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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.
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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.
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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。
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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
詳細はありません。
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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
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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。
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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.
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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
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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.
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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.
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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.
詳細はありません。
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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。
