文献

国際会議[2016年度] に属する文献一覧 (10件)

• 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.