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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
16
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
17
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
29
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
38
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)
39
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.
41
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.
42
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
44
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.
48
The Immune System: New Developments in Research
49
Week1 pre-view
51
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.
53
Thank you for your attention
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