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iCTLT2010 Kato, F.

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Fumitoshi Kato
Fumitoshi Kato

1) The document discusses an alternative learning model called "Camp" which was piloted at the Ieshima workshop in Japan in 2009. It involved loosely structured experiential learning projects focused on local communities. 2) A key goal of "Camp" is to create a temporary space to reflect on taken-for-granted aspects of daily life and convert communities into classrooms for learning anytime. 3) The Ieshima workshop explored ways to create various media contents to contribute to the local community and considered how to establish long-term engagement through such projects.

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＾ Camp￣ as an alternative mode of learning: A case of Ieshima workshop, Japan iCTLT 2010, Singapore Fumitoshi Kato Faculty of Environment and Information Studies Keio University, Kanagawa, Japan
Domains of research Using ICTs in learning contexts: mobile research/mobile learning Understanding collaborative projects: experiential learning/design thinking Rethinking the organization/design of university curricula: social contributions to the local community It is important for us to explore and examine these issues as a whole .
Ieshima workshop (September 4-6, 2009) http://www.youtube.com/watch?v=Otywl8-tgUs
http://vanotica.net/iep1/05.html
loosely-structured structured (time) (degree of flexibility) short long boredom Toward a design of ＾proper￣ tasks impossible Tasks can be loosely structured when there is ample time. Tasks should be well-structured when there is a tight time constraint.
From ＾campus￣ to ＾camp￣ A ＾camp￣ is an attempt to create a place at which we can reflect upon things that are regarded as ｀taken-for-granted¨ in our day-to-day activities. campus camp Permanent Temporal Scheduled gatherings Ad-hoc gatherings Formal Informal
Convert communities into ＾classrooms￣ Reorganizing ＾places￣ Classrooms everywhere, learning anytime Repaying community for its learning opportunities Evaluate the project from multiple standpoints Continue and expand the project Consider the idea of ＾long engagement￣
Creating and distributing various media contents for local community members postcards booklets flyers posters podcasts video clips Exploring the ways in which we can create (digital) media contents instantly, and to leave them as our footprints.
A business-model syndrome? Community Regard the community as a ＾client￣: Responsibilities to come up with solutions University Consumers¨ mentality: Expectations for ＾prescriptions￣ Not-too-interesting reports and papers Creating an alibi
Toward a new relationship Community Volunteer model Autonomy Creativity University ? Business model Promotion Rediscovery of local assets
Continue and expand Hakodate, 2007 Shibamata, 2004, 2005 Shonan, 2007 Kanazawa, 2005, 2006 Usuki, 2008 Sakaide, 2006, 2007 Toyohashi, 2008 Komoro, 2009 Sawara, 2008 2004 　 The beginning 　 ◎ 2021 　 To visit 47 prefectures (by visiting 2 to 3 places per year) Ieshima, 2009 Kamaishi, 2009
Thank you! Fumitoshi Kato, Ph.D. Keio University Faculty of Environment and Information Studies 5322 Endo Fujisawa, Kanagawa 252-8520 Japan [email_address]

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iCTLT2010 Kato, F.

  • 1. ＾ Camp￣ as an alternative mode of learning: A case of Ieshima workshop, Japan iCTLT 2010, Singapore Fumitoshi Kato Faculty of Environment and Information Studies Keio University, Kanagawa, Japan
  • 2. Domains of research Using ICTs in learning contexts: mobile research/mobile learning Understanding collaborative projects: experiential learning/design thinking Rethinking the organization/design of university curricula: social contributions to the local community It is important for us to explore and examine these issues as a whole .
  • 3. Ieshima workshop (September 4-6, 2009) http://www.youtube.com/watch?v=Otywl8-tgUs
  • 5. loosely-structured structured (time) (degree of flexibility) short long boredom Toward a design of ＾proper￣ tasks impossible Tasks can be loosely structured when there is ample time. Tasks should be well-structured when there is a tight time constraint.
  • 6. From ＾campus￣ to ＾camp￣ A ＾camp￣ is an attempt to create a place at which we can reflect upon things that are regarded as ｀taken-for-granted¨ in our day-to-day activities. campus camp Permanent Temporal Scheduled gatherings Ad-hoc gatherings Formal Informal
  • 7. Convert communities into ＾classrooms￣ Reorganizing ＾places￣ Classrooms everywhere, learning anytime Repaying community for its learning opportunities Evaluate the project from multiple standpoints Continue and expand the project Consider the idea of ＾long engagement￣
  • 8. Creating and distributing various media contents for local community members postcards booklets flyers posters podcasts video clips Exploring the ways in which we can create (digital) media contents instantly, and to leave them as our footprints.
  • 9. A business-model syndrome? Community Regard the community as a ＾client￣: Responsibilities to come up with solutions University Consumers¨ mentality: Expectations for ＾prescriptions￣ Not-too-interesting reports and papers Creating an alibi
  • 10. Toward a new relationship Community Volunteer model Autonomy Creativity University ? Business model Promotion Rediscovery of local assets
  • 11. Continue and expand Hakodate, 2007 Shibamata, 2004, 2005 Shonan, 2007 Kanazawa, 2005, 2006 Usuki, 2008 Sakaide, 2006, 2007 Toyohashi, 2008 Komoro, 2009 Sawara, 2008 2004 　 The beginning 　 ◎ 2021 　 To visit 47 prefectures (by visiting 2 to 3 places per year) Ieshima, 2009 Kamaishi, 2009
  • 12. Thank you! Fumitoshi Kato, Ph.D. Keio University Faculty of Environment and Information Studies 5322 Endo Fujisawa, Kanagawa 252-8520 Japan [email_address]