大川　恵子 （オオカワ　ケイコ）

Okawa, Keiko

写真a

所属（所属キャンパス）

メディアデザイン研究科 （日吉）

職名

教授
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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 】

  • 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

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論文 【 表示 ／ 非表示 】

  • Job digital storytelling program for university students to develop career management competencies

    Ikeda R., Assilmia F., Angelina E., Okawa K.

    ACM International Conference Proceeding Series （ACM International Conference Proceeding Series）     127 - 131 2019年10月

    ISSN  9781450372206

    　概要を見る

    © 2019 Copyright is held by the owner/author(s). Publication rights licensed to ACM. As technology is rapidly evolving, we are faced with a lot more and faster changes in our everyday life, including in our career. A lot of freshly graduated students experience a shock during the transition from the academic environment to the professional world. Collaborating with IN360, a project that is working on providing career education for children aged between 9 to 12 years old, a digital storytelling workshop was designed to explore the impact of job digital storytelling activity for the development of university student's career management competencies. The workshop was conducted in Vietnam with 19 undergraduate student participants from Hutech University. The participants were assigned into three groups to create three different job storytelling videos in 360°format for children aged between 9 to 12 years old. The career management competencies in the participants are expected to be developed through (1) in-depth interview with someone who works in the field; (2) purposeful 360° video-making activity as a contribution to society; (3) collaborative environment with peers and companies. From the questionnaire, discussion, and observation of the activities, the job digital storytelling program conducted with IN360 did not only established storytelling skills and technology literacy in the university students but also develop some career management competencies in personal management, learning and work exploration, as well as career building areas.

  • Enhancing Educators' Social Presence in MOOCs: Design of Daily Video Blog

    Arima S., Miyakita G., Yasui M., Okawa K.

    Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019 （Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019）     36 - 41 2019年10月

    ISSN  9781728125497

    　概要を見る

    © 2019 IEEE. This paper discusses the design of a video blog to enhance the social presence of educators in MOOCs. Social presence is considered to be one of the critical factors in education, and MOOCs are no exception. However, in the most existing MOOCs, educators' social presence is limited due to its predefined, linear course structure, as well as text-based semi-synchronous conversation. Hence, this research proposes a daily video blog, which focuses on presenting: 1) Educators Biography; educators' background and experience in the subject area, 2) Educators Feedback; educators' response to learners' questions raised in the course, and 3) Educators Discussion; educators' debate on the latest trends surrounding the course topicto further augment educators' social presences. This paper studies the computer science course of FutureLearn which was conducted in October 2018 and April 2019. A series of short videos were uploaded per day on YouTube and shared with learners alongside the four weeks course. Through observing educators and learners' behavior, as well as conducting interviews with learners, the findings suggest a positive impact of a video blog on enhancing educators' social presence and further opens up new possibilities and new ways in designing MOOCs.

  • Exploring digital cultural heritage beyond moocs: Design, use, and efficiency of generous interfaces

    Miyakita G., Arima S., Yasui M., Okawa K.

    Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019 （Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019）     42 - 46 2019年10月

    ISSN  9781728125497

    　概要を見る

    © 2019 IEEE. This research discusses how cultural heritage resources can be designed and used as Generous Interfaces alongside MOOCs, to encourage open-ended explorations in digital heritage collections. As an online platform, MOOCs is opening the doors to one's cultural collections by making their digital materials available for educational use, and further enriches the cultural heritage experience. This paper presents the practical experience in creating a generous interface in coexistence with MOOCs-The courses developed by Keio University, focusing on the history, culture, and design of rare Japanese books-And allows learners to explore contextual details, as well as connections across digital cultural heritage.

  • KomaKids: Promoting global competence through media creation in elementary school

    Topoklang K., Maekawa M., Okawa K.

    CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education （CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education）  2   443 - 448 2018年

    ISSN  9789897582912

    　概要を見る

    Copyright © 2018 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved. This research proposes a cross-cultural program in elementary school aiming at fostering global citizenship education in a classroom through media creation in a program called "KomaKids" In this program, the students' global competence is expected to be developed in four main steps: (1) through learning about foreign culture; (2) by reflecting on their own culture through the production of stop-motion animation; (3) by sharing their impressions through "pen-pals" letter; and, (4) through connecting in real-time with peers from foreign cultures. Since March 2015, 23 workshops were periodically conducted at Japanese, Thai, Brazilian and USA elementary schools. However, the focus of this paper will be on the 2017 academic year program with Japanese, Thai, and Brazilian schools. The result according to the observation shows that the implementation of "KomaKids" program produced noticeable changes in students' global competence of their age.

  • 次世代インターネットを利用した高等教育環境の構築実験GIOSプロジェクト

    大川恵子，泉山英孝，加藤朗，村井純

    情報処理　解説論文 42 （ 1 ） 51-57 2001年01月

    共著

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担当授業科目 【 表示 ／ 非表示 】

  • 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

  • メディアデザイン研究２

    2024年度

  • メディアデザイン研究１

    2024年度

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