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2016/6/7

Issues and solutions in the effectiveness of active learning (Part XNUMX)

How to choose an active learning theme

Takafumi Sakata

"Just attach the QR code to the PET bottle."So to speak, this is certainly the only student's suggestion.However, it took a great deal of effort to propose this project to the Chunichi Dragons.First and foremost, the team staff are not "young people".Therefore, it is natural that the question "What does that mean?" Was asked.To answer this question, it was necessary to conduct multiple questionnaires with hundreds of samples.We also had to estimate the cost of attaching this QR code.Therefore, it was also necessary to contact beverage manufacturers and printing companies many times to find out about costs such as printing costs.In these processes, you must learn not only knowledge about product planning, but also questionnaire survey methods, interview methods, and the concept of cost estimation.All of them were assigned to each person as their own study materials.

Of course, if I asked the team staff as an academic advisor (or as a partner for industry-academia collaboration) to "use the student's plan," the students would still make unconvincing proposals. Even so, the proposal may have been adopted. *

As I pointed out in my manuscript ("Why does active learning not work?").The author believes that teachers are required to continue to present the material to be learned without entertaining students in this way.At that time, the author says that product planning, sales promotion planning, mathematics, English, sociology, and physics should be possible as "subjects" that give students challenges one after another. Is the stance of.What is important is how to continue to give students tasks that are a little more difficult than his (female) existing knowledge and abilities in the academic field (and activity content).

Or, while this is neither academic nor academic at all, even the fact that the students in a team have discussions inside and outside the team is a huge challenge for the students.From my personal experience, students in recent years often tend to have discussions about "what".Therefore, it seems that they are not good at discussing each other seriously and criticizing each other's opinions.Overcoming such weaknesses is also one of the requirements of this activity.Alternatively, the so-called "spinach", such as how to contact business people called team staff, information sharing within the team, and schedule management, may be one of the things they (female) learned.

What is the knowledge and ability of the current student, and what can he (female) learn through lectures and activities?By continuing to think about such things, it is possible to link to the growth of students regardless of their academic field or activity.This is one solution to my own AL.

* For the honor of the team staff, all the staff are very sincere in giving this course, and in fact, even if it is a good idea for business. , Do not adopt unconvincing proposals.We are cooperating with this course as part of student guidance.

Series "Problems and solutions in the effectiveness of active learning"
XNUMXst:How to choose an active learning theme
The second:Is lecture required for active learning?
The third:How to do active learning for less motivated students
The fourth:Difficulty of evaluation in active learning

Past articles
Significance and issues of problem-solving industry-academia collaborative lectures through active learning
Why active learning doesn't work

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Takafumi Sakata

Professor, Faculty of Policy Studies, Chukyo University, Ph.D. (Commerce), Chairman of the Active Learning Promotion Subcommittee, Chukyo University Education Promotion Center Committee.Part-time lecturer at Nagoya University, Nagoya City University, and Kinjo Gakuin University.His main specialty is marketing strategy theory, distribution theory, and product planning theory, and he has a good reputation for lectures and training that emphasizes "interesting", "easy to understand", and "usefulness".Recent publications include "Marketing Design from XNUMX" (co-edited by Sugakusha) and "Product Planning from XNUMX" (co-authored by Sugakusha).In recent years, he has expanded the field of activities, such as presiding over a cross-industry exchange study session that gathers young business people in Nagoya.For details, please visit the seminar website (http://www.sakataseminar.jp/).