Katsuaki Suzuki

In the field of instructional design (ID), the importance of design that creates new things in response to situations has been identified in various international studies, but Japan has no programs to support the improvement of this higher-order skill. Therefore, this study involved the development of a course for advanced instructional designers (advanced IDers) responsible for supporting improvements to the university classes of which their colleagues and others (clients) were in charge. The focus was on situational instructional design skills, or the empathy perspective. First, the positioning of related programs was organized based on their content and how they could support the learning of advanced IDers. Next, the "Eight Questions" were developed, which was a support tool enabling participants to listen to the situations and needs of clients prior to suggesting class improvements. Finally, a trial course was conducted that included the use of this tool. The trial results confirmed that the course participants were able to work on class improvement proposals that were closely linked to the thoughts expressed by client teachers about their classes. The participants were able to create a framework for incorporating viewpoints that were empathetic to clients in their ID-based proposals. An issue to be addressed in the future is the need to confirm whether clients achieve improvements in their classes.

The original impetus for the design of our professional development (PD) program came from the first author’s interest in PD in general and what makes it effective. We begin our presentation with a brief explanation of the core literature that affected our thinking and then introduce the context in which and for which the PD program was designed. This is followed by a presentation of the steps we took to design our PD program with 4C/ID. For ease of reading, we split the design process into 15 distinct steps, each focusing on a major milestone in the design process and introducing the challenges we faced during the process. We finish the presentation with our reflections on the design process and final remarks.

There is an increasing number of cases of extracting learning activity record from LMS and ePortfolio systems into the Learning Record Store (LRS), analyzing it as a learning analytics, and using it to provide instruction to learners and improve the curriculum. However, not only educational systems such as LMS and ePortfolio systems, but also many commercial services such as Facebook and Twitter have been used in higher educational institutions. Commercial services are used for learning activities for their characteristics, but when these services are used, it is difficult to export learning activity record to LRS. In this study, we developed a system to extract the learning activity record of Twitter, Email, Evernote, LINE, etc. into the LMS, Moodle, and export them as a statement of xAPI to LRS. Furthermore, we modularized the system so that anyone can add a new commercial service and extract the learning activity record into the LRS. In this paper, we describe the outline of this system, the advantages of using this system, the modularization mechanism, and the xAPI Statement of learning activity record of commercial services (Twitter) which is exported to the LRS from Moodle.

The purpose of this study was to redesign a mentoring system and verify its effects. The research field involved a blended instructional design (ID) course conducted as a university extension course composed of prior online assignments, face-to-face workshops, and post-learning assignments. The results demonstrated that the redesign of the ID course may improve the completion rates of online pre-training and post-learning assignments altogether. Additionally, the findings showed that motivational e-mails were useful for facilitating participants’ access e-learning. Furthermore, some participants’ reports suggested that the syllabus provided on the website gave participants a perspective of the course and motivated them to learn during the course. In addition, motivational e-mails were helpful in making participants feel a sense of belonging in the ID course. Based on these results, we proposed three design principles for supporting participants’ completion of lifelong learning activities that do not provide incentives such as university credits and job promotions.

The purpose of this session was to provide an overview of current research and practice in technology and education in Japan through the histories and activities of major academic societies. The session organizers invited the presidents of two foremost academic institutions in the field of technology and education, namely, the Japan Society for Educational Technology (JSET) and the Japanese Society for Information and Systems in Education (JSiSE). Katsuaki Suzuki, president of the JSET, introduced technological trends in Japan that are related to the super-smart society (Society 5.0), a thrust in which the core researchers of the JSET are involved. Akihiro Kashihara, president of the JSiSE, explained the key to systematic support for understanding learning from an informatics point of view. The speakers then discussed the trends, issues, and challenges of educational technology in and outside Japan as they interacted with the audience. Opinions were also exchanged regarding the new trial of TALE2020 as a full 3D conference.

<p>In this research, a training program for active learning (AL) promotion directors was developed, with the aim of enabling participants promote AL approaches at each work place; and conducted it twice in 2015 and 2016. In addition to incorporating the concept of a colleague model, we designed the contents of the training as a module, and then divided and modified the contents of the program and teaching materials, which enabled to customize and implement by the participants at their working school. By improving the program based on a follow-up survey of the participants who attended the seminars six months after the first year's implementation, the result of questionnaire of the second year became higher in such of questions: the ordering of training, and the appropriateness of training materials. As a result of this research, we have developed a training program for AL promotion managers who will organize the AL promotion issues at small schools, where employment of FD full-time faculty staffs and placement of education development center are difficult, and we proposed a set of six design principles for further enhancement of the effectiveness.</p>

<p>In this paper, we report improvements made and their effect on the design of pre-training preparation in a blended instructional design workshop. Through practical research, the design was refined to include a three-stage question-making activity (QMA) for pre-training preparation. The stages included 1) Submitting a question before the commencement of learning, 2) Working on teaching materials, and 3) Submitting a question based on reflection on pre-training preparation. After verifying the effects, it is suggested that question quality saw an improvement owing to the introduction of the QMA, with some cases becoming more concrete and focused. It was also confirmed that this method can encourage learning motivation by enhancing participants' confidence, satisfaction, and familiarity with learning content.</p>

© 2018 Asia-Pacific Society for Computers in Education. All rights reserved. Learning Management Systems (LMSs) are the most commonly used ICT tools in higher education institutions; these institutions also utilize ICT tools such as Facebook and Twitter (external services). However, it is difficult to preserve data when using external services, and it is also difficult to simultaneously manage learning content within a single lesson when using both an LMS and external services. In addition, it is difficult to consistently reflect upon what works in the classroom, as there are so many possible ways that LMSs and external services are used in combination. In previous research, we developed an information sharing tool, "SharedPanel," which collects posts and messages from Facebook, Twitter, e-mail, Evernote, and LINE and stores them in an LMS (Moodle). This system enables learners to input information, such as ideas/educational resources, into their favorite tool and share it with other learners on Moodle easily, without having to log in to Moodle. In this study, we modularized the element where information is entered (information input element) and the element where the acquired information is displayed (information display element) to enable other developers to add other external services and display formats. In this study, modularization means separating functions out from the main part; the separated parts are standardized, interchangeable, have a high level of independence, and are parts of the whole. Modularized parts can be easily added or changed without major change to the main element of SharedPanel.