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Last Updated :2024/09/20

Researcher Profile and Settings

Master

Affiliation (Master)

  • Information Initiative Center　Media Education

Affiliation (Master)

  • Information Initiative Center　Media Education

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Profile and Settings

Affiliation

  • Hokkaido University

Degree

  • Ph.D. (Human Sciences)（2007/03 Osaka University）

Profile and Settings

  • Name (Japanese)

    Shigeta

  • Name (Kana)

    Katsusuke

  • Name

    201101022695575793

Alternate Names

Affiliation

  • Hokkaido University

Achievement

Research Interests

  • Blended Learning   Hybrid Learning   Learning Assessment   MOOC   Open Educational Resources   Open Education   Educational Technology   キャリア形成   オープン教材   大学初任教員   SNS   相互扶助コミュニティ   OER   自己管理学習   LPS   ＫＰＩ   Estimator   無線LAN   超鏡   教学ＩＲ   ダッシュボード   教育情報   教授学習支援システム   

Research Areas

  • Humanities & social sciences / Educational technology

Research Experience

  • 2023/04 - Today Hokkaido University Information Initiative Center Professor
  • 2013/04 - 2023/03 Hokkaido University Information Initiative Center Associate Professor
  • 2009/08 - 2013/03 The University of Tokyo Center for Research and Development of Higher Education
  • 2009/08 - 2010/03 University of California, Berkeley Educational Technology Service Visiting Scholar
  • 2007/04 - 2009/07 The University of Tokyo Center for Research and Development of Higher Education 特任助教
  • 2007/01 - 2007/03 The University of Tokyo Center for Research and Development of Higher Education

Awards

  • 2023/09 Japanese Society for Engineering Education JSEE AWARD
     オープン教材を活用した原子力・放射線教育プログラムの開発、実践および機関横断的展開 
    受賞者: 小崎完;中島宏;渡辺直子;重田勝介
  • 2023/05 Online Learning Consortium; OLC Innovate 2023 Best-in-Track; Blended Teaching and Learning track
     Rebuilding method : Developing the course design strategy for blended learning with an interactive toolkit 
    受賞者: Katsusuke Shigeta;Mayumi Sugiura
  • 2022 北海道大学 エクセレント・ティーチャーズ（令和3年度）
     授業名：大学生のためのデジタルリテラシー入門 
    受賞者: 重田勝介
  • 2014 日本教育工学会 研究奨励賞
     
    受賞者: 重田勝介
  • 2009/08 Fulbright Japan Fulbright Scholarship Researcher Program
     The Study of Effective Methods to Share and Reuse Open Educational Resources 
    受賞者: 重田勝介

Published Papers

  • Sha Huazhe, Sugiura Mayumi, Shigeta Katsusuke
    高等教育ジャーナル : 高等教育と生涯学習 北海道大学高等教育推進機構高等教育研究部 31 1 - 12 1341-9374 2024/04 
    This study examines the effects of and challenges in using peer assessment as formative and summative evaluations in Japanese higher education and proposes methods and possibilities for using peer assessment in digital educational settings. For this purpose, a review of research from 2013 to 2023, on peer assessment in Japanese higher education was conducted. The results showed that there were 59 studies on peer assessment with comments, 29 on peer assessment with scoring, and 42 on both. Furthermore, the studies implementing peer assessment were categorized into 3 types such as “studies focusing on the mechanism of peer assessment,” “studies verifying the learning effects of peer assessment,” and “studies on the integration of peer assessment and ICT.” Going forward, there will be a demand for classroom practices focused on supporting educators in implementing peer assessments, improving the quality of comments in formative peer assessments, and enhancing the convenience and reliability of peer assessments using ICT tools.
  • MATSUDA Takeshi, KONDO Nobuhiko, OKADA Yuji, SHIGETA Katsusuke, WATANABE Yuki, KATO Hiroshi
    Japan Journal of Educational Technology 一般社団法人 日本教育工学会 47 (4) 639 - 653 1349-8290 2024/03/20 
    In this study, we examined the impact of self-directed learning readiness on continued use of a lifelog system of learning through an empirical evaluation. The trial version of the Self-Tailored Educational Portal System, or STEPS, that allows students to record and visualize all of their own learning activities including their plans was used. The first- to third-year students from four Japanese universities participated in the evaluation, and from the results of a decision tree analysis of the continuous use status, factors with influence to the continuation were identified. Among the seven constituent factors of Self-Directed Learning readiness, it was found that a group of students with high self-responsibility and confidence of self-control tended to continue using the system until the end of the evaluation. In addition, the higher the degree of self-awareness that a student could learn effectively in various situations, the less they regarded the system as a learning planning tool, and the more they used it as a learning record monitoring system.
  • 沙 華哲, 杉浦 真由美, 重田 勝介
    日本教育工学会研究報告集 一般社団法人 日本教育工学会 2023 (4) 100 - 107 2023/12/04 
    本研究の目的は，教材制作の授業において，相互評価を行う前に自己説明を行うことによって，相互評価でのコメントの内容変化を明らかにすることである．大学1年生向けのWeb教材制作授業において，自己説明ワークシートを利用しない場合の相互評価と，自己説明ワークシートを利用する場合の相互評価を実施した．その結果，相互評価でのコメントが教材制作チェックリストの項目を引用しているコメント，独自な良い点に関するコメント，独自な改善点に関するコメントおよびそのほかの4種類に分類することができた．また，自己説明ワークシートを使用することで，被評価者がもらったコメントのうち，独自な良い点と独自な改善点の個数が減っていたことが分かった．相互評価におけるコメントが，教材改善に及ぼす効果について検討することが今後の課題である．
  • Promoting Students’ Pre-class Preparation in Flipped Classroom with Kit-Build Concept Map
    Yusuke Hayashi, Yuta Aikawa, Yuki Kawaguchi, Huazhe Sha, Mayumi Sugiura, Katsusuke Shigeta, Tsukasa Hirashima
    Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky 2023/06 [Refereed][Not invited]
  • Sha Huazhe, Sugiura Mayumi, Nagashima Tomohiro, Shigeta Katsusuke
    Information and Technology in Education and Learning 3 (1) Sh-p002 - Sh-p002 2023 
    Participating in peer-review activities can enhance students’ learning outcomes. However, past studies have not thoroughly explored how student performance in peer-review activities and their open-ended tasks relate to online classes. Using synchronous and asynchronous communication tools, we analyzed how students’ collaborative learning activities and participation in a peer-review activity are associated with their learning outcomes in an online undergraduate course. By developing open-ended tasks in small groups, students created Open Educational Resources through a series of peer-review activities. Students’ contributions to collaborative activities were assessed using self-reports and a questionnaire. The findings highlighted the importance of active participation in peer-review activities in online learning that combine synchronous and asynchronous communication tools, which can enhance the completion of open-ended tasks.
  • 杉浦 真由美, 重田 勝介
    日本教育工学会論文誌 = Japan journal of educational technology / 日本教育工学会 編 日本教育工学会 46 (4) 679 - 694 1349-8290 2022/12 [Refereed]
  • 長濱 澄, 渡邉 文枝, 重田 勝介
    日本教育工学会論文誌 = Japan journal of educational technology / 日本教育工学会 編 日本教育工学会 46 (4) 601 - 616 1349-8290 2022/12 [Invited]
  • Yuko Yoshida, Tomoko Uno, Hiroaki Tanaka, Itsuka Hakosaki, Katsusuke Shigeta, Rika Yano
    Nurse Education in Practice 65 103486 - 103486 1471-5953 2022/11 [Refereed][Not invited]
     
    AIM: This study described nursing students' cognitive changes as they acquire psychomotor skills through blended learning. BACKGROUND: Deliberate practice, including feedback from teachers, is vital for acquiring psychomotor skills. Blended learning, a program that allows students to deepen their learning and improve their skills even when students and faculty are physically separated has attracted significant attention in recent years. Although blended learning has been used for learning in the cognitive domain, no study has examined its effectiveness in the acquisition of psychomotor skills. Understanding how students' cognition changes as they acquire skills in a blended learning environment could be a valuable resource for effective teaching. DESIGN: An inductive, qualitative description approach was adopted. METHODS: The program involved a basic nursing skill: making an occupied bed. Eleven second-year nursing students participated. The participants attended face-to-face lectures and e-learning courses comprising self-study content that was designed for easy and frequent reference. Students practiced for a skill test, which was conducted one month after the first lecture. Two interviews were conducted approximately one month apart. Before each interview, the participants' current practices were videotaped. During the interviews, they explained their thought processes and conscious awareness of their actions as they watched the videos. This study was conducted between April and May 2019. RESULTS: Six categories related to changes in participants' cognitive processes while acquiring the skill of making an occupied bed were identified: "feeling that it is easy to acquire," "practicing without much thought," "realizing the difficulty in translating thoughts into practice," "experiencing a sense of purpose in each technique," "gaining a perspective to evaluate one's skills," and "developing one's unique approach." CONCLUSIONS: In a blended learning environment, where a practice environment and audiovisual materials were provided, students could practice and improve their skills at their own pace even without the instructor's frequent advice. The findings show that metacognitive skills are essential to the development of psychomotor skills in a blended learning program because this program requires practicing while monitoring one's skills. Metacognitive skills affect the development of psychomotor skills and the ability to provide care. Therefore, initiatives that address the development of metacognitive skills, such as the current program, during the early stages of basic education programs can contribute to the development of nursing students' practical skills.
  • MOOC受講後の学習継続に影響を与える要因の分析
    坂本亘, 杉浦真由美, 重田勝介
    日本教育工学会論文誌 46 (Suppl) 2022 [Refereed][Not invited]
  • SHIGETA Katsusuke
    Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 日本知能情報ファジィ学会 33 (4) 111 - 116 1347-7986 2021/11/15 [Not refereed][Invited]
  • Factors Affecting University Students' At-home Learning during the COVID-19 Pandemic: Implications for a Student Support System.
    Takeshi Matsuda, Yuuki Watanabe, Katsusuke Shigeta, Nobuhiko Kondo, Hiroshi Kato
    International Journal for Educational Media and Technology 15 (1) 56 - 66 2021/01 [Refereed][Not invited]
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  • MATSUDA Takeshi, KONDO Nobuhiko, WATANABE Yuki, SHIGETA Katsusuke, KATO Hiroshi
    Japan Journal of Educational Technology 日本教育工学会 1349-8290 2021 [Refereed][Not invited]
     

    本研究の目的は，大学生の履修科目選択支援システムの改善を目指す評価の結果を検討し，表示内容の理解度や，システム利用の効果を確認することを通して，追加の機能開発や改善に寄与する示唆を得ることである．４大学から51名の学生が参加したヒューリスティック評価の結果，学生の多くは表示内容をおおむね理解できたと考えており，システムの有用性も認めていたことが示唆された．また，自らの弱点である能力を獲得することを促進する効果や，学生自身の自己管理学習レディネスや獲得したい能力に応じた科目選択に導く効果がみられた．一方で，ユーザビリティを損なう表示内容や，理解度が低い用語があることが指摘され，改善の余地が示された．

  • Takeshi Matsuda, Hiroshi Kato, Nobuhiko Kondo, Yuki Watanabe, Katsusuke Shigeta
    Impact 2020 (8) 22 - 25 2398-7073 2020/12/16 [Not refereed][Invited]
     
    Self-directed learning (SDL) is a means of providing students with an opportunity to teach themselves skills that will serve them well throughout life. The development of such skills should be seen as existing alongside those taught by teachers; it is often the case that SDL teaches students how to learn, as well as what to learn. When students are encouraged to partake in SDL it not only enables them to think for themselves, it also reduces the burden on specific teachers and faculty members who might be responsible for hundreds of students. A team of researchers based at four universities in Japan have come together to develop a Self-Tailored Educational Portal System (STEPS). The team is composed of Professors Takeshi Matsuda and Hiroshi Kato, and Associate Professors Nobuhiko Kondo, Yuki Watanabe and Katsusuke Shigeta. The central idea behind STEPS is to provide advice to students and enable them to make decisions based on available data.
  • 重田 勝介
    IDE : 現代の高等教育 IDE大学協会 623 (623) 14 - 18 0389-0511 2020/08 [Not refereed][Not invited]
  • SHIGETA Katsusuke
    名古屋高等教育研究 名古屋大学高等教育研究センター (20) 35 - 50 1348-2459 2020/03 [Not refereed][Invited]
     
    本稿では、北海道大学における教育コンテンツ開発利用の現状について報告する。北海道大学高等教育推進機構に設置されたオープンエデュケーションセンターでは、同大学における教育改善を目的として、オープン教材（OER）の開発利用と一般公開を進めている。本稿ではオープンエデュケーションセンターの活動の概要と実績について報告する。This paper examines the current state of Open Educational Resources' (OER) development and utilization at Hokkaido University. The Center for Open Education was set up at the Institute for the Advancement of Higher Education, which promotes the development, use, and offering of OER for the purpose of improving education at the university. In this paper, the outline of activity and results of the Center for Open Education are described.
  • Takeshi Matsuda, Yuki Watanabe, Katsusuke Shigeta, Nobuhiko Kondo, Hiroshi Kato
    Lecture Notes in Computer Science 55 - 64 0302-9743 2020 [Refereed][Not invited]
  • Mochizuki Toshio, Shigeta Katsusuke, Murakami Masayuki, Sumiya Takahiro
    Transactions of Japanese Society for Information and Systems in Education 教育システム情報学会 37 (4) 255 - 266 1341-4135 2020 [Not refereed][Not invited]
     

    The Japanese Copyright Law permits the use of a third party's copyrighted materials for the purpose of school education without the permission of the copyright holder. The Law sets copyright limitations to the copyright holder's rights so that teachers or students can use copyrighted materials in face-to-face classes and in simultaneous remotely connected classes without the copyright holder's prior permission, otherwise teachers and students are required to ask for the copyright holder's permission in other situations. However, in order to address informatization in education, the Law was amended and promulgated on May 25th, 2018 to make copyrighted materials more accessible for teachers and students in digital educational settings. The revised Law has greatly expanded the scope of use of copyrighted materials in digital educational settings. The amendment was enacted on April 28th, 2020 after in response to new need for online education due to the spread of COVID-19. Under these circumstances, the Japanese Society for Information and Systems in Education and the Japan Society for Educational Technology collaborated to create a safer environment for teachers and students to conduct online teaching and schooling legally, as well as to promote early enactments of the amendments. This paper describes the summary of the amendments to the Copyright Law enacted in response to the digitalization in education, how our societies worked for those enactments, and how these amendments will affect online education. In this paper, we discuss the possibilities and challenges in the spread of online education in schools and universities based on these amendments.

  • Visualizing Relationships among Contents Topics and Learning Activities of Online Courses
    Toshiyuki Takeda, Yasuhiro Hayashi, Katsusuke Shigeta, Hideki Mori, Daisuke Kaneko, Hidefumi Yagi, Tomohiro Nagashima
    EdMedia+ Innovate Learning 1355 - 1356 2018/05 [Refereed][Not invited]
  • Katsusuke Shigeta, Mitsuyo Koizumi, Hiroyuki Sakai, Yasuhiro Tsuji, Rieko Inaba, Naoshi Hiraoka
    OPEN PRAXIS 9 (2) 195 - 206 2304-070X 2017/04 [Refereed][Not invited]
     
    Awareness about Open Educational Resources (OERs) and the purposes for offering and adopting OERs and Massive Open Online Courses (MOOCs) were analyzed using a detailed survey of higher education across Japan, which was conducted in 2015. A comparison with a similar study conducted in 2013 revealed that awareness of OERs has increased slightly and the number of MOOCs offered has increased significantly in the intervening two years. The increase of offerings and adoption was low for OERs but high for MOOCs. OERs are used to improve the learning environment for students, while MOOCs aim to promote lifelong learning. Only one-fifth of the institutions surveyed in 2013 offered MOOCs or advanced their plans to offer them in 2015, and institutions that did offer MOOCs or advance such plans to offer them after the previous survey tended to provide MOOCs for society and for promotional purposes, not only for themselves because Japanese institutions are self-sustainable in terms of open education activities, operating without the support of the government or foundations.
  • YOSHIMOTO Yuko S., IMAI Ako, MUTO Shimako, FUJIKURA Junko, KATURAGI(IKEDA) Hiromi, MAESAKO Takanori, SHIGETA Katsusuke, NAKAZAWA Akiko, OKUBAYASHl Taiichiro, ZAORSKI Spence W., MATSUKAWA Hideya, MORIKAWA Osamu, BOONYARITICHAIKIJ Surasak
    日本健康学会誌 = Japanese journal of health and human ecology 日本健康学会 83 (2) 41 - 54 2432-6712 2017/03 [Refereed][Not invited]
  • 重田 勝介
    日本通信教育学会研究論集 日本通信教育学会 65 - 68 2187-1434 2017 [Not refereed][Invited]
  • Development of the Dashboard System for Teachers to Perform Effective Indication of the Learning Data Analysis
    Yasuhiro Hayashi, Toshiyuki Takeda, Tomohiro Nagashima, Hidefumi Yagi, Hideki Mori, Daisuke Kaneko, Katsusuke Shigeta
    PROCEEDINGS OF POSTER ABSTRACTS KCIC 2016 3 - 4 2016/12 [Refereed][Not invited]
  • 重田 勝介
    IDE : 現代の高等教育 IDE大学協会 (585) 50 - 57 0389-0511 2016/11 [Not refereed][Not invited]
  • Critical Issues for Success in Open, Smart, and Social Learning Environments.
    Insook Lee, Eunbae Lee, Katsusuke Shigeta, Cheolil Lim, Lucy Green
    International Conference of Educational Technology 2016/03 [Not refereed][Invited]
  • SHIGETA Katsusuke
    Journal of Information Processing and Management 国立研究開発法人 科学技術振興機構 59 (1) 3 - 10 0021-7298 2016 [Not refereed][Invited]
     
    Open Education is a movement to disseminate teaching and learning beyond institution including universities and schools. It enables to store open learning materials, promote educational improvement and spread lifelong learning. Open Education will change higher education and lifelong learning to leverage online learning. Open Education is essential for innovation of education to realize knowledge-based society.
  • FUJIMOTO Toru, SHIGETA Katsusuke, FUKUYAMA Yuki
    Educational technology research 日本教育工学会 39 (1) 15 - 23 0387-7434 2016 [Not refereed][Invited]
     
    <p>Game-based learning and open education are two areas of research that have attracted attention in recent years within the global trend of educational technology research, recognized as important subjects for study that will become increasingly popular in the next few years. This paper outlines the research trends in both game-based learning and open education, and places them in the perspective of multidisciplinary research, given the prospect of SIG's "Game-based Learning and Open Education" that was launched in 2014 by the Japan Society for Educational Technology.</p><p></p>
  • 重田勝介, 八木秀文, 永嶋知紘, 浜田美津, 宮崎俊之, 島麻里江, 小林和也
    デジタルプラクティス 6 (2) 89 - 96 2188-4390 2015/04/15 [Refereed][Not invited]
     
    北海道内の国立大学7校は「国立大学教養教育コンソーシアム北海道」を結成し，各大学で実施される教養教育を双方向遠隔授業システムを通じ共有することにより，教養教育の充実を図っている．2014年度に北海道大学に設置された高等教育推進機構オープンエデュケーションセンターでは，同コンソーシアムからの委託を受け，各大学で共有するオープン教材（Open Educational Resources：OER）を開発し，独自のMOOCプラットフォームに掲載することでOERを共有し，反転授業やアクティブラーニング向けの教材に用い，双方向遠隔授業システムの効果を高めて教育の質を向上させることを目指している．本取り組みから，効果的なオープン教材を開発して教材公開に不可欠な著作権処理を実施するため，組織体制を構築し制作手続きを確立することの重要性が明らかとなった．同時に，著作権処理を経て教材にオープンなライセンスを付与することの難しさも示された．本論文ではこの取り組みの背景と概要について述べる．
  • 重田 勝介
    大学マネジメント = University & college management 国立大学マネジメント研究会 10 (7) 2 - 10 1882-4633 2014/10 [Not refereed][Not invited]
  • FUKUYAMA Yuki, SHIGETA Katsusuke, NAKAZAWA Akiko, MAKINO Misako
    Japan Journal of Educational Technology 日本教育工学会 38 (0) 53 - 56 1349-8290 2014 [Refereed][Not invited]
     
    本研究では,環境教育における「環境問題の悪影響の時間的遅れを把握することの難しさ」に注目した.この問題への対応のため,中学校の総合的な学習の時間において,生徒が環境問題と自分の現在や未来を関連させる「デジタル・ストーリーテリング(DST)」をグループで作成する実践を行い評価した.その結果,生徒の環境問題に対する「責任感」の獲得への効果が示唆されたが,未来結果熟慮の得点には有意な効果は見られなかった.一方,生徒の協同作業に対する志向を測る個人志向尺度の高低に分けて分析を行った結果,個人志向高群の生徒はグループでのDST実践に興味や関心を持てなかったのに対して,個人志向低群の生徒は,DST活動を有意義なものと見なしたことが分かった.
  • SHIGETA Katsusuke
    Journal of Information Processing and Management 国立研究開発法人 科学技術振興機構 56 (10) 677 - 684 0021-7298 2014 [Not refereed][Not invited]
     
    Recently, a form of "Flipped Classroom" is already generating a lot of attention. Utilizing tablet PC, open educational resources (OER) and internet, the practices introducing Flipped Classroom is spreading in an elementary and secondary education. Flipped Classroom is expected to improve student outcomes. This article explains a brief overview of Flipped Classroom and dissemination of information technology which assists its introduction. In addition, it explains the possibilities and challenges for its integration in a real-world classroom situation.
  • 重田 勝介, 篠原 正典
    日本通信教育学会研究論集 日本通信教育学会 37 - 40 2187-1434 2014 [Not refereed][Not invited]
  • 重田 勝介
    カレントアウェアネス 日本図書館協会 (318) 25 - 28 0387-8007 2013/12/20 [Not refereed][Not invited]
  • 重田 勝介
    サイバーメディア・フォーラム 大阪大学サイバーメディアセンター 14 (14) 11 - 16 1345-9066 2013/09 [Not refereed][Not invited]
     
    特集「Open Educational Resources」
  • SHIGETA Katsusuke, OHKAWAUCHI Takaaki, TATENO Yoshikazu, FUKUYAMA Yuki, KAGAWA Junko, TANAKA Sayaka, KATO Masanori, UEDA Junko
    Educational technology research 日本教育工学会 35 (1) 53 - 66 0387-7434 2012 [Refereed][Not invited]
     
    This research deals with real-world practice concerning the application of the online environment "Aloha!" to dialogues related to on-the-job problems faced by beginning university teachers. "Aloha!" is based on the dialogue rules established by Kato (2009), which adopt a narrative approach framework, and makes possible dialogue through a videoconferencing chat format. It was clearly demonstrated that the interaction made possible by the use of "Aloha!" in the practice was linked to the ability of the beginning teachers to cope with their problems either by discovering solutions to them or by changing their "perspectives" concerning these problems. Furthermore, it was shown that among the factors facilitating dialogue through this practice-in addition to the actual functions of "Aloha!"-was the fact that the beginning teachers engaged in the dialogues were on an equal footing, which allowed them to participate in these dialogues with a sense of security.
  • SHIGETA Katsusuke, OHKAWAUCHI Takaaki, TATENO Yoshikazu, FUKUYAMA Yuki, KAGAWA Junko, TANAKA Sayaka, KATO Masanori, UEDA Junko
    Japan Journal of Educational Technology 日本教育工学会 35 (4) 399 - 409 1349-8290 2012 [Refereed][Not invited]
     
    This research aims to propose the framework to support beginning teachers in higher education to deal with their problems at their workplace. We developed the online environment "Aloha!", utilizing the dialogue rule proposed by Kato (2009) referred to narrative-approach. "Aloha!" enables to have a dialogue and discuss their problems using video conferencing on the web. From the practice participated 8 beginning teachers using "Aloha!", it revealed that this practice contributed to solve their problems and change their perspectives on their problems. It suggested that the functions of "Aloha!" encouraged their dialogue, and the equal footing of beginning teachers influenced the senses of their security to talk with their own problems.
  • Yamada, Masanori, Kitamura, Satoshi, Shimada, Noriko, Utashiro, Takafumi, Shigeta, Katsusuke, Yamaguchi, Etsuji, Harrison, Richard, Yamauchi, Yuhei, Nakahara, Jun
    CALICO Journal 29 (1) 44 - 66 2056-9017 2011/09 [Refereed][Not invited]
     
    This study aims to verify the effectiveness of English language materials using mobile devices for businesspeople in terms of the effect on motivation, overall learning performance, and practical performance in real business situations. We compared the use of materials developed from business English for a sales department in a company environment, using two cohorts of learners, one from the sales division and the other from other divisions in the company. The results showed that the materials were effective for the enhancement of motivation in both groups of employees. Moreover, the test scores in overall learning performance for both cohorts increased after learning with the materials. However, the learners in sales positions recognized the effectiveness of the output activities (e.g., speaking) more than that of nonsales personnel because of the direct applicability of the learning materials to their business needs.
  • Nakazawa Akiko, Shigeta Katsusuke, Okubayashi Taiichiro
    大阪大学教育学年報 大阪大学大学院人間科学研究科教育学系 15 (15) 17 - 27 1341-9595 2010/03/31 [Refereed][Not invited]
     
    本論文では，遠隔交流学習で用いられるICT（情報通信技術）のうち，左右反転した自己像と遠隔地の相手像とを同一画面上に重畳表示することで，まるで同じ空間にいるかのように対話できる「超鏡」を取り上げ，遠隔学習の授業設計をするにあたって重要である学習環境の理解を目指す研修について，Webサイトの活用を提案するとともに評価を行った．その結果，Webサイトが「超鏡」の理解に有効であることが確認された．加えて，Webサイトと「超鏡」の体験とで理解される内容に違いがあり，Webサイトのみでも理解できる特性と，体験することでより会得できる特性があることが明らかになった．これらを踏まえ，「超鏡」の学習環境の理解の支援について，Webを活用した情報提供と，手軽に「超鏡」を体験できる研修の複合システムを提案した．今後は，本論文を通じて提案した支援システムを構築し，効果を検証したい．This paper focuses on HyperMirror—one of the distance learning environments—and discusses the course of lectures on HyperMirror. HyperMirror is a special type of videoconferencing system. In HyperMirror, everyone appears in the same video image; in other words, everyone appears as if they are in the same room. The characteristics of HyperMirror effect on distance learning. In addition, it is important to understand the characteristics of HyperMirror in order to plan the lesson utilizing HyperMirror. In this paper, first, we developed a Web site that provides information about HyperMirror and explains its characteristics. Second, we implemented a course of lecture combined with visiting the Web site and the experience of HyperMirror. To begin with, participants in this combined course visited the Web site and obtained information about HyperMirror. Next, they experienced HyperMirror. According to the questionnaire that the participants answered before visiting the Web site and after the experience, it was clear that the Web site was useful for understanding the characteristics of HyperMirror. However, some characteristics of HyperMirror were well understood by only the Web site, the others were understood better by the experience of HyperMirror. On the basis of these results, we believe that not only information about HyperMirror but also experience of HyperMirror should be available on the web.
  • TODAI-NAVI; The information delivery system of educational events using cellular phone
    Katsusuke Shigeta
    Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (Ed-Media) 2008 6041 - 6064 2008/07 [Refereed][Not invited]
  • SHIGETA Katsusuke, NAKAZAWA Akiko, MATSUKAWA Hideya, OKUBAYASHI Taiichiro, MIHARA Tsutomu, FUNADA Takeshi, OSAWA Masahiro, MAESAKO Takanori, MORIKAWA Osamu
    -kmriHil of the Human Intel'face Society ヒューマンインタフェース学会 8 (4) 509 - 514 1344-7262 2006/11/25 [Refereed][Not invited]
  • MATSUKAWA Hideya, IMAI Ako, SHIGETA Katsusuke, OKANO Kyoko, KAGEHIRA Yoshifumi, MAESAKO Takanori, UTSUMI Seiji, SEKI Yoshihiro
    Japan Journal of Educational Technology 日本教育工学会 28 (0) 257 - 260 1349-8290 2005 [Refereed][Not invited]
     
    本研究では, 衛星携帯電話を通信回線とする超鏡システムを構築し, アフガニスタンの小学校と日本の小学校との間で遠隔学習の実践をおこなった.実践は計2回, 日本側の小学校を変えて実施した.一方の実践では, 遠隔地同士で共通の教材や実験装置を用いて地層に関する学習を行い, 他方の実践では互いに遊びなど文化の紹介を行った.その結果, 遠隔地からの映像の品質は低いながら, 生徒からは実践内容に対する理解を示す感想が得られた.
  • SHIGETA Katsusuke, IMAI Ako, MAESAKO Takanori, SUGAI Katsuo
    Japan Journal of Educational Technology 日本教育工学会 28 (0) 121 - 124 1349-8290 2005 [Refereed][Not invited]
     
    本研究では, 教師による河川を題材としたWeb教材の作成を支援するシステムを開発・評価した.本システムを利用することで, HTML等の知識を必要とせずシステムに蓄積されたディジタル素材を用いてWeb教材を作成することが可能である.また本システムでは河川に特化した二次情報による素材検索が可能である.本稿では開発したシステムの概要と, システムに装備された各機能・特徴, そして評価について述べる.
  • YAMADA Masayuki, IMAI Ako, KUBOKAWA Youichi, HlMENO Kanji, KAGAWA Junko, SHIGETA Katsusuke, YOSHITOMI Tomoyasu, SUGAI Katsuo, MAESAKO Takanori
    Japan Journal of Educational Technology 日本教育工学会 27 97 - 100 0385-5236 2004/03 [Refereed][Not invited]
     
    教師・教材内容の専門家・Webデザイナーではない「第三者」である教育学を専攻する学生が,教材内容の専門家・Webデザイナーの支援を受けて,デジタル学習教材を制作した.本研究では,「第三者」である学生の教材制作過程における各専門家から受けた支援内容より,「第三者」が教材制作を行う上で留意すべき点を明らかにした.
  • MATSUKAWA Hideya, INOUE Soichiro, NAKAMURA Kazuhiko, SHIMOYAMA Tomio, YOSHIDA Masami, SHIGETA Katsusuke, YOSHIDA Ken, MAESAKO Takanori, KAGEHIRA Yoshifumi, SEKI Yoshihiro, UTSUMI Seiji, NAKAMURA Yasuhide, SHIMOJO Shinji
    Japan Journal of Educational Technology 日本教育工学会 27 (0) 189 - 192 0385-5236 2004 [Refereed][Not invited]
     
    大阪大学人間科学研究科はアフガニスタンとの間で遠隔講義を実施し,その内容を他機関と連携して広く一般に公開した.アフガニスタン側は衛星携帯電話(ISDN64Kbpsの通信機器を接続可能),大阪大学側は衛星携帯電話と相互通信可能なISDN公衆回線を用いて接続し.ISDN回線に対応するテレビ電話で映像・音声を伝送した.その内容は大阪大学内でリアルタイムに編集され,多くの機関の協力を得て,インターネットと通信衛星を使って国際配信された.配信された講義は,少なくとも海外8カ国で受信された.アフガニスタンからの講義は,現地にいる様々な分野の専門家の協力を得て進められ,学生が積極的に質問する姿が認められた.

MISC

Books etc

Presentations

Research Projects

  • Building a platform that realizes learning and working styles in the post-COVID era
    Japan Cabinet Office：Cross-ministerial Strategic Innovation Promotion Program
    Date (from‐to) : 2023/10 -2028/03 
    Author : 緒方広明, 堀越泉, 古池謙人, Liang Changhao, Brendan Flanagan, 戴憶菱, 稲垣忠, 高橋 雄介, 庭井 史絵, 登本 洋子, 宮 和樹, 住谷 徹, 村上 正行, 加納 圭, 岸本 充生, 堀口 悟郎, 稲葉 利江子, 今井 亜湖, 豊浦 正広, 毛利 考佑, 松原 行宏, 岡本 勝, 丸子 圭哉, 村上 拓真, LIN SHENGKAI, 永井 勇真, 志儀 孝典, 平野 智紀, 重久 修平, 姫野完治, 川俣智路, 重田勝介
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2023/04 -2027/03 
    Author : 林 雄介, 平嶋 宗, 重田 勝介, 長濱 澄, 杉浦 真由美
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2023/04 -2026/03 
    Author : 重田 勝介
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2022/04 -2025/03 
    Author : 松田 岳士, 近藤 伸彦, 岡田 有司, 重田 勝介, 渡辺 雄貴, 加藤 浩
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2020/04 -2023/03 
    Author : 重田 勝介, 八木 秀文, 武田 俊之, 金子 大輔
     
    本年度は、オンライン学習の質向上と、オンライン学習における教育者の教育、学習者の学びを支援するための手法を開発するため、中間年度に当たる2年目の活動として、以下の研究を行った。 ・学習支援ポータルサイトの改善：前年度に開発したポータルサイトの改善を行った。開発したMoodleプラグインの機能見直し、教材共有画面のデザイン調整を行い、教育者が教材の改訂理由を入力しやすくするインタフェースと、改善理由を既存研究に基づいたカテゴリから選択して入力できるようにする改善を行った。また、入力した教材構造の確認が容易になるよう入力結果の確認画面を改善した。より多くの協力教員が本年度に実施されるオンライン教育に参加できるよう、ポータルサイトの環境を整えた。 ・オンライン学習の実施とST-OERの改善：OERを用いて授業を行う教員が本研究で開発したMoodleプラグインを用い、本ポータルサイトを用いた教材改善を行う、研究代表者と分担者による実証実験を行った。得られた知見から、Moodleプラグインの活用可能性と利用における課題、およびユーザビリティを評価し、上記のポータルサイト改善へとつなげた。 ・ポータルサイトで得られた学習ログの分析：ポータルサイトに蓄積される教材改善の過程で得られた学習ログの分析を実施する環境を整えた。OERの改善履歴と教材を用いた学習者による学習ログを突合して分析する試行を行い、来年度以降に実施する実証実験の分析環境を整えた。合わせて、Moodleプラグインの開発に関する成果発表を情報処理学会CLE研究会で行った。
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2019/04 -2022/03 
    Author : Matsuda Takeshi
     
    In this research, we have developed a Self-Tailored Educational Portal System (STEPS) that visualizes and displays the learning status of university students and provides guidance on how to improve it. STEPS was designed based on the analysis results of student learning situation surveys at four universities and was developed as a system that records and visualizes literally all student learning plans and learning situations in detail. It can be expected that STEPS will enhance the readiness of Self-Directed Learning for students who are users.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2019/04 -2022/03 
    Author : Hayashi Yusuke
     
    In this study, we aimed to realize support for knowledge acquisition as a prerequisite for knowledge utilization by setting specific tasks for knowledge acquisition in video learning based on the reconstruction by the learner of the structure of knowledge that the teacher wants to convey. By mapping the concept map to the video, it is possible for the learner to organize the contents of the video learning by reconstructing the concept map, and to provide feedback from the learning process. This enables the learner to reorganize the content of the video learning by reconstructing the concept map and providing feedback from the learning process. The effectiveness of the system was evaluated through experiments, and it was confirmed that the feedback worked effectively and had a learning effect.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2016/04 -2019/03 
    Author : MATSUDA Takeshi
     
    This research addressed an online dashboard system developed for students who need useful information on registration for a course. The system deals with three major factors that contribute to the outcomes of students’ learning; the evaluation methods or grade calculation standards of a course, students’ self-directed learning readiness, or SDLR, and students’ learning goals. It analyzes the collected data and forming the recommendation model based on the student’s the self-directed learning readiness scale or SDLR and his or her choice of abilities. Our system displays two lists of courses; one shows the degree of conformance between a student’s level of SDLR and the level that courses require and the other indicates the fitness of the ability that a student wants to earn and that the course might provide. Through our experience with the development of this system, some findings including data collection, statistical modeling, and the initial reaction of students were obtained.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research
    Date (from‐to) : 2016/04 -2019/03 
    Author : TAKEDA Toshiyuki
     
    The purpose of this study is to develop an anonymization tool with balancing disclosure risks and usefulness in education field. The research results of this research are as follows: (1) We reviewed legal and ethical requirements for privacy protection in education. (2) We created process models of anonymizing educational data and explored the nature of modeling, systems, measurement and variables based on analysis pattern. (3) We developed a Python package for anonymization. This tool is a wrapper library of existing tools.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2015/04 -2019/03 
    Author : Shigeta Katsusuke, NAGASHIMA tomohiro
     
    In this study, we developed and evaluated methods of teaching materials and education improvement using learning history data obtained by MOOC. For the improvement of teaching materials, we proposed a method to use the written data on the MOOC's discussion board to improve the teaching materials through analysis using the data of the MOOC's discussion board offered. For improvement of education, we developed a method of group-by-group learning support based on the learning motives and purpose thinking that the students of online courses have. We applied this method in an actual online course, quantitatively grasped the learner's learning situation, provided learning support to each group, and examined the effects and problems through online education practice.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A)
    Date (from‐to) : 2013/04 -2016/03 
    Author : Iiyoshi Toru, KAJITA Shoji, SAKAI Hiroyuki, MIZOKAMI Shinichi, KITA Hajime, ONO Kazuhiro, OKABE Yoichi, OZAWA Shigeto, TOSA Naoko, TAJINO Akira, TAKAHASHI Sachi, SHIGETA Katsusuke, OTSUKA Yusaku, MATSUSHITA Kayo, SUZUKI Shoko, TAGUCHI Mana, MURAKAMI Masayuki, UCHIMURA Hiroshi, KATO Kyoko, TSUTSUI Yoichi, AMANO Kazuya, KOMAI Shoji, SUZUKI Atsushi, SAKATA Nobuhiro, INABA Rieko, KAMIYA Kenichi, MURAKAMI Yuko, TANAKA Ikko, OKAMOTO Masako, KIMURA Syuhei, TSUJI Yasuhiko, OKUBO Mami, OGO Kazutoshi, KAMEDA Masumi, TATSUSHIMA Yumi, MAIYA Kiyoshi, MIZUNO Kunitaro, TANAKA Hiroaki, YANO Kojiro, NARUSE Takashi, SUGIMOTO Ayumi, SAITO Hiromichi, HAGA Akira, WATANABE Michiru, MIURA Kazumi, MICHIYUKI Toshiya, TSUBUKI Tatsuya, SAKURAI Noriko, TSUNEMI Sachi, SUZUKI Yoshinobu
     
    Through this research, the “University Education Commons,” an online system that serves as an open knowledge platform, was developed to support sharing educational knowledge and building communities of practice for systematic and sustainable improvement of higher education. By examining a conceptual model for using multimedia ePortfolio to build and share practical educational knowledge, the effectiveness of the innovative methods and the support system that enable building and sharing educational practical knowledge across different local educational contexts that depend on particular disciplines, courses, and instructors, was empirically proven.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2013/04 -2016/03 
    Author : Matsuda Takeshi, SHIGETA Katsusuke, WATANABE Yuki, KATO Hiroshi
     
    We developed an online dashboard system for undergraduate students in Japanese Universities. The focus of the system is data-driven support for academic success in students’ selecting subjects. In order to achieve this objective, it fits student’s self-directed learning (SDL) readiness, his/her academic record data collected by IR office, and features of the course. The dashboard, thereafter, indicates major determining factors in the course selection: (1) the student’s level of SDL readiness (2) learning activities and the SDL readiness required in the class; (3) tendency for the teacher in charge to over-/under-mark. Although its pilot users valued the information shown on the dashboard, they pointed out room for improvement both in contents and interface.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2012/04 -2015/03 
    Author : SHIGETA Katsusuke, NAKAZAWA Akiko, TAGUCHI Mana, MATSUKAWA Hideya
     
    This research aims to develop and evaluate the "hybrid" system to encourage dialogue to bring relief for beginning teachers. For this, a social portfolio system is utilized to share their daily activities of their research and education. In addition, this research aims to develop and evaluate education program for graduate students to develop knowledge and skills to conduct flipped classroom. The education program is developed and four graduate students participated this program. From the survey, participants acquired knowledge and skills to produce learning materials for flipped classroom, and they found the challenge to consistent curriculum between learning materials and classroom activities.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)
    Date (from‐to) : 2010 -2011 
    Author : SHIGETA Katsusuke
     
    This research aims to develop and evaluate the "hybrid" system to bring relief and avoid burnout for beginning teachers. For this, SNS is utilized for beginning teachers to share their daily activities of their research and education. At the same time, the teachers exchanged face-to-face. Interviews and workshops are conducted for beginning teachers in K-12 to integrate SNS in their workplace. A research of the practice for beginning teachers in higher education conducted in 2008 continued, an article summarizing this accomplishment and assessment appeared in an academic journal.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A)
    Date (from‐to) : 2007 -2010 
    Author : MAESAKO Takanori, UTSUMI Seiji, MATSUKAWA Hideya, NISHIBATA Ritsuko, KOIKE Toshihide, YOSHITOMI Tomoyasu, IMAI Ako, SILVA Cecilia, SHIGETA Katsusuke, MORIKAWA Osamu, MORI Hideki, NISHIMORI Toshihisa, OKUBAYASHI Taiichiro, NAKAZAWA Akiko
     
    A 5GHz wireless access system and fiber optic communication network (supporting regional cloud computing systems) was used to create a regional educational information infrastructure. E-learning using JAXA?s ultra high-speed Internet satellite "KIZUNA" was tested. Using the above network infrastructures, a high-definition version of the shared presence " HyperMirror " videoconferencing system was developed, network-based special needs and regional learning materials were created and deployed for wide-spread access, and additional benefits of these technologies were explored.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)
    Date (from‐to) : 2008 -2009 
    Author : SHIGETA Katsusuke
     
    This research aims to develop and evaluate the "Hybrid" system to bring relief for beginning teachers in higher education. For this, we developed the web-based system called "Aloha!", sharing the daily activity of their research and education and communicating with video to bring their relief. Through the practice utilizing "Aloha!", it revealed that this system enables to bring relief for their feeling of anxiety and to lead the resolution of their problems through their exchange and community building.

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