Beschreibung:
In high level education such as university studies, there is a flexible but complicated system of various subject offers, enrollment rules such as particular subjects' combinations, and prerequisites necessary for taking particular subjects. Each of those should be matched with students' learning needs and desires that change dynamically depending on such as their attainment status in the previous semester. Students need assistance in such a jungle of their dynamically changing opportunities and limitations at today's universities. To cope with this problem, it is proposed that a new storyboard concept developed originally only for teaching each subject can be adapted, through almost only conceptual extension, to modeling university’s high level academic education process that combines various subjects complicatedly and dynamically. Namely, dynamic storyboarding for academic education is newly proposed to assist university students in developing, maintaining, and evaluating curricula. This storyboarding is based on the idea of semi-formally representing, processing, evaluating and refining didactic knowledge, and more appropriate in managing high level education than general Artificial Intelligence knowledge representations such as frames. This is because the structure of dynamic storyboarding is driven by the (e.g. semi-formal and multilayered) nature of didactic knowledge in dynamic and complicated university education. As a result of feasibility study, the proposed storyboarding was found to be utilized for supplementing an academic educational system called Dynamic Learning Needs Reflection System (DLNRS) of the School of Information Environment (SIE) of Tokyo Denki University (TDU) in Japan. Concretely speaking, didactic knowledge such as shown in curriculum of flexible but complicated DLNRS was proved to be easily and clearly represented by dynamic storyboarding. This contributes to efficient assistance of students' dynamic learning activities through its support on such as overview and correction of their own editing individual curriculum in the jungle of dynamically changing opportunities and limitations in university studies.