In this article, I had a challenge to summarize what the learning sciences is from the perspective of its methodology so that readers can have a sense of it. By doing so, I cite most recent works published in the learning sciences journals to explain articulately characteristics of design-based research, the most representative method in this field. As a learning scientist, I hope that readers can develop their own perspective with the argument here as an advance organizer by which they scrutinize practice-based studies in their own fields from the learning sciences perspective.

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The purpose of the research is to suggest elements on designing learning environments for experiential learning using ICT in Japanese education. ICT makes us access to information and people of all over the world and experience in various kinds of online learning communities. The experience through ICT is different from one in face-to-face situation. Therefore, in this research the authors identified characteristic on the experiential learning through ICT, then suggest elements that should be considered for designing its’ learning environments. The authors studied a case of Japanese education as an experiential learning. Students who study teaching methodology of Japanese language teach Japanese language learner in Hawaii and Thai in order to develop their practical and professional skill of Japanese education by using video-conferencing system and social networking service. To design learning environments, the authors employed design-based research. The research was conducted 3 years from 2010-2012 until the authors clarified the factors that hinder learning process in experiential learning using ICT. Based on the factors that promote or hinder learning process in experiential learning using ICT, the authors suggested two elements (a) to have achieved a consensus on respective role before the practice and (b) to have critical reflection collaboratively.

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This paper describes the improvement and result of the Story Centered Curriculum (SCC) that we have provided to the fist year masters students in our graduate program. Focusing on how the curriculum is improved from standpoints of the support of “the reflection activities”, we found the reflection activities were provided effectively in both first and second semester of 2012. The students also found the importance and effect of the reflection activities. We confirmed the presence of the reflection activities of our SCC design and its effect.

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This project promotes teacher collaboration for the professional development of Japanese language teachers. Practical activities in an e-portfolio and Learning Management System for six months, following which a focus group interview and questionnaires revealed the following: (1) participants did not have sufficient opportunities to communicate with each other; (2) young teachers were hesitant to express their ideas and opinions to senior participants; (3) continuing discussion among participants was needed to build and sustain a community of practitioners; and (4) e-teaching portfolio was the effective tools for focusing on and analyzing their own practices. Based on this practice, in the second period (Nov. 2012-May, 2013), participants were divided into eight sub-groups and were collaboratively conducting project work for student exchange and planning the seminar for local teachers through web sites.

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