Effectiveness of collaborative learning using the digital pen and the mind-map
Noriyuki Matsunami, Masahiro Nagai, Hitoshi Kiya, Tokyo Metropolitan University, Japan
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
During a “Period for Integrated Study” at a school in Japan, a teacher engaged in research encouraged children to engage in collaborative learning using a digital pen and “mind-maps.” The children wrote persuasive “idea sentences” and compared them with the ideas of the other children. The authors felt that this process of collaborative learning and logical thinking by the children could be improved by having an “expert teacher” provide input from a remote location. Teachers at universities were asked to play the roles of the experts, because of their capacity to think logically. The authors found that this form of collaborative learning improved children’s post-logical thinking abilities. When the children replied to a survey of attitudes, they reported that they felt that their logical thinking abilities had improved. When the authors analyzed the “idea sentences,” the influence of the “expert teachers” could clearly be seen.
Matsunami, N., Nagai, M. & Kiya, H. (2011). Effectiveness of collaborative learning using the digital pen and the mind-map. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1068-1077). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)