研究成果（英語）Research Result（English）
論文
Thesis
発表資料
Presentation Materials
ワークショップ実践概要
Workshop Abstracts

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This essay was published as a declaration of the-1
論文 / Thesis“ m e d i a e x p r i m o” o n i t s w e b s i t e < h t t p : / / w w w.
mediaexprimo.jp/english/> and its brochureat March 11, 2006. You can find the Japaneseversion at the same website.

1. Japan’s media society : wealthy yet
impoverished
Since the mid-1990s Japan has seen a rapid
diffusion of digital media such as the Internet
and the mobile telephone. During the first yearsof the 21st century people have increasingly
used blogs, social networking services (SNS),
video cameras and the like to express themselves
or to give narrative and visual expression to
the communities they live in. Today anyone -not only the mass media -- can engage in media
expression and information transmission. But is

The “media exprimo” Project :New Horizons in Citizen Media Expression andInformation Design

Shin Mizukoshi
Takeshi Sunaga
Koichi Hori
Takuichi Nishimura

this seemingly abundant “media society” in which
we live today really all that rich in its diversity?
Let us take a closer look.
Japan now has over 100 million mobile phones
in circulation, but these are used less and lessfor actual conversation, and increasingly for
text-message exchanges among a close circle offriends. Though the devices now come equippedwith a wealth of features, few of these are
actually put to use. Hence a wide gap exists
between mobile phone technology and themobile phone users’ culture. Blogs and SNSs
have proliferated, but here too an “informationg a p” h a s e m e r g e d b e t w e e n u s e r s a n d n o n users, particularly disparities in age, region,and educational background. In other countries,
people are utilizing such services to connect withothers sharing their concerns and initiate newkinds of social movements, but in Japan they
are used primarily to communicate with one’s friends. Commercial services such as Internet
shopping, auctions and ticket purchases also
occupy a large share of Internet traffic, whether
via personal computers or mobile phone services
such as i-mode and ezweb. Meanwhile, instances

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of Internet libel and abuse, invasions of privacy,
and mobile phone-related crime continue to growunabated.

2. From an information-saturated to an“expression-interweaving” society

Although it is said that conventional mass

To reiterate, Japan’s media society is currently

media such as newspapers and television are

saturated with private and commercial

being hard pressed by these new digital media,

info rmat io n. The tec hno lo g ic al e nvir onme nt

they continue to enjoy tremendous power andis in place for ease of media expression andstability in Japan, perhaps more than in otherinformation dissemination by anyone interested.

developed countries. However, the concentration

But this environment has yet to give birth toof media in Tokyo and the “convoy system” ofmedia that are easy to use, culturally meaningful,government protection of a few large enterprises

and designed to make effective use of all thisthat have prevailed in these industries for thet e c h n o l o g y. T h e m a ny c y b e r s p a c e o r o n l i n epast half-century are ill-suited to the new media

communities springing up today are designed

environment. With one case after another ofto be closed, private affairs for small, t ight-

fraud and fakery in the mass media coming toknit groups of people, and moreover function

light, they are now hounded by criticism fromas purveyors of commercial services that treat

both the government and the citizenry.

users as consumers or customers. They are notadequately designed to empower people to create

One might say that the Japanese media

locally-based public networks through which“ecosystem” remains under the sway of the mass

they can become media initiators and express

media and therefore retains a strong mass-

their own thoughts and views.

market, mass-consumption orientation. Withinthat framework, one can see a proliferation ofWhat is needed, it seems clear, is to transform“private” communications on the one hand and ofJapan’s media society from its current chaotic

commercial services on the other. However, theenv iron ment , o ne over whelm ed by w a ve s ofsame cannot be said of “public” communications

random information, into one that empowers-- that is, those involving community

people to create their own autonomous networks,

revitalization initiatives, volunteer and nonprofit

express a diversity of narratives, and weave those

activities, education, welfare, the environment,

narratives together in cooperative endeavors.

international exchanges and other citizen

Moreover, this transformation is not something

activities, as well as regionally-based journalism

to be left in the hands of government authorities

and citizen-initiated arts events, performances,or experts, but should be effected through active

festivals and so on. Despite the fact that public

citizen participation. In a nutshell, we need tocommunicat ions are a linchpin of individual

move from an information-saturated society toidentity and community in our media-dominatedan “expression-interweaving” society.

society, and are crucial to the sustenance andgrowth of a democratic society, they are far from

Needless to say, suc h a transfor mat ion also

prominent in the media landscape today.

requires top-down action in the form of studies
and reforms in the areas of law, industry andIn short, Japan has sing le-mindedly pursued

economics. But our intention here is to present

the development of information technology but

proposals for bottom-up measures. Specifically,has failed to achieve a healthy balance among

we propose to utilize the power of information

private, commercial, and public communications.

design to develop technology systems andcultural programs that empower ordinary citizens
to express themselves and create networks in

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the context of their daily lives. These systems

sustain an “expression-interweaving” society andand programs should be designed with a built-

supply the necessary information design.

in flexibility that permits revision and adaptation(3) Design the forms and modes required forby citizen users according to their objectives andthe functioning of an “expression-interweaving”

community circumstances.

society.

We believe that by interacting in a

The functions and objectives of the four researchcomplementary relationship with top-downgroups are as follows:

strategies involving the legal system and thei n d u s t r i a l - e c o n o m i c s e c t o r, t h i s b o t t o m - u p

Nishimura Group (real-world-oriented interface

strategy will provide the key to creating a moreand computer-supported collaboration research)diverse and more enriching media society.

(1) Create a network system that makes visible
the connections among media creators and theirworks.

3. The launching of “media exprimo”(2) Create devices for tracking and reviewing themedia expression process.

As a first concrete step toward developing abottom-up strateg y we have launched media

Hori Group (artificial intelligence and knowledge

exprimo, an interdisciplinary research project

support system research)that aims to help enrich and sustain cit izen

(1) Create a knowledge science-based “intelligent

media expression. The name “media exprimo”

e n g i n e” f o r c o n s t r u c t i n g ( i . e . , c r y s t a l l i z i n g /will also represent the technology systems andnetwork-forming) narratives from collections

cultural programs we intend to produce in theof individual media expressions, as well as fornear future.

deconstructing (i.e. liquefying/fragmentizing)existing narratives.

The media exprimo project includes four(2) Create a system capable of automaticdifferent research groups that collaborate

narrative generation as well as enabling manual

in a cross-disciplinary manner: a core groupnarrative generation by users.

eng aged in informat ion design research and14groups engaged in interface and SNS engineering

Mizukoshi Group (socio-media studies)

research, artificial intelligence and knowledge(1) Create a media reception literacy program tosupport system research, and humanities- andheighten the capacity for critical awareness ofsocial science-oriented media studies. The goal

the problems of today’s media society.

of this collaborative effort is the research and( 2 ) C r e a t e ve n u e s t h a t e n c o u r a g e p e o p l e t odevelopment of digital information technology

engage in media expression as well as a media

systems to support a new citizen-generated media

expression literacy program for this purpose.

expression environment, and cultural programs(3) Construct a theoretical and philosophicalthat foster media literacy and expression using

framework for the overall objectives of media

these systems.

exprimo.

The overall objectives of media exprimo can be

Sunaga Group (information design research)

identified as follows:(1) Design and package the technology systems(1) Develop technology systems to serve as adeveloped by the Nishimura and Hori Groups

platform for an “expression-interweaving” society

into easy-to-use tools for expression; create an

and supply the necessary information design.

interface that makes the expression pro cess(2) Develop cultural programs to support andvisible.

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(2) Design modes for the use of these tools forworkshop and the media activities that derive

expressive purposes by users.

fro m it are what we mean by cr it ical me dia( 3 ) P r o v i d e a c o m p r e h e n s i ve d e s i g n f o r t h epractice.

output of media exprimo.
The workshop we envision for critical media
practice will function as follows. We will design

4. Basic methodology and practicea technology system to facilitate citizen media
expression, plan a workshop (i.e., a type of

The four groups making up media exprimo

cultural program, to use the term introduced

w i l l c o l l a b o r a t e i n “c r i t i c a l m e d i a p r a c t i c e”

above) to implement the system, and hold thisby select ing public venues in which cit izens

workshop at a specific time and place. We will

are actually engaging in media expression

then analyze and evaluate the results of theactivities and using these for a type of social

workshop, based on which we will develop an

experimentation. Let us explain what we mean

improved system design and workshop plan.

by “critical media practice” and elaborate on the

By repeating this cycle, we will incrementally

nature of this practice and experimentation.

improve the performance of both the technology
system and the cultural prog ram. Up to this(1) Critical media practice through workshops

point the program functions like a conventional
workshop.

A workshop is normally defined as aparticipatory framework for learning or creation

So far our scenario has been described fromin which a group of people produce something

the standpoint of the developers or facilitators.

or learn something in a game-like program

From the participants’ viewpoint, their role is toformat. Workshops are frequently used today toparticipate in this prearranged workshop andstudy or produce results in fields that cannot be

express or create something there. The latterreadily mastered from lectures or reading alone.

half of this “practice” stage will be set aside

Examples include community revitalization,

for review of the expression/creation process

corporate training, environmental design,

to solidify participants’ understanding andregional planning, and media arts.

mastery of the process. Participants can thenact as facilitators themselves by designing and

The workshops envisioned by media exprimo

planning workshops on their own, improving

share these conventional objectives and functions

the technology system, and devising ways toof group activity for learning or creation.

manipulate it more effectively. Critical media

However, we will utilize the “cultural probe”

practice is thus an open methodology that places

methodology employed in design research inpriority on active participation.

Europe to expand and diversify the functionsof the workshop in practice. This entails the

These two forms of workshop part icipat ion,experimental application of the technology

as observers/developers and as observees/

systems and cultural programs developed byparticipants, are closely linked and mutually

media exprimo members under real conditions

interactive, precisely because the researchin society, and critical analysis and evaluation

process and the learning process are themselvesof their efficacy under these conditions. Theinterdependent.

workshop is thus a venue for experimentation

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and evaluation as well as for actual media

We can think of this multifaceted “critical media

creation by participating citizens. This morepractice” workshop as an intelligent engine on

broadly defined, multifaceted concept of thewhich the various groups in media exprimo will

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engage in joint research, each with a particularrole to play. The Nishimura and Hori Groups

5. Results from “media exprimo”

are responsible for R&D on the technology
system; the Mizukoshi Group for R&D on the

The actual fruits of media exprimo’s efforts

cultural prog ram; and the Sunag a Group forshould make themselves apparent throughoverall information design. The cycle of repeatedpractical application at public cultural facilities

and improved workshops should provide thein local communities as we have described

momentum for further research and development

above. The users of the systems and programsby media exprimo.

w e d e ve l o p w i l l b e o r d i n a r y p e o p l e . U n l i k e
professional artists, researchers, or corporate(2) Public practice via local broadcasters andengineers, these users are generally not seeking

museums

access to specialized technolog ies geared tolimited objectives. They are citizens concerned

The public sector embraces a wide variety of

about current problems in their own lives, theiractivities and institutions. Since media exprimo

communities, or society at large, who wish toaims to develop technology systems and culturalexpress themselves through media in a variety

programs with as broad a range of application as

of ways. The mission of media exprimo is topossible, we must deal with real situations anddevelop systems and programs that facilitate thisresolve specific problems if we are to develop

expression; indeed, that is what makes media

a general-purpose package. In other words,

exprimo a unique and interesting project.

we must deal with the specific to achieve thegeneral.

With this mission in mind, we can perhaps define
four potential results of the media exprimoWith this in mind, at the initial stages of our

project:

project we intend to focus on the activities of
local community broadcasting stations and(1) Online collaboration system using a

museums. Public cultural facilities such as these“deconstruction engine”

can function as incubators of media expression
by local citizens. By networking with theseUsing an expression support system based on thefacilities, media exprimo will lay the groundwork“deconstruction engine” developed by the Hori

for its critical media practice. In the first halfGroup, the Nishimura Group is developing anof 2007 the Mizukoshi Group will undertake

online system that will enable media creators atsurveys of different localities with the aim ofremote locations to collectively archive records

select ing reg ional cit ies of various sizes forand memories and to dynamically edit documents

comparative experiments with Tokyo and otherand other products of their collaboration. The

large metropolitan areas.

Sunaga Group will create the interface design forthis system, which will have plug-in capability

It is also the desire of media exprimo to work

enabling connections to “personal” services, e.g.

w ith research partners outside of Japan, forvia mobile phone, as well as to large portal sites,

example in Europe, North America and elsewhere

SNSs and other commercial services.

in East Asia. Rather than confine our critical
media practice activities to Japan, we wish to(2) Expressive media with intuitive interfaces

identify the Japan-specific characteristics in16

our systems and prog rams and find ways to

Based on technology developed by the Nishimura

overcome them so as to make these activities

Group, the Sunaga Group will design devices for

globally applicable.

tracking and reviewing the media expression

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process, providing an input system for image
creation and editing readily accessible toordinary citizens.
(3) Cultural programs to foster media expression
and literacy
Simply having information technology and media
in place does not guarantee the developmentof an “expression-interweaving” society. Just as
essential is a cultural program that will fosterand disseminate the media literacy and mediaexpression knowhow that citizens need to utilize
these technologies and media to create, maintain,and expand venues for the expression of self orcommunity. The Mizukoshi and Sunaga Groups
will collaborate on research and development ofsuch programs.
(4) Systematization of transdisciplinary
knowledge on citizen media expression andinformation design
The Sunaga and Mizukoshi Groups will work
together to systematize transdisciplinary
concepts and theories supporting thedevelopment of the technolog y systems andcultural programs required to further citizen
media expression and information design.

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Reconsideration of a one-way
communication with mobilephone :The uses of "the collaborative reflection" on media
literacy

Jun AbeShin Mizukoshi"Enhansing ICT in Education for global society", ICoME 2008
(International Conference for Media in Education) , Kansai
University, pp.228-235.

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Reconsideration of a oneway communication with mobilephone:
The uses of "the collaborative reflection" on media literacy                              

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Abstract:            

           

     
                           
               
              



Introduction
               
                          


                 
      
                 2章報告書0302.indd

192-1. 論文19

2012/03/02

18:43:34

                
        
            
      


               



               

               
                                
               

                 
                
       



Outline of this Workshop
Methodology
              


                      

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                 


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WS 1: “Be a keitai journalist! ”

  
                   
                 
 

                 





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Result 1
                 
               
                


2章報告書0302.indd

212-1. 論文21

2012/03/02

18:43:34

～
 
                


              
 

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Speaker87 

 











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



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WS 2: “Explore the image of Musashi represented by mass media! ”               

            


                    


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Result 2

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2. 研究成果（英語）2章報告書0302.indd

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2012/03/02

18:43:34


                 
                        




WS 3: “keitai photo documentary of Musashi University”


                  
             


                
                                              



Result 3              


                 


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232-1. 論文23

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18:43:34

          



                
 
  

 

  

 







 







  















 

 

  








Analysis





WS1








WS2





















WS3


 














                   24

2. 研究成果（英語）2章報告書0302.indd

24

2012/03/02

18:43:34



                  
                 

                                
                           


  
                

  
                              

 


Conclusion                  





                   

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252-1. 論文25

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           
                


otes               
             
  



References・


 


 


 
   


  

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2. 研究成果（英語）2章報告書0302.indd

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2012/03/02

18:43:34

Reconsideration of a one-way communication
with mobile-phone:

We attempted to apply keitai to tools
for supporting students’ expressions
and learning media literacy.	

The uses of "the collaborative reflection" on media literacy	

ICoME2008 @ Kansai Univ. 26/8/08	

Jun ABE *1, *2,
Shin MIZUKOSHI *2, *3*1 The Univ. of Tokyo , the Graduate School of Interdisciplinary Information Studies*2 Media Exprimo, JST, CREST*3 The Univ. of Tokyo, the Interfaculty Initiative in Information Studies@	D	Overview of today’s presentation	

Outline	¥ Introduction:¥ Media workshops using keitai in 3 sessions of“Media Literacy” class at Musashi University
WS 1 (Oct. 10 2007), WS 2 (Nov. 2 ), WS 3 (Dec. 6)

Using mobile phone (keitai) in media literacy class¥ Outline of our keitai workshops (WS) :WS 1 : Be a keitai journalist !
WS 2 : Explore the image of Musashi represented by mass media!
WS 3 : Keitai photo documentary of Musashi University¥ The uses of applying a large class to the effective massreflection¥ Reconsideration of possibilities of keitai¥ 250 students whose majors were sociology or media
sociology (80% freshman)A	E	

Telecommunica4ons	
  Carriers	
  Associa4ons	
  (TCA).	
  Number	
  of	
  subscribers	
  by	
  Carriers	
  From	
  hBp://www.tca.or.jp/cgi/tcagraph.cgi	
B	F	Using keitai in media literacy class	
Number	  of	
  Subscribers	
  in	
  JapanK	
  (Thousands	
  of	
  units)	
  	
  120000	
  100000	
  80000	
  60000	
  40000	
  20000	
  
0	
  
1996	
  

1999	
  

2002	
  

2005	
  

2008	
  

Musashi Keitai Workshop	

How can we use keitai media in a class?	
As the communication tool
- For sending pictures that students took and sharing thosepictures with others (Ohkubo, et al. 2004) and for encouraging
online communication among students (Kageyama andAmemiya, 2007)- For collecting a questionnaire related to class contents (Noiri,2008).

a syllabus of "Media Literacy" in 2007 at Musashi UniversityC	

27

Lecture7

2 what is media literacy?

Lecture

8

3 WS1

WS

9

4 WS1 reflection

Lecture10 WS3

WS

Lecture11 WS3 reflection

LectureLecturesummary
12 announcement:
last paper

Lectureabout several projects ofmedia literacy(1)about several projects ofmedia literacy(2)6annoucement: WS2 report(home work)

5

The necessity of reconsidering keitai itself in a class??

2章報告書0302.indd

1 orientation

WS

WS2 reflection

Lectureabout keitai culture andLectureliteracy(1)about keitai culture andLectureliteracy(2)G	2-1. 論文27

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Musashi Keitai Workshop 1	

Musashi Keitai Workshop 1	

Categories of pictures sent
K(N=225)	
in WS1¥ “Be a keitai journalist! ”
We asked 230 students to become “keitai
journalists” reporting instant news with keitai
photo & texts.
Ms. Minerva Terrades from Spain was a guest.
She made a speech about mobile phone culturein Spain about 30 minutes.

Speaker87“Be a keitai journalist! ”	

:stands on the platform(50)

Personal? / Public?

:walks around a classroom(37)keitai journalists themselves70

presentation slides

31

people around17

ordinary scenes;
chatting

sleeping/

12

a whole classroom

4

photo of keitai photo mail

4

H	

@B	

Musashi Keitai Workshop 2	
¥ “Explore the image of Musashi represented
by mass media! ”
We requested students to report the image ofMusashi University represented by mass media
as their homework with keitai.

@?	

@C	

Dance?!	

advertising board

@@	

@D	

brochure, Univ. bus, HP,“Musashi Magazine”

Where is a speaker??	
@A	

28

@E	

2. 研究成果（英語）2章報告書0302.indd

28

2012/03/02

18:43:36

!*iQkp7ZeR%h;h	ywzfaRb1Z^RdRk[M	
Yri@=dG=h:hywzc[M	'fLYh /i"=hywzc[M	{|xhnSeywzUL"=h h8f	
V6lorbRk[M	#fL6=hywzh /c[M>Yhfm&Nehywzu5aXkZ^M>
YhYdToL(3fi+h0<hywzUtrbRqYdU Tpk[M	¥ KKKKKKKKKKK“Greenery of Musashi”??	

(M.N)	
@F	Musashi Keitai Workshop 2	
“Explore the image of Musashi
represented by mass media! ”
Many students misunderstood
this question and submitted
their own images of their univ.

Categories of pictures sentin WS2A@	af r^9To\r]rhU	
)RbVk[M	(N=199)	

advertisements in a train & station

31

posters of Musashi Festival

18

9U[qdYscijaT`b	
ZkRkZ^IeRM	

brochures & HP of Musashi

16

brochures of Musashi from prep
schools

12

bus for Musashi students

8

misunderstanding photo mail114

un~W5^oOYh)42,Ph	
.$UMYYieRdYs_`^v_g~M>	
cm c^RZbeWeR9f	
Yh.$UQqhievc_sS	;-Wbd`bZkRkZ^M	(I.M)	AA	@G	Musashi Keitai Workshop 2	
“Explore the image of Musashi
represented by mass media! ”
Many students misunderstood
this question and submitted
their own images of their univ.

WS 2 enabled us to recognize
the mass communication-likesituation of the class(unexpectedly !!)Musashi Keitai Workshop 3	

Categories of pictures sentin WS2(N=199)	

advertisements in a train & station

31

posters of Musashi Festival

18“keitai photo documentaryof Musashi University”
Students spontaneously
thought about each proper
method for expressing theirmessages about their
universities.

brochures & HP of Musashi

16

brochures of Musashi from prep
schools

12

bus for Musashi students

8

misunderstanding photo mail

114
@H	

Musashi Keitai Workshop 3	

WS1 Analysis	

¥ “keitai photo documentary of Musashi
University”
Students made Musashi stories with 3 keitai
photos and comments as a series.
(walk around their campus or Egota town to take pictures)
We addressed to the students that we would show
their works with full names.
A?	

2章報告書0302.indd

29

AB	

WS 1 : Students were awareof classmates’ perspectives
as their works were projectedon screen in and they felt liketheir works differed from theone submitted before.
J>aware of “publishing” =expression to the publiccomparative
culture15.9

underst
and
mass
media
29.7

aware
of MC
situatio
n 8.8

acquireperspec
tives bymass
reflecti
on 48.1

media
expression
48.5

Chart : purposes of WS
thought by students(Open questions, %/N=242)
AC	2-1. 論文29

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18:43:37

reconsider
media
critically
13.8

WS2 Analysis	

aware ofMC
situation
10.5

realizegap
betweenin/outimages24.3

WS 2 : The representationsof their university collectedby students connected with
their self reflection.
J>aware of the “bias”
from mass media

Reconsideration of possibilities of keitai	
understandstereotypes 50.6¥ Giving a chance to broaden their ideas not only
for keitai but also other media through WSs¥ In the future, if we can develop the online
system , we will be able to cooperate works
and thoughts with students every time forWSs.

acquireperspectiv
es
by massreflection
48.1

Chart : purposes of WS
thought by students(Open questions, %/N=242)
AD	

WS3 Analysis	

possibilities andlimitatio
n ofkeitai 23

understa
nd
media
10.1

References	¥

acquireperspecti
ves bymass
reflection 46

WS 3 : Students initiatively
acquired ideas in media
expression through a seriesof WSs.
JKaware of “the presenceof receivers”, not in special
conditions but also ineveryday acts.	

AH	

¥

media
expressi
on 63.6

¥
¥
¥
¥
¥
¥

Chart : purposes of WS
thought by students(Open questions, %/N=242)
AE	

¥Haig,	  E.	
  (1994).	
  Strategies	
  for	  Large	
  Classes,	
  Journal	
  of	
  Nagoya	
  Women's	
  University,	
  Humani4es}
social	  science40,181-­‐192.	
Japan	  Informa4on	
  Processing	  Development	
  Corpora4on.	
  (2007).	
  Informa4za4on	
  White	  Paper	
  2007.	
  92-­‐93.	
  Tokyo:	
  Japan	  Informa4on	
  Processing	  Development	
  Corpora4on.	
Kageyama,	
  Y.	
  &	
  Amemiya,	
  Y.	
  (2007).	
  A	
  Study	
  of	
  Cell-­‐Phone	
  Uasage	
  in	
  University	
  Classrooms	
  –What	  Do	
  Students	
  Think?	
  -­‐,	
  The	
  annual	
  report	
  of	
  physical	
  edua4on,	
  Japan	
  Women’s	
  College	
  of	
  Physical	
  Educa4on	
  Bulle4n.,	
  38,	
  81-­‐89.Suppl.,	
  189-­‐192.	
Mizukoshi,	
  S.	
  (2007).	
  Komyunaru	
  na	
  Keitai	  (Communal	
  Keitai:	
  Reweaving	  the	
  Mobile	
  Media	  Society),	
  Tokyo:	
  Iwanami	  	
  Shoten.	
Mori,	
  H.,	  &	
  Sugie,	
  A.	
  (2006).	
  Media	
  Literacy	  Educaion	  through	
  the	
  Use	  of	
  Camera	
  Phones,	
  Nagoya	
  Bunri	
  University,	
  Bulle4n.,6,	
  71-­‐78.	
Noiri,	
  N.	
  (1999).	
  The	
  Use	  of	
  Students’	
  Comments	
  in	
  a	
  Class	  and	  Interac4ve	
  Communica4on	
  in	
  a	
  
Large	
  Class,	
  Research	
  Report:	
  Self	
  Improvement	
  of	
  University	
  Teaching	
  and	
  Learning-­‐Case	
  Studies	
  in	
  1997-­‐,	  vol.7,	
  61-­‐72.	
Ohkubo,	  M.,	
  Inagaki,	
  S.,	  Takenaka,	
  M.,	
  Kuroda,	
  H.,&	
  Doi,	
  S.	
  (2004).	
  Development	
  and	
  Evalua4on	
  of	
  a	
  
System	  Suppor4ng	
  Collabora4ve	
  Learning	
  Using	  Camera-­‐Equipped	
  Mobile	  Phones,	
  Japan	
  Journal	  of	
  Educa4onal	  Technology,	
  28	
  	
Ozawa,	
  S.	
  (2006).	
  A	
  Trial	
  of	
  the	
  Prac4cal	
  Usage	
  of	
  Camera	
  Phone	  in	
  Informa4on	
  Design	
  Educa4on,	
  Japan	
  Journal	
  of	
  Educa4onal	  Technology,	
  30(3),	
  239-­‐248.	
Saito,	
  A.,	
  Moriya,	
  K.,	  Nagaoka,	
  T.,	  &	
  Onoda,	
  T.	
  (2008).	
  Construc4ng	
  a	
  Par4cipatory	
  Environment	
  for	
  Interac4ve	
  Learning	
  in	
  Higher	  Educa4on,	
  Sanno	  College	
  bulle4n.	
  28(2),	
  23-­‐40.	

B?	

	
  to	
  the	
  expression	
  on	
  
a	
  basis	  of	
  others		
  public	Thinking	
  of	
  one’s	
  own	
  expressions	Collabora4ve	
  reﬂec4on	
Self-­‐	  reﬂec4on		
  personal	
AF	

Reconsideration of possibilities of keitai	

¥ Utilizing a large class as mock mass media
situation and shared the issues of media
representation by a series of WSs.
¥ Owing to keitai, hundreds of people cancommunicate in real time with only few
facilitators.
¥ Students could learn media expressions
naturally or as "Everyday Acts"	
AG	

30

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Collaborative Narratives inthe Digital Age :An Analysis of "Keitai Trail! -Mobile VideoWorkshop-"

Kiyoko Toriumi
Jun AbeAnnual Workshop for Digital Communication Theme of the 2009
Workshop: Narratives in the Digital Age, College of Communication
National Chengchi University, Taipei Taiwan, January 8-9, 2009.

2章報告書0302.indd

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