慶應義塾研究者情報データベース

経歴 【 表示 ／ 非表示 】

経歴 【 表示 ／ 非表示 】

• 1985年03月

  -

  1986年08月

  日本デジタルイクイップメント(株)

• 1986年08月

  -

  1996年02月

  日本サン・マイクロシステムズ(株)

• 1996年03月

  -

  1996年08月

  国連大学高等研究所 ,ITコンサルタント

• 2000年03月

  -

  継続中

  (株)スクールオンインターネット研究所 ,設立代表取締役所長

• 2001年04月

  -

  2002年03月

  大学助教授(有期・大規模広域分散環境の構築に関する研究)(非常勤)(大学院政策・メディア研究科)

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学歴 【 表示 ／ 非表示 】

学歴 【 表示 ／ 非表示 】

• 1983年03月

  慶應義塾大学, 工学部

  大学, 卒業

• 1985年03月

  慶應義塾大学, 工学研究科, 電気工学専攻

  大学院, 修了, 修士

• 2000年03月

  慶應義塾大学, 政策・メディア研究科

  大学院, 単位取得退学, 博士

論文 【 表示 ／ 非表示 】

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• Examining Technologies to Reduce Response Time in Hands-on Exercise Environment over Widely Distributed Computer Network Utilizing RENs

  Kurazumi Y., Uchida Y., Arima S., Kudo N., Okawa K.

  Asian Internet Engineering Conference, AINTEC 2024    36 - 45 2024年08月

  　概要を見る

  As the number of Internet users continues to increase, there is an urgent need to train Internet engineers to support this infrastructure. Our research team is designing and managing an educational program to foster Internet engineers for undergraduate students in the Asia-Pacific (APAC) region. As part of the program, we are conducting on-site hands-on exercises to create a computer network with remote locations using Research and Education Networks (RENs). Since these onsite hands-on exercises will be conducted in various places in the APAC region, delays caused by physical distance are unavoidable. Therefore, our team has designed a low response time hands-on exercise environment to ensure comfortable student activities. Furthermore, to verify the effectiveness of this design, we conducted a simulation verification using a virtual environment. We confirmed that the design provides a low response time, even considering the unavoidable latency over distances in the APAC region.

  • Access to Document (DOI)

• Exploring the Significance of 360-Degree Video Technology on Fieldwork Learning in Higher Education: Students’ Perspectives

  Hundzinski L.N., Assilmia F., Okawa K., Vu L.T.C.

  International Conference on Computer Supported Education, CSEDU - Proceedings 1   526 - 533 2024年

  　概要を見る

  This paper discusses the use of 360-degree cameras in two distinct fieldwork learning activities in higher education. This study aims to identify specific contributions of 360-degree video and its relation to the fieldwork learning process, from the perspective of students and when compared to other tools and methods for data collection. A mixed-methods approach was utilized to understand students’ learning process, obtaining data by survey, analysis of results from in-class activities, and observational analysis. In total, 83 students participated in these activities. The two activities showcase how 360-degree video can be utilized by students in relation to fieldwork activities, to collect data and to back their claims with evidence. By investigating common themes on self-reports written by the students, the unique contributions of 360-degree camera on field observation and subsequent approaches to data analysis are highlighted when compared to other tools and methods. The understanding of these unique contributions points bring us closer to identifying specific learning components for the design of educational programs that can benefit from this technology.

  • Access to Document (DOI)

• Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content Creation Programme for High School Students in Japan

  Chen D.D., Lu J., Okawa K.

  International Conference on Computer Supported Education, CSEDU - Proceedings 2   680 - 688 2024年

  　概要を見る

  This article presents a nonformal learning programme implemented in a Japanese high school, focusing on exploring Diversity, Equity, and Inclusion (DEI) topics through a multimedia content creation project. The programme employs a dynamic module design, characterized by student-centred learning, a comprehensive feedback loop, and timely adjustments to tailor to students’ learning paces. This nonformal approach allows students to experience DEI concepts closely, diverging from traditional formal education methods. Student reflections indicate increased awareness and appreciation of diversity, enhanced empathy, cross-cultural understanding, and development of critical soft skills through DEI experiences and multimedia content creation. The findings suggest that high school students can effectively grasp abstract concepts like DEI experientially. The programme’s dynamic design offers a model for creating large-scale, learner-focused curricula. Additionally, the collaboration between a graduate school and a local high school demonstrates a potential role for higher education institutions in supporting community education initiatives.

  • Access to Document (DOI)

• A Community-Based Support Scheme to Promote Learning Mobility: Practices in Higher Education in Southeast Asia and Japan

  Ikeda R., Ferriyan A., Okawa K., Thamrin A.H.

  International Conference on Computer Supported Education, CSEDU - Proceedings 1   404 - 411 2024年

  　概要を見る

  Learning mobility enhances employability and expands career networks. Despite easy access to global knowledge and skills through online and short-term learning mobility programs, learning fragmentation and incoherence have become issues. This research proposes a new scheme called Inxignia, which aims to enable learners to achieve coherent learning continuity within or outside of School on the Internet Asia (SOI Asia), an inter-university network in Southeast Asia and Japan, and increase a sense of community. Inxignia integrates the three modes, namely (1) Engagement: Engaging with Communities of Practices within or connected to SOI Asia; (2) Imagination: reflecting on experiences and small-scale learning achievements in SOI Asia; and (3) Alignment: Coordinating with SOI Asia stakeholders to achieve the desired learning and career path. A micro-credentialing e-portfolio platform supports enhancing each mode such as a feature to support reflection and plan learning from a bird’s eye view and open badges to visualize past journeys and future potential. The implementation results indicated that Inxignia supported Imagination and Alignment modes for SOI Asia Learners and the importance of including young faculty to make the scheme autonomous and sustainable.

  • Access to Document (DOI)

• ICT-Supported Design Thinking Workshop Program: A Case Study of Encouraging Social Lean-In for High School Students in Japan

  Chen D.D., Lu J., Okawa K.

  International Conference on Computer Supported Education, CSEDU - Proceedings 2   527 - 534 2023年

  　概要を見る

  Since 2015, an ICT-supported workshop program based on the constructionism approach has been implemented at Fujimikaoga High School for Girls (FHS) in Japan. Keio University Graduate School of Media Design students from diverse cultural backgrounds facilitates the nonformal learning experience. The program employs a design thinking process (DTP) and ICT tools to enhance active collaborative learning and intercultural interactions. Over 800 students have participated, demonstrating gains in critical thinking, investigation, feedback articulation, and iteration of their own views. This paper details the program’s concept, process, qualitative findings, key elements of success, and challenges during implementation.

  • Access to Document (DOI)

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KOARA（リポジトリ）収録論文等 【 表示 ／ 非表示 】

KOARA（リポジトリ）収録論文等 【 表示 ／ 非表示 】

• 終わりに

  大川, 恵子

  慶應義塾大学DMC紀要 （慶應義塾大学デジタルメディア・コンテンツ統合研究センター）  11 （ 1 ） 72 - 72 2024年03月

  ISSN  21883424

• 巻頭言

  大川, 恵子

  慶應義塾大学DMC紀要 （慶應義塾大学デジタルメディア・コンテンツ統合研究センター）  11 （ 1 ） 3 - 4 2024年03月

  ISSN  21883424

• 「学び」の本質と教育を支えるテクノロジー

  大川, 恵子

  慶應義塾大学DMC紀要 （慶應義塾大学デジタルメディア・コンテンツ統合研究センター）  11 （ 1 ） 5 - 19 2024年03月

  ISSN  21883424

• DMCシンポジウム2022「デジタルの本質とはなにか : メタバースに向かう中で考える」

  大川, 恵子

  慶應義塾大学DMC紀要 （慶應義塾大学デジタルメディア・コンテンツ統合研究センター）  9/10 （ 1 ） 110 - 147 2023年03月

  ISSN  21883424

• 巻頭言

  大川, 恵子

  慶應義塾大学DMC紀要 （慶應義塾大学デジタルメディア・コンテンツ統合研究センター）  9/10 （ 1 ） 4 - 5 2023年03月

  ISSN  21883424

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担当授業科目 【 表示 ／ 非表示 】

担当授業科目 【 表示 ／ 非表示 】

• メディアデザイン研究３

  2025年度

• 先端研究

  2025年度

• リアルプロジェクト

  2024年度

• グローバルフューチャーのためのポリシー

  2024年度

• メディアデザイン研究３

  2024年度

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