教育ネットワークセンター年報, 2016, 16, 107-108（関連事業報告｜AEL Course）

Asia Education Leader (AEL) Course
Summer Course 2015 and Winter Course 2016
陳 思聡
東北大学大学院教育学研究科

Summer Course 2015 and Winter Course 2016 were the third and the fourth AEL summer/winter courses. Hosted by School of Education Science and School of Psychology,Nanjing Normal University, Summer Course 2015 was attended by eighteen AEL students
from four partner universities in 14 July – 1 August 2015. Winter Course 2016 was hostedby Korea University’s Department of Education in 17 January – 4 February 2016, andparticipated by nineteen AEL students from four partner universities. Each of the twocourses opened four subjects.

Summer Course 2015
(NNU)(K) Values and Innovation in China’s Educational Policies(A) Moral Education of Young Children in China(S) Advanced Data Analysis(P) Children and Youth in Nanjing

Winter Course 2016
(KU)

(K) Theories and Practice of Counseling(A) Technology-Enhanced Classroom Environment(S) Quantitative Methods in Educational Research(P) Comparative Study of Education

Following the AEL Course design that has been put in good practice in former
summer/winter courses and become its tradition, the two courses were run with not only
lectures and seminars full of discussion and presentation in classroom, but also field visits to a wide range of often cutting-edged educational facilities in the host city, i.e. Nanjing or Seoul.
In the summer course students were guided to Nanjing Youngsters’ Palace, Teacher
Tao’s Workshop – a facility for child mental care, Youfu Xijie Elementary School, toname a few. The host NNU also arranged a one-day city tour for students to explore localculture. Similarly, in addition to a one-day local culture tour, students in the winter course
had chance to visit, for instance, Korean Educational Development Institute (KEDI) to
get general impression of education research development in Korea, and a few local elementary and secondary education scenes to gain first-hand knowledge about topics likeselection in education and education-occupation linkage.

教育ネットワークセンター年報

第 16 号The results of student feedback survey taken online by Tohoku University after eachof the two courses suggest that majority of student respondents held positive impressionsof the preparation (over 70%) and the content (over 80%) of all the subjects in the twocourses, with the general satisfaction rate for each of the eight subjects all over 70%.
There are still issues arising from these two courses which require response and improvement. For the summer course, some student respondents suggested that workload
and learning goal should be better connected, while there was concern on the side of thehost university over students’ and instructors’ lack of experience in all-English class, andwith regard to S subject, students’ varied levels in statistics. For the winter course, stillsome respondents expressed desire for a less tight schedule in AEL Course, which has
indeed been a prolonged issue in AEL Course since its start in 2014. Attempts to meet thedesire have been considered and will be in place from Summer Course 2016, pivotally
including the rearrangement of curriculum from KASP Curriculum (K, A, S and P foursubjects) to KAS-P Rainbow Curriculum (K-P, A-P and S-P three subjects).

SC2015: Group picture with instructors*

SC2015: In local educational facility*

WC2016: Opening ceremony**WC2016: Local school visit ***Picture from NNU; ** Picture from KU－108－