How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.

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The effectiveness of creativity training: A quantitative review

Educational researchers are increasingly using design as a means of advancing their understanding Historically design in educational research has served as a way to implement theories for testing The emerging design research paradigm treats design as a strategy for developing and refining theories In this article, I discuss the lessons that can be learned from design Starting from a model that characterizes designs in terms of problem analyses, design solutions, and design processes, I describe 3 types of theories that can be developed through design research: domain theories, design frameworks, and design methodologies I present examples from a design research program investigating software supports for reflective inquiry I argue for design research as form of educational research because (a) design offers opportunities to learn unique lessons, (b) design research yields practical lessons that can be directly applied, and (c) design research engages researchers in the direct improvement of educatio

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Design Research: What We Learn When We Engage in Design

This chapter discusses the role of research in relation to educational design and development activities. The first part of the chapter focuses on the rationale and basic principles of development research by outlining motives for conducting formative research, analyzing definitions and aims of various types of development research, and discussing several of its key characteristics. The second part of the chapter deals with methods of development research, exploring some of its typical problems and dilemmas, and discussing several challenges for further action and reflection.

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Principles and Methods of Development Research

In our contemporary learning society, expectations about the contribution of education and training continue to rise. Moreover, the potential of information and communication technology (ICT) creates many challenges. These trends affect not only the aims, content and processes of learning, they also have a strong impact on educational design and development approaches in research and professional practices. Prominent researchers from the Netherlands and the USA present their latest findings on these issues in this volume. The major purpose of this book is to discuss current thinking on promising design approaches and to present innovative (computer-based) tools. The book aims to serve as a resource and reference work that will stimulate advancement in the field of education and training. It is intended to be useful in academic settings as well as for professionals in design and development practices.

Design Approaches and Tools in Education and Training

This chapter provides a framework for product quality consisting of the following three criteria: validity, practicality and effectiveness, and provides insight into the applicability of the framework in various domains of educational product development.

Prototyping to Reach Product Quality

Approaching from a slightly broader perspective than most other discussions
of design research in this volume, this chapter contributes to understanding
design research in the curriculum domain. It begins by clarifying what is
meant by ‘curriculum’ before characterizing design research from this perspective. The discussion of design research in the curriculum domain builds
toward a conceptual model of the process. To illustrate various aspects in the
model, three design research cases from the curriculum domain are briefly
presented. The chapter concludes with discussion of design research dilemmas, and finally, guidelines for mitigating potential threats to design study
rigor.

Design research from a curriculum perspective

Design research has been gaining momentum in recent years, particularly in
the field of educational studies. This has been evidenced by prominent
journal articles (Burkhardt and Schoenfeld 2003), book chapters (Richey et
al. 2004), as well as books (van den Akker et al. 1999) and special issues of
journals dedicated specifically to the topic (Educational Researcher 32(1),
2003; Journal of the Learning Sciences 13(1), 2004), or to the more general
need to revisit research approaches, including design research (Journal of
Computing in Higher Education 16(2), 2005).

Nienke Nieveen

Papers

Design Approaches and Tools in Education and Training

Prototyping to Reach Product Quality

Design research from a curriculum perspective

Introducing educational design research

Educational design research: the value of variety