学習システム・パラダイムへの転換におけるPEPAの有効性 --東京都市大学のケーススタディから--

Abstract

This paper examines the achievements of our commitment to problem/project-based learning (PBL) at Tokyo City University (TCU) alongside the concept of PEPA and offers a discussion of its features and current issues. Since FY2020, TCU has introduced a series of PBL courses, named SD PBL, as compulsory for first- to third-year students across all departments. The idea is to emulate the success of the Aalborg PBL model, to help students and teachers see the trajectory of student learning using the same assessment criteria over four years, in alignment with the institutional agenda. Our project is also tailored to link individual and organizational learning through workshops on developing assessment tools. Reflecting on the difficulties of implementing the SD PBL courses, this paper suggests that it is crucial to continue action research to unveil the mechanism of a shift to the learning systems paradigm.