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Action Research Presentation

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mobuskirk

This document summarizes an action research project that used an online community to facilitate collaborative learning between Japanese children in the US and Japan. It describes three cycles of the research where students researched topics, shared findings online, and exchanged ideas. Analysis found students preferred interacting with classmates over partners in other schools. The research aimed to help students improve Japanese writing skills and exchange information, but ended earlier than planned. The researcher learned students' motivation is complex and building confidence in Japanese is difficult with diverse interests.

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Crossing Boundaries ... Wednesday, August 1, 2012
CROSSING BOUNDARIES: SHARING KNOWLEDGE IN AN ONLINE COMMUNITY FOR JAPANESE CHILDREN IN THE U.S. AND IN JAPAN Mie Buskirk ELT 650-653 Collaborative Action Research M.A. in Learning Technologies Pepperdine University Wednesday, August 1, 2012
Connect Japanese Children in the U.S. and in Japan Wednesday, August 1, 2012
Tie ZPD (Zone of Proximal Development) to My Action Research Wednesday, August 1, 2012
Use Wikispaces for Collaborative Online Learning This is an example of messages exchanged between Japanese children in the U.S. and in Japan. A student at Tokorozawa Elementary School posted his research about 50 states of the U.S. and asked a question which is the largest state in the U.S. Wednesday, August 1, 2012
Student-centered Learning in Cycle One Japanese students in the U.S. and in Japan participated in a collaborative online class to research Universal Design (若泣吟ゃ). They posted their research results and exchanged their ideas and information. Slo Braille block pe for cha phy llen sica ged lly Bathroom for physically challenged Wednesday, August 1, 2012
Peer-to-peer Interactions in Cycle Two Japanese students in the U.S. and in Japan participated in a collaborative online class to research American geography, American culture, American industry, and American politics and space development. They posted their research results and exchanged their ideas and information. Wednesday, August 1, 2012
Japanese Students Academic Interests Data Analysis and Evidence: 1. Both Japanese children in the U.S. and in Japan preferred to exchange messages with their own schoolmates. 2. Japanese children in Japan posted their responses on a particular Japanese students message. She posted the message about Thanksgiving Day in the U.S. Wednesday, August 1, 2012
Share knowledge within a group in Cycle Three Japanese students in the U.S. and in Japan participated in a collaborative online class to research exchanges between Japan and the countries of the world. They posted their research results and exchanged their ideas and information. FIFA World Cup ma nce Eunic i pe rfor Shriv e Kennedy Kabuk er and in Spe athlet cial O es lympi cs Wednesday, August 1, 2012
Action Plans, Analyses, and Evaluation Cycle One Cycle Two Cycle Three Student-centered Peer-to-Peer Action Plan Building Knowledge Learning Interactions Intermediate to Qualitative Basic Japanese Use of Social Advanced Japanese Analysis writing skills Studies terms Writing Skills Evaluation of Sentence Some Students can Lack of sentence Qualitative structure with write and exchange structure Analysis basic expressions ideas and information. Frequency of Frequency of Frequency of Quantitative exchanging exchanging exchanging online Analysis messages messages messages Evaluation of Exchanged with Continued Some Students can Schoolmates. exchange ideas and Quantitative Very few exchanges with exchanges with information with a partner Analysis a partner school. Schoolmates. school. Wednesday, August 1, 2012
Final Re鍖ection CROSSING BOUNDARIES ... Sharing Knowledge in an Online Community for Japanese Children in the U.S. and in Japan FINAL REFLECTION My action research ended here and could not continue to the next cycle at this time. However, I learned much from this action research that Japanese childrens motivation in learning was more complex than what I expected. Because of the diversity in academic interest, it is di鍖cult for them to build their con鍖dence and knowledge in Japanese learning. I made every e鍖ort to reach the outcomes that I expected. Although the research showed limited 鍖ndings and results, I felt I could continue my action research further to 鍖nd out more about the learning behaviors and motivation of Japanese children in the U.S. It is my quest to inspire Japanese children so that they can gain con鍖dence and build knowledge for Japanese learning. Wednesday, August 1, 2012

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Action Research Presentation

  • 2. CROSSING BOUNDARIES: SHARING KNOWLEDGE IN AN ONLINE COMMUNITY FOR JAPANESE CHILDREN IN THE U.S. AND IN JAPAN Mie Buskirk ELT 650-653 Collaborative Action Research M.A. in Learning Technologies Pepperdine University Wednesday, August 1, 2012
  • 3. Connect Japanese Children in the U.S. and in Japan Wednesday, August 1, 2012
  • 4. Tie ZPD (Zone of Proximal Development) to My Action Research Wednesday, August 1, 2012
  • 5. Use Wikispaces for Collaborative Online Learning This is an example of messages exchanged between Japanese children in the U.S. and in Japan. A student at Tokorozawa Elementary School posted his research about 50 states of the U.S. and asked a question which is the largest state in the U.S. Wednesday, August 1, 2012
  • 6. Student-centered Learning in Cycle One Japanese students in the U.S. and in Japan participated in a collaborative online class to research Universal Design (若泣吟ゃ). They posted their research results and exchanged their ideas and information. Slo Braille block pe for cha phy llen sica ged lly Bathroom for physically challenged Wednesday, August 1, 2012
  • 7. Peer-to-peer Interactions in Cycle Two Japanese students in the U.S. and in Japan participated in a collaborative online class to research American geography, American culture, American industry, and American politics and space development. They posted their research results and exchanged their ideas and information. Wednesday, August 1, 2012
  • 8. Japanese Students Academic Interests Data Analysis and Evidence: 1. Both Japanese children in the U.S. and in Japan preferred to exchange messages with their own schoolmates. 2. Japanese children in Japan posted their responses on a particular Japanese students message. She posted the message about Thanksgiving Day in the U.S. Wednesday, August 1, 2012
  • 9. Share knowledge within a group in Cycle Three Japanese students in the U.S. and in Japan participated in a collaborative online class to research exchanges between Japan and the countries of the world. They posted their research results and exchanged their ideas and information. FIFA World Cup ma nce Eunic i pe rfor Shriv e Kennedy Kabuk er and in Spe athlet cial O es lympi cs Wednesday, August 1, 2012
  • 10. Action Plans, Analyses, and Evaluation Cycle One Cycle Two Cycle Three Student-centered Peer-to-Peer Action Plan Building Knowledge Learning Interactions Intermediate to Qualitative Basic Japanese Use of Social Advanced Japanese Analysis writing skills Studies terms Writing Skills Evaluation of Sentence Some Students can Lack of sentence Qualitative structure with write and exchange structure Analysis basic expressions ideas and information. Frequency of Frequency of Frequency of Quantitative exchanging exchanging exchanging online Analysis messages messages messages Evaluation of Exchanged with Continued Some Students can Schoolmates. exchange ideas and Quantitative Very few exchanges with exchanges with information with a partner Analysis a partner school. Schoolmates. school. Wednesday, August 1, 2012
  • 11. Final Re鍖ection CROSSING BOUNDARIES ... Sharing Knowledge in an Online Community for Japanese Children in the U.S. and in Japan FINAL REFLECTION My action research ended here and could not continue to the next cycle at this time. However, I learned much from this action research that Japanese childrens motivation in learning was more complex than what I expected. Because of the diversity in academic interest, it is di鍖cult for them to build their con鍖dence and knowledge in Japanese learning. I made every e鍖ort to reach the outcomes that I expected. Although the research showed limited 鍖ndings and results, I felt I could continue my action research further to 鍖nd out more about the learning behaviors and motivation of Japanese children in the U.S. It is my quest to inspire Japanese children so that they can gain con鍖dence and build knowledge for Japanese learning. Wednesday, August 1, 2012