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PEB が 推薦される

安全文化醸成にむけた データベースへの愛着醸成促進のための システム (2008). 原子力発電所における ヒヤリハット活動のための ヒヤリハット共有システム (2009). 皆の行った PEB や つぶやきが表示される. 共生社会に向けた コミュニケーションシステムの提案. PEB が 推薦される. 教育用ディベートシステムを用いた批判的思考態度醸成のための学習プログラムの提案 (2009). 環境にやさしい行動 (PEB) を促すための PEB 足跡コミュニケーションシステム (2010). Leave a PEB footprint.

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PEB が 推薦される

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  1. 安全文化醸成にむけたデータベースへの愛着醸成促進のためのシステム (2008) 原子力発電所におけるヒヤリハット活動のための ヒヤリハット共有システム(2009) 皆の行ったPEBや つぶやきが表示される 共生社会に向けたコミュニケーションシステムの提案 PEBが推薦される 教育用ディベートシステムを用いた批判的思考態度醸成のための学習プログラムの提案(2009) 環境にやさしい行動(PEB)を促すためのPEB足跡コミュニケーションシステム(2010) Leavea PEB footprint

  2. 安全文化醸成にむけたデータベースへの愛着醸成促進システムの提案と評価安全文化醸成にむけたデータベースへの愛着醸成促進システムの提案と評価 エネルギー情報学分野研究室　青柳西蔵 ・被験者は学生40名 ・一か月に計8本の論文を読む ・論文データベース作成の課題 背景と目的 ・原子力発電所の安全のため　には、安全文化が必要である。 評価実験 ・安全文化の醸成のためにはデータベースを 利用した、事故や失敗の情報からの学習が必要。 ・しかしデータベースの利用が継続しない問題がある。 ・この問題の解決のために、データベース利用者の 　　動機づけを強化する手法を提案する。 提案手法を適用した 愛着群 統制群 ５名の グループ ×４ ２０名 結果の比較 愛着の醸成を促進する手法の提案 ・原子力発電所の調査から、データベースへの「愛着」によって利用が継続できると仮定。 論文データ入力 ・タイトル ・アブストラクト ・新規性 ・有用性　等 論文データ入力 ・タイトル ・アブストラクト ・新規性 ・有用性　等 データベースの 利用が継続 愛着の 醸成 独自の 要約・感想 ４００字以上 心理的 欲求の充足 心理的 コストの上昇 データ入力の たびに 愛着を測る アンケートに回答 「互いに入力したデータを褒めるコメントをする」 「互いに入力したデータを褒めるコメントをする」 「独自に つくった情報を追加する」

  3. 愛着を訊いたアンケート結果 ④事後インタビューで、論文に興味のなかったものは愛着が減少していた。 結果 コメント平均 ６３文字 論文への 興味 データベースの 利用が継続 愛着の 醸成 心理的 欲求の充足 心理的 コストの上昇 相互にする コメントの質 「独自に つくった情報を追加する」 コメント平均 ２６文字 コメントの 相場 考察 ①コメント文字数が多いグループ　　は愛着が増加傾向 結論 ・「興味」 「コメントの質」という 要因の存在が分かった。 ②コメント文字数はコメントの質に正の相関 ③コメントの質がグループ内で均一になる現象→コメントの相場 ・「コメントの質」に「コメントの相場」によって決まっていた。

  4. 原子力発電所におけるヒヤリハット活動のためのヒヤリハット共有システム　　　　　　原子力発電所におけるヒヤリハット活動のためのヒヤリハット共有システム　　　　　　 青柳　西蔵 背景 • 原子力発電所　　　　　安全文化醸成が必要 有効な方法 ヒヤリハット事例に関して議論を行う • ヒヤリハットとは • 被害がなかった事故未満の事例 • CMC(コンピュータを介したコミュニケーション)による議論が有効 • 机の前から参加できる • ある電力会社にあるシステム • 議論が持続していない • 既存のCMC議論促進の研究 • 原子力発電所での現場研究はされていない 収集 ヒヤリハット データベース 電子掲示板 目的 • 原子力発電所のCMCの議論促進手法の提案 事例を閲覧して議論 提案 • 対象とする活動（＝ヒヤリハット活動） • 5～6名の参加者グループ • ヒヤリハット事例の登録 • 電子掲示板で議論 方針 • 主体的な参加を促進 • 強制参加は持続しない(Gange and Deci 2005) 手法のポイント ヒヤリハット共有システム 積極的参加者 • CMCのためのWebシステム • 活動を活発にするように依頼 • 他参加者は知らない 応答義務を負わせる 簡略な共通要因分析 他者の参加状況提示 • インタラクションパターン形成のため • 有意義な活動にするため • 参加を誘うような情報提示 ・有効性確認のため　　　・6グループ　　・30名の現場監督と6名の積極的参加者 ・実践前後のアンケート　 ・約1ヶ月間 結果 簡略な共通要因分析 他者の参加状況提示 応答義務を負わせる グループ2で 「ありがとう」の連鎖 活発なグループで 約100回の利用あり 労力が大きいという 4件のコメント 実践 改善必要 有効であった 新たな行動指針として採用 結論 一部手法の有効性が確認され、改善点が抽出された

  5. AN EDUCATIONAL PROGRAM USING A DEBATE SUPPORT SYSTEM FOR CULTIVATING CRITICAL THINKING DISPOSITION Saizo Aoyagi*1, Yuto Itami*2, Hirotake Ishii*1, Hiroshi Shimoda*1, Hiroshi Tomie*3, Kinya Kitagawa*4, and Satoshi Kawahara*4 *1 Graduate School of Energy Science, Kyoto University *2 Present, Texas Instruments Japan Limited *3 Shiga Prefectural Board of Education *4 Zeze High School

  6. Introduction • Critical thinking • One of the most important educational goals in high school education. • “Reasonable, reflective thinking that is focused on deciding what to believe or do” (Eniss 1987) • Disposition of critical thinking • Necessary for spontaneous critical thinking • Debate learning • Effective program for cultivating critical thinking ability • Problem 1) Debate learning needs much time for all the students to participate 2) Some Japanese students have difficulty in criticizing other side’s position in the front of other side students

  7. Purpose • Proposal of an educational program using an internet-based debate support system for cultivating critical thinking disposition • In order to solve existing problems of debate learning 1) Debate learning needs much time for all the students to participate 2) Some Japanese students have difficulty in criticizing other side’s position in the front of other side students • Application of the proposed program to the actual high school education • Evaluate cultivation of critical thinking disposition

  8. Proposal of a program • Reading textbook • (four hours) to obtain basic knowledge Individual training (2) Critical thinking exercise (one hours) to get technique of critical thinking (3) Research and presentation (four hours) pre-training of argument and assertion in debate learning group training (4) Debate learning (four hours) to cultivate critical thinking disposition Use the debate support system! Direct experience of critical thinking will cultivate strong critical thinking disposition(RUGGIERO 1988, FAZIO and ZANNA1987) First, knowledge and skill have to be learned.

  9. Debate support system Japanese, English, and Chinese language are supported

  10. Debate support systemFunction and characteristic Many groups of students can participate at the same time 2 pros and 2 cons (or 3 pros and 3 cons) in one group

  11. Debate support systemFunction and characteristic • Discussion based on Toulmin model • Non-face-to-face, anonymous and text-based debate learning • to remove difficulty in criticizing other side’s position in the front of other side students

  12. Debate support systemFunction and characteristic The pros side 1st argument Counter argument Rebuttal 2nd counter argument The cons side 1st argument Counter argument Rebuttal 2nd counter argument The pros side The cons side • Four steps formal description of discussion • One-to-one discussion • Every participants are required to think by themselves

  13. Application in high school education Objectivity objective and logical thinking “Following a line of reasoning consistently to a particular conclusion” Good-faith faithful attitude and respect for others thought “The acceptance of statements as being true, when there is sufficient evidence, even though it negates some of our cherished beliefs. Inquiring mind inquiring and pursuing thinking “To persist in seeking ways of resolving disputes”. • The first semester of 2008 • Participant • 438 Japanese high school students of 11 classes(3rd grade,17-18 years old) • Evaluation of the proposed program • Critical thinking disposition questionnaire (D’ANGELO 1971, MIYAMOTO et al.1996, HIROOKA et al. 2000) • Three factors of critical thinking disposition

  14. Procedure and questionnaire timing Critical thinking disposition questionnaire Total 13 hours • Reading textbook • (4 hours) (2) Critical reading exercise (1 hour) Debate learning1(1hour) • Introduction • 2: Pre- debate questionnaire • Inputting pre- opinion (3) Research and presentation (4 hours) 1:Pre- presentation questionnaire Debate learning 2(1hour) (4) Debate learning (4 hours) • Inputting1st argument Debate learning 3(2hours) • Counter argument, Rebuttal, and 2nd counter argument • 3: Post-debate questionnaire

  15. Themes of debate learning Japan has to introduce a deposit system of beverage countainers. Japanese goverment has to introduce an environment tax． Japan has to introduce daylight saving time． Japanese goverment has to prohibit installation of automatic vending machine, and remove existing automatic vending machine. Use of plastic bottles has to be prohibited in Japan. Japan has to promote introduce of cars which use gasoline bleded with bioethanol. Japan has to prohibit convenience stores from staying open until late at night. Collection and recycling of plastic bottles have to be stopped in Japan.

  16. A picture of class room

  17. Result Objectivity Good-faith Inquiring mind ** ** 77 56 49 ** * ** 66 48 42 ** ** 55 40 35 44 32 28 33 24 21 22 16 14 11 8 7 Pre presentation Pre debate Post debate Pre presentation Pre debate Post debate Pre presentation Pre debate Post debate • 287 valid responses • Some student were absent from some hours • ANOVAand scheffe's pair comparison • Objectivity and good-faith Significantly improved • Inquiring mind Relatively not improved

  18. Discussion Objectivity Debating needs logical persuasion and faithfully listening to others proposition and these characteristics may cultivate objectivity and good-faith. Significantly improved Good-faith Debating with a given theme and a given position doesn’t essentially stimulate students’ creativity and curiosity which are related to inquiring mind Relatively not improved Inquiring mind

  19. Conclusion • Summary • An educational program using the debate support system for cultivating critical thinking disposition has been proposed • Solve problems of debate learning 1) Debate learning needs much time for all the students to participate 2) Some Japanese students have difficulty in criticizing other side’s position in the front of other side students • The proposed program was applied into Japanese high school and evaluated • Conclusion • The effectiveness of the proposed program to cultivate critical thinking disposition was confirmed especially for the factors of objectivity and good-faith. • In the future • A new educational program which can improve the critical thinking disposition, not only objectivity and good-faith but also inquiring mind.

  20. Proposal of a Method for Promotion of Pro Environmental Behavior with Loose Social Network Saizo Aoyagi1, Tomoaki Okamura1, Hirotake Ishii1 and Hiroshi Shimoda1 Graduate School of Energy Science, Kyoto University, Yoshida Honmachi, Sakyo-ku, Kyoto, Japan 606-8501 Global warming problem has grown into a serious problem, and Pro Environmental Behavior(PEB) in households is necessary in Japan to solve the problem. The purpose of this study is proposal of a new method for promotion of PEB in home. The method consists of “presentation of appropriate PEB depending on place and time” and “loose social network of PEB footprint communication”. An experiment was conducted aiming at confirming the proposed method promote PEB. As a result, frequencies of participant’s PEB increased through the experiment and we confirmed that the proposed method promote PEB. Nevertheless, the experiment had only one participant, and other experiments with several participants are planned now. Outline of loose social network of PEB footprints communication Many users concurrently use the system(for example, 1000 users) When a user do PEB, he/she can tell the fact he/she do PEB to other users who use the system with just a single touch a button.This is PEB footprints communication. PEB footprint means a history of one’s PEB. Users can add some comments to a PEB footprint. • To solve energy problems • Global warming has grown into a serious problem. • CO2 emissions have to be decreased. • CO2 emission in residential sector is relatively at high level in Japan. PEB footprints are shown to other users as timeline like twitter. PEB footprints are just declarations of PEB to all users , and there are no obligations to reply or “deep” communication. • Promotion of Pro Environmental Behavior(PEB) in households is necessary. • For example, turn off PCs at lunch time, decrease the temperature of air conditioner…. • Environmental attitude has been regarded as a key factor for promotion of PEB. • However, recent studies revealed that environmental attitude can not promote PEB. • New approaches are needed. • Purpose of this study Proposal of a new method for promotion of PEB in home Leavea PEB footprint • Purpose • To confirm that the proposed method promote PEB • Method • Period: A week(2/Aug/2010-10/Aug) • Participant; a Japanese woman • The system of the proposed method was set in her home • 10 confederate participants were played by one of the authors. • 53 daily PEBs were presented to the participant. • Pre questionnaire and post questionnaire were conducted to reveal frequency of participants’ PEB. • Participant’s PEB foot prints were recorded. • Our purpose, promotion of PEB is split into start of PEB and continence of PEB. • The proposed method includes two componentswhich correspond to start and continuance of PEB. Comparison of frequencies of 53 PEBs between pre questionnaire and post questionnaire • Frequencies of participant’s PEB increased through the experiment. • In particular, PEBs of “always do” greatly. increased and PEBs of “not do at all” decreased greatly. System configuration Portable devise(iPhone) User User’s home(example) • Users take along iPhone in his/her home. • a dedicated client software is installed into the iPhone. Abstract The number of PEB footprints in the experimental period Bluetooth stations The number of PEB footprints Toilet • Before August 7th, participant misunderstood how to use PEB footprint. • She leaved footprints without doing PEB. • We therefore improved sentences to avoid misunderstanding in 7th. • Bluetooth stations are set in the place where user can do PEB. • They have own area represented by blue circles. refrigerator Sink Wi-Fi station • Wi-Fi station is set in user’s home for connecting iPhone and web server with Wi-Fi network. 8/ date • A dedicated server software with database is operated in web serer. • Database have a list of PEB and its appropriate place and time, place information of Bluetooth stations, and log of user’s behavior. • About 10 footprints are recorded in a day after 7th. Conclusion • We confirmed that the proposed method promote PEB through the experiment. • Other experiments with several participants and long periods are planned now. • The experiment had only one participant. • The period of the experiment was too short to confirm continuance Outline of presentation of appropriate PEB 3 1 A User comes close and enter into an area of a Bluetooth station in daily life. When iPhone recognizes entering, asks web server about what PEB is available in this place and this time. Web server returns a PEB to iPhone, and iPhone present a PEB to the user. 2 • Yi Bing Tan, 「Persuasive Technology in Motivating Household Energy Conservation」,『Business Aspects of the Internet of Things, Seminar of advanced topics, FS 2009』, ETH Zurich, pp52-58, 2009 • http://twitter.com/ Introduction Experimental method The method for Promotion of PEB in home Results and discussion • Components of the method Using portable devise Presentation ofappropriate PEB depending on place and time Promotion of PEB Start of PEB Awaking available PEB Band wagon effect continuance of PEB • To start people’s PEB • If people awake to available PEB in appropriate timing, they will do PEB. • Presentation of appropriate PEB depending on place and time • To continue people’s PEB • If a person know the fact other people continue PEB through communication, he/she will want to continue PEB(1) (Band wagon effect). • Recent people like loose communication prefer twitter(2) to “tight” or “deep” communication. • Loose social network of PEB footprint communication • The method was implemented as a system using iPhone. Loose social network of PEB footprint communication Web server Reference

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