Updated on 2024/05/01

写真a

 
MOCHIZUKI, Toshio
 
Affiliation
Faculty of Human Sciences, School of Human Sciences
Job title
Associate Professor
Degree
博士（学術） ( 総合研究大学院大学（総研大） )
修士（政策・メディア） ( 慶應義塾大学 )
Homepage URL
http://www.mochi-lab.net
Profile

2000年慶應義塾大学環境情報学部卒．2004年総合研究大学院大学文化科学研究科メディア社会文化専攻博士後期課程修了．博士（学術）．2003年日本学術振興会特別研究員．2004〜2006年神戸大学学術情報基盤センター助手．2006〜2009年東京大学大学総合教育研究センターマイクロソフト先進教育環境寄附研究部門特任准教授，2008年専修大学ネットワーク情報学部講師，2013年より准教授（〜2024年3月まで）．2015〜2016年米国Rutgers 大学Graduate School of Education訪問研究員．現在，協調学習支援システム（CSCL）の開発と実践研究に従事．とくに協調学習の学習活動の可視化による共調整および社会的共有調整や，認識的認知(epistemic cognition)に関する研究に従事し，学習の社会的・認知的側面にかかわるperspectve-taking（視点転換）を支援することに関心をもつ．近年は国際共同研究を推進している．2004年日本教育工学会研究奨励賞，2005年日本教育工学会論文賞，2008年ED-MEDIA 2008 Outstanding Paper AwardおよびOutstanding Poster Award，日本科学教育学会論文賞，2009年CSCL2009 Best Technology Design Award，2017年HAI(Human-Agent Interaction)2019 Best Poster Awardを受賞．日本教育工学会（理事・編集担当），教育システム情報学会，日本認知科学会，日本科学教育学会，アメリカ教育学会，国際学習科学会（Membership Committee Co-Chair）各会員．Information and Technology in Education and LearningのFounding Co-Editor-in-Chief。

Research Experience

  • 2024.04
    -
    Now

    Waseda University   Faculty of Human   Associate Professor

  • 2024.04
    -
    Now

    Senshu University   School of Network and Information   Part-time lecturer

  • 2013.04
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    2024.03

    Senshu University   School of Network and Information

  • 2017.04
    -
    2018.03

    Waseda University   Faculty of Human Sciences

  • 2008.04
    -
    2013.03

    Assistant Professor, School of Network and Information, Senshu University

  • 2008.04
    -
    2010.03

    Visiting Researcher, Research Center for Human Innovation, Aoyama Gakuin University

  • 2008.04
    -
    2009.03

    Project Adjunct Associate Professor, Microsoft chair or Educational Environment and Technology, Center for Research and Development of Higher Education, The University of Tokyo

  • 2006.04
    -
    2008.03

    Visiting Associate Professor, Microsoft chair of Educational Environment and Technology, Center for Research and Development of Higher Education, The University of Tokyo

  • 2005.06
    -
    2008.03

    Visiting Researcher, Research Institute, Aoyama Gakuin University

  • 2006.06
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    Visiting Associate Professor, National Institute of Multimedia Education

  • 2004.04
    -
    2006.03

    Assistant Professor, Information Science and Technology Center, Kobe University

  • 2003.04
    -
    2004.03

    Research Fellow, the Japan Society for the Promotion of Science

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Education Background

  • 2002.04
    -
    2004.09

    The Graduate University for Advanced Studies   School of Cultural Science   Department of Cyber Society and Culture  

  • 2000.04
    -
    2002.03

    Keio University   Graduate School of Media and Governance  

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    -
    2000.03

    Keio University   Faculty of Environment and Information Studies  

Committee Memberships

  • 2023.09
    -
    Now

    神奈川県立生田東高等学校  生成AIリーディングDX校, 指導助言者

  • 2022.05
    -
    Now

    神奈川県立生田東高等学校  ICT利活用授業研究推進指定校事業の指導助言者

  • 2023.04
    -
    2025.03

    神奈川県立新城高等学校  顧問（教育課程研究開発校【学習評価に係る研究】の指導助言者として）

  • 2022.11
    -
    2024.03

    神奈川県立上溝高等学校  教育課程研究開発校【学習評価に係る研究】の指導助言者

  • 2022.11
    -
    2023.03

    神奈川県立横浜栄高等学校  プログラミング教育研究推進校の指導助言者

  • 2022.07
    -
    2023.03

    神奈川県立新城高等学校  教育課程研究開発校【学習評価に係る研究】の指導助言者

  • 2020.04
    -
    2022.03

    神奈川県立相模原総合高等学校  国立教育政策研究所教育課程研究指定校事業（共通教科・情報）指導助言者

  • 2018.04
    -
    2020.03

    神奈川県立生田東高等学校  国立教育政策研究所教育課程研究指定校事業（共通教科・情報）指導助言者

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Professional Memberships

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    American Educational Research Association

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    International Society of the Learning Sciences

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    Japan Society for Science Education

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    The Japanese Association of Educational Psychology

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    Japanese Cognitive Science Society

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    Japanese Society for Information and Systems in Education

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    Japan Society for Educational Technology

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Research Areas

  • Educational technology   Educational technology

Research Interests

  • CSCL

  • 協調学習支援システム

  • 情報科教育

  • 情報教育

  • 学習科学

  • 教育工学

  • Collaborative Learning

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Awards

  • Human Agent Interaction 2019 Best Poster Award

    2019.10  

    Winner： HISATOMI Ayane, ISHII Yutaka, MOCHIZUKI Toshio, EGI Hironori, KUBOTA Yoshihiko, KATO Hiroshi

    　View Summary

    Development of a prototype of face-to-face conversational holographic agent for encouraging co-regulation of learning.
    https://dl.acm.org/citation.cfm?id=3352802

  • CSCL2017 Best Technology Design Award Nominee

    2017.06   International Society of the Learning Sciences  

    Winner： MOCHIZUKI Toshio

    　View Summary

    Effects of Perspective-Taking Through Tangible Puppetry in Microteaching Role-Play
    Toshio Mochizuki, Takehiro Wakimoto, Hiroshi Sasaki, Ryoya Hirayama, Hideo Funaoi, Yoshihiko Kubota, Hideyuki Suzuki, Hiroshi Kato

  • CSCL2017 Best Paper Award Nominee

    2017.06   International Society of the Learning Sciences  

    Winner： MOCHIZUKI Toshio

    　View Summary

    Effects of Perspective-Taking Through Tangible Puppetry in Microteaching Role-Play
    Toshio Mochizuki, Takehiro Wakimoto, Hiroshi Sasaki, Ryoya Hirayama, Hideo Funaoi, Yoshihiko Kubota, Hideyuki Suzuki, Hiroshi Kato

  • CSCL2009 Best Technology Design Paper Award

    2009.06   International Society of the Learning Sciences  

  • Outstanding Paper Award, Japan Society for Science Education

    2008.08  

  • ED-MEDIA 2008 Outstanding Poster Award

    2008.07  

  • ED-MEDIA 2008 Outstanding Paper Award

    2008.07  

  • Best Paper Award, Japan Society for Educational Technology

    2005.09  

  • CSCL2005 Best Paper Award Nominee

    2005.06  

  • Outstanding Young Researcher Award, Japan Society for Educational Technology

    2004.09  

  • 株式会社 電通国際情報サービス主催 学生論文ISID賞 2位入賞

    2000.03  

    　View Summary

    論題「コラボレーションネットワークにおけるデジタルコンテンツとその権利保護の在り方について-著作物の自律分散流通システムの提案-」

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Media Coverage

 

Papers

  • Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching

    Toshio Mochizuki, Hiroshi Sasaki, Takehiro Wakimoto, Yoshihiko Kubota, Brendan Eagan, Ryoya Hirayama, Yuta Yamaguchi, Natsumi Yuki, Hideo Funaoi, Hideyuki Suzuki, Hiroshi Kato

    International Journal of Computer-Supported Collaborative Learning   17 ( 4 ) 489 - 518  2022.12  [Refereed]  [International journal]  [International coauthorship]

    Authorship：Lead author, Corresponding author

    　View Summary

    This study examined microteaching using computer-supported collaborative learning (CSCL) to assist student teachers in anticipating student voices and achieving authentic role-play. To achieve this, the design had two manipulatives: tangible puppets as “mediating manipulatives” that allow student teachers to elicit a variety of imaginary student voices in microteaching role-plays and three-dimensional animations as “perspective-taking manipulatives” that allow student teachers to dynamically switch viewpoints in reflection. This study aims to investigate how the combination of mediating and perspective-taking manipulatives helps student teachers foster the perspective-taking of imaginary students in their microteaching role-playing and reflection. We employed epistemic network analysis (ENA) to analyze discourse data collected both in the microteaching performances (including the tangible puppetry microteaching) and in the reflections. The results showed that the combination of the two manipulatives was effective for achieving the immediate transfer of imaginary students’ perspectives. Further qualitative analysis enabled by ENA indicated that the perspective-taking manipulatives were effective in bolstering perspective-taking due to the nonverbal aspects of students’ voices enacted in the role-play performances.

    DOI

  • A case study of process performances during a small-group activity: comparison between a round-shaped and a crescent-shaped seating arrangements in studio-style learning spaces

    Kazumasa Hayashi, Toshio Mochizuki, Yuhei Yamauchi

    Learning Environments Research    2022.11  [Refereed]  [International journal]

    　View Summary

    This research explored the best shapes and layouts of seating arrangements for fostering process performances of students in studio-style learning spaces, which have emerged in the development of collaborative learning environments in higher education. We conducted a design case study to explore both team and individual process performances during a small-group activity in a round-shaped and a crescent-shaped seating arrangement. Evaluators observed and measured the individual process performance of each group member together with the team process performances of each group. All factor scores of the individual process performance were higher in the crescent-shaped seating arrangement than in the round-shaped seating arrangement, with substantive effect sizes. In the group process performance, the factor scores of ‘planning and process’ and ‘independence and leadership’ in the crescent-shaped seating arrangement were substantially higher than those of the round-shaped arrangement, indicating that the crescent-shaped seating arrangement fostered students’ ability to collaborate responsibly in their project work. Video analysis revealed that groups in the crescent-shaped layout tended to have more eye-contact and to spend less time planning, which indicates that such sociopetal effects have the potential to promote efficiency in the discussion between people seated in a crescent-shaped arrangement. We discuss the necessity to take students’ seating arrangements into consideration regarding the sociopetal, as well as a proximal focal point and less-disparate distance between the leader and other participants to allow them to engage in their own work better.

    DOI

  • Information Literacy Based on Epistemic Cognition and Its Learning Environments Design in Post-Truth Era

    Mochizuki Toshio, Chinn Clark A., Yamaguchi Etsuji, Oura Hiroki

    Transactions of Japanese Society for Information and Systems in Education   39 ( 1 ) 17 - 34  2022  [Refereed]  [Invited]

    Authorship：Lead author, Corresponding author

    　View Summary

    <p>In today's "post-truth" era, lay citizens have difficulty trusting and judging what is true based on their integrated comprehension of various information. The amount, diversity, and complexity of information has increased dramatically causing rampant conflicting information originating even from reliable sources in topics such as vaccines, diets, educational methods, and so on. This paper reviews research in epistemic cognition that explores new ways of information literacy in order to improve the abovementioned situation. Based on the AIR model for epistemic cognition, which places particular emphasis on evidential practices, we explain the Grasp of Evidence framework which captures competencies that include evaluation, interpretation, and integration of evidence, as well as evaluation of testimonies of experts who provide such information. Our three projects that explore innovative forms of information literacy education based on the framework are also described in this paper.</p>

    DOI CiNii

  • Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

    Toshio Mochizuki, Toshihisa Nishimori, Mio Tsubakimoto, Hiroki Oura, Tomomi Sato, Henrik Johansson, Jun Nakahara, Yuhei Yamauchi

    Educational Technology Research and Development   67 ( 5 ) 1197 - 1230  2019.06  [Refereed]

    Authorship：Lead author, Corresponding author

    　View Summary

    This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin’s model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text’s argument, and linking students’ ideas to the text’s argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students’ use of appropriate reading and writing strategies.

    DOI

  • Reconsidering the Theory of Emergent Division of Labor for Designing Collaborative Learning Environment

    Mochizuki Toshio, Kato Hiroshi

    Transactions of Japanese Society for Information and Systems in Education   34 ( 2 ) 84 - 97  2017.04  [Refereed]  [Invited]

    Authorship：Lead author

    　View Summary

    <p>This paper discusses the design principles for collaborative learning environments based on the Emergent Division of Labor (EDL) theory. In recent research in the learning sciences, two theories of regulation of learning have emerged; Shared Epistemic Agency (SEA) and Socially Shared Regulation of Learning (SSRL), which aim to theorize group-level of epistemic agency and metacognitive regulation of collaborative learning. We will introduce the theories of SEA and SSRL, research in CSCL with systems related to the two theories, and following the current trend in research, will discuss and elaborate on the EDL theory and the design principles for the development of the learning environments aimed at fostering the students' full participation in collaborative learning. We will then propose three additional design principles for the collaborative learning environment based on the EDL theory.</p>

    DOI CiNii

  • EduceBoard: A Tangible Learning System to Support Teaching Simulation and Reflection through Playing Puppet Shows

      18 ( 3 ) 195 - 208  2016.08  [Refereed]

    　View Summary

    This study develops and evaluates EduceBoard which enables students to role-play based on various voices from students through Microteaching. We point out that students are unable to play the diverse roles of children due to psychological inhibition and other factors in microteaching. EduceBoard is a tangible teaching simulation system that assists microteaching by enabling students to play with puppets and to reflect on their play recorded on the server. Research was conducted to compare the normal microteaching and the teaching simulation using EduceBoard, demonstrating that the use of EduceBoard assisted the student teachers in playing diverse roles which were not seen in normal microteaching. It also allowed more thorough reflection and discussion that focused on minor behavior.

    DOI

  • LiveScreenBoard : Development and Evaluation of a Personal Desktop Sharing Tool for Emergent Division of Labor(Paper on Educational System Development,<Special Issue>Learning Environment and Learning Support in One-to-One Computing Stage)

    MOCHIZUKI Toshio, OURA Hiroki, YAEGASHI Kazaru, NISHIMORI Toshihisa, KATO Hiroshi

    Japan Journal of Educational Technology   38 ( 3 ) 211 - 223  2014.12  [Refereed]

    Authorship：Lead author, Corresponding author

    　View Summary

    Laptop computers and tablet PCs have become common, and one-to-one computing environments are prepared in many educational institutions. In this paper, the authors developed a desktop sharing application, which referred to as "LiveScreenBoard", to share personal desktop situations among members in a group, in order to support emergent division of labor in collaborative learning with personal computers in face-to-face setting. LiveScreenBoard retrieves and distributes a real time update of the status of each member's desktop status every 30 seconds. The result of the evaluation showed that LiveScreenBoard allowed learners to keep tracks of each other's status in their group activity, with awareness enough to recognize problems or fine performances of their partners. In addition, LiveScreenBoard allowed the learners to realize their partners recognized their own desktop status; accordingly, the learners could reflect on their performance, provide each other with guidance, and incorporate their partner's approach of learning.

    DOI CiNii

  • Design-Based Research of Teacher Education Aimed at Understanding the Teaching Profession: Effects of Interventions on the SNS for Connecting Campus and Field Experience

    KITAZAWA Takeshi, MOCHIZUKI Toshio

    Journal of Science Education in Japan   38 ( 2 ) 117 - 134  2014.09  [Refereed]

    　View Summary

    New teachers who are shocked by real-world classroom situations—such as rules of the local school, human relationships in a shielded environment, and the reality of teaching children—tend to leave the workforce within a few years, and it has become necessary to educate student teachers in the universities with a focus on adaptive professional socialization of teachers (Zeichner & Gore, 1990) to overcome this problem. We have provided a SNS (Social Networking Service) where pre-service teachers can have a dialogue based on their report of experiences during their practice teaching. However, in order to promote the professional socialization of teachers, we designed a new SNS where experienced teachers can participate in a lesson. We then compared by year the effects of studying the changed lesson. We revised the design of the pre-teaching from the year 2010, and altered the lesson design of the pre-teaching for the year 2012, so that an experienced teacher can join face-to-face lessons and a university teacher and an experienced teacher waited to submit their comments to SNS until almost all students had submitted. As we aimed to increase submission of diaries and comments about professional socialization, we changed the classroom design in the year 2013, introducing storytelling about the image of their practice teaching, and the way of intervention in SNS by an experienced teacher. The results show an increase of diaries and comments which were submitted to SNS about "social behavior as professionals," "commitment towards work," "value and standpoint as teachers," "expectation and actuality of schools" and "efficacy".

    DOI CiNii

  • MEET Video Explorer : Development and Evaluation of Software for Watching Video Clips that Supports Student's Problem Setting in Higher Education(<Special Issue>Learning Environment and Learning Support in One-to-One Computing Stage)

    NISHIMORI Toshihisa, MOCHIZUKI Toshio, TSUBAKIMOTO Mio, YAMAUCHI Yuhei, HISAMATSU Shinichi, NAKAHARA Jun, OURA Hiroki

    Japan Journal of Educational Technology   38 ( 3 ) 309 - 316  2014  [Refereed]

    　View Summary

    We have developed software tool for watching video clips of internet video archives to support problem setting by students in higher education. In this article, we reported results from an experimental trial of the software. We found that 1) individual viewing with the software made students' problems less cohesive than teacher-assisted viewing situation and 2) making knowledge maps had the potential of encouraging students to integrate information and set more creative problems.

    DOI CiNii

  • Development of eJournalPlus that Supports Practice of Critical Reading Literacy(Paper on Educational System Development,<Special Issue>Learning Environment and Learning Support in One-to-One Computing Stage)

    MOCHIZUKI Toshio, NISHIMORI Toshihisa, TSUBAKIMOTO Mio, OURA Hiroki, SATO Tomomi, WATANABE Shin-ichi, JOHANNSON Henrik, NAKAHARA Jun, YAMAUCHI Yuhei

    Japan Journal of Educational Technology   38 ( 3 ) 241 - 254  2014  [Refereed]

    　View Summary

    Reading literacy that enables people not only to understand text correctly but also to think deeply based on facts on the text, and to present their own opinion becomes increasingly important. In this paper, we have developed software which supports practice of reading literacy. The software allows a reader to relate portions of the text and their prior knowledge in order to produce their own opinion as new knowledge, that is referred to as "constructive reading", with e-documents. The reader using eJournalPlus can read a text, underline important words or sentences on the text, illustrate a concept map based on the text, and write his/her opinion down as an essay and edit it. The experimental class evaluation using eJournalPlus was conducted, revealing that students who drew a concept map based on the target text showed better performance on their essays from the viewpoint of constructive reading than those who did not draw the concept map.

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  • Puppetry as a Catalyst in Role-Play: A Face-to-Face Collaborative Learning Environment that Facilitates Various Insights into the Perspectives.

    Toshio MOCHIZUKI, Hiroshi SASAKI, Takehiro WAKIMOTO, Ryoya HIRAYAMA, Yoshihiko KUBOTA, Hideyuki SUZUKI

    Japan Journal of Educational Technology   37 ( 3 ) 319 - 331  2013.11  [Refereed]

    Authorship：Lead author, Corresponding author

    　View Summary

    Role-play is a powerful learning strategy that promotes the learners to broaden their perspectives in various learning subjects - not only in humanity but also in science. In this paper, we will introduce a new possibility of puppetry as a device to facilitate the gaining of various insights into the perspectives of others in collaborative face-to-face role-play - especially for role-play in decision making in complex and ill-structured situations. Using puppetry with multiple puppets creates a psychological distance from the player's identity, allowing the players to play various roles based on their various perspectives. The case study of the puppetry role-play shows that the players can play various roles as though in a realistic situation. The possibility of puppetry as a catalyst interface for face-to-face CSCL systems is discussed.

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  • Designing a Learning Community for the Pre-service Teacher Training Using the Social Networking Service

    Toshio Mochizuki, Senshu University, Takeshi Kitazawa, Tokyo Metropolitan

    Japan Journal of Educational Technology   33 ( 3 ) 299 - 308  2010.01  [Refereed]

    　View Summary

    The authors created a learning community using the social networking service (SNS), where pre-service teachers can communicate online by writing diaries and exchanging comments in order to promote students' reflection on the pre-service teacher training, and to provide social support and a positive teaching and working attitude during the training. A classroom evaluation was conducted which confirmed that pre-service teachers did use the SNS to exchange social support among themselves. Sharing various experiences and opinions, by exchanging diaries or comments, promoted the pre-service teachers' reflection on their daily working experience. Furthermore, practical knowledge from other pre-service teachers who were receiving on-site training at schools served as foresight to pre-service teachers who were yet in earlier stages of preparation, and served as useful information for members training simultaneously but in different locations. It provided them with a positive attitude toward their training.

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  • ProBoPortable: Development and Evaluation of Cellular Phone Software to Visualize the Status of Division of Labor in Project Based Learning

    Toshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Yusuke Nagamori, Toshihisa Nishimori, Shinobu Fujita

    Japan journal of educational technology   31 ( 2 ) 199 - 209  2007.10  [Refereed]

    　View Summary

    The authors developed a cellular phone application which displays information regarding progress and achievement of the tasks and division of labor in project-based learning in higher education. The ProBoPortable application works as wallpaper on the learner's cellular phone screen, and cooperates with a Web-based groupware. When a learner activates his/her phone, ProBoPortable immediately retrieves the current status of the project from the groupware database and displays the status on the screen. Classroom evaluation was performed in an undergraduate course, which confirmed that ProBoPortable enhanced mutual awareness of the division of labor among learners. Moreover, since the sense of community was increasingly generated, learners were encouraged to proceed with their own task because they were aware of the status of others' tasks, as and when necessary.

    DOI CiNii

  • Development and Evaluation of a Software for Visualizing Content and Process of Discussion in Electronic Forums

    MOCHIZUKI Toshio, HISAMATSU Shinichi, YAEGASHI Kazaru, NAGATA Tomoko, FUJITANI Satoru, NAKAHARA Jun, NISHIMORI Toshihisa, SUZUKI Mariko, KATO Hiroshi

    Japan Journal of Educational Technology   29 ( 1 ) 23 - 33  2005  [Refereed]

    　View Summary

    This paper describes an assessment tool to visualize the communication among learners on electronic forums. The authors have developed the software which clarifies the relationship between topic keywords and each learner with Correspondence Analysis. Thus the software called "i-Bee" (Bulletin board Enrollee Envisioner) represents a map between topic parts and students' commitments in the learning community. In this paper, the authors examine effectiveness of the software through an experimental study in a course at a university. The results show that i-Bee promotes students to grasp their commitments in the discussion or transition of their commitments. This promotes students to access messages which they do not care, and to reflect and review their commitments.

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  • An Assessment Method for Collaborative Learning Based on Statistical Discourse Analysis of Electronic Forums.

    MOCHIZUKI Toshio, FUJITANI Satoru, ISSHIKI Yuri, NAKAHARA Jun, YAMAUCHI Yuhei, HISAMATSU Shin-ichi, KATO Hiroshi

    Japan Journal of Educational Technology   28 ( 1 ) 15 - 27  2004  [Refereed]

    　View Summary

    This paper describes a proposal for a new method to assess communication among learners in the CSCL. The method proposed in this paper is to visualize discussions by focusing on the relationship between topic keywords and each learner using Correspondence Analysis. In this paper, the authors examine validity and possibility of the proposed method, through an experimental study in a cross-cultural CSCL program. The correspondence map made by the analysis could represent topic parts and learners' commitment in the learning community, according to interviews with Japanese and foreign learners. Also the map has a potentiality to help learners engage in active discussions by providing reflection of their own interest or that of others. From another interview with a Japanese teacher, It has been shown that the map has the effect to support teachers and moderators to evaluate and facilitate the learners' discussions.

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  • Discussion Support System that Promotes Equal Participation Based on Speech Bias in Discussions

    Ryunosuke Nishimura, Risa Iharada, Yuya Sugamoto, Yutaka Ishii, Toshio Mochizuki, Hironori Egi

    IPSJ Journal   65 ( 1 ) 197 - 210  2024.01  [Refereed]

    DOI

  • Enhancing Empathic Understanding of Hostile Others in Preparation of Persuasive Presentation through Enacting Hostile's Life Episode

    H. Suzuki, H. Funaoi, Y. Kubota, T. Mochizuki, H. Kato

    Proceedings of 15th International Conference on Education and New Learning Technologies, 2861-2869     2861 - 2869  2023.07  [Refereed]

    DOI

  • Changes of Microteaching Performances by Tangible Puppetry Teaching Simulation: Analized by Epistemic Network Analysis

    Takehiro WAKIMOTO, Hiroshi SASAKI, Ryoya HIRAYAMA, Toshio MOCHIZUKI, Brendan EAGAN, Natsumi YUKI, Hideo FUNAOI, Yoshihiko KUBOTA, Hideyuki SUZUKI, Hiroshi KATO

    Japan Journal of Educational Technology   47 ( 2 ) 309 - 324  2023.06  [Refereed]

    DOI

  • Designing a Collaborative Learning Environment for Critical Reading with Peer Response Activity

    Toshio Mochizuki, Mio Tsubakimoto

    Information and Technology in Education and Learning   1 ( 1 ) Pra - p003  2021  [Refereed]

    Authorship：Lead author, Corresponding author

    DOI

  • A Face-to-Face Holographic Agent which Fosters Co-regulation in Collaborative Discussion

    ISHIKAWA Naruaki, EGI Hironori, MOCHIZUKI Toshio, HISATOMI Ayane, ISHII Yutaka, YUKI Natsumi, KUBOTA Yoshihiko, KATO Hiroshi

    Japan Journal of Educational Technology   44   185 - 188  2021  [Refereed]

    DOI CiNii

  • A Study of Inquiry-based Classroom Practice in Information Science that Aims to Promote Students' Scientific Understanding of Characteristics of Data Communication System

    OHISHI Tomohiro, MOCHIZUKI Toshio

    Japan Journal of Educational Technology   44 ( 3 ) 335 - 349  2021  [Refereed]

    Authorship：Last author, Corresponding author

    DOI CiNii

  • Designing Learning Environments That Supports Learner Interactions Mediated by Virtual Space : From the Viewpoint of Emergent Division of Labor

    Journal of the Japanese Society for Artificial Intelligence   36 ( 4 ) 484 - 487  2021  [Refereed]  [Invited]

    Authorship：Lead author

    DOI CiNii

  • Amendments to the Japanese Copyright Law to Accommodate the Informatization in Education and the Challenges Encountered in the Spread of Online Education in Japan

    Mochizuki Toshio, Shigeta Katsusuke, Murakami Masayuki, Sumiya Takahiro

    Transactions of Japanese Society for Information and Systems in Education   37 ( 4 ) 255 - 266  2020  [Refereed]  [Invited]

    Authorship：Lead author

    　View Summary

    <p>The Japanese Copyright Law permits the use of a third party's copyrighted materials for the purpose of school education without the permission of the copyright holder. The Law sets copyright limitations to the copyright holder's rights so that teachers or students can use copyrighted materials in face-to-face classes and in simultaneous remotely connected classes without the copyright holder's prior permission, otherwise teachers and students are required to ask for the copyright holder's permission in other situations. However, in order to address informatization in education, the Law was amended and promulgated on May 25th, 2018 to make copyrighted materials more accessible for teachers and students in digital educational settings. The revised Law has greatly expanded the scope of use of copyrighted materials in digital educational settings. The amendment was enacted on April 28th, 2020 after in response to new need for online education due to the spread of COVID-19. Under these circumstances, the Japanese Society for Information and Systems in Education and the Japan Society for Educational Technology collaborated to create a safer environment for teachers and students to conduct online teaching and schooling legally, as well as to promote early enactments of the amendments. This paper describes the summary of the amendments to the Copyright Law enacted in response to the digitalization in education, how our societies worked for those enactments, and how these amendments will affect online education. In this paper, we discuss the possibilities and challenges in the spread of online education in schools and universities based on these amendments.</p>

    DOI CiNii

  • Effects of Perspective-Taking Through Tangible Puppetry in Microteaching and Reflection on the Role-Play with 3D Animation

    Toshio Mochizuki, Hiroshi Sasaki, Yuta Yamaguchi, Ryoya Hirayama, Yoshihiko Kubota, Brendan Eagan, Takehiro Wakimoto, Natsumi Yuki, Hideo Funaoi, Hideyuki Suzuki, Hiroshi Kato

    Communications in Computer and Information Science     315 - 325  2019  [Refereed]

    Authorship：Lead author, Corresponding author

    DOI

  • Student Teachers’ Discourse During Puppetry-Based Microteaching

    Takehiro Wakimoto, Hiroshi Sasaki, Ryoya Hirayama, Toshio Mochizuki, Brendan Eagan, Natsumi Yuki, Hideo Funaoi, Yoshihiko Kubota, Hideyuki Suzuki, Hiroshi Kato

    Communications in Computer and Information Science     234 - 244  2019

    DOI

  • Development and Evaluation of a Groupware to Organize Groupwork in Large Class

    NISHIMORI Toshihisa, KATO Hiroshi, YAEGASHI Kazaru, MOCHIZUKI Toshio, ANDO Takuo, OKUBAYASHI Taiichiro

    Japan Journal of Educational Technology   42 ( 3 ) 271 - 281  2019  [Refereed]

    　View Summary

    <p>The present study describes the development and evaluation of a groupware which aims to support group works in a large class. Students use the groupware on their smartphone. The groupware enables instructors to form student groups by using attendance information, as well as to gather each group's outcome to share with students in the whole class. Instructors can also form groups with complex constraint conditions that are difficult in general classroom practices. The evaluations were conducted in four classes in several universities, showing that the groupware was useful at practical level, while the students highly evaluated the usefulness of the system.</p>

    DOI CiNii

  • Enhancing Online Structured Dialogue During Teaching Internship through Digital Storytelling to Promote Professional Socialization

    Mochizuki, T, Kitazawa, T, Oshima, J, Funaoi, H, Suzuki, H

    In J. Kay and R. Luckin (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018   3   1403 - 1404  2018  [Refereed]

  • Promotion of self-assessment for learners in online discussion using the visualization software

    Toshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Tomoko Nagata, Toshihisa Nishimori, Shin Ichi Hisamatsu, Satoru Fujitani, Jun Nakahara, Mariko Suzuki

    Computer Supported Collaborative Learning 2005: The Next 10 Years!     440 - 449  2017.10

    　View Summary

    This study describes a method of self-assessment for learners in a collaborative discussion. The authors propose a method of self-assessment in an online discussion and examine its effectiveness through the development and evaluation of a software program to visualize the discussion on a Bulletin Board System. The software, referred to as "i-Bee" (Bulletin board Enrollee Envisioner), can visually display the co-occurrence relation between keywords and learners. Thus, the i-Bee can display the content-wise contribution made by each learner to the discussion. In addition, the i-Bee can display the recent level of participation of each learner and the frequency of each keyword used by the learners. The i-Bee enables students to assess and reflect over their discussion, to understand the condition, and to reorganize their commitment in a discussion reflecting their learning activity.

  • Effects of Perspective-Taking Through Tangible Puppetry in Microteaching Role-Play.

    Toshio Mochizuki, Takehiro Wakimoto, Hiroshi Sasaki, Ryoya Hirayama, Hideo Funaoi, Yoshihiko Kubota, Hideyuki Suzuki, Hiroshi Kato

    12th International Conference on Computer Supported Collaborative Learning, CSCL 2017, Philadelphia, Pennsylvania, USA, June 18-22, 2017     315 - 325  2017  [Refereed]

    Authorship：Lead author, Corresponding author

    DOI

  • Development of a tangible learning system that supports role-play simulation and reflection by playing puppet shows

    Hiroshi Sasaki, Toshio Mochizuki, Takehiro Wakimoto, Ryoya Hirayama, Sadahide Yoshida, Kouki Miyawaki, Hitoki Mabuchi, Karin Nakaya, Hiroto Suzuki, Natsumi Yuuki, Ayaka Matsushima, Ryutaro Kawakami, Yoshihiko Kubota, Hideyuki Suzuki, Hideo Funaoi, Hiroshi Kato

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)   10272   364 - 376  2017  [Refereed]

    　View Summary

    This paper describes the development of a tangible puppetry role-play simulation system called “EduceBoard”, which enables students to role-play, based on various character’s voices, in role-play simulation. It is to be noted that students are unable to play the diverse roles of children due to psychological inhibition and other factors in face-to-face self-performed role-play. EduceBoard is a tangible puppetry role-play simulation system that assists improvisational role-play, such as microteaching, by enabling students to play using puppets. It also provides web animation and comment functions for reflecting upon their play, recorded in a server. This paper describes the design specifications and implementation of the EduceBoard system, and discusses the current and future system applications.

    DOI

  • Development of a Web application for learning programming that visualizes concepts of C language and execution process of C programs

      24 ( 1 ) 15 - 26  2016.03

    　View Summary

    We developed a Web-based application for learning basic concepts of programming that learners can study at their own pace. The application provides the function to visualize the concept and execution process of the C language, which allows beginners to learn programming with pleasure, when learners face examples and tasks. We conducted two classroom experiments in a high school and a university, revealing that the application is effective for learning programming in some extent, especially for beginner students who felt pleasure to learn with this application.

    CiNii

  • Development of Functions of a Mind Map System that Prompts Learners to Refocus on Keywords Aside from the Discussion for a Long Time

    Natsubori, Y, Kitazawa, T, Mochizuki, T, Funaoi, H

    Proceedings of E-Learn 2015     130 - 135  2015.10  [Refereed]

  • Preparing Pre-Service Teachers for Practice Teaching: Digital Storytelling Using Cartoon-Based Imagination and Interventions in the LMS

    Kitazawa, T, Mochizuki, T, Funaoi, H, Suzuki, H, Kato, H

    Proceedings of E-Learn 2015     1258 - 1263  2015.10  [Refereed]

  • Fostering and Reflecting on Diverse Perspective-Taking in Role-Play Utilizing Puppets as the Catalyst Material under CSCL

    Toshio Mochizuki, Hiroshi Sasaki, Takehiro Wakimoto, Yoshihiko Kubota, Hideyuki Suzuki

    Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015   2   509 - 513  2015.06  [Refereed]  [International journal]

    Authorship：Lead author, Corresponding author

    　View Summary

    Role-play is a powerful strategy that helps learners broaden their perspectives in a given subject area through communication. As a vehicle of role-play, puppetry achieves this benefit while creating a psychological distance from the role-player’s actual identity, meaning that the player’s anxiety or apprehension toward evaluation is reduced. EduceBoard is a tangible system that enables participants to conduct role-play using puppets and foster reflection based on the diverse perspectives of the characters in the role-play. Preliminary evaluation of EduceBoard demonstrated that it allowed participants to play various roles in role-play and helped them reflect on their role-play from a variety of perspectives. In this paper, we also discuss how we can foster successful transfer of what they have learned to their self-performance in role-play or in real-life context.

  • Digital Storytelling for Professional Socialization Through Cartooning Preservice Working Experience: A Case Study

    Toshio Mochizuki, Takeshi Kitazawa

    The 22nd International Conference on Computers in Education (ICCE2014)     933 - 938  2014.11  [Refereed]

  • Improvements of Lesson Plans by Cartoon-Based Teaching Simulation in Pre-service Teacher Training

    Yoshihiko Kubota, Hideyuki Suzuki, Toshio Mochizuki

    Japan Journal of Educational Technology   37 ( 4 ) 469 - 478  2014.02  [Refereed]

    　View Summary

    The process of improving teaching plans using cartoon-based teaching simulation, and the effects of the improvement process were examined. Students' activity of reviewing cartoon which they created themselves helps to seize the class lesson in the cartoon comprehensively as well as offers the opportunity to examine the conventional way of teacher-centered lesson as students' opinions begin to be accepted so that the teaching plan will be improved. On the other hand, creating a cartoon is a fundamental activity to improve the teaching plan since we hear free voices from not only teachers but more than one student. In other words, in order for student teachers to improve their educational guideline, it is necessary to conduct cartoon-based teaching simulation and review it.

    DOI CiNii

  • Bridging Campus Courses and Field Experiences in University-based Teacher Education Program Using Online Diaries

    Takeshi Kitazawa, Toshio Mochizuki

    Proceedings of the 21st International Conference on Computers in Education     222 - 227  2013.11  [Refereed]

  • Robot as a Learning Partner for Promoting Proactive Discussion in Peer Groups: A Case Study for Career Development

    Toshio MOCHIZUKI, Yoshitaka MITATE, Yoshikazu TATENO, Takehiro WAKIMOTO, Yuko MIYATA, Jun NAKAHARA, Naomi MIYAKE

    L.-H. Wong, et al. (Eds.), Proceedings of the 21st International Conference on Computers in Education. Indonesia: Asia-Pacific Society for Computers in Education     185 - 193  2013.11  [Refereed]  [International journal]

    Authorship：Lead author, Corresponding author

    　View Summary

    This paper describes an experiment on peer groups that had a robot as a learning partner, to examine whether the robot could encourage the participants to talk on their own initiative. The authors measured the number of proactive utterances of each participant during the sessions. The authors compared the experimental groups that had robot facilitators, which were manipulated by professional human facilitators, and the control groups, which were also led by professional human facilitators but without a robot. The result showed that the participants in the experimental sessions talked on their own initiative much more than those in the controlled sessions. Finally, the authors qualitatively examined the characteristics of the proactive utterances in the peer group and found that the utterances contained supportive responses, which encouraged the participants to voluntarily join the dialogue promoting the counseling.

  • Effectiveness of Robot Support for Participants to Promote their Active Dialogue: A Case Study of Group Counseling to Support Career Development

    Yoshitaka Mitate, Yoshikazu Tateno, Takehiro Wakimoto, Toshio Mochizuki, Yuko Miyata, Jun Nakahara, Naomi Miyake

    Japan Journal of Educational Technology   37 ( 3 ) 209 - 227  2013.11  [Refereed]

    　View Summary

    This paper describes an experiment in group counseling with a robot as a facilitator, for the purpose of examining the following issues; 1) whether the group counseling sessions are effective, and 2) whether the robot can facilitate participants to actively talk on their own initiative. The authors measured the participants' self-efficacy before and after the experiment using questionnaires, and counted the number of proactive utterances of each participant during the sessions. The authors compared the experimental groups with a robot facilitator that was manipulated by professional human facilitators and the control groups led by other professional human facilitators without the robot. The result showed that the group counseling sessions with the robot facilitator worked as well as the controlled sessions with the human facilitator. In addition, the participants in the experimental sessions talked on their own initiative much more than those in the controlled sessions. Finally, the authors qualitatively examined the contents of the utterances in the experimental sessions, and revealed that those utterances in the experimental sessions made the participants join the dialogue for promoting the counseling on their own initiative. In addition, the authors discussed the possibility and necessity of improvements of the robot as a group counseling facilitator.

    DOI CiNii

  • The Development and Evaluation of EduceBoard: A Tangible Teaching Simulation System through Playing Puppet Shows

    Takehiro Wakimoto, Toshio Mochizuki, Hiroshi Sasaki, Ryoya Hirayama

    T. Bastiaens & G. Marks (Eds.), Proceedings of World Confe- rence on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013. Chesapeake, VA: AACE     2547-2556  2013.10  [Refereed]

  • Practice and evaluation of mentoring support system for novice teacher

    Takehiro Wakimoto, Kariyado Toshibumi, Kazaru Yaegashi, Toshio Mochizuki, Jun Nakahara

    International Conference for Media in Education 2013(ICCE 2013)    2013.08  [Refereed]

  • Puppetry as a Catalyst in Role-Play: A Device to Facilitate Gaining New Insights into the Perspectives of Others

    Toshio Mochizuki, Hiroshi Sasaki, Takehiro Wakimoto, Yoshihiko Kubota, Hideyuki Suzuki

    Proceedings of CSCL 2013 Volume 2 Others Joint     317-318  2013.06  [Refereed]

  • Development and Evaluation of Mentoring Support System with Special Focus on Novice Teacher's Own Problems

    Takehiro Wakimoto, Toshifumi Kariyado, Kazaru, Yaegashi, Toshio Mochizuki, Jun Nakahara

    Transactions of Japanese Society for Information and Systems in Education   30 ( 2 ) 160 - 171  2013.04  [Refereed]

    DOI

  • Development and evaluation of software which supports undergraduates to plan for taking subjects through creating their lifestories

    Ayaka Matsushima, Toshio Mochizuki

    Japan Journal of Educational Technology   36 ( Suppl. ) >173-176 - 176  2012.12  [Refereed]

    DOI CiNii

  • International education using Google Street View

    Hiroshi Kikuchi, Yasushi Nakamura, Toshio Mochizuki

    Senshu Network & Information   20 ( 20 ) 1 - 8  2012.03

    　View Summary

    This paper describes a international education system using Google Street View and a teacher demonstrated lectures using it. This system can promote children's international understandings by going around foreign cities and comparing photos of Japanese cities and foreign cities. Classroom evaluation about international understandings was conducted by discourse analyses between children and the teacher, and a questionnaire survey about their learning experiences.

    DOI CiNii

  • Practice of Course-Oriented Evaluation for PDCA Cycle of an e-Learning Project

    Yoshiko Goda, Toshio Mochizuki, Shinji Noguchi, Takeshi Matsuda

    Transactions of Japanese Society for Information and Systems in Education   29 ( 1 ) 269 - 38  2012.01  [Refereed]  [Domestic journal]

    DOI CiNii

  • An Educational Practice and its Evaluation of Cooperative Revision which Utilizes ICT to Support Academic Writing

    Yoshikazu Tateno, Hiroki Oura, Toshio Mochizuki, Toshihisa Nishimori, Yuhei Yamauchi, Jun Nakahara

    Japan Journal of Educational Technology   34 ( 4 ) 417 - 427  2011.03

    　View Summary

    In this paper, we conducted an educational practice in order to improve the quality of academic essays written by undergraduate students with an online academic writing support system. The system was designed to help students to be aware of the significance of argumentation by its anchored comment function. The result of the practice indicated that during the cooperative revision activity, the students referred to the argument of their first draft by using the anchored comment function. Practical guidelines to improve the quality of academic essays through mutual comment activity were suggested.

    DOI CiNii

  • Design of shadows on the OHP metaphor-based presentation interface which visualizes a presenter's actions

    Yuichi Murata, Kazutaka Kurihara, Toshio Mochizuki, Buntarou Shizuki, Jiro Tanaka

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)   6762 ( 2 ) 557 - 564  2011  [Refereed]

    　View Summary

    We describe the design of shadows of an overhead projector (OHP) metaphor-based presentation interface that visualizes a presenter's action. Our interface work with graphics tablet devices. It superimposes a pen-shaped shadow based on position, altitude and azimuth of a pen. A presenter can easily point the slide with the shadow. Moreover, an audience can observe the presenter's actions by the shadow. We performed two presentations using a prototype system and gather feedback from them. We decided on the design of the shadows on the basis of the feedback. © 2011 Springer-Verlag.

    DOI

  • Applying Manga-based Thinking Method to Help Student-teachers to Make Lesson Plans

    Hideyuki Suzuki, Toshio Mochizuki, Yoshihiko Kubota

    Journal of Science Education in Japan   34 ( 2 ) 177 - 188  2010.06  [Refereed]

    　View Summary

    This paper describes the application of a manga-based thinking method to train student teachers to form and revise their lesson plans from the learners' viewpoint. According to this method, learners are asked to present their lesson plan in the form of a manga. It is expected that this method will help student teachers to envision learners' voices since manga, which is comprised of actors and their words, can assist student teachers to simulate classroom activity vividly. The result of a field test suggests that manga-based thinking helps student teachers to see their lesson plan from the learners' viewpoint, and to revise their plan through conversing with the voices of the envisioned learners.

    DOI CiNii

  • Quantitative Metrics for Extended Methods of Slide-based Presentation Methodology

    Kazutaka Kurihara, Toshio Mochizuki, Hiroki Oura, Mio Tsubakimoto, Toshihisa Nishimori, Jun Nakahara, Yuhei Yamauchi, Takashi Nagao

      51 ( 2 ) 391 - 403  2010.02  [Refereed]

    　View Summary

    In this paper we propose quantitative metrics to enable discussing the effectiveness and the limitations of extended methods of slide-based presentation methodology, which is widely used and studied today. We define metrics to estimate such as "how the presenter follows the prepared sequence of topics" and "how the presenter's behavior and every member of the audience's behavior differ." Then we develop a ZUI multi-display discussion software, Borderless Canvas, as a platform for calculating the metrics. The result of a situated datataking in a graduate school class for a semester shows an example usage of the metrics and their interpretation. Based on this, we discuss their effectiveness and limitation to apply them to evaluate extended methods of slide-based presentation methodology.

    CiNii

  • Development of cellular phone software to prompt learners to monitor and reorganize division of labor in project-based learning

    Toshio Mochizuki, Kazaru Yaegashi, Hiroshi Kato, Toshihisa Nishimori, Yusuke Nagamori, Shinobu Fujita

    Handbook of Research on Methods and Techniques for Studying Virtual Communities: Paradigms and Phenomena   1   381 - 393  2010  [Refereed]

    　View Summary

    The authors have developed a cellular phone application called ProBoPortable that displays information regarding the progress and achievement of tasks and division of labor in project-based learning (PBL) for higher education. ProBoPortable works as wallpaper on the screen of the learner's cellular phone, and it cooperates with Web-based groupware. When a learner activates his/her phone, ProBoPortable immediately retrieves the current status of the appropriate project from the groupware database and displays it on the screen. A classroom evaluation was performed in an undergraduate course
    the evaluation confirmed that ProBoPortable enhanced mutual awareness of the division of labor among learners, who modified their own tasks by monitoring the overall status of the PBL. Using ProBoPortable increasingly fostered the sense of a learning community among the subjects. Moreover, social facilitation encouraged the learners to proceed with their own task due to the presence of others who are mutually aware of each member's status. © 2011, IGI Global.

    DOI

  • Research of the stimulation factor of group work within students

    Taisuke Chiba, Naoki Mukawa, Toshio Mochizuki, Kiyomi Yamashita

    Senshu Network & Information   16 ( 1 ) 114 - 8  2010.01  [Domestic journal]

    　View Summary

    In this paper, the authors make a hypothesis of a factor model to stimulate student group work and examine the model by conducting questionnaire surveys of undergraduate students who participated in a year-long project-based learning at the Scool of Network and Information, Senshu University. 511 students answered two surveys on their experience and feelings in the middle of and in the end of their project-based learning. Our findings are as follows: (a) some portions of our initial model are supported, (b) positive atmosphere in a group and good task management stimulate group learning activities. The results indicate that students should make opportunities to have convivial meetings and share recreational activities at astage in the formation of their groups. Furthermore, task management is an important element to stimulate their group work in the period of promoting their learning activities.

    CiNii

  • Development and Evaluation of a Web-based Program “eLESSER” toward a Network Community for Lesson Study

    Mariko Suzuki, Shiga University, Tomoko Nagata, Hyog, i, y, f, Teacher Education, Toshihisa Nishimori (The, University of Tokyo, Toshio Mochizuki, Senshu University, Toshinobu Kasai, Okayama University, Jun Nakahara (The, University of Toky

    Japan Journal of Educational Technology   33 ( 3 ) 219 - 228  2010.01  [Refereed]

    　View Summary

    Japanese lesson study as led by teachers themselves has hitherto served to contribute to the professional development of Japanese teachers. On the other hand, lesson study has become difficult to perform in recent years in Japan. Factors that have been noted as reasons are the space and time limitations inherent in lesson study. To overcome this situation, the authors have developed a Web-based lesson study program, called the "eLESSER (LESson Study practitionER) program." Two expert teachers carried out the lessons and performed commentary activities and two novice teachers participated as observers. We found: 1) the four teachers thought that the eLESSER program was different from the lesson study they had experienced up to that time and effective as a novel scheme for lesson study. The eLESSER program has resolved most of the space and time limitations, and enabled deep and detailed discussion about classes. Novice teachers could observe the process of refining lesson plans by expert teachers. 2) Expert teachers changed lesson plans for classroom teaching based on one another's comments and discussion on Web sites of eLESSER. 3) The teachers came to consensus during the process of refining the lesson plans. It was confirmed: 4) expert teachers had reflected on their teaching while changing a previous lesson plan.

    DOI CiNii

  • Development of a mentoring system FRICA for novice teacher

    Takehiro Wakimoto, Grad. School of, the, University of Tokyo, Toshifumi Kariyado (Aoyama Gakuin University, Kazaru Yaegashi, Ritsumeikan University, Toshio Mochizuki, Senshu University, Shunsuke Sakai, Yamagata University, Jun Nakahara, The, niv, rsity

    Japan Journal of Educational Technology   33 ( 3 ) 209 - 218  2010.01  [Refereed]

    　View Summary

    This study focused on mentoring between novice teacher and expert teacher, which is aimed at improving teaching skill of the novice. Mentoring is defined as a process of which an expert helps a novice become independent. When focusing afterward on the children's behavior during the lesson given by the novice teacher, reflecting the lesson with an expert teacher is effective for the novice. However, there are three problems. First, it is difficult for them to talk about specific children or they tend to talk about abstract matters such as teaching skills or teaching theory. Second, it is hard for the novice teacher to make a correct interpretation of what the expert is saying. Third, even when teachers talk about particular children, they tend to be only a few. In order to solve these problems, we developed and evaluated a mentoring system called "FRICA." As a result of the evaluation, FRICA allowed novice teacher and expert teacher to focus on specific children's behavior and the novice teacher to make a correct interpretation of the expert teacher's explanation. FRICA was also effective in directing the teachers' attention to wide range of children.

    DOI CiNii

  • Issues and Problems of Online Course Evaluation and Improvement

    Yoshiko Goda, Shinji Noguchi, Takeshi Matsuda

    Japan Journal of Educational Technology   32 ( Sup ) 145 - 148  2008.12  [Refereed]

    DOI CiNii

  • School teachers’ Understanding of Research Methods for Educational Practice

    Masahiro Nagai, Mikio Shouji, Hiroshi Kato

    Educational Technology Research   31 ( 1-2 ) 161 - 172  2008.11  [Refereed]

    　View Summary

    The authors conducted a questionnaire survey of the methods for educational practice research among schoolteachers. Consequently, we concluded that teachers trust the opinions of those close to them rather than opinions obtained from sources outside the school. With regard to educational practice research methods, the teachers had an understanding of both experiential and non-experiential methods and expressed a preference for experiential research methods. Moreover, it was found that belief based on practical knowledge considerably affects teachers' understanding of educational practice research. Therefore, it is suggested that it is difficult for researchers outside schools to introduce academic methods and theories for infrequent use in schools using a one-sided approach. Novice teachers tended to trust familiar ideas more, and in-service training adapted to the feature was needed.

    DOI CiNii

  • Design of a Project Based Learning Support System That Adopts Features of Design Education

    Kazaru Yaegashi, Toshio Mochizuki, Hiroshi Kato, Toshihisa Nishimori, Yusuke Nagamori, Shinobu Fujita

    Japan journal of educational technology   31 ( Suppl. ) >193-196 - 196  2008.02  [Refereed]

    DOI CiNii

  • Effects of Web-based Lesson Study Program "eLESSER"

    Mariko Suzuki, Tomoko Nagata, Toshihisa Nishimori, Toshio Mochizuki, Jun Nakahara, Toshinobu Kasai

    Japan journal of educational technology   31 ( Suppl. ) 89 - 92  2008.02  [Refereed]

    DOI CiNii

  • Learning about science with parents: development of the hands-on science educational program for children and parents that allows them to do science experiments utilizing cell phones

    Jun Nakahara, Etsuji Yamaguchi, Toshihisa Nishimori, Toshio Mochizuki, Mai Nakano, Yutaka Furuta, Seiji Sekine, Jun'ichi Ofusa, Youji Takigawa, Yuhei Yamauchi

    Transactions of Japanese Society for Information and Systems in Education   24 ( 3 ) 155 - 166  2007.12  [Refereed]  [Domestic journal]

    CiNii

  • Research on the Understanding of Teachers at Primary and Junior High Schools for Research Methods on Educational Practices

    Masahiro Nagai, Mikio Shoji, Toshio Mochizuki, Hiroshi Kato

    Japan Journal of Educational Technology   31 ( 2 ) 175 - 186  2007.10  [Refereed]

    　View Summary

    The authors conducted a questionnaire survey on the methods for educational practice research among school teachers. Consequently, we concluded that teachers trust the opinions of those close to them rather than the opinions obtained from sources outside the school. With regard to educational practice research methods, the teachers had an understanding of both the experiential and non-experiential methods and expressed a preference for experiential research methods. Moreover, it was found that belief based on practical knowledge considerably affects teachers' understanding of educational practice research. Therefore, it is suggested that it is difficult for out-of-school researchers to introduce non-experiential methods and theories in schools using a one-sided approach. Novice teachers had more tendency to trust familiar idea and an in-service training adapted to the feature was needed.

    DOI CiNii

  • The Effects that Observations of Video Clips Prepared by Children Themselves of Their Science Experiments Have on Children's Emotions towards Learning Activities

    MOCHIZUKI Toshio, HATONO Itsuo, TACHIBANA Sanae, FUJIMOTO Masaji, KAMIYAMA Shin-ichi, YAMAMOTO Tomokazu

    Journal of Science Education in Japan   31 ( 2 ) 114 - 125  2007.06  [Refereed]

    　View Summary

    This paper proposes a teaching method for experiments and observational learning in elementary science classes that will improve children&#039;s emotions towards such learning activities. In the proposed method, children record digital video clips of the subjects prepared by themselves, using a video clip generation system connected to network cameras. The system enables students to continuously record and monitor their subjects in various environments. The authors conducted researches in two units of science classes in an elementary school. The first research was conducted to examine the effectiveness of observational learning using video clips that continuously recorded subjects by network cameras. The second research was conducted to examine the effects on children of continuous observation of the subjects which they prepared by themselves. The results showed that significant effects were observed in children&#039;s emotional dimensions such as fulfillment towards learning ; active attitude ; and motivation in observational learning when the method and the system were introduced in the lecture. Children highly evaluated their understanding of what they learned. In the post-interviews, some children who watched video clips of their subjects told that they felt comfortable and productive during their learning because of the authentic nature and controllability of the observation.

    DOI CiNii

  • A difference in professional ability that young teachers feel from skilled teachers through lesson study: basic investigation toward development of a system that supports young teachers for enhancement of professional ability

    Bulletin of Research and Development Center for Educational Practice,Okayama University   7 ( 7 ) 115 - 1230  2007

    CiNii

  • Practical Evaluation of CSCL System for Emergent Division of Labor

    Shigenori Inagaki, Etsuji Yamaguchi, Akiko Deguchi, Hideo Funaoi, Toshio Mochizuki, Hideyuki Suzuki, Hiroshi Kato

    Journal of science education in Japan   30 ( 5 ) 269 - 284  2006.12  [Refereed]

    　View Summary

    Kneading Board is a system that assists learners' emergent division of labor in the form of collaborative learning. In science education, collaborative learning is attracting the attention of many teachers who are attempting to use it through information technology. Kneading Board enables semantic network representation similar to that in conventional systems for concept mapping, with enhancement of collaborative creation and cross-referencing features. It can be assumed, therefore, that teachers can make effective use of Kneading Board in science classes. In this study, to examine the effectiveness of this system, we conducted a experimental lesson and analyzed learners' practices. Kneading Board was introduced into a class of 38 sixth-graders in an elementary school affiliated to a university. The lesson, "Anatomy and Physiology of the Human Body," took a total of 15 hours. Two or three learners shared each PC, and four or six learners collaboratively created a semantic network. Various types of data were collected from the class, and then analyzed. We obtained the following three findings : (1) Analysis of operations recorded by the system revealed that learners frequently used Kneading Board's ability to assist in collaborative creation and cross-referencing ; (2) Analysis of video records of learners' verbal and nonverbal actions revealed that various features of Kneading Board assisted in the emergence, maintenance and reorganization of division of labor ; and (3) Analysis of answers to the questionnaire and interviews revealed that learners were using Kneading Board happily and recognized it as a useful and easy-to-operate learning tool. They highly evaluated that through the use of Kneading Board, they could increased their awareness of each other's collaborative behavior.

    DOI CiNii

  • Development of Web-based Lesson Study Program "eLESSER"

    SUZUKI Mariko, NAGATA Tomoko, NISHIMORI Toshihisa, MOCHIZUKI Toshio, KASAI Toshinobu, NAKAHARA Jun

    Japan Journal of Educational Technology   30 ( Sup. ) >89-92 - 52  2006.12  [Refereed]

    DOI CiNii

  • OYAKO de Science : Building the Science Learning Environment at Home

    Etsuji Yamaguchi, Jun Nakahara, Toshihisa Nishimori, Toshio Mochizuki, Mai Nakano, Yutaka Furuta, Seiji Sekine, Jun'ichi Ofusa, Youji Takigawa, Yuhei Yamauchi

    Journal of science education in Japan   30 ( 3 ) 145 - 158  2006.09  [Refereed]

    　View Summary

    There has been a noticeable trend in recent years, in which not only schools, but also society as a whole, attempt to help children learn science. However, few studies have been conducted on improving the science learning environment at home. Our research team has therefore developed an educational program called "OYAKO de Science," meaning "parent-child science program," which supports children and their parents in learning science through hands-on experiments at home. This program has been designed to teach participants about light for three weeks. The program consists of two workshops, which all participants attend, and learning activities in which each parent-child pair can participate at home on their own. To improve the science learning environment at home, three essential factors were incorporated into this program: hands-on experiments that would involve both child and parent; learning cycle of "prediction-experiment-result-explanation"; continuous learning through the use of cell phones. 60 pairs of parent and 4th or 5th grade child participated in this demonstration project. The result of project assessment showed the following three points: (a) The children participating in "OYAKO de Science" enjoyed performing experiments with their parents. They thought much about light in predicting the outcomes of the experiments, and while referring to the other children's predictions, they reviewed their own; at the same time, they became more motivated in the experiments they were going to perform. Furthermore, they were able to carry out the experiments mostly during the three-week program, and highly evaluated the use of cell phones as learning support tools, (b) The participants in "OYAKO de Science" were able to improve two important aspects in their learning environments at home: personal relevance-the ability to relate what one has learned to events in one's own life; uncertainty-recognition of the fact that science involves inventing theories and that it is influenced by people's ideas, (c) The three essential factors of "OYAKO de Science" were associated with improving the two aspects of the learning environment at home, "personal relevance" and "uncertainty."

    DOI CiNii

  • Evaluation of Visual Communication Design Elements for Grasping the Content of Discussion on Bulletin Board System : The Method of Visualizing Participant's Discussion and Activation

    Yaegashi Kazaru, Mochizuki Toshio, Nakahara Jun, Hisamatsu Shinichi, Kato Hiroshi

    Bulletin of Japanese Society for the Science of Design   53 ( 3 ) 1 - 10  2006.09  [Refereed]

    　View Summary

    In online discussion, sometime people get confused about what kind of topic they are talking about. So it is necessary for participant to grasp the topic of their discussion. Many prior research related to BBS have been conducted. However few researchers focused on the "visual communication design(VCD)" when they try to consider how the interface of BBS should be. The purpose of this paper is to develop and to evaluate the special function which allows participant to understand what kind of topics they discuss in BBS from the viewpoint of "VCD". At first, we point out the one problem of the previous system which can visualize the discussion by correspondence analysis. Then, we re-examnine it from the VCD and incorporate some new expressions into and remodel it. As the evaluation of the new system, we find how effective it is and how accurately participant understand the topic of their discussion.

    DOI CiNii

  • Analysis of the Survey Regarding Learning Experience of Information Education before Entering Undergraduate Course : A Case Study in a National University in Kansai Area

    MOCHIZUKI Toshio, KUMAMOTO Etsuko, TSUKAMOTO Yasuo

    Japan Journal of Educational Technology   30 ( 3 ) 259 - 267  2006.09  [Refereed]

    Authorship：Lead author, Corresponding author

    　View Summary

    Recently many researchers discuss the desirable curriculum of information education in undergraduate course due to the renewal of curriculum in high school. In order to reveal the learning opportunities in the previous curriculum, the authors conducted a survey regarding the initial learning opportunity before entering university in the previous curriculum. The results show that many students in the previous curriculum have not had enough learning experiences in expansive area. Even if students have learned such area, they have tended to study by themselves. Students who graduated from private schools tended to study expansive area by themselves much more. According to the survey results, the authors discussed the curriculum of information education in higher education should support students who have not studied expansive area. Also the authors stated that it is necessary to establish the system which supports the students who miscomprehended something they studied by themselves.

    DOI CiNii

  • iPlayer: Development of the Interactive Streaming Player for e-Learning (<Special Issue>Studies on Practical Use of e-Learning)

    YAEGASHI Kazaru, KITAMURA Satoshi, HISAMATSU Shinichi, SAKAI Shunsuke, MOCHIZUKI Toshio, YAMAUCHI Yuhei

    Japan Journal of Educational Technology   29 ( 3 ) 207 - 216  2006.02  [Refereed]

    　View Summary

    The purpose of this study is the development and evaluation of the iPlayer, an interactive streaming video player for use in e-learning. iPlayer is an interactive system. Differing from the conventional streaming player, iPlayer enables the learner to not only give feedback on a lecture but also see the responses given by the other learners who viewed the lecture. As the result of the evaluation of iPlayer, it was confirmed that iPlayer makes the learner feel the other learners' existence and the satisfaction rating to e-learning improved. And, it is suggested that the use of iPlayer can give good effects to the collaborative learning in e-learning. By developing this study, we expect that there can be the possibility of a new field of study that the studies of lecture video distribution that had been treated independently in the past tied to the CSCL studies.

    DOI CiNii

  • Promotion of self-assessment for learners in online discussion using the visualization software

    Toshio Mochizuki, Hiroshi Kato, Satoru Fujitani, Kazaru Yaegashi, Shin-Ichi Hisamatsu, Tomoko Nagata, Jun Nakahara, Toshihisa Nishimori, Mariko Suzuki

    User-Centered Design of Online Learning Communities     365 - 386  2006  [Refereed]

    　View Summary

    This chapter describes a method of self-assessment for learners in a collaborative discussion. The authors propose this method of self-assessment in an online discussion and examine its effectiveness through the development and evaluation of a software program in order to visualize the discussion on a bulletin board system. The software, referred to as the "Bulletin board Enrollee Envisioner" (i-Bee), can visually display the co-occurrence relation between keywords and learners. Thus, i-Bee can display content-wise contributions made by each learner to the discussion. In addition, i-Bee can display the recent level of participation of each learner and the frequency of the learner's use of each keyword. Through the evaluation, the authors revealed that i-Bee enables students to assess and reflect upon their discussion, understand the condition, and reorganize their commitment in a discussion that reflects their learning activity. © 2007, Idea Group Inc.

    DOI

  • Oyako de Science (Learning About Science with Parents): Developing an educational program for scientific experiments using cell phones

    Jun Nakahara, Etsuji Yamaguchi, Toshihisa Nishimori, Toshio Mochizuki, Mai Nakano, Yutaka Furuta, Seiji Sekine, Junichi Ofusa, Yuhei Yamauchi

    FOURTH IEEE INTERNATIONAL WORKSHOP ON WIRELESS, MOBILE AND UBIQUITOUS TECHNOLOGY IN EDUCATION, PROCEEDINGS     134 - +  2006  [Refereed]

    　View Summary

    This papers reports on the development of an educational program, consisting mainly of scientific experiments for elementary school children of the third to fifth grade together with their parents. The program is titled "Oyako de Science: Learning about Science ;with Parents (OYAKO)" Under the OYAKO program a child learns about the subject "light" for three weeks. The program consists of: 1) experiments by children and their parents together, 2) experiments by the children alone, 3) documentation using workbooks or drills. In the OYAKO program cell phones are used as tools to elicit from the parents, what we consider to be "the engagement of parents in their children's learning. " We expect that with the participation of parents and thus their engagement in their child's education.

  • ProBoPortable: A cellular phone software to promote emergent division of labor

    Toshio Mochizuki, Kazaru Yaegashi, Yusuke Nagamori, Hiroshi Kato, Toshihisa Nishimori

    FOURTH IEEE INTERNATIONAL WORKSHOP ON WIRELESS, MOBILE AND UBIQUITOUS TECHNOLOGY IN EDUCATION, PROCEEDINGS     147 - +  2006  [Refereed]

    　View Summary

    This paper deals with a design of a cellular phone software, called "ProBoPortable", which displays an awareness of task status and division of labor in Project-based Learning (PBL). According to the situated learning theory, learners learn not only the cultural practice but also the "legitimate learning strategy," which refers to the way in which learners can learn effectively in the community using their meta cognition. Based on this concept, learners are expected to monitor the actual status of their achievement by themselves, and reorganize their division of labors ad-lib in order to improve their learning in PBL. The authors developed a cellular phone software which cooperates with a Web-based groupware in order to enhance learners' reorganization of their learning activity from the viewpoint of the division of labor in their PBL. ProBoPorlable is expected to enhance the awareness of the status of learners' collaboration in PBL.

  • Development and Trial of Project-Based Learning Support System in Higher Education (<Special Issue>Studies on Practical Use of e-Learning)

    NISHIMORI Toshihisa, KATO Hiroshi, MOCHIZUKI Toshio, YAEGASHI Kazaru, HISAMATSU Shin-ichi, OZAWA Shigeto

    Japan Journal of Educational Technology   29 ( 3 ) 289 - 297  2006  [Refereed]

    　View Summary

    This paper describes development of a Web-based application for Project Based Learning (PEL) in higher education. The application referred to as ProjectBoard (PB) is developed to encourage learners taking a view of their PEL through sharing status and outputs of the activity among learners and groups. The evaluation in an undergraduate course shows that the students use PB actively for their work, and feel good toward PB. The analysis reveals that PB is effective to grasp and reexamine task sharing in PEL.

    DOI CiNii

  • Promotion of self-assessment for learners in online discussion using the visualization software

    Toshio Mochizuki, Hiroshi Kato, Shin-ichi Hisamatsu, Kazaru Yaegashi, Satoru Fujitani, Tomoko Nagata, Jun Nakahara, Toshihisa Nishimori, Mariko Suzuki

    CSCL 2005: Computer Supported Collaborative Learning 2005: The Next 10 Years, Proceedings     440 - 449  2005  [Refereed]

    　View Summary

    This study describes a method of self-assessment for learners in a collaborative discussion. The authors, propose a method of self-assessment in an online discussion and examine its effectiveness through the development and evaluation of a software program to visualize the discussion on a Bulletin Board System. The software, referred to as "i-Bee" (Bulletin board Enrollee Envisioner), can visually display the co-occurrence relation between keywords and learners. Thus, the i-Bee can display the content-wise contribution made by each learner to the discussion. In addition, the i-Bee can display the recent level of participation of each learner and the frequency of each keyword used by the learners. The i-Bee enables students to assess and reflect over their discussion, to understand the condition, and to reorganize their commitment in a discussion reflecting their learning activity.

  • A Consideration of Using Collage Method to Evaluate Learning Environments

    Shigeto Ozawa, Toshio Mochizuki

    Human interface. The Transaction of Human Interface Society   6 ( 2 ) 177 - 186  2004.05  [Refereed]

    CiNii

  • Facilitating Reflection in Collaborative Learning Using Formative Peer Evaluation Among Groups

    OZAWA Shigeto, MOCHIZUKI Toshio, EGI Hironori, KUNIFUJI Susumu

    Japan Journal of Educational Technology   28 ( 4 ) 281 - 294  2004.03  [Refereed]

    　View Summary

    In this paper, we study the effectiveness of formative peer evaluation among groups in a class to facilitate reflection on collaborative and exploratory problem solving activities, comparing with third-party's comments. This research was designed as a design experiment through three years. At interim and final presentation, the learners were given comments from teaching assistants (TA) in the first year, however in the second and third years, the learners evaluated each other group. As a result, formative peer evaluation among groups tends to be more effective than TAs' comments, and about half of the groups reflected and reconsidered their research objects, styles of presentation, methods, and viewpoints by appropriating evaluation of the other groups.

    DOI CiNii

  • Trends and Application of Portfolio Assessment for e-learning

    Mochizuki Toshio, Kominato Keiji, Kitazawa Takeshi, Nagaoka Keizo, Kato Hiroshi

    Media and education   10 ( 10 ) 25- - 37  2004.03  [Refereed]  [Domestic journal]

    　View Summary

    The aim of this paper is to examine the design of learning environments involving portfolio assessment applied in e-learning with recent studies and frameworks. Research in this field is largely in its early stages, and the study of schemes for utilizing portfolio assessment for e-learning takes the learner-centered approach. Some studies have made progress by taking account of new frameworks for portfolio utilization. The authors examine the appropriate learning environments for e-learning using portfolio assessment from the viewpoint of assessment theory and philosophy. In conclusion, an adequate communication environment between learners and experts is required for the promotion of learning. Such communication includes portfolio conferences, evaluation of learner portfolios and reflective planning for learning improvement. The design of portfolios appropriate to the instructional design is also needed in order to promote learner awareness of the learning process.

    CiNii

  • A principle for CSCL design: Emergent division of labor

    H Kato, T Mochizuki, H Funaoi, H Suzuki

    ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7     2652 - 2659  2004  [Refereed]

    　View Summary

    This paper deals with an aspect of human activities that is referred to as emergent division of labor (EDL). This refers to the nature of collaboration wherein people interactively and contingently organize, maintain, and reorganize division of labor. The authors argue that this field of EDL is crucial for collaborative learning to serve as a rich repertory of learning opportunities. The practice of EDL is demonstrated with an ethnomethodological analysis of a collaborative learning scene in a face-to-face situation, and the conditions necessary to accomplish EDL are discussed based on the case. Furthermore, from the viewpoint of EDL, design principles of computer support for collaborative learning (CSCL) are proposed.

  • Improving Ability in Presentations through Multivoiced Mutual Reviewing Activity: A Dialogic Approach to Persuasive Communication

    Suzuki, H, Funaoi, H, Mochizuki, T, Yoshino, S, Kato, H

    Proceedings of ED-MEDIA2004     3203-3208 - 3208  2004  [Refereed]

    CiNii

  • Development of Indexes to Grasp the Learnes' Activity on BBS.

    MATSUKAWA Hideya, NAKAHARA Jun, NISHIMORI Toshihisa, MOCHIZUKI Toshio, YAMAUCHI Yuhei

    Japan Journal of Educational Technology   28 ( 1 ) 57 - 68  2004  [Refereed]

    　View Summary

    This study aims at examining what kind of indexes are applicable to grasp learners' condition of participation or tendency of learners' statement on BBS. Twelve indexes for grasping learners' condition of participation, and three indexes for grasping tendency of learners' statement are calculated automatically with a system we developed and displayed on the web browser. We calculated these indexes based on a log data of an e-learning class, and investigated their validity through questionnaire and interview. The result shows that the diversity of posted words is relatively appropriate to grasp learners' condition of participation, because it had strong correlation with assessment of learners' condition of participation by estimators who grasp the communication on BBS well. It is also implied that indexes of tendency of learners' statement are available to take a general view of discussion on BBS.

    DOI CiNii

  • Development of e-Learning system cooperating with Lessons in Classrooms in Higher Education

    NISHIMORI Toshihisa, NAKAHARA Jun, MOCHIZUKI Toshio, MATSUKAWA Hideya, YAEGASHI Kazaru, HISAMATSU Shinichi, YAMAUCHI Yuhei, SUZUKI Mariko, NAGATA Tomoko

    Japan Journal of Educational Technology   27 ( 0 ) 9 - 12  2004  [Refereed]

    DOI CiNii

  • A Study of Connectivity between Face-to-Face Communication and CMC in Collaborative Learning.

    MOCHIZUKI Toshio, EGI Hironori, OZAWA Shigeto, SHIBAHARA Yoshiyuki, TABEI Jun, INOSHITA Osamu, KATO Hiroshi

    Japan Journal of Educational Technology   27 ( 4 ) 405 - 415  2004  [Refereed]

    　View Summary

    This paper studies the design of intra-group communication observed among students who utilized CMC as one of the learning resources in a collaborative learning setting. The study was conducted in a learner-constructing course in order to clarify students' own designs of collaboration. Results show that the groups which successfully utilized CMC for their learning had active participation and understood their discussions well - building stronger communication links between FTF and CMC. In consequence, a learning environment design in FTF is needed to promote students' participation and comprehension ; therefore, a possibility of an "open tool" for sharing discussion is proposed.

    DOI CiNii

  • An Evaluation of Teaching Method and Learning Environment Design Experiments in a Learner-Constructing Course

    OZAWA Shigeto, MOCHIZUKI Toshio, EGI Hironori, FUJINO Atsushi, SHIBAHARA Yoshiyuki, TABEI Jun, INOSHITA Osamu

    Japan Journal of Educational Technology   27 ( Sup. ) >73-76 - 76  2003.12  [Refereed]

    DOI CiNii

  • Characteristics and Structures of Learning Environment Design in the Learner-Constructing Course--Analysis of Planning the Joint Camp in Distant Inter-Seminar Using a Bulletin Board System

    OZAWA Shigeto, SATO Ayako, MURAKAMI Masayuki, MOCHIZUKI Toshio, KUNIFUJI Susumu

    Japan journal of educational technology   26 ( 3 ) 143 - 154  2003.10  [Refereed]

    CiNii

  • Analysis of Student Evaluation of e-Learning Programs cooperated with Campus Classrooms : Focusing on differences in evaluation of 'iii online' at the University of Tokyo between full-time students and students with full-time jobs

      20 ( 2 ) 132 - 142  2003.04  [Refereed]

    CiNii

  • Relation between Face to Face and Computer-mediated Communication on Collaborative Learning

    Hironori Egi, Shigeto Ozawa, Osamu Inoshita

    Japan Journal of Educational Technology   25 ( suppl ) >145-148 - 148  2001.08  [Refereed]

    DOI CiNii

  • Interaction between Distant-Seminars using CSCL

    Toshio Mochizuki, Yoshiyuki Shibahara

    Kyoto University researches in higher education   6 ( 1 ) 123 - 136  2000.10  [Refereed]

    CiNii

  • WWW上に外国語クラスをつくる--スペイン語初級文法・デジタルキャンパスクラスの試み

    山本純一, 望月俊男

    慶應義塾大学湘南藤沢学会   3 ( 2 ) 136 - 142  1999.10  [Refereed]

    CiNii

▼display all

Books and Other Publications

  • 主体的・対話的で深い学びに導く 学習科学ガイドブック

    大島 純, 千代西尾, 益川 弘如, 河﨑 美保, 山口 悦司, 大浦 弘樹, 望月 俊男, 北澤 武, 大島 律子, 河野 麻沙美, 大﨑 理乃( Part： Joint author)

    2019.09 ISBN: 4762830801

    　View Summary

    アクティブ・ラーニングの観点から,人の学びのメカニズムについて,経験や憶測でなく「科学」に基づいて考える。新しい学びの考え方や授業設計・改善を3パート, 9つの章に分けてガイド。各節3~5ページの読み切りで編集し,スキーマ,メタ認知,自己調整学習といった知見を易しく解説した,教養としての学習科学入門。

  • 学習科学ハンドブック第二版第1巻

    森敏昭, 大島純, 秋田喜代美, 白水始(監訳, 望月俊男, 益川弘如( Part： Joint author)

    北大路書房  2018.07 ISBN: 4762830259

    　View Summary

    「人はいかに学ぶのか」の科学的最新知見を包括的に提供。

    学習を,個人を超えた相互作用の中で成立するものと捉え,知識の主体的習得及び他者との共有・協調による創造の営みとみなす学習科学。メタ認知,足場かけ,概念変化等の基本的概念を取り上げ,デザイン研究,協調の分析,教育データマイニングといった新しい方法論により,主体的・対話的で深い学びの成立条件を明確にする。

  • 学習科学ハンドブック第二版第3巻

    秋田喜代美, 大島純, 森敏昭, 白水始, 監訳, 望月俊男, 益川弘如( Part： Joint author)

    北大路書房  2017.09 ISBN: 4762829986

    　View Summary

    「人はいかに学ぶのか」の科学的最新知見を包括的に提供。

    第3巻では,学習科学がどのようにその裾野を広げ,多様な知識領域へと拡張されたかを把握できる「領域専門知識を学ぶ」と,学習環境のデザインの射程が「一つの革新的な教室」という境界を超えて社会に対して浸透するためにより多様な問題へとアプローチを始めた潮流をまとめた「学習科学研究を教室に持ち込む」を所収。

  • 学びのデザイン—学習科学(教育工学選書)（第3部「第13章 大学と教育実習校を接続する学習環境設計」を担当）

    北澤武, 望月俊男, 大島純, 益川弘如, 日本教育工( Part： Joint author)

    ミネルヴァ書房  2016.11

  • 協調学習とCSCL（教育工学選書）

    加藤浩, 望月俊男, 日本教育工( Part： Joint author)

    ミネルヴァ書房  2016.11 ISBN: 4623076946

  • 学習科学ハンドブック第二版第2巻

    大島純, 森敏昭, 秋田喜代美, 白水始(監訳, 望月俊男, 益川弘如( Part： Joint author)

    北大路書房  2016.10 ISBN: 4762829471

    　View Summary

    「人はいかに学ぶのか」の科学的最新知見を包括的に提供。

    各章には章の解説と読みどころをイントロダクションとして追加。第2巻では,強力な学習成果を導き出す教室実践(課題解決型学習,身体化デザイン等),より効果的な学びの会話を促進するための学習環境設計(協調学習,モバイルラーニング等)の可能性について示す。

  • 読み手・書き手と対話する 大学生のための文章表現ワークブック

    望月俊男, 山下清美, 冨永敦子( Part： Joint author)

    専大書房  2016.04

  • アクティブラーニングのデザイン：東京大学の新しい教養教育（第5章「アクティブラーニングを支援するICTツール―タブレットPCを活用したソフトウェアの開発と実践」を担当）

    永田敬, 林一雅, 望月俊男, 西森年寿( Part： Joint author)

    東京大学出版会  2016.03 ISBN: 4130530879

  • 21世紀型スキル：学びと評価の新たなかたち

    三宅なほみ, 益川弘如, 望月俊男( Part： Joint author)

    北大路書房  2014.04 ISBN: 4762828572

  • 科学リテラシーを育むサイエンス・コミュニケーションー学校と社会をつなぐ教育のデザインー（第Ⅰ部「4．授業研究ネットワーク・コミュニティを志向したWebベース「eLESSER」プログラムの開発と評価」を担当）

    鈴木真理子, 永田智子, 西森年寿, 望月俊男, 笠井俊信, 中原淳, 鈴木真理子, ほか( Part： Joint author)

    北大路書房  2014.03 ISBN: 9784762828348

  • 大学教育ー越境の説明をはぐくむ心理学（第2部「12．オンライン・コミュニケーション：インタフェース改善とリテラシー育成」を担当）

    富田英司, 鈴木栄幸, 望月俊男( Part： Joint author)

    ナカニシヤ出版  2014.02 ISBN: 9784779507922

    　View Summary

    コミュニケーション能力の育成の方法やその教育法の開発に生かせる科学的研究を集約。「越境の説明力」を磨く新しい大学教育論。

  • 教師のための情報リテラシ－ ― 知識基盤社会を生き抜く力を育てるために（2-2, 2-4, 2-7, 2-8 担当）

    舟生日出男, 加藤浩, 鈴木栄幸, 久保田善彦, 眞山和姫( Part： Joint author)

    ナカニシヤ出版  2012.03 ISBN: 9784779506291

    　View Summary

    [学校での情報教育の実践力を高めるために]
    子どもたちの情報活用能力を育成するために、まず教師としての情報リテラシーを身に付けよう！情報活用能力を普段より一歩踏み込んで考える、未来に向けた教職課程向けテキスト。

  • Handbook Research on Methods and Techniques for Studying Virtual Communities: Paradigms and Phenomena.(Chapter 23. Development of Cellular Phone Software to Prompt Learners to Monitor and Reorganize Division of Labor in Project-Based Learning (pages 381-3

    Toshio Mochizuki, Senshu University, Ja, Kazaru Yaegashi, Ritsumeikan University, Ja, Hiroshi Kato, The, Open, University of, Japan, Toshihisa Nishimori (The, University of Tokyo, Yusuke Nagamori, Tsukuba, University of Technology, Jap( Part： Joint author)

    IGI Global  2011.02

  • 学びの空間が大学を変える —ラーニングスタジオ・ラーニングコモンズ・コミュニケーションスペースの展開—（第２章「能動的な学びを促進するスタジオ型教室」を分担執筆）

    山内祐平( Part： Joint author)

    ボイックス  2010.05

    　View Summary

    アクティブラーニングを促進するためのスタジオ型教室のデザイン原則，およびその出現背景，代表事例について概説．

  • デジタル教材の教育学（第４章「議論を通して学ぶ—Computer Supported Collaborative Learning」を担当）

    山内祐平( Part： Joint author)

    東京大学出版会  2010.04

    　View Summary

    CSCL (Computer Supported Collaborative Learning)の背景理論と代表事例の概説．

  • 『明日の教師を育てる－インターネットを活用した新しい教員養成』（第6章解説「持続的な教師の成長を目指して」を担当）

    鈴木真理子, 永田智子( Part： Joint author)

    ナカニシヤ出版  2007.04

  • User-Centered Design of Online Learning Communities.（Chapter16.Promotion of Self-Assessment for Learners in Online Discussion Using the Visualization Software を担当）

    加藤浩, 藤谷哲, 八重樫文, 久松慎一, 永田智子, 中原淳, 西森年寿, 鈴木真理子( Part： Joint author)

    Information Science Publishing,Idea Group Inc  2006.10

  • 『外国語教育のリ・デザイン－慶應SFCの現場から－』（第2章3節「ITと外国語教育－スペイン語セクション」および6節「座談会－IT・マルチメディアを活かした外国語学習の歩み」を担当）

    安村道晃, 重松淳, 國枝孝弘( Part： Joint author)

    慶應義塾大学出版会  2005.09

  • 『IT・新世紀型理数科教育の挑戦 確かな学力を育てるITの先進的な教育利用』（第2章3節「科学に対する理解と探究心を育む協調学習支援システム」を担当）

    鈴木真理子, 中原淳( Part： Joint author)

    東洋館出版社  2004.09

  • 『eラーニング・マネジメント-大学の挑戦-』（第10章「利用者アンケートによるⅲ onlineの評価」および「コラムC-iViewer:コミュニティの中のワタシが見える」を担当）

    中原淳, 西森年寿, 元昂( Part： Joint author)

    オーム社  2003.07

  • 『新教育事典』（「マルチメディアによる学習の変化」「情報収集とネットワーク」「コラム・記録・再生が容易なマルチメディア」を担当）

    遠藤克弥, 坂本辰朗, 佐藤尚子, 鈴木孝光, 田中治彦, 田部井潤, 西岡正子, 長谷敏夫( Part： Joint author)

    勉誠出版  2002.10

▼display all

Presentations

  • 協調学習における学生のパフォーマンス向上のための座席レイアウトの有効性

    日本教育工学会研究会，JSET18-3  (明治大学)  日本教育工学会

    Presentation date： 2018.07

  • Enhancing Online Structured Dialogue During Teaching Internship through Digital Storytelling to Promote Professional Socialization.

    13th International Conference of the Learning Sciences (ICLS) 2018  (London, UK)  International Conference of the Learning Sciences (ICLS)

    Presentation date： 2018.06

  • Effectiveness of Crescent Shape Table for Future Learning Spaces to Foster Students' Performance in Collabolative Learning.

    Poster presented at the annual meeting of the American Educational Research Association  (New York, NY)  American Educational Research Association

    Presentation date： 2018.04

  • 諸外国における学習科学を応用した教師教育プログラム（2）：ハイファ大学の事例

    KITAZAWA Takeshi, MOCHIZUKI Toshio, YAMAGUCHI Etsuji

    日本科学教育学会研究会研究報告  日本科学教育学会

    Presentation date： 2018.03

    Event date：
    2018.03
    　
    　

  • Enhancing Online Structured Dialogue During Teaching Internship through Digital Storytelling to Promote Professional Socialization

    Mochizuki, T, Kitazawa, T, Oshima, J, Funaoi, H, Suzuki, H

    In J. Kay and R. Luckin (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 

    Presentation date： 2018

    Event date：
    2018
    　
    　

  • Development of a series of instructions for promoting disagreement resolutions in reasoning about multiple conflicting documents.

    日本教育工学会第34回全国大会  (東北大学川内キャンパス)  日本教育工学会

    Presentation date： 2018

  • 議論における発言状況をリアルタイムに可視化するシステムの影響

    日本教育工学会第34回全国大会  (東北大学川内キャンパス)  日本教育工学会

    Presentation date： 2018

  • 小集団の対面議論の共調整を促す協調学習支援システムの提案

    日本教育工学会第34回全国大会  (東北大学川内キャンパス)  日本教育工学会

    Presentation date： 2018

  • タンジブル人形劇を通したマイクロティーチングにおける３次元視点転換による振り返りの効果

    日本教育工学会第33回全国大会  (島根大学松江キャンパス)  日本教育工学会

    Presentation date： 2017.09

  • 多人数対面講義におけるグループ作業を支援するグループウェア Orchestrating Boardの実践事例

    日本教育工学会第33回全国大会  (島根大学松江キャンパス)  日本教育工学会

    Presentation date： 2017.09

  • 大学授業でのグループワークを支援するグループウェアの評価とグループ編成時間に関する事例研究

    日本教育工学会第33回全国大会  (島根大学松江キャンパス)  日本教育工学会

    Presentation date： 2017.09

  • Instruction on disagreement resolution in reasoning about multiple documents

    European Association for Research on Learning and Instruction  European Association for Research on Learning and Instruction

    Presentation date： 2017.08

  • 諸外国における学習科学のための教育プログラム（1）：ワシントン大学とラトガース大学の事例

    OURA Hiroki, MOCHIZUKI Toshio, YAMAGUCHI Etsuji

    日本教育工学会研究報告集  日本教育工学会

    Presentation date： 2017.07

    Event date：
    2017.07
    　
    　

  • 矛盾した複数の文章の読解を通した情報リテラシーの授業実践

    日本教育工学会研究会，JSET17-3  (東北学院大学)  日本教育工学会

    Presentation date： 2017.07

  • 諸外国における学習科学のための教育プログラム（1）－ワシントン大学とラトガース大学の事例－

    日本教育工学会研究会，JSET17-3  (東北学院大学)  日本教育工学会

    Presentation date： 2017.07

  • Effects of Perspective-­Taking through Tangible Puppetry in Microteaching Role-­Play

    International Society of the Learning Science  International Society of the Learning Science

    Presentation date： 2017.06

  • 3次元の多声的視点転換機能を持つタンジブル人形劇システムによる授業シミュレーションの検討

    日本教育工学会研究会，JSET17-1  (信州大学)  日本教育工学会

    Presentation date： 2017.03

  • Effects of Perspective-Taking Through Tangible Puppetry in Microteaching Role-Play.

    Toshio Mochizuki, Takehiro Wakimoto, Hiroshi Sasaki, Ryoya Hirayama, Hideo Funaoi, Yoshihiko Kubota, Hideyuki Suzuki, Hiroshi Kato

    12th International Conference on Computer Supported Collaborative Learning, CSCL 2017, Philadelphia, Pennsylvania, USA, June 18-22, 2017  International Society of the Learning Sciences

    Presentation date： 2017

    Event date：
    2017
    　
    　

  • A Study of Microteaching Practice Using a Tangible Puppetry Role-Play System with Three Dimentional Multivoiced Perspective Taking

    MOCHIZUKI Toshio, SASAKI Hiroshi, WAKIMOTO Takehiro, HIRAYAMA Ryoya, YOSHIDA Sadahide, MIYAWAKI Koki, YAMAGUCHI Yuta, FUNAOI Hideo, KUBOTA Yoshihiko, SUZUKI Hideyuki, KATO Hiroshi

    Research report of JET Conferences  Japan Society for Educational Technology

    Presentation date： 2016.12

    Event date：
    2016.12
    　
    　

  • 大学生のグループ分けに対する意識調査

    日本教育工学会第32回全国大会  (大阪大学)  日本教育工学会

    Presentation date： 2016.09

  • タンジブル人形劇による多声的視点転換の効果

    日本教育工学会第32回全国大会  (大阪大学)  日本教育工学会

    Presentation date： 2016.09

  • Preparing Pre-Service Teachers for Practice Teaching: Digital Storytelling Using Cartoon-Based Imagination and Interventions in the LMS

    Kitazawa, T, Mochizuki, T, Funaoi, H, Suzuki, H, Kato, H

    Proceedings of E-Learn 2015 

    Presentation date： 2015.10

    Event date：
    2015.10
    　
    　

  • Preparing pre-service teachers for practice teaching: Digital storytelling using cartoon-based imagination and interventions in the LMS

    Association for the Advancement of Computing in Education  Association for the Advancement of Computing in Education

    Presentation date： 2015.10

  • Development of Functions of a Mind Map System that Prompts Learners to Refocus on Keywords Aside from the Discussion for a Long Time

    Association for the Advancement of Computing in Education  Association for the Advancement of Computing in Education

    Presentation date： 2015.10

  • マンガ表現法による教育実習のイメージ化とLMSを利用した教育実習の支援の効果

    日本教育情報学会第31回年会  (茨城大学)  日本教育情報学会

    Presentation date： 2015.08

  • 一定時間が経過したキーワードに再注目させるマインドマップシステム「FReK」の評価 : 創造性に対する認識に着目して

    日本教育情報学会第31回年会  (茨城大学)  日本教育情報学会

    Presentation date： 2015.08

  • Fostering and Reflecting on Diverse Perspective-Taking in Role-Play Utilizing Puppets as the Catalyst Material under CSCL

    International Society of the Learning Science  International Society of the Learning Science

    Presentation date： 2015.06

  • ワークショップの企画・実施を通したコミュニケーション教育の実践

    第21回大学教育研究フォーラム  (京都大学)  大学教育研究フォーラム

    Presentation date： 2015.03

  • Development and Assessment of a Function to Refocus on Keywords Which Past a Given Fixed Time Elapses on a Mind-Map

    夏堀 有未, 北澤 武, 望月 俊男

    日本教育工学会研究報告集  日本教育工学会

    Presentation date： 2015.02

    Event date：
    2015.02
    　
    　

  • ナラティブアプローチによるプロジェクト学習の評価の試み

    日本教育工学会研究会，JSET15-1  (九州大学)  日本教育工学会

    Presentation date： 2015.02

  • マインドマップで一定時間が経過したキーワードを再注目させる機能の開発と評価

    日本教育工学会研究会，JSET15-1  (九州大学)  日本教育工学会

    Presentation date： 2015.02

  • Digital Storytelling for Professional Socialization Through Cartooning Preservice Working Experience: A Case Study

    Asia-Pacific Society for Computers in Education

    Presentation date： 2014.12

  • Digital Storytelling for Professional Socialization Through Cartooning Preservice Working Experience: A Case Study

    Toshio Mochizuki, Takeshi Kitazawa

    The 22nd International Conference on Computers in Education (ICCE2014) 

    Presentation date： 2014.11

    Event date：
    2014.11
    　
    　

  • 俯瞰視点と他者視点によるロールプレイの省察支援

    望月俊男, 佐々木博史, 脇本健弘, 吉田定秀, 宮脇光輝, 平山涼也, 久保田善彦, 鈴木栄幸

    日本教育工学会第30回大会講演論文集  日本教育工学会

    Presentation date： 2014.09

    Event date：
    2014.09
    　
    　

  • 俯瞰視点と他者視点を往還するロールプレイの省察支援

    日本教育工学会第30回全国大会  (岐阜大学)  日本教育工学会

    Presentation date： 2014.09

  • 学習者らによるプロジェクト学習チーム編成の過程分析

    日本教育工学会第30回全国大会  (岐阜大学)  日本教育工学会

    Presentation date： 2014.09

  • 批判的読解支援ソフトウェアeJournalPlusを使ったピアレスポンス活動の効果

    日本教育工学会研究会，JSET14-1  (愛知工業大学)  日本教育工学会

    Presentation date： 2014.03

  • アイデア同士を再注目させることで発想を促すシステムの提案

    日本教育工学会研究会，JSET14-1  (愛知工業大学)  日本教育工学会

    Presentation date： 2014.03

  • Robot as a Learning Partner for Promoting Proactive Discussion in Peer Groups: A Case Study for Career Development

    The 21st International Conference on Computers in Education (ICCE 2013)  (Bali, Indonesia)  Asia-Pacific Society for Computers in Education

    Presentation date： 2013.11

  • The Development and Evaliation of EduceBoard: A Tangible Tearching Simulation System through Playing Puppet Shows.

    World Conference on E-Learning in Corporate, Goverment, Healthcare, and Higher Education 2013  World Conference on E-Learning in Corporate, Goverment, Healthcare, and Higher Education 2013

    Presentation date： 2013.10

  • The study on practical use of mentoring support system FRICA･Listena in schools

    JSET2013 Annual Conference  (The University of Akita)  Japan Society of Educational Technology

    Presentation date： 2013.09

  • Designing interventions on the SNS for preparation and reflection of the pre-service training internship that helps student teachers understand the nature of teaching profession by connecting campus and field experience

    JSET2013 Annual Conference  (The University of Akita)  Japan Society of Educational Technology

    Presentation date： 2013.09

  • Development of a PBL Support Software for Smartphone that Induces Communication between Learner Groups

    JSET2013 Annual Conference  (The University of Akita)  Japan Society of Educational Technology

    Presentation date： 2013.09

  • Development and a Preliminary Evaluation of Puppetry-based Tangible Teaching Simulation System

    JSET2013 Annual Conference  (The University of Akita)  Japan Society of Educational Technology

    Presentation date： 2013.09

  • Puppetry as a Catalyst in Role-Play: A Device to Facilitate Gaining New Insights into the Perspectives of Others.

    International Conference on Computer Supported Collaborative Learning (CSCL2013)  (Madison, WI)  International Society of the Learning Sciences

    Presentation date： 2013.06

  • EduceBoard: A Tangible Teaching Simulation System through Playing Puppet Shows.

    Society for Information Technology & Teacher Education International Conference 2013  (New Orleans, LA)  Association for the Advancement of Computing in Education

    Presentation date： 2013.03

  • Cartoon-based Teaching Simulation that Helps Student Teachers Improve Their Lesson Plans.

    Society for Information Technology & Teacher Education International Conference 2013  (New Orleans, LA)  Association for the Advancement of Computing in Education

    Presentation date： 2013.03

  • Bridging Campus Courses and Field Experiences in University-based Teacher Education Program Using Online Diaries

    Indonesia: Asia-Pacific Society for Computers in Education

    Presentation date： 2013

  • 批判的読解におけるピアレスポンス活動のコメント付与方法に関する検討

    日本教育心理学会第54回総会  (琉球大学)  日本教育心理学会

    Presentation date： 2012.11

  • EduceBoard: A Tangible Teaching Simulation System through Playing Puppet Shows

    JSET2012 Annual Conference  (Nagasaki University)  Japan Society of Educational Technology

    Presentation date： 2012.09

  • ロボットに大学生のキャリア・カウンセリングが行えるのか？：大学生の発話の比較分析

    日本教育工学会第28回全国大会  (長崎大学)  日本教育工学会

    Presentation date： 2012.09

    　View Summary

    本研究では、ロボットが従来の「人を模した相互作用対象」という限られた役割を超え、建設的相互作用を促進することの可能性について、キャリア・カウンセリングのフレームを用いて実験および分析を行った。結果、ロボットがキャリア形成を促すファシリテーター役となっても、大学生同士の発話を促し、自らのキャリアを意味付けることによって、大学生の自己効力感が向上することが認められた。今後の課題として、ロボットが参加することで建設相互作用がより促進される可能性について分析したい。

  • Lesson Design for Preparing Pre-Service Training using Social Networking Service and Analysis of Communication among Student Teachers on the SNS

    JSET2012 Annual Conference  (Nagasaki University)  Japan Society of Educational Technology

    Presentation date： 2012.09

  • マンガ表現法による教育実習生の指導案の改善

    日本科学教育学会第36回年会  (東京理科大学)  日本科学教育学会

    Presentation date： 2012.08

  • Improvements of teaching plans using Cartoon-based teaching simulation in pre-service teacher training

    Cognition and Exploratory Learning in the Digital Age (CELDA2011)  (Rio de Janeiro, Brazil)  International Association for Development of the Information Society

    Presentation date： 2011.11

  • The practice of mentoring for novice teachers with special focuses on their problems and worries.

    JSET 27th Annual Meeting  (Tokyo Metropolitan University) 

    Presentation date： 2011.09

  • Development of a Tabletop Teaching Simulation System for Cultivating an Ability for Creating Multivoiced Lesson Plans

    JSET 27th Annual Meeting  (Tokyo Metropolitan University) 

    Presentation date： 2011.09

  • Tabletop Teaching Simulation: Collaborative Multivoiced Simulation for Improving Lesson Plans in Pre-service Training.

    International Conference on Computer Supported Collaborative Learning (CSCL2011)  (Hong Kong, China)  International Society of the Learning Sciences

    Presentation date： 2011.07

  • Design of Shadows on the OHP Metaphor-Based Presentation Interface Which Visualizes a Presenter’s Actions

    HCI International 2011  (Orlando, FL)  HCI International Conference

    Presentation date： 2011.07

  • Support of Presentation Slide Making from a Manga in Teaching Multivoiced Presentation.

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011  (Lisbon, Portugal)  Association for Advancement of Computing in Education

    Presentation date： 2011.06

  • Study of Processes to Improve of Lesson Plan by Manga-Based Thinking Method - From Interviews to Student Teachers -

    (Shizuoka University) 

    Presentation date： 2011.03

  • An Analysis of Constructive Knowledge Building Process while Reading Multiple Texts on eJournalPlus

    (Shizuoka University) 

    Presentation date： 2011.03

  • VoicingBoard: Enhancing Multivoiced Reflection on Lesson Plans

    Society for Information Technology & Teacher Education International Conference 2011  (Nashville, TN.)  Association for the Advancement of Computing in Education

    Presentation date： 2011.03

  • Cartoon-based teaching simulation: How student teachers consider their lesson plans during the simulation.

    Society for Information Technology & Teacher Education International Conference 2011  (Nashville, TN.)  Association for the Advancement of Computing in Education

    Presentation date： 2011.03

  • A Practice of Japanese Classes through the Utilization of eJournalPlus: A Learning Support System for Language Skills

    (Oita University) 

    Presentation date： 2010.12

  • 大学生向けの美術館鑑賞支援システムの提案

    情報システム学会第6回全国大会・研究発表大会  (専修大学)  情報システム学会

    Presentation date： 2010.11

  • Linearity and Synchrony: Quantitative Metrics for Slide-based Presentation Methodology

    12th International Conference on Multimodal Interfaces and 7th Workshop on Machine Learning for Multimodal Interaction  (Beijing, China)  Association for Computing Machinery

    Presentation date： 2010.11

  • 初任教師の授業の悩みを引き出すメンタリング支援システムListenaの開発

    日本教育工学会第26回全国大会  (金城学院大学)  日本教育工学会

    Presentation date： 2010.09

  • デザイン教育の特徴を取り入れた Project-Based Learning 支援システムの評価

    日本教育工学会第26回全国大会  (金城学院大学)  日本教育工学会

    Presentation date： 2010.09

  • 読解支援システムeJournalPlusを使った知識構築活動の支援（自主シンポジウム「大学生のレポートライティング教育の実践・研究の現状と課題」）

    日本教育心理学会第52回総会  (早稲田大学)  日本教育心理学会

    Presentation date： 2010.08

  • 教育実習生の指導案改善のためのマンガ表現法

    日本科学教育学会研究会，Vol.24，No.4  (三重大学)  日本科学教育学会

    Presentation date： 2010.06

  • A Manga-based Approach to Enhance Multivoiced Reflection of Student Teachers in Revising Lesson Plans.

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010  (Toronto, Canada)  Association for the Advancement of Computing in Education

    Presentation date： 2010.06

  • LiveScreenBoard: Development and Experimental Evaluation of Personal Desktop Sharing Tool for Emergent Division of Labor

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010  (Tronto, ON)  Association for the Advancement of Computing in Education

    Presentation date： 2010.06

  • Effect of Manga-based Reflection on Student Teachers in Revising their Lesson Plans

    Presentation date： 2010.05

  • Google Street Viewを利用した国際理解学習の実践

    日本教育工学会研究会，JSET10-1  (広島大学)  日本教育工学会

    Presentation date： 2010.03

    　View Summary

    GoogleMaps のStreet View 機能は, 国際理解学習における真正性の高いリソースを得るための手段として効果的であると考えられる. Street View 機能を用いて収集した世界の都市の画像を, 日本の都市の画像と並置することにより, 小学生を対象とした国際理解学習を行った. その結果, 自国文化の理解をもととした, 異文化理解に関する発見的学習が, 発話等により確認できた.

  • LiveScreenBoard: Development and Experimental Evaluation of Personal Desktop Sharing Tool for Emergent Division of Labor

    Presentation date： 2010.03

  • Cartoon-based Teaching Simulation for Reflective Improvement of Lesson Plans in Pre-service Teacher Training

    Society for Information Technology & Teacher Education International Conference 2010  (San Diego, CA, USA)  Association for the Advancement of Computing in Education

    Presentation date： 2010.03

  • Designing a Learning Community for the Pre-Service Teacher Training Using the Social Networking Service.

    17th International Conference on Computing in Education  (Hong Kong, China)  Asia Pacific Society for Computers in Education

    Presentation date： 2009.12

  • eラーニングプロジェクトにおけるPDCAサイクルを実現する科目密着型評価方法の開発と実践

    日本教育工学会第25回全国大会  (東京大学 本郷キャンパス)  日本教育工学会

    Presentation date： 2009.09

  • 複数の文章の比較統合を通した批判的読解を支援する学習環境の開発とその評価

    日本教育工学会第25回全国大会  (東京大学 本郷キャンパス)  日本教育工学会

    Presentation date： 2009.09

  • 初任教師メンタリング支援システムFRICAの開発と評価

    日本教育工学会第25回全国大会  (東京大学 本郷キャンパス)  日本教育工学会

    Presentation date： 2009.09

  • アンカードコメント機能がアカデミックライティングにおける協同推敲に及ぼす効果

    日本教育工学会第25回全国大会  (東京大学 本郷キャンパス)  日本教育工学会

    Presentation date： 2009.09

  • Webと携帯電話を利用した高等教育におけるプロジェクト学習支援システムのデザイン―ProBo・PBP・PBMの開発・評価と課題の整理―

    日本教育工学会第25回全国大会  (東京大学 本郷キャンパス)  日本教育工学会

    Presentation date： 2009.09

  • ペンの影を重畳表示するプレゼンテーションツールにおける影のデザイン

    情報処理学会研究報告，Vol.2010-HCI-139，No.10  情報処理学会

    Presentation date： 2009.07

  • ZUIを利用した多画面対応議論ソフトウェアBorderless Canvas

    情報処理学会研究報告，SIGHCI134-12  情報処理学会

    Presentation date： 2009.07

  • 多声的思考の支援におけるマンガ表現の効果−教育実習事前指導における指導案作成への応用−

    日本教育工学会研究会，JSET09-3  (宮崎大学)  日本教育工学会

    Presentation date： 2009.07

  • 多声的思考の支援におけるマンガ表現の効果−学習指導案作成過程の事例分析から−

    日本教育工学会研究会，JSET09-3  (宮崎大学)  日本教育工学会

    Presentation date： 2009.07

  • 多声的思考の支援におけるマンガ表現の効果−理論と手法の提案−

    日本教育工学会研究会，JSET09-3  (宮崎大学)  日本教育工学会

    Presentation date： 2009.07

  • Borderless Canvas: Development of a Multi-display Discussion Software for Knowledge-emergent Presentations

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009  (Honolulu, HI, USA)  Association for the Advancement of Computing in Education

    Presentation date： 2009.06

  • eJournalPlus: Development of a Collaborative Learning System for Constructive and Critical Reading Skills

    International Conference on Computer Supported Collaborative Learning (CSCL2009)  (Rhodes, Greece)  International Society of the Learning Sciences

    Presentation date： 2009.06

  • The Development of Mentoring Support System Based on Self-Regulated Learning Theory: Concept and Design

    Society for Information Technology and Teacher Education International Conference 2009  (Charleston, SC)  Association for the Advancement of Computing in Education

    Presentation date： 2009.03

  • Designing a Learning Community for the Preservice Teacher Training Using a Social Networking Service

    Research Seminar of Japan Society for Educational Technology  (Sugiyama Women's University)  Japan Society for Educational Technology

    Presentation date： 2009.03

  • LiveScreenBoard: Development of Personal Desktop Sharing Tool for Emergent Division of Labor

    The Japanese Society for Artificial Intelligence

    Presentation date： 2008.11

  • ProBoMobile:携帯電話を利用したプロジェクト学習支援システムの開発

    日本教育工学会第24回全国大会  (上越教育大学)  日本教育工学会

    Presentation date： 2008.10

  • 批判的読解を支援するソフトウェアeJournalPlus の試用における文章読解・産出活動の様相

    日本教育心理学会第50回総会  (東京学芸大学)  日本教育心理学会

    Presentation date： 2008.10

  • 批判的読解学習支援システムeJournalPlus の協調学習支援機能の開発

    日本教育工学会第24回全国大会  (新潟，上越教育大学)  日本教育工学会

    Presentation date： 2008.10

  • 批判的読解を支援するソフトウェアeJournalPlus の概念地図が対話的読解に及ぼす効果

    日本教育工学会第24回全国大会  (新潟，上越教育大学)  日本教育工学会

    Presentation date： 2008.10

  • 映像探索システムMEET Video Explorer の授業における評価

    日本教育工学会第24回全国大会  (新潟，上越教育大学)  日本教育工学会

    Presentation date： 2008.10

  • オンラインコースの評価活動と改善に困難を伴った事例の考察

    日本教育工学会第24回全国大会  (新潟，上越教育大学)  日本教育工学会

    Presentation date： 2008.10

  • レポートライティングの活動を支援するアンカードコメント機能の評価

    日本教育工学会第24回全国大会  (新潟，上越教育大学)  日本教育工学会

    Presentation date： 2008.10

  • 初任者教師メンタリング支援システムの開発

    日本教育工学会第24回全国大会  (新潟，上越教育大学)  日本教育工学会

    Presentation date： 2008.10

  • The Impact of Making a Concept Map for Constructive Reading with the Critical Reading Support Software "eJournalPlus"

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn) 2008  (Las Vegas, NV, the United States)  Association for the Advancement of Computing in Educatio

    Presentation date： 2008.10

  • アカデミックライティングにおける協同推敲活動環境の構築と評価

    日本教育工学会研究会，JSET08-3  (金沢大学人間社会学域学校教育学類附属教育実践支援センター)  日本教育工学会

    Presentation date： 2008.07

  • Learning about science with parents : Developing an Educational Program for Scientific Experiments Using Cell Phones

    World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) 2008  (Vienna, Austria)  Association for the Advancement of Computing in Education

    Presentation date： 2008.07

  • MEET Video Explorer: Development of Exploratory Learning Support System for Public Broadcasting Videos and its Formative Evaluation.

    World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) 2008  (Vienna, Austria)  Association for the Advancement of Computing in Education

    Presentation date： 2008.07

  • eJournalPlus: Development of a TabletPC Based Reading Support Software Toward Critical Reading

    World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) 2008  (Vienna, Austria)  Association for the Advancement of Computing in Education

    Presentation date： 2008.07

  • ProBoPortable: Development of Cellular Phone Software to Prompt Learners to Monitor and Reorganize Division of Labor in Project-Based Learning

    World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) 2008  (Vienna, Austria)  Association for the Advancement of Computing in Education

    Presentation date： 2008.07

  • Relationship among course type, self-efficacy, mentor and learning performance: Toward e-learning satisfaction model

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007  (Quebec City, Canada)  Association for the Advancement of Computing in Education

    Presentation date： 2007.10

  • Reflective Cycle for Instructional Design: Sustainable Improvement Model for Online Courses.

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007  (Quebec City, Canada)  Association for the Advancement of Computing in Education

    Presentation date： 2007.10

  • アカデミックライティングにおける協同推敲活動支援環境の構築と評価

    日本教育工学会第23回全国大会  (早稲田大学人間科学部)  日本教育工学会

    Presentation date： 2007.09

  • 映像探索システムMEET Video Explorerの形成的評価

    日本教育工学会第23回全国大会  (早稲田大学人間科学部)  日本教育工学会

    Presentation date： 2007.09

  • 批判的読解の学習を支援するシステムeJournal Plus の開発

    日本教育工学会第23回全国大会  (早稲田大学人間科学部)  日本教育工学会

    Presentation date： 2007.09

  • 教養教育アクティブラーニングのためのIT支援型教室～駒場アクティブラーニングスタジオのデザイン～

    日本教育工学会第23回全国大会  (早稲田大学人間科学部)  日本教育工学会

    Presentation date： 2007.09

  • 授業改善のための評価活動とインストラクショナルデザインサイクル

    日本教育工学会第23回全国大会  (早稲田大学人間科学部)  日本教育工学会

    Presentation date： 2007.09

  • Webベース授業研究支援「eLESSER」プログラムを追体験する教員養成課程の授業

    日本教育工学会第23回全国大会  (早稲田大学人間科学部)  日本教育工学会

    Presentation date： 2007.09

  • Webと携帯電話を利用したプロジェクト学習支援グループウェアにおけるデザイン教育の特徴を取り入れた新機能の設計と評価

    日本教育工学会第23回全国大会  (早稲田大学人間科学部)  日本教育工学会

    Presentation date： 2007.09

  • ProBoPortable:Does the Cellular Phone Software Promote Emergent Division of Labor in Project-Based Learning?

    International Conference on Computer Supported Collaborative Learning 2007 (CSCL2007)  (Newark, NJ, the United States)  International Society of the Learning Sciences

    Presentation date： 2007.07

  • The Analysis of the Process of a Web-Based Japanese Lesson Study Program “eLESSER.”

    American Educational Research Association Annual Meeting 2007  (Chicago, USA)  American Educational Research Association

    Presentation date： 2007.04

  • Webベース授業研究支援「eLESSER」プログラムの評価

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • 画像並置機能を実装したビデオクリップ自動作成システムによる授業実践－小学校3年生「かげと太陽の学習」における利用事例と評価－

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • 高等教育におけるオンライン授業カタログシステムの設計

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • 高等教育におけるNHKアーカイブス活用に関する研究～映像探索システム"MEET Video Explorer"の開発～

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • 大学入学前の情報教育に関する事前学習機会の調査－新旧課程履修者の比較分析－

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • 大学生の批判的読解の学習を支援するソフトウェアの設計

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • 親を動かすテクノロジとしての携帯電話―家庭における科学教育「おやこ de サイエンス」を通した提案―

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • プロジェクト学習における分業状態を可視化する携帯電話ソフトウェアの開発と評価

    日本教育工学会第22回全国大会  (関西大学総合情報学部)  日本教育工学会

    Presentation date： 2006.11

  • Oyako de Science (Learning about science with parents): Developing an Educational Program for Scientific Experiments Using Cell Phones.

    Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education - (WMTE'06)  (Athens, Greece)  Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education - (WMTE'06)

    Presentation date： 2006.11

  • ProBoPortable: A Cellular Phone Software to Promote Emergent Division of Labor.

    the Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education  (Athens, Greece)  IEEE

    Presentation date： 2006.11

  • おやこde サイエンス：家庭における科学の学習環境の構築

    日本科学教育学会第30回年会  (筑波学院大学)  日本科学教育学会

    Presentation date： 2006.08

  • 画像並置機能を実装したビデオクリップ自動作成システムによる授業実践－小学校6年生「結晶づくりにチャレンジしよう」における利用事例と評価－

    日本科学教育学会第30回年会  (筑波学院大学)  日本科学教育学会

    Presentation date： 2006.08

  • おやこdeサイエンス：携帯電話を活用した「科学実験をベースにした学習プログラム」の開発

    日本科学教育学会第30回年会  (筑波学院大学)  日本科学教育学会

    Presentation date： 2006.08

  • 大学教育の情報化：東京大学TREEプロジェクトの挑戦

    第4回 日本 WebCT ユーザカンファレンス  (京都，京都コンピュータ学院京都駅前校)  日本WebCTユーザ会

    Presentation date： 2006.08

  • 科学教育を支援するテクノロジ：最近のトレンド

    日本科学教育学会平成18年度第1回研究会  日本科学教育学会

    Presentation date： 2006.08

  • Development of Web-based Japanese Lesson Study Program “eLESSER”

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006  (Orlando, FL)  Association for the Advancement of Computing in Education

    Presentation date： 2006.06

  • Emotional Effects of Observational Learning in Science Experiments Using Video Clips Recorded by Network Cameras

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005  (Vancouver, Canada)  Association for the Advancement of Computing in Education

    Presentation date： 2005.10

  • Video Clip Generation System Using Network Cameras: A Support System for Observational Learning in Science Classes

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005  (Vancouver, Canada)  Association for the Advancement of Computing in Education

    Presentation date： 2005.10

  • Development and Trial of Project-Based Learning Support System

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005  (Vancouver, Canada)  Association for the Advancement of Computing in Education

    Presentation date： 2005.10

  • iPlayer：eラーニング用インタラクティブ・ストリーミングプレイヤーの評価

    日本教育工学会第21回全国大会  (徳島大学)  日本教育工学会

    Presentation date： 2005.09

  • 「おやこ de サイエンス」－携帯電話を活用した「科学実験教育プログラム」の開発－

    日本教育工学会第21回全国大会  (徳島大学)  日本教育工学会

    Presentation date： 2005.09

  • Web カメラを用いたビデオクリップ自動作成システムにおけるビデオクリップ並置機能

    日本教育工学会第21回全国大会  (徳島大学)  日本教育工学会

    Presentation date： 2005.09

  • Webカメラによるビデオクリップ撮影が児童の観察活動に与える効果：小学校3年生「植物園をつくろう」における利用事例と評価

    日本教育工学会第21回全国大会  (徳島大学)  日本教育工学会

    Presentation date： 2005.09

  • 高等教育におけるグループ課題探究型学習活動を支援するシステムの評価

    日本教育工学会第21回全国大会  (徳島大学)  日本教育工学会

    Presentation date： 2005.09

  • プロジェクト学習における分業状態を可視化する携帯電話ソフトウェアのデザイン

    日本教育工学会第21回全国大会  (徳島大学)  日本教育工学会

    Presentation date： 2005.09

  • 同期型CSCLシステムKneading Boardの理念：創発的分業の支援を目指して

    日本科学教育学会第29回年会  (岐阜大学)  日本科学教育学会

    Presentation date： 2005.09

  • 実験対象を撮影したビデオクリップが児童の情意面に与える効果：小学校5年生「結晶づくりにチャレンジ しよう」におけるWeb カメラの利用と実践

    日本科学教育学会第29 回年会  (岐阜大学)  日本科学教育学会

    Presentation date： 2005.09

  • モバイル端末を利用した科学教育の最前線

    日本科学教育学会第29回年会  (岐阜大学)  日本科学教育学会

    Presentation date： 2005.09

  • 電子会議室の議論内容とプロセスを可視化するソフトウェアの開発

    日本行動計量学会33回大会（セミナー「eラーニングにおける学習履歴データのデータ/テキスト・マイニング」）  日本行動計量学会

    Presentation date： 2005.08

  • A Design of Self-Assessment Environment in Project-based Learning: Monitoring and Reorganizing Tasks and Division of Labor.

    the 6th Annual International Conference on Information Technology Based Higher Education and Training 2005  (Juan Dolio, Dominican Republic)  IEEE

    Presentation date： 2005.07

  • iPlayer: Development of an Interactive Streaming Player for E-Learning

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005  (Montreal, Canada)  Association for the Advancement of Computing in Education

    Presentation date： 2005.06

  • Promotion of Self-Assessment for Learners in Online Discussion Using the Visualization Software

    Computer Supported Collaborative Learning 2005 (CSCL2005)  (Taipei, Taiwan)  International Society of the Learning Sciences

    Presentation date： 2005.06

  • Teachers’ Evaluation of Research Methodologies for Educational Practice in Japan.

    Society for Information Technology and Teacher Education International Conference 2005  (Phoenix, Arizona, USA)  Association for the Advancement of Computing in Education

    Presentation date： 2005.03

  • Webカメラを用いたビデオクリップ自動作成システムによる授業実践：画像並置機能を用いた小学校5年生「結晶づくりにチャレンジしよう」の単元開発

    日本理科教育学会近畿支部研究会  日本理科教育学会

    Presentation date： 2005

  • Designing Learning Environments as a Learner-Centered Course: Analysis of Planning of the Joint Camp in a Distant Joint seminar using CSCL.

    International Conference on Computers in Education  (Melbourne, Australia)  Asia-Pacific Society for Computers in Education

    Presentation date： 2004.12

  • サステイナブルなe-Learningを支える学習コミュニティ

    大学共同利用機関法人自然科学研究機構 国立生理学研究所  (大学共同利用機関法人自然科学研究機構 国立生理学研究所)  大学共同利用機関法人自然科学研究機構 国立生理学研究所

    Presentation date： 2004.12

  • モバイルと科学教育

    東京大学大学院情報学環ベネッセ先端教育技術学講座BEAT seminar  東京大学大学院情報学環ベネッセ先端教育技術学講座

    Presentation date： 2004.12

  • CSCL システムを利用した授業のデザイン実験

    日本科学教育学会研究会，Vol.19，No.1  (神戸大学発達科学部附属住吉小学校，神戸大学瀧川記念学術交流会館)  日本科学教育学会

    Presentation date： 2004.10

  • iPlayer：eラーニング用インタラクティブ・ストリーミングプレイヤーの開発

    日本教育工学会第20回全国大会  (東京工業大学)  日本教育工学会

    Presentation date： 2004.09

  • Webカメラを用いたビデオクリップ作成システムによる授業実践－小学校5年生「実のなる植物を育てよう」における利用事例と評価－

    日本教育工学会第20回全国大会  (東京工業大学)  日本教育工学会

    Presentation date： 2004.09

  • 高等教育におけるグループ課題追求型学習活動を支援するシステムの設計

    日本教育工学会第20回全国大会  (東京工業大学)  日本教育工学会

    Presentation date： 2004.09

  • 実践的研究の方法論に関する現場教師の認識

    日本教育工学会第20回全国大会  (東京工業大学)  日本教育工学会

    Presentation date： 2004.09

  • 教育実習生のデジタル・ティーチング・ポートフォリオ

    日本教育工学会第20回全国大会  (東京工業大学)  日本教育工学会

    Presentation date： 2004.09

  • 電子会議室の発言内容を可視化するソフトウェアi-Beeの評価

    日本教育工学会第20回全国大会  (東京工業大学)  日本教育工学会

    Presentation date： 2004.09

  • Improving ability in presentations through multivoiced mutual reviewing activity: A dialogic approach to persuasive communication

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004  (Lugano, Switzerland)  Association for the Advancement of Computing in Education

    Presentation date： 2004.06

  • A Principle for CSCL Design: Emergent Division of Labor

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004  (Lugano, Switzerland)  Association for the Advancement of Computing in Education

    Presentation date： 2004.06

  • i-Bee: the CSCL Assessment Tool for Making the Status of Discussion Visible.

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004  (Lugano, Switzerland)  Association for the Advancement of Computing in Education

    Presentation date： 2004.06

  • 教育実習風景の動画ファイルを組み込むティーチング・ポートフォリオ作成授業

    日本教育工学会研究会，JET03-6  (北海道教育大学 教育学部)  日本教育工学会

    Presentation date： 2003.12

  • データマイニングで学習コミュニティを元気にする！Eラーニングにおける学習情報の活用研究のトレンド

    NPO法人 Educe Technologies 第1回フォーラム  NPO法人 Educe Technologies

    Presentation date： 2003.12

  • 創発的分業支援システムの実践的評価：小学校6年生「人体」への導入を通して

    日本科学教育学会研究会，Vol.18，No.3  (佐賀大学文化教育学部)  日本科学教育学会

    Presentation date： 2003.11

  • 対話性に注目したプレゼンテーション教育手法の提案と実践評価

    日本教育工学会第19回全国大会  (岩手県立大学)  日本教育工学会

    Presentation date： 2003.10

  • 高等教育の教室の授業と連携したe-Learning環境構築支援システムの開発

    日本教育工学会第19回全国大会  (岩手県立大学)  日本教育工学会

    Presentation date： 2003.10

  • 電子掲示板上における学習者の活動把握

    日本教育工学会第19回全国大会  (岩手県立大学)  日本教育工学会

    Presentation date： 2003.10

  • Development of Collaborative Learning Assessment Tool with Multivariate Analysis Applied to Electronic Discussion Forums.

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003  (Phoenix, Arizona, USA)  Association for the Advancement of Computing in Education

    Presentation date： 2003.10

  • Assessment of Collaborative Learning for Students: Making the State of Discussion Visible for their Reflection by Text Mining of Electronic Forums.

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003  (Phoenix, Arizona, USA)  Association for the Advancement of Computing in Education

    Presentation date： 2003.10

  • 多声コメント活動を取り入れたプレゼンテーション教育

    教育システム情報学会第28回全国大会  (茨城大学水戸キャンパス)  教育システム情報学会

    Presentation date： 2003.08

  • 電子会議室の発言分析に基づいた教師による協調学習評価の可能性

    教育システム情報学会第28回全国大会  (茨城大学水戸キャンパス)  教育システム情報学会

    Presentation date： 2003.08

  • グループ学習における協調的学習過程―学習者の活動構成を重視した授業実践における事例研究―

    日本科学教育学会第27回年会  (金沢工業大学)  日本科学教育学会

    Presentation date： 2003.07

  • CSCLにおける協調的な活動を促す学習者集団の構造

    日本科学教育学会第27回年会  (金沢工業大学)  日本科学教育学会

    Presentation date： 2003.07

  • グループ間インタラクション機会を導入した協調学習支援

    日本認知科学会第20回大会  (電気通信大学)  日本認知科学会

    Presentation date： 2003.06

  • 電子会議室の発言分析に基づく協調学習評価方法の提案

    電子情報通信学会技術報告，ET2003-6  (日本IBM箱崎事業所)  電子情報通信学会

    Presentation date： 2003.05

  • Analysis of Relationship between Face-to-Face Collaborative Learning and CSCL activities

    International Conference on Computers in Education  (Auckland, New Zealand)  IEEE

    Presentation date： 2002.12

  • 学生構成型協調学習におけるグループの学習活動の特徴

    日本教育工学会第18回全国大会  (長岡技術科学大学)  日本教育工学会

    Presentation date： 2002.11

  • キャンパス内e-LearningシステムにおけるCSCL活用の可能性

    日本教育工学会第18回全国大会  (長岡技術科学大学)  日本教育工学会

    Presentation date： 2002.11

  • 電子掲示板上での情報交換分析ツールの開発

    日本教育工学会第18回全国大会  (長岡技術科学大学)  日本教育工学会

    Presentation date： 2002.11

  • 議事録作成を基にした対面協調学習支援システムの開発

    日本教育工学会第18回全国大会  (長岡技術科学大学)  日本教育工学会

    Presentation date： 2002.11

  • 集団間CSCL利用における投稿行為について

    日本認知科学会第19回大会  (石川ハイテク交流センター)  日本認知科学会

    Presentation date： 2002.06

  • 合宿を取り入れた遠隔合同ゼミにおけるWeb掲示板での集団間コミュニケーションの分析

    情報処理学会研究会，CE64-8  情報処理学会

    Presentation date： 2002.05

  • 小集団活動過程における CMC (computer-mediated communication) と対面コミュニケーションの関係について（2）

    第42回日本社会心理学会大会  (愛知学院大学文学部)  日本社会心理学会

    Presentation date： 2001.10

  • 小集団活動過程における CMC (computer-mediated communication) と対面コミュニケーションの関係について（1）

    第42回日本社会心理学会大会  (愛知学院大学文学部)  日本社会心理学会

    Presentation date： 2001.10

  • 集団間協調学習への BBS 活用の試み（3）

    日本教育心理学会第43回総会  (名古屋国際会議場)  日本教育心理学会

    Presentation date： 2001.09

  • 集団間協調学習への BBS 活用の試み（2）

    日本教育心理学会第43回総会  (名古屋国際会議場)  日本教育心理学会

    Presentation date： 2001.09

  • 集団間協調学習への BBS の活用の試み（1）

    日本教育心理学会第43回総会  (名古屋国際会議場)  日本教育心理学会

    Presentation date： 2001.09

  • Building CSCL Environments for Inter-groups Learning.

    Fifth International Conference on Knowledge-Based Intelligent Information Engineering Systems & Allied Technologies  (Osaka-Kyoiku University and Nara-ken New Public Hall)  KES

    Presentation date： 2001.09

  • 集団間協調学習における電子掲示板システム活用の試み

    第18回日本認知科学会大会  (公立はこだて未来大学)  日本認知科学会

    Presentation date： 2001.06

  • 集団間協調学習におけるCSCL環境の構築と課題

    情報処理学会研究会，GN40-13  情報処理学会

    Presentation date： 2001.05

  • 協調学習におけるグループ間インタラクションを支援するCSCLの開発

    教育工学関連学協会連合第6回全国大会  (鳴門教育大学)  教育工学関連学協会連合

    Presentation date： 2000.10

  • 学習者の相互利用を活性化する学習環境の構築と課題（2）―対面の議論と非対面の議論の接続性に関する一考察―

    教育工学関連学協会連合第6回全国大会  (鳴門教育大学)  教育工学関連学協会連合

    Presentation date： 2000.10

  • 学習者の相互作用を活性化する学習環境の構築と課題（1）―グループ間インタラクションの効果―

    教育工学関連学協会連合第6回全国大会  教育工学関連学協会連合

    Presentation date： 2000.10

  • 個人の内省を促す学習環境の構築と問題点

    第17回日本認知科学会大会  (静岡大学)  日本認知科学会

    Presentation date： 2000.06

  • 教室へのフィードバックを目的としたスペイン語Web学習環境の構築

    コンピュータ利用教育協議会PCカンファレンス2000  (北海道大学)  コンピュータ利用教育協議会

    Presentation date： 2000

▼display all

Research Projects

  • 科学関連情報の評価と活用に基づく科学技術社会問題の意思決定能力の育成モデル構築

    日本学術振興会  科学研究費助成事業

    Project Year :

    2023.04
    -
    2027.03
     

    山口 悦司, 大浦 弘樹, 坂本 美紀, 望月 俊男, 山本 輝太郎, 山本 智一, 木村 優里

  • 科学の生産と消費を融合させた科学メディアリテラシー育成モデルの構築

    日本学術振興会  科学研究費助成事業 基盤研究(B)

    Project Year :

    2021.04
    -
    2025.03
     

    久保田 善彦, 鈴木 栄幸, 舟生 日出男, 佐藤 和紀, 望月 俊男, 山本 輝太郎, 加藤 浩

  • 協調学習における主体的な学びの調整を状況に応じて支援するエージェントの開発と評価

    日本学術振興会  科学研究費助成事業 挑戦的研究(萌芽)

    Project Year :

    2021.07
    -
    2024.03
     

    望月 俊男, 江木 啓訓, 石井 裕, 加藤 浩, 久保田 善彦

    　View Summary

    本研究の目的は，協調学習において，状況や他者との関わりの中で発現する学習者のパフォーマンスを即時に分析し，学習者が学びの自己調整 （よりよく学ぶためには，次にどのように取り組むべきかを考え、実行すること）を主体的・即興的に考えられるように助言するエージェントを開発し評価することである。具体的には，協調学習の対話を通した学習場面を対象として，以下のことを基礎研究を通して明らかにし，プロ トタイプを構築し，評価することを目的とする。 (a)状況や他者との関わりの中で学習者のどのパフォーマンスデータを選択・分析して，最適なタイミングで助言を与えるか。また，協調学習場面で，エージェント間にどのような協調が必要か。 (b)エージェントがどのような助言をすると，学習者の学びの自己調整・社会的共有調整を即興的に促進できるか。
    <BR>
    令和3年度は、新型コロナウイルス感染症の蔓延のため、学習者同士の直接対面での接触が極端に制限される状況となったため、ディスカッションを行うような協調学習場面を対象としたデータ取得や分析が非常に困難となった。そのため、主に以下のような取り組みを行った。
    1. エージェントが助言を与えるタイミングについて検討を行い、改良作業を行った。これまで話し合い中のメンバーの単純累積発言率を指標としていたが、グループの累積発話比率のシャノンエントロピーを指標とした方法に変更し、改良した。また、新たな指標として考えている生理的指標について検討を進めた。
    2. エージェントが学習者の自己調整・社会的共有調整を促す存在として変化・受容されていくプロセスを分析するための方法について検討した。
    これらの基礎研究・検討の成果をもとに、令和4年度の研究を進めていく所存である。

  • 高度情報化社会に求められる科学関連情報評価能力の育成手法と実践モデルの開発

    日本学術振興会  科学研究費助成事業 挑戦的研究(萌芽)

    Project Year :

    2020.07
    -
    2023.03
     

    山口 悦司, 杉本 雅則, 望月 俊男, 坂本 美紀, 増本 康平, 木村 哲也, 佐藤 幸治

    　View Summary

    情報詐欺被害の拡大やフェイクニュースの拡散など，現代社会に新たな問題が引き起こされている．このような現代社会においては，高度な科学関連情報について，専門的知識を持たない市民であっても，情報について信頼できるかどうかの規準を持ち，複数の情報の真偽判断のみならず比較・統合するなどの高次思考を駆動できる認識的な資質・能力・態度の育成が，教育学研究における喫緊の課題である．
    そこで，本研究では，上記のような資質・能力・態度の総体を「科学関連情報評価能力」と暫定的に定義し，近年の学習科学で国際的に着目されている「エピステミック学習理論」を応用し，高度情報化社会に対応した科学関連情報評価能力の理論化を行い，その育成手法と実践モデルの開発に取り組む．研究方法については，この研究目的の達成のために，学際的な共同研究体制を組織している．
    2020年度は，科学関連情報評価能力の理論化を中心に研究を進めた．2020年度の研究実績については，次の通りであった．（1）科学関連情報評価に関する資質・能力・態度特性ならびに，それらの獲得や駆動を支える環境特性を解明し，エピステミック学習理論を応用してそれらを体系的に整理することに着手した．（2）併せて，科学関連情報評価能力の暫定的フレームワークの策定に着手した．（3）次年度以降に向けた科学関連情報評価能力の育成手法と実践モデル開発のための基盤を整備した．2020年度の研究成果の発表に関しては，学会発表として，日本教育工学会2021年春季全国大会において研究成果の一部を発表した．

  • 一見矛盾する事実から真実を導き出す能力を育む協調学習環境の開発と実践的評価

    日本学術振興会  科学研究費助成事業 基盤研究(B)

    Project Year :

    2020.04
    -
    2023.03
     

    望月 俊男, 山口 悦司, 鈴木 栄幸, 舟生 日出男, 大島 純, 加藤 浩, 大浦 弘樹

    　View Summary

    本研究では、複数の矛盾する事実の産出プロセスを、汎用的に使える認識的規準を用いて適切に評価する能力の獲得を支援する協調学習環境を実現し、実践的に評価することを目的とする。
    本研究では、複数の情報に現れる事実の統合的評価を行って真実を導く能力を、協調的にグラフィック・オーガナイザーを作成し事実を吟味する学習活動を通して、育成することを目指して、令和2年度の事業としては、以下のような研究活動を行った。
    1. 国内外で最新の知見を収集しつつ、2016-18挑戦的萌芽研究で収集したデータ分析の結果を深く追究し、学習者が複数の矛盾した情報から一貫したストーリーを作り、真実を導き出すモデルを検討した。この研究の成果は、教育情報システム学会誌の解説論文（招待論文）として採録された。
    2. 効果的に認識的規準を働かせて推論し、矛盾する事実を適切に評価する支援として、epistemic scaffolds（認識的足場かけ）となるグラフィックオーガナイザーを設計した。Webブラウザを通してユーザが互いに同期的に協調して、複数の矛盾する情報を分析するツールのプロトタイプを開発した。その試行的評価の結果、改善が必要と判断されたものの、一定の効果が見いだされた。この成果は、日本教育工学会全国大会のほか、International Society of the Learning Sciencesの年会に採録され、発表し、様々な意見交換を行った。
    3. さらなる改善を行い実用に足る協調学習環境（CSCL）に必要な技術調査および耐用試験等を行った。その結果、Google Firebaseをプラットフォームとした協調学習環境を実現することが有効と判断された。管理ツールなど、実用に向けて具体的に必要な機能などを精選した。

  • Development of a Systematic Reading Method to Build Sustainable Knowledge Structure

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2019.04
    -
    2023.03
     

  • Construction of learning support system using transformative goal model for proactive problem-solving skill development

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Research (Exploratory)

    Project Year :

    2017.06
    -
    2021.03
     

    Kato Hiroshi

    　View Summary

    In programming education, it is desirable for learners to engage in creative activities according to their spontaneous interests and concerns. However, in this method, it was difficult to set uniform learning goals, which also made learning guidance difficult. Therefore, we examined a learning guidance method in which several goals tailored to individual learners are proposed based on their learning history, and the learners are asked to choose one of them.
    The original plan was to use a Bayesian approach, but after consideration, a recommendation system was developed using content-based filtering. In the process, we also produced an e-portfolio of programs (with program analysis functions) and a collection of sample programs for use in the recommendation process.

  • Research on learning environments based on embodied cognition that promote intuitive understanding of abstract concepts in STEM education

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2017.04
    -
    2021.03
     

    KUBOTA Yoshihiko

    　View Summary

    This study focused on embodied cognition in order to intuitively understand abstract concepts in STEM education. In addition, we focused on "spatial perspective acquisition" as a cognition of abstract concepts. We developed Augmented Reality (AR) teaching materials and their learning programs, assuming that each student has an environmental terminal. Each material supports "spatial viewpoint acquisition" through embodied cognition. As a result of verification, learning effects were observed. On the other hand, the limitations of embodied cognition became clear. In this study, we applied the concept of virtual body movement to support the acquisition of spatial perspective using avatars.
    Some of the developed teaching materials are available for free on the app store, and many schools are using them.

  • A Study on Enhancement of self-scaffolding Skills in order to form social capital for problem solving

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2017.04
    -
    2020.03
     

    Hideyuki Suzuki

    　View Summary

    We conducted research with the goal of developing "self-scaffolding skill" which allows us to build resources for problem solving and enhance their own abilities through organizing them with the help of others as needed. From the theoretical consideration and observation, it was clarified that the learning with scaffolding was the succession of the tool from the instructor. Based on the theoretical understanding, we proposed "aphorism accumulation method". The method supports learners to record the instructor's voice during the instruction, and then transform the voice into "aphorism" that shows instructor's ways of thinking and doing their jobs. It is expected that by utilizing the recorded aphorism as guides, learners can think or act like their instructor when they try to solve some problem by themselves. We also developed learning system for the method. Evaluation indicated the effect of the method and the system.

  • Development of a learning environment which enhances epistemic agency as one of the 21st century skills in order to achieve collaborative discussion

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2017.04
    -
    2020.03
     

    Mochizuki Toshio

    　View Summary

    We have developed a 3D conversational holographic agent to help learners assess and manage their participation for encouraging co-regulation in discussions in order to enhance the learner's epistemic agency. The agent works with a voice aggregation system which calculates each participant’s ratio of utterances, each group’s silence ratio, and turn-taking during the discussion in real-time, then produces prompting utterances with non-verbal actions to encourage learner participation, summarization, and clarification of what is said. The practical evaluation in a classroom showed that the agent’s facilitation, which was based on the voice data, balanced the students’ participation in collaborative discussions and allowed them to model how to regulate further discussions. In addition, it revealed that simply providing instructions of the strategy and training the students on how to employ it were not enough for them to learn that, and therefore it was difficult for them to apply it.

  • Research on Theory and Method in Learning Sciences for Innovating Education

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2016.04
    -
    2019.03
     

    YAMAGUCHI ETSUJI

    　View Summary

    The purpose of this research is to investigate the theory and method of learning sciences for innovating education by conducting the field survey of the education and research centers of learning sciences in the world. The findings of the research are as follows: (a) theory and method in learning sciences for innovating education in the world, (b) advanced practices applying educational theory and method based on learning sciences research, and (c) human resource development for educational practitioners skilled in the use of educational theory and method based on learning sciences research.

  • Research and development of a collaborative learning environment that enhances epistemic competency as one of the 21st century skills

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research

    Project Year :

    2016.04
    -
    2019.03
     

    Mochizuki Toshio, Chinn Clark A., Zimmerman Randi M., Ohishi Tomohiro

    　View Summary

    We developed a learning environment to understand and to promote disagreement resolution in reasoning about multiple conflicting information, which includes (a) direct explanation regarding steps to analyze and identify reasons for disagreements, and (b) peer discussion about contrastive examples regarding different reasons why disputants can disagree. Japanese undergraduate students were trained under the above-mentioned instruction or the instruction to create a table of each text’s summary for in three weekly sessions and then wrote a comprehensive essay regarding a set of conflicting texts. The results showed that the students who received the above-mentioned instruction outperformed in disagreement identification, as well as in disagreement resolution which focused on the epistemic ideals used among the texts. This indicates the effectiveness of the proposed learning environment to identify disagreements and to promote integration from diverging information.

  • Development of an e-portfolio System simultaneously facilitating structural deepening of learning and reinforcement of self-efficacy

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2015.04
    -
    2019.03
     

    Funaoi Hideo

    　View Summary

    It is important to deepen the understanding of learning contents in order to improve university students' fragmented learning to systematic ones. Active reflection on learning contents and association of them enables such deepening of understanding. Therefore, we have developed a keyword-based e-portfolio system, focusing on recording keywords contained in learning contents, so as to encourage students’ reflection and association. As a result of evaluating through actual class with the system, the following tendency was shown: 1) the system facilitates students to associate keywords, 2) their learning attitude in a class becomes active, 3) they becomes able to grasp learning contents meta-cognitively, 4） they get higher scores in a test to recall learned keywords and a test to produce sentences with learned keywords.

  • Development of groupware for supporting active learning in mass classroom

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2014.04
    -
    2018.03
     

    Kato Hiroshi, OKUBAYASHI Taiichiro, ANDO Takuo

    　View Summary

    The authors have developed an educational groupware OrchestratingBoard that enables group works in ordinary lectures and exercises at universities to be done easily even for massive students in a lecture hall. This is a Web application, and it is assumed that students access it through the browsers of their own information terminals. The main function is to organize groups on site according to the information of attendees, to share the outcomes within the group and exchange opinions. Practically evaluated in 6 lessons of 4 universities, it has revealed that it works well without any trouble even in a class of 300 students, complex group organization which was difficult with conventional classes becomes possible, subjective evaluation of the students on the effectiveness is also high.

  • Developing Learning Science Portal for Sustainable Teacher Development

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2014.04
    -
    2017.03
     

    SHIROUZU Hajime, YAMADA Masayuki, KITAZAWA Takeshi, MOCHIZUKI Toshio, HASHIMOTO Akihiko, FUKUMOTO Toru, MATSUO Tomoaki, MURAYAMA Isao, Oshima Jun, TAKAGAKI Mayumi

    　View Summary

    This study aimed at developing, using and assessing of a portal site for everyone to learn the learning sciences and apply it to practices. We developed the site which includes 1) learning resources (articles, papers) of the sciences, 2) educational materials linked to the national course of study, and 3) data of learning achievements and processes. We used the site not only for information sharing on the web, but also for actual workshops for teachers, teacher candidates, researchers, and educational policy makers. We found that the site helped them to connect the learning sciences theories with their own practices. We also found that sharing the learning data needs a clear goal or sense of why they have to analyze the data, for example, improving their own lessons at hand.

  • An Empirical Study on Educational System fostering Autonomous Organization Building Ability

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2014.04
    -
    2017.03
     

    Suzuki Hideyhuki

    　View Summary

    This study, instead of focuing on acting effectively in the framework of a given team, aims at developing learners' ability of autonomous organization building.For this purpose, we propose the concept of "exchage based on bi-literal debt" and develop and evaluate a cooperation visualization system to support cooperative activities based on the concept.

  • Development of a Learning Environment that Elicits Dialogic Communication Skills through Integration of Bird's-eye viewpoint and First-Person's viewpoint of Role-Play SImulation

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2014.04
    -
    2017.03
     

    Mochizuki Toshio

    　View Summary

    The ultimate goal of this research is to develop a learning environment that fosters to acquire effective dialogic communication skills in problem solving scenes involving various people. In order to carry out role playing as the educational method more effectively, we have developed a three-dimensional reflection support system that can review the dialogic communication not only from the bird's-eye viewpoint but also from a specific actor (another person)'s viewpoint. We also studied and developed an educational program of dialogic communication skills using the system in an undergraduate teacher education program. Our classroom research of this program showed that the participants in the role-play can be more conscious of each position, and be prompted to reflect on their communication, so that they deeply discuss their dialogic communication practice.

  • Assessment of Project-Based Learning Based on Narrative Approach

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research

    Project Year :

    2013.04
    -
    2016.03
     

    Mochizuki Toshio

    　View Summary

    This study has been proposing a new assessment approach for summative assessment of project-based learning based on narrative approach. This study aimed to gather narratives from alumni from schools in two universities which have requisite PBL program for every junior students through digital story telling. Those alumni were expected to tell their meaning of PBL experience especially focusing on their working lives. We developed software for digital story telling to remind their memory and to organize the story based on their fragmented stories. We conducted interviews for those alumni to gather their narratives with the software, realizing that their competence regarding 21 century skills was emerged through the collaborative learning in PBL, and even after their graduation also has been utilized in their working lives.

  • Teacher Education Program for Facilitating 21st Century Skills based on the Learning Sciences

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A)

    Project Year :

    2012.04
    -
    2016.03
     

    OSHIMA Jun, MOCHIZUKI Toshio, NAKAYAMA Hayashi, MURAYAMA Isao, INAGAKI Shigenori, MIYAKE Naomi, OSHIMA Ritsuko, YAMAGUCHI Etsuji, SAKAMOTO Miki, YAMAMOTO Tomokazu, MASUKAWA Hiroyuki, KITAZAWA Takeshi

    　View Summary

    PI team had a theoretical consideration for the instructional design and empirical studies of active learning. They focused on and developed an analytic framework for self-regulated learning, co-regulated learning and socially shared regulation of learning in the constructive jigsaw method.
    The teacher education teams expanded their contribution of design-based research in the primary and secondary schools to the teacher professional development program. This effort was made in the face-to-face contexts and on Social Network Service.
    The science education teams developed their instructional designs based on the idea of facilitating students’ argumentation in the classroom. In some contexts, they used mobile tools for students to review their peers’ practicum and discuss it.

  • Development of a teaching method of deliberation skills for agreement creation based on comparison and examination of an argument and related resources

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2012.04
    -
    2015.03
     

    FUNAOI Hideo, KATO Hiroshi, SUZUKI Hideyuki, KUBOTA Yoshihiko, MOCHIZUKI Toshio, KANO Noriko

    　View Summary

    In this study, we proposed a model of "deliberation for agreement creation based on comparison and examination of an argument and related resources" and skills for the discussion, and developed a teaching method, materials and support system for them. In addition, as an associated system, we developed a discussion support system based on shared contents which learners read and understood from an English article and a thinking support tool for tablet terminals.

  • Development of training method to enhance problem-oriented discussion skills through integration of sympathetic and logical aspect of thinking

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2011.04
    -
    2014.03
     

    SUZUKI Hideyuki, KUZUOKA Hideaki, FUNAOI Hideo, MOCHIZUKI Toshio, KATO Hiroshi, KUBOTA Yoshihiko

    　View Summary

    This project focused on enhancing ability for problem oriented discussion. Problem oriented discussion is one of styles of collaborative problem solving in which people try to find tentative point of agreement through taking account of sympathetic as well as logical approach to the problem. For this purpose DHG, discussion historiogram method, was developed. DHG is a chronology that represents the process of a discussion. With this representation, learners are to reflect on the process their discussion. Evaluation of this method using university students as subjects showed that this method supported them to reflect on their discussion based on both logical and sympathetic aspects of discussion.However, it was also revealed the load of hand-drawing chronology. For the purpose of reducing the load, XingBoard ,tablet-based tool for forming and sharing DHG.

  • Development andevaluation of a tabletop teaching simulation system in order to help pre-service teachers acquire the multivoiced teaching planning skill.

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)

    Project Year :

    2011
    -
    2012
     

    MOCHIZUKI Toshio

    　View Summary

    The author developed a collaborative participatory tabletop teaching simulation systemin order to help pre-service teachersdo teaching based on the perspective of possible learners in an actual school classroom.The system aims to create a learning environ

  • Development and Evaluation of e-Mentor Support System thatPromotes Learners' Self-Regulation in e-Learning Development and Evaluation of e-Mentor Support System thatPromotesLearners' Self-Regulation in e-Learning

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2009
    -
    2011
     

    MIYAGAWA Hiroyuki, KATO Hiroshi, MATSUDA Takeshi, SAITO Yutaka, YAMADA Masanori, GODA Yoshiko, MOCHIZUKI Toshio

    　View Summary

    The purpose of this study is to develop and evaluate an e-mentors' workload reduction system. The system aimed notonly to support e-mentors but also to enhance learners'self-regulation in asynchronous distributed e-learning courses. A series of studies have produced four major results ; creation of learners'self-regulation scale with four factors and 40 items, categorizationof expert mentors'strategies, dropout triggeringevents classified in three levels and automated mentors' action plan generation system in pre-course planning phase of self-regulated learning cycle. The entire functions of the system were developed based on these results and tested in two courses. Eventually, e-mentors experienced their workload reductionwith the system as projected.

  • Development and evaluation of a learning environment which supports critical reading for knowledge building through comparison and integration of multiple documents

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)

    Project Year :

    2009
    -
    2010
     

    MOCHIZUKI Toshio

    　View Summary

    In this research, I developed an extended version of eJournalPlus that allows students to compare and integrate multiple documents in order to improve the student's critical reading ability. The evaluation indicated that this extended version of eJournalPlus prompts students to critically examine documents by manipulating concept maps that represent the document's content and structure, thereby exploring the relationship between the documents and the student's idea.

  • Research of method supports multivoiced lesson planning/revision for collaborative faculty development

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2008
    -
    2010
     

    SUZUKI Hideyuki, FUNAOI Hideo, MOCHIZUKI Toshio, KUBOTA Yoshihiko, FUJIHARA Yasuhiro, KATO Hiroshi

    　View Summary

    This research aimed to develop a method that helps lesson planners to integrate learners' voices into lesson plans. For that purpose the following tasks are carried out : Theoretical consideration on lesson planning, Development of a method as well as a computer based tool that supports multivoiced planning of lessons. Main outputs of this research are as follows : Manga-based reflection on lesson plans, Computer based tool that supports Manga-based reflection on lesson plans.

  • Research and Development of Advanced Educational Environment in University

    Microsoft, Co, LTD. 

    Project Year :

    2006.04
    -
    2009.03
     

  • Development and evaluation of a project-based learning support system for web and cellular phone that adopts features of design education

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)

    Project Year :

    2008
    -
    2009
     

    YAEGASHI Kazaru, NISHIMORI Yoshihisa, MOCHIZUKI Toshio, KATO Hiroshi

    　View Summary

    The purpose of this research is development and evaluation of new functions that adopts features of design education for Project-Based Learning(PBL) support system in higher education that we have developed. As a result, learners were encouraged to proceed with their own task because they were aware of the status of other's tasks. And the system has improved from this evaluation result further.

  • Practical research on support and assessment of collaborative learning in project-based learning

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2007
    -
    2009
     

    KATO Hiroshi, NISHIMORI Toshihisa, MOCHIZUKI Toshio, YAEGASHI Kazaru, FUNAOI Hideo, YAMASHITA Jun, KUBOTA Yoshihiko, FUJIHARA Yasuhiro, SUZUKI Hideyuki

    　View Summary

    The purpose of this research project is to develop systems for facilitating project-based learning. First, in order to remedy the disproportionate and inefficient division of labor, a groupware ProBo is revised and enhanced for cellar phone use. Second, in order to reduce time-space constraints in collaboration, a synchronous collaborative learning system Kneading Board is revised and linked to ProBo. Third, an asynchronous peer assessment system Peer Review Board and a synchronous peer assessment system Sounding Board are developed.

  • 大学生の授業外議論を支援するテーブル型情報スタンドの研究

    日本学術振興会  科学研究費助成事業 萌芽研究

    Project Year :

    2007
    -
    2008
     

    鈴木 栄幸, 山下 淳, 加藤 浩, 舟生 日出男, 望月 俊男, 葛岡 英明

    　View Summary

    本研究の本研究の目的は、大学生が授業の内容について授業外で議論することの促進である。そのために手段として、一緒に学習をおこなっている仲間が今何をしているのかをテーブル上に提示するアウェアネス装置を考案し、試作をおこなった。このシステムにおいて、アウェアネス表示部として、実体を持つ首振り人形を採用した。その人形の土台部分には小さな穴を設け、そこに、複数のペグを刺すことができるようにした。このペグによって、どんなイベントが発生した時に、首振り人形の首が振れるのかを設定できる。ペグは、主語ペグと述語ペグからなる。主語ペグは「誰が」を示すペグで、述語ペグは「何をした」を示すペグである。例えば、このペグの組み合わせにより「鈴木君が、×××のファイルを編集しはじめたら知らせる」「田中さんが、科学の教科書を机の上に置いたら知らせる」といったアウェアネス情報設定が可能となる(教科書を置いたことの探知は、教科書にRFIDタグを取り付け、テーブルにアンテナを設置することによって可能となる)。この装置によって、テーブルを取り囲んで議論をしている最中に、他の場所(自習室や自宅)で作業している学生の作業状況が把握され、それよって、議論が促進されると期待される。今後は、このシステムの実場面における評価と改善をおこなう。

  • Development and Evaluation of the Learning Environment for Blended Learning that Supports Emergent Division of Labor in Project -Based Learnmg

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)

    Project Year :

    2007
    -
    2008
     

    MOCHIZUKI Toshio

  • ネットワーク理論に基づいたe-ラーニング環境評価手法の開発

    日本学術振興会  科学研究費助成事業 萌芽研究

    Project Year :

    2006
    -
    2008
     

    大島 純, 望月 俊男

    　View Summary

    CSCL環境では,ネットワークを利用して学習を行うことで学習者が互いの意見や知識を共有しやすくなる.これまでCSCLの学習評価で主に取り扱われてきたのは,個々の学習者の議論の質であった.しかし,そうした個人の学習者の進展を促進するためには,グループ全体の理解との関連性を無視できない.さらに言えば,個々の学習者は他者の学習の進展をモニタしながら,自らの理解を高めていくことができないといけない.だが,この議論分析だけではグループ全体の理解を評価することは難しい.また教授者の視点から言えば,グループ全体としての知識発展を捉えることができれば,学習過程でその場の状況に応じ適切に協調学習の手助けをすることが可能になり,これまで以上に有効な環境を検討できる.こうした背景から,本研究ではグループ全体の理解を評価する方法論として複雑ネットワーク理論の応用を考えた.対象とした協調学習グループは,大学の教職必修講義において,学習理論と実践との関連性について学習した5名の受講生からなる1グループであった.各学習者の発言をノードとしたネットワーク分析から,学習内容の理解に関わる重要発言はその他の発言と比べて他の発言を媒介する傾向が強く,時間の推移とともにその媒介性が減少することがわかった.こうした全体傾向と学習者個人の発言のノードの推移を比較検討することで,多様な学習活動の様相を明らかにするとともに,最終レポートの議論構造分析による最終的な理解度との関連性が検討された.

  • Development of a method and an educational system that support skill of"to be persuaded" based on interactive view of persuasion

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2005
    -
    2007
     

    SUZUKI Hideyuki, YAMASHITA Jun, KATO Hiroshi, FUNAOI Hideo, MOCHIZUKI Toshio, KUBOTA Yoshihiko

    　View Summary

    In this study, we proposed a training method for persuasion education and developed a computer based system that supports the method. Firstly, qualitative analysis of the process of persuasion was carried out. The analysis showed how people plan to convince others. Thai is; in the process, people understood human relationships of related actors, envisioned voices of those actors, and they engaged in simulation of conversation. Based on the result, we proposed Manga-representation method. In this method, learners represent their idea in the form of Manga, and then reflect on their ideas using the Manga. After field-test of this method, we developed a computer based tool that support the method. The system, VoicingBoard, was developed using Flash technology. The system has easy-to-operate user interface and collaboration support functions. Evaluation sessions showed that VoicingBoard, (1) is easy to learn, (2) supports formation of Manga, (3) Manga formed by the system has more actors in comparison with Mangas drew on the paper. Revision of this system and long term evaluation are our future study.

  • 科学系実験・実習授業におけるコミュニケーション活動を促すCSCLの研究

    日本学術振興会  科学研究費助成事業 特定領域研究

    Project Year :

    2005
    -
    2006
     

    鈴木 真理子, 永田 智子, 鈴木 秀之, 西森 年寿, 望月 俊男, 笠井 俊信, 中原 淳, 森広 浩一郎

    　View Summary

    平成18年度の研究は以下のように展開した.
    (1)平成17年度の成果を国内外で発表し,コメントを平成18年度研究にフィードバックした.
    (2)平成17年度研究の形成的評価から教授学習システムの再デザインとCSCL環境の改善を行った.
    (3)平成18年度研究での使用に向けたCSCL発言データ分析システムを改善した.
    (4)システム環境を調べるため,フィールドで運用テストを実施した.
    (5)運用テストの結果を受け,平成18年度研究を展開(授業デザイン・授業実践・授業評価)した.
    (6)平成18年度研究を評価した.
    (7)平成14年度一平成18年度の研究の総括を行った.
    注)【平成14年度採択課題名】科学系実験授業において学習者の知識の再構築を促すCSCLの研究
    【平成15-16年度採択課題名】科学系実験・実習授業における学習者のリフレクション活動を促すCSCLの研究

  • eラーニングにおけるプロジェクト学習のメタ認知を促すモバイル学習環境の開発と評価

    日本学術振興会  科学研究費助成事業 若手研究(B)

    Project Year :

    2005
    -
    2006
     

    望月 俊男

    　View Summary

    本研究ではeラーニング環境,及び大学生の多くが所持する携帯電話のようなモバイル環境から,学習者が日常的にプロジェクト学習の状況を自己評価し,その学習の進め方を自ら再構成するメタ認知を促すことを目指している.具体的には,(1)学習者がプロジェクトにおける議論・分業状態・タスク進行状況のアウェアネスを統合的にeラーニングやモバイルデバイスで確認し,操作可能なプロジェクト学習支援システムを椎築し,(2)開発したシステムを大学の授業で利用し,メタ認知の促進・育成の観点から実証的に評価することを目的とする.
    平成18年度の研究では,これらの研究課題について以下の成果が得られた.
    (a)学習者が相互に分業状況やタスクの進度などを随時確認し,活動の進め方を評価しつつ作業を進められるように,プロジェクト学習支援グループウェアProBoと連携して,それらの情報を携帯電話に可視化する待ち受け画面ソフトウェアProBoPortableを開発した.
    (b)ProBoPortableを大学の授業で利用して評価したところ,相互の分業のアウェアネスが高まり,学習者はグループ活動全体を評価しつつ自分の作業を調整することが可能になった.また学習共同体意識が高まり,他者の作業を意識し,自ら分担するタスクの進捗を促すことが示された.
    こうしたことから,ProBoPortableを学習者に提供することにより,プロジェクト学習における学習者の自己評価を促進し,その学習方法の観点から学習活動を再構成することを支援することができたといえる.

  • Development of a New Framework of Educational Evaluation : Situated Assessment for Collaborative Learning

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2004
    -
    2006
     

    KATO Hiroshi, NISHIMORI Toshihisa, NAKAHARA Jun, SUZUKI Hideyuki, MOCHIZUKI Toshio, YAMASHITA Jun

    　View Summary

    1.A Fundamental Study on Evaluation of Environment for Collaborative Learning
    We highlighted the significance of emergent division of labor in collaborative learning in terms of social constructivism. In order to promote collaborative learning, we applied peer assessment for their reflection, and developed a method for evaluating impacts of collaborative environment on students' learning.
    2.A Portable Peer Assessment System for Situated Assessment
    We developed a portable peer assessment system, with which learners can input other's assessment in situ and the summary of the assessment can instantly be feed backed graphically. They can also reflect with the results after the class and compare their results with others'.
    3.A Web Groupware for Asynchronous Peer Evaluation
    In the context of peer evaluation, it is hard to demand objectivity of evaluation to all students, however reliability and fairness is still required. In order to fulfill this requirement, we developed and evaluated a web-based groupware system for asynchronous peer evaluation, which has functions for equation.
    4.A Peer Assessment System for Internet Discussion Board ; Visualizing Discussion Processes and States
    We developed and evaluated i-Bee, which is a part of e-Learning system for supporting discussion by visualizing the process and states of internet discussion board graphically so that students are more involved in the discussion.
    5.A Groupware for Project Based Learning (PBL)
    In order to support project based learning, we have developed and evaluated ProBo and ProBoPortable ; ProBo is a web-based groupware which manage and share the information of states of progress, to-do tasks, task sharing, and files ; ProBoPortable is a accompanying software of ProBo, which shows summarized information of states of project in ProBo in the form of animation on the standby screen of a mobile phone.

  • 高等教育における対面環境と分散環境を融合した協調学習環境のデザインと評価

    日本学術振興会  科学研究費助成事業 特別研究員奨励費

    Project Year :

    2003
    -
    2004
     

    望月 俊男

    　View Summary

    本研究では,高等教育におけるe-Learningの導入において一般的な,対面コミュニケーションとCMC (Computer-mediated Communication)が併用される教育場面を対象に,(1)対面協調学習における協調学習環境のあり方を検討し,学習者が参加しやすい学習環境をデザインする,(2)協調学習の学習活動の状態を示す学習環境を構築する,(3)協調学習の評価法を開発する,(4)これらの成果を実践的に評価する,ことを通じて,対面コミュニケーションとCMCの統合的な学習環境のあり方を実践的かつ理論的に提示することを目指している.
    平成15年度の研究では,これらの研究課題について以下の成果が得られた.
    (1)e-Learningにおける協調学習には,対面学習機会が強く影響しており,対面コミュニケーションの機会に学習者が学習内容を十分に理解できるような学習環境が必要であることが示された.それに際し,学習者全員が議論の内容・過程を理解し,誰でも編集可能な,オープンな学習環境を提供することが有効である可能性を示した.
    (2)e-Learningにおける協調学習では,学習者がコミュニケーションや分業等の学習の状態について振り返りを行えるような自己評価の支援環境を提供する必要性があることを,理論的に整理した.
    (3)(2)の結論をもとに,テキストマイニングの技術を用いて学習者コミュニケーションの内容を可視化する協調学習の評価方法を提案し,その有効性を予備的に検証した.
    (4)この協調学習の評価方法をもとに,学習者間のコミュニケーションを自己評価しリフレクションをするためのCSCL環境を開発した.そして,授業実践において,そのCSCL環境を用いて,学習者がコミュニケーションを振り返りながら,多様かつ活発に議論に参加できることを確認した.
    これらの研究成果は,学会論文誌主著3本,書籍分担執筆2冊に集約し,公刊した.

  • 科学系実験・実習授業における学習者のリフレクション活動を促すCSCLの研究

    日本学術振興会  科学研究費助成事業 特定領域研究

    Project Year :

    2003
    -
    2004
     

    鈴木 真理子, 鈴木 秀之, 永田 智子, 笠井 俊信, 西森 年寿, 望月 俊男, 森広 浩一郎, 中原 淳

    　View Summary

    (1)WebベースのCSCL環境:科学系実験・実習授業に関する大学生の意識調査結果(山際ほか2003)と「平成14年度の研究」の形成的評価をもとに,本研究では西森ら(2003)によって開発されたe-Learning環境構築支援システム「exCampus」を用いて,「eMATE」と呼ばれるCSCL環境を設計し利用した.
    (2)CSCL発言データ分析システム:授業実践者が学習者の知識構造の変容過程を分析するために,eeMATEの発言データを量的・質的に分析するシステムを開発した(笠井ほか2003).本分析システムはCSCLの発言データを分析するために,「知識カテゴリー」「発言意図カテゴリー」「該当知識」の3つの観点を用意し,それぞれの観点にいくつかのカテゴリーを独自に設定することができる.
    (3)授業の開発と評価:学習者のリフレクションを促すために,eMATEを組み込んだ実験授業をデザインした.授業を実施し,評価した.評価の際,分析システムを利用した.授業デザイン,授業実施,授業評価,という実践研究を2年度に渡り3回繰り返した.実践の特徴は,1)受講生自身が実験活動をデザインして実施し,その結果をリフレクションするという「思考と活動の循環」を授業に組み込んでいる点,(2)専門家に適宜異なったタイプの参加をしてもらった点にある.
    (4)CSCL環境を組み込んだ科学系実験・実習授業の教授学習システム要件:実験活動を取り入れた授業において,(1)CSCL環境を利用した学習者主体の思考と活動の循環に,(2)受講生の実態を把握した上での専門家の講義や専門家からのアドバイスを組み込むことによって,受講生が,(1)授業中の実験活動を肯定的にとらえ(SUZUKI et al. 2004),(2)実験が成功する上で必要となる技能的知識に科学的知識を関連づけられるようになる(SUZUKI et al. in press).

  • 協調的学習過程のメタ認知を育成する教育方略に関する実証的研究

    日本学術振興会  科学研究費助成事業 萌芽研究

    Project Year :

    2003
    -
    2004
     

    加藤 浩, 赤堀 侃司, 西森 年寿, 鈴木 栄幸, 望月 俊男, 尾澤 重知

    　View Summary

    1.ProjectBoardの開発
    近年、高等教育では小グループで1つの目標を決めて問題解決活動を行うプロジェクトベース学習が広がってきているが、授業時間外の活動が多いため、それを支援したり進捗をモニターしたりすることが難しく、そのためのシステムが望まれていた。ProjectBoardはそういったプロジェクトベース学習の運営を支援するためのWeb上で動作するクライアント=サーバーシステムであり、OSの種類によらず一般的なブラウザの環境で動作することを目標としている。主な機能としては、スケジュール管理、作業分担と進捗の表示、ファイルのバージョン管理である。
    本年度、第1バージョンが完成した。これを用いて、次項で述べる実践的評価を行った結果、明らかになった不具合を修正し、ニーズが判明したメール連携等の機能を追加し、操作性の改善を施したVer.1.1を完成させた。
    2.ProjectBoardの実践的評価
    某私立大学における1〜2年生を対象としたプレゼンテーション教育の授業2クラスで、講義の中で小グループを作り、3ヶ月にわたってProjectBoardを用いて協調学習を行わせる実験を実施した。本システムは作業分担の他に、プレゼンに対する質問への回答を分担して考えることや、プレゼンの資料を分担して作成することなどに使用した。学生への質問紙調査の結果で、グループ学習活動の共有や再構成を支援できる点で高い評価を得た。また、操作ログから、学生は授業時間外にも本システムを利用して、情報を共有し共同作業を行っていたことがわかった。この結果は現在教育工学会論文誌へ投稿中である。

  • Development of Presentation education method based on the theory of Multvoicedness

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

    Project Year :

    2002
    -
    2004
     

    SUZUKI Hideyuki, KATO Hiroshi, INAGAKI Shigenori, KUZUOKA Hideaki, MOCHIZUKI Toshio, OZAWA Shigeto

    　View Summary

    A multivoiced view of presentations is developed From the multivoiced perspective of the presentation, the process of presentation is viewed as the process of dialogue between the speaker and the audience (both real and imaginary). Based on the multivoiced view of presentations, a "multivoiced mutual reviewing method" and "multivoced script construction method "are proposed as a strategy to improve ability in presenting. Multivoiced mutual reviewing is an activity in which learners mutually review their presentations/ideas not from their own viewpoint but from various viewpoints given by the instructor. Multivoiced script construction is devised in order to facilitate appropriation of others' voices in the course of development of presentation. Computer based system which helps learners to do multivoiced mutual reviewing and to construct multivoiced scripts. Experimental studies show that the proposed methods improve learners presentation ; developed prototype works to help learners' activities.

  • Development of Collaborative Learning Environments for Teacher Education Program

    0038

  • Research on Evaluation of e-Learning Courses

    0131

  • Research and Development of Computer Supported Collaborative Learning Systems

    0038

▼display all

Misc

  • Discussion Support Agent System to Promote Equalization of Speech among Participants

    Ryunosuke Nishimura, Risa Iharada, Yuya Sugamoto, Yutaka Ishii, Toshio Mochizuki, Hironori Egi

    31st International Conference on Computers in Education, ICCE 2023 - Proceedings   1   266 - 271  2023.12

    　View Summary

    Reducing the imbalance of speech length in discussions is expected to improve decision making and collaborative learning. In this paper, we propose a facilitation system based on the cumulative percentage of utterances in discussions. We surveyed the effectiveness of this system on the collaborative learning from the perspective of standard deviation of utterance length and percentage of utterances throughout discussions. we collected 20-minutes discussion data under the topic "What is a thoughtful consideration?" and "What is happiness?" from seven groups of three participants. Each group had two discussions, one with the system and one without the system. The results revealed that the facilitation system decreased subjective and objective imbalance of speech length. Additionally, turn-taking was active in the group which facilitation by the system was effective.

  • On the Road to an International Platform for Exchanging Research for Information and Technology in Education and Learning

    Toshio Mochizuki, Ryo Takaoka

    Information and Technology in Education and Learning   1 ( 1 ) Ed - p001  2021.12

    Authorship：Lead author, Corresponding author

    Article, review, commentary, editorial, etc. (scientific journal)  

    DOI

  • Artifacts and Practices for Boundary Crossing in Learning

      ( 96 ) 31 - 37  2020.11  [Invited]

    Authorship：Lead author

    　View Summary

    This paper describes the design of learning activities used in distant classes which were conducted in the first half of the 2020 academic year as part of the measures implemented to prevent the spread of the new coronavirus (COVID-19). On the basis of Wenger's theory of Communities of Practice, the author describes some practical examples of learning environment designs, where the examples utilize various tools based on information and communication technology (ICT). Then the author discusses the significance of the use of such tools for deepening the learning experience which can be achieved by boundary crossing which means going back and forth between communities of practice in order to appropriate other practices in different communities.

    DOI CiNii

  • Development of a Class of Information Science to Understand Scientific Characteristics of Information Communication Methods Heuristically

      19 ( 2 ) 53 - 60  2019.05

    Authorship：Last author

    CiNii

  • Analysis on Discourse of Microteaching with a Tangible Learning System through Puppet Shows

      19 ( 2 ) 91 - 98  2019.05

    CiNii

  • Practical Evaluation of Instructions for Disagreement Resolutions in Reasoning about Diverging Information

    Mochizuki Toshio, Chinn Clark A., Zimmerman Randi M., YAMAGUCHI Etsuji

    Proceedings of the Annual Meeting of Japan Society for Science Education   43   387 - 388  2019

    DOI CiNii

  • Effect of a real-time visualization of speech conditions on motivation to participate in discussion\n

      ( 2018 ) 1 - 6  2018.11

    CiNii

  • Effectiveness of Table Layout for Foster Students' Performance in Collaborative Learning

      18 ( 3 ) 119 - 124  2018.07

    CiNii

  • 矛盾した複数の文章の読解を通した情報リテラシーの授業開発

    大石智広, Clark A. Chinn, Randi M. Zimmerman, 山口悦司

    じっきょう情報教育資料   ( 46 ) >13-16 - 16  2018.04

    CiNii

  • Teacher Education Programs Applying the Learning Sciences in the World (2):Cases of University of Haifa, Israel

    KITAZAWA Takeshi, MOCHIZUKI Toshio, YAMAGUCHI Etsuji

    JSSE Research Report   32 ( 6 ) 1 - 4  2018

    DOI CiNii

  • 矛盾した複数の文章の読解を通した情報リテラシーの授業実践

    OHISHI Tomohiro, MOCHIZUKI Toshio, CLARK A. Chinn, RANDI Zimmerman, YAMAGUCHI Etsuji

    日本教育工学会研究報告集   17 ( 3 ) 177 - 184  2017.07

    CiNii

  • 諸外国における学習科学のための教育プログラム（1）：ワシントン大学とラトガース大学の事例

    OURA Hiroki, MOCHIZUKI Toshio, YAMAGUCHI Etsuji

    日本教育工学会研究報告集   17 ( 3 ) 155 - 160  2017.07

    CiNii

  • 「深い学び」をとらえるためのICAPフレームワーク

    望月 俊男

    月刊 理科の教育2017年3月号   66 ( 776 ) >11-14  2017.02

  • A Study of Microteaching Practice Using a Tangible Puppetry Role-Play System with Three Dimentional Multivoiced Perspective Taking

    MOCHIZUKI Toshio, SASAKI Hiroshi, WAKIMOTO Takehiro, HIRAYAMA Ryoya, YOSHIDA Sadahide, MIYAWAKI Koki, YAMAGUCHI Yuta, FUNAOI Hideo, KUBOTA Yoshihiko, SUZUKI Hideyuki, KATO Hiroshi

    Research report of JET Conferences   17 ( 1 ) 547-552 - 552  2016.12

    CiNii

  • タンジブル人形劇による多声的視点転換の効果

    望月俊男, 脇本健弘, 佐々木博史, 平山涼也, 舟生日出男, 久保田善彦, 鈴木栄幸, 加藤浩

    日本教育工学会第32回大会講演論文集     239-240  2016.09

  • A Trial of Assessment of Project-Based Learning Based on Narrative Approach

      15 ( 1 ) 447 - 450  2015.02

    CiNii

  • Development and Assessment of a Function to Refocus on Keywords Which Past a Given Fixed Time Elapses on a Mind-Map

    夏堀 有未, 北澤 武, 望月 俊男

    日本教育工学会研究報告集   15 ( 1 ) 7 - 14  2015.02

    CiNii

  • 2PD6 一定時間が経過したキーワードに再注目させるマインドマップシステム「FReK」の評価 : 創造性に対する認識に着目して(学習評価,一般研究,教育情報と人材育成～未来を育む子供たちのために～)

    夏堀 有未, 北澤 武, 望月 俊男

    年会論文集   ( 31 ) 294 - 295  2015

    　View Summary

    本研究では,一定時間が経過するとキーワードが赤く変化するマインドマップシステム「FReK」(夏堀ら2015)を用いて,アイデアを協働的に発想していくグループ活動を行った.そして,実験参加者に,議論の中で創造性があると思ったキーワードについて5つ挙げてもらった.創造性検査の高・中・低群を考慮して挙げられたキーワードの特徴を分析した.その結果,創造性検査の高群が多いメンバーで構成されたグループは,FReKによって赤く変化したキーワードを挙げている割合が大きかったが,低群が多いメンバーで構成されたグループは,FReKによって赤く変化したキーワードを挙げている割合が小さいということがわかった.

    CiNii

  • 2PA7 マンガ表現法による教育実習のイメージ化とLMSを利用した教育実習の支援の効果(教育実践,一般研究,教育情報と人材育成～未来を育む子供たちのために～)

    北澤 武, 望月 俊男, 舟生 日出男, 鈴木 栄幸, 加藤 浩

    年会論文集   ( 31 ) 240 - 241  2015

    　View Summary

    本研究は,教員養成系大学の教育実習事前指導において,マンガ表現法による教育実習のイメージ化を導入し,教育実習における振る舞いについて考えさせる授業を行った.さらに,教育実習中の出来事をLMSの電子掲示板に報告させ,実習生同士で情報を共有したり,大学教員がアドバイスを行ったりする活動を行った.この結果,前者の授業では教育実習の生活面について考え始めるきっかけとなることが分かった.後者の実践では,他者の頑張りや苦労した点,教員のアドバイスなどの情報が入ることで,教育実習に対してより考えを深められることなどが分かった.

    CiNii

  • 俯瞰視点と他者視点によるロールプレイの省察支援

    望月俊男, 佐々木博史, 脇本健弘, 吉田定秀, 宮脇光輝, 平山涼也, 久保田善彦, 鈴木栄幸

    日本教育工学会第30回大会講演論文集     193-194  2014.09

  • A Proposal of an Idea Generation Support System Focusing Spotlights on Old Ideas that are not Utilized in the Discussion

      14 ( 1 ) 217 - 224  2014.03

    CiNii

  • The Effect of Peer Response Using the Critical Reading Software "eJournalPlus"

      14 ( 1 ) 225 - 232  2014.03

    CiNii

  • 協働学習を支えるアプリケーション

    望月 俊男

    月刊学習情報研究2014年3月号     >26-29  2014.03

  • メンタリング支援システムFRICA・Listenaの学校現場での活用方法に関する一考察

    脇本健弘, 苅宿俊文, 八重樫文, 望月俊男, 中原淳

    日本教育工学会第29回大会講演論文集     741-742  2013.09

  • 人形劇によるロールプレイ学習支援システムの開発と実験的評価

    望月俊男, 佐々木博史, 脇本健弘, 平山涼也, 久保田善彦, 鈴木栄幸

    日本教育工学会第29回大会講演論文集     47-50  2013.09  [Refereed]

  • ロボットに大学生のキャリア・カウンセリングが行えるのか？大学生の発話の比較分析

    見舘好隆, 舘野泰一, 脇本健弘, 望月俊男, 宮田裕子, 中原淳

    日本教育工学会第28回大会講演論文集     439-440  2012.09

  • えでゅーすぼーど:人形劇によるタンジブル授業シミュレーションシステム

    望月俊男, 佐々木博史, 脇本健弘, 平山涼也, 松島彩夏, 川上竜太郎

    日本教育工学会第28回大会講演論文集     725-726  2012.09

  • 3A1-F2 Improvements to Lesson Plans Using Cartoon-Based Teaching Simulation in Pre-service Teacher

    KUBOTA Yoshihiko, SUZUKI Hideyuki, MOCHIZUKI Toshio

      36   227 - 230  2012.08

    CiNii

  • PA-092 批判的読解におけるピアレスポンス活動のコメント付与方法に関する検討(教授・学習,ポスター発表)

    望月 俊男, 椿本 弥生

    日本教育心理学会総会発表論文集   54 ( 0 ) 92 - 92  2012  [Refereed]

    DOI CiNii

  • 生徒の探究心を駆り立てる授業を構想するための多声的な思考を育成する―マンガ描画支援システムVoicingBoard を使用した授業シミュレーション―

    鈴木栄幸, 久保田善彦

    ICT・Education，日本文教出版   48   >34-37  2011.10

    　View Summary

    教職課程の学生が学ばなければならない重要な技能の1つに「学習指導案を書くスキル」があります。教壇実習の技能も大切ですが，それ以上に“いかに生徒のことを踏まえた授業設計をできるようになるか”ということが，実際の授業では問題となりますし，また教職課程で身につけるべき技能です。しっかりと学習指導案をまとめることにより，教材内容や学習環境を活用して授業を進行する手順を検討するだけでなく，発問・応答といった教授行動と生徒の反応予測を行い，授業の過程を具体的にイメージすることで，授業を運営する上で不測の事態が起きた場合にも柔軟に運用可能なプランニングができるようになります。<br />
    しかし，まだ現場に入ったことも授業をした経験もほとんどない3年生にとって，現場の生徒をイメージしながら指導案を考えるということは，かなり難しい課題です。<br />
    とくに情報科においては，情報の科学的な理解のために探究心を駆り立て，情報社会

  • 初任教師の課題や悩みに焦点化したメンタリングの実践

    脇本健弘, 苅宿俊文, 八重樫文, 望月俊男, 酒井俊典, 中原淳

    日本教育工学会第27回大会講演論文集     629-630  2011.09

  • Data Mining on Educational Information

    モチヅキ トシオ

        >26-29  2011.07

  • Study of Processes to Improve of Lesson Plan by Manga-Based Thinking Method : From Interviews to Student Teachers

    KUBOTA Yoshihiko, SUZUKI Hideyuki, MOCHIZUKI Hideo

    Research report of JSET Conferences   2011 ( 1 ) 219 - 224  2011.03

    CiNii

  • An Analysis of Constructive Knowledge Building Process while Reading Multiple Texts on eJournalPlus

    MOCHIZUKI Toshio, TSUBAKIMOTO Mio, OSHIRO Akio

    Research report of JSET Conferences   2011 ( 1 ) 319 - 324  2011.03

    CiNii

  • 教員免許更新講習「ネット・メディア時代の子どもとコミュニケーション」の開発と実施

    砂原由和, ネットワーク情報学

    専修大学情報科学研究所所報   75   >33-45  2011.03

    　View Summary

    筆者らは教員免許状更新講習として、「ネット・メディア時代の子どもとコミュニケーション」のテーマの講習を開発し、実施した。まず、主に心理学・哲学の側面から子どもとコミュニケーション、自己形成と現代のメディアコミュニケーションの発達の関係について講義を提供した。そして、それをもとに大学生とともに現場経験との関連づけと事例研究を行う中で、若者の視点を取り入れながら具体的かつ実質的な対応を考究するセッションを行うことができた。

  • A Practice of Japanese Classes through the Utilization of eJournalPlus : A Learning Support System for Language Skills

    TSUBAKIMOTO Mio, AOKI Masayuki, KAMIYA Tomoko, YASHIRO Kenji, FUKUCHI Takayuki, KUBO Masaya, MOCHIZUKI Toshio, YAMAUCHI Yuhei

    Research report of JSET Conferences   2010 ( 5 ) 89 - 96  2010.12

    CiNii

  • Social Learning Environment Design for Promoting Student Learning: From the Viewpoint of Educational Technology

    モチヅキ トシオ

    Deutschunterricht in Japan   15   >78-80  2010.10

  • 初任教師の授業の悩みを引き出すメンタリング支援システム Listena の開発

    脇本健弘, 苅宿俊文, 八重樫文, 望月俊男, 酒井俊典, 中原淳

    日本教育工学会第26回大会講演論文集     611-612  2010.09

  • Designing a pen shadow for the presentation tool which superimposes the shadow

    MURATA YUICHI, KURIHARA KAZUTAKA, MOCHIZUKI TOSHIO, SHIZUKI BUNTAROU, TANAKA JIRO

      2010 ( 10 ) 1 - 5  2010.07

    CiNii

  • Effect of Manga-based Reflection on Student Teachers in Revising their Lesson Plans

    SUZUKI Hideyuki, MOCHIZUKI Toshio, KUBOTA Yoshihiko

    Research report of JSET Conferences   2010 ( 2 ) 167 - 172  2010.05

    CiNii

  • Live Screen Board: development and experimental evaluation of personal desktop sharing tool for emergent division of labor

    Research report of JSET Conferences   10 ( 1 ) 9 - 16  2010.03

    CiNii

  • J011 大学生のレポートライティング教育の実践・研究の現状と課題(自主シンポジウム)

    鈴木 宏昭, 望月 俊男, 椿本 弥生, 池田 玲子, 内田 伸子

    日本教育心理学会総会発表論文集   52 ( 0 ) 114 - 115  2010  [Refereed]

    DOI CiNii

  • eラーニングプロジェクトにおけるPDCAサイクルを実現する科目密着型評価方法の開発と実践

    合田美子, 望月俊男, 野口新司, 松田岳士

    日本教育工学会第25回全国大会講演論文集     509 - 510  2009.09

    　View Summary

    Eラーニングプロジェクトにおける改善を重視した評価活動の実践研究．科目密着型評価方法の開発を報告．<br />
    [共著]<br />
    合田 美子, 望月 俊男, 野口 新司, 松田 岳士 <br />
    <br />

  • Borderless Canvas : a ZUI Multi-display Discussion Software

    KURIHARA Kazutaka, TSUBAKIMOTO Mio, MOCHIZUKI Toshio, OURA Hiroki, NISHIMORI Toshihisa, NAKAHARA Jun, YAMAUCHI Yuhei, WATANABE Shin'ichi

      134 ( 12 ) L1 - L8  2009.07

    CiNii

  • Effect of Manga-Representation Method on Enhancement of Multivoiced Reflection : Theoretical Background and a Supporting Strategy

    SUZUKI Hideyuki, KUBOTA Yoshihiko, MOCHIZUKI Toshio

    Research report of JSET Conferences   2009 ( 3 ) 131 - 138  2009.07

    CiNii

  • Effect of Manga-Pepresentation Method on Enhancement of Multivoiced Reflection : Case study of Making Lesson Plans in the Training prior to Pre-service Teaching Internship

    KUBOTA Yoshihiko, MOCHIZUKI Hideo, SUZUKI Hideyuki

    Research report of JSET Conferences   2009 ( 3 ) 139 - 144  2009.07

    CiNii

  • Effect of Manga-Representation Method on Enhancement of Multivoiced Reflection : Application to Making Lesson Plans in the Training prior to Pre-service Teaching Internship

    MOCHIZUKI Toshio, KUBOTA Yoshihiko, SUZUKI Hideyuki

    Research report of JSET Conferences   2009 ( 3 ) 145 - 150  2009.07

    CiNii

  • Development of a Multi-display Discussion Software for Knowledge-emergent Presentation

    KURIHARA Kazutaka, TSUBAKIMOTO Mio, MOCHIZUKI Toshio, OURA Hiroki, NISHIMORI Toshihisa, NAKAHARA Jun, YAMAUCHI Yuhei, WATANABE Shinichi

    Research report of JSET Conferences   2009 ( 1 ) 231 - 238  2009.03

    CiNii

  • Designing a learning community for the preservice teacher training using a social networking service

    Mochizuki, T, Kitazawa, T

    Research report of JSET Conferences   9 ( 1 ) 277 - 284  2009.03

    CiNii

  • LiveScreenBoard: development of personal desktop sharing tool for emergent division of labor

      54   37 - 40  2008.11

    CiNii

  • オンラインコースの評価活動と改善に困難を伴った事例の考察

    合田美子, 望月俊男, 野口新司, 松田岳士

        789 - 790  2008.10

    　View Summary

    継続的なeラーニングプロジェクトに必須なPDCAサイクルの実践報告. 評価とフィードバック活動, 改善状況について整理した. <br />
    [共著]<br />
    合田美子, 望月俊男, 野口新司, 松田岳士

  • 初任者教師メンタリング支援システムの開発

    脇本健弘, 苅宿俊文, 八重樫文, 望月俊男, 酒井俊典, 中原淳

    日本教育工学会第24回大会講演論文集     549-550  2008.09

  • Evaluation Activities for Sustainable e-Learning Project Education (p. ii) , 第2章 学習成果評価, 2.1育成された専門家, 2.1.1経過報告 (pp.13-16) , 第2章 学習成果評価,2.2スキルセットとカリキュラム(外部資格含), 2.2.1経過報告 (pp.21-26) , 第2章 学習成果評価, 2.3全開講科目の概要 (pp.21-26) , 第4章 活動評価, 4.1評価指標, 4.1.1経過報告(共著) (

    松田岳士, 合田美子, 望月俊男, 山田政憲, 権藤俊彦, 半田純子, 新目真紀

    「e-Learning専門家育成プログラム」評価活動報告書 −持続可能なeラーニングの鍵−    2008.09

  • Developing a System for Supporting Collaborative Elaboration in Academic Writing

    TATENO Yoshikazu, OURA Hiroki, MOCHIZUKI Toshio, NISHIMORI Toshihisa, NAKAHARA Jun, YAMAUCHI Yuhei

    Research report of JSET Conferences   2008 ( 3 ) 59 - 62  2008.07

    CiNii

  • PA2-34 批判的読解を支援するソフトウェアeJournalPlusの試用における文章読解・産出活動の様相(教授・学習,ポスター発表A)

    椿本 弥生, 渡部 信一, ヨハンソン ヘンリク, 松本 健一郎, 和田 肇, 宮谷 隆, 中原 淳, 山内 祐平, 望月 俊男, 大浦 弘樹, 西森 年寿, 佐藤 朝美, 中村 裕司, 大野 喬史, 舘野 泰一, 三宅 正樹

    日本教育心理学会総会発表論文集   50 ( 0 ) 79 - 79  2008

    DOI CiNii

  • 授業改善のための評価活動とインストラクショナルデザインサイクル

    合田美子, 望月俊男, 岩崎文明, 玉木欽也

        821 - 822  2007.09

    　View Summary

    授業改善のためのインストラクショナルデザインサイクルとその過程にある評価活動の実践報告を課題と改善案を付加して発表<br />
    [共著]<br />
    合田美子, 望月俊男, 岩崎文明, 玉木欽也

  • 2.1.7基礎講義課目「eLPCO_異文化リテラシー」の開発と実施(pp. 21-22) , 2.2.2 平成18年度開講科目の評価(後期開講科目)(pp. 42-26) , 2.3.11 専門家認定準備状況(pp. 67-68) , 4.1 日本商工会議所「日商マスター」育成コンテンツの開発 (pp.87-88)共著：松田岳士, 合田美子 , 4.2.1 資格制度への参画(pp. 89-90) 共著：権藤俊彦, 合田美子 , 4.3 eLPCO産学連携コミュニティ(pp. 93-96)共著：合田美子,

    松田岳士, 合田美子, 竹内俊彦, 権藤俊彦, 高橋徹, 須藤賢太郎, 古川智子, 志村光太郎, 齋藤裕, 望月俊男, 山田政憲, 新目真樹

    平成18年度 青山学院大学 現代的教育ニーズ取組支援プログラム「e-Learning専門家の人材育成    2007.03

  • Learning about science with parents : Development of the hands-on educational program for children and parents that allows them to do science experiments using cell phones

    NAKAHARA Jun, YAMAGUCHI Etsuji, MOCHIZUKI Toshio, NISHIMORI Toshihisa

      30   47 - 48  2006.08

    CiNii

  • e-learning

    望月 俊男

    日本機械学会誌   109 ( 1053 ) >  2006.08

  • 2.7.2 コンテンツ公開とAGU_eLPCO著作権処理モデル(pp. 25-30) , 4.1 インストラクショナルデザインプロセス分析フェーズ「ニーズ分析：対象者分析」(pp. 69-71)

    齋藤裕, 松田岳士, 竹内俊彦, 合田美子, 原田満里子, 権藤俊彦, 橋本諭, 高橋徹, 須藤賢太郎, 井上直子, 望月俊男, 山田政憲, 新目真樹

    平成17年度 青山学院大学 現代的教育ニーズ取組支援プログラム「e-Learning専門家の人材育成    2006.03

  • 『ブレンディッドラーニングの戦略－eラーニングを活用した人材育成』（第2章、第7章、今後の展望、付録B、付録Eを担当）

    望月 俊男

    東京電機大学出版局     >22-38、138-169、235-237、243-244  2006.03

  • A Review of Researches in Educational Technology for Science Education

    MOCHIZUKI Toshio

    JSSE Research Report   21 ( 1 ) 1 - 6  2006

    DOI CiNii

  • Effect on a Video Clips Generation System Using Web Cameras in Class Practices

    HATONO Itsuo, MOCHIZUKI Toshio, SASAKI Hiroshi, TACHIBANA Sanae, FUJIMOTO Masaji, KAMIYAMA Shinichi, YAMAMOTO Tomokazu

    JSSE Research Report   20 ( 3 ) 67 - 72  2005.12

    DOI CiNii

  • Emotional Effect of Using Video Clips of the Subject of the Experiment : A Class Practice using Video Clip Production System with Web Cameras in the Chapter "Let's challenge to crystallize" at Fifth Grade

    MOCHIZUKI Toshio, HATONO Itsuo, TACHIBANA Sanae, FUJIMOTO Masaji, YAMAMOTO Tomokazu

      29   483 - 484  2005.10

    CiNii

  • A Class Practice Using Video Clip Production System with Image Juxtaposition Function Evaluation in the Chapter "Let's Challenges to Crystallize" at Sixth Grade

    FUJIMOTO Masaji, HATONO Itsuo, MOCHIZUKI Toshio, YAMAMOTO Tomokazu

      30   413 - 414  2005.09

    CiNii

  • 2J-11 Webカメラを用いたビデオクリップ自動作成システムを利用した授業の実践 : 小学校5年生「結晶づくりにチャレンジしよう」における取り組み(教育工学・視聴覚教育・情報教育,一般研究,日本理科教育学会第55回全国大会)

    橘早苗, 鳩野逸生, 望月俊男, 藤本雅司, 山本智一, 竹下裕子

    日本理科教育学会全国大会要項   ( 55 ) 339 - 339  2005.09

    CiNii

  • The Front Line of Using Mobiles in Science Education

    MOCHIZUKI Toshio, NAKAHARA Jun, YAMAGUCHI Etsuji, NISHIMORI Toshihisa

      29   119 - 122  2005.08

    CiNii

  • Science Education and Concept Mapping Sowtware to Reconstruct Learning Processes (3)

      29   319 - 320  2005.08

    CiNii

  • Design Concept of a Synchronous CSCL System 'KneadingBoard' : Toward support for emergent division of labor

    KATO Hiroshi, FUNAOI Hideo, MOCHIZUKI Toshio, SUZUKI Hideyuki

    年会論文集;日本科学教育学会   29   223 - 226  2005.08

    　View Summary

    創発的分業の支援という見地から、KneadingBoafdのねらいと機能を紹介する。

    CiNii

  • 電子会議室の議論内容とプロセスを可視化するソフトウェアの開発(eラーニングにおけるデータ・マイニング)

    望月 俊男, 加藤 浩, 藤谷 哲, 久松 慎一, 八重樫 文, 中原 淳

    日本行動計量学会大会発表論文抄録集   33   354 - 357  2005.08

    CiNii

  • Fostering ability in persuasive communication through a debate activity based on multivoiced nature of thinking

    SUZUKI hideyuki, YAMAMOTO tomokazu, INAGAKI shigenori, YAMAGUCHI etsuji, MOCHIZUKI toshio, DEGUCHI akiko

    JSSE Research Report   20 ( 3 ) 11 - 16  2005

    DOI CiNii

  • A design of self-assessment environment in project-based learning: Monitoring and reorganizing tasks and division of labor

    Toshio Mochizuki, Hiroshi Kato, Toshihisa Nishimori, Shin-Ichi Hisamatsu, Kazaru Yaegashi, Shigeto Ozawa

    ITHET 2005: 6th International Conference on Information Technology Based Higher Education and Training, 2005   2005   D-1 - D-6  2005  [Refereed]

    　View Summary

    This paper deals with a design of a CSCL (Computer Supported Collaborative Learning), referred to as "ProjectBoard", which displays an awareness of task status and division of labor in Project-based Learning (PBL). According to the situated learning theory, learners learn not only the cultural practice but also the "legitimate learning strategy," which refers to the way in which learners can learn effectively in the community using their meta cognition. Based on this concept, learners are expected to monitor the actual status of their achievement by themselves in order to improve their learning in PBL. The authors designed a CSCL which supports learners in the self assessment of their PBL. "ProjectBoard" was developed to enhance learners' reorganization of their learning activity based on the awareness of the status of their collaboration. Through its implementation in an undergraduate course, the learners evaluated the effectiveness of ProjectBoard in monitoring their learning activity. © 2005 IEEE.

    DOI

  • Design Concept of a Synchronous CSCL System 'KneadingBoard' : Toward support for emergent division of labor

    Kato Hiroshi, Funaoi Hideo, Mochizuki Toshio, Suzuki Hideyuki

    Proceedings of the Annual Meeting of Japan Society for Science Education   29 ( 0 ) 223 - 226  2005

    　View Summary

    創発的分業の支援という見地から、KneadingBoafdのねらいと機能を紹介する。

    CiNii

  • Design Experiments in Elementary Science Lessons Using CSCL Systems

    INAGAKI Shigenori, YAMAMOTO Tomokazu, KURODA Hideko, TACHIBANA Sanae, TAKESHITA Yuko, FUJIMOTO Masaji, OHSHIMA Jun, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, MURAYAMA Isao, TAKENAKA Makiko, OHSHIMA Ritsuko, FUNAOI Hideo, DEGUCHI Akiko, SUZUKI Hideyuki, KATO Hiroshi, OHKUBO Masahiko, TAKEDA Yoshiaki, TAINOSHO Yoshiaki, KOISHI Hirofumi, DOI Shozo, ITO Masako, SAKAMOTO Miki, HATONO Itsuo, IKARI Miwa, MOCHIZUKI Toshio, OGAWA Masakata, OHMIDO Nobuko

    JSSE Research Report   19 ( 1 ) 1 - 4  2004.10

    DOI CiNii

  • A Class Practice using Video Clip Production System with Web Cameras : Evaluation in the Chapter "Let's grow a fruit plant" at Fifth Grade

    FUJIMOTO Masaji, HATONO Itsuo, MOCHIZUKI Toshio, IKARI Miwa, TACHIBANA Sanae, YAMAMOTO Tomokazu

      20   765 - 766  2004.09

    CiNii

  • iPlayer : Development of the Interactive Streaming Player for e-Learning

    YAMAUCHI Yuhei, SAKAI Shunsuke, YAEGASHI Kazaru, HISAMATSU Shinichi, MOCHIZUKI Toshio, KITAMURA Satoshi

      20   937 - 938  2004.09

    CiNii

  • Understanding of Teachers regarding Research Methodologies on Educational Practice

    NAGAI Masahiro, SHOUJI Mikio, MOCHIZUKI Toshio, KATO Hiroshi

    日本教育工学会大会講演論文集   20   431 - 432  2004.09

    CiNii

  • Design of Project-Based Learning Support System in Higher Education

    NISHIMORI Toshihisa, KATO Hiroshi, MOCHIZUKI Toshio, YAEGASHI Kazaru, HISAMATSU Shinichi, OZAWA Shigeto

    日本教育工学会大会講演論文集   20   665 - 666  2004.09

    CiNii

  • Digital teaching portfolios of preservice teachers

    NAGATA Tomoko, SUZUKI Mariko, MOCHIZUKI Toshio, NISHIMORI Toshihisa, NAKAHARA Jun, KASAI Toshinobu, KATO Hisae

    日本教育工学会大会講演論文集   20   443 - 444  2004.09

    CiNii

  • Evaluation of i-Bee : Software for Visualizing Messages in Electronic Forums

    MOCHIZUKI Toshio, NAGATA Tomoko, HISAMATSU Shin-ichi, YAEGASHI Kazaru, NAKAHARA Jun, FUJITANI Satoru, NISHIMORI Toshihisa, SUZUKI Mariko, KATO Hiroshi

    日本教育工学会大会講演論文集   20   707 - 708  2004.09

    CiNii

  • i-Bee: the CSCL assessment tool for maldng the status of discussion visible

    T Mochizuki, K Yaegashi, T Nishimori, S Fujitani, T Nagata, M Suzuki, S Hisamatsu, J Nakahara, H Kato

    ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7     1200 - 1205  2004

    　View Summary

    This paper describes a CSCL (Computer Supported Collaborative Learning) assessment tool that aims at visualizing discussions among learners participating on electronic forums using a text-mining technique. The software, named "i-Bee" (Bulletin board EnvisionEr), is able to visually show the co-occurrence relations of topic keywords of each learner using Correspondence Analysis. Furthermore, iBee can show how actively each learner discusses; how each learner contributes to online discussions; and the frequency the learners use each keyword. In this paper, the authors report the rationale, the basic algorithm, and the implementation of i-Bee.

  • exCampus: an Open Source e-Learning System for Higher Education (Networks without Borders: Towards Cross-Cultural Learning Communities) -- (Session 3: Practical Issues in Networking: Group A: Management and Support)

    Nishimori Toshihisa, Nakahara Jun, Mochizuki Toshio, Matsukawa Hideya, Yaegashi Kazaru, Hisamatsu Shinichi, Yamauchi Yuhei, Suzuki Mariok, Nagata Tomoko

    Research report   44 ( 44 ) 175 - 180  2004.01  [Domestic journal]

    　View Summary

    This paper details the development and implementation of exCampus, an e-Learning environment that complements face-to-face classroom lessons in higher education. exCampus is a flexible tool that accommodates both multi-level participation and access for the general public. This paper examines the effectiveness of the exCampus based practices, which participants have confirmed to be fairly significant.

    CiNii

  • A Practical Study of Developing Teaching Portfolio Involving Movie Files of Teaching Practices

    NAGATA Tomoko, SUZUKI Mariko, MOCHIZUKI Toshio, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu, KATO Hisae

    Research report of JET Conferences   2003 ( 6 ) 59 - 62  2003.12

    CiNii

  • Practical Evaluation of CSCL sisytem for Emergent Division of Labor: A Case Study on "Anatomy and Physiology of the Human Body" in a Sixth Grade Classroom

    INAGAKI, Shigenori, YAMAGUCHI, Etusji, DEGUCHI, Akiko, TAKESHITA, Yuko, FUNAOI, Hideo, MOCHIZUKI, Toshio, SUZUKI, Hideyuki, KATO, Hiroshi

    日本科学教育学会研究会研究報告   18・3, p47-p52 ( 3 ) 47 - 52  2003.11

    DOI CiNii

  • Multi-voiced Approach to Persuasive Presentation : Course Design and Evaluations

    SUZUKI Hideyuki, FUNAOI Hideo, YOSHINO Shiho, MOCHIZUKI Toshio, KATO Hiroshi

    日本教育工学会大会講演論文集   19 ( 1 ) 19 - 20  2003.10

    CiNii

  • Development of a Tool for Visualization of Discussion and its Process in Electronic Forums

    MOCHIZUKI Toshio, HISAMATSU Shin-ichi, YAEGASHI Kazaru, FUJITANI Satoru, NAKAHARA Jun, KATO Hiroshi

    日本教育工学会大会講演論文集   19 ( 2 ) 607 - 610  2003.10

    CiNii

  • Development of e-Learning system cooperating with Lessons in Classrooms in Higher Education

    NISHIMORI Toshihisa, NAKAHARA Jun, MOCHIZUKI Toshio, MATSUKAWA Hideya, YAEGASHI Kazaru, HISAMATSU Shinichi, YAMAUCHI Yuhei

      19 ( 1 ) 477 - 478  2003.10

    CiNii

  • How to Grasp the Learners' Activity on BBS

    MATSUKAWA Hideya, MOCHIZUKI Toshio, NAKAHARA Jun, NISHIMORI Toshihisa, YAMAUCHI Yuhei

      19 ( 2 ) 579 - 582  2003.10

    CiNii

  • Group Structure of Learners for the Promotion of Learner Collaboration using CSCL

    MOCHIZUKI Toshio, OZAWA Shigeto, EGI Hironori, TABEI Jun, KATO Hiroshi

    年会論文集;日本科学教育学会   27   201 - 204  2003.07

    　View Summary

    本稿では, どのような集団をデザインすることが, 対面とCSCLの両方で活発な学習活動を行うのに必要なのかということを検討した。ある授業実践における協調学習集団の形成に着目し, 学習者が自らどのように集団構造を構成したことによって協調的な活動を促進したのかについて検討した。その結果, 役割分担のような集団機能が, 学習者の協調的活動の促進に関係する可能性を示した。

    CiNii

  • 電子会議室の発言分析に基づく協調学習評価方法の提案 (テーマ:e-Learningにおける先進的研究開発--知的システムなど/一般)

    望月 俊男, 藤谷 哲, 一色 裕里

    知的教育システム研究会   38   31 - 36  2003.05

    CiNii

  • A Proposal for a New Method to Assess Collaborative Learning by Using the Discourse Analysis of Electronic Discussion Forums

    MOCHIZUKI Toshio, FUJITANI Satoru, ISSHIKI Yuri, YAMAUCHI Yuhei, KATO Hiroshi

    IEICE technical report. Education technology   103 ( 60 ) 31 - 36  2003.05

    　View Summary

    This paper describes a proposal for a new method to assess communication among learners in the CSCL. The method proposed in this paper is to visualize discussions by focusing on the relationship between topic keywords and each learner using a correspondence analysis. In this paper, the authors examine the validity and possibility of a proposed method, through an experimental study in a cross-cultural CSCL program. The correspondence map made by the analysis could represent topic parts and learners&#039; commitment in the learning community, according to interviews with Japanese and foreign learners. Also the map has a potentiality to help learners engage in active discussions by providing the reflection of their own interest or that of others.

    CiNii

  • Collaborative Learning Processes in a learner centered course

    OZAWA Shigeto, MOCHIZUKI Toshio, EGI Hironori, KUNIFUJI Susumu

    Proceedings of the Annual Meeting of Japan Society for Science Education   27 ( 0 ) 197 - 200  2003  [Refereed]

    DOI CiNii

  • Group Structure of Learners for the Promotion of Learner Collaboration using CSCL

    MOCHIZUKI Toshio, OZAWA Shigeto, EGI Hironori, TABEI Jun, KATO Hiroshi

    Proceedings of the Annual Meeting of Japan Society for Science Education   27 ( 0 ) 201 - 204  2003

    　View Summary

    本稿では, どのような集団をデザインすることが, 対面とCSCLの両方で活発な学習活動を行うのに必要なのかということを検討した。ある授業実践における協調学習集団の形成に着目し, 学習者が自らどのように集団構造を構成したことによって協調的な活動を促進したのかについて検討した。その結果, 役割分担のような集団機能が, 学習者の協調的活動の促進に関係する可能性を示した。

    CiNii

  • Development of Face-to-Face Discussion Support System Based on Constructing Minutes in Collaborative Learning

    EGI Hironori, MOCHIZUKI Toshio, SHIGENO Hiroshi, OKADA Ken-ichi

      18   165 - 168  2002.11

    CiNii

  • Characteristics of group activities in learner-centered constructive learning

    OZAWA Shigeto, MOCHIZUKI Toshio, EGI Hironori, SHIBAHARA Yoshiyuki, TABEI Jun, INOSHITA Osamu

      18   449 - 450  2002.11

    CiNii

  • Possibility of utilizing CSCL environment in an On-Campus e-Learning System

    MOCHIZUKI Toshio, NAKAHARA Jun, MATSUKAWA Hideya, ISSHIKI Yuri, MATSUURA Kyo, NISHIMORI Toshihisa, YAMAUCHI Yuhei, KATO Hiroshi

      18   391 - 392  2002.11

    CiNii

  • Development of a software to analize exchanged messages on BBS

    MATSUKAWA Hideya, MOCHIZUKI Toshio, NAKAHARA Jun, NISHIMORI Toshihisa, YAMAUCHI Yuhei

      18   173 - 176  2002.11

    CiNii

  • Analysis of Communication between Groups on Web Board in Distance Seminar with Lodging

    MURAKAMI Masayuki, OZAWA Shigeto, MOCHIZUKI Toshio, SHINTO Takaaki, TAGUCHI Mana, INOSHITA Osamu, TANAKA Tsunemi

    IPSJ SIG Notes   2002 ( 39 ) 57 - 64  2002.05

    　View Summary

    KKJ seminar is distance seminar with lodging between Kyoto university and Keio university. In this article, we report the result of analysis about difference of quality of communication on Web board and offline meeting. The curriculum of this seminar was planed with common experience, so we expect that interaction between two groups is active. As the result of analysis, interaction between Kyoto and Keio students is more active. By common experience, the type of communication shifts inner-group to inter-group. Combining communication on Web board with offline meeting, the quality of group changes.

    CiNii

  • A CSCL System and Its Circumstances on Inter - groups Collaborative Learning Project

    OZAWA Shigeto, ODU Hideki, MOCHIZUKI Toshio, MURAKAMI Masayuki, TANAKA Tsunemi, INOSHITA Osamu, KUNIFUJI Susumu

    IPSJ SIG Notes   2001 ( 48 ) 71 - 76  2001.05

    　View Summary

    This study describes about the evaluation of CSCL environment that we have developed on a distant group learning project. The KKJ project is designed jointly by Kyoto University and Keio University in Japan, for self-understanding through inter-cultural communication using CSCL and Joint Camp. We apply our CSCL system to the project and study about student's using style from the view point of the teaching methods and their communication in the classrooms. We point out that inter-groups interaction on CSCL depends on teaching methods. Also lack of continuity of communications between on-line and of line affect learners' motivation, if the students can communicate not only on CSCL but also in a meeting.

    CiNii

  • PB58 集団間協調学習におけるBBS活用の試み(1) : 京都大学・慶應義塾大学連携ゼミの概要

    柴原 宜幸, 望月 俊男, 尾澤 重知, 田中 毎美, 井下 理

    日本教育心理学会総会発表論文集   43 ( 0 ) 161 - 161  2001  [Refereed]

    DOI CiNii

  • PB59 集団間協調学習におけるBBS活用の試み(2) : 授業枠組みがBBS上でのインタラクションに与える影響

    望月 俊男, 柴原 宜幸, 尾澤 重知, 井下 理, 田中 毎実

    日本教育心理学会総会発表論文集   43 ( 0 ) 162 - 162  2001  [Refereed]

    DOI CiNii

  • PB60 集団間協調学習におけるBBS活用の試み(3) : 掲示板の枠組みがBBS上でのインタラクションに与える影響

    尾澤 重知, 望月 俊男, 柴原 宜幸, 井下 理, 田中 毎実

    日本教育心理学会総会発表論文集   43 ( 0 ) 163 - 163  2001  [Refereed]

    DOI CiNii

  • Building a Collaborative Learning Environment for Group Interaction

    OZAWA Shigeto, MOCHIZUKI Toshio, EGI Hironori, INOSHITA Osamu

    The Joint Conference on Educational Technology   6 ( 1 ) 139 - 142  2000.10

    CiNii

  • Building Computer Supported Collaborative Learning Environment of Group Interaction

    OZAWA Shigeto, ODU Hideki, MOCHIZUKI Toshio, KUNIFUJI Susumu

      6 ( 2 ) 667 - 668  2000.10

    CiNii

  • A Study of Connectivity between On-line Discussion and Off-line Discussion

    MOCHIZUKI Toshio, OZAWA Shigeto, EGI Hironori, INOSHITA Osamu

      6 ( 2 ) 669 - 670  2000.10

    CiNii

  • 協調学習におけるグループ間インタラクションを支援するCSCLの開発

    尾澤 重知, 小津 秀樹, 望月 俊男, 國藤 進

    日本教育工学会大会講演論文集   16 ( 2 ) 667 - 668  2000.10

    CiNii

  • 学習者の相互作用を活性化する学習環境の構築と課題(2) : 対面の議論と非対面の議論の接続性に関する一考察

    望月 俊男, 尾澤 重知, 江木 啓訓, 井下 理

    日本教育工学会大会講演論文集   16 ( 2 ) 669 - 670  2000.10

    CiNii

  • 学習者の相互作用を活性化する学習環境の構築と課題(1) : グループ間インタラクション支援の効果

    尾澤 重知, 望月 俊男, 江木 啓訓, 井下 理

    日本教育工学会大会講演論文集   16 ( 1 ) 139 - 142  2000.10

    CiNii

  • Group Learning Environment for Learner's Reflection

    OZAWA Shigeto, MOCHIZUKI Toshio, EGI Hironori, INOSHITA Osamu

      17   252 - 253  2000.06

    CiNii

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Syllabus

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Social Activities

  • NHK高校講座 社会と情報 番組委員

    日本放送協会  NHK高校講座 社会と情報 

    2013.04
    -
    2023.03

    　View Summary

    NHK教育テレビ放送 高校講座「社会と情報」の番組内容監修および講師を担当している。

  • exCampus：eラーニングサイト構築を支援する－ソースコードとサイト運営ノウハウの提供

    京都大学第２回大学教育研究集会 

  • 大学院教育におけるe-Learningの可能性－社会人学生にとってのe-Learningの効果に着目して－

    京都大学第２回大学教育研究集会 

  • 静岡大学大学院教育学研究科附属 学習科学研究教育センター 学外協力研究員

    静岡大学大学院教育学研究科附属 学習科学研究教育センター 

  • ICTプロフィシェンシー検定協会 審議委員

    ICTプロフィシェンシー検定協会 

  • 日本教育工学会SIG「協調学習・学習科学」の運営

    日本教育工学会 

    　View Summary

    「協調学習・学習科学」分野の学問的研鑽およびアウトリーチを行うSIGの運営を行い、最先端の研究知見を普及することを目的とした国際ワークショップの開催（12/16）を行ったり、「学習科学ハンドブック第2版」の翻訳を行ったり、教育工学選書「協調学習とCSCL」の変種・発行を行うなどの活動を行っている。

  • 国際学習科学会のMembership Committeeの活動

    国際学習科学会 

    　View Summary

    各国委員と連携して国際学習科学会のパンフレットを開発するとともに、学会におけるネットワーキングイベントの開催などに尽力している。

  • プロジェクトにおけるフィールドワーク協力

    セイハネットワーク株式会社 

    　View Summary

    小学生向けの英語学習コンテンツを開発するにあたって、小学生向けの英語教育がどのように行われているか、実際の英語教室の授業を見学させていただき、またインタビューをさせていただいた。

  • 「主体的・対話的で深い学び」と学習評価：ルーブリック評価にどのように応用するか（演習編）

    神奈川県立鶴見高等学校 

    　View Summary

    ルーブリック評価を、新学習指導要領で求められる「各教科等の特質に応じた見方・考え方」をもとにして作成するワークショップを実施した。

  • 「主体的・対話的で深い学び」と学習評価：ルーブリック評価にどのように応用するか

    神奈川県立鶴見高等学校 

    　View Summary

    新学習指導要領の基本コンセプトの「主体的・対話的で深い学び」の解説、およびルーブリック評価の基本的な考え方を解説する講演を、鶴見高等学校教職員および他校教員に対して行った。

  • 神奈川県教育委員会 高等学校教育課程説明会（情報）における指導助言

    神奈川県教育委員会教育局 指導部 高校教育課 

    　View Summary

    神奈川県高等学校の情報科担当教員に対して、「情報科における授業研究・授業改善について」と題して、情報科における授業研究の考え方を、事例をもとにして講義した。

  • 神奈川県教育委員会 神奈川県立生田東高等学校 指導助言者（国立教育政策研究所教育課程研究センター 教育課程指定校事業（共通教科情報の指導方法開発））（～現在に至る）

    神奈川県立生田東高等学校 

    　View Summary

    神奈川県教育委員会教育局指導部高校教育課の依頼により、神奈川県立生田東高等学校における授業開発・授業実践・評価・改善の過程において指導・助言を行っている。

  • 情報科の授業開発への協力（神奈川県高等学校教育課程研究会 研究推進委員会）（～2018年3月）

    神奈川県教育委員会高校教育課・神奈川県立横浜栄高等学校・神奈川県立生田東高等学校 

    　View Summary

    神奈川県高等学校教育課程研究会 研究推進委員会（情報部門）の依頼により、共通教科（情報科）の授業開発および授業実施・評価の過程に携わり、指導・助言を行った。

  • 教員養成課程における授業見学（高等学校一種免許状（情報科）の課程に関わるもの）

    神奈川県立生田東高等学校 

    　View Summary

    「情報科教育研究1」において、共通教科「社会と情報」・専門教科「情報デザイン」の授業を見学し、協議をする授業を、生田東高等学校の協力のもと実施している
    ※開催年月日は20170502と20180503

  • 「プロジェクト学習の可能性」 総合研究大学院大学全学事業推進室セミナー第1回大学院教育研究会「大学院教育における学びの支援～研究者のための社会的学びを考察する～」講師

    総合研究大学院大学全学事業推進室 

    　View Summary

    掲題の話題提供、および当該大学の大学院教育に関する討議に参加した。

  • 「ソーシャルネットワーキングサービスを利用した教育実習実践コミュニティのデザイン」 京都外国語大学質の高い大学教育推進プログラム（教育ＧＰ）「多文化共生時代の協働による日本語教員養成」シンポジウム講師

    京都外国語大学 

    　View Summary

    掲題の話題提供及び討議を行った。

  • 「能動的な学びを促進するスタジオ型教室」 「学びの空間が大学を変える」出版記念セミナー 講師

    東京大学情報学環・福武ホール アフィリエイトプログラム 

    　View Summary

    掲題の発表及び討議を行った。

  • 「読みを支援して書くことにつなげるライティング支援」 東京大学大学院情報学環ベネッセ先端教育技術学講座BEATセミナー講師

    東京大学大学院情報学環ベネッセ先端教育技術学講座 

    　View Summary

    掲題の内容の発表及び討議を行った。

  • 経済産業省関東経済産業局主催 アジア人財資金構想 高度実践留学生育成事業 Career Gateway to Asia 講師

    経済産業省関東経済産業局 

    　View Summary

    当該講座において日本語の文章作成に関する講師を務めた。

  • 埼玉県高等学校情報教育研究会での情報提供

    埼玉県高等学校情報教育研究会 

    　View Summary

    埼玉県高等学校情報教育研究会において、情報科教員養成に関する情報提供を行っている。

  • 神奈川県高等学校教科研究会・情報部会での指導助言等

    神奈川県高等学校教科研究会・情報部会 

    　View Summary

    神奈川県高等学校教科研究会・情報部会の研究大会等に出席し、指導助言を行うほか、招待講演（2011.5.20）を行っている。

  • 日本教育工学会2011年度シンポジウム シンポジスト

    日本教育工学会 

    　View Summary

    日本教育工学会シンポジウム「21世紀型スキルと教育工学」にシンポジストとして登壇し、協調学習の観点から教育工学の発展・寄与可能性について議論した。

  • 川崎市岡本太郎美術館 美術館協議会委員

    川崎市岡本太郎美術館 

    　View Summary

    川崎市岡本太郎美術館の運営に関する助言等を行う。

  • 千葉県総合教育センター 調査研究事業 講師（~2013年3月）

    千葉県総合教育センター 

    　View Summary

    千葉県の小中高等学校において，ICTを活用した教育活動に関する調査研究事業に対する，全体的な指導を行う．

  • NHK高校講座・情報A 番組委員・担当講師（分担）（～2012年度まで）

    日本放送協会 

    　View Summary

    NHK教育テレビ放映の「NHK高校講座・情報A」の担当講師を分担で務めている．

  • ICTを活用したアクティブラーニングの展開

    東京農工大学総合情報メディアセンター 

    　View Summary

    東京農工大学総合情報メディアセンターシンポジウム「大学教育におけるICT活用」において，ICTを活用したアクティブラーニングの国内外の事例について解説を行った．

  • 東京大学現代的教育ニーズ取組支援プログラム国際シンポジウム「ICTを活用したアクティブラーニング」

    東京大学 

    　View Summary

    Tablet PCを活用した新しい学習支援ソフトウェアMEET eJournalPlus，MEET VideoExplorerに関して，その概要および授業事例を紹介した．

  • 批判的読解力を育成するためのTablet PCソフトウェアMEET eJournalPlusを使った「クリティカルに読んで書く」体験授業

    社団法人日本語教育学会 

    　View Summary

    2008年度日本語教師研修コース「未来の日本語学習環境を考える」において，研究開発したソフトウェア「eJournalPlus」の使い方を日本語教育の先生40名に対して教示し，その後それを利用した体験授業を実施（池田玲子先生（東京海洋大学）との共同授業）

  • 先進学習基盤協議会(ALIC) ブレンディッド学習タスクフォース 委員（~2004.3.31）

    先進学習基盤協議会(ALIC) 

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Sub-affiliation

  • Faculty of Human Sciences   School of Human Sciences (Online Degree Program)

  • Faculty of Human Sciences   Graduate School of Human Sciences