This paper analyzes the processes of social implementation contest to educate students who is capable of achieving social innovation based on science and technology. Firstly, the paper reveals that the social implementation contest consists of almost the same processes of social innovation processes. Secondly, the paper lists up useful methods and tools to enhance educational effect by taking account of 1) analyzed processes and 2) such activities at enterprises related to business model or marketing. Finally, the paper points out the necessity of future efforts to enhance stated processes by systemizing activities at enterprises as well as creating effective new educational methods and tools for social implementation based on science and technology.
One of the most serious problems we have is decreasing workforce in Japan while the GDP per capita is almost constant in these 20 years. Continuous innovations are absolutely necessary to keep our QOL in the future. Most innovations are based on the fusion or integration of technology breakthroughs. Technology breakthroughs are mainly achieved in the industries but based on the scientific discoveries in the universities. Most researches in the universities are single disciplined. Research and Development in the industries are mainly carried out by the collaboration of differently specialized people. It becomes more and more important to design the innovations for the future society and people. Industries know the way to combine the different specialties and universities have deep scientific knowledge. The university-industry collaborations in educations for innovations are valid and feasible.
The purpose of this paper is to examine the significance of education for innovation from a viewpoint of the experiences and trend of curriculum reform. At first, three my experiences are introduced and we find out what is the problem of curriculum reform. 1) Dominant position of professor in the relation between professor and student 2) The systematization of curriculums based on the separation of education and research 3) “Free Campus University (Ido Daigaku) ” model which was employed quite an original methodology for solving problems. Secondly, this paper point out what were characteristics of recent curriculum reform 1) The student play a central focus for curriculum design 2) Serious separation of education and research 3) New trends of research require the innovative education reform which is close to a new educational method for social implementation on science and technology. Finally, we discussed the summary of educational paradigm for curriculum reform.
Educational method that requires the social implementation is a technique aimed at training of the engineer who can create value based on social needs. Learners must build up their solutions by discovering and developing the social issues. In this paper, we discuss the needs and issues for the educational method and introduce a practice of the method incorporated with the robot education. By taking advantage of the robot technology, this approach can ensure the sufficient time to social implementation and reducing the workload of manufacturing.
An educational framework for social implementation of robotics with cooperation of multiple disciplines is developed. After a series of hearings with professionals in welfare and venture fields, a series of three workshops was held with teams consisting of students from three disciplines and advisors in the welfare field. The workshop aims at teaching students the whole process of experiencing the actual field to find ideas, brainstorming to embody the ideas, making mocks, and presenting them to professionals to evaluate commercialization possibilities. A syllabus is proposed based on the findings from the workshop and a yearlong PBL type laboratory course is currently tried out. It was found that this type of course is extremely valuable not only for the participating students but also for the professionals and teachers.
i.school, the University of Tokyo has been providing innovation education since 2009. Its objective is to foster people who can create innovative idea on products, services, business models, social systems, and so on. The i.school’s educational program is composed of workshops for 20-30 participants. Students of the University of Tokyo can apply from all sectors. Neither credits nor degrees are given. Participants’ only purpose is self-improvement. Therefore, very motivated students take part. This article introduces the activities in i.school and findings from its six year experiences including knowledge on design of workshop process such as mechanisms for novelty and modelling of workshop process. Additional aspects of innovation education, such as motivation education and education for global human resources, are also discussed based on UTokyo innovation summer program, TISP and workshops at Indian Institute of Technology at Hyderbard.
This article describes a unique methodology of system and design thinking conducted in the graduate school of system design and management, Keio University. System design thinking is based on systems engineering and design thinking. Systems engineering is often misunderstood in Japan as an engineering for software and ITC, however it has much wider meaning including software, hardware and human ware. Design thinking is an innovative method started in IDEO and d.school of Stanford University. In Keio SDM, both methodologies are used for innovative and creative problem solving. In this article those are described.
Applying and extending research and development results to address specific social problems is called “Social Implementation” . In this paper, we propose a “Social Implementation” type of final-year project and report our first trial results. The implementation field is the KUROISHIBARU School for Special Needs Education which is located next to National Institute of Technology, Kumamoto College. In the school, students developed devices based on assistive technology. Students dedicated to research actively while having a sense of responsibility and a clear awareness of significance of design that meets the needs of the school. The information-sharing model of social implementation is proposed and the roles of teachers in the students’ active engagement with the off-campus collaborators are provided using the model.
A promising procedure for process analysis of “Social Implementation Approach Based on Robot Education" is proposed. The aim of this education program is to give students a situation in which the students must communicate with trial users, because the realization of service robots needs to be achieved by producers and users mutually communicating their intents and perceptions. This program also provides very good opportunities for students to apply their engineering knowledge to solve problems in real society. Based on the above, we made an attempt to analyze the processes of each Social Implementation Approach by reference to the frequency of student-user interaction. A classification of the processes according to the method type of “Agile” or “Waterfall” for estimation of the characteristics of each Social Implementation Approach is also described.
This paper focuses on what educational effects the research and development in cooperation with society has on students. Students can improve their capabilities to be “integrated” engineers through their experiences implementing what they have learned in companies or research institutions, even in a short period. We discuss the educational programs in “Engineering Ethics” and “Communication Skills.” We propose a new teaching method named “engineering training dojo,” which is a combination of group discussion and lecture. As a result of carrying out this program, almost all students have developed their communication skills.
Today’ s postmodern society especially has higher expectations of engineers to acquire abilities as innovative human resources. Innovation education, a new genre of education for engineers, is such a learning process that goes beyond the range of knowledge and experiences provided by traditional engineering education. To develop engineers with these required abilities, one type of active learning that experiences the process called Social Implementation has proved effective. Accordingly, we have designed numerous educational activities and implemented them in the learning process of imparting technology to society. Trial and subsequent improvements over nine years has revealed that information management skills, discussion and consensus-building skills, and evaluation skills and the learning methods to acquire those skills are critical. This paper introduces advanced learning methods based on situated cognition theories and the tools to further develop the quality of active learning for engineering students who strive to be innovators.
Social implementation education requires students to discover their research themes from real world problems and work on them proactively. In order for students to be able to do this, prior education in regard to social implementation is necessary. This paper shows that raising the students’ awareness of social implementation, developing the students’ proficiency in basic electrical and electronic engineering subjects (such as, microcomputer engineering and electronic circuits) and cultivating the students’ confidence through hands on exercises are important components of this prior education. This is supported by the theory of applying the principles of psychology to technological educational. In addition, the essential role of a supervisor is to provide students with the conditions necessary to perform social implementation by cooperating with local communities and specialists in other fields.
Science and engineering students are ever more expected to act as a global talent with a wide range of designing abilities who can lead an innovation. Tokyo Tech “Science and Art/Design Project Creative Flow” is an education and research project which aims to open up their perspectives and to nurture their communication abilities particularly by promoting the use of “intra-lingual translation” in discussions. This paper picks up “Concept Designing” workshop which is organized in collaboration with Musashino Art University among all the creative activities, analyses the discourse data using some methods from translation studies and the student survey. This results shows that this unique workshop provides an opportunity which develop students’ creative skills and mind through intercultural communication.
A regional collaboration project of developing a mascot robot that would be used in an annual religious festival was conducted. The robot was developed by students and was demonstrated in the festival and other events, thus this project would be effective as an educational method to enhance students’ social implementation and engineering design abilities. This project was supported by various stakeholders, i.e., the tourism association, local residents, and the mass media. In this paper, a stakeholder analysis was applied to this project, and each stakeholder’ s interest and educational effect were discussed. Additionally, based on the analysis, an effective management of regional collaboration projects including communication between stakeholders and students was proposed.
The paper discusses about a framework of the internationalization of the engineering education and considers how to implement the innovation ecosystem along this. Firstly, after reviewing the AnnaLee Saxenian’ s book, an international strategy of brain circulation is clarified that, as a result, was given the United States. Secondly, a framework of globalization of the engineering education that our country can take is proposed. Thirdly, it is shown that the actual situation that innovation happens one after another in current Silicon Valley is caught with the frame called the ecosystem. Fourthly, the problems are discussed to implement the innovation ecosystem.