Mito 10／2 Report

• 👨‍💻 Shintaro Aoyama

• 🏫 Gunma International Academy High School, 11th grade

• Table of Contents

  • 📕 Project Overview
  • ✅ Progress Report
  • 💭 Consultation

📕 Project Overview

• In a nutshell, it is a “class that can connect across time.”
• It aims to achieve “synchronous teaching without synchronicity.”

Trade-offs between synchronous and asynchronous classes

• 

  • Real-time interaction is possible, but there are challenges such as:
    • “I want to hear the previous discussion again.”
    • “I want to see this movement in slow motion.”
    • “I want to pause and think for a moment.”
  • etc.

• 

  • Students can control the pace of the class, but there are challenges such as:
    • “I can’t ask questions to nearby classmates.”
    • “I can’t discuss with other students.”
    • “I can’t ask questions to the teacher/other students.”
  • etc.

Therefore,

• Reconsidering the synchronicity between:
• Teacher ⇄ Student
• Student ⇄ Student
• ➡️ Resolving the trade-offs

Teacher ⇄ Student

• Students can perform operations on real-time class videos such as:

  • ▶️️ Play
  • ⏸ Pause
  • ⏪ Rewind 10 seconds

• ➡️ Some of the interactions between teachers and students become asynchronous.

• 

  • Aligning the speed of receiving information and understanding it.
  • Matching the speed of information reception and understanding.

Student ⇄ Student

• If the interaction between teacher and student becomes asynchronous,

  • Synchronization among students is also lost.
  • If there is no dialogue among students, synchronous teaching loses its meaning.

• ➡️ Some of the interactions among students are pseudo-synchronous.

  • Later students can see messages from students who are ahead on the timeline.
  • Since they are experiencing the same video, it can be considered as pseudo-synchronous.
  • 

• It is not completely pseudo-synchronous, but a combination of synchronous and pseudo-synchronous.

• Medium of dialogue: Writing on the video

  • The written comments are shared.
  • Examples:
    • “Write your opinion in response to the question asked.”
    • “Write a different interpretation of the class content.”
    • “I came up with a good memorization method, so I wrote it down.”
  • 

✅ Progress Report

• User testing
• Backend development

User testing

• Originally planned for September, but it has been delayed.
• It is now in a stage where it can be conducted.
• Facing difficulties in distribution.
• Challenge: Source of class videos
  • Currently using videos of teachers from the school.
  • Looking for lecture videos that do not pose any copyright issues.

Backend

• Due to lack of experience, trial and error is being done.
• Firebase + GCE
  • Adjusting to synchronize while observing the time discrepancies among students.

💭 Consultation

• Interaction with teachers
• Nico Nico Douga clone
• Number of potential users

👨‍🏫 Interaction with teachers

• 
• Since it is real-time, teachers should also be able to view the interactions.
  • Idea: Projecting on a screen using a projector.

📺 Nico Nico Douga clone?

• There are differences:
  • Writing on the video (including coordinate information)
  • Switching between synchronous and pseudo-synchronous
    • Selecting users to connect
• However, is there no fundamental difference?
• If it continues like this, it will just become a variation of Nico Nico Douga.

👥 Number of potential users

• The number of users who own an iPad+Pencil is small.
• Originally, it was intended to be limited to individual use.

#未踏2020