再構成型概念マップの妥当性の検証と理解共有のための協調的利用に関する研究

広島大学(Hiroshima University)博士(工学)Doctor of Engineeringdoctora

Reciprocal Kit-Building of Concept Map to Share Each Other's Understanding as Preparation for Collaboration

Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original concept map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.This work was partially supported by JSPS KAKENHI Grant Number 17H01839 and 15H02931.'Artificial Intelligence in Education' 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part

Underdogs and superheroes: Designing for new players in public space

We are exploring methods for participatory and public involvement of new 'players' in the design space. Underdogs & Superheroes involves a game-based methodology – a series of creative activities or games – in order to engage people experientially, creatively, and personally throughout the design process. We have found that games help engage users’ imaginations by representing reality without limiting expectations to what's possible here and now; engaging experiential and personal perspectives (the 'whole' person); and opening the creative process to hands-on user participation through low/no-tech materials and a widely-understood approach. The methods are currently being applied in the project Underdogs & Superheroes, which aims to evolve technological interventions for personal and community presence in local public spaces

Exploring art therapy techniques within service design as a means to greater home life happiness

This thesis presents new theories and creative techniques for exploring ‘designing for home happiness’. Set in the context of a primarily unsustainable and unhappy world, home is understood as a facilitator of current lifestyle practices that could also support long-term happiness activities, shown to promote more sustainable behaviour. It has yet to be examined extensively from a happiness perspective and many homes lack opportunities for meaningful endeavours. Service Design, an approach that supports positive interactions, shows potential in facilitating ‘designing for home happiness’ but its tools are generally employed for visualising new systems/services or issues within existing ones instead of exploring related subjectivity. Art therapy techniques, historically used for expressing felt experiences, present applicable methods for investigating such subjective moments and shaping design opportunities for home happiness but have yet to be trialled in a design research context. This thesis therefore explores how Art Therapy and Service Design can be used successfully for ‘designing for home happiness’. A first study proposes photo elicitation as a creative method to explore, with participants from UK family households, several significant home happiness needs. Subsequently, art therapy techniques are proposed in Study 2 through two bespoke Happy-Home Workshops. This gives way to the Home Happiness Theory and Designing for Home Happiness Theory, which enable designers to design for home happiness. The Designing for Home Happiness Framework emerges from these studies proposing a new design creative method delivered through a workshop with specialised design tools and accompanying process for creating home happiness designs (i.e. services, product-service-systems). Through two Main Studies the framework is tested and validated with design experts in two different contexts, Loughborough (UK) and Limerick (Ireland), confirming its suitability and transferability in ‘designing for home happiness’. Resulting concepts support collective home happiness and social innovations by facilitating appropriate social contexts for their development. Overall, this research is the first to combine art therapy techniques with service design methods, offering original theories and approaches for ‘designing for home happiness’ within Service Design and for social innovation. Collectively, this research delivers new creative methods for service designers, social innovators and designers more generally to investigate and support happier experiences within and outside the home for a more sustainable future

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Parents as partners in learning

Globally, teachers and school leaders are increasingly encouraging parents to become more directly involved in their children’s schooling and academic development. This study was designed to support the parents of students who experience difficulty with academic learning via a school-based Parent Mindset Program comprised of three parent engagement workshops delivered fortnightly over six weeks by a teacher. The Program was designed to support participants to practice growth mindset knowledge and skills at home with their child and receive feedback to support skill mastery. Cognitive tools were used to create the social process essential for learning by providing a point of reference and opportunities for parents to discuss, inquire, and problem-solve with other parents and the presenter. From the socio-cultural perspective, this study aimed to develop the capacity of parents as partners in learning to support their children during the time when they are not in the classroom and thus align the parents’ contributions with the supportive approach used in the school. An intrinsic case study research design enabled the development of a deeper understanding of the phenomenon of parental engagement in their child’s schooling. Three elements were found to have influenced the effectiveness of the parent engagement program’s capacity to increase parental self-efficacy to engage in their child’s schooling: demographic factors; participant motivation factors; and, the instructional design of the program

FOSTERING COMMUNITIES OF PRACTICE IN COMPREHENSIVE SEX EDUCATION: EVALUATION AND RECOMMENDATIONS ON THE FOUNDATIONS TRAINING

Sex education is not contained to the classroom, rather, it is a lifelong evolving experience for both the individual and their community, which continually influence one another. More specifically, sexual health is understood through communication with others – exemplifying learning as a truly social process. As such, Communities of Practice theory (CoP) is a useful lens to better understand how a community can develop through social learning in sex education training. This paper evaluates the Foundations Training, a widely adopted Comprehensive Sex Education (CSE) practitioner training, using Wenger-Trayner’s (2015) list of CoP activities as a guide for qualitative coding. This evaluation identified which types of activities were present in the training that supported the creation of a CoP and made recommendations on how to improve and encourage this process. The evaluation revealed that the goals of CSE are well represented: social, communication, negotiation, problem solving, decision making, and goal setting skills. Prioritizing these goals will improve students’ experience and confidence in the topic of sexual health thus developing and empowering their relationship with the information. Ultimately, this evaluation supports approaching sex education using CoP theory as an innovative method to foster community building among students so as to socially learn about sexual health, for themselves and their community