東京大学大学院 情報学環・学際情報学府 The University of Tokyo III / GSII


May 10, 2022

教育現場にデジタルアーカイブをつなぐ:大井将生さんインタビューConnecting Digital Archives to Educational Fields: An Interview with Masao Oi




4月に博士課程に進学した大井さんは、「教えられる側」ではなく、「教える側」のデジタルアーカイブの活用について研究を始めています。すでに、小中高の教員など学校関係者や図書館・博物館などの資料提供者が協創的に多様な資料を学校教育で活用できるように「教材化」し、学習者の問いを創発する新たな枠組みとコミュニティを構築しています。また、文部科学省が公開している学習指導要領とさまざまなデジタルアーカイブ、そして学習者の学びを繋ぐLOD(Linked Open Data)化による「データのネットワーク」の開発も進めています。



Many students at the Graduate School of Interdisciplinary Information Studies have experience as working adults and are engaged in research arising from awareness of problems in their fields of work. Masao Oi (a first-year doctoral student in the Cultural and Human Information Studies Course / Watanave Laboratory), who is conducting practical research on the theme of educational utilization of digital archives, is one such student.

Oi has worked as a high school social studies teacher for 10 years and has also been involved in the development of teaching materials. He has two major research questions. One is how to create new knowledge by delivering to the classroom previously unavailable diverse and abundant materials and cultural resources from various regions stored in libraries and museums. The other is how to promote the circulation of knowledge by linking the classroom with various materials and cultural resources, as well as various contents and information scattered on the Web. Both can be said to be based on a problem awareness that has sprung up through on-site experience.

In the master’s program, Oi studied digital archive utilization design to support the connection between various materials and learners’ questions. Specifically, in inquiry learning, long-term lesson practice is aimed at fostering learners’ critical thinking ability and multifaceted perspectives by utilizing “Japan Search”, a national cross-disciplinary search platform. Rather than simply “remembering” or “listening” to the textbook description or teacher’s explanation, the learner asks the question him/herself and uses the digital archive proactively in the process of searching for the answer by connecting the question and the material. In addition, it seems that learners overcome the spatiotemporal distance from “events/history/past in textbooks” and move in the direction of learning on their own.

Having entered the doctoral program in April, Oi has begun research on the use of digital archives on the “teaching side” rather than the “taught side”. He has already established a new framework and community to create new questions for learners by “making teaching materials” enabling school officials, such as teachers from elementary to high school, and material providers, such as libraries and museums, to collaboratively utilize diverse materials in school education. In addition, he is working on the development of a “data network” through LOD (Linked Open Data) that connects the curriculum guidelines published by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), various digital archives, and learners’ learning.

Oi’s research results have already been evaluated in various places. To utilize the digital archive as a basis for deep learning based on questions, he says that he wants to expand not only the “data network” but also the “human network”. To that end, Oi enthusiastically states that he would like to promote development and practice while bridging research and practice, and valuing social implementation, rather than limiting research to academia.

Text: Jimmine Yoo (Ph.D. student / Editorial team)
Photos: Setsuko Kamiya (Project assistant professor / Editorial team)
English proofreading: David Buist (Project senior specialist)