| Project/Area Number |
20500830
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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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 University of Agriculture and Technology |
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Principal Investigator |
KATO Yukari Tokyo University of Agriculture and Technology, 大学教育センター, 准教授 (90376848)
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| Co-Investigator(Kenkyū-buntansha) |
ISHIKAWA Masatoshi 東京成徳大学, 経営学部, 助教 (90332973)
梅田 倫弘 東京農工大学, 大学院・共生科学技術研究院, 教授 (60111803)
茂住 和世 東京情報大学, 総合情報学部, 准教授 (20286181)
綛田 はるみ 横浜商科大学, 商学部, 准教授
江木 啓訓 東京農工大学, 総合情報メディアセンター, 助教 (30422504)
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| Co-Investigator(Renkei-kenkyūsha) |
UMEDA Norihiro 東京農工大学, 大学院・工学研究院, 教授 (60111803)
MOZUMI Kazuyo 東京情報大学, 総合情報学部, 准教授 (20286181)
KASEDA Harumi 横浜商科大学, 商学部, 准教授
EGI Hironori 東京農工大学, 総合情報メディアセンター, 助教 (30422504)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2010: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2009: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2008: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | eラーニング / 日本語教育 / 授業設計 / 教授法 / 教育工学 / 教員連携 / 組織的FD / 授業観察 / ポートフォリオ評価 / 授業改善 / 情報共有化 / システム構築 / ポートフォーリオ評価 / データ・ベース / Faculty Development / e-teaching Portfolio |
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| Research Abstract |
The purpose of this research is to extract key principles and criteria and develop e-portfolio learning for assessing teaching and learning.
In 2008, the research assesses the benefits of a multimedia e-Learning environment in a pre-college language program in engineering education, based on the moodle platform (http://moodle.elp.tuat.ac.jp/moodle/login/index.php). In order to engage a wider range of students, engineering faculty paired up with Japanese language teachers to develop an e-Learning system, creating four modules that include video lectures, auto glossary for technical terms, reading materials with narration, and two types of comprehension activities.
In 2009, we collected the data of teaching methodology and materials by conducting "lesson study." We also developed the peer review system (FD Commons) to support lesson study and self reflection for educational improvement. We organized lesson study group and conducted three pilot studies during the 2009 spring term.
In the final year of this research project, five faculty member and three teaching assistants participated from April, 2008 to March, 2010. Based on this practice, we reported how this collaboration between faculty developers and professors shaped our understanding of common criteria for assessing teaching and learning. The successive trials revealed the following three points : (1) reviewers comments were recorded from more descriptive view point than prescriptive and predictive viewpoints. (2) prescriptive comments related to teaching skills and methodology were repeatedly recorded during the same class observation, and (3) because of improving writing and talking skills, negative comments were reported less than at beginning with respect to basic teaching skills.
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