| 研究課題/領域番号 |
26350326
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| 研究機関 | 会津大学 |
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研究代表者 |
BRINE John 会津大学, コンピュータ理工学部, 教授 (60247624)
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| 研究分担者 |
VAZHENIN A・P 会津大学, コンピュータ理工学部, 准教授 (10325970)
DEBOPRIYO Roy 会津大学, コンピュータ理工学部, 准教授 (30453020)
齋藤 寛 会津大学, コンピュータ理工学部, 准教授 (50361671)
金子 恵美子 会津大学, コンピュータ理工学部, 准教授 (30533624)
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| 研究期間 (年度) |
2014-04-01 – 2017-03-31
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| キーワード | デジタルストーリーテリング / MOOC |
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| 研究実績の概要 |
During the 1st year, video-based DST workflows were trialed in a first semester elective course called "Digital Storytelling for Engineering Narratives." Appropriate equipment was obtained for video work with good quality sound. The hardware was organized and labelled, and a checkout system for loaning the equipment was established. Software was selected and a system for batch installment was also setup. A curriculum was prepared to introduce students to pre-production, production and post-production aspects of the video workflow. Pre-production involved discussion storyboarding, and planning. Production consisted of camerawork, acting, and direction. Post-production consisted of editing and distribution. Teams of three students were created who filled the following production roles: director, actor, and cameraman. Students created four different types of video: fictional narrative, demonstration, instructional, and interview. Toward the end of the first semester, a new course was created to prepare students for study abroad. It was decided to also prepare the study abroad students to conduct video interviews before and during their study abroad experience. This work was completed during the first year and has formed the basis for research and development in the second year. Student motivation in the study abroad group was high and a majority of students increased their levels from a pre-test to a post-test standardize oral proficiency test. Three conference presentations have been accepted.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
1: 当初の計画以上に進展している
理由
Many of our students have smart phones and other mobile devices, so they were comfortable with using the selected video equipment. Many new software applications are available online to support video production. Furthermore, this research is occurring at a time when many people are interested in video production. The students enjoyed the course, and other colleagues were interested. Due to colleagues interest, they were receptive to spreading the innovation to our study abroad programme. This wider use of digital storytelling, and the specific focus on interviewing may have resulted in improved oral proficiency scores. So, overall it seems as though digital storytelling is both appealing (and motivating) to students, but it also seems to stimulate their interest in English language learning.
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| 今後の研究の推進方策 |
During the 2nd year, even more students are interested in the elective course on digital storytelling, and it will also be used again in the study abroad programme. The courses will be improved based on evaluation of last year's experience. For example, more specific interviewing techniques will be taught to students to support the video interviewing. The system will be simpified so that students can focus more on content, rather than technique. Furthermore, some senior students who are required to complete a graduation thesis will create digital videos of their computer engineering thesis projects as a record of their work to show upcoming students.
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| 次年度使用額が生じた理由 |
Various combinations of equipment and software had to be tested. It was better to complete this testing in the first year, and then afterwards to make purchases in the second year. Also, we needed to complete the initials stages of our development before presenting at conferences.
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| 次年度使用額の使用計画 |
In the second year, we will purchase audio equipment and attend conferences, because this was not emphasized in year one.
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