Updated on 2024/11/21

写真a

 
KASAI Toshinobu
 
Organization
Faculty of Education Professor
Position
Professor
Homepage
https://edu.okayama-u.ac.jp/~gijutu/kasai/kasai.htm
External link

Degree

  • 博士（工学） ( 電気通信大学大学院 )

Research Interests

  • Educational Information & Engineering Technology

  • 授業設計

  • 知的学習支援

  • 知識工学

  • 教師教育

  • オントロジー工学

  • 教員養成

Research Areas

  • Humanities & Social Sciences / Educational technology  / Educational Information & Engineering Technology

Education

  • The University of Electro-Communications   大学院情報システム学研究科   博士後期課程

    1997.4 - 2000.9

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Research History

  • Okayama University   Faculty of Education   Professor

    2023.4

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  • Okayama University   Graduate School of Education   Associate Professor

    2008.4 - 2023.3

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  • Okayama University   Faculty of Education   Associate Professor

    2006.4 - 2008.3

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  • Okayama University   Faculty of Education   Lecturer

    2003.4 - 2006.3

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  • Okayama University   Faculty of Education   Research Assistant

    2001.4 - 2003.3

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Professional Memberships

  • JAPAN SOCIETY FOR EDUCATIONAL TECHNOLOGY

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  • THE JAPANESE SOCIETY FOR ARTIFICIAL INTELLIGENCE

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  • JAPANESE SOCIETY FOR INFORMATION AND SYSTEMS IN EDUCATION

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Papers

  • Effectiveness of Teacher Training Program by Creating Wide Other Proposals Based on Several Instructional Strategies Reviewed

    KASAI Toshinobu, OHSAKI Ayano, MASUKAWA Hiroyuki, HAYASHI Yusuke

    Japan Journal of Educational Technology   43 ( Suppl. )   25 - 28   2020.2

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    Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

    DOI： 10.15077/jjet.S43022

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  • 教員養成教育における授業構造可視化システムの実践活用とその効果 Reviewed

    笠井 俊信, 永野 和男, 溝口 理一郎

    教育システム情報学会誌   35 ( 3 )   275 - 287   2018

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    Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

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  • Study on the Teaching Strategy of an Elementary School and Improving the Program for Training Students to be Teachers of University(2)In the Case of Social Studies, Music, Physical Education and Information Ethics Education

    ( 167 )   101 - 109   2018

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  • Practical Use of Visualizing Lesson Structures in Teacher Training Education and Its Effectiveness Reviewed

    KASAI Toshinobu, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2016)   27 - 35   2016.11

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  • Building a system which automatically externalizes teachers’ instructional design intentions and an evaluation of its effectiveness Reviewed

    Toshinobu Kasai, Kazuo Nagano, Riichiro Mizoguchi

    Transactions of the Japanese Society for Artificial Intelligence   30 ( 3 )   570 - 584   2015

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japanese Society for Artificial Intelligence  

    In order to facilitate learners' knowledge refinement process, it is effective to let them externalize their knowledge. However, in a domain of the instructional design in which existence of knowledge and its necessity are not sufficiently articulated or recognized, it is not easy for teachers who are also learners of how to externalize their knowledge. In this study, we have built a system called ``FIMA-Light'' which uncovers knowledge that teachers must have applied in their lesson plans from global to local viewpoints instead of them. FIMA-Light makes use of the OMNIBUS ontology which describes various instructional knowledge for attaining educational goals extracted from instructional/ learning theories. And, FIMA-Light automatically generates what we call I_L event decomposition trees by interpreting a given lesson plan based on the OMNIBUS ontology. Then, FIMA-Light facilitates teachers' deep reflection and helps them to refine their lesson plans by providing them with decomposition trees. We report some results of an experiment carried out for evaluation of the quality and the effectiveness of I_L event decomposition trees.

    DOI： 10.1527/tjsai.30.570

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  • The Effect of Visualizing Lesson Structures in a Teacher Education Program Reviewed

    KASAI Toshinobu, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2014)   14 - 21   2014.11

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  • Effective Alignment between University Education and Teaching Practice through Automatic Interpretation of Lesson Plans Reviewed

    KASAI Toshinobu, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2013)   158 - 160   2013.11

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  • A Practical Approach toward Deployment of an ID Knowledge-aware Authoring System Reviewed

    HAYASHI Yuusuke, KASAI Toshinobu, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2011)   101 - 105   2011.11

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  • Instructional Design Support System Based on Both Theory and Practice and Its Evaluation Reviewed

    KASAI Toshinobu, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2011)   1 - 8   2011.11

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  • Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice Reviewed

    Toshinobu Kasai, Kazuo Nagano, Riichiro Mizoguchi

    ARTIFICIAL INTELLIGENCE IN EDUCATION   6738   481 - 483   2011

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    Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：SPRINGER-VERLAG BERLIN  

    In this study, we developed a system called FIMA (Flexible Instructional Design Support Multi-Agent System) that dynamically supports teachers in designing instruction by facilitating their thinking ways according to the characteristics of those of expert teachers. In the present study, we focused on a support to facilitate teachers' contextualized thinking included in the processes of expert teachers based on instructional/learning theories. In order to provide such support, we make use of the OMNIBUS ontology, which describes knowledge extracted from instructional/learning theories and best practices.

    DOI： 10.1007/978-3-642-21869-9_76

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  • The effect of ontological modeling of lesson design: A case study in a community of teachers

    Yusuke Hayashi, Toshinobu Kasai, Riichiro Mizoguchi

    Proceedings of the 19th International Conference on Computers in Education, ICCE 2011   271 - 278   2011

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    This paper discusses computer support for sharing empirical instructional design knowledge among active teachers in schools. The authors have developed an ontology called OMNIBUS and a theory-aware authoring system called SMARTIES. This study prompts their adoption by a community of social studies schoolteachers in Tokyo. This paper presents the advantages of OMNIBUS and SMARTIES and considers problems faced in widening their adoption in schools.

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  • A practical study on modeling lesson plans with an ontological engineering approach

    Yusuke Hayashi, Toshinobu Kasai, Riichiro Mizoguchi

    Proceedings of the 19th International Conference on Computers in Education, ICCE 2011   101 - 105   2011

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    This paper discusses computer support for making a design of a lesson in a school teacher's mind. Although school teachers usually describes the plan in a document called lesson plan, it is the result of thought and does not often have enough information about the design rationale behind it. The authors have developed an ontology called OMNIBUS and a theory-aware authoring system called SMARTIES. The purpose of this study is to examine the effectiveness of them through the practical efforts of deploying them to a community of social studies schoolteachers. This paper presents findings of the practical efforts and considerations of improvement of OMNIBUS and SMARTIES.

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  • Ontological Modeling for Reflective Instructional Design: A Case Study on Modeling a Lesson Plan Reviewed

    HAYASHI Yuusuke, KASAI Toshinobu, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2010)   25 - 32   2010.11

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  • Building an Ontology-Based System Which Supports the Instructional Design Process Reviewed

    KASAI Toshinobu, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2010)   51 - 55   2010.11

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  • 授業研究ネットワーク・コミュニティを志向したWebベース「eLESSER」プログラムの開発と評価 Reviewed

    鈴木 真理子, 永田 智子, 西森 年寿, 望月 俊男, 笠井 俊信, 中原 淳

    日本教育工学会論文誌   33 ( 3 )   219 - 227   2010

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  • An Ontological Approach to Support Teachers in Designing Instruction Using ICT Reviewed

    KASAI Toshinobu, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2009)   11 - 18   2009.11

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  • Multi-Entry System for Supporting Teachers in Designing Instruction Reviewed

    KASAI Toshinobu, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2008)   79 - 86   2008.11

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  • An Information Ethics Instructional Support System Corresponding to ICT Use Situations and Students’ Developmental Stages Reviewed

    KASAI Toshinobu, ISHIDA Takashi

    Proceedings of World Conference on Educational Multimedia and Hypermedia (ED-MEDIA2008)   3422 - 3429   2008.7

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  • FIMA: A Flexible Instructional Design Support Multi-Agent System Reviewed

    Toshinobu Kasai, Haruhisa Yamaguchi, Kazuo Nagano, Riichiro Mizoguchi

    SUPPORTING LEARNING FLOW THROUGH INTEGRATIVE TECHNOLOGIES   162   45 - 48   2007

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    Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：I O S PRESS  

    In Japan, the "Period of Integrated Study" program for elementary and secondary education emphasizes cultivating students' abilities to cope with various problems in daily life. Most goals of this program involve meta-ability, which cannot be fully learned by traditional Japanese instructional methods. For this reason, it is necessary and important to provide teachers with a powerful help system that can support them in designing instruction for enhancing students' meta-ability. In this paper, we propose a FIMA (Flexible Instructional design support Multi-Agent System) and describe its architecture, which complies with the FIPA specifications.

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  • A Support for Searching Lesson Plans Which Aim at Enhancement of Problem-Solving Ability by Using Metadata Described based on Ontologies(<Special Issue> Application and Aggregation of Learning Objects and Learning Data) Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    Japan Journal of Educational Technology   31 ( 3 )   337 - 348   2007

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

    The "Period of Integrated Study" program began in elementary and secondary education in 2002. The "Period of Integrated Study" program emphasizes cultivating the ability to solve various problems in society. Most goals of this program involve meta-ability, which cannot be fully learned by traditional Japanese instructional methods. For this reason, it is necessary and important to provide instructors with a powerful help system that can locate and provide access to a variety of useful information resources. To this end, we have proposed a framework that reconstructs the resources according to various viewpoints based on ontologies which define the practical ability. Further, we proposed a Goal Transition Model to show a skeleton of the transition of instructional goals based on ontologies and built a system that provides teachers with lesson plans effectively by applying this Model. In this paper, we describe support functions of this system and report results of an experiment carried out for evaluation of the functions.

    DOI： 10.15077/jjet.KJ00004964298

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  • Effects of Web-based Lesson Study Program "eLESSER" Reviewed

    SUZUKI Mariko, NAGATA Tomoko, NISHIMORI Toshihisa, MOCHIZUKI Toshio, NAKAHARA Jun, KASAI Toshinobu

    Japan Journal of Educational Technology   31 ( Suppl. )   89 - 92   2007

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

    DOI： 10.15077/jjet.KJ00004964355

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  • A semantic web system for supporting teachers using ontology alignment Reviewed

    Toshinobu Kasai, Haruhisa Yamaguchi, Kazuo Nagano, Riichiro Mizoguchi

    International Journal of Metadata, Semantics and Ontologies   2 ( 1 )   35 - 44   2007

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    Language：English   Publishing type：Research paper (scientific journal)  

    In Japan, it is important to provide teachers of Information Technology Education (IT) with a powerful help system that can locate and provide access to a variety of useful information resources. To this end, we built an ontology of the goal of IT education and its applications based on Semantic Web technology. This application was based on the alignment of ontologies to reuse the results of other research. Furthermore, we propose a Goal Transition Model to show a skeleton of the transition of instructional goals based on ontologies. Finally, we propose support functions that are used in the model. Copyright © 2007 Inderscience Enterprises Ltd.

    DOI： 10.1504/IJMSO.2007.015074

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  • Building and Evaluation of a Semantic Web System that Provides Teachers with Lesson Plans Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2006)   397 - 404   2006.11

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  • Development of Web-based Japanese Lesson Study Program "eLESSER." Reviewed

    SUZUKI Mariko, NAGATA Tomoko, NISHIMORI Toshihisa, MOCHIZUKI Toshio, KASAI Toshinobu, NAKAHARA Jun

    Proceedings of World Conference on Educational Multimedia and Hypermedia (ED-MEDIA2006)   2898 - 2905   2006.7

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  • Development of Web-based Lesson Study Program "eLESSER" Reviewed

    SUZUKI Mariko, NAGATA Tomoko, NISHIMORI Toshihisa, MOCHIZUKI Toshio, KASAI Toshinobu, NAKAHARA Jun

    Japan Journal of Educational Technology   30 ( Suppl. )   49 - 52   2006

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

    DOI： 10.15077/jjet.KJ00004964203

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  • Building an ontology of IT education goals Reviewed

    Toshinobu Kasai, Haruhisa Yamaguchi, Kazuo Nagano, Riichiro Mizoguchi

    International Journal of Continuing Engineering Education and Life-Long Learning   16 ( 1-2 )   1 - 17   2006

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    Language：English   Publishing type：Research paper (scientific journal)  

    In Japan, the interest in IT education is continuously growing. Most goals of the IT education involve metaability, which cannot be learned by the traditional Japanese instructional methods. It is difficult to design effective IT education material. Moreover, there are only a few specialists in IT education. For this reason, it is necessary and important to provide IT instructors with a powerful help system that can locate and provide access to a variety of useful information resources. We present a system that reconstructs the resources according to the various viewpoints expressed in the ontology of IT education goals. Further, we propose an ontology alignment framework. Copyright © 2006 Inderscience Enterprises Ltd.

    DOI： 10.1504/IJCEELL.2006.008914

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  • A Semantic Web System for Helping Teachers Plan Lesson Using Ontology Alignment Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of the International Workshops of Applications of Semantic Web Technologies for E-Learning (SW-EL2005) at AIED2005   9 - 17   2005.7

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  • Systematic Description of the Goal of IT Education Based on Ontology Theory Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    The IEICE transactions on information systems Pt. 1   J88-D-I ( 1 )   3 - 15   2005

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Institute of Electronics, Information and Communication Engineers  

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  • Goal Transition Model and Its Application for Supporting Teachers based on Ontologies Reviewed

    Toshinobu Kasai, Haruhisa Yamaguchi, Kazuo Nagano, Riichiro Mizoguchi

    ARTIFICIAL INTELLIGENCE IN EDUCATION   125   330 - 337   2005

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    Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：I O S PRESS  

    In Japan, the "Period of Integrated Study" program to enhance practical skills began in elementary and secondary education in 2002. Most goals of this program involve meta-ability, which cannot be fully learned by traditional Japanese instructional methods. For this reason, it is necessary and important to provide instructors with a powerful help system that can locate and provide access to a variety of useful information resources. To this end, we built a system that reconstructs the resources according to various viewpoints based on Semantic Web technology. Further, we propose Goal Transition Model to show a skeleton of the transition of instructional goals based on ontologies. And we propose support functions that are used in the model.

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  • A support system for teachers of IT/information education based on the semantic web technology Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of the International Conference on Computers in Education (ICCE2004)   1539 - 1547   2004.11

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  • Digital teaching portfolios of Japanese preservice teachers Reviewed

    NAGATA Tomoko, SUZUKI Mariko, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu

    Proceedings of International Conference on Computers in Education (ICCE2004)   1083 - 1088   2004.11

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  • Development of a system that provides teachers with useful resources from various viewpoints based on ontology Reviewed

    T Kasai, H Yamaguchi, K Nagano, R Mizoguchi

    ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7   3349 - 3356   2004

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    Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：ASSOC ADVANCEMENT COMPUTING EDUCATION  

    In Japan, teaching of the subject "Information" was started in the high schools in April 2003, and interest in IT/information education has continued to grow since then. It is very difficult to design IT/information education materials, and there are very few specialist teachers of IT/information education. For this reason, it is necessary and important to provide teachers of IT/information education with a variety of useful resources. To that end, we are building a system that supports teachers in designing instructional materials for IT/information education. Here, we describe a part of this system that reconstructs resources according to the various viewpoints which teachers require. This function of the system is realized by tagging each resource with the ontology of IT/information education in the Resource Description Framework (RDF).

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  • Building of an Ontology of the Goal of IT Education and Its Applications Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    Proceedings of the International Workshops of Applications of Semantic Web Technologies for E-Learning (SW-EL2004) at ISWC2004   56 - 65   2004

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  • Development of Subjective Assessment Index for Measuring Mental Strain of Work Duration in Text Writing Work on Visual Display Terminals Reviewed

    YAMAGUCHI Haruhisa, YAMAGUCHI Yumi, KASAI Toshinobu

    Japan Journal of Educational Technology   28 ( 4 )   295 - 302   2004

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

    This study aims at developing a new subjective assessment index by simply evaluating the effect of work duration on the VDT worker's Psycho-physiological state. The method of this study was to examine how the effects of continuous work sessions for 100, 200 and 400 minutes on workers, who were reflected in the results of text writing works prepared based on mental fatigues tests using a simplified check questions. The check questions were selected by factor analysis to the students by the preliminary research. The test tasks were the text writing for twenty minutes work continually a total of five times, nine times and 17 times at a cycle of 20 minutes per cycle following a timetable. The subjects were total of 38 female and male, who were university students and high school students. As a result, it was found that subjective symptoms that develop during the work can be evaluated from three different factors. The factors are 1) drowsiness and fatigue, 2) effort to overcome strain and 3) weariness and difficulty of concentration. To evaluate the accumulated work strain that develops during the work, it is effective to evaluate the drowsiness and fatigue or weariness and difficult of concentration. To evaluate the attention and effort to cope with the work stress, the effort to overcome strain is an effective measure. Based on this result, a new subjective assessment index has been developed with six items representing each of the three factors, which is easily applicable to field surveys.

    DOI： 10.15077/jjet.KJ00003730633

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  • The Effects of Interactions among Prospective Teachers who Studied Different Subjects in a CSCL Environment Reviewed

    NAGATA Tomoko, SUZUKI Mariko, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu

    Japan Journal of Educational Technology   28 ( Suppl. )   5 - 8   2004

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    DOI： 10.15077/jjet.KJ00003730653

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  • Development of a System that Support Teachers of IT Education in the Instructional Design Process based on Ontorogy Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, MIZOGUCHI Riichiro

    Proceedings of International Conference on Computers in Education (ICCE2003)   1099 - 1102   2003.11

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  • The Proposal of an Expression of the Instructional Model of Information Education based on Ontology Theory Reviewed

    KASAI Toshinobu, YAMAGUCHI Haruhisa, MIZOGUCHI Riichiro

    Proceedings of World Conference on Educational Multimedia and Hypermedia (ED-MEDIA2003)   1984 - 1987   2003.7

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  • 家庭科教員養成のための新しい授業の試みとその検討CSCL環境下での多様な社会的相互交流 Reviewed

    永田 智子, 鈴木 真理子, 中原 淳, 西森 年寿, 笠井 俊信

    日本教育工学会論文誌   27 ( Suppl. )   201 - 204   2003

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  • An ontological approach for supporting the instructional design process of information education Reviewed

    T Kasai, H Yamaguchi, R Mizoguchi

    ARTIFICIAL INTELLIGENCE IN EDUCATION   97   437 - 439   2003

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    When a teacher designs an instruction plan for information education, it is necessary to include not only the target goal of the unit but also other related goals determined by types of teaching tools and teaching materials. The purpose of this study is to support the teacher of information education in the process of designing the instruction plan. First, we propose a process for instructional design which is adapted to information education. Next, we present concepts, which comprise designed instruction and information education based on ontology theory. Finally, we develop a system which supports the teacher in the instructional design process.

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  • Systematic Description of Functional Knowledge based on Functional Ontologies and Its Use for Supporting Design of Functional Structures Reviewed

    KITAMURA Yoshinobu, KASAI Toshinobu, YOSHIKAWA Mariko, TAKAHASHI Masaru, KOZAKI Kouji, MIZOGUCHI Riichiro

    Transactions of the Japanese Society for Artificial Intelligence   17 ( 1 )   73 - 84   2002

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Society for Artificial Intelligence  

    In conceptual design, a designer decomposes a required function into sub-functions, so-called functional decomposition, using a kind of functional knowledge representing achievement relations among functions. Aimin at systematization of such functional knowledge, we proposed ontologies that guide conceptualization of artifacts from the functional point of view. This paper discusses its systematic description based on the functional ontologies. Firstly, we propose a new concept named "way of achievement" as a key concept for its systematization. Categorization of typical representations of the knowledge and organization as is-a hierarchies are also discussed. Such concept, categorization, and functional ontologies make the functional knowledge consistent and applicable to other domains. Next, the implementation of the functional ontologies and their utility on description of the knowledge are shown. Lastly, we discuss development of a knowledge-based system to help human designers redesign an existin artifact. The ontology of functional concepts and the systematic description of functional knowledge enable the supporting system to show designers a wide range of alternative ways and then to facilitate innovative redesign.

    DOI： 10.1527/tjsai.17.73

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  • Ontology-based Description of Functional Design Knowledge and its Use in a Functional Way Server Reviewed

    KITAMURA Yoshinobu, KASAI Toshinobu, MIZOGUCHI Riichiro

    Proceedings of the Pacific Asian Conference on Intelligent Systems (PRIS2001)   24 ( 2 )   400 - 409   2001

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  • The collaborative system with situated agents for activating observation learning Reviewed

    T Okamoto, T Kasai

    INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS   1839   93 - 102   2000

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：SPRINGER-VERLAG BERLIN  

    This study focuses on modality of externalized knowledge-acquisition on problem solving via "Learning by Observing" and "Learning by Teaching /Explaining". Among the learning effects expected by collaborative learning, we can suppose meta-cognition/distributed cognition such as reflective thinking, self-monitoring and so on. We propose the architecture of the intelligent collaborative system with situated agents for activating observation learning, which is a kind of virtual collaborative learning environment. The situated agents are embedded in this system, who have the different roles to make a real student activate observation learning. Each of the situated agents behaves dynamically based on the "Student Model" which represents the understanding state of a real student, and "Transforming Process Model" which stands for the converting process from internal state into external state for a level of acquired knowledge. A real student is expected to acquire any meta-knowledge via the interaction among situated agents in the collaborative learning environment. A facilitator agent who is a kind of a situated agent manages these Models and controls the other situated agents' behavior. Moreover, it can identifies a real student's bugs/faults occurred in the converting operations.

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  • 仮想的協調学習環境におけるエージェント間コラボレーション Reviewed

    笠井 俊信, 岡本 敏雄

    情報処理学会論文誌   40 ( 11 )   3934 - 3945   1999

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  • The Proposal of Intelligent Collaborative Learning Environment Embedded Plural Peer Agents Reviewed

    KASAI Toshinobu, OKAMOTO Toshio

    Proceedings of World Conference on Computer and Advanced Technology in Education (CATE'99)   175 - 179   1999

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  • The support for collaborative learning with companion agents Reviewed

    T Kasai, T Okamoto

    ADVANCED RESEARCH IN COMPUTERS AND COMMUNICATIONS IN EDUCATION, VOL 1   55   760 - 767   1999

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    Among the fe;ming effects which are expected by collaborative learning in this study we concentrate on problem-solving knowledge fixing via 'Learning hy Teaching' and problem-solving knowledge aquisition via 'Learning by Observing'. We propose a virtual collaborative learning environment called CASLE (Companion AgentS Learning Environment), embedding Companion Agents which have each of these learning goals in their Teaching Strategies. These Companion Agents' behavior is based on a 'Student Model', which represents the understanding state of a Real Student, tmd a 'Learning Pattern Model', which represents what level of knowledge carding to each Teaching Strategy, a real student is expected to acquire by experiencing a situation in the collaborative learning environment A Facilitator Agent manages these Models and controls the Companion Agents' behavior. Moreover, it identifies faults of the terming pattern of the real student by comparison with the Learning Pattern Model, and it points then out to him.

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  • Student's Strategies in Collaborative Learning Environment with multi Companion Agents Reviewed

    OKAMOTO Toshio, KASAI Toshinobu

    Proceedings of the International PEG Conference (PEG'99)   1999

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  • The development of an intelligent learning environment for supporting meta-cognition ehancement Reviewed

    KASAI Toshinobu, OKAMOTO Toshio

    Proceedings of World Conference on Educational Multimedia and Hypermedia (ED-MEDIA98)   673 - 678   1998.6

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  • 定性推論を利用したシミュレーション学習支援システムの開発と評価 Reviewed

    岡本 敏雄, 笠井 俊信, 緒方 博

    教育工学雑誌   23 ( 3 )   153 - 162   1998

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  • Peer Agent を組み込んだ知的学習環境の構築 Reviewed

    笠井 俊信, 岡本 敏雄

    教育システム情報学会誌   14 ( 3 )   38 - 47   1997

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  • 学びの構成原理に基づく自動発話分析手法の提案

    陳文君, 笠井俊信

    教育システム情報学会研究報告   39 ( 4 )   1 - 7   2024.11

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  • 授業設計支援のための生成AIの疑似学習者的活用

    笠井俊信, 大﨑理乃, 林雄介, 益川弘如

    教育システム情報学会研究報告   39 ( 2 )   55 - 62   2024.7

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  • 授業動画分析・可視化システムを活用した教員養成授業の設計と実践

    笠井俊信, 大﨑理乃, 山田剛史, 阿内春生, 永野和男

    教育システム情報学会研究報告   38 ( 3 )   46 - 53   2023.9

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  • 学士課程における発話分析可視化ツールを利用した授業設計教育の実践

    大﨑理乃, 笠井俊信, 山田剛史

    教育システム情報学会研究報告   35 ( 7 )   103 - 110   2021.3

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  • 主権者の為のメディア・情報・リテラシールーブリックの開発研究－日本人の大学生を対象に－

    朱誉, 笠井俊信

    日本教育工学会研究報告集   20 ( 3 )   117 - 124   2020.10

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  • 学びの構成原理に基づく授業デザインと評価方法の提案－小学校におけるジグソー法を組み込んだ算数授業を対象とした実践－

    大﨑理乃, 笠井俊信, 林雄介, 益川弘如

    教育システム情報学会研究報告   34 ( 5 )   21 - 26   2020.1

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  • 発話分析可視化ツールを活用した授業振り返り研修の実践

    笠井俊信, 大﨑理乃, 林雄介, 益川弘如

    教育システム情報学会研究報告   34 ( 4 )   41 - 48   2019.11

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  • A Case Study of Teacher Training at Elementally School for Deep Understanding of Design Mechanism

    19 ( 1 )   301 - 306   2019.3

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  • 中学校技術科におけるScratchを用いた授業実践と評価－知識構成型ジグソー法を適用して－

    太田雅之, 笠井俊信

    教育システム情報学会研究報告   33 ( 6 )   9 - 16   2019.3

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  • Practices of Teacher Training Program Based on Creating Wide Other Proposals of Instructional Strategy and Its Effectiveness

    18 ( 5 )   209 - 214   2018.12

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  • An Experiment of Teacher Training Program Based on Goal Hierarchical Structure : For Designing Instruction Based on the Knowledge-Constructive Jigsaw Method

    17 ( 5 )   97 - 102   2017.12

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  • A Practical Use of Visualizing Lesson Structures to Enhance Skills to Design Instructions in Teacher Training Education and Its Effect

    76   70 - 75   2016.3

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  • Extracting the Deep Structure of Lesson Plan for Lesson Design Based on Teaching Knowledge in a Teachers' Community of Practice

    115 ( 492 )   291 - 296   2016.3

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  • The design and development of a practice system for reconstruction of intention structure in lesson plans

    75   39 - 43   2015.11

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  • Similarities between Goals of AI Researchers and Teachers

    Toshinobu Kasai, Graduate School of Education Master's Program Okayama University

    30 ( 3 )   289 - 290   2015.5

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  • An Effect of Teachers' Awareness Facilitated by Externalizing Lesson Structure

    笠井 俊信, 益川 弘如, 永野 和男

    先進的学習科学と工学研究会   73   13 - 18   2015.3

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  • An Effect of Visualizing Lesson Structures in Teacher Education Program

    28   1 - 4   2014

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  • Towards Utilization of the Lesson Scenario Model in Teacher Education Program

    27   1 - 4   2013

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  • Practical Uses and Evaluation of a Domain Independent Instructional Design Support System

    笠井 俊信, 益川 弘如, 永野 和男

    人工知能学会全国大会論文集   26   1 - 4   2012

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  • Instructional Design Support based on Automatic Interpretation of Teacher's Design Intention : Evaluation of the effectiveness through the practical uses

    笠井 俊信, 益川 弘如, 永野 和男

    先進的学習科学と工学研究会   63   11 - 16   2011.11

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  • A case study on modeling lesson plans with theory-aware authoring system

    61   73 - 80   2011.3

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  • Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice

    25   1 - 4   2011

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  • Toward extraction of practical knowledge from lesson plans with ontological modeling

    25   1 - 4   2011

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  • Toward reflective design support of lesson plans: a case study on ontological modeling of a lesson plan

    JSiSE research report   25 ( 1 )   39 - 46   2010.5

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  • Development and evaluation of Web-based Program “eLESSER” toward a Network Community for Lesson Study

    Mariko Suzuki, Tomoko Nagata, Toshihisa Nishimori, Toshio Mochizuki, Toshinobu Kasai, Jun Nakahara

    Educational Technology Research   33 ( 3 )   219 - 227   2010

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  • Supports in Process for Designing Instruction based on Instructional/Learning Theories

    24   1 - 4   2010

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  • FIMA: flexible instructional design support multi-agent system

    10 ( 1 )   9 - 12   2010

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  • A Study of the Influence of Noise on Learners during Text Input Work with Visual Display Terminals

    YAMAGUCHI Yumi, NITTA Yukiko, KAWASAKI Yuka, KASAI Toshinobu, YAMAGUCHI Haruhisa

    Journal of the Japanese Society of Technology Education   50 ( 3 )   143 - 150   2008.9

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  • Multi-Agent system for supporting teachers dynamically in designing instruction

    22   1 - 4   2008

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  • Internal Structure of Information Ethics Awareness in Junior and Senior High School Students and University Students

    YAMAGUCHI Yumi, YAMAGUCHI Haruhisa, KASAI Toshinobu

    Journal of the Japanese Society of Technology Education   49 ( 3 )   185 - 196   2007.11

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  • Development of information ethics education support system that considers use state of developmental stage and Information Instruments

    ISHIDA Takashi, KASAI Toshinobu

    Research report of JET Conferences   2007 ( 4 )   19 - 26   2007.10

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  • A difference in professional ability that young teachers feel from skilled teachers through lesson study: basic investigation toward development of a system that supports young teachers for enhancement of professional ability

    Bulletin of Research and Development Center for Educational Practice,Okayama University   7   115 - 123   2007

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  • A Comparison of Visual Cognition Across School-years in Text Reading on Visual Display Terminals Using Cathode Ray Tube

    YAMAGUCHI Yumi, YAMAGUCHI Haruhisa, KASAI Toshinobu

    Journal of the Japanese Society of Technology Education   47 ( 4 )   289 - 296   2005.12

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  • Support for teachers of IT/information education based on Semantic Web Technology

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    IEICE technical report   105 ( 336 )   57 - 62   2005.10

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    A goal of IT/information education is to enable students to acquire the ability of using information suitably in the various situations in the information society. Such meta-ability cannot be learned in the traditional Japanese instructional way of knowledge being transmitted by teachers. When a teacher designs a lesson plan for IT/information education, it is necessary to include not only the core goal of the unit but also other related goals determined by types of teaching tools and teaching materials. However, the Japanese teachers do not have many experiences of the instruction for the meta-ability and there are very few specialist of IT/information. So, it is necessary for them to support designing instruction of IT/information education from the various viewpoints. In this study, we expressed the structure of IT/information education clearly based on ontology theory. In this study, we describe the outline of the whole support for teachers of IT/information education based on the ontologies.

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  • Meetings among Diverse Communities : Participation of Experts in Courses of a Teacher Education Program

    SUZUKI Mariko, NAGATA Tomoko, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu, SUZUKI Hideyuki

    日本科学教育学会研究会研究報告   20 ( 2 )   53 - 56   2005.9

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    DOI： 10.14935/jsser.20.2_53

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  • Visual Cognition of Junior High School Students at Visual Display Terminals

    YAMAGUCHI Yumi, YAMAGUCHI Haruhisa, KASAI Toshinobu

    Journal of the Japanese Society of Technology Education   46 ( 4 )   193 - 199   2004.12

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  • 情報教育目標オントロジーの構築とその応用システム (「セマンティックWebとE-learning」および一般)

    笠井 俊信, 山口 晴久, 永野 和男

    先進的学習科学と工学研究会   42   41 - 46   2004.11

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  • Digital teaching portfolios of preservice teachers

    NAGATA Tomoko, SUZUKI Mariko, MOCHIZUKI Toshio, NISHIMORI Toshihisa, NAKAHARA Jun, KASAI Toshinobu, KATO Hisae

    日本教育工学会大会講演論文集   20   443 - 444   2004.9

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  • An Analysis of the Goal of Information Education in Each Sub-Subject of the Subject "Information"

    KASAI Toshinobu, YAMAGUCHI Haruhisa, NAGANO Kazuo, MIZOGUCHI Riichiro

    20   287 - 288   2004.9

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  • Development of Pre-/In-Service Teacher Training System Based on the Cooperation between the Faculty of Education and the Prefectural Board of Education : As a Countermeasure toward the Advanced Information Society

    KONDOH I., YAMAMOTO T., FURUICHI Y., YAMAMOTO H., KUROSAKI K., KASAI T., HIRAMATSU S., KISHI S., KUMASHIRO T., DOHI N., OOTA J., FUJIMOTO Y., KOBAYASHI T., OKANO K., NAKANISHI T., SASAKI H., MASUDA S.

    20   433 - 434   2004.9

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  • A Practical Study of Developing Teaching Portfolio Involving Movie Files of Teaching Practices

    NAGATA Tomoko, SUZUKI Mariko, MOCHIZUKI Toshio, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu, KATO Hisae

    Research report of JET Conferences   2003 ( 6 )   59 - 62   2003.12

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  • A Practical Study in a Teacher Education Program Based on a Cyclic-Thinking-Activities-Model : An Expert's Lecture to Link Learners' Practical Knowledge with Scientific Knowledge

    NAGATA Tomoko, SUZUKI Mariko, NISHIMORI Toshihisa, NAKAHARA Jun, KASAI Toshinobu, MATSUKAWA Hideya, YAMAGIWA Koei, KURIHARA Shin, SUZUKI Hideyuki

    19 ( 1 )   383 - 384   2003.10

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  • A Practical Study in a Teacher Education Program Based on the "Cyclic-Thinking-Activities-Model" : An Expert's Participation in a CSCL Environment

    YAMAGIWA Koei, SUZUKI Mariko, NAGATA Tomoko, NISHIMORI Toshihisa, NAKAHARA Jun, KASAI Toshinobu, KURIHARA Shin, SUZUKI Hideyuki

    日本教育工学会大会講演論文集   19 ( 1 )   381 - 382   2003.10

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  • Courses Involving Experiments in Teacher Education Programs : Innovating the " Cyclic-Thinking-Activities-Model" with Using a CSCL Environment

    SUZUKI Mariko, NAGATA Tomoko, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu, SUZUKI Hideyuki

    日本教育工学会大会講演論文集   19 ( 1 )   379 - 380   2003.10

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  • An analysis of the learning activities based on the ontology of the information technology education and an application to the instructional design support system

    KASAI Toshinobu, YAMAGUCHI Haruhisa, MIZOGUCHI Riichiro

    19 ( 2 )   651 - 652   2003.10

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  • Systematization of the Contents of Information Ethics Education and Students' Consciousness of the Subject [Information]

    YAMAGUCHI Hanruhisa, KASAI Toshinobu

    19 ( 1 )   285 - 286   2003.10

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  • A Model of Constructing the Cooperation System between Institute of Teacher Education/Training Centers for Teachers/Schools : Focusing on Utilizing Multi-Teleconference System, Digital Aids for Teaching/Learning & Internship Practices with Cooperation between Three Organizations

    KONDOH I., FURUICHI Y., YAMAMOTO T., YAMAMOTO H., KASAI T., HIRAMATSU S., KISHI S., KUMASHIRO T., DOHI N., OOTA J., FUJIMOTO Y., KOBAYASHI I., OKANO K., NAKANISHI T., SASAKI H., MASUDA S.

    19 ( 1 )   281 - 282   2003.10

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  • A Practical Study to Cultivate Affirmative Experiments-Images of Undergraduate Students : Involving the Processes of Learners' Designing and their Reflections in a CSCL Environment

    SUZUKI Mariko, NAGATA Tomoko, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu, YAMAGIWA Koei, YOSHIOKA Haruna, SUZUKI Hideyuki

    年会論文集   27   341 - 342   2003.7

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  • 非同期型CSCLにおける対話データ分析支援システムの開発

    笠井 俊信, 鈴木 真理子, 永田 智子

    岡山大学教育実践総合センター紀要   3 ( 1 )   139 - 146   2003

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  • A Practical Study of Portfolios with Using a Web Environment that Enhances Social Interactions among Prospective Teachers with Different Backgrounds in Different Teacher Education Programs

    SUZUKI Mariko, NAGATA Tomoko, NAKAHARA Jun, NISHIMORI Toshihisa, KASAI Toshinobu

    日本教育工学会大会講演論文集   18   311 - 312   2002.11

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  • The Study about the Conception which Structures Instruction of the Subject "Information" based on Ontology Engineering

    KASAI Toshinobu, YAMAGUCHI Haruhisa, MIZOGUCHI Riichiro

    18   733 - 734   2002.11

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  • A Study of Constructing Remote Consultation/Counseling System for School Teachers ; From the Viewpoints of Hardware and Software

    KONDOH Isao, FURUICHI Yuichi, YAMAMOTO Tsutomu, YAMAMOTO Hideki, KASAI Toshinobu, HIRAMATSU Shigeru, KISHI Seiichi, KUMASHIRO Tooru, SASAKI Hironori

    18   413 - 414   2002.11

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  • Systematic Description of the Conception which Structures Instruction of the Subject "Information" : based on Ontology Theory

    KASAI Toshinobu, YAMAGUCHI Haruhisa, MIZOGUCHI Riichiro

    IEICE technical report. Education technology   102 ( 388 )   63 - 68   2002.10

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    When a teacher designs instruction, it is necessary to understand conception of goals of education, contents of education and situation for education and each relation deeply. It is difficult to understand these, because a main goal of the subject "Information" is meta-ability such as an ability for practical use of information and goals of education and contents of education change greatly according to situation for education like kinds of media. Furthermore, there are many teachers who don't understand even the structure of the subject "Information", because almost teachers are not specialty of the subject "information". Therefore, it is necessary to describe clearly and systematically the structure of the subject "information" and the various conception which relates it. So, in this study, we identify the characteristics of the subject "information" and propose the process model which is suitable for designing the instruction of the subject "information". Moreover, we describe clearly various necessary conception and each relation which are necessary when a teacher designs instruction of the subject "information" based on ontology.

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  • Implementation of fundamental concepts and a functional way server for sharing functional design knowledge

    16   1 - 4   2002

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  • The framework of functional design knowledge systematization that aimed at the share between different fields

    16   1 - 4   2002

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  • A Redesign Supporting System based on Knowledge about Ways of Functional Achievement

    15   1 - 4   2001

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  • The Support for the Observational Learning with multi Companion Agents

    KASAI Toshinobu, OKAMOTO Toshio

    6 ( 2 )   573 - 574   2000.10

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  • The Supporting System for Collaborative Learning with Companion Agents

    24   417 - 418   1999.8

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  • A Method How Companion Agents Decide Actions in the Virtual Collaborative Learning Environment

    24   43 - 44   1999.8

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  • The Learning Strategy Model of a Learner in the Collaborative Learning Environment

    KASAI Toshinobu, OKAMOTO Toshio

    13   52 - 53   1999.6

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  • Supporting for the Collaborative Learning with Agents

    KASAI Toshinobu

    13   77 - 78   1999.6

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  • A Dynamic Communication of Companion Agents based on Learning Strategies of Students

    KASAI Toshinobu, OKAMOTO Toshio

    IEICE technical report. Education technology   99 ( 81 )   73 - 80   1999.5

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    Among the learning effects which are expected by collaborative learning, in this study we concentrate on problem-solving knowledge fixing with 'Learning by Teaching' and problem-solving knowledge acquisition with 'Learning by Observing'. We propose a virtual collaborative learning environment, called CASLE (Companion AgentS Learning Environment), embedding Companion Agents which have each of these learning effects as Teaching Strategies. These Companion Agents' behavior is based on a 'Student Model', which represents the understanding states of a Real Student, and a 'Learning Strategy Model', which represents what level of knowledge a real student acquires by experiencing a situation in the collaborative learning environment, according to each Teaching Strategy. A Facilitator Agent manages these Models and controls the Companion Agents' behavior. Moreover, it identifies faults of learning strategies of the real student from the Learning Strategy Model, and it points them out to him.

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  • The case amendment structure based on a learning activity model in the information education practice case reasoning system

    KANEDA Katsuhiko, TAKAOKA Ryo, KASAI Toshinobu, MATSUI Tatsunori, OKAMOTO Toshio

    IEICE technical report. Education technology   99 ( 31 )   15 - 22   1999.4

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    In this study, we develop the information education practice case reasoning system which provides information of the practice case to a teacher who is engaged in information education. As to provide the practice case, we need to build DB with indexing practice cases. And we need to design a function which reasons a practice case which a user demands from DB. Moreover, not only function which provides the practice case simply, but also amends the reasoned case according to user's demands are necessary. So, in this study we apply Case-Based Reasoning in a system. And the system amends learning activity according to user's demands, making use of an case amendment function which is one of Case-Based-Reasoning's functions. We propose a method which amends learning activity according to relations among each activity and instructional goals. In this paper, we describe about compositions of the information education practice case reasoning system and the amendment function in detail.

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  • Offer of a Dynamic Role in a Collaborative Learning Environment in Cooperated with Multi Companion Agents

    58   343 - 344   1999.3

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  • The Collaborative Learning Process with plural Peer Agents

    KASAI Toshinobu, OKAMOTO Toshio

    14   655 - 656   1998.9

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  • An idea and possibility of distance education systems using VOD

    OKAMOTO Toshio, MATSUI Tatsunori, TAKAOKA Ryo, KASAI Toshinobu, KANEDA Katsuhiko

    14   213 - 216   1998.9

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  • Collaborative Dialogue Protocols between Peer Agents

    KASAI Toshinobu, OKAMOTO Toshio

    12   612 - 615   1998.6

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  • The Basic Concept of Supporting Collaborative Learning embedding Peer Agents

    KASAI Toshinobu, OKAMOTO Toshio

    IEICE technical report. Education technology   98 ( 76 )   17 - 24   1998.5

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    There are two kinds of learning effects expected of providing a learners a Cooperative Learning Environment. One is a fixing of problem-solving knowledge by way of reflection which is facilitated by explaining to peer students(Learning by Teaching). The other is an aquisition of problem-solving knowledge by way of observing peer student's behavior(Learning by Observing). We propose an Intelligent Cooperative Learning Environment the purpose of which is an enhancement of these learning effects by embedded Taught Agent and Observed Agent called Peer Agent. Taught Agent's aim is to facilitate a real student's Learning by Teaching, and Observed Agent's aim is to facilitate his/her Learning by Observing. These agents'behavior are controlled by Facilitator Agent. Facilitator Agent adopts more effective strategy according to a real student's state about problem-solving knowledge and cognition of peer student's state. Moreover, he amends adopted strategy to enhance real student's cognitive ability about peer student's state, and instructs a Peer Agent to behave with on amended action.

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  • Proposal of an Intelligent Cooperative Learning Environment embedded Peer Agents

    KASAI Toshinobu, OKAMOTO Toshio

    IEICE technical report. Education technology   98 ( 35 )   41 - 48   1998.4

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    There are two kinds of learning effects expected of providing a learner a Cooperative Learning Environment.One is a fixing of problem-solving knowledge by way of reflection which is facilitated by explaining to peer students (Learning by Teaching).The other is an aquisition of problem-solving knowledge by way of observing peer student's behavior (Learning by Observing).We propose an Intelligent Cooperative Learning Environment the purpose of which is an enhancement of these learning effects by embedded Poor Agent and Rich Agent called Peer Agent.Poor Agent's aim is to facilitate a real student's Learning by Teaching, and Rich Agent's aim is to facilitate his/her Learning by Observing.These agents' behavior are controlled by Facilitator Agent.Facilitator Agent adopts more effective strategy according to a real student's state about problem-solving knowledge and cognition of peer student's state.Moreover, he amends adopted strategy to enhance real student's cognitive ability about peer student's state, and instructs a Peer Agent to behave with on amended action.

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  • Peer Agentsによる知的協調学習環境の提案

    笠井 俊信, 岡本 敏雄

    知的教育システム研究会   ( 22 )   41 - 48   1998.4

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    Language：Japanese   Publisher：人工知能学会  

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  • Development and Evaluation of Simulation Learning Supported System Using Qualitative Reasoning--In the Domain of Colliding Phenomenon of Pendulum

    OKAMOTO Toshio, KASAI Toshinobu, OGATA Hiroshi

    Japan journal of educational technology   21 ( 3 )   153 - 162   1997.12

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  • A Cooperative Dialogue Model for Supporting Recognizing Ability about a Peer Agent

    55   506 - 507   1997.9

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  • Design of Student's Mental Model in a Cooperative Learning Environment

    KASAI Toshinobu, OKAMOTO Toshio

    11   187 - 188   1997.6

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  • A Cooperative Dialogue Model of Peer Agent for Supporting an Enhancement of Ability of Recognizing Companion Agent

    KASAI Toshinobu, OKAMOTO Toshio

    IEICE technical report. Education technology   97 ( 82 )   33 - 40   1997.5

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    Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

    The purpose of this study is to construct a peer learning environment within the framework of a multi-agent system. Expected result is that by installing the Computer Companion (as one of the agents), a real student will be able to get a deep understanding of his own ability of problem-solving through ovservation and reflection. For such a learning process, the ability of recognizing the state of peer students accurately is required, as a student learns behavior which he judges to be necessary for himself from the state of peer students, recognized through his actions in a peer learning environment. If a student lacks the ability, he learns a wrong behavior and at the same time regards a correct behavior of a peer student as an error. For these reasons, we have developed an agent based mechanism for enhancing meta-cognition (i. e. monitoring the state of peer students and also monitoring the process of recognition) in this research.

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  • A Mutual Modeling between two Students in a Cooperative Learning Environment

    KASAI Toshinobu, OKAMOTO Toshio

    IEICE technical report. Artificial intelligence and knowledge-based processing   97 ( 63 )   1 - 8   1997.5

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    Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

    The purpose of this study is to construct a peer learning environment within the framework of a multi-agent system. Expected result is that by installing the Computer Companion (as one of the agents), a real student will be able to get a deep understanding of his own ability of problem-solving through ovservation and reflection. For such a learning process, the ability of recognizing the state of peer students accurately is required, as a student learns behavior which he judges to be necessary for himself from the state of peer students, recognized through his actions in a peer learning environment. If a student lacks the ability, he learns a wrong behavior and at the same time regards a correct behavior of a peer student as an error. For these reasons, we have developed an agent based mechanism for enhancing meta-cognition (i.e. monitoring the state of peer students and also monitoring the process of recognition) in this research.

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  • A Function for Supporting an Enhancement of Ability for Recognizing the state of a Peer Student in a Cooperative Learning Environment

    KASAI Toshinobu, OKAMOTO Toshio

    IEICE technical report. Education technology   97 ( 33 )   85 - 92   1997.4

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    Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

    The purpose of this study is to construct a peer learning environment within the framework of a multi-agent system. Expected result is that by installing the Computer Companion (as one of the agents), a real student will be able to get a deep understanding of his own ability of problem-solving through ovservation and reflection. For such a learning process, the ability of recognizing the state of peer students accurately is required, as a student learns behavior which he judges to be necessary for himself from the state of peer students, recognized through his actions in a peer learning environment. If a student lacks the ability, he learns a wrong behavior and at the same time regards a correct behavior of a peer student as an error. For these reasons, we have developed an agent based mechanism for enhancing meta-cognition (i.e. monitoring the state of peer students and also monitoring the process of recognition) in this research.

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  • A Study of a Mutural Modeling in a Cooperative Learning Environment with Companion Agent

    KASAI Toshinobu, OKAMOTO Toshio

    Technical report of IEICE. KBSE   96 ( 595 )   89 - 96   1997.3

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    Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

    The purpose of this study is to construct a peer learning environment in a frame of multi-agent system. Expected results are; with installing Computer Companion(as one of agents), a real student will be able to get deep understanding of his own ability for problem-solving through observation and reflection. For such a learning process, the ability for recognizing the state of peer students accurately is required. For supporting an enhancement of ability of meta-cognition intelligently, it is required to build a model. Then, the main purpose is to build a peer student's understanding model. Based on this model, the system evaluates a real student's ability of meta-cognition and supports an enhancement of ability of meta-cognition intelligently.

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  • Design of Peer Learning Environment with Computer Companion

    54   267 - 268   1997.3

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  • A Development of Peer Learning Environment for Supporting an Enhancement of Ability of Meta-Cognition

    Kasai Toshinobu, Okamoto Toshio

    IEICE technical report. Artificial intelligence and knowledge-based processing   96 ( 453 )   9 - 14   1997

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    Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

    The purpose of this study is to construct a peer learning environment in a frame of multi-agent system. Expected results are; with installing Computer Companion (as one of agents), a real student will be able to get deep understanding of his own ability for problem-solving through observation and reflection. For such a learning process, the ability for recognizing the state of peer students accurately is required. For supporting an enhancement of ability of meta-cognition intelligently, it is required to build a model. Then, the main purpose is to build a peer student's understanding model. Based on this model, the system evaluates a real student's ability of meta-cognition and supports an enhancement of ability of meta-cognition intelligently.

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  • Mutual Modeling of Meta-Cognition by Peer Agent in Cooperative Learning Environment

    KASAI Toshinobu, OKAMOTO Toshio

    12   493 - 494   1996.11

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  • Design of Peer Student's Understanding Model for Dialogue with Computer Companion

    53   321 - 322   1996.9

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  • A Study on Mutual Modeling of Metacognition according to Dialogue with Computer Companion

    KASAI Toshinobu, MATSUDA Noboru, OKAMOTO Toshio

    IEICE technical report. Education technology   96 ( 16 )   71 - 76   1996.4

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    Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

    The importance of social interaction has been pointed out concerning over the studnets' cognitive development. The students would aquire and make be stable some sort of knowledge by the learning by observing, the thinking by reflecting, and criticizing other studnets, thoughout this interaction. In this learning environment, studnts have to recongnize the understanding level of companions (i.e., the other students). In this study, we propose a collaborative learning environment which has the artificial computer agent (computer companion). We also propose a learning suporting system which include this environment. This learning system would improve students recognizing abiliteis by comparing the model of the computer companion built by students and the actual knowledge structure of the computer companion.

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  • Design of Peer Student's Understanding Model of Real Student

    52   335 - 336   1996.3

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  • 様相論理を用いたメタ認知の相互モデリング (第16回 IES)

    笠井 俊信, 岡本 敏雄

    合同研究会AIシンポジウム   ( 7 )   39 - 44   1996

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    Language：Japanese   Publisher：人工知能学会  

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  • A Model of Cooperative Dialogues for Peer Learning Environment

    KASAI Toshinobu, TAKAOKA Ryo, MATSUDA Noboru, OKAMOTO Toshio

    1995 ( 4 )   47 - 52   1995.12

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Awards

  • 研究会優秀賞

    2024.8   教育システム情報学会  

    笠井俊信

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  • 研究会優秀賞

    2020.9   教育システム情報学会  

    笠井 俊信

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  • 研究会優秀賞

    2019.9   教育システム情報学会  

    笠井 俊信

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  • 論文賞

    2019.9   教育システム情報学会  

    笠井 俊信

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  • 研究奨励賞

    2011.9   日本教育工学会  

    笠井 俊信

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  • 研究会優秀賞

    2004.6   人工知能学会  

    笠井 俊信

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Research Projects

  • 学習プロセス評価に基づく授業研究手法のオンライン実践的開発

    Grant number：22H01043  2022.04 - 2026.03

    日本学術振興会  科学研究費助成事業  基盤研究(B)

    笠井 俊信, 平嶋 宗, 溝口 理一郎, 益川 弘如, 大崎 理乃, 永野 和男, 林 雄介

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    Authorship：Principal investigator 

    Grant amount：\17290000 （ Direct expense: \13300000 、 Indirect expense：\3990000 ）

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  • 授業設計と学習のプロセスデータの往還分析による授業研究手法の実践的開発

    Grant number：19H01715  2019.04 - 2023.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    笠井 俊信, 平嶋 宗, 溝口 理一郎, 益川 弘如, 大崎 理乃, 永野 和男, 林 雄介

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    Authorship：Principal investigator 

    Grant amount：\17160000 （ Direct expense: \13200000 、 Indirect expense：\3960000 ）

    本研究の目的は，新学習指導要領で示された新たな学力観に基づいた授業設計力を， 教師らが効果的に共有し向上させていくことができる授業研究サイクルの開発と実践運用をしていくことである．本研究の目的を達成するために，今年度は以下の4つの課題に取り組んだ．
    1．学習プロセスデータの収集と分析・評価手法の開発を行った．知識構成型ジグソー法を対象に，教員研修等で複数の学校現場にて支援活動を行った．これらの活動の機会を活用して，知識構成型ジグソー法を組み込んだ授業における学習者たちの学習プロセスのデータを収集した．今年度は，学習者間の対話データを中心にワークシートなどの学習の成果物を対象に分析・評価を行った．これらの学習プロセスデータを対象に，「学びの構成原理」を踏まえて核となる表現を明確に指定することで，分析者の主観に依存することなく対象とする学び」の本質に依存した観点からの客観的な分析と評価を行う手法を開発した．教師らが直感的に理解できるように，視覚的に分析・評価の結果を示すことを目指して，教師らの意見を聞きながらその表現方法について検討を行った．
    2．授業設計プロセスデータの収集と分析・評価手法の開発を行った．一般的な授業研究では，授業を設計するプロセスが着目されることは少ないが，本研究では持続的な授業研究サイクルを目指すため，授業設計のプロセスも分析・評価・支援の対象とした．
    3．客観的学習成果の分析・評価手法の開発を行った．我々がこれまで開発してきた評価手法を土台にして，「学びの構成原理」に基づいて評価すべき観点を明確にした上で客観的な学習成果の分析・評価手法を検討・開発を行った．
    4．授業研究サイクルの実践と評価を行った．1．2．のデータ収集のため，3．の成果を実践に適用してその効果を確認し，更なる課題の発見と改善につなげるために，複数の現場での実践を継続して行った．

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  • VR・AR技術を用いた木材加工実習支援ツールの開発

    Grant number：19K02731  2019.04 - 2023.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

    入江 隆, 森岡 弘, 平田 晴路, 笠井 俊信

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    Authorship：Coinvestigator(s) 

    Grant amount：\4420000 （ Direct expense: \3400000 、 Indirect expense：\1020000 ）

    生徒が「材料と加工の技術」の授業の「設計」段階で完成予想物の問題点，改善点に気付くことを支援するツールの開発を目的とし，本年度は以下の取組を行った。
    １．製作品が描かれた製図をタブレット端末で写真撮影するアプリの開発：教育現場で使用する場合，生徒が撮影した写真はその生徒専用のフォルダに保存する。製作品の設計に試行錯誤させる状況を考えると，複数回の写真撮影を想定し，各写真に適切なファイル名を付けて保存する必要がある。また，製図の写真を撮る際，製図とタブレット端末との距離及び撮影角度を一定にすることは困難である。結果として，撮影された製図の大きさはバラバラとなり，歪んだ写真となってしまう。この状況で製作品の各部材を3Dオブジェクトとして正確にディジタルデータ化するためには，写真の補正が必要となる。本年度は使用するタブレット端末をiPadと決定し，その端末上で動作するカメラアプリに必要とされる仕様を定め，アプリ開発を開始した。
    ２．写真の補正方法検討：上記１．でカメラアプリに必要とされる機能の一つである写真の補正方法を検討し，製図の3隅にマーカーを付けることで対応することになった。それに合わせて専用の製図用紙を作成することになった。
    ３．製図方法の検討：中学校技術科で学ぶ製図方法（キャビネット図，等角図，第三角法による正投影図）の比較検討を行い，等角図が適当との結論に至った。
    ４．製図（等角法）から各部材を3Dオブジェクトとしてディジタルデータ化する方法の検討：等角法の特性と各部材の厚さが一定であることを元に，部材の（厚さ方向を含まない）面の3頂点を決定することで3Dオブジェクトとして検出する。

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  • Development and Practice of Teacher Training Framework based on Constitutive Principle of Learning

    Grant number：16H03077  2016.04 - 2019.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    KASAI toshinobu

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    Authorship：Principal investigator 

    Grant amount：\17420000 （ Direct expense: \13400000 、 Indirect expense：\4020000 ）

    By the school education in Japan, "how do you learn?" comes to be made much of. So, teachers must understand the various learning method appropriately, and apply to a design and the practice of the class. In this study, we developed a teacher training framework based on constitutive principle of learning and practiced it. As a result of having evaluated practice, the teacher training framework that we developed promoted the understanding of the learning method by teachers and was effective for designing better instruction.

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  • 学習・教授プロセス構造の再構成による授業設計の演習化

    2015.04 - 2018.03

    日本学術振興会  科学研究費補助金 基盤研究（C） 

    林 雄介

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    Grant type：Competitive

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  • A engineering and practical approach to improve teachers' professional ability

    Grant number：25282057  2013.04 - 2016.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    Kasai Toshinobu, HAYASHI Yusuke, MASUKAWA Hiroyuki, NAGANO Kazuo, MIZOGUCHI Riichiro

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    Authorship：Principal investigator 

    Grant amount：\17940000 （ Direct expense: \13800000 、 Indirect expense：\4140000 ）

    This study broke a task of designing instruction into planning instruction and inquiring instruction, and aimed to improve each tasks by visualizing teachers' intentions. Concretely, we performed that were 1) to extract teaching knowledge of the jigsaw learning method which is an instructional model for assessment and teaching of 21st century skills, 2) to build a framework to evaluate instructions which include jigsaw learning method, and 3) to practice evaluations and supports in designing instruction based on the frame work. In future work, we intend to improve the framework through by increasing the experiences of practices based on our approach.

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  • 学習・教授プロセス指向の検索を可能にする学習指導案データベースの構築

    2012.04 - 2015.03

    日本学術振興会  科学研究費補助金 基盤研究（C） 

    林 雄介

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    Grant type：Competitive

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  • 教育の情報化に対応した授業設計動的支援のためのオントロジー工学的アプローチ

    2010.04 - 2013.03

    日本学術振興会  科学研究費補助金 若手研究（B） 

    笠井 俊信

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    Authorship：Principal investigator  Grant type：Competitive

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  • 学習理論・標準化技術Compliant知識サーバーの構築

    2007.04 - 2010.03

    日本学術振興会  科学研究費補助金 基盤研究（A） 

    溝口 理一郎

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    Grant type：Competitive

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  • オントロジーを基盤とした情報教育の授業設計支援システムに関する研究

    2006.04 - 2009.03

    日本学術振興会  科学研究費補助金 若手研究（B） 

    笠井 俊信

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    Authorship：Principal investigator  Grant type：Competitive

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  • オントロジー理論に基づく教師教育マルチエージェントシステムの開発

    2005.04 - 2008.03

    日本学術振興会  科学研究費補助金 基盤研究（B） 

    山口 晴久

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    Grant type：Competitive

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  • 科学系実験・実習授業におけるコミュニケーション活動を促すCSCLの研究

    2005.04 - 2007.03

    文部科学省  特定領域研究 

    鈴木 真理子

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    Grant type：Competitive

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  • e-Learning援用とインターンシップ制を併用した教員養成システムの開発

    2004.04 - 2006.03

    日本学術振興会  科学研究費補助金 基盤研究（C） 

    近藤 勲

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    Grant type：Competitive

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  • A general research in order to evaluate the metabolic risk of obesity in children and effect of health support program for them.

    Grant number：16300195  2004 - 2006

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

    ADACHI Minoru, OKISHIMA Kyouta, KIKUNAGA Shigeji, KASAI Toshinobu

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    Grant amount：\15300000 （ Direct expense: \15300000 ）

    The prevalence of pediatric obesity and the risk of metabolic syndrome (MS) are increasing in Japanese school children. In adults, obesity such as high levels of central body fatness, especially visceral adipose tissue (VAT), are associated with risk factors for coronary heart disease, hypertension, and non insulin-depended diabetes mellitus. The purpose of the present research was to evaluate the metabolic risk and VAT area in obese children and effect of health support program for them. In this summary, we will focus our attention on the relationship between VAT and MS in obese children.
    We examined the relationship between VAT area and MS in 392 (boys 212, girls 174) obese children 6 to 14 years old. VAT and subcutaneous adipose tissue (SAT) were measured by computed tomography at the level of the umbilicus. The parameters of MS were used of blood pressure (SBP and DBP) and clinical blood biochemistry. A threshold value of metabolic derangement was calculated, using the analysis of receiver operating characteristic (ROC) curve.
    VAT area was closely associated TG, HDL-c, SBP, DBP, alanine aminotransferase, and uric acid in boys and girls except the influence of age. Pearson's correlation coefficient values were higher in girls than in boys. VAT gave 70% sensitivity and specificity in boys, and 70% sensitivity and 90% specificity in girls. The threshold values for VAT area were 55cm^2 in both boys and girls.
    These results suggested that threshold values of VAT area (55cm^2) be able to classify childhood obese type into with medical problem and those without.

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  • 情報倫理教育における教授知識の体系的記述と教師教育システムへの適用

    2003.04 - 2006.03

    日本学術振興会  科学研究費補助金 若手研究（B） 

    笠井 俊信

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    Authorship：Principal investigator  Grant type：Competitive

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  • 科学系実験・実習授業における学習者のリフレクション活動を促すCSCLの研究

    2003.04 - 2005.03

    文部科学省  特定領域研究 

    鈴木 真理子

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    Grant type：Competitive

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  • 現職教員向けリモートコンサルテーションシステムの構築と実用化への基礎研究

    2001.04 - 2004.03

    日本学術振興会  科学研究費補助金 基盤研究（B） 

    近藤 勲

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    Grant type：Competitive

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  • Information Technology in our Life （2024academic year） 1st semester  - 月5～6

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  • Practical utilization of knowledge （2024academic year） Fourth semester  - その他

  • Craftsmanship and Information Education in the Elementary School Ⅰ （2024academic year） 1st semester  - 火1～2

  • Craftsmanship and Information Education in the Elementary School　Ⅱ （2024academic year） Second semester  - 火1～2

  • Introduction to Industry （2024academic year） 3rd and 4th semester  - 木1～2

  • Introduction to Industry （2024academic year） 3rd and 4th semester  - 木1～2

  • Introduction to Industry （2024academic year） 3rd and 4th semester  - 木1～2

  • Introduction to Industry （2024academic year） 3rd and 4th semester  - 木1～2

  • Studies on Information Study Method ⅠB （2024academic year） Summer concentration  - その他

  • Information Study Education Methodology （BasicⅠ） （2024academic year） Summer concentration  - その他

  • Information Study Education Methodology （BasicⅡ） （2024academic year） Summer concentration  - その他

  • Seminar in Teaching Profession Practice (Secondary school) （2024academic year） 1st-4th semester  - 水7～8

  • Special Studies in Educational Science(Information Technology IA) （2024academic year） 1st semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IB) （2024academic year） Second semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIA) （2024academic year） Third semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIB) （2024academic year） Fourth semester  - 木5,木6

  • Research Methods in Eduational Science(Educational Science and ICT) （2024academic year） Fourth semester  - 火3,火4

  • Project Research in Educational Science （2024academic year） 1st-4th semester  - その他

  • Basic Mathematical and Data Sciences （2024academic year） Third semester  - 木1～2

  • Basic Mathematical and Data Sciences （2024academic year） Third semester  - 木1～2

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2024academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2024academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2024academic year） Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2024academic year） 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2024academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2024academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2024academic year） Fourth semester  - その他

  • Information Technology in our Life （2023academic year） 1st semester  - 月5～6

  • Life and Information （2023academic year） 1st semester  - 月5～6

  • Secondary Education Technology Content Construction Ⅲ （2023academic year） 1st semester  - 月5～6

  • Secondary Education Technology Content Construction Ⅳ （2023academic year） Second semester  - 月5～6

  • Secondary Technology Education Content Structure Basic （2023academic year） 1st and 2nd semester  - 火5～6

  • Information technology Ⅰ （2023academic year） 3rd and 4th semester  - 金3～4

  • Information Science Ⅰ （2023academic year） 1st semester  - 木7～8

  • Information Science Ⅱ （2023academic year） Second semester  - 木7～8

  • Information Technology Ⅰ （2023academic year） 1st semester  - 木3～4

  • Information Technology Ⅱ （2023academic year） Second semester  - 木3～4

  • Seminar　in Information　Ⅰ （2023academic year） 1st semester  - 月1～2

  • Seminar　in Information　Ⅱ （2023academic year） Second semester  - 月1～2

  • Practical utilization of knowledge （2023academic year） Fourth semester  - その他

  • Craftsmanship and Information Education in the Elementary School Ⅰ （2023academic year） 1st semester  - 火1～2

  • Craftsmanship and Information Education in the Elementary School　Ⅱ （2023academic year） Second semester  - 火1～2

  • Information Moral in the Elementary Education　Ⅰ （2023academic year） Third semester  - 火7～8

  • Information Moral in the Elementary Education　Ⅱ （2023academic year） Fourth semester  - 火7～8

  • Introduction to Industry （2023academic year） 3rd and 4th semester  - 木1～2

  • Introduction to Industry （2023academic year） 3rd and 4th semester  - [第３学期]木1～2, [第４学期]その他

  • Introduction to Industry （2023academic year） 3rd and 4th semester  - 木1～2

  • Information Study Education Methodology （BasicⅠ） （2023academic year） Third semester  - 金7～8

  • Information Study Education Methodology （BasicⅡ） （2023academic year） Fourth semester  - 金7～8

  • Information Study Education Methodology （AdvancedⅠ） （2023academic year） Third semester  - 金7～8

  • Information Study Education Methodology （AdvancedⅡ） （2023academic year） Fourth semester  - 金7～8

  • Seminar in Teaching Profession Practice (Secondary school) （2023academic year） 1st-4th semester  - 水7～8

  • Seminar in Teaching Profession Practice (Elementary school) （2023academic year） 1st-4th semester  - 水7～8

  • Special Studies in Educational Science(Information Technology IA) （2023academic year） 1st semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IB) （2023academic year） Second semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIA) （2023academic year） Third semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIB) （2023academic year） Fourth semester  - 木5,木6

  • Research Methods in Eduational Science(Educational Science and ICT) （2023academic year） Fourth semester  - 火3,火4

  • Project Research in Educational Science （2023academic year） 1st-4th semester  - その他

  • Basic Mathematical and Data Sciences （2023academic year） Third semester  - 木3～4

  • Basic Mathematical and Data Sciences （2023academic year） Third semester  - 木3～4

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Fourth semester  - その他

  • Information Technology in our Life （2022academic year） Third semester  - 火5,火6

  • Secondary Education Technology Content Construction Ⅰ （2022academic year） 1st semester  - 火3,火4

  • Secondary Education Technology Content Construction Ⅱ （2022academic year） Second semester  - 火3,火4

  • Secondary Education Technology Content Construction Ⅲ （2022academic year） 1st semester  - 水1～2

  • Secondary Education Technology Content Construction Ⅲ （2022academic year） 1st semester  - その他

  • Secondary Education Technology Content Construction Ⅳ （2022academic year） Second semester  - 水1～2

  • Information Science Ⅰ （2022academic year） 1st semester  - 木7,木8

  • Information Science Ⅱ （2022academic year） Second semester  - 木7,木8

  • Information Technology Ⅰ （2022academic year） 1st semester  - 木3,木4

  • Information Technology Ⅱ （2022academic year） Second semester  - 木3,木4

  • Theory of Information Practical Use　Ⅰ （2022academic year） 1st semester  - 月1,月2

  • Theory of Information Practical Use　Ⅱ （2022academic year） Second semester  - 月1,月2

  • Cultivation Ⅰ （2022academic year） 1st semester  - 火5,火6

  • Cultivation Ⅱ （2022academic year） Second semester  - 火5,火6

  • Approaches to Education （2022academic year） 1st semester  - 火1～2

  • Practical utilization of knowledge （2022academic year） Fourth semester  - その他

  • Craftsmanship and Information Education in the Elementary School (1) （2022academic year） Third semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School (2) （2022academic year） Fourth semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School Ⅰ （2022academic year） Third semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School　Ⅱ （2022academic year） Fourth semester  - 金1,金2

  • Introduction to Industry （2022academic year） 3rd and 4th semester  - 木1～2

  • Introduction to Industry （2022academic year） 3rd and 4th semester  - 木1～2

  • Optimization Techniques (1) （2022academic year） 1st semester  - 木7,木8

  • Optimization Techniques (2) （2022academic year） Second semester  - 木7,木8

  • Home Automation (1) （2022academic year） 1st semester  - 木3,木4

  • Home Automation (2) （2022academic year） Second semester  - 木3,木4

  • Theory of Information Practical Use (1) （2022academic year） 1st semester  - 月1,月2

  • Theory of Information Practical Use (2) （2022academic year） Second semester  - 月1,月2

  • Information Study Education Methodology （BasicⅠ） （2022academic year） Third semester  - 金7,金8

  • Information Study Education Methodology （BasicⅡ） （2022academic year） Fourth semester  - 金7,金8

  • Seminar in Teaching Profession Practice (Secondary school A) （2022academic year） 1st-4th semester  - 水7,水8

  • Seminar in Teaching Profession Practice (Secondary school) （2022academic year） 1st-4th semester  - 水7～8

  • Special Studies in Educational Science(Information Technology IA) （2022academic year） 1st semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IB) （2022academic year） Second semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIA) （2022academic year） Third semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIB) （2022academic year） Fourth semester  - 木5,木6

  • Research Methods in Eduational Science(Educational Science and ICT) （2022academic year） Fourth semester  - 火3,火4

  • Project Research in Educational Science （2022academic year） 1st-4th semester  - その他

  • Basic Mathematical and Data Sciences （2022academic year） Third semester  - 木3～4

  • Basic Mathematical and Data Sciences （2022academic year） Third semester  - 木3～4

  • Cultivation (1) （2022academic year） 1st semester  - 火5,火6

  • Cultivation (2) （2022academic year） Second semester  - 火5,火6

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） Fourth semester  - その他

  • Information Technology in our Life （2021academic year） Third semester  - 火5,火6

  • Secondary Education Technology Content Construction Ⅰ （2021academic year） 1st semester  - 火3,火4

  • Secondary Education Technology Content Construction Ⅱ （2021academic year） Second semester  - 火3,火4

  • Secondary Education Technology Content Construction Ⅲ （2021academic year） 1st semester  - 水1～2

  • Secondary Education Technology Content Construction Ⅳ （2021academic year） Second semester  - 水1～2

  • Information Science Ⅰ （2021academic year） 1st semester  - 木7,木8

  • Information Science Ⅱ （2021academic year） Second semester  - 木7,木8

  • Information Technology Ⅰ （2021academic year） 1st semester  - 木3,木4

  • Information Technology Ⅱ （2021academic year） Second semester  - 木3,木4

  • Seminar　in Information　Ⅰ （2021academic year） 1st semester  - 月1～2

  • Seminar　in Information　Ⅱ （2021academic year） Second semester  - 月1～2

  • Cultivation Ⅰ （2021academic year） 1st semester  - 火5,火6

  • Cultivation Ⅱ （2021academic year） Second semester  - 火5,火6

  • Practical utilization of knowledge （2021academic year） Fourth semester  - その他

  • Craftsmanship and Information Education in the Elementary School (1) （2021academic year） Third semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School (2) （2021academic year） Fourth semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School Ⅰ （2021academic year） Third semester  - 金1,金2

  • Information Moral in the Elementary Education (1) （2021academic year） Third semester  - 火7～8

  • Information Moral in the Elementary Education (2) （2021academic year） Fourth semester  - 火7～8

  • Information Moral in the Elementary Education　Ⅰ （2021academic year） Third semester  - 火7～8

  • Information Moral in the Elementary Education　Ⅱ （2021academic year） Fourth semester  - 火7～8

  • Introduction to Industry （2021academic year） 3rd and 4th semester  - 木1～2

  • Introduction to Industry （2021academic year） 3rd and 4th semester  - 木1,木2

  • Information Processing (1) （2021academic year） 1st semester  - 月1～2

  • Information Processing (2) （2021academic year） Second semester  - 月1～2

  • Optimization Techniques (1) （2021academic year） 1st semester  - 木7,木8

  • Optimization Techniques (2) （2021academic year） Second semester  - 木7,木8

  • Home Automation (1) （2021academic year） 1st semester  - 木3,木4

  • Home Automation (2) （2021academic year） Second semester  - 木3,木4

  • Information Study Education Methodology （AdvancedⅠ） （2021academic year） Third semester  - 金7～8

  • Information Study Education Methodology （AdvancedⅡ） （2021academic year） Fourth semester  - 金7～8

  • Studies on Information Study Method A (1) （2021academic year） Third semester  - 金7～8

  • Studies on Information Study Method A (2) （2021academic year） Fourth semester  - 金7～8

  • Seminar in Teaching Profession Practice (Secondary school A) （2021academic year） 1st-4th semester  - 水7,水8

  • Introduction of Project Based Learning （2021academic year） 1st semester  - 火1,火2

  • Special Studies in Educational Science(Information Technology IA) （2021academic year） 1st semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IB) （2021academic year） Second semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIA) （2021academic year） Third semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIB) （2021academic year） Fourth semester  - 木5,木6

  • Research Methods in Eduational Science(Educational Science and ICT) （2021academic year） Fourth semester  - 火3,火4

  • Project Research in Educational Science （2021academic year） 1st-4th semester  - その他

  • Basic Mathematical and Data Sciences （2021academic year） Third semester  - 木3～4

  • Basic Mathematical and Data Sciences （2021academic year） Third semester  - 木3～4

  • Cultivation (1) （2021academic year） 1st semester  - 火5,火6

  • Project Based Learning I （2021academic year） Second semester  - 火1,火2

  • Project Based Learning II （2021academic year） Third semester  - 火1,火2

  • Project Based Learning III （2021academic year） Fourth semester  - 火1,火2

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Fourth semester  - その他

  • Information Technology in our Life （2020academic year） Third semester  - 火5,火6

  • Secondary Education Technology Content Construction Ⅰ （2020academic year） 1st semester  - 火3,火4

  • Secondary Education Technology Content Construction Ⅱ （2020academic year） Second semester  - 火3,火4

  • Information Science Ⅰ （2020academic year） 1st semester  - 木7,木8

  • Information Science Ⅱ （2020academic year） Second semester  - 木7,木8

  • Information Technology Ⅰ （2020academic year） 1st semester  - 木3,木4

  • Information Technology Ⅱ （2020academic year） Second semester  - 木3,木4

  • Theory of Information Practical Use　Ⅰ （2020academic year） 1st semester  - 月1,月2

  • Theory of Information Practical Use　Ⅱ （2020academic year） Second semester  - 月1,月2

  • Cultivation Ⅰ （2020academic year） 1st semester  - 火5,火6

  • Cultivation Ⅱ （2020academic year） Second semester  - 火5,火6

  • Development of Teaching Materials (Information) (1) （2020academic year） Third semester  - 月7～8

  • Development of Teaching Materials (Information) (2) （2020academic year） Fourth semester  - 月7～8

  • Practical utilization of knowledge （2020academic year） Fourth semester  - その他

  • Craftsmanship and Information Education in the Elementary School (1) （2020academic year） Third semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School (2) （2020academic year） Fourth semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School Ⅰ （2020academic year） Third semester  - 金1,金2

  • Craftsmanship and Information Education in the Elementary School　Ⅱ （2020academic year） Fourth semester  - 金1,金2

  • Optimization Techniques (1) （2020academic year） 1st semester  - 木7,木8

  • Optimization Techniques (2) （2020academic year） Second semester  - 木7,木8

  • Home Automation (1) （2020academic year） 1st semester  - 木3,木4

  • Home Automation (2) （2020academic year） Second semester  - 木3,木4

  • Theory of Information Practical Use (1) （2020academic year） 1st semester  - 月1,月2

  • Theory of Information Practical Use (2) （2020academic year） Second semester  - 月1,月2

  • Information Study Education Methodology （BasicⅠ） （2020academic year） Third semester  - 金7,金8

  • Information Study Education Methodology （BasicⅡ） （2020academic year） Fourth semester  - 金7,金8

  • Seminar in Teaching Profession Practice (Secondary school A) （2020academic year） 1st-4th semester  - 水7,水8

  • Seminar in Teaching Profession Practice (Elementary school) （2020academic year） 1st-4th semester  - 水7,水8

  • Special Studies in Idea and Problems of Academic Training B （2020academic year） 1st semester  - 金1,金2

  • Introduction of Project Based Learning （2020academic year） 1st semester  - 火1,火2

  • Special Studies in Educational Science(Information Technology IA) （2020academic year） 1st semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IB) （2020academic year） Second semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIA) （2020academic year） Third semester  - 木5,木6

  • Special Studies in Educational Science(Information Technology IIB) （2020academic year） Fourth semester  - 木5,木6

  • Research Methods in Eduational Science(Educational Science and ICT) （2020academic year） Fourth semester  - 火3,火4

  • Project Research in Educational Science （2020academic year） 1st-4th semester  - その他

  • Basic Mathematical and Data Sciences （2020academic year） Third semester  - 木3,木4

  • Cultivation (1) （2020academic year） 1st semester  - 火5,火6

  • Cultivation (2) （2020academic year） Second semester  - 火5,火6

  • Project Based Learning I （2020academic year） Second semester  - 火1,火2

  • Project Based Learning II （2020academic year） Third semester  - 火1,火2

  • Project Based Learning III （2020academic year） Fourth semester  - 火1,火2

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） 1st semester  - 金5,金6

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Fourth semester  - その他

▼display all