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国際会議[2012年度] に属する文献一覧 (6件)

• 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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