Useful Activities for Improving Awareness and Change of Evaluation by Others in Class for Creating Slides to Present Product
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International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 5 Issue 4, 2015 Useful Activities for Improving Awareness and Change of Evaluation by Others in Class for Creating Slides to Present Product Isao Miyaji Faculty of Informatics, Okayama University of Science, Japan Abstract The creation of product presentation slides using There are some studies concerning storytelling [3] PowerPoint was implemented in order to ensure that [4] [5]. Students produce works that inform and students acquire the knowledge and information entertain people by describing real and imaginary literacy required to use computers. Students created events, using graphics, narration, and music in slides presenting products in which they were storytelling [6] [7]. In digital storytelling, still interested, inserting animation and recording pictures such as photographs, figures, and drawn narration. This class combined evaluation and pictures are displayed sequentially to create a revision activities and implemented active learning storytelling and narrated. Digital stories can be easily and, along with enhancing computer skills, reconstructed. Still pictures are easy to handle for the awareness relating to a variety of skills required for producers of such assignments. Students can reflect problem solving were enhanced in an attempt to upon memories or what they have learned through cultivate independent thinking skills. In particular, reviewing still pictures [8]. the aim was not only to enhance PowerPoint skills In required 3-hour/week subjects in the second but also to improve expressiveness, planning ability half of 3rd year, students created projects that looked and ability to make proposals. In this paper, contents at the students themselves and asked them to talk of the class to create product presentation slides are about themselves in order to promote self- explained. Its useful activities in improving understanding [9]. This creation process incorporated awareness in the class is reported. It is shown that evaluation and revision activities. It was reported the evaluation by others significantly improved that it was possible to cultivate skills to solve tasks in overall after viewing the post projects. this class [10]. In addition, level of possible program operation was investigated before and after the class to determine the level of improvement in information literacy through practice. It was shown that literacy 1. Introduction in software functions increased by creation of storytelling and operation level of PowerPoint raised New class methods to implement effective especially [11]. classroom practice are proposed in the past. In The aim of class in this study was not only to particular, it is reported that much blended learning enhance PowerPoint skills but also to improve is tried and is effective lesson method. Recently, the expressiveness, planning ability and ability to make Central Council for Education in Japan pointed out proposals. Classes to create slides to present products that a switch to active learning in which students were implemented using PowerPoint. This is active independently detect problems and find solutions is learning in which it is not possible for students to essential and reports that active learning will be complete their project unless they participate actively implemented in order to promote high quality in classes. Students created slides presenting undergraduate education that stimulates independent products in which they were interested, inserting study in order to accumulate independent study animation and recording narration. Students viewed experience and acquire skills for lifelong learning [1]. each other’s slides and learned from each other. Some classroom practice showed that it was possible Mutual evaluation was used for interaction. Students to develop classes that implement active learning, to evaluated others and commented. Following this, enhance problem-solving ability and cultivate slides were revised. The students again viewed and independent thinking skills by incorporating to evaluated each other’s slides. This is attempt that repeat self-evaluation, evaluation by others and awareness relating to a variety of skills required for revision activities for some tasks for university problem solving is enhanced and independent students [2]. We believe that it is possible to thinking skills are cultivated by actively participating cultivate the skills to solve these problems by in evaluation and revision activities while interacting creating things that people desire through [12]. making things that people can use. Class contents, project contents, creation methods and evaluation sheet contents are explained in the Copyright © 2015, Infonomics Society 2661 International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 5 Issue 4, 2015 following. The useful activities in improving attitude awareness relating to a variety of skills required for are analyzed by cluster analysis and χ２ test. The problem solving was enhanced and independent evaluation by others is conducted after viewing the thinking skills were cultivated. pre and post projects and change of the evaluation by In the creation of slides, it was important to create others is surveyed by paired t-test. The results are explanations to present the product and students were reported. These results are considered. encouraged to think about the composition of product images and photos and how to express them. 2. Class design and plan Students learned the importance of communicating their own thoughts and ideas to other people and The target was the IT subject displayed in Table 1, thinking about how to convince people to buy the a required subject for the second half of the 3rd year product by placing details, images, animation and Computer Science course at University A. In this narration in the appropriate places. In this class, after class, students chose their preferred theme from three creating slides, students viewed the slides, noted the possibilities and worked on this theme in 15 classes. reaction to them and reviewed their projects. Approximately one third of the class students A 39-page experiment booklet was distributed in attended (29 students). Each class was 90 minutes the first class. Based on this booklet, there was an long and each student created two projects. The class explanation of the aim of the class, its contents, plan, was taught according to the plan in Table 1. The first how to create slides and the experiment method. A seven classes were used to create slides presenting sheet (the size of 2 A4 sheets) to fill in was products and the next seven classes were used to distributed. Students were told to create a product create slides presenting books. Viewing and presentation, fill in the right side of the sheet and evaluations were carried out twice and revisions draw on the left by the next class. were carried out once. The second class gave an explanation of how to This paper reports on the classes to create slides incorporate animation and the students created the presenting products. The aim of these classes was to product presentation slides. ensuring that students acquire knowledge about The third class explained how to write reports and computers they have learned about through classes in record navigation and students incorporated their which they actually use computers and to utilize this animations. knowledge. Furthermore, students selected the The fourth class had students record narration and product they were interested in and created six slides complete the product presentation slides. Files with with product details and features, why they liked the product presentation slides were submitted at the end product, advertising, positioning in terms of of this class. The teacher then amalgamated all the competitors’ products and proposals to improve the projects into one. product. Students incorporated movement into the The sheet for evaluation by others was distributed slides using animation so that the contents were in the fifth class, all the projects were viewed and easier to understand. Students created the contents of evaluated and the evaluation sheets were submitted. explanations in order to narrate the slides and then Using the sheet, a teacher annexed others evaluation, recorded this narration to complete slides to be sorted the rating level in student numerical order, and viewed by the whole class. By doing this, written arranged and gathered it every student. A teacher expression as well as expression using images was registered the file with e-learning and allowed a cultivated. By creating product presentation slides, student to download it. Following this, student evaluation activities were incorporated into creation, revised their projects in reference to the rating level. Table 1. Class plan Time Class plan Plan related to assignment Problem description, information retrieval, considering 1 Explaining Experiment method the description to introduce, inputing evaluation sheet 1 2 Creating slides to introduce products Submission of the entry form, creating slide 3 〃 Creating slide, putting the animation 4 〃 Creating slide, recording narration, writing report 1 Evaluation and correction of slides to Mutual evaluation, inputting evaluation sheet 2, modifying 5 introduce products slide, writing report 2 Evaluation of slides to introduce products Mutual evaluation, inputting evaluation sheet 3, writing 6 and report report