JP2009223337A - Learning support device using portfolio - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide a system for carrying out personnel training and learning support. <P>SOLUTION: In a server 10 provided on a university side, a measuring part 22 measures a degree of fulfillment for each of a plurality of elements classified as an index of an ability value based on diagnosis result obtained by diagnosing the ability value of a student. When the student performs selection input of a future model, a comparison part 24 compares a measured result obtained by measuring the ability value of the student with a level value of ability set to the future model in each of the plurality of the elements concerning the future model. The comparison part 24 evaluates the degree of non-satisfaction concerning the element indicating the ability value not meeting the level value of the model by comparing the measured ability value with the level value of the set model. <P>COPYRIGHT: (C)2010,JPO&INPIT

Description

  The present invention relates to a technique for supporting student learning in an educational institution such as a university.

  In Japan, where there are few physical resources, intellectual creation as an intellectual resource will become increasingly important. The US dragger says that "from now on knowledge is the only effective resource for management", but now the competition of that resource has become a reality, and "intellectual creation creates value" is widely recognized. It has come to be.

  In order to create an intellectual creation, it is necessary to consider the “intellectual creation” methodology in response to environmental changes. “Intellectual creation” generally refers to the creation of new ideas, objects, systems, etc. by human beings using ingenuity and ingenuity.

  However, “creation” is different in nature from “other tasks and activities”, and there is no reference model, and there are no rules or processes that are reliable. On the contrary, the current situation is that there is no standard for determining success or failure. In general, the process of creating “creation” is in a sense a one-time god skill, or the result of a great leap in the imagination of an individual or a group, and cannot be planned or imitated in advance. It is considered a thing.

  However, on the other hand, it is also true that there are individuals and companies that continuously generate great ideas, and various ideas such as new business processes, new strategies, new businesses, etc. have been proposed. Looking at such situations, we create intellectual creation to elucidate whether there is a secret of success to create `` creation '', whether it can be systemized, whether that system is a model for other individuals and companies, etc. It is necessary to conduct research on the “intellectual creation system” that can be called the mechanism.

  It is easy to think that intelligent and sophisticated human beings are leading players in creating these values, but in fact, innovation is created only by the accumulation of professionals in each field. In this sense, it can be said that the organization has become a society that asks how professional human resources can be gathered and how professional individuals are.

JP-A-9-274426

  We have personal “career rights”. That is the right for individuals to take jobs that match their abilities and motivations and to build their own careers. In this era of transition to an “intellectual creative society”, the corporate life cycle has become shorter and the collapse of corporate pyramid organizations has begun. This has led to the disappearance of places where generalist managers can utilize, and the collapse of systems aimed at career advancement.

  Under such circumstances, we are faced with a new problem of obsolete personal careers. The road that remains to us as a solution is that individuals create and establish “self-driven core competencies”. Specifically, in order to become a professional in a certain field, it is to continuously carry out actions that are proactively and creatively addressed to my work and career.

  In the future of the “intellectual creative society”, what the company actually wants is to break away from the career obsolescence of employees who are responsible for employment, and to empower employees' “self-driven core competence” It is a source. Core competence means the core (best) ability of each individual. As described above, educational institutions such as universities are required to develop human resources with advanced creative knowledge and to develop human resources capable of creating and establishing self-driven core competencies.

  One embodiment of the present invention relates to a learning support apparatus that supports student learning. The learning support apparatus of this aspect includes a measurement unit that measures the degree of fulfillment for each of a plurality of elements classified as an indicator of ability values based on a diagnosis result obtained by diagnosing a student's ability value, and a plurality of future models aimed by the student A storage unit that stores the level values of the abilities in each model set for each of the classified elements, a reception unit that receives selection inputs of future models from students, and the student's ability values for the received future models And a comparison unit that compares the measurement result obtained by measuring the level value of the ability set for the future model for each of a plurality of elements.

  According to the learning support device of this aspect, the student can recognize the shortage of the current ability with respect to the future model he / she aims at and can grasp the ability to be developed.

  Another aspect of the present invention also relates to a learning support apparatus that supports student learning. The learning support device according to this aspect stores a first storage unit that stores study goals set for each of a plurality of types of study courses, and stores a plurality of courses in association with elements of abilities that are improved by studying. The second storage unit to receive, the reception unit that accepts the selection input of study goals and multiple courses, and whether the elements of ability that are improved by studying multiple accepted courses correspond to the entered study goals A determination unit for determining whether or not.

  According to the learning support device of this aspect, the student can obtain an objective determination with respect to the appropriateness of selection of the course subject.

Still another embodiment of the present invention also relates to a learning support apparatus that supports student learning. The learning support device according to this aspect includes a first reception unit that receives a goal plan sheet that describes a plurality of learning goals to be achieved, and a second reception that receives a goal achievement sheet created according to the achievement level of each learning goal. A first reception unit, a second reception unit, a third reception unit that receives a proof sheet for certifying the degree of achievement of the goal by the goal achievement sheet, and a goal achievement sheet and a proof sheet corresponding to each of the study goals And a file creation unit that creates a single file by collecting the target plan sheet, the target achievement sheet, and the certification sheet received by the third reception unit. The first reception unit, the second reception unit, and the third reception unit may be configured by the same reception unit in terms of hardware.
According to the learning support device of this aspect, it is possible to create a file in which the courses of study are combined into one.
The learning support device according to the aspect described above may function as a learning support device using a portfolio.

  Still another aspect of the present invention includes a step of measuring a degree of fulfillment for each of a plurality of elements classified as an indicator of ability values based on a diagnosis result obtained by diagnosing a student's ability value, and a plurality of future models aimed by the student The ability level value of each model set for each is stored for each classified element, the step of accepting a future model selection input from the student, and the student ability value for the accepted future model A step of comparing the measurement result obtained by measuring the level value of the ability set for the future model for each of a plurality of elements, a step of receiving selection input of a study goal and a plurality of courses, and a plurality of received A step of determining whether or not an element of ability improved by studying of the subject of the course corresponds to the entered study goal and presenting the determination result , The step of accepting the goal plan sheet describing the multiple study goals to be achieved, the step of accepting the goal achievement sheet created according to the achievement level of each study goal, and certifying the goal achievement status by the goal achievement sheet And a step of associating a goal achievement sheet and a certification sheet corresponding to each academic goal, and creating a portfolio file by combining the goal plan sheet, goal achievement sheet, and certification sheet. Provide learning support methods using portfolios.

  Still another aspect of the present invention is to create a structured document having a hierarchical structure by associating a reception unit that accepts input contents related to a learning experience as a document component and a plurality of document components received by the reception unit. Providing a learning support device comprising a document creation unit that performs storage and a registration processing unit that stores the created structured document in a storage unit, wherein the registration processing unit is one of a plurality of nodes located at a predetermined same hierarchical level The structured document is stored in the storage unit on the condition that the document component is input.

  According to the learning support device of this aspect, the user can easily create a document related to the learning experience.

  It should be noted that any combination of the above components and the expression of the present invention expressed as a method, apparatus, system, and computer program are also effective as an aspect of the present invention.

  According to the present invention, it is possible to support student learning.

It is a figure which shows a three-dimensional competency model. It is a figure which shows the basic concept of portfolio intelligence. It is a block diagram of portfolio intelligence. It is a figure which shows the detail of each file contained in a portfolio intelligence file. It is an image figure of the education support system using the portfolio intelligence file of this invention. It is a figure which shows the basic process of portfolio intelligence. It is a figure which shows an action learning process. It is a figure which shows a target sheet preparation process. It is a figure which shows the relationship between a study goal, the goal achievement sheet | seat corresponding to it, and evidence. It is a figure which shows the element and evaluation item of a goal achievement sheet. It is a figure which shows the education assistance system in an Example. It is a figure which shows the structure of a university side server. It is a figure which shows the display of the measurement result by a measurement part. It is a figure which shows the display of the comparison result by a comparison part. It is a figure which shows a part of subject description shown to a student. It is a conceptual diagram of the tree structure node group of the goal achievement sheet | seat produced as a structured document. It is a figure which shows the structured document produced regarding CE shown in FIG. It is a figure which shows the structured document produced regarding RO shown in FIG. It is a figure which shows the structure which manages the goal achievement sheet | seat in a server.

  In this example, as an example of education at a university or graduate school, a curriculum aimed at improving the core competence of individuals (hereinafter referred to as “Intellectual Creation System Major”) is taken as an example. Take. In this example, the Department of Intellectual Creation System has set up three courses of “Creative IT Professional”, “e-Business Professional”, and “Intellectual Property Professional”, and it provides human resources development while supporting student learning. The purpose is to do.

  The “Creative IT Professional Course” focuses on IT, and includes advanced software developers, web application developers, application specialists, IT specialists, IT consultants, IT architects, project managers, independent venture managers, server administrators, and the Internet. The purpose is to train working specialists, security professionals, customer service, operations, in-house venture managers, second-founded SME managers, etc.

  The e-Business Professional Course focuses on e-Business, and is a business process developer, marketing specialist, business consultant, IT coordinator, business process manager, Net strategy manager, project manager, corporate architect, advanced technology strategy / Training policy makers, industry-academia collaboration / technology transfer promoters, IT strategy planners / executors, venture managers, CDOs, sales, process owners, marketing strategy promoters, CEOs, business planning, CFO, CTO, CIO, etc. With the goal.

  The “Intellectual Property Professional Course” focuses on intellectual property and trains patent attorneys, patent engineers, patent office managers, intellectual property consultants, IP department managers, patent office managers, CIPO, etc. The purpose is to do.

  In the Department of Intellectual Creation Systems, human resources are trained with clear goals and methodologies. To this end, the present invention proposes a “competency model”. Competencies are “characteristic behavioral characteristics that humans need to produce high performance”, and in the following examples, a three-dimensional competency model is shown.

  FIG. 1 shows a three-dimensional competency model. The introduced competency model is represented by a three-axis competency of “thinking process” on the X-axis, “knowledge domain” on the Y-axis, and “human power” on the Z-axis.

The competencies of the thought process (X axis) include the following.
X1: Planning X2: Concept X3: Investigation / analysis X4: Design / Development X5: Transformation X6: Introduction / Operation X7: Evaluation / Verification X8: Lifecycle

The competence of the knowledge area (Y axis) includes the following.
Y1: Basic technology Y2: Applied technology Y3: Business process Y4: Business model Y5: Business management

Human power (Z-axis) competencies include:
Z1: Problem discovery ability Z2: Originality Z3: Solution ability Z4: Presentation ability Z5: Transformation promotion ability Z6: Communication ability Z7: Leadership ability Z8: Ownership ability

  The required results of the three-dimensional competency model constitute a subset of the required competencies. The illustrated subset is a competency that requires “investigation / analysis” as a thinking process, “applied technology” as a knowledge domain, and “creativity” as human power. The competency model of the embodiment has three systems (three axes) of competencies, so that three types of competency models for human resources to be trained can be prepared. That is, there are three types: a model that places importance on the thinking process, a model that places importance on the knowledge domain, and a model that places importance on human power.

<1> Portfolio Intelligence The Department of Intellectual Creation Systems, “Using IT to promote intellectual creation, construct and implement the creation with e-Business technology, and at the same time establish protection of intellectual property rights, Develop human resources who have cross-cutting and high-level creative knowledge that can firmly establish business development and eventually industrial development through corporate reforms, and human resources who can also create and establish “self-driven core competencies” For the purpose. For this reason, the Department of Intellectual Creation Systems introduces the following portfolio intelligence to education and aims to develop human resources.

  Portfolio intelligence is the creation of “self-driven core competencies” by acquiring individual-led career building skills. The Department of Intellectual Creation System realizes academic and practical integrated learning on creation and establishment of “self-driven core competence” for students through portfolio intelligence.

  FIG. 2 shows the basic concept of portfolio intelligence. Portfolio intelligence creates and establishes "self-driven core competence" by M (motivation)-> P (plan)-> D (do)-> C (check)-> G (grow). The portfolio intelligence of the present embodiment has a great feature in that the student's motivation is improved after having the students recognize their own abilities and enlightenment tasks in advance.

<2> Portfolio Intelligence Configuration Diagram FIG. 3 shows a portfolio intelligence configuration diagram. Portfolio intelligence is filed based on various factors. The unit of time is the number of years from admission to graduation, and by creating this portfolio intelligence file, it is possible to leave a track of students majoring in the intellectual creation system.

  The portfolio intelligence file has the purpose of clarifying the study goals and course plans for students. Improve student awareness of career advancement by having students set goal plans. Students set study goals and create goal achievement sheets for each study goal. This allows students to feel their own growth process and reset their goal plans for career advancement.

  In the figure, “self” is an abbreviation for a self-recognition sheet, and a diagnosis result of a self-recognition diagnosis described later is described. Students can grasp their strengths through self-recognition sheets. In other words, students can grasp their abilities that they lack, recognize the abilities they should develop during their studies, and select courses that help them improve their abilities.

  The portfolio intelligence file describes the flow of M (motivation)-> P (plan)-> D (do)-> C (check)-> G (grow) shown in Fig. 2, and students can freely add to this file. Increase access to the learning you need by accessing.

  FIG. 4 shows details of each file included in the portfolio intelligence file. By looking at each of these files, students can see how much their skills have improved. In addition, the portfolio intelligence file describes the improvement of one's own skills, so it can be used not only as a course of study but also as a material for explaining one's own skills to third parties.

  FIG. 5 is an image diagram of an education support system using the portfolio intelligence file of the present invention. University students, professors, off-campus visiting professors, guest speakers, prospective students, or various people from around the world can actively participate in this educational support system. For example, a visiting professor or guest speaker can access a practicum seat included in a portfolio created by the student and give advice to the student. The guest speaker is, for example, a student's expert in the research field or a university graduate. This advice remains on the practicum sheet, and students can use it effectively to find new directions and possibilities for their research. In addition, for those who are considering entering this university in the future, you can use the senior's portfolio intelligence file as a sample to get an image of when you entered the university.

  As described above, according to the educational support system of the present invention, it is possible to combine the university's actual education and global wisdom through the bidirectionality of the link, and by lowering the threshold for using the portfolio, It is possible to create more communication even outside the campus. In this way, building an “education support system” with a portfolio at its core, or a “learning support system” from another perspective, creates new connections between people and aims to share space and time. It becomes possible. As a result, the university can increase its value as an educational institution and provide a perfect environment for students to improve their abilities. By using a portfolio, information distribution is activated and a new university image opened to the outside can be established.

<3> Basic Process of Portfolio Intelligence FIG. 6 shows a basic process of portfolio intelligence. Portfolio intelligence is formed in nine processes. These processes are carried out throughout the school period, for example one year. Specifically, portfolio intelligence
(1) Self-recognition process (2) Competency model process (3) Action learning process (4) Reflection journal creation exercise process (5) Self-recognition process (6) Goal achievement sheet creation process (7) Grade evaluation process (8) Portfolio integration process (9) It is formed by a nine-stage process of portfolio summary creation process.

(1) Self-recognition process Before admission, students conduct a self-recognition diagnosis. The purpose of self-recognition diagnosis is to quantitatively measure the human power in the “three-dimensional competency model”, which is one of the characteristics of the intellectual creation system major, to recognize its own strengths and issues, The goal is to develop skills to achieve the goal.

  It goes without saying that high-level knowledge and skills are required for human resources who can carry out corporate reforms and firmly establish the development of business and industry as well as the creation and establishment of “self-driven core competencies”. Yes. In addition, “human power” such as influence on other people such as independence, self-motivation, good communication with people, good grasp of people's mind and making people care about it, that is, human Power is also an important factor. Self-awareness diagnosis reveals these capabilities.

  Competency analysis on human power is performed for individual students. The analysis results are then reported during individual interviews with faculty members, and students recognize not only the current human power strengths and issues, but also the competence gaps in their career goals. .

  The recognized results will be used as material in the competency model process for developing study goals and course plans. In addition, students store the analysis results “Self-Aware Sheet I” that provides evidence for portfolio intelligence. In the self-recognition sheet I, a score relating to human power is recorded, and the characteristics of the student viewed from the score, that is, strengths and tasks, etc. are described. Furthermore, for the goal set by the student, the comparison result between the model data for realizing the goal and the own competency measurement value is also described. As a result, it is possible to pick up the points of the student's ability development, which can be used for selecting the subjects to be taken.

(2) Competency model process After the self-recognition process, students receive individual interviews with faculty members. The purpose of the interview is 1) Confirmation and setting of study goals, 2) Formulation of a course plan, and 3) Application for courses.

  A study goal is a study goal to achieve a career goal for a student. The course plan is an action plan to achieve them. Students use advice and “self-recognition sheet I” from interviews with faculty members to set more appropriate study goals and formulate study plans.

  The study goals are divided into three categories: “common goals developed throughout the intellectual creation system major”, “goals developed in the course”, and “personal goals to be developed”. The content of the study goal is to acquire the competence of the “three-dimensional competency model”.

  In order to achieve the three categories of study goals, the study plan is formulated for the research guidance theme to be studied and related subjects in the pre-semester and post-semester. The research guidance and related subjects are research guidance, lectures, and exercises to acquire the competencies of the “three-dimensional competency model”.

There are the following principles for understanding and setting academic goals and formulating study plans.
Several study goals have been set as "common goals developed throughout the intellectual creation system major". Students will take research guidance, compulsory subjects, and recommended elective subjects to achieve these goals. The research theme of research guidance can be freely selected.

  School goals are set for each course as “goals developed in the course”. Students take related subjects and aim to achieve the study goals of their courses.

  As a “personal goal to be developed”, students set one personal study goal. Students take related subjects and aim to achieve their study goals.

  Students apply for courses after setting study goals and formulating a course. After that, create and store a “Target Plan Sheet” that describes the study objectives and the content of the subjects.

(3) Action Learning Process FIG. 7 shows an action learning process. Action learning combines various teaching methods, environments, and materials, and repeats the process of “theory” → “practice” → “reflection”, thereby not only “knowledge domain” but also “thinking process” and “human power”. Is an educational method to achieve competencies acquisition. In this way, students aim to acquire competencies that can be demonstrated in any environment.

  The Department of Intellectual Creation System implements the process from “theory” to “practice” of action learning for lectures and exercises in related subjects in the previous semester and the following semester. The process up to “reflection” will be implemented in the reflection journal creation exercise of the specialized course.

  In related subjects, students create a “practicum cam sheet” and a “log” for exchanging opinions as materials for portfolio intelligence through “theory” → “practice”. These are used as materials for “reflection” in the reflection journal creation exercises conducted in specialized courses, and finally used as materials for creating the “goal achievement sheet”. In addition, “Practicum Cam Seat” is selected as “Best Practicum Cam Sheet” which is evidence of portfolio intelligence. This “Practicum seat” allows not only on-campus students and professors, but also access to off-campus visiting professors and guest speakers, which enables the Practicum seat to be enhanced with the cooperation of various human beings. Can also be used effectively.

  At the same time, under the specialized course, under the supervision of the chief and assistant examiners, students create “research papers” and “logs” for exchanging opinions that provide evidence for study objective 1 of portfolio intelligence. These are directly used as material and evidence for portfolio creation that is performed directly in the learning process of specialized subjects, and are used to create “Goal Achievement Sheets”.

  “Practicum seats” from lectures and exercises in related subjects are the results of practicum. Practicum is an event that combines various environments, materials, and educational techniques, and is usually held about 3 times in lectures and exercises for each related subject.

  The result of Practicum is “Practicum seat”. The scored “practicum cam sheet” is used as a material for “reflection” in the exercise of creating a reflection journal for specialized subjects and as a material for creating a “goal achievement sheet”. In addition, the “Practicum Cam Seat” that proves the achievement of the academic goals will be the “Best Practicum Cam Seat” that is evidence of portfolio intelligence.

  Note that the material used to create “reflection” and “goal achievement sheet” and “best practice cam sheet” in the reflection journal creation exercise for specialized courses is not limited to “practic cam sheet”. We can accept graded assignment reports and paper tests.

(4) Reflection journal creation exercise process Students will practice the reflection journal creation exercise in the specialized course from the middle of the previous semester and back semester, and practice the whole process from “theory” → “practice” → “reflection”. The Reflection Journal learns further by reflecting how much you have understood by yourself from “theory” to “practice”. Under the guidance of the faculty, students reflect using materials ("practicum cam sheets (including assignment reports and paper tests))" and "logs" created from actual lectures / practices, etc. create. The log is a record of information exchanged between students and teachers.

  The Reflection Journal also has the same components and mechanisms as the “Goal Achievement Sheet” of Portfolio Intelligence. Therefore, the purpose of the reflection journal creation exercise is not only to practice the process from “theory” → “practice” → “reflection”, but also to improve the ability to create “goal achievement sheet” through the creation of the reflection journal. But there is.

  The components and mechanism of the reflection journal are designed based on the concept of “Experiential Learning Model” proposed by Cove et al. [Kolb, Rubin, & McIntyre, 1971]. The mechanism of “Experiential Learning Model” is as follows: (1) A concrete experience “Concrete Experience (CE)”, (2) Reflecting the experience and observing other experiences, “Reflective Observations (RO)” , (3) Thinking about experience in an abstract way or trying to generalize it to “Abstract Conceptualization (AC)”, (4) Temporary “Active Experimentation (AE)” to lead to a new experience Is to do. The reflection journal of the Department of Intellectual Creation System developed by applying this mechanism includes four components.

Component 1 Concrete Experience (CE) Component 2 to document concrete experience learning Reflective Observation (RO) Document that the experience was considered and understood from other people's perspectives and reconsidered in their own perspectives Component 3 Abstract Conceptualization (AC) Documenting the results of the reconsideration by the theory through investigation and research 4 Active Experimentation (AE) Applying what was learned from the reexamination of experiential learning Document the plan

(5) Self-recognition process At the end of the previous semester, at the start of the second semester, and at the end of the second semester, the student will conduct a self-recognition diagnosis again. Students are analyzed for human power competencies and the results of the analysis recognize human power growth. The analysis results are "Self-recognition sheets II / III / IV". Students store these as evidence for portfolio intelligence.

(6) Target Achievement Sheet Creation Process FIG. 8 shows a target sheet creation process. At the end of the previous semester and after the end of the second semester, students select the materials related to the achievement of the study goal for each study goal (“Best Practice Cam Sheet” and “Log”) while receiving advice from the chief examiner in the specialized subject. And use them to reflect the learning experience and create a “Goal Achievement Sheet” corresponding to the learning goal. At the same time, the “Best Practice Cam Sheet”, “Evaluation Sheet”, and “Self-Awareness Sheet” are attached as evidence for achievement of the academic goals.

  FIG. 9 shows the relationship between the study goal, the goal achievement sheet corresponding to it, and the evidence. The “Goal Achievement Sheet” is created by applying the components and mechanisms of the reflection journal. As a result, in each “goal achievement sheet”, the course of study that leads to the achievement of each study goal and the result of CE → RO → AC → AE are described.

  FIG. 10 shows elements and evaluation items of the goal achievement sheet. The “goal achievement sheet” must have contents satisfying the elements shown in FIG. In addition, IS is Integration and Synthesis (understand the purpose of a sentence, and make it simple and clear, including a story).

(7) Grade evaluation process Students will be graded for each related subject at the end of the previous semester and at the end of the second semester. (Evaluation of grades for specialized subjects will be after public hearings.) Grades for each related subject will be evaluated according to the “evaluation method” in the portfolio learning support plan, and usually practicum seats, mini-events, quizzes, reports It is evaluated taking into account such items as Specialized subjects are evaluated by taking into account the items of research papers and goal achievement sheets. After the grade evaluation, the student is notified of the grade. Students keep this grade report as a “grade sheet” for portfolio intelligence evidence.

(8) Portfolio integration process During the period from the end of the second semester to the hearing, students will integrate the necessary sheets in the portfolio intelligence file within the specialized course, create a table of contents, and file that matches the format of the portfolio intelligence. Create The file becomes a “portfolio intelligence file”. At this point, “Portfolio Summary” is not included. In addition, the “Specialized Course Performance Evaluation Sheet” shall be attached without a hearing evaluation.

(9) Portfolio summary creation process Before the hearing, students will use the portfolio intelligence file ("not including portfolio summary") in the specialization course to create a summary of the culmination of one year of study. Create a "summary". “Portfolio summary” is a brief description of your core competencies and how they are formed. After completing the course, it will also be used as material for self-promotion for employment, job change, promotion, etc.

  Specifically, 1) Explain the strength of oneself in each axis of "knowledge domain", "thinking process" and "human power", and 2) what is the core competence by integrating the strengths? Will be described. 3) The formation process will also be described. The student attaches the “portfolio summary” to the “portfolio intelligence file” and completes the “portfolio intelligence file”. After that, students will present the contents of the “Portfolio Summary” at a hearing, receive an oral examination, and receive a completion decision.

The system for realizing the above-mentioned intellectual creation system major is shown below.
FIG. 11 shows an education support system 1 in the embodiment. The education support system 1 includes a university server 10 managed by an educational institution such as a university, and a plurality of terminal devices 2, 3, 4, and 5 held by students (including graduate students). It should be noted that various people can participate in the education support system 1 as shown in FIG. Therefore, the owners of the terminal devices 2, 3, 4, and 5 may be not only students but also professors in the university, as well as domestic professors such as visiting professors and guest speakers outside the university. It's okay. The university-side server 10 functions as a learning support device that supports the development of students in the university curriculum. This learning support apparatus supports student study using a portfolio, specifically, a portfolio intelligence file. The university-side server 10 enables input from the terminal devices 2 to 5 and enables output to the terminal devices 2 to 5. Hereinafter, for convenience of explanation, it is assumed that the terminal device is held by a student, and the terminal device is represented by reference numeral 2.

  The university server 10 and the plurality of terminal devices 2 to 5 are connected by a network 8. The network 8 may be a local area network (LAN) or a wide area network (WAN), and is connected by wire or wirelessly. The terminal devices 2 to 5 may be general-purpose computers or may be wireless terminals having a mobile communication function.

  FIG. 12 shows the configuration of the university server 10. The university-side server 10 (hereinafter simply referred to as “server 10”) includes a receiving unit 20 that receives input from the outside and a presentation unit 30 that presents data to the outside. The receiving unit 20 and the presentation unit 30 have a function of inputting / outputting information from the network 8, and also have a function of inputting / outputting information between an input device and an output device (not shown) of the server itself.

  The server 10 further includes a measurement unit 22, a comparison unit 24, a determination unit 26, a file creation unit 28, and a storage unit 40. The storage unit 40 includes a model data storage unit 32 that stores model data, a study goal storage unit 34 that stores study goals, a subject storage unit 36 that stores course subjects, and a file storage that stores student study records as one file. The unit 38 is provided. Speaking of hardware components, the server 10 is realized by a CPU of any computer, a memory, a program loaded in the memory, and the like, but here, functional blocks realized by their cooperation are depicted. Accordingly, those skilled in the art will understand that these functional blocks can be realized in various forms by hardware only, software only, or a combination thereof.

  The measuring unit 22 measures the degree of fulfillment for each of a plurality of elements classified as an indicator of ability values based on the diagnosis result obtained by diagnosing the ability value of the student. The diagnosis result indicates the result of the self-recognition diagnosis performed by the student in (1) self-recognition process or (5) self-recognition process. The self-recognition diagnosis is executed, for example, in the form of a questionnaire or test from the university side, and the student receives this self-recognition diagnosis before or after the end of the semester. The contents answered in the questionnaire and the test are diagnosed by a diagnosis unit (not shown).

  Based on the diagnosis result, the measurement unit 22 measures the degree of fulfillment for each of a plurality of elements classified as indicators of ability values, specifically, a plurality of human power competencies. The measurement unit 22 displays the degree of fulfillment according to human power competencies, that is, problem discovery ability, originality ability, solution ability, presentation ability, change promotion ability, communication ability, leadership ability, and ownership ability as scores. The degree of fulfillment is an absolute evaluation of the ability value corresponding to each competency determined according to the diagnosis result.

  FIG. 13 shows a display of measurement results by the measurement unit 22. The student can confirm the result of the self-recognition diagnosis, that is, the measurement result by the measurement unit 22 from his / her terminal device 2. The measurement unit 22 may recognize the student's strength and assignment from the score and include it in the measurement result. This allows students to obtain objective judgments about their human power.

  The model data storage unit 32 stores, for each classified element, the level value of the ability in each model set for a plurality of future models aimed by the student. Various future models exist depending on the course selected by the student, and may be a specific occupation model such as a project management specialist. The model data storage unit 32 stores the level value (score) of the ability required for the model for each human power competency. Data in the model data storage unit 32 is read by the comparison unit 24.

  The accepting unit 20 accepts a future model selection input from the student terminal device 2. The comparison unit 24 compares the measurement result obtained by measuring the ability value of the student with respect to the future model received by the reception unit 20 and the level value of the ability set for the future model for each of a plurality of elements. For example, when the project management specialist described above is selected as a future model by a student, the comparison unit 24 uses the measurement result of the student and the ability score necessary for the project management specialist stored in the model data storage unit 32. Compare human power competencies.

  FIG. 14 shows the display of the comparison result by the comparison unit 24. The student can see which abilities are insufficient for the selected model or which abilities are satisfied with the model. By superimposing self-diagnosis measurement results and model data in a tabular format, students can know at a glance the difference between their abilities and the abilities required for the model. The comparison unit 24 may evaluate the degree of dissatisfaction with respect to an element that shows an ability value that is less than the model level value by comparing the measured ability value with the set model level value. For example, the score of the measurement result and the score of the model may be compared to evaluate an element (competency) that should be improved most. For example, the one having the largest difference between the measurement result score and the model score may be positioned as the competency having the highest ability development priority. In FIG. 14, competencies with high development priority are displayed in order from the top. Students select courses required for capacity development based on this comparison. The model name can be selected in a pull-down format, and the student can change the model name via his / her terminal device 2.

  The study goal storage unit 34 stores study goals set for a plurality of types of study courses. In the Department of Intellectual Creation Systems, there are three courses, “Creative IT Professional”, “e-Business Professional” and “Intellectual Property Professional”. Is set. The study goal storage unit 34 stores the study goal in association with the competency required to achieve this goal.

  The course storage unit 36 stores a plurality of courses in association with elements of ability that are improved by studying. That is, the course storage unit 36 stores the courses that are associated with the competencies that can be obtained by studying them.

  FIG. 15 shows a part of the course description presented to the student. For example, studying “Course: Consulting Advanced” shows that you can acquire a total of 12 competencies of Y3, Y4, Y5, Z1, Z3, Z4, Z5, Z6, X1, X2, X3, and X7. . The course manual is generated from data stored in the course storage unit 36. In this way, the course storage unit 36 stores the courses that are associated with competencies that can be acquired. Specifically, as shown in FIG. 15, the subject storage unit 36 classifies the ability types that are improved by studying into three categories of knowledge areas, human powers, and thinking processes, and further subdivides the classified ability types. Courses are stored in association with the competencies that have been turned into competencies.

  When the accepting unit 20 accepts the selection input of the study goal and the plurality of courses from the student's terminal device 2, the determination unit 26 inputs the elements of the ability to be improved by studying the plurality of accepted courses. Judge whether it corresponds to the study goal. Students select courses and determine study goals for each course. Depending on the course chosen, the goal to be reached will vary. In order to achieve the academic goals, it is necessary to select courses that can develop and improve competencies accordingly.

  The determination unit 26 reads out necessary competencies associated with the selected study goal from the study goal storage unit 34. Further, the determination unit 26 reads the competencies that can be learned from the subject storage unit 36 that are associated with the selected subject. Using these competencies, the determination unit 26 determines whether or not the competencies that can be acquired in the course subject correspond to the competencies required for the study goal. The determination unit 26 extracts a course subject that can achieve the study goal when the competency improved by studying a plurality of course subjects does not correspond to the competency required for the study goal. This extraction result is presented to the student from the presentation unit 30. Note that the determination result itself may be presented from the presentation unit 30. As a result, the student is given an opportunity to change the selection of courses and can take courses in accordance with the course goals.

  The accepting unit 20 accepts a goal plan sheet describing a plurality of study goals to be achieved from the student terminal device 2. In addition, the reception unit 20 receives a goal achievement sheet created according to the achievement degree of each learning goal from the student terminal device 2. Further, the reception unit 20 receives a certification sheet for certifying the degree of achievement of the goal by the goal achievement sheet by a university teacher or the like. The certification sheet may be input from the terminal device of the teacher or may be input directly from the server. These sheets are sent to the file creation unit 28.

  The file creation unit 28 associates the goal achievement sheet and the certification sheet corresponding to each learning goal, and creates a single file by collecting the received goal plan sheet, goal achievement sheet, and certification sheet. This file is shown as a portfolio intelligence file in FIG. Further, the association between the goal achievement sheet and the certification sheet is shown in FIG. In FIG. 8, the certification sheet is described as “evidence”. In this way, by associating the goal achievement sheet and the certification sheet, it becomes easy to prove the degree of mastery, and it is possible to increase the value of the portfolio intelligence file. The file storage unit 38 stores the file created by the file creation unit 28. The student can check this file with the terminal device 2 via the presentation unit 30, and can confirm the current degree of study.

  FIG. 10 shows the elements and evaluation items of the goal achievement sheet. In the education support system 1 of this embodiment, the goal achievement sheet is created as a structured document having a hierarchical structure. This structured document is expressed by a tree structure node group. The education support system 1 accumulates a wide variety of knowledge through the participation of various people such as students, professors, visiting professors outside the university, and guest speakers. The educational support system 1 aims to utilize knowledge without asleep by not only accumulating knowledge but also supporting circulation of the accumulated knowledge. The goal achievement sheet plays a role as a report of the learning experience created by the student. By creating this goal achievement sheet as a structured document, the teacher searches the student's weak points for guidance and advice Can provide an environment that can be easily implemented, and promote knowledge distribution.

  FIG. 16 shows a conceptual diagram of a node group of a tree structure of a goal achievement sheet created as a structured document. The goal achievement sheet is associated with the student name (student ID) and the selected lecture. In a structured document, the content of a document is called a logical structure, and is expressed by a tree structure node group composed of document components such as chapters, sections, and diagrams. Nodes (logical structures) are created according to syntax rules called document types. For example, in SGML (Standard Generalized Markup Language), specific forward markers and backward markers are written at the beginning and end of each node in order to identify the nodes of the document. The front marker and the rear marker are called a start tag and an end tag, respectively. The start tag is expressed by “<(identification character string)>”, and the end tag is expressed by “</ (identification character string)>”. . The identification character string identifies the corresponding node.

  FIG. 17 shows a structured document created for the CE shown in FIG. In this structured document, with respect to CE, nodes expressed by four identification character strings of “introduction”, “emotion”, “thinking / behavior”, and “result” are formed at the first hierarchical level. Further, in the present embodiment, nodes of “understanding points” and “incomprehensible points” are further formed at the second hierarchical level below the “results” node.

  FIG. 18 shows a structured document created for the RO shown in FIG. In this structured document, a node represented by two identification character strings of “consideration of opinions of others” and “result of integration” is formed in the first hierarchical level with respect to RO. In this embodiment, similarly to the CE, nodes of “understanding points” and “unintelligible points” are further formed in the second hierarchical level below the “result of integration” node.

  Referring to the structured documents shown in FIG. 17 and FIG. 18, “results” in CE and “results of integration” in RO are hierarchized by common identification character strings “understanding points” and “unintelligible points”. There is a feature in that.

  FIG. 19 shows a configuration for managing the goal achievement sheet in the server. The server 10 includes a receiving unit 20 that receives input from the outside and a presentation unit 30 that presents data to the outside. The receiving unit 20 and the presentation unit 30 have a function of inputting / outputting information from the network 8, and also have a function of inputting / outputting information between an input device and an output device (not shown) of the server itself.

  The server 10 further includes a document creation unit 50, a registration processing unit 52, a search processing unit 54, and a goal achievement sheet storage unit 56. As described above, the server 10 is realized by a CPU, a memory, a program loaded in the memory, etc. of any computer in terms of hardware components, but here, functional blocks realized by the cooperation of them are described. I'm drawing. Accordingly, those skilled in the art will understand that these functional blocks can be realized in various forms by hardware only, software only, or a combination thereof.

  When the student creates the goal achievement sheet, the presentation unit 30 presents an input screen on the student's terminal device 2. As shown in FIG. 10, this input screen may be provided to students in the order of learning experience, that is, in the order of classification of CE, RO, AC, and AE, but the student can select and input favorite elements. . The accepting unit 20 accepts, from the student, the input content related to the learning experience, that is, the input content of each element of the goal achievement sheet, as the document component of the structured document.

  The document creation unit 50 creates a structured document having a hierarchical structure by associating a plurality of document constituent elements received by the reception unit 20. Referring to FIG. 16, an evaluation item corresponding to the classification needs to be input to the first hierarchical level. Further, detailed evaluation items for “results” in CE and “results of integration” in RO need to be further input to the second hierarchical level.

  The student confirms the items to be input while inputting the contents of the learning experience while looking at the input screen presented by the presentation unit 30 in his / her terminal device. The document creation unit 50 creates the input content as a document structured by SGML, for example. The registration processing unit 52 stores the created structured document in the goal achievement sheet storage unit 56.

  At this time, the registration processing unit 52 provides a structured document to the goal achievement sheet storage unit 56 on the condition that a document component is input by a student to any of a plurality of nodes located at a predetermined same hierarchical level. Store. A plurality of nodes at a predetermined same hierarchical level is a common node in the hierarchy above it. Specifically, the input content from the student is described in either the “understanding points” or “unintelligible points” in the second hierarchy level located below the “results” in the first hierarchy level of CE. At this time, the structured document is stored in the goal achievement sheet storage unit 56. In addition, when the input content from the student is described in either the “understanding points” or “incomprehensible points” in the second hierarchy level located below the “result of integration” in the first hierarchy level of RO, The structured document is stored in the goal achievement sheet storage unit 56. This registration may be performed for each classification. Therefore, if there is an input in either “understanding point” or “unintelligible point” in CE, the input contents regarding CE are registered, and “understanding point” in RO. Or, if there is an input in any of the “unintelligible points”, the input content related to RO is registered.

  On the other hand, the registration processing unit 52 does not store the structured document in the goal achievement sheet storage unit 56 when a document component is not input by a student to any of a plurality of nodes at a predetermined same hierarchical level. . Specifically, when the input content is not described in both the “understanding point” or “incomprehensible point” nodes of the second hierarchical level of the CE, the input content regarding the CE is not registered. Similarly, when the input content is not described in both the “understanding point” and “unintelligible point” nodes at the second hierarchical level of the RO, the input content regarding the RO is not registered. In this case, the presentation unit 30 may transmit a registration error message to the student's terminal device to prompt input to a node that has not been input.

  In both CE and RO, “understanding points” or “unintelligible points” have a content that must be input to either one as long as they have studied. Therefore, if neither of them is input, it is determined that the goal achievement sheet is incomplete, and the registration processing unit 52 rejects registration in the goal achievement sheet storage unit 56. As a result, it is possible to avoid a situation in which a student forgets to input, and to enrich the goal achievement sheet.

  On the other hand, if there is an input in either “understanding points” or “ununderstood points”, it means that all contents are understood or not all contents, and these are all possible. Is possible. Therefore, when there is an input in either “understanding points” or “unintelligible points”, the registration processing unit 52 registers the input contents to “results” in CE or “results of integration” in RO. Will be allowed.

  The input to the node at the second hierarchy level has been described above, but the input to the node at the first hierarchy level is essential. Therefore, when there is no input at the first hierarchy level, the registration processing unit 52 does not store the created structured document in the goal achievement sheet storage unit 56, and the presentation unit 30 sends a registration error message to the student terminal device. Send.

  For the goal achievement sheet thus registered, the teacher in charge of the lecture confirms the content of the goal achievement sheet in order to see the proficiency level of the student. The teacher has a role to guide students in the right direction by grasping what they understand and what they do not understand. Therefore, in the goal achievement sheet, “results” indicating the results of the learning experience and “results of integration” are highly important, and there is a demand for the teacher to quickly view the understanding points and ununderstanding points of the students.

  The server 10 according to the present embodiment creates a goal achievement sheet as a structured document, and uses a plurality of structured document nodes stored in the goal achievement sheet storage unit 56 using an identification character string that identifies the node as a key. A search processing unit 54 that searches and extracts document components is provided. Also, at the second hierarchical level of the structured document, regarding CE and RO, “understanding points” where the contents understood by the students are input and “ununderstanding points” where the contents not understood are input. The node is set.

  For example, the teacher searches the structured document using “understanding points” as a key, and thereby, the document configuration input to the “understanding point” node from among the structured documents stored in the goal achievement sheet storage unit 56. Extract elements. Here, since a common identification character string “understanding point” is assigned to different nodes belonging to CE and RO in the nodes of the second hierarchy level, search using “understanding point” as a key. Thus, the document components input to the “understanding points” at the second hierarchical level of CE and RO can be extracted simultaneously. Thereby, the teacher can see the proficiency level of the student's understanding step by step at the same time, and can save the trouble of searching.

  In addition, by searching for the identification character string “ununderstood point” commonly given in the second hierarchy level as a search key, the document constituent element input to the “ununderstood point” in the second hierarchy level of CE and RO Can be extracted simultaneously. Referring to FIG. 17 and FIG. 18, in this example, there is no input document component in “Ununderstanding points” in RO, so the teacher finally mastered the study content from this fact. I can understand that. In general, teachers are in charge of many students, and the educational support system 1 can extract “understanding points” and “understanding points” of all students with a simple search, greatly increasing the burden on teachers. Can be reduced.

  As described above, when the server 10 supports the creation of the goal achievement sheet, the student can easily create the goal achievement sheet, and the teacher can easily confirm the created goal achievement sheet. Can do. This makes it possible to build a system that is highly beneficial for both students and teachers.

  The present invention has been described based on the embodiments. The embodiments are exemplifications, and it will be understood by those skilled in the art that various modifications can be made to combinations of the respective constituent elements and processing processes, and such modifications are within the scope of the present invention. .

DESCRIPTION OF SYMBOLS 1 ... Education support system, 10 ... Server, 20 ... Reception part, 22 ... Measurement part, 24 ... Comparison part, 26 ... Determination part, 28 ... File preparation part, 30 ... presentation unit, 32 ... model data storage unit, 34 ... study goal storage unit, 36 ... subject storage unit, 38 ... file storage unit, 40 ... storage unit, 50. .. Document creation unit 52... Registration processing unit 54... Search processing unit 56.

Claims (4)

A first storage unit that stores study goals set for each of a plurality of types of study courses;
A second storage unit that stores a plurality of courses in association with elements of ability improved by studying;
A reception department that accepts selection inputs for study goals and multiple courses,
A determination unit that determines whether or not an element of ability that is improved by studying a plurality of accepted courses corresponds to the entered study goal;
A learning support apparatus comprising: Determination unit, when the elements of the ability to be enhanced by scholastic multiple credit toward does not correspond to the scholastic goals, according to claim 1, characterized in that extracting the possible credit toward achieving scholastic goals Learning support device. The learning support apparatus according to claim 1 or 2 , wherein the second storage unit classifies the ability types to be improved into a plurality of classes, and stores the course subjects in association with the subdivided elements of the classified abilities. . The learning support device may enable the input from the terminal apparatus via the network, also learning support apparatus according to any one of claims 1 to 3, characterized in that to enable output to the terminal device.