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“Interactive Teaching” Now Available at JREC-IN Portal

Center for Research and Development of Higher Education, The University of Tokyo, and the Japan Center for Educational Research and Innovation (JCERI) published the online course “Interactive Teaching” on JREC-IN Portal.
JREC-IN Portal is “an informative portal site that supports the career development and skills building of researchers, research assistants, technicians and other research-related human resources” run by the Japan Science and Technology Agency.
“Interactive Teaching” has now become one of the courses of “E-learning for research-related human resources.”

You can download a notification of completion once you finish all the lessons.
Check out the video clips.
For more details, please visit “Interactive Teaching” JREC-IN Portal.

We hope that “Interactive Teaching” will reach more and more people.
Thank you.

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For any inquiries, please contact Nagafumi Nakamura at the following address:
interactivet(at)tree.ep.u-tokyo.ac.jp
Please replace (at) with ＠ and send an e-mail with the title “IT_JREC-IN.”

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[Report] The 1st Faculty Luncheon

The 1st Faculty Luncheon was held today. Handouts are available at the bottom of this post.
Here is the summary and a preview of our next event.

There were nine participants from various schools and departments.

—

1) Today’s Topic
Today’s topic was “Motivation.”
We explained the research findings of learning from the perspectives of “expectancy,” “value,” and “environment” as an introduction to the discussion.

2) Sharing of Participants’ Concerns
Participants’ specific concerns related to students’ motivation came out as follows:
“Students don’t come to meetings for classes and laboratories.”
“Those students who found a job in the private sector seem less motivated in their research activities.”
“It is difficult to motivate students in classes that involve practical activities.”

3) Discussion among Participants
Participants discussed how to solve the above concerns by using mini-lectures, first in pairs, then with the whole members.
The following perspectives came out of the discussion:
“Raise the expectancy of success by providing small steps in the class to achieve the goal.”
“Clarify the value gained by publishing papers and engaging in research to the students.”

4) References
The following are the references for today’s topic:

・Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
The book gives a detailed explanation of motivation.

・Kurita, K., & Japan Center for Educational Research and Innovation (JCERI) (Eds.). (2017). Interactive teaching [Interactive teaching]. Kawai Publishing.
It is a book based on a MOOC course “Interactive Teaching.” The chapter “Learning Sciences” refers to motivation. Please also check the following video clip. (WEEK 3: Learning Sciences) https://dev2.utokyofd.com/mooc/contents
—

Since the event was highly appreciated, we are planning to hold the next faculty luncheon.
Details are to be announced, but the next luncheon is temporarily scheduled for Wednesday, June 21st, from 12:10–13:00.
The main topic will be, again, “motivation.” We would like to deepen the discussion by focusing on the points we could not discuss well enough in today’s luncheon.
We look forward to your participation.

 

Handouts

May 17 2017_The 1st Faculty Luncheon

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[9th UTokyo FFP] DAY 4 Evaluation

DAY 4 of the UTokyo FFP on evaluation was held on May 11th and 12th. The main topics were as follows:

  • ・Significance of evaluation
  • ・Methods and targets of evaluation
  • ・Formative evaluation and summative evaluation
  • ・Reliability, validity, and efficiency of evaluation
  • ・Measures to take after evaluation
  • ・Rubrics

In the UTokyo FFP, participants work on exercises in creating rubrics during the session on evaluation, every semester. “Knowing” rubrics and “Being able to create” rubrics are completely different. The exercises are intended to help participants consider the values and limits of rubrics in their own contexts by actually creating one.

 

It is very difficult to create a rubric from scratch. One of the effective ways to make it easier is to find a rubric with similar learning goals to yours and customize it. As for rubric samples, please refer to the following website:

AAC&U VALUE Rubric (English)
American Association of Colleges and Universities (AAC&U) offers what they call “VALUE rubrics.” They are templates of rubrics for various tasks, which you can use and customize. You have to go through the “shopping cart,” but they are available for free download.

 

Participants created rubrics in groups. And they shared their rubrics with a method called “Gallery Walk,” where they examined others’ rubrics freely. One of the group members remained to explain the rubric they made, and the rest looked around to see the other groups’ rubrics. Another sharing method called “Poster Tour” will be used in the next session, so we would like the participants to contrast it with “Gallery Walk.”

By the way, we are sparing more time for Q&A sessions than in previous semesters. And since participants reflect on what they learned after each session by filling in an online form, and we reply to their questions via documents, we are receiving more questions than before. I’m very happy to receive good questions one after another as the instructor of this course.

The class design is, therefore, modified every class in response to the above interaction, and so we sometimes have to shorten the time for sharing activities in groups by changing them into pair activities, but I believe it is important to keep the class design flexible.

(Kurita)

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[9th UTokyo FFP] DAY 3 Syllabus and Course Design

DAY 3 sessions for the 9th UTokyo FFP were held on April 27th and 28th. The topics were as follows:

  • ・The roles of a syllabus
  • ・Setting goals and objectives of a syllabus
  • ・Course design (creating a graphic syllabus)
  • ・Improving a syllabus into one that promotes learning

A syllabus is not just a tool for students to choose which course to take but is also something that promotes their learning and a tool for instructors to design the course, which can be used as evidence for their achievement in teaching. Participants first learned such significance.
In DAY 3 sessions, each participant brings a syllabus made by themselves or an existing syllabus of a course that is similar to his/her own and learns about the topic by improving it.

Firstly, participants made sure what the goals and objectives were, modified their own syllabuses, and further improved them in pairs. Then, the instructor explained “Backward Design,” followed by the course design activity through the creation of a graphic syllabus. The explanation was given by citing references and syllabus samples created by participants in the past, so it must have been easy for the participants to get the feel of it.

 

Participants were provided with handouts of the UTokyo FFP syllabus with annotations on each item. They compared the handout with the syllabus they brought and found out the points that needed improvement by themselves. Then, they shared the points in groups.
The instructor used to explain the points one by one, which tended to make the class a “one-way” lecture in the past semesters, but providing the participants with informative materials and having them work on the improvement of syllabuses individually or in groups seem to be much more effective in making them consider the topic in their own contexts. They kept on asking good questions over the following 15 minutes.

 

A participant explaining his graphic syllabus

ペアシェアSharing ideas in pairs

(Kurita)
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General Library, The University of Tokyo Calls for Application for the 6th ACS

Here is the announcement by the General Library on the recruitment of supporters to discuss issues and take action related to a new style of libraries.

The supporter organization has engaged in planning and running the “Mini-lecture Programs” co-held by the UTokyo FFP and the Library, and is where you can launch new projects. If you are interested, please read the following and apply from the library’s website.

URL:http://new.lib.u-tokyo.ac.jp/post_acs/5010

 

*The main points of the recruitment are cited from the website as follows:

＝＝

■Activities
Period: The 6th Term: June 2017–March 2018

Main Venue: Hongo Campus, The University of Tokyo

Activities:

Regular meetings to be held once a month

Planning and implementing projects related to the completion of the New Library

Planning and implementing projects on how to utilize affiliated libraries better than before

■Briefing Session
Briefing sessions will be held to give you the summary and activities of ACS.
If you are interested in ACS, please join the session.

1. Friday, April 28th, 12:20–12:50

2. Wednesday, May 10th, 15:00–15:30

■Application Guideline
Qualifications:

Applicants should be undergraduate or graduate students at the University of Tokyo.

Applicants should be able to join the monthly meetings held on the Hongo Campus.

*Meetings will be arranged in accordance with the members’ schedules.

＝＝

*Academic Commons Supporter (ACS)
(Twitter) https://twitter.com/acsUTokyoNewLib
*The University of Tokyo New Library Project: Twitter and Facebook
(Twitter) https://twitter.com/UTokyoNewLib
(Facebook) https://www.facebook.com/UTokyoNewLibrary

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[New Release] Leaflet “The first step to enrich your campus life Q&A Vol.1” (from the intensive course “Let’s learn Japanese implicit customs and way of thinking”)

A leaflet “The first step to enrich your campus life Q&A Vol.1” was created following a discussion during an intensive course titled “Let’s learn implicit Japanese customs and way of thinking,” which was held on March 27, 2017. It is a summary of the discussion held between overseas and Japanese students regarding the cultural differences overseas students are likely to experience in Japanese offices/laboratories.

The leaflet is distributed free of charge. Click here to download.
(Update: The leaflet was updated on April 29, 2017.)

 

 

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[Report Published] “Interactive Teaching” Big Real Session

We published a report on the “Interactive Teaching” Big Real Session (BRS) held on February 4th, 2017.

Please click here.

 

The report shows the analysis of the questionnaire responded to by the participants at the venue or online, and the future prospect of the event based on the questionnaire results.

Please also check the video of the event published previously.

 

We are preparing for the announcement of the 2nd BRS in due course.

Thank you for supporting “Interactive Teaching.”

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[Publication] “Hakase ni nattara dō ikiru? 78mei ga kataru career path” [How do you live your life after receiving a PhD? Career paths described by 78 people]

★Cover

This book was completed thanks to the cooperation of the alumni of “The University of Tokyo Future Faculty Program” (UTokyo FFP)!

 

What kind of career path can you envision after entering university, proceeding to graduate school, and completing the doctoral program?

What lies beyond completing the doctoral program is highly uncertain for doctoral students themselves as well as the general public.

This book answers the question through interviews with people in various academic fields. The first half of the book organizes the information on the basic procedure to obtain academic degrees at university and what you should do to prepare for building a career as you wish, while the latter half is a collection of interviews with those who completed their doctoral programs ranging as many as 15 academic fields.

It took nearly two years from the very beginning to complete the book thanks to the UTokyo FFP alumni working hard on the basic arrangement of chapters and conducting interviews. It is the diverse backgrounds of UTokyo FFP alumni that realized conducting interviews with people from such a wide variety of fields.

The book collected what those who are working actively in various fields had in their mind and tried to do while they were in the middle of building their careers.

It is strongly recommended not only for undergraduates and graduate students but also for working adults and high school students.

 

Product detail page on Amazon

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[9th UTokyo FFP] DAY 2

DAY 2 sessions were held on April 20th and 21st. The topics were as follows:

  • ・Instructional design and the ADDIE model
  • ・Class design (How to design a class of 90 or 105 minutes)
  • ・Active learning strategies (Asking questions, Think-Pair-Share, and Peer Instruction)
  • ・Effects and limits of active learning
  • ・Motivation (Expectancy-value theory)
  • ・Exercise in class design
  • ・Today’s class design
This was the second class following the previous one held a week before.
We revised the part on learning about motivation in this 8th semester.
The participants were provided with handouts on a case where an instructor failed to motivate students, an excerpt from “How learning works: Seven research-based principles for smart teaching” (Ambrose, et al., 2010), and worked on developing advice on what the instructor should do to motivate them. We used to ask the participants to develop advice about classes that they found boring respectively instead.
Relating the topic to their own experience is important for incorporating what they learn into their own context, but it is also important to deepen their learning by sharing the issue with others. Particularly when the time is limited, it is more efficient to discuss the common issue from multiple perspectives instead of taking time for sharing different topics by explaining and grasping their background, and that is why we changed the activity in this way.
It seemed to work as expected. However, we received several pieces of feedback saying, “The time for the activity was not enough,” so we are thinking of revising the class design or adding an online discussion.