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国際会議 [2017年度] に属する文献一覧 (9件)

  • 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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