Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Learners are provided with deeply cooperative learning experiences through intentional communications, as well as knowledge and intelligence integration, ensuring a beneficial result from the features and functionalities that have been verified for teaching and learning with a mobile focus. Building high quality communications with less mutual disturbances to individuals’ mental or behavioral processes under any circumstance for typical features, such as instantaneous wireless real-time system architecture, should be considered fundamental. Cooperative learning deeply enables high quality communication to be consistent with conventional education environments.
Now more than ever, forms of communication which are able to capture an educational core leading scheme are deliberated for deeply cooperative learning, especially in a more advanced comprehension with a scope of regional to interdisciplinary worth, which is greatly needed, e.g. STEM to STEAM synthesized the Arts.
It is important for a learner to make the best use of such a scheme through intentional communications with confirmation as dynamically conducted, for a learner-based driving force in a more advanced comprehension between both each other and within a learner’s more advanced comprehension. Human comprehension and memory consolidation can be better empowered through such intentional communications with confirmation as dynamically conducted, even without any disturbance to class contexts.
Incidentally, it is no exaggeration to say that one of the most important issues and matters is students' learning quality assurance. As compared with typical rubrics, such items that should be noted as follows: e.g. stated objective or performance evaluation visible for learners, learning activitys scaling is fair and swift, possible real-time feedback of learning outcomes on rubrics in deeply cooperative learning, from the viewpoints of software values on a core leading scheme.
The following can be currently discussed as remarks: 1. A core leading scheme for deeply cooperative learning enables learners to acquire a more advanced comprehension together about how to learn between learners and teaching staff, or among learners. 2. The scheme enables users to extend them into various forms and the quality of the learner’s community through intentional communications using a multimedia computing environment. 3. Well-refined coordination is required for newly disciplined education on deeply cooperative learning, which is feasible through high-end media technology in serious educational situations: such as those driven by educators or learners with leadership.
Ichiko, T. (2018, June), A Core Leading Scheme in Deeply Cooperative Learning with a Mobile Focus Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29668
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