ブックタイトル縁19号

概要

縁19号

ENISHI: So it's not as simple as just giving books to teachers. You're saying that they need to have experiencefirst, right?Oyadomari: Not only is it easier that way, it's rewarding for the teachers when they palpably recognizetheir own interest in the subject. That's special, something you don't regularly experience. Teaching not froma textbook but from an experience that affected you emotionally means that you are teaching what youlived. Teachers can visit companies and learn firsthand about IP in real business systems and incorporate thatexperience into lesson plans. Then, they will continue working to enhance the quality of their lessons. Regrettably,however, many of them are hesitant about building collaborations with companies, thinking that it's"easier said than done." But try contacting the CSR sections of companies, and you find that they are surprisinglyreceptive to requests for collaboration with schools.ENISHI: ICT education is being promoted across the country, but schools where it's doing best are theones in regions that have close links with companies.Oyadomari: I think schools should be able to ask for cooperation from companies, in order to enhancevarious activities, particularly for experience-based activities. Real-life experience is essential to teaching.What I mean by this is effective only in this context. In order to teach effectively in class, teachers should beable to access opportunities to have appropriate experiences, for which cooperation of companies is essential.If no such opportunity is available, appropriate systems should be established to help schools access cooperationfrom companies.ENISHI: What are your hopes for IP going forward?Oyadomari: I expect that cross-sectional networks will be established to facilitate the cooperative involvementof the four key groups?local communities, companies, government and students (schools)?andpromote IP education all together. For the purpose of the networks, at least three groups should be included.IP is an important area of education, and platforms enabling participants to share IP-themed experienceswill help increase demand for IP education.ENISHI: Do you think demand for IP education will increase?Oyadomari: IP education will virtually become a requirement. Computer programming will be includedin the core curriculum of elementary school in a few years. In line with this, high schools will offer advancedprogramming courses, where students will work to produce real programs. This activity inevitably involves IPissues. Relevant instructions should be provided organizationally, which requires IP classes and teachers, preferablythose oriented toward practice and based on experience.I am making a number of suggestions to improve teacher training efforts. One is to authorize IP teachers,through certification by the JPO or other agencies. Authorization helps structure group training, encouragingmembers to request and provide advice. Teachers should study in groups, teaching each other. It is necessaryto build such group teaching systems, where they should have experience first, and then study together.At the same time, systems need to be established to be able to enhance activities. One is for increasing accessibilityto advice. IP-knowledgeable teachers are easier to access than external experts. This can helpraise IP awareness.42 ENISHI IP Friends Connections August 2018 No.19