Role of Information Technology for Teaching and Learning

support at Osaka University Haruo Takemura

Director, TLSC

Osaka University

Who am I?

• Name: Haruo Takemura • Computer Science, Human Computer Interaction, • Virtual Reality, Augmented Reality, e-Learning Systems etc.

• Professor, Informedia Education Research Division, Cybermedia Center, Osaka University

• Professor, Graduate School of Information Science and Technology, Osaka University

• Director, Teaching and Learning Support Center, Osaka University

• Vice Head, Creative Unit, Osaka University

• President, Japan Open Courseware Consortium（JOCW)

Cybermedia Center

• Super Computer Center with NEC SX-ACE vector type super computer.

• Operating computer lab for IT literacy education and language education (CALL –computer assisted language learning)

• Operating LMS – Learning Management System and other IT services for education.

The Lab • Research topics

• Virtual Reality • Augmented Reality • Human Computer

Interaction • 3D user interface • Application of IT for

education

• Staffs • Five professors • Five Ph. D. candidates • Eleven master degree

students. • Four senior students

(undergraduate) • Two exchange

international students.

History of Osaka University(1)

• Established in 1931.

• Its root goes back to 1838.

History of Osaka University(2)

• 25,000 Students

• 3,000 faculty

• Research Oriented University

• Ranked as No. 3 in Japan

1. Introduction of Osaka University

Established in 1931

as the 6th Imperial University

Osaka citizens’ donations helped

significantly the establishment

Highly ranked university in Japan

11 Undergraduate Schools

16 Graduate Schools

4 year course:

6 year course: Medicine, Dentistry, Pharmaceutical Science

Entrance after secondary education (18 years old)

2 years master course

3 years doctor course

Many students graduated from other universities

Toyonaka Campus

Mino Campus

Suita Campus

Three Campuses

Total number of students is 23526.

34% of students are in Graduate Schools.

data in 2013

Numbers of Undergraduate

and Graduate Students

Total: 1985

data in 2013

80% of international students are from Asia.

Number of international students are 10.6% of total students.

International Students

* in preparation to start Graduate Course

data in 2013

Academic and Non-Academic Stuff

Total: 9736 3111

273

1682 300

1288

1177

1905

Profs: 889 Assoc. Profs: 847

11 Undergraduate Schools, 16 Graduate Schools, 9 Education & Research Support Organizations, 5 Research Institutes, 3 National Joint-Use Facilities, 19 Joint-Use Facilities, World Premier International Center, Institute for Advanced Interdisciplinary Research

Cultivate scholars and professionals with highly specialized knowledge,

broader perspectives, comprehensive understanding, and with the capacity

to make sound social judgment

2. Policy of Education

Educational Goals

2nd Year 1st Year 3rd Year 4th Year

Major Subjects

General Education Subjects (include Basic Major Subjects)

Intellectual Gymnastics Subjects

Higher level General Education Subjects are also provided in Graduate

Schools.

Wedge Type Relation

between General and Major Education

Teaching and Learning Support Center

• 6 year project from 2013 to 2019

• Introducing active learning to create positive spiral of learning

• Establish One-stop-service for campus wide faculty development

• ICT is used to maximize outcome with small number of staffs

↓

• Using e-Learning and active learning methods for FD, preFD, RD

• We have introduced three systems that is designed to support spontaneous and active learning in FY2013

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Learn

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Off C

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earn

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Spiral

For

Quality

Assurance

CELAS

Schools

ＴＡ

e Learning e Portfolio Active Learning

Graduate Level

General Education Sub Major, Sub Program

① Teaching support

② Out of class learning support （Career Development support）

General

Education

Professional

Education

※：Grey letter indicates project with

other funding source

FD Workshop Science

workshop

Career Development

Workshop

Problem solving

internship

Honor Program

Sufficient hours with spontaneous Learning

自主研究

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（TLSC

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Enriched

Education

Enhancing Education with establishment of TLSC

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Freshmen at Japanese University are • Digital native.

• Post internet generation.

• Mostly taught in a passive way.

• Sometimes lost in the first year education.

• Overloaded with courses.

• Requested to change their learning attitude.

Systems for Teaching & Learning support at Osaka University

Student Information System

Course Management System

Lecture Capture System

Open edX for on campus SPOCs

OsakaUx (MOOCs) Web Based clicker system

Campus Computing Service using VDI and

BYOD

• Providing services since 1981

• 2009: introduced Windows based system

• 2014: introduced Windows based system with VDI and BYOD capabilities • Service term： September, 2014 ～ August, 2019

• Terminals • PC lab class：５ class room, 350 terminals • On Campus terminals： 150 terminals on two campuses • PC lab on Suita Campus： 180 terminals(Non VDI based )

• Users • Mainly used by 1st and 2nd year undergraduate students

Educational Computing Service at Osaka University

• To prepare for BYOD(Bring you own device) • Many students have their own PC, tablets or smart phones

• We would like to encourage them to bring their own device on campus.

• We would like to use students PCs for in class education.

• To reduce terminal maintenance cost • It can eliminate software maintenance costs for terminals

• To prepare flexible class room usage.

Why Virtual Desktop Infrastructure?

• VDI solution • Software：

• VMWare Horizon View 5 • VMWare Horizon View Client • 600Desktop license(on campus terminals:495，external access:

100） • Hardware：

• 11 VDI servers + File Server • VDI server has

• Two Xeon E52630LV2(2.4GHz/6core) = 12 core • 256GB of Memory • 600G Local Disk

System’s Configuration

System’s Configurations PC labs

Wifi AP

BYOD PC

BYODtablet

Virtual Desktop

File Server

VDI Servers

Access via Internet

Internet

Proxy

• Students logon to VDI agent by using ID and PW

• WiFi AP provides service for BYOD

Computer lab

Software installed on the system Menu Item Category Application

Bio & Chem Biology and Chemistry Mega, Raswin, ChemBioOffice

Devel Program development Cygwin, eclipse, PEN, processing, Xming

Documentation Document viewer etc. Adobe Reader, dviout, kompozer, emacs, PDF-XChange Viewer, TeraPad, WinShell,

Graphics Graphics and Image tools

GIMP, ImageJ, Inkscape, Paint

Math Mathematical tools gnuplot, Maple, Mathematica, octave, R, SAS

Multimedia Multimedia tools QuicktimePlayer, Windows Media Player

Tool Misc tools Lhaplus, QKC, calc

Engineering Engineering tools ngspice

Learn

In C

lass L

earn

ing

Off C

lass L

earn

ing

Spiral

For

Quality

Assurance

CELAS

Schools

ＴＡ

e Learning e Portfolio Active Learning

Graduate Level

General Education Sub Major, Sub Program

① Teaching support

② Out of class learning support （Career Development support）

General

Education

Professional

Education

※：Grey letter indicates project with

other funding source

FD Workshop Science

workshop

Career Development

Workshop

Problem solving

internship

Honor Program

Sufficient hours with spontaneous Learning

自主研究

大阪大学のルーツ Teach

ing an

d Learn

ing Su

pp

ort C

enter

（TLSC

）

Learnin

g Spiral b

eyon

d C

lass bo

un

dary

Enriched

Education

Enhancing Education with establishment of TLSC

27

Handai Active Learning Classroom

ICT supported collaborative learning classrooms

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Room A212 and A312 in CELAS building were renovated as ICT supported collaborative learning classrooms. This rooms support both lecture type education and collaborative group work education. Setting changes can be easily done during class hours. The room support spontaneous learning of students in usual classes.

Lecture setting Collaborative learning setting

Easy Setting change

Rooms consist of, ・movable chairs, desks and white boards which support variety of group layout。 ・Walls are made of white board which can also be used for projection screen. ・four projectors with matrix switches with apple TV devices. This enables a lecturer’s or student’s iPad Screen can be projected easily. ・iPad tablet for students to use with various teaching and learning support applications

Handai Active Learning Classroom（HALC）

講義形式のイメージ 協働学習形式のイメージ

柔軟に 変更可能

学生の主体的な学びを可能に

•様々な学習シーンに対応可能な可動式の椅子・机・ホワイトボード •教室の3面にプロジェクタを投影可能なホワイトボードを設置 •プロジェクタ，AppleTV，マトリックススイッチを組み合わせ，教員・学生のタブレットからどこにでも投影可能

•貸し出し用タブレット（iPad）と充電保管用カードを配備

German class using HALC and Tablets

German class using HALC and Tablets

German class using HALC and Tablets

Distant Learning at HALC(2)

Distant Learning at HALC(2)

Class room response system with mobile device support

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The system which works like clickers by using smart phone and other mobile devices in lecture rooms in CELAS building.

Cybermedia Center

Blackboard LMS)

Instructor

Response Info

Students’ iPad

ＰＣ

Instructor’s iPad

WiFi

Projector

ICT supported collaborative learning classrooms

Enrollment Info

BeeDance Server

Questions

Students Response to Question

Lecture Rooms in CELAS

Instructor’s iPad

WiFi or 3G, 4G LTE

Students use their own devices

・・・

iPad equiped for the room

Real Time Response sys.

協働学習支援機能 ・リアルタイム応答 ・イメージボード ・テキストボード ・URL配信 ・ファイル共有 等々

Automated Lecture Capture system (Echo360）

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Lectures are automatically recorded based on pre-registered lecture schedule. PC output, blackboard image, and instructor’s voce are recorded. The contents are provided thorough LMS(blackboard R.9.1) to students who is registered for the lecture only.

HD Camera

Microphone

Learning Contnets

Support various devices

PC Screen

12 lecture rooms are equipped with this system. Campus License for authoring Software is also provided.

Blackboard LMS

EchoSystem Server

Auto- mated linkage

Automated Postproduction and Archiving

Servers are place at Cybermedia Center Bldg.

Scheduled recording Archiving Delivery

Students can view lectures With PC（Web browser）、 iPhone、iPad or Android .

Links are generated

EchoSystem capture appliance

MOOC Development at Osaka University

MOOC from Osaka University

• By providing courses based on research at Osaka

University, we would like to share our knowledge

with world.

• Contends produced for MOOCs can also be used

for on-campus education.

• By accumulating course production know-hows, we

would like to speed up course production process

and would like to improve quality.

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Why edX?

• edX is non profit organization founded by MIT and Harvard

• Mooc plat form itself is OSS. • We can use open edx for SPOC.

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Two approaches for MOOC development Top-down approach

• Developing MOOC courses and publish them through global MOOC platform (e.g. EdX) and reform university for global age. By digitaizing course materials, these courses can also be used for internal (on campus) education.

• University positively needs to support faculty who provide MOOC courses.

Bottom-up approach

• Encouraging faculty to make their learning materials open by publishing them through MOOC type teaching style.

• Recording and archiving lectures for later use and review

• More contents archived, less efforts to convert them into MOOCs

MOOC Development Support

• MOOC production unit at TLSC, Osaka University

• The unit supports course design, video shooting, web authoring, etc.

• Support needs to be Instructor centered, but the course needs to be learner centerd.

• Periodical meeting with edX team.

• TLSC is also going to provide Open Edx Platform on campus

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Status

• Developing courses start from May 2015 and after. • The immune System: New Developments in Research -

Part 1 & 2 • Provided by Immunology Frontier Research Center

• Cognitive Neuroscience Robotics – Part 1 & 2 • Provided by Division of Cognitive Neuroscience Robotics,

Institute of Academic Initiative

• Introduction to Applied Biostatistics • Provided by Prof. Ayumi Shintani, School of Medicine

• Tow more courses are now planned.

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The Immune System: New Developments in Research

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Week1 pre-view

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Findings

• Course production is very time consuming task. • Course selection

• Negotiation

• Contents

• Copyright clearance

• Course design is the most important part. • Professors are not teaching professional.

• But, they think they are.

• Video production of lectures by non-native speakers is challenging.

Summary

Outline

• Over view to TLSC at Osaka University

• ICT systems which support active learning concept.

• Over view of MOOC development at Osaka University.

OER / MOOC Movement

• Has potentials to improve quality, cost effectiveness and efficiency of higher education

• Bringing in a competition among universities who are planning to do their business in the area where a needs for higher education is rapidly growing

Educational contents in Japanese or English?

• Japanese contents can not be used globally sometimes.

• Japanese contents are useful for internal use and sharing contents among Japanese Universities.

• Sharing educational contents among Asian universities are needed to develop contents with Asian cultural background.

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Thank you for your attention