Table 5 Extraction of teaching learning elements from instructional strategies based on collective intelligence
Factors for collective intelligence | Instructional strategies | Teaching learning elements |
|---|---|---|
Shared vision and value | Learners are highly motivated to perform tasks based on their interests Activities needed for science and engineering career Intrinsic motivation Set the purpose of group activity by learners Ensure students have autonomous learning rights | Applied to experimental subject (e.g., chemistry experiment) Open inquiry experiment activity |
Domain-specific knowledge | Select practical and practical tasks | Utilizing advanced scientific experiment equipment Use real-life materials and cutting-edge science |
Diversity of knowledge | Pursue the diversity of useful knowledge such as scientific concepts and experimental techniques necessary for scientific activities | By organizing a small group in the classroom, perform independent experiment for each group |
Construction of knowledge-sharing system | Share learning outcomes and use them as materials for other tasks Open a cafe or use a homepage to build a system where all members can share their knowledge and experience | Online use; all subgroups carry all the reports on the school homepage |
Decentralization and integration (dynamic interaction) | Class objectives are the same, but use a broader range of learning objectives Leaners are given autonomy to participate independently in decision making Emphasize collaboration by organically connecting tasks among subgroups Build trust based on the responsibility of each learner Develop agility through opportunities to improvise the problems that occur in learner-centered activities Make an environment to exchange learners’ knowledge, experience, information, opinions, and dynamic interaction such as knowledge connection (Learning space, learning time, SNS utilization, expansion of learning resources, etc.) | Set a wide range of learning goals Give cooperative interdependence Create collective report: Learning outcomes used as a preparation for performance assessment Grant small subgroup selection option Opening of laboratory and advanced science laboratory Activity period secured at least one month per device The basic experiment is to prepare the students themselves Present the content of pre- and post-experiment reports |
Synergy effect (evaluation of usability of output) | Students have the opportunity to reflect on individuals and groups Reconfigure the results of other subgroups in their own way Internalization of knowledge Expand students’ own experience Rules or rewards for fulfilling responsibilities | Evaluate the result reports obtained through integration between subgroups and between classes and revise and complement them Lead them to develop new inquiry tasks Organize learning content in own way Performance assessment |