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首页> 外文会议>International Conference on Interactive Collaborative Learning;IGIP International Conference on Engineering Pedagogy >Poster: Project Based Learning Using Digital Storytelling: Educational Program for Students Before Learning Full-Scale PBL Practice
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Poster: Project Based Learning Using Digital Storytelling: Educational Program for Students Before Learning Full-Scale PBL Practice

机译：海报：基于项目的学习使用数字讲故事：学生教育计划在学习全面PBL实践之前

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This paper describes on the education program that we have developed for colleges of technology in Japan. The college of technology in Japan is Japan's unique educational system that aims at high-school and college-age students. The five-year consistent education system specializing in engineering has garnered attention under the name of KOSEN from Asian nations. Thus, this paper assumes the second-grade students at our college of technology to be students who have not been introduced to PBL yet. The group activity-based PBL (Project Based Learning) process requires the ability to express one's own ideas to others (communication skill), the ability to abstract problems and develop one's thoughts (computational thinking skill), and the ability to move ahead with tasks in a planned manner (project management skill). Therefore, targeting these students, this study examines whether digital storytelling practice is feasible as an education program that broadens the above mentioned three skills. It is required in digital storytelling to condense one's thoughts and present them as digital contents. We think that the affinity is strong between digital storytelling and PBL, as the processes that learners experience through digital storytelling activities are similar to learners' experience in the processes of the PBL program that is based on our engineering design process. According to a questionnaire survey conducted after the class, our education program received positive feedback from 90% of the students who took the course.
机译：本文介绍了我们为日本技术高校开发的教育计划。日本技术学院是日本独特的教育系统，旨在瞄准高中和大学生。在亚洲国家的王国家的名义下，专门从事工程的五年一贯的教育系统。因此，本文假设我们技术学院的二年级学生，成为尚未被引入PBL的学生。基于集团的基于活动的PBL（基于项目的学习）进程需要能够向他人表达自己的想法（沟通技能），抽象问题的能力和发展一个人的思想（计算思维技能），以及提前移动任务的能力以计划的方式（项目管理技能）。因此，针对这些学生，这项研究审查了数字讲故事的实践是否可行作为教育计划，拓宽上述三种技能。在数字讲故事中需要凝视一个人的思想并将它们呈现为数字内容。我们认为数字讲故事和PBL之间的亲和力是强大的，因为学习者通过数字讲故事活动经验的流程与学习者在基于我们的工程设计过程的PBL程序过程中的经验类似。根据课堂后进行的调查问卷调查，我们的教育计划从90％的学生接受了积极的反馈。

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