关于全球合作PBL学习环境的建议,在项目学习过程中,不同校区的全球成员在整个学习过程中都“在同一页上”

Tosh Yamamoto, A. Liao, W. Wu, Meilun Shih, Ju-Ling Shih, Hui-Chun Chu
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引用次数: 1

摘要

本文旨在与台湾大学和关西大学合作开发的全球PBL主动学习课程和学习环境,与高等教育界分享。合作大学制定了最佳课程,以提高和培养未来研究所定义的“未来工作技能2020”,包括未来人类技能,如意义制造、社会智能、新颖与适应性思维、跨文化能力、计算思维、新媒体素养、跨学科、设计思维、认知负荷管理和虚拟协作。课程在全球团队中充分采用PBL策略,在虚拟学习环境中,PBL团队由具有异质文化背景的学生组成。这种课程的基本概念是基于COIL(协作在线国际学习),最初是由纽约州立大学开发的。COIL充分利用信息技术为全球学生创造虚拟学习环境。为了超越COIL概念,结合IFTF定义的未来技能,联盟大学在全球敏捷团队中采用PBL,通过团队讨论,从不同的文化角度加深对共识的见解。由于时空差异,在校生在虚拟学习环境中异步进行团队学习活动,利用IT技术和云服务,以便在整个课程中对项目进度保持“同步”。此外,提高学生效能感的评估策略是课程的关键因素,并结合实例进行了讨论。本文报道了与台湾大学和关西大学合作开发的全球PBL主动学习课程和环境。
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A Proposal for the Global and Collaborative PBL Learning Environment Where All Global Members on Different Campuses Are "On the Same Page" throughout the Process of Learning in the Project
This paper purports to share with the higher education community the global PBL active learning curriculum and the learning environment, which have been collaboratively developed with the universities in Taiwan and Kansai University (KU). The collaborated universities developed an optimal curriculum to enhance and nurture students' "Future Work Skills 2020" defined by the Institute for the Future, such future human skills as Sense Making, Social Intelligence, Novel & Adaptive Thinking, Cross-Cultural Competencies, Computational Thinking, New Media Literacy, Transdisciplinarity, Design Mindset, Cognitive Load Management, and Virtual Collaboration. The curriculum fully employs PBL strategies in global teams, where teams for PBL are organized with students with heterogeneous cultural backgrounds in the virtual learning environment. The basic concept of such curriculum is based on COIL (Collaborative Online International Learning), originally developed by State University of New York. COIL makes full usage of IT to generate virtual learning environment for students worldwide. In order to go beyond the COIL concept incorporating the future skills defined by IFTF, the allied universities employed PBL in global AGILE teams to deepen insights from various cultural viewpoints in terms of consensus building through team discussions. Due to the spatial and temporal differences, enrolled students conducted their team learning activities in the virtual learning environment asynchronously, making use of IT technologies and cloud services in order to be on "the same page" in the progress of the project throughout the course. Further, the assessment strategies to enhance students' efficacy is the key factor in the course, which is also discussed with examples. This paper reports the global PBL active learning curriculum and environment collaboratively developed with the universities in Taiwan and Kansai University.
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