through Tangible Puppetry in Microteaching Role-play tmochi1242 Perspective-taking of a wide variety of pupils or students is fundamental in designing a dialogic classroom. As a vehicle of perspective-taking, tangible puppetry CSCL can create a learning environment that reduces the participants' anxiety or apprehension toward evaluation and draw out various types of pupils or students, allowing them to learn various perspectives. A classroom study revealed that the effect of tangible puppetry role-play remained in the immediate transfer task; the participants could elicit a variety of voices from possible pupils even in the self-performed role-play, and as well as on their essay. However, the mutual feedback discussions in the third session changed significantly- as similar to the first trial. This paper discusses necessary future directions to promote better reflection and to deepen perspective-taking through the tangible puppetry. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cscl2017presentation-180930054618-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Perspective-taking of a wide variety of pupils or students is fundamental in designing a dialogic classroom. As a vehicle of perspective-taking, tangible puppetry CSCL can create a learning environment that reduces the participants&#39; anxiety or apprehension toward evaluation and draw out various types of pupils or students, allowing them to learn various perspectives. A classroom study revealed that the effect of tangible puppetry role-play remained in the immediate transfer task; the participants could elicit a variety of voices from possible pupils even in the self-performed role-play, and as well as on their essay. However, the mutual feedback discussions in the third session changed significantly- as similar to the first trial. This paper discusses necessary future directions to promote better reflection and to deepen perspective-taking through the tangible puppetry.
CSCL2017 Talk: Effects of Perspective-Taking through Tangible Puppetry in Microteaching Role-play from Toshio Mochizuki
]]> 121 1 https://cdn.slidesharecdn.com/ss_thumbnails/cscl2017presentation-180930054618-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 JSET2018 Talk: Instructions for Promoting Multiple Document Disagreement Resolution /slideshow/jset2018-talk-instructions-for-promoting-multiple-document-disagreement-resolution/117423478 mddjset2018talkver2-180930053426
The aim of this study is to develop instruction that enables students to learn, to detect, and to analyze disagreements among multiple conflicting texts. We developed a learning sequence to understand and to promote disagreement resolution in reasoning about conflicting information, which includes (a) direct instruction regarding steps to analyze and identify reasons for disagreements, and (b) peer discussion and worked examples to elaborate their identifications and reasoning about disagreements among conflicting information within and between texts. ]]>
The aim of this study is to develop instruction that enables students to learn, to detect, and to analyze disagreements among multiple conflicting texts. We developed a learning sequence to understand and to promote disagreement resolution in reasoning about conflicting information, which includes (a) direct instruction regarding steps to analyze and identify reasons for disagreements, and (b) peer discussion and worked examples to elaborate their identifications and reasoning about disagreements among conflicting information within and between texts. ]]> Sun, 30 Sep 2018 05:34:26 GMT /slideshow/jset2018-talk-instructions-for-promoting-multiple-document-disagreement-resolution/117423478 tmochi1242@slideshare.net(tmochi1242) JSET2018 Talk: Instructions for Promoting Multiple Document Disagreement Resolution tmochi1242 The aim of this study is to develop instruction that enables students to learn, to detect, and to analyze disagreements among multiple conflicting texts. We developed a learning sequence to understand and to promote disagreement resolution in reasoning about conflicting information, which includes (a) direct instruction regarding steps to analyze and identify reasons for disagreements, and (b) peer discussion and worked examples to elaborate their identifications and reasoning about disagreements among conflicting information within and between texts. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mddjset2018talkver2-180930053426-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The aim of this study is to develop instruction that enables students to learn, to detect, and to analyze disagreements among multiple conflicting texts. We developed a learning sequence to understand and to promote disagreement resolution in reasoning about conflicting information, which includes (a) direct instruction regarding steps to analyze and identify reasons for disagreements, and (b) peer discussion and worked examples to elaborate their identifications and reasoning about disagreements among conflicting information within and between texts.
JSET2018 Talk: Instructions for Promoting Multiple Document Disagreement Resolution from Toshio Mochizuki
]]> 96 4 https://cdn.slidesharecdn.com/ss_thumbnails/mddjset2018talkver2-180930053426-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 俯瞰视点と他者视点を往还するロールプレイの省察支援 /slideshow/ss-39278484/39278484 jset2014educeboardposter140911-140919030746-phpapp01
ロールプレイは様々な分野の学习において，学习者の视点の拡大や転换を促进する强力な学习方法として知られている．より多様な役割演技を促し，多様な视点からの洞察を促すために，ロールプレイに人形剧を活用し，その省察を支援するシステム「えでゅーすぼーど」を开発している．本研究では，多様な観点からの省察を支援するために，俯瞰视点と他者视点を往还するインタフェースの必要性を指摘し，そのためのシステムの拡张を行っている．闭闭>
ロールプレイは様々な分野の学习において，学习者の视点の拡大や転换を促进する强力な学习方法として知られている．より多様な役割演技を促し，多様な视点からの洞察を促すために，ロールプレイに人形剧を活用し，その省察を支援するシステム「えでゅーすぼーど」を开発している．本研究では，多様な観点からの省察を支援するために，俯瞰视点と他者视点を往还するインタフェースの必要性を指摘し，そのためのシステムの拡张を行っている．闭闭> Fri, 19 Sep 2014 03:07:46 GMT /slideshow/ss-39278484/39278484 tmochi1242@slideshare.net(tmochi1242) 俯瞰视点と他者视点を往还するロールプレイの省察支援 tmochi1242 ロールプレイは様々な分野の学习において，学习者の视点の拡大や転换を促进する强力な学习方法として知られている．より多様な役割演技を促し，多様な视点からの洞察を促すために，ロールプレイに人形剧を活用し，その省察を支援するシステム「えでゅーすぼーど」を开発している．本研究では，多様な観点からの省察を支援するために，俯瞰视点と他者视点を往还するインタフェースの必要性を指摘し，そのためのシステムの拡张を行っている． <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jset2014educeboardposter140911-140919030746-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ロールプレイは様々な分野の学习において，学习者の视点の拡大や転换を促进する强力な学习方法として知られている．より多様な役割演技を促し，多様な视点からの洞察を促すために，ロールプレイに人形剧を活用し，その省察を支援するシステム「えでゅーすぼーど」を开発している．本研究では，多様な観点からの省察を支援するために，俯瞰视点と他者视点を往还するインタフェースの必要性を指摘し，そのためのシステムの拡张を行っている．
俯瞰视点と他者视点を往还するロールプレイの省察支援 from Toshio Mochizuki
]]> 790 1 https://cdn.slidesharecdn.com/ss_thumbnails/jset2014educeboardposter140911-140919030746-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Robot as a Learning Partner for Promoting Proactive Discussion in Peer Groups: A Case Study for Career Development /slideshow/robot-as-a-learning-partner-for-promoting-proactive-discussion-in-peer-groups-a-case-study-for-career-development/33060708 roboticce-140402205845-phpapp01
This paper describes an experiment on peer groups that had a robot as a learning partner, to examine whether the robot could encourage the participants to talk on their own initiative. The authors measured the number of proactive utterances of each participant during the sessions. The authors compared the experimental groups that had robot facilitators, which were manipulated by professional human facilitators, and the control groups, which were also led by professional human facilitators but without a robot. The result showed that the participants in the experimental sessions talked on their own initiative much more than those in the controlled sessions. Finally, the authors qualitatively examined the characteristics of the proactive utterances in the peer group and found that the utterances contained supportive responses, which encouraged the participants to voluntarily join the dialogue promoting the counseling.]]>
This paper describes an experiment on peer groups that had a robot as a learning partner, to examine whether the robot could encourage the participants to talk on their own initiative. The authors measured the number of proactive utterances of each participant during the sessions. The authors compared the experimental groups that had robot facilitators, which were manipulated by professional human facilitators, and the control groups, which were also led by professional human facilitators but without a robot. The result showed that the participants in the experimental sessions talked on their own initiative much more than those in the controlled sessions. Finally, the authors qualitatively examined the characteristics of the proactive utterances in the peer group and found that the utterances contained supportive responses, which encouraged the participants to voluntarily join the dialogue promoting the counseling.]]> Wed, 02 Apr 2014 20:58:45 GMT /slideshow/robot-as-a-learning-partner-for-promoting-proactive-discussion-in-peer-groups-a-case-study-for-career-development/33060708 tmochi1242@slideshare.net(tmochi1242) Robot as a Learning Partner for Promoting Proactive Discussion in Peer Groups: A Case Study for Career Development tmochi1242 This paper describes an experiment on peer groups that had a robot as a learning partner, to examine whether the robot could encourage the participants to talk on their own initiative. The authors measured the number of proactive utterances of each participant during the sessions. The authors compared the experimental groups that had robot facilitators, which were manipulated by professional human facilitators, and the control groups, which were also led by professional human facilitators but without a robot. The result showed that the participants in the experimental sessions talked on their own initiative much more than those in the controlled sessions. Finally, the authors qualitatively examined the characteristics of the proactive utterances in the peer group and found that the utterances contained supportive responses, which encouraged the participants to voluntarily join the dialogue promoting the counseling. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/roboticce-140402205845-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This paper describes an experiment on peer groups that had a robot as a learning partner, to examine whether the robot could encourage the participants to talk on their own initiative. The authors measured the number of proactive utterances of each participant during the sessions. The authors compared the experimental groups that had robot facilitators, which were manipulated by professional human facilitators, and the control groups, which were also led by professional human facilitators but without a robot. The result showed that the participants in the experimental sessions talked on their own initiative much more than those in the controlled sessions. Finally, the authors qualitatively examined the characteristics of the proactive utterances in the peer group and found that the utterances contained supportive responses, which encouraged the participants to voluntarily join the dialogue promoting the counseling.
Robot as a Learning Partner for Promoting Proactive Discussion in Peer Groups: A Case Study for Career Development from Toshio Mochizuki
]]> 607 9 https://cdn.slidesharecdn.com/ss_thumbnails/roboticce-140402205845-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Jset2013 poster yoko /slideshow/jset2013-poster-yoko/26491094 jset2013posteryoko-130924052648-phpapp01
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]]> Tue, 24 Sep 2013 05:26:48 GMT /slideshow/jset2013-poster-yoko/26491094 tmochi1242@slideshare.net(tmochi1242) Jset2013 poster yoko tmochi1242 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jset2013posteryoko-130924052648-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Jset2013 poster yoko from Toshio Mochizuki
]]> 6639 3 https://cdn.slidesharecdn.com/ss_thumbnails/jset2013posteryoko-130924052648-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-tmochi1242-48x48.jpg?cb=1538286795 Dr. Mochizuki is an associate professor at School of Network and Information, Senshu University. His major is Educational Technology and the Learning Sciences (especially in Computer Support for Collaborative Learning). His current research focuses on how undergraduate students develop critical thinking for reading, writing, and presentation through collaborative learning, and promoting their groupwork, with supports of visualization and knowledge manipulation utilizing information communication technology or physical/virtual learning spaces. www.mochi-lab.net/english/ https://cdn.slidesharecdn.com/ss_thumbnails/cscl2017presentation-180930054618-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/cscl2017-talk-effects-of-perspectivetaking-through-tangible-puppetry-in-microteaching-roleplay/117424244 CSCL2017 Talk: Effects... https://cdn.slidesharecdn.com/ss_thumbnails/mddjset2018talkver2-180930053426-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/jset2018-talk-instructions-for-promoting-multiple-document-disagreement-resolution/117423478 JSET2018 Talk: Instruc... https://cdn.slidesharecdn.com/ss_thumbnails/jset2014educeboardposter140911-140919030746-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ss-39278484/39278484 俯瞰视点と他者视点を往还するロールプレイの省察支援