On the Evaluation of Workshop Practice as Educational Technology Research(<Special Issue>Informal Learning in the Information Society)

DOI
  • MORI Reina
    Interfaculty Initiative in Information Studies, The University of Tokyo
  • KITAMURA Satoshi
    Faculty of Communication Studies, Tokyo Keizai University

Bibliographic Information

Other Title
  • 教育工学研究としてのワークショップ実践の評価に関する検討(<特集>情報化社会におけるインフォーマルラーニング)
  • 教育工学研究としてのワークショップ実践の評価に関する検討
  • キョウイク コウガク ケンキュウ ト シテ ノ ワークショップ ジッセン ノ ヒョウカ ニ カンスル ケントウ

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Abstract

Workshops have been recognized as one of the subjects of educational technology research. However, the evaluation of workshop practice in the domain of educational technology research has not been adequately discussed. In this study, we first considered the evaluation of workshops from an educational perspective, focusing on the relationship between workshops and learning goals. Second, we examined how learning in/on workshops can be evaluated in the field of educational technology research, with reference to the research methodologies in community planning and cognitive science. We suggested that explicit and implicit learning goals should be separated in the evaluation of workshops from an educational perspective. In addition, we pointed out the importance of "unexpected learning." Based on the methodology in community planning, we also proposed detailed descriptions of contexts of workshop practice and positions of the participants, and multi-faceted analyses. Furthermore, based on the methodology in cognitive science, we discussed multi-modal analysis.

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Details

  • CRID
    1390001205228121216
  • NII Article ID
    110009684860
  • NII Book ID
    AA11964147
  • DOI
    10.15077/jjet.kj00008987691
  • ISSN
    21896453
    13498290
  • NDL BIB ID
    025083787
  • Text Lang
    ja
  • Data Source
    • JaLC
    • NDL
    • CiNii Articles
  • Abstract License Flag
    Disallowed

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