| Project/Area Number |
19300273
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | Tokyo Institute of Technology |
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Principal Investigator |
AKAHORI Kanji Tokyo Institute of Technology, 教育学部, 教授 (80143626)
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| Co-Investigator(Kenkyū-buntansha) |
FUJITANI Satoru 目白大学, 人間学部, 准教授 (90331446)
MATSUDA Takeshi 山形大学, 教育企画室, 講師 (90406835)
NAKAYAMA Minoru 東京工業大学, 教育工学開発センター, 教授 (40221460)
加藤 浩 独立行政法人メディア教育開発センター, 研究開発部, 教授 (80332146)
福本 徹 国立教育政策研究所, 教育研究情報センター, 研究員 (70413903)
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| Co-Investigator(Renkei-kenkyūsha) |
KATO Hiroshi 放送大学, ICT活用・遠隔教育センター, センター長・教授 (80332146)
FUKUMOTO Toru 国立教育政策研究所, 教育研究情報センター, 研究員 (70413903)
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| Project Period (FY) |
2006 – 2009
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| Project Status |
Completed (Fiscal Year 2009)
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| Budget Amount *help |
¥20,540,000 (Direct Cost: ¥15,800,000、Indirect Cost: ¥4,740,000)
Fiscal Year 2009: ¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2008: ¥8,190,000 (Direct Cost: ¥6,300,000、Indirect Cost: ¥1,890,000)
Fiscal Year 2007: ¥8,450,000 (Direct Cost: ¥6,500,000、Indirect Cost: ¥1,950,000)
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| Keywords | ネットワーク基盤 / 実践知 / 知識共有 / 教育学 / 教育工学 |
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| Research Abstract |
The scope of this research is to develop a network platform which allows teachers and researchers to visualize their empirical educational knowledge and to share it with other members of the platform beyond the constraints such as time, place and the field of expertise. The effectiveness of the platform was examined through an empirical assessment process. In particular, the study addressed the following issues. (1) Research and analysis on the requirements of the platform and the methodology to support visualization and sharing of educational empirical knowledge. (2) Development of SNS (Social Networking Service) to facilitate connections among participants beyond the constraints such as time, place and the field of expertise. (3) Development of the additional functions of SNS which automatically work for visualizing educational knowledge and connecting relevant distributed knowledge. The results of the empirical assessment revealed that automatic visualization of implicit knowledge and conversion from distributed knowledge to collective knowledge effectively support the sharing of distributed empirical knowledge. In addition, the possibility of the platform to facilitate the reconstitution of knowledge and the creation of new knowledge was indicated.
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