Conveners
Redefining Education for Future Skills in the Post-Pandemic VUCA Era: -The Ascension of Authentic Learning Enhanced by Illuminative AI-
- Tosh Yamamoto (Kansai University)
- Yasuhiro Hayashi ()
Redefining Education for Future Skills in the Post-Pandemic VUCA Era: -The Ascension of Authentic Learning Enhanced by Illuminative AI-
- Tosh Yamamoto (Kansai University)
- Yasuhiro Hayashi ()
Description
Organizers: Tosh Yamamoto (Kansai University of International Studies), Yasuhiro Hayashi (Musashino University), Zhi Zhang (Kansai University of International Studies), Thapanee Thammetar (Silpakorn University, Thailand), Juling Shih (Network Learning Technology National Central University, Taiwan), Jintavee Khlaisang (Chulalongkorn University)
This workshop explores the ascension of authentic learning in post-pandemic education, enhanced by illuminative AI. It addresses essential factors and fundamental components of authentic learning from educators with diverse global teaching experiences. Today's university students, having experienced lockdowns during crucial developmental years, often lack fully developed social and communication skills due to limited in-person interactions. Traditional educational models focusing solely on explicit knowledge through rote memorization are now obsolete. The workshop aims to redesign AI-illuminated liberal education, incorporating active and authentic learning within global and constructive paradigms. It features innovative showcases from experts in Collaborative Online International Learning (COIL), English-mediated instruction (EMI), STEAM education, and game-based global issue discussion activities. Renowned educators from various educational tiers share AI experiences of teaching and learning to help attendees reshape their mindsets for the ascension of authentic learning in the post-pandemic era. By addressing these critical issues, the workshop seeks to equip educators with strategies to nurture essential skills in students and prepare them for the challenges of a rapidly evolving, post-pandemic world. Furthermore, as a concrete approach to promoting our research and educational collaboration, we will discuss international curriculum design and credit transfer using online university education and research frameworks.
Program: Presentations and Discussions
- Goal Setting: Opening Remarks
Dr. Tosh Yamamoto, Kansai University
Tosh explores the need for a paradigm shift in education to address the evolving demands of the post-pandemic era. By critically examining current challenges and issues in education, he introduces innovative curriculum designs aimed at fostering future-ready learners. Key topics discussed include:
(i) What skills are needed for success in the future?
(ii) What to learn? The importance of tacit knowledge: Future skills go beyond acquiring explicit knowledge; tacit knowledge plays a crucial role in human resource development.
(iii) Creating a learning ambiance for active and authentic learning: How can we implement these skills effectively in real-world, meaningful learning environments?
These insights provide a foundation for reimagining education better to prepare learners for the complexities of the future.
- Discussions & Showcases
This workshop aims to identify the essential issues for authentic education, especially in the realm of authentic learning in the Post-Pandemic era, and then showcase innovative educational practices and their progress. We intend to share some successful educational experiences with participants so that they will be inspired to get involved in conducting authentic learning for the future generation.
Renowned and experienced educators will share their experiences and report progress in their educational plans.
2.1. Showcase Presentations and Discussions
(i) Future Skills
Session 1: Authentic learning enhanced with AI and Meta-Learning Learning Analytics
Dr. Tosh Yamamoto, Kansai University
Dr. Yasuhiro Hayashi, Musashino University
A Proposal for Implementing Authentic Assessment Enhanced with Academic
Integrity in New Education Normal
From the perspective of qualitative evaluation methods of learning analytics using machine learning text mining techniques, we propose that it may be possible to realize a new authentic evaluation approach for classroom active learning. Learning evaluation methods in the active learning educational paradigm cannot rely heavily on traditional comprehensive evaluation methods in quantitative methods, so formative and qualitative evaluations that reflect the learning process evidenced in the learning outcomes or footprints, become the main part of assessment. Therefore, here we propose an approach to analyze the written reflections of the students themselves at the end of the course. We propose to develop a learning evaluation method that involves the main educational stakeholders, i.e., students, as the main players in the evaluation process. This paper deals with an evaluation strategy for authentic assessment that incorporates academic integrity, with reference to an evaluation strategy piloted in the 2021 academic year.
Keywords:
Data Scientific Approach to Assessment for Learning
Making Students Ready for the VUCA-full Future
Balancing Theory and Practice in Modern Education
Building Global Standards for Academic Collaboration
(ii) What to learn?
Session 2a: Incorporation of Explicit and Tacit Learning Knowledge and Skills into Future Skills
Fablab in Bhutan: Bridging the Skills Gap and Driving Sustainable Innovation
Prof. Koji Yamada, Japan International Cooperation Agency
Dr. Tashi, College of Science and Technology, Royal University of Bhutan
Bhutan, an inland country primarily dependent on agriculture and hydropower, continues to rely heavily on imports. This economic structure, coupled with high youth unemployment and a significant skills gap between industry and education, poses serious challenges. In response, the Bhutanese government is urgently working to diversify its industries and enhance technological capabilities by positioning Fablabs as new centers for education and innovation. The Fablab project involves establishing a Fablab at the Royal University College of Science and Technology (CST). Utilizing digital fabrication tools such as 3D modeling software, 3D printers, laser cutters, and CNC machines, the project offers hands-on technical training for students, faculty, and local technicians—providing practical "making" experiences that traditional education often lacks. This initiative is expected to improve technical education, boost youth skills, create job opportunities, and revitalize local industries. Moreover, by serving as a creative learning environment and a hub for both domestic and international technology exchange, the Fablab plays a crucial role in supporting Bhutan’s sustainable development. This session introduces the efforts being made at FabLab to incorporate explicit and implicit learning knowledge and skills into future-oriented skills.
Keywords:
Fablab and STEM Education
Digital Fabrication Tools
Explicit and Tacit Learning Knowledge
Sustainable Development
Session 2b: Nurturing an Authentic, Disruptive, and Innovative Mindset in Global COIL-Based Learning: Empirical Study
Leveraging Tacit Knowledge in Global COIL for Authentic, Disruptive Innovation
Dr. Ru-Shan CHEN, Department of Applied English, Chihlee University of Technology, Taiwan
Dr. Tosh Yamamoto, Department of Sociology, Kansai University of International Studies, Japan
This presentation discusses using Michael Polanyi’s tacit theory of knowledge to enhance college students’ authentic, disruptive, and innovative mindset through global COIL-based learning for gLocal SDGs. The initial implementation of COIL-based learning among Asian universities was structured solely around explicit knowledge within agile project teams of active English-proficient learners. However, such attempts did not yield the desired enhancement of students’ disruptive and innovative thinking, in other words, their authentic learning mindset. Learning from such a harsh experience, we would like to propose the integration of tacit learning strategies, commonly utilized in corporate project teams, into problem-based learning activities within a social entrepreneurship course. This approach aims to nurture students’ ability to think, act disruptively, and innovate effectively. We present an overview of the research progress during the post-pandemic period while highlighting key findings and implications for educational practices, showcasing some of our successful endeavors in COIL learning before and after the Pandemic.
Keywords:
authentic learning, COIL(Collaborative Online International Learning), disruptive and
innovative mindset, tacit theory of knowledge, PBL(Problem-Based
Learning), SDGs (Sustainable Developmental Goals)
(iii) Active and Authentic Learning
Session 3:
Oceanic Summit: Co-strategizing with AI issues
Dr. Juling Shih & Tasi Chen Hung (Jerry), National Central University Institute of Network Learning Technology
The Oceanic Summit: Co-Strategizing with AIissue is an educational Model United Nations (MUN) activity designed to enhance students’ understanding of ocean issues and collaborative problem-solving. Divided into six nations, students address three key ocean challenges over three rounds. Each team can consult AIissue, an AI consultant based on ChatGPT, to analyze strategies, evaluate decision-making pros and cons, and explore alternative solutions. The activity progresses through three phases: internal discussions supported by AI issues, diplomatic negotiations with other teams to reach a consensus, and a voting process to finalize decisions for each round. This simulation integrates AI to help students develop strategic thinking, teamwork, and a deeper understanding of global challenges. By combining AI consultation with collaborative diplomacy, the activity encourages informed decision-making while illustrating the potential and limitations of AI in addressing real-world issues.
Keywords:
Oceanic Summit
Model United Nations (MUN)
AI Consultant (AIissue)
Collaborative Problem-Solving
Session 4: Utilization of Learner-Centered AI Technology and Educational Design through the Expansion of International Distance Education
Workshop Organizers & Moderators: Dr. Tosh Yamamoto, Dr Yasuhiro. Hayashi,
Dr. Thapanee Thammetar, Dr. Jintavee Khlaisang
In international distance education, it is essential to make prior preparations—such as providing a flexible learning environment through the utilization of AI technology, enhancing communication and feedback to accommodate multiple languages and cultures, and implementing inclusive curricula and educational practices through innovative educational design—in order to mitigate and eliminate gaps among students and teachers related to age, gender, nationality, time differences, language, culture, and biases. Furthermore, within the virtual campus enabled by these preparations, actions and support that overcome the ephemeral nature of remote interactions and the everyday events in one’s own life are required to sustain mutual motivation and trust. In other words, context awareness and presence assertion become critically important issues. In this session, we will discuss curriculum design and credit transfer as concrete approaches to promoting our research and educational collaborations through the expansion of international distance education by leveraging learner-centered AI technology and educational design.
Keywords:
Learner-centered AI Technology
Flexible Learning Environment
Context Awareness and Presence Assertion
Inclusive Curriculum Design
4.1. Context Awareness and Presence Assertion on the MIDS Learning Environment System
Dr. Yasuhiro Hayashi
This presentation introduces efforts in international remote education, emphasizing Musashino International Data Science (MIDS)’s role in bridging geographical gaps and building global learning communities. The Learning Management System (LMS) is utilized as a central hub for managing resources, scheduling, and assessments. Designed with a modular structure, high customizability, and seamless integration with external tools, its user-friendly interface—focused on accessibility and responsive design—enhances the learning experience. To counteract the loss of natural face-to-face interaction in online education, context awareness and presence assertion strategies are implemented. Conventional video conferencing, chat, forums, group discussions, real-time Q&A, commenting features, evaluation systems, and scheduling data are leveraged to interpret user contexts and strengthen communication and feedback. Current progress in these areas will be reported.
4.2. Machine Translation for Multilingual and Multicultural Support
Dr. Virach Sornlertlamvanich
In an online environment where learners from diverse nationalities and cultures gather, accurate translation capabilities are essential. The implementation of automated translation tools and captioning features helps reduce language barriers and promotes smooth communication.
Moreover, beyond mere translation, localization that considers cultural backgrounds and contextual differences is necessary. This approach prevents misunderstandings in expression and ensures that the learning content is conveyed accurately.
Current progress in these preparations will be reported.
4.3. Learner-Centered Educational Design in International Distance Education
Describe the degree acquisition process at each participating institution and clarify the points of connection with other universities' educational systems, determining the appropriate timing and methods. Furthermore, compare the curricula of each participating school to explore possibilities for credit transfer and updates to curricula that enable students to learn universal methodologies through internationally and practically oriented themes. Finally, develop a concrete action plan for MOU partnerships and educational-research collaborations with partner universities in 2025.
Participants:
Dr. Tosh Yamamoto, Kansai University, Japan
Dr. Tashi, Royal University of Bhutan, Bhutan
Dr. Ru-Shan Chen, Chihlee University of Technology, Taiwan
Dr. Juling Shih, National Central University, Taiwan
Dr. Tasi Chen Hung (Jerry) , National Central University, Taiwan
Dr. Thapanee Thammetar, Silpakorn University, Thailand
Dr. Jintavee Khlaisang, Chulalongkorn University, Thailand
Dr. Anuchai Theeraroungchaisri, Chulalongkorn University, Thailand
Dr. Anirut Satiman, Silpakorn University, Thailand
Dr. Rusada Natthaphatwirata, Prince of Songkla University, Thailand
Dr. Prakob Koraneekij, Chulalongkorn University, Thailand
Mr. Koji Yamada, Japan International Cooperation Agency
Dr. Yasuhiro Hayashi, Musashino University, Japan
Dr. Virach Sornlertlamvanich, Musashino University, Japan
Mr. Takashi Kumagai, Musashino University, Japan
