Outline of the event
(In FY2016, it will be held as a joint project with the University Education Power-Up Seminar) In FY2016, it will be held jointly with the University Education
Power-Up Seminar.
Kyoto FDer Juku will be held as a "Keynote Speech" and "Subcommittee A".
2016 Kyoto FDer Juku × University Education Power-up Seminar Joint Project
Theme: "Thinking about Quality Assurance of Education"
Amid the emphasis on measures related to quality assurance of higher education, many universities have introduced GPA systems and visualized learning outcomes, and are required to develop IR functions and establish departments. In addition, at the field level, creativity in classes, such as active learning and lesson design, is required every day. Against this background, this fiscal year, Kyoto FDer Juku and the University Education Power-up Seminar were jointly held, and the keynote speech was on the relationship between quality assurance of education and IR, and the three subcommittees introduced case studies and two workshops, incorporating both macro and micro perspectives.
- Schedule
- Saturday, January 21, 2017 13:00~17:00 (Doors open at 12:30)
- Venue
- Campus Plaza Kyoto 5F Lecture Room 1 and Seminar Room 2~4
- Organizer
- University Consortium Kyoto
- Target
- University faculty members, staff, and other university officials who are interested in FD
- Attendance fee
- For member schools: Free
For non-member schools: ¥1,000 (Please pay at the reception on the day) - Quorum
- Keynote speech: 150 people Subcommittee A: 110 people Subcommittee B: 20 people Subcommittee C: 20 people
*Applications will be accepted on a first-come, first-served basis.
- Content
- Information flyer [Click here for details]
| Keynote Speech 13:00~14:30 【Capacity:150 people】 |
"Quality Assurance of Education and IR" Reiko Yamada (Professor, Faculty of Sociology, Doshisha University) |
|
| ≪Summary≫ Many universities have already implemented measures such as the introduction of the GPA system, the CAP system, and the substantial number of credits against the backdrop of policy orientation to promote quality assurance in higher education, but in order to make these measures fully functional and promote quality assurance, it is necessary to develop a function called IR and establish such a department. With the release of educational information, it is highly likely that centralizing data and processing data for the "University Portrait" that will be in operation in the future will also become a new task of the IR department. Furthermore, amid the need to improve the governance of universities, the view of IR as a tool to support governance is emerging. IR is said to have been born in the 1960s at higher education institutions in the United States. IR departments are permanently established in many higher education institutions in the United States, with primary duties such as obtaining, analyzing, and managing a variety of internal university data, including educational, management, and financial information, developing strategic plans, and preparing reports and self-assessments for accreditation agencies. While these activities have a strong nuance of being a department that supports decision-making on organizational management, they are also involved in the development of student surveys as a tool for improving education by collecting and analyzing data for improving education. In this sense, it can be said that the IR Division is deeply involved in ensuring the quality of education on campus. In particular, the relationship between internal quality assurance and IR is high. In this talk, we will analyze the relationship between education quality assurance and IR from the perspective of policy trends. |
||
| Subcommittee 15:00~17:00 【Capacity】 Subcommittee A: 110 people Subcommittee B: 20 people Subcommittee C: 20 people |
Session |
Case Study |
| (1) Kyoto University of Foreign Studies "Efforts to Ensure the Quality of Education and Visualization of Learning Outcomes at Kyoto University of Foreign Studies" Akira Hayase (Professor, General Planning Office) Masayuki Murakami (Professor, Center for Multimedia Education and Research) ≪Outline≫ |
||
| (2) Aichi University of Education "Utilization of Teaching Data to Ensure the Quality of Teacher Training at Aichi University of Education: Possibility of IR Based on Collaboration among Four Universities" Mr. Tetsuo Kyomen (Lecturer, School Education Course) ≪Overview≫ The Teacher Training and Development Center of Aichi University of Education is developing IR activities with the aim of improving teaching in collaboration with Hokkaido University of Education, Tokyo Gakugei University, and Osaka Kyoiku University (HATO Project). In this presentation, we will introduce the specific contents of the collaboration, such as the creation of awareness surveys on common items and the sharing of data, and mention the significance of the collaboration. Furthermore, as an attempt to ensure the quality of teacher training, we will report on our efforts to achieve the educational goals of our university based on the analysis of the new student survey and the senior student survey. Hiroko Takeshi (Teacher Training and Development Collaboration Center) Tetsuo Kyomen (School Education Course) Mutsumi Takatsuna (School Education Course) Joint report of three people |
||
|
Session |
【Active Learning × Workshop】 "Creating various mechanisms to promote mutual learning and growth" Hideo Kubo (Associate Professor, Faculty of Law, Kyoto Sangyo University) ≪Outline≫ Active learning (AL) type classes depend largely on the students, so there is a reasonable possibility of failure due to mispredictions by the class administrator. Unlike lectures that can be done in a one-way street, there are many points to consider, such as the need to respond immediately to unexpected reactions and actions of students. Therefore, by working together to create mechanisms to solve problems that tend to occur in AL-type classes, we would like to hone the sense necessary for successful AL-type classes and share the know-how of AL-type classes that can be used for various variations, from first-year introductory education to specialized seminars, and from small-group subjects to non-AL-type classes. |
|
|
Session |
【AL Type Class Design × Workshop】 "Designing Classes that Bring Out 'Proactive, Interactive, and Deep Learning'" Takeshi Yamada (Associate Professor, Center for the Promotion of Research and Development of Higher Education, Kyoto University) ≪Overview≫ The development of human resources who can survive in modern society is the mission of higher education institutions and an urgent issue. At the heart of this is the qualitative transformation of education and the improvement of the quality of classes, and active learning is recommended as a specific method. This subcommittee focuses on how to design and implement classes that draw out "proactive, interactive, and deep learning," and will be conducted in a participatory workshop format. |
|
Application
- How to apply (apply by e-mail)
- Subject: "0121 Kyoto FD Application"
Full Text: (1) Name (furigana) (2) Affiliation (organization name / department) (3) Teachers
, staff, others, etc. (4) E-mail address
(5) Whether or not to participate in the keynote speech: Example: Participation, non-participation (6)Subcommittee of choice: Example of entry:
Subcommittee A, Subcommittee B, Subcommittee C, non-participationPlease apply by e-mail to fdrd■consortium.or.jp (please change ■ to @) with
the above contents.
We will send you a confirmation email after receiving your application. - Deadline for application
- Saturday, January 14, 2017
Implementation Report
On Saturday, January 21, 2017, the University Consortium Kyoto jointly organized the "Kyoto FDer School" and the "University Education Power-up Seminar" under the theme of "Thinking about Ensuring the Quality of Education," with 99 participants from member and non-member universities.
Ensuring the quality of education is an eternal issue for universities, and many universities have introduced GPA systems, visualized learning outcomes, and are required to develop IR functions and establish departments. In addition, at the field level, creativity in classes, such as active learning and lesson design, is required every day. Against this background, the keynote speech was about the relationship between educational quality assurance and IR, and the second half was divided into three subcommittees (Case Studies, Active Learning Workshop, and AL-type Class Design Workshop).
First, in the keynote speech, Dr. Reiko Yamada (Professor, Faculty of Sociology, Doshisha University) gave a keynote speech on the theme of "Quality Assurance of Education and IR." Although IR has been spreading in the university industry in recent years, about 70% of universities do not have a university-wide IR organization, and he pointed out the problem that IR functions are limited and ambiguous, and explained the necessity of "educational IR" by stating that education quality assurance is now entering the third stage (returning data results and evaluations to student education).
In the second half, three subcommittees were held simultaneously, and in Subcommittee A, case studies were introduced by two universities, and Professor Akira Hayase (Professor, General Planning Office) and Professor Masayuki Murakami (Professor, Multimedia Education and Research Center) of Kyoto University of Foreign Studies introduced case studies on "Efforts to Guarantee the Quality of Education and Visualization of Learning Outcomes at Kyoto University of Foreign Studies" adopted by the Program for Accelerating the Revitalization of University Education (AP). Dr. Tetsuo Kyomen (School Education Course, Lecturer) of Aichi University of Education gave a case study on "Utilization of Teaching Data to Ensure the Quality of Teacher Training at Aichi University of Education: Possibility of IR Based on Collaboration among Four Universities."
In Session B, a workshop was held with the keyword of active learning, which is equivalent to a university education power-up seminar, and Professor Hideo Kubo (Associate Professor, Faculty of Law, Kyoto Sangyo University) talked about the work of creating mechanisms to solve problems that tend to occur in active learning classes under the theme of "Creating various mechanisms to promote mutual learning and growth."
Subcommittee C also held a workshop on AL-type classroom design, which is equivalent to a seminar on power-up university education, and Professor Takeshi Yamada (Associate Professor, Center for the Promotion of Research and Development of Higher Education, Kyoto University) gave a lecture on the theme of "Designing Classes that Bring Out 'Proactive, Interactive, and Deep Learning'" He talked about the design of the class and its practice.
Finally, in the results of the questionnaire for this joint project, 57 of the 61 respondents who responded to the questionnaire answered "satisfied" or "somewhat satisfied" in terms of overall satisfaction, indicating a high level of satisfaction. In particular, all respondents answered "satisfied" with the satisfaction of subcommittees B and C, making the workshop-style breakout sessions very meaningful.
In addition, many positive comments were received, such as "I was able to understand the meaning of IR from the situation surrounding the university and I was able to learn about specific educational activities," "I felt a sense of fulfillment in the two-part structure, and I thought that it would be better if faculty and staff of each generation were aware of it as a whole," and "I was able to obtain information that will lead to the resolution of issues that are issues for our university."
Contact information
Consortium of Universities Kyoto in charge
of FD business TEL 075-353-9163 FAX 075-353-9101
〒600-8216 Campus Plaza Kyoto
, Shimogyo-ku, Kyoto *Business hours: Tuesday ~ Saturday 9:00~17:00 (excluding year-end and New Year holidays)
