Hiroyuki Masukawa

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We report here a case of university level collaborative learning supported by a notesharing system called Reflective Collaboration Note or ReCoNote. The system is enriched with the mutual linking capability that requires the learners to explicitly think about and comment on relationships between two pieces of information. In a course on human problem(More)
1.Introduction 1.1Overview (1)研究全体の目的 ・協同がどのように抽象的で柔軟な問題解決へ導くか説明する。 :そのために、2 つの要因の議論に基づいて説明をする 1外的ソースの利用 2役割の変遷:Moniter と Doer ・この論文ではこれらの要因が相互作用をして解を生成することを示す (2)人間の高次の認知形態は内的ソースと外的ソースの相互作用 :外的ソース:物理的、社会的な環境 :内的ソース:積み上げられて構成された知識 ・問題解決プロセス 1外的環境における利用できるものの活用から始まる 2解を選別、統合してスキーマや抽象的な表象へ発展させ蓄積する 3新しい問題にそれを適用 ・抽象度の異なる解を多く生成することがキーであり協同によってこれがなされる(More)
The Learning Sciences constitute a rapidly expanding discipline that focuses on the learning potential of humans. In this paper, I will discuss the particular learning mechanism involved in the concomitant advancement of domain knowledge and 21st century skills, as well as the Constructive Jigsaw Method of knowledge construction through collaboration-that(More)
Recently, the practice of active learning has spread, increasingly recognized as an essential component of academic studies. Classes incorporating small group discussion (SGD) are conducted at many universities. At present, assessments of the effectiveness of SGD have mostly involved evaluation by questionnaires conducted by teachers, by peer assessment,(More)
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