コロナ禍で多くの授業・課外活動に対して厳しい行動制限がついたことで，人との接触が予定される多くの授 業やワークショップがオンラインへのシフトを迫られた.本研究では，オンラインで多人数かつ越境学習を含むワー クショップを行う学習環境について実践報告する.本ワークショップは，イノベーションと学習環境を関連付け，「仕 事に真剣に取り組むときに沸き起こるドキドキ・ワクワク感」をプレイフルと定義し，ワクワクしながら新しいこと に挑戦する人や企業を創っていくことを目的とした Playful Thiking(上田,2020)の実践である.従来，150 人程がリアル に集まり，歌や踊り，創作活動などを通じて本気で取り組む学習環境の実践を行ってきた.リアルでの発見が制限さ れる中で，いかに一体感を創り出し，参加者が真剣に，深く考える環境を作ることができるか，が課題となった.オ ンラインで実施した結果，ダイバーシティでリアルよりも効果が期待できる可能性，歌うという共同作業することで， 参加者が一体感を持つことが出来たこと，本物に触れるという設定をしやすいこと，などが今回の実践の結果明らか になった.

Under COVID-19, we face the strict behavioral restrictions on many classes and extracurricular activities. Many classes and workshops with scheduled human contact had to shift to online. This study reports on a learning environment that includes online, multi-group, cross-border learning workshops in practice. This workshop is based on “Playful Thinking” theory by Ueda (2020). This theory relates innovation to the learning environment and defines playful as "the thrill and excitement that arises when you take your work seriously" and aims to create people and companies that are excited to try new creation. We have practiced a learning environment where about 150 people get together in real life to engage seriously in singing, dancing and creative activities for over 20 years. The challenge for this year was how to create a sense of unity and an environment for participants to think seriously and deeply in a situation where discovery in the real world is limited. As a result of the online practice, we learned that online workshop can more diversity than in person workshop, that the participants were able to have a sense of unity through the collaborative process of singing, and that it was easy to set up a setting in which they could come into contact with the real thing.