This tutorial explains principles of writing papers for transactions of JSiSE. In this paper, we first roughly classify the research conducted in the research field of information and systems in education, introduce the paper categories of JSiSE, and explain the guidelines for selecting the paper category. Then, we will introduce principles for clarifying research questions, which are important points for papers to be accepted, and introduce concrete examples of research questions by picking up from practical papers that have been accepted. In addition, by introducing the editorial board’s underlying philosophy of reviewing papers in more detail, we hope authors utilize it for writing papers.
This paper provides readers with some suggestions on how to understand learning assessment using qualitative data, and sides with researchers who use/want to/are wondering whether to use qualitative data. In addition, the paper aims to put modes of learning assessment using qualitative data in JSiSE on the agenda for discussion. As an assertion of the paper, we hold up the research-question-first that designs research from the research-question. Moreover, we try to make a JSiSE hypothesis-deduction model and to summarize several requirements for research and paper in empirical and interpretive researches. In order to resolve conflicts between mode of thought based on each research, we argue about that (i) researchers and readers/reviewers need to be aware of their own paradigms and that (ii) it is necessary that some comments based on logico-scientific mode are translated into one based on narrative mode.
This article summarizes the 2030 Agenda, the document in which the Sustainable Development Goals (SDGs) are presented, and the concept of Sustainable Development, which forms the basis of the SDGs. Then, examining the content of the UNESCO-proposed “Education for Sustainable Development (ESD)”, it will be discussed learning to foster the agents for the sustainable world.
The SDGs are now attracting attention all over Japan, but nowadays the SDGs are booming and misunderstandings are spreading. Therefore, in this paper, we will start by reconsidering the SDGs from three important perspectives. The three important perspectives are “Global scale”, “Backcasting”, and “No one will be left behind”. In addition, we will introduce global research trends as trends in the SDGs, and consider how changes in the world due to the spread of coronavirus infection will affect research trends. Finally, the practice of ESD is emphasized as one of the success factors for achieving all the goals of the SDGs. So, as major ESD initiatives being implemented at Kanazawa Institute of Technology, we will introduce initiatives related to “problem-solving classes on the theme of SDGs” and “SDGs innovation education base schools”.
Due to world population growth, sustainability of food and water supply is under threat. Therefore, we need to reassess the role of inshore fishing as a source of protein, which can be obtained with limited usage of water and energy. However, a declining habit of eating local fish leads to reduced demand for inshore fishing, and aging and decreasing number of fisherpersons. In this project, focusing on fish caught in Osaka Bay, which used to be known as the “Sea of Naniwa (fish garden)”, we will develop a regional model to create a virtuous cycle of people, products and money. Specifically, we plan to recycle fish scraps for pebble-like fish aggregating devices to attract fish, create and present a promising model of fisherperson for children, and to develop cooking recipes using local fish, through intergenerational co-creation. In addition, we will establish a distribution channel for local fish and develop technology to maintain freshness to be applied there. With these activities, we will revitalize community-based fishing and fish-eating culture.
The purpose of this paper is to examine a set of evaluation methods for sustainable development of communities. We conducted the pattern-detection analysis to find whether systematic ways have emerged or not in a community, the between-centrality coefficients analysis for collective cognitive responsibility of each community member emerges or not, and text-mining as content-analytics to know whether emergent of activities which follow a community's objectives or not. The target was a community of student-staff members who were operating active learning classroom-M as extracurricular-activities, and analyzed seven-years log-data stored in SNS which was used by the student-staff members. As a result of analyzing 31,693 articles written by a total of forty-nine student staff members using the three analytical methods, we found that the student-staff members gradually (1) found tasks which should be done in daily-basis, (2) shared the tasks with his/her colleagues, and (3) discovered newer tasks to be done for fulfilling requirement from users of classroom-M.