A Core Leading Scheme in Deeply Cooperative Learning with a Mobile Focus

Takao Ichiko

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: Cooperative and Project-based Global Learning
Tagged Division: International
Page Count: 13
DOI: 10.18260/1-2--29668
Permanent URL: https://peer.asee.org/29668
Download Count: 475

Paper Authors

biography

Takao Ichiko ASEE

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Upon receiving an official appointment to the faculty of the National University, dealing with both higher education and basic research, the following responsibilities regarding computer and electronic media R&D in education were undertaken; e.g. attainments in the fields of advanced
educational environments and software engineering R&D on high quality software using intelligent design schemes and design aids. Especially, research based items such as newly developed system design processes initiated by upper software for the purposes of higher functionality (software dominated) and multidisciplinary R&D on electronic media introducible environments into higher educational situations, along with education based
items such as on-site case studies for pedagogical methods and electronic media materials applications to meet internationally accredited engineering education qualifications were daily requirements of this position. Afterwards, practical applications for cost effective educational environments and feasible types of verification including evolutionary R&D, along with pedagogical analyses based on multimedia quantitative data and
fundamental practices in highly structured network environments were researched: i.e. distance education and learning, local media to hypermedia, electronic reading, paper to electronic books based on mobile phones, next
generation web platforms and so on. Incidentally, works on distance learning research integration in international conferences and societies, reviews of accomplishments in cooperation with USA/ European professionals, paper
publications on distance learning with related activities and also international collaborative work on multimedia materials used in higher education in the US continue to be conducted.

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Abstract

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.

Citation
Format

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. 10.18260/1-2--29668

TY - CPAPER
AB - 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&#39; 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.
AU - Takao Ichiko
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - A Core Leading Scheme in Deeply Cooperative Learning with a Mobile Focus
UR - https://peer.asee.org/29668
DO - 10.18260/1-2--29668
ER -