著者
荒木 淳子
出版者
経営行動科学学会
雑誌
経営行動科学 (ISSN:09145206)
巻号頁・発行日
vol.21, no.2, pp.119-128, 2008-08-31
被引用文献数
2 1

The purpose of this study was to review previous studies about workplace learning to give a theoretical basis for the future study. Because workplace learning is an interdisciplinary research topic, prevent and previous works in this field have investigated each issue on the discipline basis, e.g., economics, management studies, psychology, and sociology. The author defines workplace learning by the way they view learning and where they draw the boundaries of the workplace. They view learning as reflection through experiences or participation in communities. Reviewing the related studies, the author found that classified into four types: (1) "workplace experience approach," (2) "workplace participation approach," (3) "cross-boundary participation approach," and (4) "cross-boundary experience approach". Almost all previous works appeared to belong to the "workplace experience approach", despite the fact that workplace learning in its own form and limitation of learning chances takes place beyond the boundaries of the workplace. This must be taken into consideration in future studies, which will have to increasingly adopt the "cross-boundary experience approach". We will find new conceptions of adult learning through proceeding with studies of "cross-boundary experience approach".
著者
荒木 淳子
出版者
経営行動科学学会
雑誌
経営行動科学 (ISSN:09145206)
巻号頁・発行日
vol.21, no.2, pp.119-128, 2008-08-31 (Released:2011-01-27)
参考文献数
74
被引用文献数
3 1

The purpose of this study was to review previous studies about workplace learning to give a theoretical basis for the future study.Because workplace learning is an interdisciplinary research topic, prevent and previous works in this field have investigated each issue on the discipline basis, e.g., economics, management studies, psychology, and sociology.The author defines workplace learning by the way they view learning and where they draw the boundaries of the workplace.They view learning as reflection through experiences or participation in communities.Reviewing the related studies, the author found that classified into four types:(1)“workplace experience approach, ”(2)“workplace participation approach, ”(3)“cross-boundary participation approach, ” and (4)“cross-boundary experience approach”. Almost all previous works appeared to belong to the “workplace experience approach”, despite the fact that workplace learning in its own form and limitation of learning chances takes place beyond the boundaries of the workplace. This must be taken into consideration in future studies, which will have to increasingly adopt the“cross-boundary experience approach”. We will fmd new conceptions of adult learning through proceeding with studies of “crossboundary experience approach”.
著者
佐藤 朝美 松河 秀哉 椿本 弥生 荒木 淳子 中村 恵 松山 由美子 堀田 博史
出版者
日本教育工学会
雑誌
日本教育工学会論文誌 (ISSN:13498290)
巻号頁・発行日
pp.S43039, (Released:2019-08-13)
参考文献数
6

本研究では,保護者が子どもの成長や学びについて深く考えるために,デジタルストーリーテリングワークショップを開発し,その効果を明らかにすることを目的とする.園で撮影された写真を用いた活動をデザインし,実践した結果,子どもの成長だけでなく,保護者自身,園や先生の役割についての振り返りが促されていた.また保育者からは,本WSのDST作品や保護者の対話に対して,「子どもを共に育てる」気持ちを共有できたというポジティブな見解が示された
著者
北村 智 中原 淳 荒木 淳子
出版者
白桃書房
雑誌
組織科学 (ISSN:02869713)
巻号頁・発行日
vol.42, no.4, pp.92-103, 2009
被引用文献数
1 2