Development of the assessment approach to learning as knowledge-creation

• Project/Area Number: 20KK0046
• Research Category: Fund for the Promotion of Joint International Research (Fostering Joint International Research (B))
• Allocation Type: Multi-year Fund
• Review Section: Medium-sized Section 9:Education and related fields
• Research Institution: Shizuoka University
• Principal Investigator: Oshima Jun 静岡大学, 情報学部, 教授 (70281722)
• Co-Investigator(Kenkyū-buntansha): 大崎 理乃 武蔵野大学, データサイエンス学部, 講師 (50630802) ; 河崎 美保 静岡大学, 教育学部, 准教授 (70536127)
• Project Period (FY): 2020-10-27 – 2023-03-31
• Project Status: Completed (Fiscal Year 2022)
• Budget Amount: ¥18,200,000 (Direct Cost: ¥14,000,000、Indirect Cost: ¥4,200,000); Fiscal Year 2022: ¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000); Fiscal Year 2021: ¥7,670,000 (Direct Cost: ¥5,900,000、Indirect Cost: ¥1,770,000); Fiscal Year 2020: ¥6,890,000 (Direct Cost: ¥5,300,000、Indirect Cost: ¥1,590,000)
• Keywords: 知識創造型学習 / 社会意味ネットワーク分析

Outline of Research at the Start

本研究では，知識創造型学習を社会実験として展開するフィールドに参加し，知識創造型学習の評価手法を開発・検証する：(1)学習分析学の分野で世界をリードするUniv. of Wisconsin at Madisonの研究グループとの共同研究をとおして，知識創造型学習を評価する社会意味ネットワーク分析モデルを開発し，(2) 知識創造型学習をヘルシンキ市内の学校で展開するUniv. of Helsinkiの社会実験フィールドに，社会意味ネットワーク分析モデルを採用することで，知識創造型学習の様相を可視化，数量化する形成的評価を担当教師に提供して授業を改善していく新たな授業研究モデルを構築する．

Outline of Final Research Achievements

This study aimed to develop a new assessment approach to analyze the collective intelligence in collaborative learning by integrating the analysis of knowledge-building discourse and the epistemic network analysis.
The results of the studies were discussed through the long workshop at the University of Wisconsin at Madison when a team member (prof. Ohsaki) stayed for a month. Furthermore, findings were reported at ICQE2022 in Copenhagen, Denmark, when Oshima gave his keynote speech. Besides, two other members (Oshima and Kawasaki) visited Helsinki to discuss the feasibility of the assessment to apply for the analysis of discourse in the classroom at Helsinki schools where the lessons based on learning as knowledge-building were conducted.

Academic Significance and Societal Importance of the Research Achievements

本研究は，知識創造型学習の社会実験としては，世界初の研究プロジェクトであり，その知見は今後の世界の教育研究をリードするものとなる．本研究代表者が関与する社会意味ネットワーク分析の評価モデルの開発が大きく貢献するという意味で，国際共同研究を展開する必要性と意義が充分あった．Wisconsinの研究チームとの醸成活動から，国際学会の基調講演でその内容を発表できるまでのレベルに持ち上げられたのは非常に高い成果である．また，今回開発する評価モデルの適用フィールでの授業研究が，Helsinkiの研究グループとともに，現地で行われる授業研究実践での実装の可能性が検討できたことも有意義であった．

Research Products

• [Journal Article] An IoT System with Business Card-Type Sensors for Collaborative Learning Analysis (2022)
  • Author(s): Yamaguchi Shunpei、Ohtawa Shusuke、Oshima Ritsuko、Oshima Jun、Fujihashi Takuya、Saruwatari Shunsuke、Watanabe Takashi
  • Journal Title: Journal of Information Processing Volume: 30 Issue: 0 Pages: 238-249
  • DOI: 10.2197/ipsjjip.30.238
  • ISSN: 1882-6652
  • Peer Reviewed / Open Access
• [Journal Article] Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review (2022)
  • Author(s): Salas-Pilco Sdenka Zobeida、Xiao Kejiang、Oshima Jun
  • Journal Title: Sustainability Volume: 14 Issue: 20 Pages: 13572-13572
  • DOI: 10.3390/su142013572
  • Peer Reviewed / Open Access / Int'l Joint Research
• [Journal Article] Web Services for Collaboration Analysis With IoT Badges (2022)
  • Author(s): Yamaguchi Shunpei、Nagano Motoki、Ohira Shunpei、Oshima Ritsuko、Oshima Jun、Fujihashi Takuya、Saruwatari Shunsuke、Watanabe Takashi
  • Journal Title: IEEE Access Volume: 10 Pages: 121318-121328
  • DOI: 10.1109/access.2022.3222562
  • Peer Reviewed / Open Access
• [Journal Article] Regional and epistemic heterogeneity in the learning sciences: Supporting transnational dialogues on equity and justice (2022)
  • Author(s): Tsovaltzi, D., Uttamchandani, S., …Oshima, J., & Gupta, A.
  • Journal Title: General Proceedings of the 2nd Annual Meeting of the International Society of the Learning Sciences 2022 Volume: 2 Pages: 9-16
  • Peer Reviewed / Open Access / Int'l Joint Research
• [Journal Article] Engaging learning scientists in policy challenges: AI and the future of learning (2022)
  • Author(s): Roschelle, J., Mochizuki, T., Oshima, J., Blair Black, N., Looi, C-K, Molenaar, I., Ogata, H., Buckingham Shum, S.
  • Journal Title: General Proceedings of the 2nd Annual Meeting of the International Society of the Learning Sciences 2022 Volume: 2 Pages: 17-24
  • Peer Reviewed / Open Access / Int'l Joint Research
• [Journal Article] Pre-service teachers’ growth in epistemic cognition through learning pedagogical knowledge (2022)
  • Author(s): Kawasaki, M., Oshima, J., & Oshima, R.
  • Journal Title: Proceedings of the 16th international conference of the learning sciences Volume: 16 Pages: 1930-1931
  • Peer Reviewed / Open Access
• [Journal Article] Diversity in learners’ contributions to idea improvement processes among the high learning-outcome groups in a knowledge building practice (2022)
  • Author(s): Kawakubo, A. J T., Oshima, J., & Oshima, R.
  • Journal Title: Proceedings of the 15th international conference on computer-supported collaborative learning Volume: 15 Pages: 308-311
  • Peer Reviewed / Open Access
• [Journal Article] Artifact-mediated collective cognitive responsibility in learning through collaborative designing (2022)
  • Author(s): Oshima, J., Kawasaki, M., Ohsaki, A., Mehto, V., Seitamaa-Hakkarainen, P., & Hakkarainen, K.
  • Journal Title: Proceedings of the 15th international conference on computer-supported collaborative learning Volume: 15 Pages: 312-315
  • Peer Reviewed / Open Access / Int'l Joint Research
• [Journal Article] Temporal trajectories of epistemic views by university students in a knowledge-building learning environment (2022)
  • Author(s): Kayagi, T., Oshima, J., & Oshima, R.
  • Journal Title: Proceedings of the 15th international conference on computer-supported collaborative learning Volume: 15 Pages: 543-544
  • Peer Reviewed / Open Access
• [Journal Article] Socio-semantic network analysis of knowledge-creation discourse on a real-time scale (2021)
  • Author(s): Ohsaki, A., & Oshima, J.
  • Journal Title: Advances in Quantitative Ethnography Volume: 1312 Pages: 170-184
  • Peer Reviewed / Open Access
• [Journal Article] Patterns of individual contribution to idea improvement in the group work leading to high learning-outcome groups (2021)
  • Author(s): Kawakubo, A. J. T., Oshima, J., & Oshima, R.
  • Journal Title: ICQE2020 Conference Proceedings Supplement Volume: - Pages: 2-5
  • Peer Reviewed / Open Access
• [Journal Article] Discourse Patterns and Collective Cognitive Responsibility in Collaborative Problem-Solving (2021)
  • Author(s): Oshima, J., Yamashita, S., & Oshima, R.
  • Journal Title: Proceedings of ISLS2021, LS Program Volume: - Pages: 517-520
  • Peer Reviewed / Open Access
• [Presentation] Regional and epistemic heterogeneity in the learning sciences: Supporting transnational dialogues on equity and justice (2022)
  • Author(s): Tsovaltzi, D., Uttamchandani, S., …Oshima, J., & Gupta, A.
  • Organizer: ISLS2022
  • Int'l Joint Research / Invited
• [Presentation] Engaging learning scientists in policy challenges: AI and the future of learning (2022)
  • Author(s): Roschelle, J., Mochizuki, T., Oshima, J., Blair Black, N., Looi, C-K, Molenaar, I., Ogata, H., Buckingham Shum, S.
  • Organizer: ISLS2022
  • Int'l Joint Research / Invited
• [Presentation] Pre-service teachers’ growth in epistemic cognition through learning pedagogical knowledge (2022)
  • Author(s): Kawasaki, M., Oshima, J., & Oshima, R.
  • Organizer: ISLS2022
  • Int'l Joint Research
• [Presentation] Diversity in learners’ contributions to idea improvement processes among the high learning-outcome groups in a knowledge building practice (2022)
  • Author(s): Kawakubo, A. J T., Oshima, J., & Oshima, R.
  • Organizer: CSCL2022
  • Int'l Joint Research
• [Presentation] Artifact-mediated collective cognitive responsibility in learning through collaborative designing (2022)
  • Author(s): Oshima, J., Kawasaki, M., Ohsaki, A., Mehto, V., Seitamaa-Hakkarainen, P., & Hakkarainen, K.
  • Organizer: CSCL2022
  • Int'l Joint Research
• [Presentation] Temporal trajectories of epistemic views by university students in a knowledge-building learning environment (2022)
  • Author(s): Kayagi, T., Oshima, J., & Oshima, R.
  • Organizer: CSCL2022
  • Int'l Joint Research
• [Presentation] Knowledge-Building Analytics: Quantitative Ethnography of Knowledge-Building Practices (2022)
  • Author(s): Oshima, J.
  • Organizer: ICQE2022
  • Int'l Joint Research / Invited
• [Presentation] 協調的問題解決における個人貢献パターンの検討 (2021)
  • Author(s): 山下翔太郎，大島純，大島律子
  • Organizer: 2021年日本教育工学会秋季全国大会講演論文集
• [Presentation] Socio-semantic network analysis of knowledge-creation discourse on a real-time scale (2021)
  • Author(s): Ohsaki, A. & Oshima, J.
  • Organizer: ISQE2020
  • Int'l Joint Research
• [Presentation] Patterns of individual contribution to idea improvement in the group work leading to high learning-outcome groups (2021)
  • Author(s): Kawakubo, A. J. T., Oshima, J., & Oshima, R.
  • Organizer: ISQE2020
  • Int'l Joint Research
• [Book] international handbook of computer-supported collaborative learning (2021)
  • Author(s): Cress, U., Rose, C., Wise, A. F., & Oshima, J.
  • Total Pages: 680
  • Publisher: Springer
  • ISBN: 9783030652913