• Abstract and Figures
• Public Full-text

LESSONS FROM THE TRADITION - JAPAN MARITIME COLLEGE (KOSEN) STUDENTS EXPERIENCE POLYNESIAN TRADIONAL VOYAGING THROUGH GLOBAL PARTNERSHIP - T. Homae*,a, T. Okub, D. Chunc, K.Ikeda Chunc, B.T. Yamamotoc, N. Hashizumed, T. Murakamie, K. Ishidaf and M. Endoa a Department of Maritime Technology, NIT, Toyama College, Imizu, Japan b Japan Agency of Maritime Education and Training for Seafarers, Yokohama, Japan c Kauai Community College, University of Hawaii, Lihue, USA d General Education, NIT, Toba College, Toba, Japan e Maritime Technology Department, NIT, Yuge College, Kamishima, Japan f Maritime Technology Department, NIT, Toba College, Toba, Japan *[email protected] Abstract was carried out on March 2010. Only Toyama College students participated in the first program. As the first Japan maritime colleges (Kosen) and Kauai program was a great success, the program expanded for Community College (KCC) co-execute a three-week all Japan maritime college students. Since then, 8 to 16 cultural exchange program, specially designed for students of Japan maritime college join the program Japan maritime college students, every March on every year. Kauai Island. The main topic of the program is Volunteers in Kauai built their own voyaging canoe, Polynesian traditional voyaging. As the first program named “Namahoe”. Figure 1 is a picture of Namahoe, was held in 2010, 10th program is going to be held in taken during the program. It took more than about 15 next March. In this paper, the authors would like to years for completion. She was launched in 2016. During share our experiences in these programs. her building, Japan maritime college students got opportunities to build her as a part of this program. They Keywords: Polynesian voyaging, voyaging canoe, sanded, varnished, and tied lashing. Hawaiian people maritime students, hands on activities, practical believe the power of “mana” or sincere heart. If many communication skills people relate with building the canoe with sincere heart, it strengthens the canoe. From this point of view, the Introduction maritime students played important roles. Japan maritime colleges (Kosen) and Kauai Community College (KCC) co-execute a three-week cultural exchange program, specially designed for Japan maritime college students, every March. As the first program was held in 2010, 10th program is going to be held in next March. In this paper, the authors would like to share our experiences in these programs. History One of the traditional voyaging canoe, “Hokulea”, sailed from Hawaii to Japan in 2007. As Hokulea is a symbol of Polynesian traditional voyaging, her visiting to Japan was a big news. Many Japanese people related with Figure 1 A traditional voyaging canoe, Namahoe. her voyage. In this circumstance, the authors, namely, Mr. Chun, Mr. Oku, Ms. Ikeda knew each other on the canoe. Program Outline They discussed how to educate maritime students. One idea was a program related with Polynesian traditional The program is entitled “Ikena Kahua” in Hawaiian voyaging on Kauai. Although there were many kinds of language. It means “Seek your foundation”. Through barriers, the related people solved the problem one by one, lessens from traditions, the students are expected to find and the idea was finally implemented. The first program the foundation of their life. The main topic of the program is Polynesian the other students. A student who are good at cooking, traditional voyaging, namely, way finding without he/she should guide the other students in preparing dinner. modern navigation instruments. They know the direction A student who swim well, he/she should support the and their position from everything in nature, such as the instructor of the ocean training, and so on. As the sun, stars, waves, clouds, birds, and so on. Kyselka program includes great variety of elements, we expect all (1987) published a book about the Polynesian traditional the students make use of his/her advantage and learn as voyaging and Hokulea. The technique made the much as possible as a group. Polynesian people possible to voyage on the Pacific The students participate in a special program of crew Ocean in ancient times. As Japan maritime colleges training for the traditional voyaging canoe in the third (Kosen) educate the students who will be a captain or a week. The people who relates with the Polynesian chief engineer of ocean-going large vessels, it is voyaging join the training from all over Hawaiian Islands. important for the students to learn how to have good The number of people depends on the year, but it can be relationships with the ocean. The program focuses not up to 80. They camp together like on a voyaging canoe. only on the technical aspect of the traditional voyaging The attendees are divided into 3 or 4 groups, so called but also on the good relationship between the people, “watch”. They go along as a group in the program. Three who related with the traditional voyaging, and the ocean. or four students belong to each watch. The students are The period of the program is about 20 days. The surrounded by the Hawaiian people who are interested in students learn about Polynesian traditional voyaging in voyaging canoe. Figure 3 shows a picture taken in the KCC on Kauai Island in Hawaii for first two weeks. They training. They simulate the life on the voyaging canoe learn the fundamental theory and practical procedure for and experience/learn more about the Polynesian traditional way finding with KCC students in the KCC voyaging and relationship with the ocean. classrooms in the morning. Figure 2 shows a picture of the class. They also learn the Hawaiian traditional culture, the history of Japanese immigrant on Kauai. Figure 3 Japanese and Hawaiian people learn how to use stars for way finding together in the special program of crew training for the traditional voyaging canoe. Figure 2 Japanese students and KCC students discuss how to find the way from stars at night. Results and Discussion They also participate in Japanese class of KCC. In All the students, who completed this program, find this class, KCC students and Japan maritime college something important for his/her life. Some students students teach their own language each other. Japanese reconfirm that they have had a good relationship with the students are motivated to learn English by ocean. Some students find how to communicate with a communicating with KCC students who learn Japanese person who has different cultural background. Some as a foreign language. In addition to that, as the KCC students start studying English more zealously. As a students who take Japanese class are interested in result, most of the graduates are hired as an officer or an Japanese culture in general, the students can make KCC engineer of large vessels or went on to universities or friends easily. advanced course of Kosen. The students work on off-campus activities in the afternoon. They build/maintain the voyaging canoe, Conclusions Namahoe, learn how to swim or float if they fall overboard from the canoe as ocean training, and so on. The authors report the cultural exchange program, The accommodation has a kitchen in each room. specially designed for Japan maritime college students to During the program, they cook dinner by themselves and share our experience. We hope many attendees are eat together in the escorting teacher’s room. After the interested in this program through this paper. dinner, they reflect the things on the day together, facilitated by the escorting teacher. All elements in daily References life is a part of the program. The motto is “Help each other.” A student who are Kyselka, W. (1987). An ocean in mind. Univ of Hawaii good at English, he/she should shear his understanding to Pr. DOES SEEING MEAN LEARNING WHEN USING TECHNOLOGY-ASSISTED AIDS? A PILOT STUDY TO UNCOVER LEARNERS’ VISUALIZATION PATTERNS AND COGNITIVE PROCESSES WITH EYE-TRACKING AND INTERVIEW PROTOCOL TO INVESTIGATE MULTIPLE REPRESENTATIONS IN CHEMISTRY P.N. Lau*,a, S.J.R Hansenb and J.B. Black c a Temasek Polytechnic/School of Applied Science/Singapore; MA (Cognitive Studies in Education), Teachers College/Columbia University/USA b Columbia University/Department of Chemistry/USA c Teachers College, Columbia University/Human Development/USA *[email protected] Abstract Although this pilot study precluded deeper statistical analysis, it demonstrated the application of Eye tracking methodology is well-established in eye tracking to validate instructional design. Invisible market research, UI/UX design and would possibly cognitive processes could be uncovered with an see greater adoption in AR and VR design. In interview protocol. Data analytics could be used to contrast, eye tracking in education research is analyze the massive amount of data from eye tracking relatively nascent. An obvious application is to work, and shape classroom delivery to better explore how multimedia instructional design impacts emphasize conceptual linkage between different eye movements and learning. STEM subjects, with its representations. emphasis on multi-modal learning, is well-suited for eye tracking studies. Keywords: Eye tracking, multimedia design, chemistry, animation, STEM visualization, multi-modal This small pilot study explored if watching an representation animation movie incorporating multi-media design (MMD) elements such as narration or visual cues, Introduction enhanced multi-modal representation competency. The reaction involving silver nitrate and copper was Chemistry is a subject that demands competent presented on a silent video showing macro-level integration of chemical knowledge across multiple changes (experimental or E) and another animated domains. The triplet nature first introduced by Johnstone video at the molecular level (M). Five learners with (1982) in his seminal article suggested that there are three Chemistry background from a PhD granting institute distinct domains translating into the “macroscopic”, from Northeastern USA were eye tracked in the initial “representational” and the “submicroscopic” realms.

Load more

  148

Copy Link