デジタルコンテンツの教育利用：
フランク・ロイド・ライトの帝国ホテルと英語教育
3D
Computer Graphic in Education:
Frank
Lloyd Wright and Content Based English Instruction
研究代表者：千代倉弘明 慶應義塾大学環境情報学部 教授
研究担当者：飯沼瑞穂 慶應義塾大学環境情報学部 訪問講師
We
see different modes of communication used
simultaneously in many contexts today. For instance, if we read a newspaper
article on the Internet, the chances are, we will find a written article of a
subject with a color photograph next to it, and additional video footage of the
news being covered all on a same page. If we go to a museum, we can easily rent
an audio tour that explains the works of the artists. There may also be a
documentary video of an artist playing simultaneously at the exhibition. In
this way, we are increasingly living in a multi-modal environment. There is a great
need to understand how to integrate multimodality into different types of
educational settings (Jewitt & Kress, 2003, Kress, 2003). How to teach
multi-modal literacy in the classroom environment is an emerging interest in
education.
Mode
is referred to as any semiotic resource that carries meaning (Halliday &
Hassan, 1989). Halliday & Hassan (1989) point out that language use is
always comprised of field, tenor and mode. In short, field is
the social context within which language is used, tenor is the register or style in which the message is conveyed,
and mode is the form of
representation. Mode, defined
broadly, is a form of representations that are an “organized set of resources
for meaning-making, including image, gaze, gesture, movement, music, speech and
sound effect.” (Jewitt & Kress, 2004).
According
to Jewitt & Kress (2004) the more a certain type of mode is used in a culture, the more it displays regularities,
similar to how grammar possess regularity.
This raises an interesting question about
knowledge and learning. Just as there are new combination and forms of
communication using multimodality, there may also be mode specific knowledge and learning styles that educators are
still not fully aware of. While using multimedia in education can have a number of
benefits, educators need to be increasingly aware that there is a possibility
that learning occurs differently according to the type of modes being utilized in communication.
In considering how to effectively
use technology for language teaching varieties of modes should be
brought to attention. Today, language teachers in
Content based instruction in
In
In an ESP curriculum, social
context is an important component to be considered. The ESP method focuses on
teaching English that can be used in specifically defined contexts. The main
objective of the ESP classes is to enable students to utilize English in social
contexts found in real world situations. In
On the other hand, Content
Based Instruction in language teaching provides English language development
through content area instruction. Content Based Instruction in language
teaching is a method for Limited English Proficient (LEP) students that
combines development of language proficiency with content area knowledge. The
goal of the curriculum is to prepare students to learn a content area in the
target language, while also develop English proficiency. The Cognitive Academic
Language Learning Approach (CALLA) is a model of Content Based instruction
proposed by Chamot & O`Malley (1994) which prepares LEP student in the
Content Based Instruction has
three major components 1) Inclusion of content knowledge 2) English language
development 3) Learning strategy (Chamot, 1985, Chamot & O`Malley, 1992;
Richard-Amato, P.A & Snow, M.A. (Ed.), 1992). The CALLA model also
integrates language development activities according to Cummin`s (1999) notion
of procedural and declarative knowledge (Chamot &
O`Malley, 1992). Procedural knowledge
is defined as the ability to understand and generate language. Examples of
procedural knowledge are communicative competence, functional proficiency and
fluency. Procedural knowledge is a
ruled based productive knowledge that allows one to generate language. Declarative knowledge underlies factual
information that can be acquired quickly such as vocabulary, grammar, rules and
pronunciation. The language activities in CALLA classrooms are based on the
classification of language and content activities within Cummin`s (1982)
framework (Chamot & O`Malley, 1992). This frame work classifies language
activities into four dimensions, context-embedded, context reduced and non
academic activities and academically demanding activities. For example,
integrative language skill such as reading and listening comprehension,
speaking or writing about academic topic can be classified into more academic
demanding activities. Developing survival language skill, according to this
framework, can be classified into non-academic activities.
In a Japanese higher
educational setting, content based instruction is used to raise the motivation
of the students and to provide opportunities to use English as a tool for
learning academic subjects. Many instructors think content based instruction is
intrinsically more interesting and challenging for university level students.
In
Method of research
In this research, first we
created a text book for content based instruction for English learners. Then,
we picked a very new mode of
communication, 3D computer graphics to supplement the content knowledge
provided in the textbook. The created 3D models were included in a CD-Rom to be
distributed along with the textbook. We hypothesized that 3D can be used in
content based instruction classes to teach the content knowledge more
effectively. The hypothesis was that 3D models contribute to students acquiring
procedural knowledge more than declarative knowledge of English
provided in the classroom. This was hypothesized because, the teacher planned
to use the 3D models for language activities that allowed students to present
and to explain what a content area learned in English. It was assumed that
students, by using the 3D models for presentations in English, will acquire procedural knowledge of English.
These multimodal materials
were pilot tested for one semester with a group of 25 students in an
intermediate ESL class at
Content Based Textbook for
English Learners
Iinuma (2006) has written a
textbook called Frank Lloyd Wright and
the Imperial Hotel[1]
targeting intermediate level English language learners. This topic was chosen
as a textbook for ESL learners for a number of reasons. First, the topic encompasses
a wide range of disciplines, such as architecture, art, history and
intercultural issues. For example, Frank Lloyd Wright is not only one of the greatest architects of all
time, but he is also unquestionably one of the most well known public figures both in the US and Japan.
This provides an opening for the Japanese ESL students to the culture in the
The textbook was written to accommodate
the Japanese university semester and is organized to be covered in ten to
thirteen weeks. The textbook is organized into four parts and ten chapters. The
ten chapters describe the story behind Frank Lloyd Wright and his relationship
to Japan. The first part describes who Frank Lloyd Wright
was, the second part moves on to how Wright encountered Japan, the third
part is about the Imperial Hotel and Wright, Finally in the last part, the
textbook narrates Wright`s legacy and his other works in Japan. The textbook
consists of 98 pages. Student activities such as discussion topics, group
activity ideas, vocabulary lists and questions based on each chapter reading
are also included in the textbook.
3D
Computer Graphics for Content Based Textbook
3D computer graphic models of the Imperial Hotel designed by Frank Lloyd
Wright were also created as supplementary resources that accompany the
textbook. Our project team[2]
funded by the Research
Institute for Digital Media and Content (DMC),
The Imperial Hotel, built
in 1923 in Tokyo, Japan and demolished in 1968, is considered as one of Frank Lloyd Wright`s masterpieces designed in his early years. The
Imperial Hotel was a work of art that united west and the east. Today, a part of the hotel remains and was
moved to a museum in
We
began creating the 3D models by collecting photographs and documents of the
demolished Imperial Hotel. Before the Imperial Hotel designed by Wright was
demolished in 1968, a group of researcher from
Figure 1:
The Imperial Hotel 3D model
Figure 1 shows an example of a 3D model that was created based on such data.
Figure 1 is a 3D model that shows the structure of the whole building. The
model can be manipulated on a personal computer screen. Figure 2 is an example
of a recreated 3D model. This is a 3D model of a promenade, which was used as a
walkway to a banquet hall which was used to hold social events and parties at
the Imperial Hotel. These models were created so that the students in the
English classes can refer to them when the instructor was referring to the
characteristic aspects of the Imperial Hotel in her English explanation, such
as interior decoration, different types of public spaces available in the
hotel, and materials used for the architecture. The students taking the class
also referred to the models when they were reading the English text, discussing
with other members of the class in English and also when they were speaking in
English about the Imperial Hotel.
Figure 2: The
Promenade 3D model
Figure 3:
The lobby of the Imperial Hotel
Figure 3 is and example of another
3D model of the Imperial Hotel, showing the lobby of the Imperial Hotel. The
lobby was rebuilt at
Creation
of a companion website
In addition to the 3D models and the
textbook, we also created a website that showed art works such as posters and
brochures used at the Imperial Hotel in 1920`s as well as historical
photographs of the hotel. In the classroom, we used a group share site. The
students uploaded their homework and activities onto this website. We also
video recorded the lectures of the instructor, classroom discussions and
presentations. These digital contents were uploaded on the shared website so
that they became available online for students. Figure 4 is a picture of the
shared website that was used in the classroom.
Figure 4:
Group share site for the class
Content Based Classroom
Activities
Each
class session was organized into three sections. In the first section of the
class, the instructor gave a fifteen to twenty minutes lecture based on the
textbook. Each lecture was video
recorded and uploaded on to the class website after each session. We recorded
both the instructor`s talk and the text from the book chapter in one video
file. Then, the students individually reviewed the reading materials and
discussed on each chapter of the book with their partners. Finally, in the last
section of the class period, students participated in group activities and
presented their work to the class in English. For the group activities,
students used the 3D models that came with the textbook and used them for
discussion and presentation. Figure 5 shows an example of a group activity and
presentation by the students using a 3D model. The students were asked to
manipulate the 3D models on a computer screen and to describe what they are
showing in English.
Figure 5: Student
presentation using a 3D model
Figure 6 describes an example of what kind of interaction occurred when student
used the 3D models in an English development activity. Fig. 6 shows an example
of the interaction among the student, teacher, and the 3D model. In this
activity, the student was asked to use the 3D model of the Imperial Hotel to
explain what she/he thought was characteristic of the hotel. The 3D model was
used as a medium for explanation. The student was asked to manipulate the 3D
model which was projected upon a large screen on the wall. Using a mouse, the
student could move the 3D model to make it appear larger or smaller. They could
also move the model in four different directions using the computer mouse. The
student could also move forward and backward as if she/he is waling into the 3D
model.
Time
Person
Speech
Gesture
Gesture on Screen
31:22
Student This
is Imperial Hotel
3D model is shown on the screen
S
Maybe this is entrance
zoom in to make the 3D model look larger
S
Maybe there are..
S
This is lake
points with the cursor
S
And
Teacher No
that is not a lake, it is a pond
S
Nods
S
Many interesting objects
zooms in to make the 3D model look larger
S
For example this one
points to a pillar using the cursor
S
And this one
points to a sculpture using the cursor
S
Guests stay maybe--
Moves the 3D model to show the
second floor of the building
32:49 S
there… OK
Fig. 6
Student interaction using the 3D model
The transcript of
the student interaction using the 3D model shows that using the 3D model is
quite unlike interacting with other media. One can handle a 3D model like one
can
handle an object. However, unlike a regular object, one can transform the way
in
which the object is presented by changing the angle, size and perspective.
For example, the student in the transcript handled the 3D model like an object,
but he emphasized
what
he thought was important in his/her speech by enlarging the object. This type
of
object
manipulation and explanation is particular to using three dimensional objects.
Unlike
a two dimensional mode of expression, such as a picture, the student can
transfigure
the object being talked about, by making it look larger or smaller,
synchronously
as he/she is talking. This type of interaction with an object is can be done
without
any preparation of the speaker when using a 3D model. This is one aspect of
using 3D computer graphics differs from using, for example a film in the
classroom.
Questionnaire
We
have conducted a Likert-type questionnaire after thirteen weeks of class work.
The questionnaire consisted of three question topics; class satisfaction, types
of knowledge learned, and effectiveness of the use of 3D models. The first
section
of the questionnaire asked whether the students enjoyed the class.
Out
of five Likert-type answers from [1]“did not
enjoy at
all” to [5]“enjoyed very much ,” we received [3] [4] or [5] for all the answers. As
the result, 86% of the students rated above average for class satisfaction. The result is
shown in Fig. 7.
Fig. 7 Question on student satisfaction
In
the next section of the questionnaire, 95% of the student answered
“very” or “very much” to the question “ Did you gain new knowledge in this
class?”
See Fig. 8 for detail numbers.
Fig 8. Question on knowledge learned in class
In the free writing section of the questionnaire which asked the students
about the types of knowledge they thought they gained from attending this
class, the comments could be categorized into three different types, they were;
knowledge about Frank Lloyd Wright, cross cultural issues and English language
skills. The result is summarized in Fig. 9. The results show that more students
felt they learned content knowledge as opposed to English skills in this class.
Fig. 9 Free writing answers to types of knowledge students acquired
In
the third section of the questionnaire asked the students about the use of 3D
models. The result shows that 68% of the students said they either liked using the
3D models in the classroom environment, or they liked them very much. 27% of
the students held neutral views on the usage, and 5% of the students did not
like using 3D models so much. See Fig 10 for detail.
Fig. 10 Question on the use of 3D models
Although
27% of the students did not like using the 3D models in classroom environment,
only 9% of the students held neutral views on the effectiveness of using 3D
models in understanding about the structure of the building, in this case, the
Imperial Hotel designed by Frank Lloyd Wright. In the questionnaire, 91% of the
students said the use of 3D models helped them in understanding the structure
of the building. The result is shown in Fig. 11.
Fig. 11 Question of the type of knowledge learned using the 3D model
In
comparison to the number of students who answered positively to the question of
whether the 3D models were helpful in understanding the structure of the
building, less students felt that they were useful in understanding the English
text. However, 77% of the students answered favorably and said that the 3D
models helped them in understanding the content of the English text used in the
classroom. Please see Fig, 12 for the result.
Fig. 12 Question on the type of knowledge learned using the 3D model
The
students were also asked to write freely about how they thought the use of 3D
models were helpful. The comments of the students were categorized into
different types and each comment was counted. The result shows that the
students felt 3D models were helpful in learning about the structure of
architecture, and that they also acted as a visual scaffolding in understanding
the instructor`s speech. There were also comments on how the 3D models helped
them in their English presentations. Please see Fig 13.
These comments indicate that 3D models can be integrated well into English
development activities that focus on procedural knowledge of the language.
|
Types of comments |
Student number |
|
Understanding of the structure of the building |
22 |
|
Raised my motivation to learn more about this topic |
1 |
|
Helped me in understanding what the teacher was saying |
13 |
|
Helped me when I presented in English |
6 |
|
Other |
1 |
Fig.13 Free writing answers to “How did the 3D model help you in learning?”
From the questionnaire, it can
be said that 3D models, if used appropriately can be integrated as a tool to
foster students procedural knowledge of
a language, for example, to practice presenting an idea in English to improve
one`s fluency in a language. This can be seen from the comments solicited from
the students (Fig, 8; Fig 12). The 3D model is also a powerful tool that allows
students to imagine and understand text in three dimensional format. This
aspect of the mode probably made the students feel that 3D models are effective
in understanding what the teacher was saying in English. However, the
questionnaire showed that the forte of using 3D computer graphics in an English
language classroom is in providing students with a tool for understanding
complex content material that can be expressed in three dimensional format.
Conclusion
In
our project, we recreated the 3D computer graphic models of the Imperial Hotel
designed by Frank Lloyd Wright. We also created a textbook that described the
historical background of the long lost building. We have also implemented and
used the textbook and the 3D models in language education. In CALLA language classes,
utilizing digital content proved to be significant. While much of the
multimedia educational materials are videos and audio contents, we consider
that 3D models can also be included as a powerful learning tool for learners.
We think that one advantage of having 3D contents in classrooms is that it can
be used interactively by the students. For example, in one classroom activity,
students moved the 3D model on a computer screen and explained it in English.
Having 3D contents also add the variety of aids teachers can use in the
classroom.
From our questionnaire, it became clear that overall, 3D models were a
welcome addition to the classroom environment. Students were interested in
working with the models, and appreciated having an additional resource in which
they could refer to for further understanding of the content. 3D models can be
an effective tool that can be used to support deeper understanding of the
content being taught. In addition, 3D model can be used as a tool to cultivate
procedural knowledge of language by providing unique activities for students to
improve their fluency and communicative competence. However, the use of 3D
models needs to be structured well into the curriculum to have educational
value.
In our project, we consider
that the use of 3D models were effective because it is very difficult to
visualize a lost building only through photographs and A 3D model is a powerful
tool in which it allows viewers to visualize spatial organization of a
building.
In a content based language instruction classroom, providing students with
context-embedded activities is a key to success. Along with other multimodal
tools, 3D computer graphics can be used to help ESL learners move away from a
nonacademic activities into academic and cognitively demanding activities. In
our project, we have only used 3D models and textbook, but we think additional
media such as video and audio can be added to create an attractive content for
ESL learners. We also feel that teachers need to well define the contextual
uses of the 3D model for it to be useful in a content based instructional
classrooms.
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Acknowledgement
This
project has also been supported by many people including staffs and
researchers. We especially thank the Imperial Hotel, in Tokyo, Japan. We would
like to thank the graduate students at Keio University, especially Tomoki
Itamiya, M.A, Tomoyuki Hibino, Daisuke Kato, Takuto Negishi and Aya Uchida for
their assistance.
We also thank Risa Yano for helping us collect data
for this study.
成果一覧
著書
飯沼瑞穂 “Frank Lloyd Wright and the Imperial Hotel” 慶應義塾大学デジタルメディアコンテンツ統合研究機構 2006
国際学会発表
Iinuma, M. & Chiyokura, H(2006) Pedagogical Use of 3D Contents,
Contents Based Language Learning. Proceeding of 12th International Conference
of technology Supported Learning & Training, On-Line Educa, Berlin, Germany
pp88-90
Iinuma, M.& Chiyokura, H. (2006) Use of 3D contents in foreign language
education in Japan, Proceeding of the second CL International Conference,
Proceeding of Process and Process-Orientation in Foreign Language Teaching and
Learning, Singapore,Pp 353－360
Iinuma, M. & Chiyokura, H. (2006) Frank Lloyd Wright English Education
Project: Application of Advanced 3D Technology for Higher Educcation.
Proceeding of World Conference on E-Learning in Cooperate, Government,
Healthcare & Higher Education, Honolulu, Hawaii, USA pp603-608
国内学会発表
飯沼瑞穂、千代倉弘明 ３Dコンテンツの教育利用 全国大学IT活用教育方法研究発表会