No abstract

In investigative learning with Web resources, learners are required to build a learning scenario, which explains what/how to investigate. However, it is difficult for them to build it concurrent with learning the resources. The main issue addressed in this paper is how to activate the learning scenario building in order to develop skill in investigative learning. This paper discusses a fadable scaffolding method for the skill development, in which parts of the learning scenario to be built are presented as a scaffold and are faded in accordance with their skill.

The main issue addressed in this paper is how to promote the interactions between instructor and students, and among students in class. Our approach to this issue is to provide students with microsharing tool such as Twitter. The microsharing tool enables the users to write in a short sentence what they think to share. Introducing it into class could encourage the students to write what they want to ask the instructor, note, and share with other students, which could accordingly play a role as backchannel of the interactions in the class. This paper describes a framework for activating the interactions in class with Twitter where the students use Twitter to share what they are thinking about the lecture with the instructor and with other students. Although the instructor could obtain fruitful information for improving his/her lecture in real time from the tweets the students submit with Twitter, it would be hard to extract it in case the number of the tweets obtained becomes large. In this paper, we accordingly demonstrate a system where the tweets obtained from the students are classified according to the contents and intention so that the instructor can improve his/her lecture.