모바일폰을 이용한 프로젝트 수업
Project-based classes using mobile phone
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초록
This article investigates the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as encouraging students to take an active part in the classes. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, or commercial) and produced the video contents using a mobile phone for a presentation made at the end of the semester. The students are allowed to do video-based mobile phone projects and they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze their responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introducing better mobile phone-based project classes.
Abstract
This article investigates the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as encouraging students to take an active part in the classes. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, or commercial) and produced the video contents using a mobile phone for a presentation made at the end of the semester. The students are allowed to do video-based mobile phone projects and they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze their responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introducing better mobile phone-based project classes.
참고문헌 (23)
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