System Development for Distant Collaborative Learning by Distributed Web Portfolio and Instructional Practices

以认知科学为基础，考察了档案袋学生的学习过程。作为教育功能的数字档案袋被添加到WWW系统中。这一数字档案袋系统使远程合作学习成为可能，学习者可以交流和分享他们的知识。计划了包括这一系统在内的学习过程。基于这些计划，开发了一个Web-DB档案袋系统，该系统积累了以下三种类型的信息：学习活动结果、档案袋和交流。该系统在学校实践中得到了应用。研究结果表明：1.研究结果表明：系统界面分别针对小学生和初中生进行了调整，使他们在长期的学习过程中更容易反映出沿途的评价观点。为了促进学习者的交流，我们分别准备了一些词汇。在一所小学，一门30小时的福利课程被规划并付诸实施。在一所初中，计划了一门课程，并在理科学习一小时内投入使用。从这些实践中得到了不同的结果：学生反复改进档案袋，活动对他们来说是有效的。书签和参考按钮对学生来说很有效。BBS系统帮助他们从其他人那里获得评估信息。面对面的讨论逐渐转移到网上讨论。起始词和连接词按钮适用于学生之间以及与教师之间的交流。此外，对初中生进行了测评，呈现出对网络讨论的各种不同看法。

Learning processes of students with portfolio were considered based on cognitive science. A digital portfolio as educational functions is added to WWW system. This digital portfolio system enables distant and cooperative learning that learners can communicate and share their knowledge. Learning processes including this system were planned. Based on these plan, a Web-DB portfolio system was developed that accumulates following three types of information: results of learning activities , portfolio, and communication. This system was used in school practices. The results show the followings.1. System interface is adjusted for elementary and junior high school students respectively, for them to reflect easier along assessment viewpoint in the process of long term. For accelerate learners' communication, some words were prepared respectively.2. In a elementary school, a 30-hour course on welfare was planned and put into practice. In a junior high school, a course was planned and put into in the hour of science studies.3. Various findings were obtained from these practices : Students improved portfolio repeatedly and the activities were effective for them. Bookmark and reference buttons were effective for students. BBS system worked for them to get assessment messages from others. Face to face discussion was gradually shifted to on-network discussion. Starting word and connecting word buttons were suitable for communication between students as well as to/from teachers. Moreover junior high school students evaluated presenting various and different thoughts on network discussion.