交渉学を活用したアクティブラーニング型授業の効果検証

本稿は、アクティブラーニング型授業の効果検証プロジェクト（代表：溝上慎一）における質問紙調査（授業数183クラス、回答数9691名）の協力先の１つとして、その全体平均と当該授業（交渉学）の比較結果について考察したものである。アクティブラーニング(AL)の測定項目として注目していた「AL尺度（外化）」と「深い学習アプローチ」の値が、当該授業において高い結果を示した。当該授業の特徴を踏まえ、定量的な比較結果から当該授業の定性的な分析を行うものである。本稿における質問紙調査結果は、JSPS 科研費16H03075（代表：溝上慎一）の助成を受けた研究成果を活用させて頂きました。研究ノー

Problem Solving Strategies in Action in the Curriculum Development for Basic Academic Skills An ICT Enhanced Course for Better Communication

This paper is to share our experience of designing a new course to meet the new needs of the current society. The first is on the curriculum development for communication for the higher education. The mission of the higher education is to provide the optimal education matching the needs of the society with students who will be the future members of the society. It should be noted that the needs of the society is constantly changing. Thus, in order not to lose sight of the needs from the society, in other words, the focus of the mission of education corresponding to new needs, the mission of the higher education must be constantly adjusted. Recently it has been revealed that most university graduates, in three years after graduation, feel the needs for such fundamental skills as the problem solving (situation analysis, data collection and processing, agreement formation, etc.) as well as the teamwork and communication to build trust in a team, leadership. It is attempted to incorporate such features into the curriculum development for communication. The second is to report the two types of problem solving strategies in the curriculum development for the fundamental academic skills: one for the improvement of the quality of course contents to meet the needs for better communication skills; the other for implementing such methodological improvement into the traditional course operation and management system in support of the cutting-edge media technology. Thus, this paper purports to share the experience of designing a new course for communication to build long-lasting trust through the process of problem solving in the curriculum design.研究ノー

Genome-wide investigation of in vivo EGR-1 binding sites in monocytic differentiation

A Genome-wide analysis of EGR-1 binding sites reveals co-localization with CpG islands and histone H3 lysine 9 binding. SP-1 binding occupancies near EGR-1 binding sites are dramatically altered

交渉学教育の定性的評価を関連づける定量指標の一考察

研究ノー