Combined Design

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Human-Computer-Interaction International 2005,
July 22-27, 2005, Las Vegas, U.S.A.
D evelopment of Computerized Debate Support
System and its Application for Real Lecture for
Graduate School Students
Presented by Hidekazu YOSHIKAWA, Ph.D.
Graduate School of Energy Science Kyoto
University
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Contents
?. Introduction ?. Our Activities on
Internet-based Information System Development
for Social Education on Energy Environmental
Issues ?. Development of Computerized Debate
System ?. Application of Computerized Debate
System for Real Lectures ?. Conclusions
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?. Introduction

• Necessity of world-wide campaign of citizens
  effort for the environmental protection against
  global warming since Kyoto protocol in1997
• Difficulties to cope with the Global Energy
  Environmental Problem, such as social consensus
  formation, NIMBY attitude, and generic human
  tendency
• Application of internet based Information System
  for Social Enlightenment and School Education for
  Various Global Energy Environmental problems

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II. Development of Computerized Debate System
II-1
Objective

• Introduction of computerized debate system for
  classroom lecture of master course students in
  Graduate School of Energy Science Kyoto
  University
• Fostering the students abilities of critical
  thinking, integrative evaluation, problem finding
  and solving for the promotion of sustainable
  energy and environment
• Employing Debate for fostering such abilities
  (not only through the teachers one way lecture
  but also through the students mutual discussions
  from versatile aspects)

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II-2
What is Debate ?

• Debate A sort of intellectual game of
  conducting group discussion on a specific
  proposition (theme)
• Utilities of Debate from Pedagogical Aspects

• Foster critical thinking
• Foster fair attitude to different thoughts and
  opinions
• Develop versatile abilities such as information
  collection and analyze, problem setting and
  how to solve, with communication skill

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Ways of Conducting Debate
II-3
Speech in turn (23 times)
Contra-theme Party (23 members)
Pro-theme Party (23 members)
Podium
Judges
Audiences
Use of Computerized Debate Systemto let all
students participate in the Debate Speech
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II-4
Critical Point of Debate Skill
Theme
Either Pro or Contra
Make clear Stock issues to construct
logically reasonable and Persuasive
arguments by balancing the Three Entities of
argument. (Toulmin model)
Contention (Claim)
Proof (Data)
Reasoning (Warrant)
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Overall Features of the Developed Computerized
Debate System
II-5
Media room 1
Viewing debate records
Debate Records
Viewing Evaluation System (HTML)
Media room 2
Menu-based evaluation for individual students
record
Teachers
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Aim, Design Method and Constraint of
Computer-assisted Debate Support System
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III. Application of Computerized Debate System
for Real Lecture
III-1
Target of Application

• Advanced study on Socio-environmental Energy
  Science No.1 No.2
• Both are omnibus lectures by different teachers
• Total numbers of lectures Individual
  Subjects by several teachers
• Computerized debate by the authors
• Attended students 50 for No.1 , 80 for No.2
• No. of given debate themes 2 for No.1 , 3 for
  No.2

12 times 90min
2 times 90min
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III-2
Configuration of The Whole Course
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III-3
Selected Themes for Debate
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III-4
Flow Chart of Conducting Computerized Debate
Your original opinion to the given theme
Input from CD, floppy by students preparation
in advance
Your arguments in accordance with your
designated position of pro or contra by
Toulmins model
View all members arguments and raise questions
and rebuttals to all the members who are against
your position
Interactive input by students during debate
View all questions and rebuttals addressed to
your arguments and give your answers to them
View all the argument records of your group and
them refine your opinion to the given theme
Make comments to the whole lectures of Advanced
Study on Socio-Environmental Energy Science
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A Scene of computerized debate in classroom
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Summary display to show debate record by a student
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Evaluating items by teachers who offered debate
theme (Five rank rating)
III-5
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Display for teacher to evaluate debate records
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Relation between employed methods and educational
effects
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IV. Conclusions
The developed systems had worked successfully at
the real classroom application, and the students
all enjoyed computerized debate system in real
lecture in the first semester of the last
year. The system has been improved afterwards for
the classroom use in this years first semester.
Application for social enlightenment by the
improved version over internet. Conversion to
English version for international discussions
over internet.