A Study on Instructional Design of Global Connected Learning Based on Smart Education 1

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1 , pp A Study on Instructional Design of Global Connected Learning Based on Smart Education 1 Youngkwon Bae 1, Seungki Shin 2, Meeyong Kim 3, Ikseon Choi 2 1 Dept. of Computer Education, Daegu National University of Education 219 Jungang-Daero, Nam-Gu, Daegu , KOREA Corresponding Author : bae@dnue.ac.kr 2 Learning, Design, and Technology Program, The University of Georgia River s Crossing, 850 College Station Rd, Athens, GA, 30602, USA shin@uga.edu, ichoi@uga.edu 3 Saeil Elementary School 15, Deogam-Ro 125beon-Gil, Daedeok-Gu, Daejeon , KOREA paran3567@hanmail.net Abstract. In this study, the instructional design for global connected learning about recycling is suggested with specific stages for developing the smart learning application and instructional strategies. This study was started from the problem which the current smart learning environment was usually limited in the domestic area. In order to expand the boundary of smart learning, the instructional composition strategy is needed. Thus, we indicated the concrete example which was adapted the recycling lesson from U.S. and Korea. In addition, we expected this study would affect to Smart Learning in terms organization the actual Smart Learning Class beyond the country limitation. Keywords: Global, Connected, Smart Education, Smart Learning, Instructional Design. 1 Introduction Rapid growth of the wireless internet environment and development of smart technology such as smart phones and smart pads have a consistent effect on society s economic and educational spheres. On account of these trends, the new terms Smart Learning and Smart Education were coined [1].Smart learning emphasizes technology-embedded learning to enhance cooperation and interaction between learners [2][3]. Due to this focus on instant, cooperative interaction, smart devices can be utilized as optimized instructional tools to maximize immediate interaction. Thus, in this study, we studied the how the Smart Learning Class could be organized though instructional design of global connected learning based on Smart Learning. In addition, we expected this study would affect to Smart Learning in terms of developing stages to organize the actual Smart Learning Class without the country boundary. This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government (NRF-2013S1A2A1A ) ISSN: ASTL Copyright 2015 SERSC

2 2 Advance Research When we went through the prior articles in order to analyze current trend of smart learning, we figured out the meaningful tendency. The most researches of smart leaning was focused on the domestic boundary not the globally education (Lee et al, 2012). In order to overcome the limited education environment with domestic area, it is needed to use the computer network (Bonk & Graham, 2012). Even though the goal of smart learning is to get a global mind (Korean Ministry of Education, 2011), since the way of smart learning was usually conducted in the domestic boundary, it was hard to satisfy the original of smart learning. 3 Research Design The goal of this study was to design the instructional model in order to organize the global connected learning based on the smart learning. Since this research is about smart learning without country boundary, we utilized the mobile application in the class. In addition, we have selected the lesson topic with recycling which was chosen through analysis of each countries national curriculum. In order to choose the research site, we chose the Korea and U.S for conducting the research with global connected learning because when we looked though the life type and curriculum, we found the gap between Korea and U.S in terms of recycling phenomenon. 4 Instructional Design In this study, we designed the instructional plan to organize the global connected recycling lessons (see table 1). Table 1. Instructional Design for Global Connected Recycling Class Session Activity/Event Global Activity 1 What is recycling? What are different ways to dispose of trash? 2 How are items recycled? Which topic did you choose? 3 How do you recycle? Evidence Dropbox 4 How can your recycling information be shared with your peers? Share your group s presentation 5 What do you think about recycling in other cultures? What questions do you still have? 6 How is recycling in other countries the same? How is it different? Presentation Discussion Comparing Cultures Discussion 262 Copyright 2015 SERSC

3 7 Why is it important to understand how different countries recycle? Overall lessons learned discussion forum First session is about What is recycling? and it indicated the objects were (a) Recognize the disposal of garbage is a global issue that affects everyone on the planet. (b) Identify environmentally-friendly ways to dispose of trash. (c) Identify ways you can personally play a role in reducing the amount of garbage that ends up in landfills. In this session, the students can compare the different ways to dispose of trash between U.S. and Korea. Second session is about How are items recycled? and the objective is that choose a topic of recycling for further study. In this session, the students choose the topic which the students will collect the data and present what they prepared about recycling. Third session How do you recycle? and the objectives are (a) In your group, begin studying and collecting evidence related to the recycling topic you chose (b) Use the provided resources in the previous section to study your group's topic further (c) Collect evidence of your personal and your community's recycling practices related to your group's topic (d) Draw conclusions about yours and your community's recycling practices as they relate to your group's topic. In this session, students conduct the work for preparing the presentation with collecting the evidence in order to support the student s idea. Fourth session is about How can your recycling information be shared with your peers? and the objectives are that (a) Organize and economize your information and evidence (b) Plan your presentation (c) Make your presentation (d) Turn in your presentation. In this session, students will upload the presentation they prepared for comparing the way of recycling in their each country. Fifth session is about What do you think about recycling in other cultures?, What questions do you still have? and objectives are that (a) View and discuss all presentations (b) Share presentation feedback with one another (c) Ask questions about presentations of one another. In this session, students will look through the opposite country s recycling method and discuss about recycling way. Sixth session is about How is recycling in other countries the same? How is it different? and objectives are (a) Draw conclusions about recycling in your own culture (b) Draw conclusions about recycling in another culture (c) Compare your culture's recycling practices to those of another culture. In this session, the students will share their idea about presentation. The seventh session is about Why is it important to understand how different countries recycle? (a) Determine the relationship between one s culture and how they recycle (b) Examine the importance of understanding another culture s practices when making decisions about your own practices. In this session, the students will reflect about what they learn and what they will do. 5 Development of the Smart Learning Application To augment the attributes of smart learning, the smart learning environment should be prepared to improve instruction using smart devices like smart phones or smart pads. Additionally, well-organized application of smart devices is required for global connected learning. Thus, we developed a global connected learning application for smart learning along with systemic learning module development stages using the expert Copyright 2015 SERSC 263

4 LMS system. We went through the several systemic stages to develop smart learning application (see Figure 1). It consists of five detailed guideline as design the application, develop the application, develop the contents, uploading, and utilize it. Fig. 1. Stages to develop Smart Learning Application 6 Conclusions In this study, the instructional design for global connected learning about recycling is suggested with specific stages for developing the smart learning application and instructional strategies. This study was started from the problem which the current smart learning environment was usually limited in the domestic area. In order to expand the boundary of smart learning, the instructional composition strategy is needed. Thus, we indicated the concrete example which was adapted the recycling lesson from U.S. and Korea. For the later research, we expect that the actual experiment data and statistical result in order to verify this instructional design. References 1. Kim, S., Song, S. M., & Yoon, Y. I.: Smart Learning Services based on Smart Cloud Computing, Sensors, Vol.11, No.8, pp (2011) 2. Ong, E. T. & Ruthven, K.: The distinctiveness and effectiveness of science teaching in the Malalysian 'Smart school', Research in Science & Technological Education, Vol.28, No.1, pp (2010). 3. Cheong, C., Bruno, V. & Cheong, F.: Designing a Mobile-app-based Collaborative Learning System, Journal of Information Technology Education, Vol.11, pp (2012) 264 Copyright 2015 SERSC

5 4. Lee, J. R., Jung, Y. J., Park, S. R., Yu, J., Jin, D. S., & Cho, K. (2012, September). A ubiquitous smart learning platform for the 21st smart learners in an advanced science and engineering education. In Network-Based Information Systems (NBiS), th International Conference on (pp ). IEEE. 5. Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons. 6. Ministry of Education, Korea (2011). The Strategy of Smart Learning. Press Releases. Copyright 2015 SERSC 265