日本教育工学会 2019年秋季全国大会

各セッション

全体会

キーノート・シンポジウム

チュートリアルセッション

日本語案内 ▼

JSETでは、2014年に米国教育コミュニケーション・工学会（AECT）、2017年に中国教育技術協会（CAET）、2018年に韓国教育工学会（KSET）と学術連携に関する覚書が交換され、以来国際交流を積極的に展開してきました。過去、AECT関係者によるランチョンセミナーおよびKSET、CAET関係者によるInternational Sessionでの各国における教育状況の話題提供が行われ、海外の教育工学に関する研究状況について共有する機会を設けてきました。

昨年度より、さらにその交流を発展させることを目的として、これまでの取り組みを統合・改変し、新たに「President Talk」を開催することとしました。President Talkでは、各学協会関係者をお招きし、最新の研究動向や理論、概念の紹介、各国における教育工学の重点課題や様々なテクノロジー等を利用した教育実践事例の共有が行われます。

今年度は、秋季全国大会にてPresident Talkを開催いたします。各国の教育工学に関する第一人者が一堂に会し、グローバルなレベルでの今後の研究のあり方について議論する機会となります。ぜひご参加いただきますようお願いいたします。

• Martindale, Trey
  ＜Near-term and Long-term Challenges for Online Higher Education＞
  概要
  We are currently experiencing a time of change for higher education institutions globally. Electronic networks are becoming faster and pervasive. Electronic devices are becoming more mobile, powerful, affordable, and ubiquitous. These factors have contributed to the rapid growth of online learning opportunities, which in turn has led to greater student choice and empowerment over the process of selecting learning options. These options include traditional degrees, certificates, micro-credentials (badges) multi-institutional degrees, and other forms of certification.
  Commercial organizations (in contrast to higher education institutions) have typically led the way in providing more alternatives for learning and development. Students in today’s world bring experiences and expectations to which educators must be prepared to acknowledge and adapt. In this presentation I will share the primary near-term and long-term challenges for higher education, and what educators and universities can learn from business and industry and consumer technologies in terms of providing effective and engaging learning environments for students.
• Cho, Eunsoon
  ＜ICT Issues toward the 6th Educational Informatization in South Korea＞
  概要
  This study will discuss about the issues and concerns in terms of the expectations and outcomes on the 6th Educational Informatization from 2019 to 2023 established by Korean government. The important issues on the 6th Educational Informatization plans are to set up digital converged educational environment, lifelong online education system, innovative educational information from big data analysis, digital solutions on educational gaps, and teachers and students' digital competencies for future education.
  In Korean, Educational Informatization has begun since 1996 with emphasis on the internet diffusion at schools and its utilizations for classroom activities and school administration simplification as well. From 1st and 5th Educational Informatization, schools were equipped with computers with high speed internet and e-learning systems such as LMS (Learning Management System), NEIS (National Education Information System), and EduFine (Education Finance) have been used even in difficulties of quick diffusion and brief training teachers and students for how to utilize them. Schools usually reacts slowly to environmental changes considering of a set curriculum and mass education from city to country.
  The budget is also a very important factor to execute useful plans for teachers and students to activate their classroom performance. There are about 450,000 teachers in 20,000 K-12 schools including approximately 6 million students in Korea. Educational and regional gaps are still existing although Educational Informatization is to provide opportunities to solve these gaps by ICT diffusion. From many articles and research, it is found that students' achievement and perception have been increased with ICT utilization in school, and teachers administrative works with convenient. However, it needs to examine whether Educational Informatization has been able to engage both students and teachers in deepening their experiences and authentic knowledge accumulation, so students apply learned ICT competencies for their career development and preparing their future life.
  First, this study will examine literature review about the main topics and their action plans of Educational Informatization, and will discuss the controversial issues for future educational innovation driven by Korean government. Next, the practical tasks for school teachers and students will also be reviewed on their visible outcomes at school environment, so educational informatization is not only the superficial educational policies, but able to reinforce students' competencies for preparing their future, and finally contribute to students' life and their wellness.

ENGLISH GUIDE ▼

JSET has exchanged the Memorandum of Agreement for academic partnership with the Association of Education Communications and Technology (AECT) in 2014, Chinese Association for Educational Technology (CAET) in 2017 and Korean Society of Educational Technology (KSET) in 2018. Since we established this relationship, JSET encouraged the international exchange with these organizations. We have conducted the “Lunchtime Seminar” by AECT officials and the “President Talk in International Session” by KSET and CAET officials in order to understand the research trend of Educational Technology in each country.

From last year, we have convened the “President Talk” as a constructive discussion opportunity among the scholars from each country to enhance our international partnership. We invite three scholars from each organization, and they share a new trend of the researches, theories, concepts, specific issues in each countries, and the case studies with new technologies.

This session will be held in the autumn conference, and it will be a great opportunity to discuss the future educational technology research and practice with global perspectives.

• Martindale, Trey
  Near-term and Long-term Challenges for Online Higher Education
  Abstract
  We are currently experiencing a time of change for higher education institutions globally. Electronic networks are becoming faster and pervasive. Electronic devices are becoming more mobile, powerful, affordable, and ubiquitous. These factors have contributed to the rapid growth of online learning opportunities, which in turn has led to greater student choice and empowerment over the process of selecting learning options. These options include traditional degrees, certificates, micro-credentials (badges) multi-institutional degrees, and other forms of certification.
  Commercial organizations (in contrast to higher education institutions) have typically led the way in providing more alternatives for learning and development. Students in today’s world bring experiences and expectations to which educators must be prepared to acknowledge and adapt. In this presentation I will share the primary near-term and long-term challenges for higher education, and what educators and universities can learn from business and industry and consumer technologies in terms of providing effective and engaging learning environments for students.
• Cho, Eunsoon
  ICT Issues toward the 6th Educational Informatization in South Korea
  Abstract
  This study will discuss about the issues and concerns in terms of the expectations and outcomes on the 6th Educational Informatization from 2019 to 2023 established by Korean government. The important issues on the 6th Educational Informatization plans are to set up digital converged educational environment, lifelong online education system, innovative educational information from big data analysis, digital solutions on educational gaps, and teachers and students' digital competencies for future education.
  In Korean, Educational Informatization has begun since 1996 with emphasis on the internet diffusion at schools and its utilizations for classroom activities and school administration simplification as well. From 1st and 5th Educational Informatization, schools were equipped with computers with high speed internet and e-learning systems such as LMS (Learning Management System), NEIS (National Education Information System), and EduFine (Education Finance) have been used even in difficulties of quick diffusion and brief training teachers and students for how to utilize them. Schools usually reacts slowly to environmental changes considering of a set curriculum and mass education from city to country.
  The budget is also a very important factor to execute useful plans for teachers and students to activate their classroom performance. There are about 450,000 teachers in 20,000 K-12 schools including approximately 6 million students in Korea. Educational and regional gaps are still existing although Educational Informatization is to provide opportunities to solve these gaps by ICT diffusion. From many articles and research, it is found that students' achievement and perception have been increased with ICT utilization in school, and teachers administrative works with convenient. However, it needs to examine whether Educational Informatization has been able to engage both students and teachers in deepening their experiences and authentic knowledge accumulation, so students apply learned ICT competencies for their career development and preparing their future life.
  First, this study will examine literature review about the main topics and their action plans of Educational Informatization, and will discuss the controversial issues for future educational innovation driven by Korean government. Next, the practical tasks for school teachers and students will also be reviewed on their visible outcomes at school environment, so educational informatization is not only the superficial educational policies, but able to reinforce students' competencies for preparing their future, and finally contribute to students' life and their wellness.