WNB24054 Advanced Study in Academic Ability and Competency Design

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program

Lecture Code WNB24054 Subject Classification Specialized Education

Subject Name 学力・コンピテンシーデザイン発展研究

Subject Name
（Katakana）　

Subject Name in
English Advanced Study in Academic Ability and Competency Design

Instructor KABIR RUSSELL SARWAR

Instructor
(Katakana) カビール　ラッセル　サーワー

Campus Higashi-Hiroshima Semester/Term 1st-Year,  Second Semester,  4Term

Days, Periods, and Classrooms (4T) Tues5-8：To be announced.

Lesson Style Seminar Lesson Style
(More Details) 　

Credits 2.0 Class Hours/Week 　 Language of Instruction B : Japanese／English

Course Level 5 : Graduate Basic

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 08 : Curriculum and Instruction Sciences

Eligible Students

Keywords SDG 4, academic ability, competency-based education, creative cognition, impact thinking, design thinking, big data

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline A new social contract has been proposed to both ensure a right to quality education for all and leverage the transformative potential of education to create our shared future. How this can be realistically achieved, however, is a herculean task. Toward this end, academic ability and competency design choices form a major intersection across curricula and contexts. Which ideas are most appropriate for student achievement in education for the 21st century? Has the educational management community learned anything to update its practices? How about in Japan?

In Advanced Study in Academic Ability and Competency Design, we will continue our deep dive into the state of the educational sciences through topics in cognition and instructional design. Students are asked to evaluate how well frameworks from their major(s) or field(s) of education cohere with each other using the perspective of protocol harmonization.

In addition, students will discover and manipulate data related to learning competencies and evaluate them for connections to ongoing research projects, program evaluations, or educational policies. For unique opportunities exclusive to this course, we will pay special attention to self-views of competence, confidence, and creativity, and a large open data set of demographic variables and English language ability measured via grammaticality judgments. Beyond quantitative analysis points, activities will include qualitative coding with rubrics based on frameworks presented throughout the course.

Class Schedule Lessons 1-2     Defining Competency-based Education

An operational definition, Gervais (2016)
Global Education Monitoring Report, UNESCO (2020)

Lesson 3-4     Japanese Education Reform Towards 21st Century Education

The National Assessment of Academic Ability and Decentralization, Yamanaka & Suzuki (2020)
"Another Japan is Possible" Discussion Activity

Lesson 5-6     Research on Inequalities and Survey Data Resources for Japan

MIDUS and MIDJA, Ryff et al. (2015)
Resources for Open Data, Our World in Data, General Social Surveys
Pew Research Center, Roper Center for Public Opinion Research
“Big Data Challenge” based on Hartshorne, Tenenbaum, & Pinker (2018)

Lessons 7-8     Competence, Confidence, and Creativity

Self-views in everyday life, Swann Jr, Chang-Schneider, & McLarty (2007)
Developmental assets, Handbook of Positive Youth Development (2021)
Creative cognition, Beaty et al. (2016)
SCAMPER and De Bono's Six Thinking Hats

Lessons 9-10     Lower and Higher Order Thinking Skills in Instructional Design

Revised Bloom’s Taxonomy, Baghaei, Bagheri, & Yamini (2020)
ADDIE Model, Molenda (2015)
Cognitive sequencing, Clegg, DiGirolamo, & Keele (1998)
“Choose a Side: Skills or Competencies?” Debate

Lessons 11-12     Desirable Difficulty and Optimized Learning

Suzuki, Nakata, & Dekeyser (2019)
“Design Your Own Items” Activity

Lessons 13-14     Interdisciplinary Innovations in Competency Design and Academic Ability

Impact thinking, Carew & Magsamen (2010)
Design thinking, Camacho (2016)
“Your Lesson Prototype” Activity

Lesson 15     Presentations and Conclusion

Text/Reference
Books,etc. Baghaei, S., Bagheri, M. S., & Yamini, M. (2020). Analysis of IELTS and TOEFL reading and listening tests in terms of revised Bloom’s taxonomy. Cogent Education, 7(1), 1720939.

Beaty, R. E., Benedek, M., Silvia, P. J., & Schacter, D. L. (2016). Creative cognition and brain network dynamics. Trends in Cognitive Sciences, 20(2), 87-95.

Camacho, M. (2016). David Kelley: From design to design thinking at Stanford and IDEO. She Ji: The Journal of Design, Economics, and Innovation, 2(1), 88-101.

Carew, T. J., & Magsamen, S. H. (2010). Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neuron, 67(5), 685-688.

Gervais, J. (2016). The operational definition of competency‐based education. The Journal of Competency‐Based Education, 1(2), 98-106.

Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40-42.

Ryff, C. D., Miyamoto, Y., Boylan, J. M., Coe, C. L., Karasawa, M., Kawakami, N., ... & Kitayama, S. (2015). Culture, inequality, and health: evidence from the MIDUS and MIDJA comparison. Culture and Brain, 3, 1-20.

Suzuki, Y., Nakata, T., & Dekeyser, R. (2019). The desirable difficulty framework as a theoretical foundation for optimizing and researching second language practice. The Modern Language Journal, 103(3), 713-720.

Swann Jr, W. B., Chang-Schneider, C., & Larsen McClarty, K. (2007). Do people's self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62(2), 84.

UNESCO (2020). Global education monitoring report 2020: Inclusion and education: All means all. Publication No. 978-92-3-100388-2.

Yamanaka, S., & Suzuki, K. H. (2020). Japanese education reform towards twenty-first century education. Audacious education purposes: How governments transform the goals of education systems, 81-103.

PC or AV used in
Class,etc. 　

(More Details) Self-access learning center materials on a course website.

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review Take a close look at abstracts and figures in the reading list to prepare ahead. The book chapter by Yamanaka and Suzuki (2020) will play a large role in early classes and is freely available online through the publisher's website (open access: https://link.springer.com/book/10.1007/978-3-030-41882-3).

Requirements

Grading Method Discussion guides are used to accompany short documentaries and reading materials over directed topics will be provided and assessed with formative quizzes (20%). Data organization, manipulation, and visualization skills are evaluated with a final report (40%) and research presentation (40%).

Practical Experience Experienced

Summary of Practical Experience and Class Contents based on it Materials developed and used in English classroom contexts in Japan and abroad.

Message

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program
Lecture Code	WNB24054	Subject Classification	Specialized Education
Subject Name	学力・コンピテンシーデザイン発展研究
Subject Name （Katakana）
Subject Name in English	Advanced Study in Academic Ability and Competency Design
Instructor	KABIR RUSSELL SARWAR
Instructor (Katakana)	カビール　ラッセル　サーワー
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, Second Semester, 4Term
Days, Periods, and Classrooms	(4T) Tues5-8：To be announced.
Lesson Style	Seminar	Lesson Style (More Details)

Credits	2.0	Class Hours/Week		Language of Instruction	B : Japanese／English
Course Level	5 : Graduate Basic
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	08 : Curriculum and Instruction Sciences
Eligible Students
Keywords	SDG 4, academic ability, competency-based education, creative cognition, impact thinking, design thinking, big data
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	A new social contract has been proposed to both ensure a right to quality education for all and leverage the transformative potential of education to create our shared future. How this can be realistically achieved, however, is a herculean task. Toward this end, academic ability and competency design choices form a major intersection across curricula and contexts. Which ideas are most appropriate for student achievement in education for the 21st century? Has the educational management community learned anything to update its practices? How about in Japan? In Advanced Study in Academic Ability and Competency Design, we will continue our deep dive into the state of the educational sciences through topics in cognition and instructional design. Students are asked to evaluate how well frameworks from their major(s) or field(s) of education cohere with each other using the perspective of protocol harmonization. In addition, students will discover and manipulate data related to learning competencies and evaluate them for connections to ongoing research projects, program evaluations, or educational policies. For unique opportunities exclusive to this course, we will pay special attention to self-views of competence, confidence, and creativity, and a large open data set of demographic variables and English language ability measured via grammaticality judgments. Beyond quantitative analysis points, activities will include qualitative coding with rubrics based on frameworks presented throughout the course.
Class Schedule	Lessons 1-2 Defining Competency-based Education An operational definition, Gervais (2016) Global Education Monitoring Report, UNESCO (2020) Lesson 3-4 Japanese Education Reform Towards 21st Century Education The National Assessment of Academic Ability and Decentralization, Yamanaka & Suzuki (2020) "Another Japan is Possible" Discussion Activity Lesson 5-6 Research on Inequalities and Survey Data Resources for Japan MIDUS and MIDJA, Ryff et al. (2015) Resources for Open Data, Our World in Data, General Social Surveys Pew Research Center, Roper Center for Public Opinion Research “Big Data Challenge” based on Hartshorne, Tenenbaum, & Pinker (2018) Lessons 7-8 Competence, Confidence, and Creativity Self-views in everyday life, Swann Jr, Chang-Schneider, & McLarty (2007) Developmental assets, Handbook of Positive Youth Development (2021) Creative cognition, Beaty et al. (2016) SCAMPER and De Bono's Six Thinking Hats Lessons 9-10 Lower and Higher Order Thinking Skills in Instructional Design Revised Bloom’s Taxonomy, Baghaei, Bagheri, & Yamini (2020) ADDIE Model, Molenda (2015) Cognitive sequencing, Clegg, DiGirolamo, & Keele (1998) “Choose a Side: Skills or Competencies?” Debate Lessons 11-12 Desirable Difficulty and Optimized Learning Suzuki, Nakata, & Dekeyser (2019) “Design Your Own Items” Activity Lessons 13-14 Interdisciplinary Innovations in Competency Design and Academic Ability Impact thinking, Carew & Magsamen (2010) Design thinking, Camacho (2016) “Your Lesson Prototype” Activity Lesson 15 Presentations and Conclusion
Text/Reference Books,etc.	Baghaei, S., Bagheri, M. S., & Yamini, M. (2020). Analysis of IELTS and TOEFL reading and listening tests in terms of revised Bloom’s taxonomy. Cogent Education, 7(1), 1720939. Beaty, R. E., Benedek, M., Silvia, P. J., & Schacter, D. L. (2016). Creative cognition and brain network dynamics. Trends in Cognitive Sciences, 20(2), 87-95. Camacho, M. (2016). David Kelley: From design to design thinking at Stanford and IDEO. She Ji: The Journal of Design, Economics, and Innovation, 2(1), 88-101. Carew, T. J., & Magsamen, S. H. (2010). Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neuron, 67(5), 685-688. Gervais, J. (2016). The operational definition of competency‐based education. The Journal of Competency‐Based Education, 1(2), 98-106. Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40-42. Ryff, C. D., Miyamoto, Y., Boylan, J. M., Coe, C. L., Karasawa, M., Kawakami, N., ... & Kitayama, S. (2015). Culture, inequality, and health: evidence from the MIDUS and MIDJA comparison. Culture and Brain, 3, 1-20. Suzuki, Y., Nakata, T., & Dekeyser, R. (2019). The desirable difficulty framework as a theoretical foundation for optimizing and researching second language practice. The Modern Language Journal, 103(3), 713-720. Swann Jr, W. B., Chang-Schneider, C., & Larsen McClarty, K. (2007). Do people's self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62(2), 84. UNESCO (2020). Global education monitoring report 2020: Inclusion and education: All means all. Publication No. 978-92-3-100388-2. Yamanaka, S., & Suzuki, K. H. (2020). Japanese education reform towards twenty-first century education. Audacious education purposes: How governments transform the goals of education systems, 81-103.
PC or AV used in Class,etc.
(More Details)	Self-access learning center materials on a course website.
Learning techniques to be incorporated
Suggestions on Preparation and Review	Take a close look at abstracts and figures in the reading list to prepare ahead. The book chapter by Yamanaka and Suzuki (2020) will play a large role in early classes and is freely available online through the publisher's website (open access: https://link.springer.com/book/10.1007/978-3-030-41882-3).
Requirements
Grading Method	Discussion guides are used to accompany short documentaries and reading materials over directed topics will be provided and assessed with formative quizzes (20%). Data organization, manipulation, and visualization skills are evaluated with a final report (40%) and research presentation (40%).
Practical Experience	Experienced
Summary of Practical Experience and Class Contents based on it	Materials developed and used in English classroom contexts in Japan and abroad.
Message
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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