THE COLLAVORATIVE LEARNING MODEL TO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS

THE COLLAVORATIVE LEARNING MODELTO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS Yoshihiko Shimizu Toyama National College of Technology E-Mail shimizu.yoshihiko@nc-toyama.ac.jp

National College of Technology 国　立　高等専門　学　校　　（KOSEN） HQ (Institute) in Tokyo, JAPAN 51 Branches 45,000 students

Ph.D (3 years) Master (2 years) Advanced course (2 years) University (4 years) Regular course (5 years) High School (3 years) Junior High School (3 years) Elementary School (6years) Compulsory Get the Job 21 16 13 7 Age Education System in Japan

Departments • Mechanical Engineering • Electrical & Electronics Engineering • Information Engineering • Civil & Architecture Engineering • Materials Science • Bio Science • Maritime technology • InternationalBusiness

THE COLLAVORATIVE LEARNING MODELTO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS Yoshihiko Shimizu Toyama National College of Technology E-Mail shimizu.yoshihiko@nc-toyama.ac.jp

Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness Yoshihiko Shimizu Toyama National College of Technology Email：shimizu.yoshihiko@nc-toyama.ac.jp

Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness Not only English skills… Yoshihiko Shimizu Toyama National College of Technology Email：shimizu.yoshihiko@nc-toyama.ac.jp

Telecollaboration Project between the U.S. and Japanto Enhance Students' Global Competitiveness -Based on “the Five Proposalsfor Developing Proficiency in English for International Communication”- Yoshihiko Shimizu Toyama National College of Technology Email：shimizu.yoshihiko@nc-toyama.ac.jp

Today’s Procedure • Introduction 5 min • Experiment 7min • Results & Discussion 7 min 4 ． Conclusion 1 min

Questions!Check our image ! Please raise your hands！ Two questions! Generally speaking, 1. English level of Japanese students is high？　　　low？ 2. The number of students who don’t like English is big？　　small?

Questions!Check our image ! Please raise your hands！ Two questions! Generally speaking, 1. English level of Japanese students is high？　　　low？ 2. The number of students who don’t like English is large？　　small?

Probably, Many Japanese students don’t like English. Cited from the report and data of Benesse cooperation

【The reasons students don’t like English study】 1The experiences at junior high school Test score is too bad even though I studied hard. 2No achievement. Less-motivated form the score. I really struggle English, but I cannot realize my improvement. I’m not interested in English. 3Luck of future need toward English. I don’t need English. English is the subject for the people who need English in business or work. 14 Cited from the report and data of Benesse cooperation

【The reasons students don’t like English study】 I cannot understand English conversation. 1.The experiences at junior high school It’s too difficult to memorize English words. English is too difficult. Test score is too bad even though I studied hard. No achievement. Less-motivated form the score. I really struggle English, but I cannot realize my improvement. I’m not interested in English. Luck of future need toward English. I don’t need English. English is the subject for the people who need English in business or work. 15 Cited from the report and data of Benesse cooperation

【The reasons students don’t like English study】 I cannot understand English conversation. The experiences at junior high school It’s too difficult to memorize English words. English is too difficult. Test score is too bad even though I studied hard. 2.No feelings of achievement or success . I really struggle English, but I cannot realize my improvement. I’m not interested in English. Luck of future need toward English. I don’t need English. English is the subject for the people who need English in business or work. 17 Cited from the report and data of Benesse cooperation

【The reasons students don’t like English study】 I cannot understand English conversation. The experiences at junior high school It’s too difficult to memorize English words. English is too difficult. Test score is too bad even though I studied hard. No achievement. Less-motivated form the score. I really struggle English, but I cannot realize my improvement. I’m not interested in English. 3.Luck of future needs toward English. I don’t need English. English is the subject for the people who need English in business or work. 19 Cited from the report and data of Benesse cooperation

【The reasons students don’t like English study】 I cannot understand English conversation. 1.The experiences at junior high school It’s too difficult to memorize English words. English is too difficult. Test score is too bad even though I studied hard. 2.No feelings of achievement or success . I really struggle English, but I cannot realize my improvement. I’m not interested in English. 3.Luck of future needs toward English. I don’t need English. English is the subject for the people who need English in business or work. 20 Cited from the report and data of Benesse cooperation

This is a BIG problem!

The Number of Japanese Company which has Foreign Branches Cited from the report and data of Benesse cooperation

・Many of the students don’t or cannot realize the situation in the global society. ・Teachers have to make the students realize the requirement from the global society. ・ Not well-motivated. ・Ministry of Education launched the program called “the Five Proposals for Developing Proficiency in English for International Communication” in 2011.

The brief explanation of “the Five Proposals.” Proposal two To have the students realize the necessity of English in the global society and to make students well-motivated. Proposal three To provide students with more opportunities to use English with native speakers of English with the help of ICT. Collaborative Learning” with foreigners through “ICT.” Proposal one To introduce the regular use of “academic achievement test”, such as TOEIC. To have students regularly see their development of English competence by their scores.

２．１　the five Proposals and this research Based on three proposals Proposal three： Keyword : To create many English use Device : ICT, Keyword ：　Motivation The necessity of English The skills in the global society Device :Activity in Proposal three Keyword ： The regular use of “Communication Test” Device 　： TOEIC ⇒ Collaborative Learning” with foreigners through “ICT.” Proposal two： ⇒quantify “a change in awareness” Proposal one：

Toyama in Japan Proposal three： Collaborative Learning” withforeigners through “ICT.”

California In the U.S.

２．１　the five Proposals and this research Based on three proposals Proposal three： Keyword : To create many English use Device : ICT, Keyword ：　Motivation The necessity of English The skills in the global society Device :Activity in Proposal three Keyword ： The regular use of “Communication Test” Device 　： TOEIC ⇒ Collaborative Learning” with foreigners through “ICT.” Proposal two： ⇒quantify “a change in awareness” Proposal one：

２．１　Outline of this research Ten months April, 2012～January, 2013 • How long：・ How often： • How many: • With whom: One a week in the regular class 30 minutes discussion per class 43 students (19-year-old) International Business Course 1. The University of California, Irvive 2. Pacific University in Oregon

２．２　Experiment

Japanese end

California end

Japanese end

Learning Model 2012 (Shimizu 2012)

Japanese end

California end

The first report in April • I talked with students of University of California, Irvine. • We talked about our school life, travel, and Orange Country (California). Also we asked them (students of UCI) some questions about the vending machine in America, because we studied about foreign countries’ vending machines when we were K3. • Before the EVC, I researched that difference of vending machine between America and Japan. In America, there are some vending machines and American people sometimes use them. Japan has a lot of the vending machines everywhere, so we always can buy drinks, alcohol, cigarettes, and so on anywhere. The vending machines are a great convenience, but its need much electric power. If we pay a vending machine’s electricity charges, it amounts to house’s one for a month. Judging from this, they’re not ecology system.

The final report in Jan. • Custom of Tipping in America K09435 • In America, we pay tip in many situations, for example good restaurants, taxi, hotel, etc. When we have a restaurant meal, we often pay 10~20% of total amount. Tip is given as an appreciation of service by customers. When we enjoy the service, we give money in recompense for a service. • Tip--- this custom started in Europe in 18 century. A pub set a box with “To Insure Promptness” written on it. It was set for people who want to receive prompt service. If someone set in box some money, he or she could receive a better service. “TIP” is abbreviation of the phrase. However, nowadays we don’t know about the true origin of tip. Around 1950s, labor condition in Europe was made improvement and labor costs were increased. Therefore, tipping system is not necessary now in Europe. Even now custom of tipping is usual among American, but I feel it is a little strange culture. Why do we have to pay extra money? Why this culture pervade in America? • The first reason, payment for the simply service people (for example waiter) in the United State is very low. It's not too much to say that they depend in a large part on tip. Basic salary is preset low by employers because of this custom, so tip is not additional gain, with no doubt important “income source”. • The second reason, there are many American companies the primary purpose is making a profit. So employees are fewer than Japan’s because of cutting personnel cost. They strengthen formalization and systematization and increase workers desire to work by tip. • But through my research and Skype, their service is not always good. It is natural. One of UCI students said, “Even if service is bad, I almost always have to tip service people. Some of customers have complaints for tipping system. When I receive good service, I leave a lot of tip; conversely, if their service is bad, I skimp on the tip. It’s my rule.” • In contrast, we don’t have tipping system, or we involuntarily pay service charge in Japan. So even if we work too hard, we cannot get much money from customers. Before the last war there was some tipping in Japanese style inns. Nowadays we are little seen such an act in Japan. Almost Japanese don’t require giving tips. Even now for some foreign customers, it is amazing because Japanese service quality is very high. • Amount of money varies somewhat with quality of their service. To be sure, tip is dreamboat for person who can work in a thriving service business. Good service person can receive many tips from customers, like him. But, in other words, service workers are in a very precarious state. The tip is influenced directly a great deal by business slump, season, hours, and off course, service people’s attitude. • It’s a little bit difficult for me to understand culture that I don’t have. I think tip is complicated culture. It has both good and bad points. As I mentioned earlier, this system generates and fosters workers’ motivation. I approve this advantage because we can get much payment with effort. But we already know that their position is not ensured, especially salaries. With the rapid progress of globalization, I submit that it is needed to improve employment conditions for service people in America. It's hard for American to ignore, because it's an old custom. I think Americans will have to establish the society which customers and employees feel comfortable to pay for tips.

２．Experiment two Based on three proposals Proposal three： Keyword : To create many English use Device : ICT, Keyword ：　Motivation Theskills in the global society Device :Activity in Proposal three Keyword ： The regular use of “Communication Test” Device 　： TOEIC ⇒ Collaborative Learning” with foreigners through “ICT.” Based on “Proposal two” ⇒quantify a change in awareness Proposal one：

25 Skills(minds) supporting “Intrinsic Motivation”（Okazaki 2012） 1) problem-finding skill, 2) skill to map out, 3) understanding and cultivating knowledge, 4) self-learning skill, 5) skill to collect information, 6) skill to arrange information, 7) skill of information analysis, 8) expressiveness with text, 9) expressiveness without text, 10) skill to create simple explanations, 11) presentation skill, 12) questioning mind, 13) communication skill, 14) skill of self-assessment, 15) skill of assessment to others, 16) skill of self-modification, 17) intellectual curiosity 18) skill of action, 19) collaborative learning skill, 20) problem-solving skill, 21) knowledge construction skill, 22) creative mind, 23) fulfillment, 24) accomplishment, 25) research mind.

Skills and Minds supporting “Intrinsic Motivation”（Okazaki 2012） Awareness 4. Collect information 5 Arrange information 6. Information analysis 7.Collaborative learning 8. Communication 9. Action 1. Problem-finding 2.Mapping out a plan 3. Problem-solving 19. Knowledge construction 20. Intellectual curiosity 21. Self-learning 10.Expressing with text 11.Expressing without text 12.Create simple explanations 13. Creative mind 14. Presentation 15. Questioning mind 16.Assessment to others 17. Self-assessment 18. Self-modification

Skills and Minds supporting “Intrinsic Motivation”（Okazaki 2012） 4. Collect information 5 Arrange information 6. Information analysis 7.Collaborative learning 8. Communication 9. Action 1. Problem-finding 2.Mapping out a plan 3. Problem-solving 22.Deepening knowledge 23. Research mind 24. Fulfillment 25. Accomplishment 19. Knowledge construction 20. Intellectual curiosity 21. Self-learning 10.Expressing with text 11.Expressing without text 12.Create simple explanations 13. Creative mind 14. Presentation 15. Questioning mind 16.Assessment to others 17. Self-assessment 18. Self-modification

３．The Results & Discussion

All students wrote “I’m well-motivated toward English study.” How did the students’ awareness toward 25 skills or minds change?

20 significant differences out of 25 The results of t-test about the development of students’ awareness toward skills or mindto be well-motivated **:p<0.01 *:p<0.05 ♯:p<0.1

２．２　Experiment Based on three proposals Proposal three： Keyword : To create many English use Device : ICT, Keyword ：　The necessity of English The global society The improvement of motivation Device :Activity in Proposal three Keyword ： The regular use of “Communication Test” Device 　： TOEIC ⇒ Collaborative Learning” with foreigners through “ICT.” Proposal two： ⇒意識の変化を数値化 Based on Proposal one：

THE COLLAVORATIVE LEARNING MODEL TO ENHANCE STUDNETS’ GLOBAL COMPETITIVENESS