Designing a Self-Regulated and Constructive Database Course for Deaf and Hard-of-Hearing Students

This case study investigates the design and implementation of an introductory database course that addresses the diverse needs of deaf and hard-of-hearing (DHH) students at the National University Corporation Tsukuba University of Technology (NTUT) in Japan. The course incorporates self-regulated learning and constructive interaction approaches, drawing upon various learning science theories and practices to create an inclusive learning environment. The course features lecture videos with sign language, subtitles, transcripts, and learning sessions combining individual study, peer collaboration, and interactive follow-up with instructors. Cross-reviews and practical group exercises promote knowledge construction and deeper understanding. Insights from the course implementation in 2023 highlight the potential of innovative instructional designs to enhance learning outcomes for DHH students in higher education and offer practical strategies for designing accessible and effective courses for diverse student populations.

Transcript

1. Designing a Self-Regulated and Constructive Database Course for Deaf and Hard-of-Hearing Students Chiemi Watanabe and Koki Saito Tsukuba University of Technology, Japan 2024/6/9 [ DataEd2024]
2. Abstract of Our Presentation • A case study of an introductory database course for Deaf and Hard-of-Hearing (DHH) Students • Hypothesis: Traditional lecture style is inefficient for DHH • Approach: • Applying lecture videos for teaching • Introducing self-regulated learning • Introducing learning through dialogue
3. Tsukuba University of Technology（NTUT） • National University for hearing or visual impairment students. • Faculty of Industrial Technology is for DHH students. • Majors：Computer Science, Architect, Mechanical Engineering
4. Diversity of NTUT students • Admission Requirements: Both ears must have a hearing level of 60 dB or higher without the use of hearing aids. • Students have different communication strategies • Many students communicate using sign language, but some of them do not. • Some people primarily rely on listening, some combine sound with lip reading, and others do not use sound at all.
5. Standard Lecture Style in NTUT • In order to give lectures different type of students, we use multiple ways. • The lecture is delivered using spoken words while simultaneously using signed Japanese. • Subtitle is displayed using speech recognition. Slides Subtitle generated by Speech Recognition Signed Japanese Lip reading Voice
6. Limitations of Traditional Style Classes for DHH students • Hearing students listen to the lecture while viewing various materials and taking notes. They are taking notes through listening to the lecture.
7. Limitations of Traditional Style Classes for DHH students • DHH students obtain all information from their eyes, and they cannot watch the lecturerʼs talk while looking at the textbook or taking notes. He is watching lectureʼs talk. She is looking at textbook. She is taking notes. She cannot watch the lectureʼs talk She cannot watch the lectureʼs talk
8. All information is incomplete on its own Students infer the lectureʼs talk by combining multiple pieces of information. Their understanding pace depends on their cognitive characteristics. Slides Voice > partially inaudible Signed Japanese > includes mistakes Lip reading > partially unreadable Transcription > includes mistakes
9. Differences in Understanding Pace due to their academic performance NTUT widely accepts a large number of DHH students, leading to greater diversity in academic performance.
10. Approaches of re-design our course I re-design the course using 3 approaches. 1. Using lecture videos for teaching • Learners can take classes at their own pace. • Teacher and assistants focus on interactive follow-up. 2. Applying self-regulated learning • Learners can make and adjust their course plan depending on their understanding pace. 3. Include opportunities for learning though dialogues • Learners can solidify their understanding by explaining it to the others
11. Preparing lecture videos with transcription Transcription is listed to grasp the overall flow of lecture. 1. Lecture videos for teaching • Around 20 videos for the course, each lasting 15~20 mins. • I provide a viewer that allows seeking videos using transcriptions. The video plays corresponding part.
12. Learning Flow Watching Videos (15-20 min) Solving Exercises Cross-Review/ Assessment Self assessment and reflection 1. Lecture videos for teaching We design the following learning flow for each lecture video. • The class is on-site, learners share the time and place. Explain the learned content and answers. Pass the review Obtain the answer of exercise
13. Interactive follow-up by lecturer and TAs • During the students are learning in the class, lecturer and TAs focus on the interactive follow-up • In 1on1 setting, we can tailor the lecture according to the learnerʼs communication strategy. Learning (60min.) Follow Up (10min.) Plan (10min.) Reflection (10min) Learning (60min.) Follow Up (10min.) Plan (10min.) Next Session Lecturer and TAs share QAs from learners on the forum. Reviewing the QandA. Interactive follow-up 1. Lecture videos for teaching coffee time
14. 2. Applying Self Regulated Learning (SRL) • SRL: the learners set their goal, plan and strategies for learning, and adjusts them as needed. • Our course consists of 15 classes, with each class including two 90-minute sessions. Learning (60min.) Follow Up (10min.) Plan (10min.) Reflection (10min) Learners can make and adjust their course plan based on the roadmap as a reference. Follow Up (10min.) Pla (10m Reflection (10min)
15. Roadmap Part1 Part9 PartA Part12 Part11 Basic plan for mastering SQL DB application programming Part13 Normalization Part14 Part16 modification by SQL PartB PartC advanced SQL, RA SQL Drills Part1A model and search Implementing Vending Machine Emulator. 2. Self Regulated Learning
16. 2. Applying Self Regulated Learning • Learners have 10-minutes for reflecting their learning plan and strategy. • based on the reflection, they adjust their plan and strategy in the next session. Learning (60min.) Follow Up (10min.) Plan (10min.) Reflection (10min) In the first 5 mins students talk their thought with other students. After talking, they write reflection sheet. Follow Up (10min.) Pla (10m Reflection (10min)
17. 3. Learning through Dialogue • Introducing cross review in learning flow • Practical group exercises • Making SQL queries for managing vending machines line up, stocks, purchase logs. • Rubric and portfolio-based assessment • instead of final examination
18. 3. Learning through Dialogue • • Practical group exercises • Making SQL queries for managing vending machines line up, stocks, purchase logs. • Rubric and portfolio-based assessment • instead of final examination
19. Cross Review • The student explains his/her learned contents and the solutions of exercise to the reviewer. • Reviewer is selected from the learners or TAs, and they do not need to have worked on the learning item • Presenter should explain the content and solutions sufficiently for the reviewer to understand. 3. Learning through Dialogue
20. Effects of Cross Review For presenters They can build their mental models through explanation to others and consolidate learned content into knowledge. (Externalization [Paivio, 1986]) For reviewers The presentersʼ explanation tends to differ from reviewerʼs thoughts. By trying to understand them, mental models will change and consolidate. (Sieglerʼs multi-waves model,1996) 3. Learning through Dialogue I consider that cross-review benefits both the presenter and the reviewer.
21. Insight and feedback from the DB course in 2023
22. Insights from the DB course in 2023 • Significant gaps emerged among learners, but they achieved their sufficient understanding. • Some students focus on the basic learning items. • Some students challenge implementing original DB application or SQL drills.
23. Insights from the DB course in 2023 • Effects of Cross-review • Some learners have tried to copy and paste an exercise to ask a LLM to get the answer. • The answer includes what they have not yet learned. • The learners couldn't answer the reviewerʼs questions and they didnʼt pass the review and went back to the lecture contents.
24. Feedback comments from learners 😀 The lecture videos were helpful in grasping the overall picture by first looking at the slides and subtitles, then understanding the details by watching the videos. 😀 Even when I thought I understood, there were times during the cross-review when I couldnʼt answer the reviewerʼs questions, allowing me to check if I truly understood. 😰 There were times when I couldnʼt proceed because I couldnʼt find an appropriate reviewer. 😰 Some learners tend to be lazy because they can progress freely.
25. Conclusion and Future works • We made a course design for DHH students and tried it in an introductory DB course. 1. Lecture videos for teaching and supporting 2. Self-regulated learning for learners to make their appropriate plan. 3. Learning through dialogue for consolidate understanding. • Future works • evaluate this course design • compare to the traditional lecture style • analyze the learning logs • we are collecting learning log, the corresponding author is analyzing students learning strategies from the log.
26. Additional Slides
27. Rubric and Portfolio-based Assessment • We present rubric to leaners to self assessment. • Learners have presentation to show their understanding. • As examples, We present sample exercises. • Every learners assess other learners based on the report and presentation.