HOZAKI, Norio

写真a

Affiliation

Faculty of Human Sciences, School of Human Sciences

Job title

Professor
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Concurrent Post 【 display / non-display 】

  • Faculty of Human Sciences   Graduate School of Human Sciences

  • Faculty of Education and Integrated Arts and Sciences   School of Education

  • Affiliated organization   Global Education Center

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Education 【 display / non-display 】

  • 1980.12
    -
    1987.12

    U.S.A The Ohio State University   Graduate School, Division of Educational Communication   Media Education Foreign Lang. Edu. , Educational Communication  

  • 1973.04
    -
    1977.03

    Kanazawa University   School of Law  

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Degree 【 display / non-display 】

  • The Ohio State University (U.S.A.)   Ph.D. in Instructional Design & Technology, Foreign Lang. Edu.

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Professional Memberships 【 display / non-display 】

  • 2006.04
    -
    Now

    Association of

  • 2000.04
    -
    Now

    The Japan Association for Educational Media Study

  • 1996.04
    -
    Now

    Association of Language Education & Technology

  • 1986.04
    -
    Now

    Japan Society of Educational Technology

  • 1992.04
    -
    2010.03

    広島大学留学生センター

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Research Areas 【 display / non-display 】

  • Foreign language education

  • Educational technology

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Research Interests 【 display / non-display 】

  • Language Edu., Media Literacy Edu., Edu. Communication, Experiential Learning

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Papers 【 display / non-display 】

  • Guided Reflection to EnhanceDiscussion Leader Effectiveness in a Japanese as a Foreign Language Environment

    Eri Terada Mari Noda & Norio Hozaki

    Kyoto University Researches in Higher Education   ( 25 ) 25 - 36  2019.12  [Refereed]

    Authorship：Last author

  • A Case Study of Analysis of Class Activities observed by Teaching Assistants

    FUJISHIRO, Haruka, HOZAKI, Norio

    Kyoto University Researches in Higher Education   ( 24 ) 45 - 54  2018.12  [Refereed]

    Authorship：Last author

  • A study of recognition of hand-writing and hand-written words

    Eri Terada, Norio Hozaki

    Japan Journal of Educational Technology   42 ( Suppl. ) 145 - 148  2018  [Refereed]

    Authorship：Last author

    　View Summary

    Recognition of hand writing and hand-written words was investigated amont three groups,<br />
    1) ordonary college students, 2) calligraphers, and 3) e-school students.<br />
    The result indicated e-school students, with a higher mean of age, showed a positive reaction toward online writing, prpbably because they are learning 100% online.

  • Construction of an English Discussion Board Using TED Talks Videos and its Practice: Focusing on intercollegiate discussions

    Norio Hozaki

    Gunnma Kosen Review   ( 35 ) 39 - 45  2016.11

    Authorship：Last author

    　View Summary

    Construction of an Online English Discussion Board is introduced. The participaing college students on Moodle-based online discussion system showed a great interest in the learning system.

  • An Analysis of Student Interaction and English Language Use Through Online Discussion

    Norio Hozaki

    Journal of Center for Educational Research and Development, Tokai Univeristy   1   27 - 41  2016.11  [Refereed]

    Authorship：Last author

    　View Summary

    After introducing the design of a customized Moodle communication system called &quot;TEDiscussion,&quot; actual online write-ins are introduced and analyzed. Aspects analyzed include (1) how the information from the video clips, speech scripts and subtitles affected the students&#039; comprehensikon, (2) whhat kind of questions effectively broke the ice for the students during discussion.

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Books and Other Publications 【 display / non-display 】

  • Overseas Training x Deep Active Learning

    Hozaki, Norio, Fujishiro Haruka( Part： Joint author, Preface Introduction Chapter 1 Concluding remarks)

    Waseda University Press  2021.04

  • Creative activities of visual representation in an authentic situation

    Hozaki, Norio( Part： Contributor)

    Nakanishiya Pub. Co. Ltd.  2016.07

  • Proposed suggestions of FLES by using Eigo Manabi Nooto

    Norio Hozaki( Part： Contributor)

    Educational Center at Tokorozawa  2009.12

    　View Summary

    By using the courseware material developed by Educatrion Center of Tokorozawa city, Saitama Pref, Tokorozawa English Adventure II," how English class at elementary school could be consructed and practiced was introduced.

  • Educational Communication

    Norio Hozaki( Part： Contributor)

    Asakura Publishing Company  2008.10

    　View Summary

    Introducting the fundamental concept of Educational Communication studies by means of the author's specialized areas such as language communication and media commnications studies.

  • 大学の英語教育を変える 第1章「英語コミュニケーション教育をどのように創り上げるか」

    Norio Hozaki( Part： Contributor)

    玉川大学出版  2008.05 ISBN: 9784472403637

    　View Summary

    For English communication to be enhanced, the following three aspects are to be trained and instructed on an individual basis and comphrehensively.
    1) Human-related representation,
    2) Language-based expressions, and
    3) Media (symbol system) -assisted representation.

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Works 【 display / non-display 】

  • NIhonGO_NOW!教科書シリーズ

    Noda, Mari, Director) Hozaki, Norio (Location manager  Educational material 

    2020.12
    -
    Now

  • How parents can develop kids' communication skills

    2008.02
    -
    　

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Other 【 display / non-display 】

  • Development of promotion video of small-scale companies in Saitama Prefecture

    2012.04
    -
    2021.03

    　View Summary

    ”Media lab" conducted by Hozaki seminar of Waseda U, School of Human Sciences, made promotion video clips of small-scale companies in Saitama Pref. each year until 2021. The project was managed by Saitama Prefectural Government. The lab made 4 videos each year from 2012 to 2020.

  • Project of Elementary School English Education

    2006.04
    -
    2011.03

    　View Summary

    In this lecture of English Education at a local elementary school in Tokorozawa, the following topics were introduced with several suggestions. 1) How to use appropriately "Eigo Note" published by Min. of Education and Science 2) Effective communication between homeroom teachers and assistannt E. teachers 3) How to bridge between elementary and junior high school in English education

  • My School, Tokorozawa

    2003.04
    -
    2007.03
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Research Projects 【 display / non-display 】

  • 大学生における対人葛藤の創造的調整を促進する介入モデルの開発と効果検証

    基盤研究(C)

    Project Year :

    2019.04
    -
    2024.03
     

    山地 弘起, 保崎 則雄, 三隅 友子, 田中 東子, 谷 美奈

    Authorship： Coinvestigator(s)

  • 工学分野の語学と実習を同時に学べる多言語e-learning教材の開発と授業実践

    基盤研究(C)

    Project Year :

    2020.04
    -
    2023.03
     

    土井 香乙里、保崎則雄

    Authorship： Coinvestigator(s)

  • とっさの判断から展開する対話、表現活動を取り入れた授業内活動の設計、実施と評価

    基盤研究(C)

    Project Year :

    2020.04
    -
    2023.03
     

    保崎 則雄、藤城晴佳、山地弘起、斎藤隆枝、土井香乙里、北村史

    Authorship： Principal investigator

  • Development of a socioemotional learning program aiming at authentic self-expression and functional social adjustment among college students

    Grant-in-Aid for Scientific Research (C)

    Project Year :

    2015.04
    -
    2019.03
     

    YAMAJI Hiroki

    Authorship： Coinvestigator(s)

    　View Summary

    In this research, we developed pilot courses that would promote awareness and mutual exploration of college students' communication habits, and that would make possible the utilization and construction of newly learned knowledge and skills in one's communication activities. After separate practical studies in four communication domains (somatic, verbal, media, and cross-cultural), it was suggested that the general guidelines common to all domains include the preparation of a rather unusual learning context that engenders deep relating and mutual support, whereby each student is able to experience collaborative achievement through some kind of interpersonal conflict.

  • Comprehensive analysis of blended learning in studetns' BBS comments and grade

    Grant-in-Aid for Scientific Research (C)

    Project Year :

    2015.04
    -
    2018.03
     

    Hozaki Norio

    Authorship： Principal investigator

    　View Summary

    The present study intended to clarify the process of online communication/discussion on BBS in the blended class, Presentation Basics, with five on-demand classes followed by one face-to-face class session. On BBS discussion, the most frequent kind of postings was linear 2-3 writing chain as was anticipated. One main reason for the chain of postings to end was caused by consolidating and concluding comments. On the other hand, for a writing chain to continue was because of raising questions and expanding topics through personal experiences. Quite interestingly, the second writing followed by the first writing after seeing the class video was found significantly important when considered the continuity and expansion of the discussion.

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Presentations 【 display / non-display 】

  • Practical problems in CLIL and EMI at J.H.S. to college class

    Saito Takae, Hozaki Norio, Dosho Kanami, Sekine Hanna

    Presentation date： 2021.03

    Event date：
    2021.03
    　
    　

  • Analysis of collaborative group work embedded into online media production class

    Tominaga Asami, Fujishiro Haruka, Hozaki Norio

    Presentation date： 2021.03

    Event date：
    2021.03
    　
    　

  • Students' relations in online learning settings: how teachers recognize and anticipate

    Yamaji Hiroki, Misumi Tomoko, Hozaki Norio, Tani MIna, Tanaka Tohko

    Presentation date： 2021.03

    Event date：
    2021.03
    　
    　

  • Consideration of ICT use mediating curriculum materials at J.H.S., S.H.S. and college

    Hozaki Norio, Saito Takae, Dosho Kanami, Sekine Hanna

    Presentation date： 2021.03

    Event date：
    2021.03
    　
    　

  • A hope list of re-evaluating parameters and actual problems to solve in EMI-based "media production studies" class

    Norio Hozaki, Haruka Fujishiro, Hannah Sekine, Takae Saito

    The 7th International Conference on Foreign Language Education and Technology (FLEAT) 

    Presentation date： 2019.08

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Specific Research 【 display / non-display 】

  • 短期海外研修に参加し、主体的な活動をした学生の活動後の振り返りを総括的に分析する

    2021   藤城晴佳

    　View Summary

    2020年度は、COVID-19の影響で本研究対象の「短期米国研修」（9月）の実施ができなかったため、2019年度までに18年間継続して実施した同種の研修を分析し、過去の研修参加者のリフレクションを試みた。その内容を分析したものを以下分類して記述する。参加者は2001年度から2018年度まで18年間に渡る。まず研修の構造を３つのステージに分けて分析した。１）準備の段階（Preparation stage）&nbsp;「状況に埋め込まれ学習」「米国入植史」などの輪読２）実践の段階（Improvisation stage）その場で判断した言動の実践３）評価の段階（Reflection stage）次年度に繋げる省察

  • 評価対象としない授業の振り返りにおける相当教員とのトランザクション対話の効果

    2019   藤城晴佳

    　View Summary

    2019年度の対面授業での「授業アンケート」での記述データを分析して、以下の点が明らかになった。１）成績に組み込まないというメッセージに２割程度の学生は組み込まれると考えたこと２）評価を意識せずに書けるという安心感を持ったこと３）教員が毎週返事を書いてくれるので、次に書く動機付けになったこと４）意見の違いと見解の相違が明らかになり、より議論をするようになったこと教育でよく行われる「振り返り」「リフレクション」のようなものの多くは、授業内容の理解を確かめるという視点と何かしらの学生評価のために行われていることが先行研究で明らかになっているが、評価という枠をはずすと興味深い反応が返って来た。

  • 「対話」重視のリフレクション活動が制作・表現型授業における学びに与える影響の分析

    2018   山地弘起

    　View Summary

    This study intended to clarifyhow college students differently learn in college class and “sprung out ofcollege” production activities based on the contract. What is to be learned incollege class is generally and comprehensively fixed or rigidly constructed as inthe situation, teacher vs. student, or evaluator vs. evaluatee. Extracurricularactivities outside college class could provide totally different but stillquite educational experiences as well as various aspects of learning embeddedin the process of video production in this study. An activity of producing promotionvideos of small-sized enterprises in Saitama Pref. by working together withSaitama Prefectural Government implies very educationally meaningful learning. Moreimportantly, this study has been focusing on what and how students learnthrough “revising” once submitted video products more than twice by the requestscoming from, not a class teacher but the clients and/or the public employees. Students/participantsgradually modify and expand their learning through this negotiating and sometimesfrustrating process. Students’ best products may or may not be the mostdesirable end products to the enterprises. The interviews with students showtheir learning was sometimes unexpectedly modified and re-purposed in theactivities. @font-face { font-family: "Cambria Math";}@font-face { font-family: 游明朝;}@font-face { font-family: "ＭＳ Ｐゴシック";}@font-face { font-family: "@ＭＳ Ｐゴシック";}@font-face { font-family: "@游明朝";}p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0mm 0mm 0.0001pt; text-align: justify; font-size: 12pt; font-family: "游明朝", serif; }.MsoChpDefault { font-size: 12pt; font-family: "游明朝", serif; }div.WordSection1 { }

  • TAの授業への参与観察に注目した受講学生の授業リフレクションに関する調査と分析

    2017   藤城晴佳

    　View Summary

    映像制作の授業「Media Production Studies」においてTAが授業に参与観察し、学生のリフレクションを分析した結果、１）映像制作という想像的な学びを行う学習課題によってリフレクションの構成要素の差異、２）フィールドノーツを主とした記述的分析から、学びにおけるリフレクションは、①自己の理解や認識を深める（俯瞰的な）もの、②他者に向けて意見をまとめ発表する（発信型）2種類の目的が存在すること、３）新たなメタ認知的な省察、が明らかになった。加えて、協働学習についての分析で、表現モードごとの相互コミュニケーションが学びのプロセス過程で行われていることが明らかになった。

  • オンデマンド授業視聴後のディスカッションでの多様なfeedback効果の分析

    2015  

    　View Summary

    本研究では、2014年度の予備的な実践、評価（伊澤、保崎、2014）を踏まえ、2015年度にオンマントと対面授業をブレンドした「プレゼン基礎」の授業での実践、また、関連して「TED discussion」（飯野他、2015）でのオンラインコミュニティでの英語でのコミュニケーション活動を実施した。その結果、現時点では、以下のことが明らかになり継続して分析が必要である。１）指導教員のフォローするコメントの内容により、書き込みの内容が明らかに変化し、学生は能動的にも受動的にも変容する傾向がある。２）当該活動に熱心な学生ほど、ひとつのトピックを継続して書き込み、展開する傾向が観察される。

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Overseas Activities 【 display / non-display 】

  • 米国マサチュウセッツ州、ボストン市における教員の質向上のための研修の分析と同州におけるメディアリテラシ育成の教育の分析

    2009.08
    -
    2010.07

    アメリカ   Dartmouth College、Boston College

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Syllabus 【 display / non-display 】

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Social Activities 【 display / non-display 】

  • BSi（TBSのBS)

    BSi（TBSのBS) 

    2005.08
    -
    　

    　View Summary

    特色ある英語教育活動を行っている早稲田塾の韓国進出の様子を、朝日広告社が特集した中で、英語教育の問題点、課題を指摘した。特に一英語塾を応援するというものではなく、現在の英語教育をわかりやすく分析したもの。

  • NHK「いっと６けん」

    NHK「いっと６けん」 

    2005.06
    -
    　

    　View Summary

    研究室で行っている、所沢市教育委員会、シティケーブルネットとの産官学三者連携で学生が取材、制作活動を行っている、学校紹介番組「マイスクールところざわ」の番組制作の様子が、放映された。

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