IT Revolution 時代状況としてのＩＴ革命

1. 2004 International Conference of NTNTC GIMS and RDC; Technology-Based Testing and Standard-Based AssessmentIntroduction to Education in Japan: Web-based Learning EnvironmentＷｅｂを基盤とした学習環境 (e-Learning)&Instructional DesignEiji MurakiProfessor, Department of Educational Informatics, Tohoku University

2. ITRevolution時代状況としてのＩＴ革命 • IT＝Information Technology • Developed at CERN, Internet started as a tool for communication among scientists • IT is our current condition surrounded us • IT requires us to communicate in new ways • IT is the technological innovation, but we need to develop some new ideological foundations to live in this IT world • How do we live happily in this IT age?

3. Emergence of e-Learning • Since 1990’s • Virtual University、　Online Education • Kenneth C. Green • American Higher Educational Institutions • e-Learning course • 1999 46.5% • 2000 55.5% • 2001 59.0% • 2002 62.5％ • Outbreaking period 1995－1997

4. The definition of “e-Learning” • e-Learning is learning in which students do and learn by trial and error through practice on the virtual environment created by multimedia and computer networks, aided by rich informational resources, knowledge support, and feedback（山崎将志、 eラーニング：実践的スキルの習得技法）。 • Closed virtual learning enviroment

5. Background of e-Learning(USA)吉田文（アメリカの高等教育におけるeラーニング：日本への教訓） • Advancement of IT technology and Spread of Internet • Mutual communication • Development of multimedia function • Basic communication is inexpensive • Increased adult population for higher education: Adult working population • Economic merits by academic degrees：Technical occupations, Occupational education • Emergence of commercialized universities and Commercialization of traditional universities • Improved Course Management System：WebCT, BlackBoard, TopClass, LearningSpace, etc． • Emergence of media specialists：Instructional Designer with other specialists (Teaching Faculty, GraphicDesigner, Media Editor, Computer Specialist, Content Specialist, etc). • Internationalized curriculum

6. Current e-Learning Situation • Leading market principle and Lack of research on e-Learning educational process • Poor evaluation process • Difficulties of face-to-face communication, Socializational factor of educational process • Business education, workshop：Web-based Training (WBT)、Corporate University, and Technical knowledge • Suitable for education of working adults, but is it suitable for academic graduate education • Is it impossible to construct individualized e-Learning?

7. Transition of Views on Learners • Physiological Psychology • Behaviorism • Neo-Behaviorism • Cognitive Psychology • Constructionism

8. Instructional Design The systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation.

9. Teaching vs. Instruction • Teaching • Learning experiences that are facilitated by a human being – not a videotape, textbook, or computer program, but a live teacher. • Instruction • All learning experiences in which the instructional support is conveyed by teaching and other forms of mediation. • A live teacher is not essential to all instruction.

10. Instructional Design Process • Perform an instructional analysis to determine “where we’re going.” • Develop an instructional strategy to determine “how we’ll get there.” • How will we know when we have arrived? (What should our tests look like? How will we evaluate and revise the instructional materials?)

11. Instructional Design Process • Analysis　分析 • Learning contexts, Learners, Learning task • Write test items • Strategy　方策 • Determine • Organizational strategies, Delivery strategies, Management strategies • Write and produce instruction • Evaluation　形成的評価 • Conduct formative evaluation • Revise instruction

12. Teacher-centeredから Learner–centered • Evaluation&Feedback • Diagnostic test • Computer-adaptive test • Cognitive Science • Constructivism

13. Formative Evaluation形成的評価 • Norm-referenced test vs. Criterion-referenced test • Formative test vs. Summative test • 学力assessment vs. 学力diagnostic test • B. S. BloomのMastery Learning Theory　　完全習得学習理論

14. Classification of Computer-Based Testingby Bunderson et al. (1989) • Computerized Testing CT • Computerized Adaptive Testing CAT • Continuous Measurement CM • Intelligent Measurement IM

15. コンピュータ版テストComputer-based Testing ＆ e-Testing 形成的評価　 Formative Evaluation

16. Merits of CBT • マルチメディア機能を用いた新しいタイプのテスト項目：Multimedia capability - New Item Types • 新しい心理構成概念：New Psychological Constructs • ゲームのような新しいタイプのテスト項目：New types of questions: simulation of real life or game-like testing • 認知的な診断：Cognitive diagnosticーa profile of the strengths and weaknesses

17. Current CBT • Most of test items are Multiple Choice or True-False：二値反応項目(dichotomous response item) • 試験の機密管理（Test Security）に多大な費用(very expensive) • Technical difficulties for individual identification of test takers 被験者の個人認定に技術的な問題:particularly on the Internet • But no problem for formative evaluation 形成的評価に用いることには問題はない • It is very suitable for e-Testing for e-Learning.

18. New CBT item types • 作業式課題：Performance-oriented • 相互作用タイプ：Interactive responses • シミュレーションタイプ：Real situations or simulated reality • 高度な認知機能：Higher cognitive function • New constructs • 多段階評価：Graded scoring

19. 世界的標準化（International Standardization）e-Learning とe-Testing • Hardware • Software • Environment • Identification • Test security

20. Automatic Essay Scoring for CM & IM自動作文採点 • Standardization of Scoring Process 採点プロセスの標準化 • Human ratersの採点行動Scoring practiceはおおくの余分な要因prone to make errorsを持っている • 説明できる採点過程 Scoring process is explainable. • 採点者（あるいは採点プロセス）の信頼度 rater reliability • 作文採点 essay scoring: e-rater, PEGなど