| Co-Investigator(Kenkyū-buntansha) |
HAMANO Yasuki National Institute of Multimedia Education Associate Professor, 研究開発部, 助教授 (70156412)
小島 英樹 函館工業高等専門学校, 教授 (40042048)
NISHIMURA Hisataka Toyama Special College of Technology Professor, 教授 (10042805)
TOKURA Nobuki Osaka University Professor, 基礎工学部, 教授 (10029423)
SAKAMOTO Takashi Tokyo Institute of Technology Professor, 工学部, 教授 (00016338)
KOJIMA Eiki Hakodate Special College of Technology Professor
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| Research Abstract |
We first reviewed current thceries of new educational methodologies for engineering, then examined the appropriateness of eductional methodologies as per the specific subjects, and attempted to build a relevant structure of their correspondence. Subjects of engineering education were classified into the foundation of engineering science, the foundation for specialization, the core of specialization, the applications of specialization, the affiliated areas of spcialization and the general principle of engineering science. Educational media to be employed were categorized into printed materials, audio materials, still pictures, moving pictures,and computers. In view of the characteristics of engineering education, which promotes the understanding of principles through lectures, consolidates experientially the knowledge students obtained through experiments and practices, and deepens the level of their understnding through discussion at seminars, careful consideration has been given to th
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e organic relationship between the classification of subjects and the modes of teaching.
Still materials of teaching, such as OHP and Video-floppy disc, have proven their merits due to easy handling and considerable effectiveness in material presentation for engineering education, but it has been further demonstrated that their effectiveness improves drastically by combining them systematically with,such new media as video and other moving materials, CAI, computer communication. We have therefore attempted to examine the new educational model by producing an interactive video-disc which brought together visual information and computer information and could be controlled by computer.
A new media lab constructed at one of the special colleges of technology is so arranged that students can work, as groups, on monitor television sets, personal computers, and black boards, and as individuals, on printed materials and their own notes. Another lab constructed at another college allows forty students to operate individually video sets and personal computers. These new media labs have common features, as systems, of facilitating the integration of curriculum, the programmed learning, and two-way teaching-learning device by the use of moving visual media and personal computer communication. If not decisive, these have presented a new model to make engineering education for special colleges of technology to be highly efficient and effective. Less
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