This paper summarizes the main panel discussion in JSiSE annual conference 2019 at Shizuoka University. The panel was held for sharing knowledge of disaster-stricken areas and for considering Learning with Resilience. Three speakers delivered their disaster experiences in earthquakes that hit Hokkaido, Kumamoto, and Miyagi areas. Another speaker provided topics about ICT, IoT, 5G, and VR/AR for Learning with Resilience. In addition, the speakers and audiences discussed Learning of Resilience and Resilience of Learning (we phrase these points as Learning with Resilience in the paper’s English title). In this paper, we (the panel organizers) reviewed the panel, discussed the contributions of JSiSE for disaster education, and expanded our vision to learning sustainability.
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.
This paper describes a reference work for hybrid-learning which combines inter-rooms style and in-persons style. The former style indicates online/remotely learning whereas the latter is used for onsite/face-to-face learning. Regarding such implementation, the concerned people in several types of role perform collaboratively in accordance with their positions. This paper introduces a summary of requirements at first. Then a typical example of a practice by a professor who manages a class is described. The last part touches upon another role from the supporting organization taking a role such in ICT-infrastructure management or e-learning support.
In this paper, we introduce school-wide teaching and learning support practices by using digital learning tools for students and faculties during the COVID-19 pandemic. Right after the COVID-19 pandemic affected the higher-education in Japan, Osaka University built a Teaching Class Support and Response Team during the new semester to develop school-wide online teaching and learning supports due to the campus closure. The team offers multi-faceted support tools such as LMS help desk, orientation videos via YouTube channel for first-year students, and teaching online guidelines during the semester. Through our practices, we find the significant issue of teaching at the university during the COVID-19 era. The issue is: how we conduct classes to combine face-to-face and learning online in the same semester. To resolve this issue, we believe that universities need to develop an organizational comprehensive support system for teaching and learning. We also expect that scholars would share their expertise, idea, and practices of teaching under practices the COVID-19 pandemic by using an academic society.
In this paper, the authors describe what kind of preparations to support the implementation of online classes in Hokusei Gakuen University. Also, they describe the tangible supports that the university or support teams provided before and after the start of the online classes. In addition, the results of the questionnaire survey to the students were analyzed by quantitative text analysis. The authors discuss how the anxiety and expectation of the students changed before and after the implementation of the online classes.
With the spread of COVID-19 since February 2020, so many higher education institutions were forced to use the Internet for classes in the spring semester of the academic year 2020. This paper reports an overview of the impact of COVID-19 on Universities, the process of implementing Internet-based classes (so called Online Classes), the preparation and operation of a support system for Internet-based classes, and the results of the implementation of the classes. Even in situations where face-to-face consultation was not possible, we were able to provide support for the preparation of Internet-based classes in order to make effective use of some kinds of web systems.
This paper describes construction and operation of an online education system based on an information infrastructure of Kagawa University to counteract COVID-19 pandemic in Japan that have been continued from the beginning of 2020. At first, we outline the information infrastructure of Kagawa University and describe the construction of the online education system that was implemented from March to June 2020. We show both importance of virtualization and sharing operational techniques among universities. Finally, we introduce online seminars that we are conducting in collaboration with other universities to realize a new educational value in post-corona era.
In recent years, it has become necessary for teachers and students to understand how student learning progress is recorded and assessed in e-portfolios in order to further foster their skills and competencies. However, e-portfolios have become large and complex due to the growing number of required components, so it is difficult for students to fully understand their own progress within limited class hours. Thus, a framework is needed for e-portfolios that enables them to visualize a student’s learning progress more efficiently. We aimed to develop a framework for identifying learning progress from e-portfolios to better support student assessments. We developed and tested a system that estimates and visualizes a student’s progress based on item response theory and data from self-assessments conducted using rubrics. The results suggested that the system enabled students to visualize their learning progress. In addition, we found that using item response theory, which considers aspects such as rubric difficulty, identifies learning progress more accurately.