文献

国際会議に属する文献一覧 (106件)

• リンク Amano, K., & Hiraoka, N（2022.8）P2P Digital Badge for Building a Learning Community．ICoME 2022(International Conference for Media in Education)
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• リンク Goda, Y., Arame, M., Handa, J., Toda, M., Itoh, M., & Kitazaki, S（2022.8）Cultivating Road User Safety Attitudes to Differing Levels of Vehicle Automation: An Online Collaborative Learning Approach．ICoME 2022(International Conference for Media in Education)
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• リンク Suzuki, K., Kita, T., Hiraoka, N., & Yamashita, A（2022.8）Course Design Tips for University of Tomorrow．Proceedings of ICoME2022, 325-328
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• Kubota, S.I（2022.3）Challenges for Predicting Learners of Procrastination Behavior Using LMS Data in Asynchronous Online Learning．INTED2022 Proceedings ，5560
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• リンク Ichimura, Y., Nakano, H., & Suzuki, K（2021.8）10 Dimensions Model for Quality MOOC Design．ICoME 2021(International Conference for Media in Education)，
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• リンク Cutting, M., Goda, Y., & Suzuki, K（2021.8）Evaluating Impact of Pre-Departure Training on Study Abroad Outcomes by Adapting Kirkpatrick’s Evaluation Framework．ICoME 2021(International Conference for Media in Education)，
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• リンク Peter, W. Roux., Suzuki, K., Matsuba, R., & Goda, Y.（2020.8）Developing cultural intelligence (CQ) in blended environments: Understanding and assessing experiential learning methods．ICoME 2020(International Conference for Media in Education)，301-308
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• リンク Ichimura, Y.,Nakano, H.,& Suzuki, K.（2020.8）Support Design for Massive Open Online Course (MOOC) Learners -Voices from the Freshman MOOC Learners-．ICoME 2020(International Conference for Media in Education)，384-390
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• リンク Cutting, M., Goda, Y., & Suzuki, K.（2020.8）ePortfolios for Study Abroad Assessment and Improvement: Monitoring Students’ Use of a Target Skill While Abroad．ICoME 2020(International Conference for Media in Education)，346-353
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• Kubota, S.I., & Matsuba, R.（2020.3）CONSIDERATIONS FOR CLASSIFICATION OF LEARNING BEHAVIORAL TYPES FOCUSING ON PERIODICAL ONLINE QUIZZES IN BLENDED LEARNING COURSE．14th International Technology, Education and Development Conference
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• リンク Kita, T., Nagaoka, C., Hiraoka, N., & Dougiamas, M. （2019.10）Implementation of Voice User Interfaces to Enhance Users’ Activities on Moodle．2019 4th International Conference on Information Technology (InCIT), Bangkok, Thailand，104-107
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• Suzuki, K. （2019.8）Basic principles of the instructional design for adult education (Invited Special Keynote Lecture)．Instructional Design Seminar for Local Governance Trainers and Adult Training Experts in Nepal August 19, 2019，Local Development Training Academy, Nepal
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• リンク Peter, W. Roux., Suzuki, K., Matsuba, R., & Goda, Y.（2019.7） [Young Researcher Award] Experiential learning in blended environments: Exploring activities that develop Cultural Intelligence (CQ)．A paper presented at International Conference for Media in Education (ICOME) 2019, China Capital Market Institute,Shenzhen, China (Proceedings of ICOME2019)，361-370
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• リンク Suzuki, K., Ito, T., & Kitazume, A.（2019.7）Output-centered training design: A JICA project at Ethiopian Water Technology Institute．A paper presented at International Conference for Media in Education (ICOME) 2019，China Capital Market Institute,Shenzhen, China (Proceedings of ICOME2019), 236-241
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• リンク Ichimura, Y., Nakano, H., & Suzuki, K.（2018.8）Self-Assessment of Cognitive Development in the Japanese University Students: Using Perry's Developmental Model．Paper presented at ICOME2018, Chunbuk National University, South Korea.，
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• リンク Amano, K., Kita, T., Tsuzuku, S., Suzuki, K., & Hiraoka, N.（2018.8）How Did Learners Use Digital Badge as a Reflection Tool after Completion of Educational Program?．Paper presented at ICOME2018, Chunbuk National University, South Korea.，
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• リンク Peter, W. Roux., Suzuki, K., Matsuba R., & Goda, Y.（2018.8）Instructional Design for Developing Cultural Intelligence (CQ): Lessons from Blended Learning．Paper presented at ICOME2018, Chunbuk National University, South Korea.，
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• リンク Suzuki, K., & Mima, N.（2018.8）Design your own Learning to Become “an Adult”: A New Book for College Students to Master Instructional Design．Paper presented at ICOME2018, Chunbuk National University, South Korea.，
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• リンク Kita, T., Nagaoka, C., Hiraoka, N., Suzuki, K., & Martin Dougiamas. （2018.3）A Discussion on Effective Implementation and Prototyping of Voice User Interfaces for Learning Activities on Moodle，In Proceedings of the 10th International Conference on Computer Supported Education - Volume 1: CSEDU，398-404
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• Gillet D., Rodríguez-Triana M.J., Holzer A., Vozniuk A., Farah J.C. & Matsuba R.（2017, November）Beyond ePortfolios - Creating, Exploiting, and Archiving Activities, Learning Outcomes,and Learning Analytics as Personal Shareable Online Spaces -. A paper presented at 7thWorld Engineering Education Forum 2017 (WEEF2017), Kuala Lumpur, Malaysia,
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• Usuzaki S., Arikawa Y., Yamaba H., Aburada K., Kubota S., Park M. & Okazaki.N （2017, August）Highly Responsive Distributed Denial-of-Service Attacks Detection by Using Real-Time Burst Detection Method. A paper presented at The 20th International Conference on Network Based Information Systems(NBiS2017), Toronto, Canada.
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• Tende I.G., Kubota S., Aburada K. & Okazaki N.（2017, August）Evaluation and Improvement of Farmers Market Information System to Connect with Some Social Stakeholders. A paper presented at The 20th International Conference on Network Based Information Systems(NBiS2017), Toronto, Canada.
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• リンク Peter, W. Roux. & Suzuki, K.（2017.8）Designing Online Instruction of Developing Cultural Intelligence (CQ): Intercultural Journeys in a Blended Learning Environment．A paper presented at ICoME 2016 (International Conference on Media in Education), University of Hawaii at Manoa, Honolulu, Hawaii.
  This study reports on the implementation of an intercultural learning experience as part of a university course at a Japanese university. Aimed at the development of cultural intelligence (CQ), the course utilized instructional design (ID) theory and experiential learning in a blended learning environment. Students participated in a 15-week intercultural communication course that involved an online exchange with international counterparts, an in-class workshop with students in a study-abroad program, lectures, topical readings and media. Measures of cultural intelligence (CQ) and students’ learning preferences were obtained prior to the course and repeated upon course completion. Preliminary results from these measures, reflections on course design and materials, as well as student reflection and feedback are reported here with a view to continued course refinement. Suggestions and implications for enhancing cultural awareness in the design of instructional systems are discussed against the backdrop of increasing learner diversity in online environments.
• リンク Suzuki, K., Ichimura, Y., & Peter, W. Roux.（2017.8）What should we teach in higher education for MOOC era? Taxonomies as design guide．A paper presented at ICoME 2017(International Conference on Media in Education), University of Hawaii at Manoa, Honolulu, Hawaii.
  If the knowledge that has been taught in colleges would be available for free with MOOC and search engines, what should we teach then? This paper refers taxonomies as a guide to design college curriculum beyond knowledge, including Bloom's, Gagne's, Reigeluth's, and Perry's models. It argues that more knowledge should not be the goal of higher education, nor generic 21st century skills; commitment to an area of study and love of learning together should be.
• リンク Ichimura, Y. & Suzuki, K.（2017.8）Deconstructing Design of MOOCs: Using 10 Dimensions Model．A paper presented at ICoME 2017(International Conference on Media in Education), University of Hawaii at Manoa, Honolulu, Hawaii.
  Massive Open Online Courses (MOOCs) have been evolving since the first launch of the course. It appears that the new forms of courses have emerged endlessly. New technological development is not the only actors of the evolution, but the researchers and instructors’ exploration in this unique online pedagogy is. In search of understanding varieties of MOOCs, some previous researchers used taxonomy and classified MOOCs. However, our previous research suggested that taxonomy itself did not address the complex design combinations and choices in details. From our review of the past related research in MOOCs and their course design, we have proposed 10 Dimensions Model (Ichimura & Suzuki, 2016) that comprehensively covers the elements consist of MOOCs. By using this model, this proposed study analyzed the existing MOOCs, such as courses provided by the Japanese MOOC organizers, JMOOC, a connectivism MOOC (cMOOC), and Coursera MOOCs. Different design types of these MOOCs from multiple countries are deconstructed in detail. For example, their general structure, pedagogy, communication method, assessment and technology use are examined in this case study. The analysis process is still underway. The result will report the contrast of the design options in each dimension and the descriptions of interrelations of the dimensions discovered in the examined courses. Accordingly, as the final products pulling together the deconstructed design dimensions, the current study will report the overall picture experienced in each MOOCs.
• リンク Amano, K., Suzuki, K., Tsuzuku., S., & Hiraoka, N.（2017.8）Three Stage Design of a Question Making Activity for a Preparation in a Blended Training Program．A paper presented at ICoME 2017(International Conference on Media in Education), University of Hawaii at Manoa, Honolulu, Hawaii.
  This paper describes a design and improvement plan of question activities by learners in a prior e-learning of a blended training program, "Introductory Class of Instructional Design (ID)". The purpose of the making questions activities was to make participants organize their understanding by themselves and clarify questions about ID. These questions were answered by lecturer at the beginning of face-to-face workshop in order to adjust participants' readiness. And, we also aimed at making realize participants their growth to themselves by comparing questions between before and after prior e-learning. These activities were introduced to training program in 2016, which 204 participants attended. Participants’ reactions to the prior e-learning were positive with some implications for improvement of the design of making questions activities. And it was found that participant's question trends were similar. Based on these findings, we proposed improvement plan of making questions activities sequenced in three phases; organizing their understanding and clarifying questions in prior e-learning (reflection phase), browsing Q＆A database exchanged in past training program (reference phase), answering whether or not their questions are resolved (expression phase).
• リンク Inoue, K., Nakashima, H., Otsuka, K., & Suzuki, K. (2017) Development and practical use of the e-Learning system to support the students learn the fieldwork in the local community. A paper presented at ICoME 2017(International Conference on Media in Education), University of Hawaii at Manoa, Honolulu, Hawaii.
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• Matsuba R., Hiraoka N., Kubota S., Makoto M., & Suzuki Y.（2017, June）An Approach for Building a Learning Style with ePortfolios. A paper presented at World Conference on Educational Media and Technology 2017 (EdMedia 2017), Washington DC, USA.
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• リンク Kita, T.& Nagaoka, C. （2016, August）2dc - A Web-based 2-dimensional Student Response System for Real-time Feedback in Classrooms. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 473-477)
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• リンク Peter, W. Roux. & Suzuki, K. （2016, August）Designing Instruction for developing Cultural Intelligence (CQ) Online: Preliminary explorations into experiential, intercultural classroom learning . A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 422-427)
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• リンク Amano, K., Suzuki, K., Tsuzuku, S., & Hiraoka, N. （2016, August）Designing a Digital Badge as a Reflection Tool for an Instructional Design Workshop. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 536-541)
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• リンク Ichimura, Y. & Suzuki, K. （2016, August）Dimensions of MOOCs for quality Design: Analysis and Syntesis of the LIterature. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 174-179)
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• リンク Nakajima, K., Nagaoka, C., Hiraoka, N. & Kita, T. （2016, August）Design and Development of an e-learning Course for University Faculty Referring to the Instructional Design Models Aimed to Facilitate Learners' Learning and Motivation. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 321-326)
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• リンク Nakamichi, M., Nemoto, J., Kita, T., Nakano, H. & Suzuki, K. （2016, August）A case study of university-wide effects of e-learning promotion activities. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 158-163)
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• リンク Watanabe, H., Suzuki, K., Toda, M. & Goda, Y. （2016, August）Practice and Effect of Training on Specialized Content Knowledge to Assure the Quality of Student Tutors. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 661-664)
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• リンク Nemoto, J., Takahashi, A., Takeoka, A., Nakano, H., & Suzuki, K. （2016, August）Design and Evaluation of “Portfolio Practice I,”a Course for Online Graduate Students. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 130-135)
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• リンク Nagaoka, C., Kita, T., Hiraoka, N., Nakano, H., & Suzuki, K. （2016, August）Design of a Training Seminar Focusing on Communication Using Information Sharing Tool “SharedPanel”. A paper presented at ICoME 2016 (International Conference on Media in Education), Kyoto University of Foreign Studies, Japan. (Proceedings, 20-24)
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• リンク Suzuki, K. （2016, April）Incorporating Instructional Design Theory into an Online Graduate Program at Kumamoto University, Japan. An Asia & Australia Regional Keynote (Invited) at 21st TCC Online Conference, E-Learning: The More We Get Together, April 19-21, 2016, organized by TCCHawaii.org, [Available as online recording] http://2016.tcconlineconference.org/regional-speakers/#Region2
  This regional session describes the Graduate School of Instructional Systems initiative to stay current by practicing what they preach: Utilize the newest research in teaching and learning. In their online program in instructional design and technology, students aspire to be e-learning specialists. Therefore, the newest trends are necessarily incorporated into what and how the subjects are taught. An extensive effort has been made to transition the master’s program by applying a story-centered curriculum (SCC), an extension of Shank’s goal-based scenarios. This presentation describes details of how two lines of stories were developed, one in a corporate setting and another in a university setting, to prepare graduates in the two working contexts from the start. It was accomplished by a conversion of coursework, taking multiple courses lesson by lesson, to complete work orders from “the boss” every week. Impacts and implications will be discussed.
• Suzuki, K.（2016.1）第４回医療教授システム国際シンポジウム（指定討論者）、ハワイ大学医学部．
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• Miyazaki, M.（2015.11）A proposal for technique to use common terms among multiple systems - Common translation memory by Mahara, Moodle and Sakai CLE．Mahara Hui UK 2015, UK，
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• Suzuki, K. （2015.11）Educational Technology and Instructional Design in Japan: Preparing Students for New Career Opportunities．In R. A. Reiser (Chair), Presidential session: Educational Technology and Instructional Design in East Asia: New Academic Programs and New Career Opportunities. A paper presented at 2015 International Convention of Association for Educational Communications and Technology, Indianapolis, USA.
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• Kidwai, K., Suzuki, K., & Baudoin, M. （2015.11）Mobile App Designed to Enhance Access to and Application of a Set of Online Learner Competencies: A project of the International Board of Standards for Training, Performance, and Instruction (ibstpi®). A paper presented at 2015 International Convention of Association for Educational Communications and Technology, Indianapolis, USA.
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• Suzuki, K.（2015.11）Special Interest Groups of Japan Society for Educational Technology．Affiliate Session of JSET, A paper presented at 2015 International Convention of Association for Educational Communications and Technology, Indianapolis, USA.
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• リンク Hori, M., Ono, S., Kobayashi, S., Yamaji, K., Kita, T., & Yamada, T.（2015.10）CHiLO:Using an e-textbook to create an ad-hoc m-learning environment．2015 IEEE Frontiers in Education Conference Proceedings，851-858
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• R. Matsuba, Y. Suzuki, S-I. Kubota, M. Miyazak（2015.10）A Study Toward For Efficient Implementation of Collaborative Learning Activities, Proceedings of 12th International Conference on Cognition and Exploratory Learning in Digital Age, Maynooth, Dublin, Ireland．
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• リンク Kita Toshihiro（2015.10）System configuration for an audience-driven piece including sonification and visualization of audience's operations, The 3rd International Csound Conference (St. Petersburg, Russia) ．
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• リンク リンク リンク Toshihiro Kita（2015.9） Web technology based pieces driven by operation data transmitted from audience's smartphones, EMSAN/JSSA Day 2015 symposium．
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• Suzuki, K.（2015.8）Discovering New in Educational Media Study by Taking Lessons from the Past. Conference Speech A (Invited), ICoME2015 (International Conference for Media in Education), Northeast Normal University, China．
  Discovering New in Educational Media Study by Taking Lessons from the Past Katsuaki Suzuki, Ph.D Professor and Chair, Graduate School of Instructional Systems, Kumamoto University, Japan President, Japan Society for Educational Media Studies (JAEMS) This paper discusses how we can learn lessons from the past when we engage in research and practices involving educational media. As it made clear in Grabowski's keynote at ICOME 2008, held in Kumamoto, Japan, we have experienced three distinctive periods of educational media: Presentation, Interaction, and Social, roughly related to behavioral, cognitive, and constructive psychology, respectively. Meanwhile, the same challenges seem to be interfering our effort to make major impact on educational practices, despite of high expectations of "new" media of the day. In order to improve our ability to make contributions for better education, we must know how to learn from the past, not making the same mistakes over and over again. This paper looks back three years of his Presidency to find out the value of the Archiving Project that has made all the past journal papers of JAEMS, from 1966, open to public as a means for discovering new from the past.
• リンク Suzuki, K. & Nemoto, J.（2015.8）Is Design-based Research desirable and feasible methodology for educational media and technology? (Refreed concurrent session paper),ICoME2015 (International Conference for Media in Education), Northeast Normal University, China．
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• S-I. Kubota, R. Matsuba, N. Hiraoka, M. Miyazaki, Y. Suzuki（2015.7）Addressing to Create a Questionnaire for Measuring Portfolio Learning Skills Based on the ePortfolio Literacy Rubric,Proceedings of 4th Association for Authentic Experiential and Evidence-Based Learning, MA, USA．
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• M. Miyazaki, R. Matsuba, S-I. Kubota, N. Hiraoka（2015.7）A proposal for a Course Improvement Cycle Model based on Self-Assessment Using Rubric,Proceedings of The Association for Authentic, Experiential and Evidence-Based Learning, Boston, MA, USA．
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• リンク Hori, M., Ono, S., Yamaji, K., Kobayashi, S., Kita, T., & Yamada, T.（2015.5）A New Learning Platform using E-textbooks for Socially Networked Online Learners．7th International Conference on Computer Supported Education (CSEDU 2015)，
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• Nakano, H. (2014.12.4-5). Programme Commitee of the 12th International Conference on Emerging eLearning Technologies and Applications (ICETA2014), Dec. 4-5, 2014, Starý Smokovec, The High Tatras, Slovakia.．
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• リンク Hori, M., Ono, S., Kobayashi, S., Yamaji, K., & Kita, T.（2014.12）CHiLOs: A New Virtual Learning Environment for Large Scale Online Courses．Proceedings of the 22nd International Conference on Computers in Education (ICCE2014)Short Paper，39：505-510
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• Matsuba, R.（2014.3） International Scientific Advisory Board．INTED2014 (8th International Technology, Education and Development Conference, Valencia Spain)，
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• Tsubakimoto, M., Watanabe, Y., Yokoyama, M., Otsuka, H., Nemoto, J., Suzuki, K., & Mima, N. (2014). Establishing a Learning Support Organization Centered on College Students and Practical Use of a Teaching and Learning e-Portfolio for Tutors. A paper presented at the 12th Annual Hawaii International Conference on Education (HICE 2014), Jan. 5-8, 2014
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• リンク Hori, M., Ono, S., Kobayashi, S., Yamaji, K., & Kita, T.（2013.11）Peer-to-peer Learning on Large Scale Online Courses: Focusing on Lurkers．Sixth International Conference on e-Learning and Innovative Pedagogies, University of Illinois, Champaign, Illinois, USA.
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• リンク Suzuki, K. (2013). University faculty development in Japanese context. An invited keynote address at the International Conference on Faculty/Educational Development 2013, October 30-November 1, 2013, Qingdao, China.
  This paper describes trends and issues of university faculty development (FD) in Japan. In o rder to assure quality of university education, the Japanese government made FD a required activity in all higher education institutions in 2008. The most frequent FD activities include student questionnaire to evaluate university courses, observations of lectures among faculty members with a discussion session , and seminars and workshops on various active learning methodologies. As we go into universalization of higher education, more systematic effort has been needed to accommodate less qualified universi ty students, while maintaining a high standard as the diploma policy for graduation. Learning technology must be integrated into university education, as well as open resources that the network technology have made available for students, in order to impro ve and maintain the quality of our university education. An ICT utilization model will be proposed to differentiate roles of e - learning and e - portfolio systems to create a university with ap plication emphasis over basic knowledge transmission . Keywords: f aculty development, learning technology, e - learning, e - portfolio, Japan
• リンク Suzuki, K., Nemoto, J., Takeoka, A., Takahashi, A., & Shibata, Y. (2013.8.10). Sequencing Collaborative Activities in an Online Graduate Program. A paper presented at ICoME 2013 (International Conference on Media in Education), Nihon Fukushi University, Japan.
  Abstract : This paper describes a successive group work sequencing in an online graduate program. Various collaborative work methods have been intentionally introduced in multiple courses under a Story - centered Curriculum in order for the students to become gradually accustomed to collaborative online activities that increase levels of complexity and intensity. It is discussed the factors of group activities that determine complexity and difficulty levels may include the size of a group, nature of submission of the group work (as a group or by individuals), visibility of others ’ work in progress with the use of different tools available, and making peer comments option or requirement, among others. S tudents' reactions to the collab orative activities in the online learning environment have been positive, with some implications for improvement of the design of collaborative activities in the future . A set of design principles is called for in the future research to guide designing introduc tion and implementation of online group activities of others, and to refine our own practice. Keywords: s equencing, group work, collaboration, visibility, online graduate school
• Nakajima, K., Watanabe, A., Nakano, H., & Suzuki, K. (2013.8.10). Verification of the Practical Uses of the ARCS-V Model. A paper presented at ICoME 2013 (International Conference on Media in Education), Nihon Fukushi University, Japan.
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• Noda, K., Goda, Y., Watanabe, A., & Suzuki, K. (2013.8.10). How to Motivate Student Learning Support Staff to Work in Creative and Proactive Ways. A paper presented at ICoME 2013 (International Conference on Media in Education), Nihon Fukushi University, Japan.
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• Nemoto, J., Takeoka, A., Takahashi, A., Shibata, Y., & Suzuki, K. （2013.8）Design of Learning Environment for a Story-centered Curriculum．A paper presented at ICoME 2013 (International Conference on Media in Education), Nihon Fukushi University, Japan
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• Oikawa, Y., Nakajima, K., Matsuba, Y., Suzuki, K., Kita, T., & Nakano, H. (2013.8.9). Designing a Blended Undergraduate General Chemistry Course Using the ARCS Model. A paper presented at ICoME 2013 (International Conference on Media in Education), Nihon Fukushi University, Japan.
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• Matsuba, R., Kubota, S., Nemoto, J., Watanabe, A., Homma, R. (2013.7.29-8.1) Implementation of Evidence Based FYE Courses in a University of Japan, A paper presented at　The Association for Authentic, Experiential and Evidence-Based Learning Annual ePortfolio Conference, Boston, USA.
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• Matsuba, R., Nemoto, J., Watanabe, A., Kubota, S., Homma, R. (2013.7.1-3) A practice of an evidence based first year experience in a Japanese university, A paper presented at 5th International Conference on Education and New Learning Technologies, Barcelona, Spain.
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• Suzuki, K. Program Committee Member, CSEDU2013, 5th International Conference on Computer Supported Education, 6-8 May, 2013 Aachen, Germany.
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• リンク Suzuki, K. and Nemoto, J. (August, 2012) Cultural and Social Frameworks of Instructional Design. A paper presented at ICoME 2012 (International Conference on Media in Education), Beijing, China.
  This paper reports a review of cultural and social frameworks of instructional design. Due to the internationalization of online learning, considerat ion of cultural and social differences among students and between providers and recipients has b ecome a greater issue for the program to be successful. As a part of results in a two-year stud y under Grants-in-Aid for scientific research (22650206) of MEXT, Japan, this paper will report o n current trends in instructional design to deal with the cultural and social issues. The paper includes such frameworks as Cultural Dimension of Learning Framework (CDLF) and IAMC (In clusion, Attitude, Meaning, Competence) Model. It also includes results of seve ral studies of internationally active instructional designers, of a university with predo minantly international students, and of technology assisted culturally responsive teaching. Issues to be considered in designing multi- cultural provision of education are discussed.
• リンク Oikawa, Y., Matsuba, R., Kita, T., Suzuki, K. and Nakano, H., (August, 2012) Development of a Similar Question Generator to Support Peer Teaching. A paper presented at ICoME 2012 (International Conference on Media in Education), Beijing, China.
  We developed a similar question generator and introduced it in general chemistry classes , and found that the exercises using the similar questions activated pe e r teachings effectively in face - to - face general chemistry classes. Peer teaching is one of the useful teaching techniques based on the social constructivism and should be applied to the exercises . For a purpose of supporting the exercise, we developed the si milar question generator which can produce a set of similar questions from an XML description file including definitions of variables, calculation formula of correct / incorrect answers and choices. For evaluation of the generator, we plugged it into our L MS and utilized the LMS in three general chemistry classes. From the analysis result of the recorded data, in comparison to the control group, the exercise with similar questions activated more peer teaching s than the exercise with the same questions for a ll students. In term examinations, the score of questions related to the exercises using the similar questions increased than ones using the same questions with a significant difference. According to a questionnaire, the exercise with similar questions was viewed favorably by 82% of responded students especially middle - and low - grade students.
• リンク Nakamichi, M., Sato, S. and Suzuki, K. (August, 2012) Promotion of University-wide E-learning as Part of Faculty Development Activities. A paper presented at ICoME 2012 (International Conference on Media in Education), Beijing, China.
  This paper, through analysis and discussion based on questionnaires and interview surveys, aims to examine the effects of promotion of university-wide e- learning as part of Faculty Development (FD) activities. Specifically, it divi des the process of e-learning promotion into three (3) stages of “introduction,” “diffusion” and “establishment” and introduces unique efforts at each stage. By discussing consciousness re form of faculty members observed in their interview responses and other materials as a result of abovementioned efforts, the study reports on successful cases to show that the promotion of e-learning can serve as a factor to facilitate FD activities.
• リンク Nakajima, K., Nakano, H., Watanabe, A., & Suzuki, K. (August, 2012) Research for Proposing the Sub-classification of the Volitional Element for ARCS-V Model. A paper presented at ICoME 2012 (International Conference on Media in Education), Beijing, China.
  In this paper, the authors discuss the significance of proposing the subcategories of the volitional elements for the ARCS-V model which has been expanded from the ARCS model by John M. Keller recently. There are some steps for m otivating learners. One earlier step is to make learners form intention to implement for a goa l, and the next is to have them keep their volition until they reach the goal. Three categorie s for each element of Attention, Relevance, Confidence and Satisfaction which provides some hin ts for instructors and learners have been identified in the ARCS model, but any particular ca tegory for the volitional element has not been identified yet according to the authors’ resea rch while Keller pointed out that ‘commitment’ and ‘action control’ will be the key f actors for the volitional phase of learning. Refer to these points, volition-related researches are reviewed. One of these is Kuhl’s ‘action control theory’ that he discussed about ‘motivation ’, ‘action control’, and ‘performance control’ to try to explain and predict human action. All thr ough these research reviews, the authors pick up some keywords to classify categories for volitio nal element of the ARCS-V model and then attempt to outline practical hints which instructor s and learners can use. The proposal and the hints for volitional elements are going to be descr ibed as practical as possible, so that it allows instructors and learners to use the hints easily an d they will come close to meet successful outcomes. The authors discuss if the proposal can b e one of resources to make the ARCS-V model more persuasive in the volitional phase at le arning. The implications of the findings at the proposal are also discussed. It is our hope to contribute to the ARCS-V model research and all the classrooms where there are motivational pro blems to be solved.
• Matsuba,R., Kubota,S., Miyazaki,M., Nemoto,J., Kita,T., Suzuki,K., Nakano,H.(July,2012) An Implementation of a learning portfolio. ePIC 2012(the 10th ePortfolio and Identity Conference, London), Paper No.133
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• （2012.4）Suzuki, K. Program Committee Member, CSEDU2012, 4th International Conference on Computer Supported Education, 16-18 April, 2012 Porto, Portugal．
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• リンク Kita, T., Nemoto, J., Matsuba, R., Honma, R., Kitamura, S. & Suzuki, K. (November, 2011)Weekly luncheon open webinar series for various topics in e-learning and education.AROOC2011(Meiji University):Paper No.13 (Meiji University Informatics vol.5 No.1:61-66)
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• Hiroshi Nakano.Program Committee, INFORMATICS’2011 (International Scientific Conference on Informatics)(November 16-18, 2011, Rožňava, Slovakia) ．
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• リンク Suzuki, K., Nemoto, J., Unaka, K., Takahashi, A. & Yoshida, A. (November, 2011) Example open courses of Graduate School of Instructional Systems in Kumamoto University. AROOC2011(Meiji University):Paper No.16 (Meiji University Informatics vol.5 No.1:79-82)
  Abstract This paper describes a case of open courses provide d by an online graduate school that the authors of this paper belong. Currently there a re three courses offered as open courses, two of which are in both English and Japan ese. The English version of the third course is now under preparation. The intents of ope ning these courses are different: (a) opening for the publicity’s sake, (b) providing sel f-study opportunity for incoming students prior to the start of the graduate program , and (c) archiving an older version of a course. Benefits of online programs to provide op en courses and future directions are discussed
• Hiroshi Nakano.Program Committee, ICETA2011 (Information and Communication Technologies in Learning)(October 27–28, 2011, Stará Lesná, The High Tatras, Slovakia)．
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• リンク Kai, A., Nemoto, J. & Matsuba, R. (August,2011) Designing a Japanese Language Learning System that Recommends Materials Depending on Learner’s Interests and Learning Stages. A paper presented at ICoME 2011 (International Conference on Media in Education), Korea. (Proceedings, p.14)
  W e developed a recommendation system of Japanese language learning materials for learners with relatively light motivation. The main features of this system are providing “ Uppe r - Lower tasks ” , and “ adequate recommendation of language contact situations ” . A formative evaluation suggested that learners are probably able to learn Japanese with this system , but the validity of recommendation and clearness of system structure must be further examined .
• リンク Nemoto, J. & Suzuki, K.(August, 2011) Evaluation of an Online Orientation Course for Online Graduate Students. A paper presented at ICoME 2011 (International Conference on Media in Education), Korea. (Proceedings, p.63)
  In this paper, we present the result of our trial to develop and deliver an online orientation course to bring the target incoming graduate students on board to the new learning environment . We designed an orientation course to focus on the three main factors that relate to their futur e learning : IT, a ttitude, and p lanning . We conducted the orientation course for several years in succession and thus improved our design. T o see how students view the learning experience , i n this study, we created a questionnaire that include s the three fa ctors that we embedded in the orientation course and the individual qual it ies advocated by Parrish , Wilson, and Dunl ap . The results were relatively positive, and we found guid ance to improve the orientation course . Keywords: Orientation C ourse , Learning Design , Individual Qualities
• リンク Suzuki, K. & Nemoto, J. (August,2011) A Framework for Institutional Design for e-Learning Promotion: A case of the University of South Pacific. A paper presented at ICoME 2011 (International Conference on Media in Education), Korea. (Proceedings, p.52)
  This is a r eport of the workshop conducted at the University of South Pacific in Fiji, by the authors of this paper, in which an institutional framework was proposed for promoting e - Learning by a university - wide center for distance and flexible learning. The authors were invited by a government supported project for information and communication techn ology implementation by Japan International Corporation Agency , as our second visit to the target institution. The aim was to strengthen the capacities of staff working a t the distance and flexible center. The authors conducted a series of interviews to groups of staff serving different functions, from management, student support, senior designers of instructional materials, educational technologists, and production assist ant s . A series of workshops were then designed and conducted based on the interview results, with a help of e - Learning platform. The workshops were aimed at both staff of the center and faculty members of various colleges, to discuss future visions and act ion plans to promote e - Learning in that institute. A framework for institutional promotion w as proposed to direct future activities of the center by incorporating all the results from the interviews and workshops. The rationales and visions are explained a s to how the center should structure its activities to serve as the pivot organization within the university to better serve the leadership function for promoting for better educational provision by the systematic utilization of e - Learning infrastructure. Keywords: workshop design, institutional strategies, e - Learning, university,
• リンク Suzuki, K. (2011). Enhancing teaching practices for primary education by child centered approach. A Keynote Address presented at 2011 Joint Seminar on Enhancement of teaching practices for Primary School, jointly organized by JICA Project for Strengthening the Child Centered Approach (Phase 2) and Pyinnya Tazaung Association, August 13-14, 2011, Yangon, Myanmar
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• リンク Suzuki, K. （2011, March) Quality Assurance of an Online Graduate Program in Japan: A case of Kumamoto University’s Graduate School of Instructional Systems. A paper presented at Global Learn Asia Pacific 2011, Melbourne, Australia, organized by Association for the Advancement in Computing in Education (AACE).
  Abstract: This paper describes quality assurance mechanism for higher education in Japan with a case of an online graduate school. Three fold framework of the standard for establishing university, establishment-approval system (EAS), and the quality assurance and accreditation system is first explained. Then the case is described from the perspectives of going through the EAS, outside evaluation requirement based on self-evaluation report, built-in checking mechanism with faculty development function, course design policy and course implementation policy, competency-based approach for validity of the graduates, story-based enhancement for skill integration and applicability, and initial student orientation for skill and mindset building.
• リンク Soyama-Gobayashi, K., Nemoto, J., Suzuki, K. (Dec. 2010). An analysis of CSCL at an online graduate school. A poster presented at the 8th Kumamoto University Forum, Hanoi, Vietnam.
  The research analyzed the group work of students in an e-learning course "Instructional Design 1" at an online graduate school and examined how to implement CSCL effectively.
• Kitamura, T., Tanaka, M., Hoshino, S., Nemoto, J., Watanabe A., & Suzuki, K. (Dec. 2010). Offering a Story- Centered Curriculum with SNS. A poster presented at the 8th Kumamoto University Forum, Hanoi, Vietnam.
  詳細はありません。
• リンク Nakajima, K., Nakano, H., Ohmori, F., & Suzuki, K. (July, 2010). The effectiveness of ID based activities by e-learning support staff with a Website and a course material designed by an extended ARCS Model. A paper presented at ICoME 2010 (International Conference on Media in Education), Kumamoto, Japan. 295-302
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• リンク Kato., Suzuki, K ., (July, 2010). An approach for Redesigning Learning Environments with Flow Theory. A paper presented at ICoME 2010 (International Conference on Media in Education), Kumamoto, Japan. 281-288
  Abstract : This paper proposes a framework that teachers and courseware designers will be able to utilize flow theory into their own teaching and learning settings, even if they have less knowledge about flow. There have been a number of researches about flow theory, including educational topics. Flow theory can be one of the powerful approaches to enhance motivational design for teachers and instructional designers. The matrix-based approach is proposed for covering more people to use this flow-bas ed redesign framework, including introductory courseware of flow theory and checklists of comp atibility with it, as well as sharing knowledge and experience in an open community. Further st udies for improving this framework itself are also discussed
• リンク Suzuki, K., Nemoto, J., Goda, Y., (July, 2010). Research Trends related to Keller"s ARCS Model: A Review of Literature in Japan. A paper presented at ICoME 2010 (International Conference on Media in Education) , Kumamoto, Japan. 289-294
  詳細はありません。
• リンク Takahashi, A., Kita, K., Nakano, H., Suzuki, K., (July,2010). Improvement of a Learning-Task Analysis Diagram Module for Moodle to Support Self-directed Learning by Enhancing Advising Feature to Learners. A paper presented at ICoME 2010 (International Conference on Media in Education), Kumamoto, Japan. 76-79
  In our past study, we developed a Moodle plug-in enabling Learning-Task Analysis Diagrams Interface. We have developed two types of User Interfaces (UI), one is for learners and the other is for teachers. The UI for learners displays Learning-Task Analysis Diagrams of the topics (learning items) in a Moodle course. Each topic is colored with a color corresponding to evaluation of the learning results. When learner clicks one topic, contents of the topic are displayed. The developed Moodle plug-in promotes self-directed learning by visually providing the learner progress information in the hierarchical structure. In this study, we added to advising feature on learner's UI. Advising feature is system-controlled, and displays the next selection item. The learner may accept advice or may disregard.
• リンク Aoki, T., (July, 2010). Influence that resolution of video image of portable terminal gives evaluator. A paper presented at ICoME 2010 (International Conference on Media in Education), Kumamoto, Japan. 427-430
  I researched a influence that Resolution of video image of portable terminal gives evaluate person. The senior of martial arts saw the iage of a basic type, and evaluated the movement technology. It was examined whether the evaluation was different when the resolution was paid to attention in that case, and the resolution was changed and the same image was inspected. The senior of martial arts saw the image of a basic type, and evaluated the movement technology.It was examined whether the evaluation was different when the resolution was paid to attention in that case, and the resolution was changed and the same image was inspected. It was subjectively evaluated whether it seemed to be able to use the image to guide athletic skills by five stages. As a result, it has been understood that there are a lot of people who think that it can evaluate athletic skills by the resolution of 320*240. Keywords: e-learning, psychomotor skill, resolution, mobile terminal, instructional design, martial arts, physics
• リンク Nemoto, J., Oyamada, M., Shibata, Y., Suzuki, K., (July, 2010). “Learning Sketch”: A Learning Reflection Activity Design. A paper presented at ICoME 2010 (International Conference on Media in Education), Kumamoto, Japan.206-213
  In this study, we developed a tool, the Learning Sketch, for both students and instructors to recognize and confirm the student's ahievement, within a semester in a story-centered curriculum. Students see what and how they learned through each activity and then unify all compulsory courses activities into series of learning activities provided in a unique curriculum, namely, a story-centered curriculum (SCC). In this paper, we report the results of providing the Learning Sketch for students to use after 2 semesters: fall and spring. The Learning Sketch enabled students to have visible learning activities, because the tool presents a series of all activities conducted throughout the SCC. The comments in the Learning Sketch are unrestrained and all students expressed their feeling freely. At the presentation we will present the lessons learned.
• リンク Nemoto, J., Kubota, S., Migita, M., Matsuba, R., Kitamura, S., Kita, T. & Suzuki, K. (2010). Design of Authentic Learning: A Challenge in E-learning Specialist Graduate Program. In Proceedings of Global Learn Asia Pacific 2010 (pp. 1237-1242). AACE.
  This paper describes the design of authentic learning by taking two courses in a graduate program in Instructional Systems that is a full-online program to raise the professional level of e-learning. The two courses described in this paper, i.e., E-learning Practicum I & II, are required paired courses that have been provided after several prerequisite courses; in these courses, to gain work experience as an instructional designer, it is important for the students to practice and apply their knowledge and skills they obtain in this program as they do their class activities. To enrich the context of learning, we employed a story and made the activities better to maintain consistency in the activities compared to before we used a story: then, introduce the lessons we learned from the practice.
• リンク Suzuki, K., Mima, N., & Yamauchi, Y. (2010). How can Teaching Practices of Higher Education be improved by ICT? An Ongoing MOE Comparative Research Project of Japan. In Proceedings of Global Learn Asia Pacific 2010 (pp. 657-660). AACE.
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• リンク Suzuki, K. (Chair) (2010). Research Trends of Learning and Technology in Japan: A Critical Review of Two Journals by Japanese Society for Information and Systems in Education (JSiSE). An Invited Panel of Global Learn Asia Pacific 2010 (Proceedings, pp. 6-7). AACE.
  詳細はありません。
• Nemoto, J. & Suzuki, K.　(March, 2010). A Design-Based Research in Improving an Online Graduate Program Using Story-Centered Curriculum. A paper presented at Educational Design Research: Local Change & Global Impact, The University of Georgia, U.S.
  詳細はありません。
• リンク Mariko Taga,Toshihiro Kita,Shirou Kitamura,Ryuichi Matsuba>(August, 2009). Development of a Method Generating Criteria and Standards of Rubric for Problem-solving on VLEs-From Learner’s Products for the Assignment. A paper presented at ICoME(International Conference on Media in Education), Seoul National University, Korea. (Proceedings, 335-341)
  We developed a rubric to enhance active learning on an on line classroom of a graduate school. The analysis of the learner’s products for assignment offers in spection of criteria and standards for the self-assessment in the rubric. In the present paper we show that a procedure to extract the crit eria and standards for self-assessment based on outcomes of their continuous learning activities and the effect of the self -assessment with use of the rubric. It is found that the new elements of the rubric checked the performance assessme nt for problem-solving learning improve the quality of learner's outcomes, especially documents, for assignments required in the course. Keywords: problem-solving, virtual learning environment, VLE, self-assessment, rubr ic, self-regulated learning
• リンク Makoto Miyazaki,Makoto Oyamada,Junko Nemoto,Toshihiro Kita,Hiroshi　Nakano,Katsuaki Suzuki(August, 2009).A Design Proposal of Competency-based ePortfolio System Utilizing Sakai OSP. A paper presented at ICoME(International Conference on Media in Education), Seoul National University, Korea. (Proceedings, 313-319)
  We have developed a Web-based portfolio system on Sakai CLE for supporting the students in the graduate school of instructional systems of Kumamoto University. The system is currently under operation mainly for the fresh students in the graduate school. It is constructed of several default tools of Sakai CLE to accumulate learning outcomes for the students. In this report, we propose a competency-based ePortfolio system utilizing the Sakai OSP. This system manages evidences to link learning outcomes with competency.
• リンク Junko Nemoto,Makoto Miyazaki,Kenji Inoue,Katsuaki Suzuki(August, 2009). Evaluation of a Web-based Support System for Material Analysis Based on Goal-based Scenarios. A paper presented at ICoME(International Conference on Media in Education), Seoul National University, Korea. (Proceedings, 307-312)
  We report, in this presentation, the result of th e evaluation of an instructional design support sys tem based on Goal-based Scenarios (GBS) that we develop ed. The concept of the system comes from the author s’ material analysis method in which educational pract itioners reconsider improvements of existing educat ional materials through instructional theory. The Web-bas ed support system consists of three functions: a self-assessment tool of the existing learning mater ial, a GBS glossary, and a GBS sample gallery. The system enables the user to access the three functions free ly and independently, according to the user’s needs . We conducted the evaluation in two phases: a cognitive walkthrough test and formative evaluation for conf irming the clearness of the instruction and navigation of the system, determining the percentage of questions ans wered correctly when users analyzed material with an anal ytical function in the system, and discovering the relationship between the use of the system and motivation about instructional design. Given various comments and su ggestions, we improved the system to be used by novices. We wi ll complete a small-group evaluation before the pre sentation and present the findings.
• リンク Masaki Nakamichi,Ryuichi Matsuba,Yoshihiro Ekawa,Fujio Ohmori,Katsuaki Suzuki(August, 2009). Promotion of University-Wide e-learning through Course Guidance VODs - A Case study at Nihon Fukushi University - A paper presented at ICoME(International Conference on Media in Education), Seoul National University, Korea. (Proceedings, 93-100)
  At Nihon Fukushi University (NFU), on demand course guidance videos have been developed and delivered to offer information about courses such as syllabus and learning goals before class registration for recent two years.. Development of the VODs gives many positive effects for both students and teachers. For the students, such advantages decrease the amount of classes dropped students because students can obtain appropriate information and images about their entering class preliminarily. Meanwhile for the teachers, their images about development of e-learning materials like anxiety and heavy responsibility are decreased because all of the faculty members need to be involved to make the contents. The development, in addition, provides educational improvements such as more reviewing of syllabi, enlivening of faculty development activities and an increase of blended instruction courses applying Information and Communications Technologies. We report the systematic approach for educational improvements with development and delivery of the VODs and many educational benefits obtained by the implementation in NFU. It is also shown that our approach has more advantages than that in other Japanese universities. Keywords ： higher education, e-learning, FD, learning contents, consciousness reform
• リンク Reiichiro Uno,Yuki Matsukura,Chad Reker,Katsuaki Suzuki(August, 2009). Design of Online English Learning Project for University Students using Story-Centered Curriculum. A paper presented at ICoME(International Conference on Media in Education), Seoul National University, Korea. (Proceedings, 47-54)
  We have developed an online English learning program to be used as a survival kit for university students, especially those who are interest ed in studying abroad. The system we are using is meant to aid learners in dealing with problems and situations that naturally arise in a study abroad student's daily life. This is done by using a story-centered approach, which gives the learner specific tasks to complete, and links all the created missions through a comprehensive and sequential story. The format we use is aimed at giving students easily managed chunks of a unit to progress through each part of the story. Each unit can be broken down into shorter segments. The goal and the objective of this content is not just language learning in and of itself, but rather to use language to accomplish a real-life goal. Key words: Instructional Design, E-learning, Story-Centered Curriculum
• リンク Suzuki, K., Nemoto, J., Oyamada, M., Miyazaki, M., & Shibata, Y. (2009) "Upgrading an online master"s degree program based on Story- centered Curriculum(SCC): A case study", Proceedings of ED-MEDIA2009, pp. 591－598
  詳細はありません。
• リンク Nemoto, J., Miyazaki, M., Suzuki, K., & Abe, A. (2008.7[PDF]). The Design of a Web-based Support System for Material Design/Evaluation Based on Goal Based Scenarios. A paper presented at ED-MEDIA 2008, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vienna, Austria June 30 - July 4, 2008.
  This paper describes a design process of a Web-ba sed support system for material design/evaluation based on the Goal-Based Scenarios theory (GBS). The system is based on a paper-based checklist developed by the first and th ird authors; it is intended to support designers/educators to develop or revise learning c ontents using GBS, and includes four elements: a self-assessment tool of the existing le arning material, a GBS glossary, a GBS sample gallery, and a development support tool. Thi s paper focuses on a grand design of the system and the first element, which is a self-asses sment tool design.
• Suzuki, K., Nemoto, J., Jona, K., & Reiser, R(2008)「Transforming an Online Masters Degree Program using Story-Centered Curriculum」Association for Educational Communications and Technology Convention, November, 4-8, Orlando (27-I2)
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• Nemoto, J., Inoue, K., Miyazaki, M., & Suzuki, K.(2008) Development of a Web-based Support System for Material Analysis Based on Goal Based Scenarios, Paper presented at the 5th Asian Graduate School of Education Forum 2008, Tokyo
  詳細はありません。
• リンク Nemoto, J., & Suzuki, K. (2007). Offering the same graduate level courses for residential and distance students: An observation at an instructional systems technology department in U.S.A. A paper presented at 8th International Conference on Information Technology Based Higher Education and Training (ITHET 2007), July10-13, 2007, Kumamoto, JAPAN 11C4-4 (Paper No.130)
  詳細はありません。
• リンク Suzuki, K. (2007[PDF]).Learner-centered Design in Higher Education by ICT with IDT. An invited keynote address presented at 8th International Conference on Information Technology Based Higher Education and Training (ITHET 2007), July 10-13, 2007, Kumamoto, JAPAN
  This keynote introduces current trends in the long- lasting traditions of instructional design and technology (IDT) and their applications to ICT-base d higher education. Learner-centered design has been the key issue in reforming practices of higher education. Such IDT theories and models as First Principles of Instructional Design, Goal-based Scenarios, and Layer Model for e-Learning Design will be introduced, in reference to current practic e of a 100% online master program for e-Learning Professionals at Kumamoto University. Application of IDT and transformation by ICT, not integration o f ICT, are argued to be our central focus.
• リンク Nemoto, J., Takahashi, A., & Suzuki, K. (2006, October[PDF]). Development of an instructional design checklist for e-Learning contents: A Japanese challenge in IT skill training. A paper presented at E-Learn 2006, World Conference on E-Learning in Corporate, Government, healthcare, & Higher Educationducational Multimedia, Hypermedia & Telecommunications, Honolulu, Hawaii, Oct. 13-17, 2006.
  詳細はありません。
• リンク Nemoto, J., Hazelman, V., & Suzuki, K. (2005, June-July). Instructional design workshop based on needs analysis at University of South Pacific. A paper presented at ED-MEDIA 2005, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Montreal, Canada, June 27- July 2, 2005.
  詳細はありません。