2020 Faculty Courses Liberal arts and basic science courses Teacher education courses
Multimedia and Learning Environment
- Academic unit or major
- Teacher education courses
- Instructor(s)
- Masao Murota
- Class Format
- Lecture/Exercise (Zoom)
- Media-enhanced courses
- -
- Day of week/Period
(Classrooms) - Intensive
- Class
- -
- Course Code
- LAT.A301
- Number of credits
- 110
- Course offered
- 2020
- Offered quarter
- 3Q
- Syllabus updated
- Jul 10, 2025
- Language
- Japanese
Syllabus
Course overview and goals
As multimedia, we will use exhibition contents of the National Museum of Nature and Science, Internet resources, etc., and design leaning activities to utilize them as a learning environment. The learning objectives, results of activities, and reflection are presented in a poster presentation format. Activities in the classroom are a project-based learning which is based on group activities. Students will learn teaching techniques of group activities through their own experience.
In this situation, the media as a learning environment is given. Students will have to design a so-called informal learning, where students are required to view education from a different point of view. They will learn active learning techniques through the practice of them.
Course description and aims
By the end of this course, students will be able to:
1) design an effective learning and teaching environment using multimedia.
2) design and implement learning activities of informal learning utilizing the exhibition and digital media of the museum.
3) master a method of project-based learning by the practice of group activities.
Keywords
Multimedia, Learning Environment, Museum, Digital Media, Group Activities, Informal Learning, MACETO Model
Competencies
- Specialist skills
- Intercultural skills
- Communication skills
- Critical thinking skills
- Practical and/or problem-solving skills
Class flow
This is a four-day intensive course. Most activities are done in groups.
Course schedule/Objectives
| Course schedule | Objectives | |
|---|---|---|
| Class 1 | 1-1 Introduction (lecture) | Students understand how to proceed in the class. |
| Class 2 | 1-2 The design of the learning environment utilizing multimedia (lecture) | Students can explain the relationship of media and learning. |
| Class 3 | 1-3 Making group, activities to know each other's groups members | Students can understand the features of the group members to each other. |
| Class 4 | 1-4 Practical planning ideas study | Examine the information of the museum on the Internet, to examine the activities in the museum |
| Class 5 | 2-1 Teaching practice design utilizing MACETO model (lecture) | Students can understand the MACETO model. |
| Class 6 | 2-2 Practice planning utilizing MACETO model | Student should design the activities in the museum based on the MACETO model |
| Class 7 | 2-3 The first draft, receiving feedback, and creating worksheets based on it | Students have to submit a first draft to complete the MECETO model. Feedback will help them to modify the original. |
| Class 8 | 2-4 Creating worksheets, practice planning, submit a practice plan | Students have to complete the worksheet and submit. |
| Class 9 | 3-1 Practice a plan of another group at the National Museum of Nature and Science | Students have to practice plans of other groups, for feedback |
| Class 10 | 3-2 Feedback and reflection of activities | Students make reflections of their activities. |
| Class 11 | 3-3 Improvement of the work sheet and practice plan | Students have to consider the improvement of worksheet and action plan |
| Class 12 | 4-1 Students have to consider the improvement of worksheet and action plan | Students have to make summary of poster production activities |
| Class 13 | 4-2 Poster presentation meeting, discussion, and mutual evaluation | Students will prepare presentation and mutual evaluation |
| Class 14 | 4-3 Reflection and feedback of mutual evaluation | Students will receive the feedback of mutual evaluation and look back their activities |
Study advice (preparation and review)
Textbook(s)
Distributing the material, if necessary
Reference books, course materials, etc.
・Robert A. Reiser et al (2011), Trends and Issues in Instructional Design and Technology, Allyn & Bacon
・Allan Collins et al (2009), Rethinking Education in the Age of Technology, Teachers College Press
・Nahomi Miyake et al (2014), 21st Century Skills, Kitaoji Shobo (in Japanese)
Evaluation methods and criteria
Contribution to group activities (30%), presentations (30%), the final report (40%)
Related courses
- LAT.A203 ： Educational Technology
Prerequisites
Please note that this course is a teacher education subject for students who enrolled before 2018. This course is scheduled to continue until 2020.
Other
This is an Intensive course.
The 2020 classes is moved to the 3rd quarter In view of the effect of new type coronavirus.
Specific schedules will be announced on the web site and bulletin board.
This course is scheduled to continue until 2020.