Cyber Textbook: Development and Implementation

Digital Stream 2000 Conference
CSU Monterey Bay
March 24, 2000

Keiko Schneider
Saboten Web Design
kschnei@sabotenweb.com
Masato Yabe
University of North Carolina at Greensboro
m_yabe@uncg.edu

Abstract

Recent popularity of the internet and multilingual capability on the latest operating systems is increasing the possibility of implementing on-line materials to a Japanese language classroom.

"Cyber Map Exercise" is a site designed for use in classroom instruction. It fits into the theme of location and builds up language skills in stages. "Cyber Map Exercise" begins with a vocabulary section, progresses to a map section, and finishes with an information gap exercise. It can be used as a whole or a part, but does assume a classroom context with a teacher's supervision.

One reason for implementation is that the nature of the functions is highly visual-oriented. It also progresses from telling location to giving and asking for directions. For elementary Japanese, this site is incorporated into Chapter 4, "Asking the Whereabouts," and for intermediate Japanese, it is incorporated into Chapter 12, "Asking the Way," in the Situational Functional Japanese series. Questions of this study are: (1) How do students feel about using computers for learning direction and location? (2) Is it easier for an instructor to use the computer program than using the black board, and/or a photocopy of a map? (3) What are the advantages and disadvantages of using the computer program? The study is conducted through an interview, discussion with students, and observation during the lesson.

In this presentation, the result of the study along with future improvements and suggestions will be discussed from both developmental and implemental points of view.

Unfortunately, Mr. Yabe was unable to be present at today's presentation.

This handout is available at

http://www.sabotenweb.com/conference/digital2000/



Part I: Development

http://www.sabotenweb.com/classes/mapex/

I Why this site was created

CLEAR Summer Institute Advanced Internet http://clear.msu.edu

II "Cyber Textbook"

Textbook independent — function oriented — Standards compatible
Free access to anybody
Any audience with beginning skills
Usable as a whole or part
Assumes teacher presence
Assumes Japanese reading capability on the Web
Originally intended only to practice "existence (arimasu)", but Mr. Yabe expanded to giving directions for the second year class.

III Visual aspect of Map Exercise

Professor Kikuchi at Georgia Tech's Hypercard Taxi exercise
Download from:
http://www.iac.gatech.edu/modlangs/Japanese/CALI/index.html
Download direct link:
http://www.iac.gatech.edu/modlangs/Japanese/CALI/Taxi.sea.hqx

This HyperCard stack will provide you with a simulated ride in a taxi. You can practice giving directions in typed romaji in real time. The taxi driver responds as you give directions.

IV Structure of Cyber Map Exercise

  1. Vocabulary introduction with audio file
  2. Vocabulary practice
  3. Reading signs to reinforce vocabulary
  4. "Existence" structural drills
  5. "Existence" production practice
  6. Information Gap exercise

(Customized UNCG map)

V. Technology used

  1. Real audio
  2. JavaScript (random image pick, giving translation with alert window, feedback in a window)
  3. Dynamic HTML (The Game-O-Matic) http://clear.msu.edu/dennie/matic/

VI. Improvements suggested

  1. Apply real graphics for buildings
  2. Expand to "Giving Directions" from "Existence" Exercise
  3. Narrated animated gif: http://164.67.141.19/Schneider/sounds/ksanime.mov



Part II : Implementation

CONCERN

Mr. Yabe doesn't believe that using a computer would make a student wiser. "HOW you use" (doo tsukau ka) is much important than "WHAT you use" (nani-wo tsukau ka).

ANTICIPATED FAVORABLE OUTCOME USING COMPUTER

1. a large amount of information a student can access to.
2. visually/graphically attractive scene can be made.
(3) assign a homework, and a student can access from anywhere.

RESEARCH QUESTIONS

RQ-1: How do students feel about using computers for learning direction and location?

RQ-2: Is it easier for an instructor to use the computer program than using the black board, and/or a photocopy of a map?

RQ-3: What are the advantages and disadvantages of using the computer program?

BACKGROUND [where, when, and to whom]:

* The University of North Carolina at Greensboro
* Fall semester of 1999 (November)
* 27 Students in JNS 101-01, Elementary Japanese. Many of them were Freshmen. And 11 students in JNS 203-01, Intermediate Japanese. 2 of them were computer majors, and some others had high computer literacy.

IMPLEMENTATION [One week: 3 class periods for 101, 2 class periods for 203]:

The students followed the web sites as it was designed, and examined the sites with the instructor.

JNS 101-01:
day 1: vocabulary, vocabulary game, sign boards, and location terms,
day 2: location terms and information gap exercises with partners,
day 3: location terms and information gap exercises (quiz).

JNS203-01:
day 1: vocabulary, vocabulary game, sign boards, location terms,
day 2: information gap exercises, direction exercises using UNCG map.

TECHNICAL PROBLEMS (Computer lab.):

(1) The main monitor did not work; I could not explain what I wanted students to do from my station. I had to walk around students to students during the class.
(2) Sound files did not work: whenever students click a sound button to hear a word, a computer quit Netscape.
(3) There were only 10 computers available for my students: I had 27 students in 101, and 11 in 203. Therefore students had to share a computer.

ANSWERS TO RESEARCH QUESTIONS

RQ-1: How do students feel about using computers for learning direction and location?
Most students loved the program, at the same time, most said; (please read students feedback #5, #15, and #8).
Students wanted actual graphic of buildings instead of square box with letters inside.

RQ-2: Is it easier for an instructor to use the computer program than using the black board, and/or a photocopy of a map?
It was easier; since I didn't have to draw anything on a blackboard or anywhere else. However, there were some graphic mistakes: (which are fixed now)

RQ-3: What are the advantages and disadvantages of using the computer program? The study is conducted through an interview, discussion with students, and observation during the lesson.

ADVANTAGES

1. Using a computer can motivate students,
2. Student loved to see UNCG map on the internet,
3. Distant communication on teaching (NM-NC) was possible.

DISTADVANTAGES

1. I, the instructor could not fix anything by myself,
2. if I could not fix anything, and had decides not to use (e.g., sound files), it affected students' motivation.

TEACHER’S FEEDBACK:

I thought that the organization of the cyber map exercise was very good. I also thought that the information gap exercise was a great material for my classes. It seemed, however, that some graphic mistakes (e.g., two yuubin kyoku in a same location map; 1st floor and 2nd floor were upside down) and its simple graphics and monotone colors on the map made some students demand more from this computer exercise.

Comparing with traditional technique to teach location and direction on a black board, and/or using some props, I found the map page needed some improvement, particularly for its graphics. I also wanted some simple maps, a little bit complicated maps, and map of an actual city to show to the students.

UNFORTUNATELY,

There were no further data (e.g., assessment, re-creating the map page, discussion/more suggestions to make the lesson productive, etc.) due to unpreventable circumstances.

FEEDBACK FROM STUDENTS:

(1) The computer program does a good job of showing the information. The street section is very simple but it's still easy to understand. Overall, there’re no problems for me in learning from it. It just seems like it could be improved with some graphics to make it more attractive.

(2) I enjoyed using the internet to practice using [sic] my directions of locating objects and (?) the directions of places. It helped me a lot.

(3) The page is very helpful in practicing location sentences (---ni ---ga arimasu) and vocabulary - a great visual aid.

(4) The web page is very helpful. Simple and precise in its function. Very effective for the beginner Japanese student. Possibly the only improvements would be aesthetic ones, such as colors or trees or some such. Just to make it nicer to look at.

(5) I really appreciate the maps online, because it is another way for you to learn the vocabulary. I also like that there is a portion of a map of UNCG. I do wish that there were more graphics on the web page. So that the buildings can look like a grocery store or a library.

(6) The concept of this site is a good one. It helps to be able to see the things you are talking about when dealing with location. I don't really know anything about setting up this kind of language web site, but I have some idea on how it could be even better. Better graphics like the actual picture of a city street would be neat instead of blocks with a person on the screen that you could move around to represent where you are to help you visualize and describe location.

(7) The web page has interesting feature but it needs to have better graphics + maps.

(8) I found the Map Exercise to be confusing because the sentence examples did not match the Maps on the same page.

(9) The Location Exercise is very nice.

(10) The Vocabulary Practice with audio seems to always crash my Netscape browser.

(11) The UNCG map is very nice. I had no trouble figuring out the building and the locations seem accurate. The map exercise only had one problem - on map exercise #1 for both A and B building 2 is a question (i.e. there is no answer for building 2). Other than that, I think these exercises could be helpful in learning how to ask directions.

(12) There are some problems with www.iwaves.net/~kschnei, such as #2 in Gap Ex #1 being the same for A and B. In the map exercise 1, the examples don't match the given map. Very confusing. Fill-ins don't print but maybe a problem with MAC Netscape.

(13) The web page is easy to comprehend with the visuals used.

(14) This site is simple and easy to use. It (gives a) nice practice for students of Japanese who have learned Hiragana and Katakana. The audio files are a nice touch and will help many who can not correctly pronounce new words. The photo signs exercise provides students the chance to use newly acquired skills in a life [sic] practical application familiarizing students with the many different fonts of the Japanese language. Map Exercises are laid out in a basic simple structure that is easy to remember.

(15) The first thing I noticed is that this page isn't constructed for people without Japanese detect in their browsing program. The subject matter covered is good, but maybe not enough, and not covered in depth enough. The scammed pictures of signs that are actually seen in Japanese was a good idea. The "Information Gap" exercises are a bit strange, maybe.

(16) The web is very helpful but her graphics are not very good. The web page could be better.

(17) I like the Map exercise because it allows us to communicate conversationally with our classmates while we learn direction. Gap 1A + B 2 is a problem.

(18) This is a good exercise, but it would be even better if we weren't both missing #2 (on Info. Gap).

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