Deep Active Learning: Toward Greater Depth in University Education

228 Pages·2018·4.27 MB·English

by  Kayo Matsushita (eds.)

Kayo Matsushita Editor
Deep Active
Learning
Toward Greater Depth in University
Education
Deep Active Learning
Kayo Matsushita
Editor
Deep Active Learning
Toward Greater Depth in University
Education
123
Editor
Kayo Matsushita
Centerfor the Promotion of Excellence
inHigher Education
KyotoUniversity
Sakyo-ku,Kyoto
Japan
ISBN978-981-10-5659-8 ISBN978-981-10-5660-4 (eBook)
DOI 10.1007/978-981-10-5660-4
LibraryofCongressControlNumber:2017946640
This book is based on the Japanese original, Dîpu akutibu râningu: Daigaku jugyô o shinka saseru
tameni, © MATSUSHITA Kayo, KYOTO UNIVERSITY Center for the Promotion of Excellence in
HigherEducation,2015(PublishedbyKeisoShoboPublishingCo.,Ltd.)AllRightsReserved.
©SpringerNatureSingaporePteLtd.2018
Chapter4wasoriginallyinthebookshownbelowandrevisedforthisbook.
Marton,F.(2007).Towardsapedagogicaltheoryoflearning.InN.Entwistle,&P.Tomlinson(Eds.),
Studentlearninganduniversityteaching(pp.19–30).Leicester,UK:TheBritishPsychologicalSociety.
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Preface
Sincethefirstdecadeofthetwenty-firstcentury,activelearninghasbeenafocusof
attention in Japan as a key to transforming university education from teacher-
centered to learner-centered. In August 2012, the Central Council for Education
of the Ministry of Education, Culture, Sports, Science and Technology (MEXT)
published a report titled Towards a Qualitative Transformation of University
Education for Building a New Future, which has made active learning one of the
key phrases for reforming university instruction. In Japan, active learning has
hitherto been viewed as a general term for teaching and learning methods that
incorporate students’ active participation in learning. In actual practice, active
learning is often confined to the level of instructional formats that integrate group
work, discussions, and presentations.
Whatisrequirednowisnotjustactivelearningbut,rather,deepactivelearning.
Whereas activelearningfocusesontheformatsfor learning, deep learning focuses
on the quality and content of learning.
Deepactivelearningreferstolearningthatengagesstudentswiththeworldasan
objectoflearningwhileinteractingwithothers,andhelpsthestudentsconnectwhat
they are learning with their previous knowledge and experiences as well as their
future lives.
So,howdoes deepactivelearning occur? What kinds ofcurricula, instructional
methods, assessments, and learning environments facilitate the occurrence of deep
activelearning?Webelievethatthisbooklinkstheoryandpracticetoprovidesome
of the answers.
Kyoto, Japan Kayo Matsushita
August 2014
v
Preface to the English Edition
This book is the first to bring together the concepts of active learning and deep
learning.Itcontainsdiscussionsofthetheoryandpracticeofeachoftheseconcepts
by researchers who are engaged in higher education across a range of academic
fields (education, psychology, learning sciences, teacher training, dentistry, and
business) in three countries: Japan, the United States, and Sweden.
The Japanese edition, first published in Japan in January 2015, has undergone
nine printings as of May 2017 and it continues to enjoy a wide readership.
In Japan, the concepts and methods of active learning were initially adopted in
university-leveleducation.Now,however,activelearninghasbecomeakeyphrase
foreducationalreformonalllevels,fromelementaryschoolthroughuniversity,and
is generating high levels of interest and excitement among educators. Active
learning was just beginning to catch on at the time that this book was first pub-
lished, and we predicted that only its superficial aspects would find widespread
acceptance.ThewarningsinthisbookinfluencedJapaneseeducational policyand,
currently,activelearningisgainingpopularityineducationalsettingsinaformthat
could be described as “independent, dialogical, and deep learning”.
Today,thetermdeeplearningisknowntothegeneralpublicasthenameofthe
conceptsthatunderliethemostrecentresearchinartificialintelligence;however,it
datesbacktoatermthatProf.FerenceMarton,acontributortothisbook(Chap.4),
andhiscolleaguesusedtodescribeoneofthestudentapproachestolearninginthe
1970s. In this book, its meaning has expanded to include deep understanding and
deep engagement.
Prof.ShinichiMizokami,oneofmycolleaguesandtheauthorofChap.5,andI
have long focused on the concept of deep learning and we have organized the
following international symposia on this topic under the auspices of the organi-
zation with which we are affiliated, the Center for the Promotion of Excellence in
Higher Education, Kyoto University: “Towards Higher Education Based on Deep
Learning” with Ference Marton and others in December 2011; “Deepening Active
Learning with Peer Instruction” with Eric Mazur and others in October 2012; and
“Learning Assessment and Technology to Enhance Deep Active Learning:
Focusing on Learning Catalytics” with Eric Mazur and others in October 2013.
vii
viii PrefacetotheEnglishEdition
Prof.ElizabethF.Barkley,authorofChap.3,spokeataninternationalsymposium
called “Advancement of Higher Education in the Network Age: Sustaining the
Mutual Evolution of Learning and Teaching” held in January 2013. The other
authors also participated in these symposia and agreed to explore the intersection
oftheaxesofactivelearninganddepth.Prof.Martonincludedhisownpreviously
published article most relevant to the general topic of this book and made minor
revisions on the occasion of the article being republished in English. Likewise,
Prof. Mazur contributed his article on peer instruction to our Japanese edition,
althoughitisnotincludedinthisEnglisheditionbecauseofcopyrightrestrictions.
Prof. Barkley wrote a new article for our book. Thus, this book truly came into
being as a result of international partnerships.
This English edition is not just a translation of the original Japanese edition.
I have added an introduction, and the article on the flipped classroom by Tomoko
Mori, which used to be a short column attached to Mizokami’s chapter, has been
enlargedtoanewchapter(Chap.6).Inassociationwiththesechanges,thestructure
of the book has been reorganized. Besides, the contributors have added some
explanation for foreign readers to each chapter.
Coincidentally, in 2012, the United States National Research Council issued a
reporttitledEducationforLifeandWork:DevelopingTransferableKnowledgeand
Skills in the 21st Century, which highlighted the importance of deeper learning in
order to foster 21st century competencies. In 2015, that report was published in
book form under the title Deeper Learning: Beyond 21st Century Skills (J.A.
Bellanca, ed.). Clearly, concerned educators have constructed an international
educational network focused on deep learning and deeper learning.
This book is a message from Japan about the results of collaboration among
researchersinavarietyofacademicfieldsfromthreecountries.BesidestheEnglish
edition, we are preparing to publish one in Chinese. I am pleased to have the
opportunitytobringthisbooktoawideraudiencethroughthesetranslatededitions.
Kyoto, Japan Kayo Matsushita
May 2017
Contents
1 Introduction... .... .... ..... .... .... .... .... .... ..... .... 1
Kayo Matsushita
Part I The Theoretical Foundation of Deep Active Learning
2 An Invitation to Deep Active Learning .. .... .... .... ..... .... 15
Kayo Matsushita
3 Terms of Engagement: Understanding and Promoting Student
Engagement in Today’s College Classroom... .... .... ..... .... 35
Elizabeth F. Barkley
4 Towards a Pedagogical Theory of Learning .. .... .... ..... .... 59
Ference Marton
5 Deep Active Learning from the Perspective of Active Learning
Theory ... .... .... .... ..... .... .... .... .... .... ..... .... 79
Shinichi Mizokami
Part II Attempts in Various Fields
6 The Flipped Classroom: An Instructional Framework
for Promotion of Active Learning .. .... .... .... .... ..... .... 95
Tomoko Mori
7 Class Design Based on High Student Engagement Through
Cooperation: Toward Classes that Bring About Profound
Development .. .... .... ..... .... .... .... .... .... ..... .... 111
Satoru Yasunaga
8 Deep Learning Using Concept Maps: Experiment
in an Introductory Philosophy Course... .... .... .... ..... .... 137
Mana Taguchi and Kayo Matsushita
ix
x Contents
9 CourseDesignFosteringSignificantLearning:InducingStudents
to Engage in Coursework as Meaningful Practice for Becoming
a Capable Teacher . .... ..... .... .... .... .... .... ..... .... 159
Kazuhiko Sekita and Masakazu Mitsumura
10 PBL Tutorial Linking Classroom to Practice: Focusing
on Assessment as Learning.... .... .... .... .... .... ..... .... 183
Kazuhiro Ono and Kayo Matsushita
11 New Leadership Education and Deep Active Learning . ..... .... 207
Mikinari Higano
Author Index.. .... .... .... ..... .... .... .... .... .... ..... .... 221
Subject Index.. .... .... .... ..... .... .... .... .... .... ..... .... 223
Editor and Contributors
About the Editor
Dr. Kayo Matsushita hasbeenaprofessoroftheCenterforthePromotionofExcellencein
Higher Education and the Graduate School of Education at Kyoto University since 2004. She
received her Ph.D. in education from Kyoto University. After having completed the doctoral
programinEducationatKyotoUniversity,sheservedasanassistantprofessorattheFacultyof
Education, Kyoto University and an associate professor at the Faculty of Education, Gunma
University.Shehasbeenconductingresearchondevelopmentofteachingandlearninginhigher
education as well as school education. Her present research focus is learning assessment, espe-
cially in the form of performance assessment. She is an author of Performance Assessment (in
Japanese, Nipponhyojun, 2007), an editor of Does New Concept of Ability Change Education:
Gakuryoku,Literacy, andCompetency? (inJapanese, MinervaShobo,2010),andaco-editorof
BuildingNetworksinHigherEducation:TowardstheFutureofFacultyDevelopment(Maruzen
Planet, 2011), Transition from High School & University to Work (in Japanese, Nakanishiya,
2014),andAssessmentofActiveLearning(inJapanese,Toshindo,2016).SheistheChiefEditor
andacouncilmemberoftheJapanAssociationforCollegeandUniversityEducation,acouncil
memberoftheJapaneseEducationalResearchAssociation,theJapaneseSocietyforCurriculum
StudiesandtheNationalAssociationfortheStudyofEducationalMethods,andamemberofthe
ScienceCouncilofJapan.
Contributors
Elizabeth F. Barkley Music History, Foothill College, Los Altos, CA, USA
Mikinari Higano Center for Higher Education Studies (CHES), Waseda
University, Tokyo, Japan
Ference Marton Professor Emeritus, University of Gothenburg Gothenburg,
Sweden; Department of Pedagogical, Curricular and Professional Studies,
University of Gothenburg, Gothenburg, Sweden
Kayo Matsushita Center for the Promotion of Excellence in Higher Education,
Kyoto University, Kyoto, Japan
MasakazuMitsumura ProfessionalGraduateSchoolofTeacherEducation,Soka
University, Hachioji, Tokyo, Japan
xi