Program

Abstract

To provide a program which enables a learner himself / herself to independently lay a study plan meeting various goals / needs of every learner from numerous subjects.SOLUTION: A computer functions as: a career map generation unit 21 for generating a career map CM in which information indicating relevancy between a plurality of subjects and a goal or ability section are arranged in a time-sequential manner and created in a chart in accordance with study timing by referring to goal module information 10 in which a subject and the study timing of the subject are collected for each goal approaching the achievement by studying the subject and ability section module information 11 in which the subject and the study timing of the subject are collected for each ability section indicating a section of an ability developed by studying the subject; and a display unit 22 for displaying the career map CM generated by the career map generation unit 21.SELECTED DRAWING: Figure 1

Description

[Technical field]

[0001] The present invention relates to a program. [Background technology]

[0002] In higher education at universities and other professional institutions, a systematic educational curriculum is organized by the educational institution, and the learner learns according to the organized curriculum. In an educational course led by an educational institution, the learner's learning attitude may be passive, and education may proceed in a situation where the learner is not well aware of the learning goal. For this reason, for example, a system has been proposed in which a server computer supports the generation of a goal achievement sheet, allowing students to easily generate a goal achievement sheet (see Patent Document 1). However, in an education conducted in a situation where the learner's subjectivity and autonomy are weak, even with such a system, it is difficult to develop the learner's abilities, such as subjectivity, thinking ability, sense of responsibility, judgment, and execution ability.

[0003] These educational problems are particularly evident in universities and other higher education institutions, particularly in license-less faculties that do not aim to acquire national qualifications or other qualifications. License-less faculties do not have a clear goal of national qualification, so they organize a systematic educational curriculum aimed at cultivating specialized skills and knowledge, which results in a passive learning situation with unclear goals, as described above. It is desirable to improve such learning situations, have learners proactively plan their own course of study, and realize continuous active learning in specialized education courses. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Patent No. 4564869 Summary of the Invention [Problem to be solved by the invention]

[0005] One of the causes of the educational problems mentioned above is that in higher professional education courses, it is difficult for learners to determine which subjects contribute to achieving their own goals (e.g., finding employment, obtaining qualifications) and to plan their study plans. This is because the significance and learning goals of each subject are often organized only in terms of the abilities and knowledge they are to develop. Even if the degree to which a subject contributes to goals such as finding employment or obtaining qualifications is clearly stated in the syllabus of each subject, if it is not possible to quantitatively and qualitatively display and confirm the timetable, study plan, grades, etc. of each subject in relation to the goals, it will be difficult for learners to independently plan their own study plans from among the many subjects that correspond to their diverse goals and needs.

[0006] Due to the review of the vertical division of departments, etc., the number of subjects that can be taken has become enormous, and the freedom of choice of subjects has expanded. It has become more difficult for students to create their own study plans that meet the diverse goals and needs of each student from among the many subjects.

[0007] The present invention has been made in light of the above-mentioned circumstances, and aims to provide a program that enables learners to proactively plan their own course plans from among many subjects according to their diverse goals and needs. [Means for solving the problem]

[0008] In order to achieve the above object, the program according to the present invention comprises: Computer, a career map generating section which generates a career map in which information showing the association between a plurality of subjects and goals or ability categories is arranged in chronological order according to the dates of study by referring to goal module information in which subjects and the dates of study of those subjects are organized by goal that will be approached by the study of those subjects, and ability category module information in which subjects and the dates of study of those subjects are organized by ability category that indicates the category of ability to be developed by the study of those subjects; a display unit for displaying the carrier map generated by the carrier map generation unit; Function as.

[0009] The carrier map generation unit is Calculate an assessment score for each learner's ability level by referring to information indicating the learner's course completion status or grades; generating an evaluation chart that charts the calculated evaluation values ​​for each ability category as a part of the career map; This may also be the case.

[0010] the career map generation unit generates, as the career maps, a first career map in which information showing the association between a plurality of subjects and goals is charted, and a second career map in which information showing the association between a plurality of subjects and ability categories is charted; The display unit switchably displays the first carrier map and the second carrier map. This may also be the case.

[0011] a list generating unit that, when a goal is selected in the first career map, generates a first list of subjects related to the selected goal by referring to the goal module information, and, when an ability category is selected in the second career map, generates a second list of subjects related to the selected ability category by referring to the ability category module information; The first list and the second list include detailed content of subjects, The display unit displays the first list or the second list generated by the list generation unit. This may also be the case.

[0012] The goal module information and the ability classification module information are configured to be cross-referenced using subjects as keys, The list generation unit, When the first list is generated, additional information indicating the relationship between the subjects and ability categories listed in the first list is generated with reference to the ability category module information, and added to the first list, while when the second list is generated, additional information indicating the relationship between the subjects and goals listed in the second list is generated with reference to the goal module information, and added to the second list. This may also be the case.

[0013] the plurality of goals includes a first group indicative of an occupation and a second group indicative of a qualification; In the career map, a plurality of subjects are organized into a first group and a second group. This may also be the case. Effect of the Invention

[0014] According to the present invention, learners can independently plan their own course plans from among many subjects according to their various goals and needs. [Brief description of the drawings]

[0015] [Figure 1] 1 is a block diagram showing a configuration of a support system according to an embodiment of the present invention. [Diagram 2] FIG. 1 is a block diagram showing an example of study time, ability categories, and goals that serve as the basis for creating a study plan. [Diagram 3] 1A is a schematic diagram showing an example of the configuration of occupation module information, and FIG. 1B is a schematic diagram showing an example of the configuration of qualification module information. [Figure 4] 1A is a schematic diagram showing an example of the configuration of ability classification module information in general education, and FIG. 1B is a schematic diagram showing an example of the configuration of ability classification module information in interdisciplinary education. [Diagram 5] 11 is a schematic diagram showing an example of allocation of display areas in a first carrier map generated when a target is selected. FIG. [Figure 6]FIG. 13 is a diagram showing an example of an evaluation chart displaying evaluation results for each ability category together. [Figure 7] 13 is a schematic diagram showing an example of allocation of display areas in a second career map generated when a skill category is selected. FIG. [Figure 8] 13 is a diagram showing an example of a subject detail list and additional information displayed when a goal is selected on the career map. FIG. [Figure 9] FIG. 2 is a block diagram showing a hardware configuration of the learning plan creation support device. [Figure 10] 13 is a flowchart of a carrier map generation process. [Figure 11] 13 is a flowchart of a list generation process. [Figure 12] 13 is a flowchart of a course plan editing process. [Figure 13] 1 is a flowchart showing the flow of career and course design using a learning plan creation support device. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0016] Hereinafter, the embodiments of the present invention will be described in detail with reference to the drawings. In each drawing, the same or equivalent parts are denoted by the same reference numerals. In the following embodiments, the expressions "have", "include" and "contain" also include the meaning of "consisting of" and "consisting of".

[0017] [Summary of the support system] The support system 1 according to the present embodiment shown in Fig. 1 supports a learner in making a course plan for multiple subjects, i.e., in drawing up a course plan. In this embodiment, a support system 1 is described in which a learner, a university student, makes a course plan during his / her enrollment by independently selecting multiple subjects set under an organized educational curriculum in a higher professional education such as a university.

[0018] [Examples of educational curriculum] As shown in Figure 2, at universities, all first-year undergraduate students take basic subjects established as common education. The period for first-year students to take these subjects is designated B1, with the first half being term 1 and the second half being term 2. From their second year onwards, second- to fourth-year students choose which subjects they will take from a number of subjects and take the subjects they have chosen. The period for second-year students to take these subjects is designated B2, with the first half being term 3 and the second half being term 4. The period for third-year students to take these subjects is designated B3, with the first half being term 5 and the second half being term 6. The period for fourth-year students to take these subjects is designated B4, with the first half being term 7 and the second half being term 8.

[0019] The support system 1 (see FIG. 1) of this embodiment supports students who have taken common subjects in their first year of undergraduate studies in selecting subjects to take in that year from multiple subjects at the start of each academic year and creating a course plan.

[0020] The support system 1 supports the learner in developing an ability category according to the learner's interests and preferences, or in formulating a course plan so that the learner can achieve the goal he or she is aiming for. The ability category indicates the ability to be developed through education, divided into several categories (for example, A to M in Figure 2). As shown in Figure 2, the educational curriculum is organized so that the general education at the course period B1 allows students to acquire basic abilities, and the specialized education from course period B2 to course period B4 allows students to acquire highly specialized and more specialized abilities. In the specialized education for second- to fourth-year undergraduates, it is possible to take subjects across multiple fields, i.e., across fields, so the education provided at course periods B2 to B4 is also called interdisciplinary education.

[0021] [Common education] For example, in the Faculty of Agriculture, the abilities developed in general education can be divided into ability categories, such as basic agricultural skills, autonomy, internationality, and cultural literacy, which are the foundation for cultivating agricultural human resources. These ability categories are classifications of basic abilities that all students should acquire, regardless of their future careers or qualifications they will obtain. In addition, in general education, which uses autonomy as an ability category, subjects include an overview of agricultural programs to handle this support system 1, industry studies to learn about the target career, and a career map creation practice to learn how to specifically use the system, so that students can use this support system 1 to proactively plan their own course of study.

[0022] [Specialized education] The competency categories to be achieved in specialized education from the second to fourth year of undergraduate studies, i.e., during the B2 to B4 course periods, are classified into several educational pillars according to the specialty, with the exception of some (DX and smartification (A)). As shown in Figure 2, for example, in the Faculty of Agriculture, the educational programs include the Plant Resource Science Program (Plant Resource Science PG) that develops basic and applied skills related to plant resource science, the Environmental Symbiosis Science Program (Environmental Symbiosis Science PG) that develops basic and applied skills related to environmental symbiosis science, the Food Life Science Program (Food Life Science PG) that develops basic and applied skills related to food life science, and the Agricultural Food Industry and Regional Management Program (Agricultural Food Industry and Regional Management PG) that develops basic and applied skills related to agricultural industry and regional management.

[0023] The abilities developed in each educational program are further classified into several ability categories. For example, in the Plant Resource Science PG, the ability categories are Plant Ecophysiology (B), Plant Genetics and Molecular Biology (C), and Cultivation and Production Technology (D). Other educational programs are also classified into several ability categories (E to M).

[0024] In the support system 1, as described below, subjects that are desirable to take in order to develop the above-mentioned ability categories are associated with those ability categories. Each subject can be associated with multiple ability categories. Using the support system 1, learners can select an ability category from the above-mentioned ones according to their interests and preferences, and generate an image (career map) of the multiple subjects required to develop the abilities corresponding to the selected ability category.

[0025] Similarly, in the support system 1, the subjects that are desirable for the learner to take in order to get a job in that profession in the future are associated with that profession, as described later. For example, in the case of the Faculty of Agriculture, as shown in Figure 2, such professions (employment destinations) are diverse, such as IT / agricultural ventures, civil servants (in the fields of agriculture, forestry, and food), consultants (in the fields of agriculture, environment, and food), and food manufacturers.

[0026] Furthermore, in this support system 1, the subjects that are recommended for the learner to take in order to obtain a qualification are associated with that qualification. For example, in the case of the Faculty of Agriculture, as shown in Figure 2, such qualifications are diverse, such as the Japan Agricultural Technology Examination, Assistant Engineer, and Food Sanitation Inspector.

[0027] A subject can be associated with multiple occupations and qualifications. In this embodiment, as shown in FIG. 2, the occupation that the learner aims to obtain and the qualification that the learner wishes to obtain are summarized as goals. In other words, in this embodiment, the multiple goals include a first group indicating occupations and a second group indicating qualifications. The learner uses the support system 1 to select the goal that he or she aims for from the multiple goals described above, and generates an image (career map) of the multiple subjects required to approach the achievement of the selected goal.

[0028] Furthermore, the programs and ability categories A to M in interdisciplinary education are closely related to the target occupations and qualifications. For example, the ability category belonging to the Plant Resource Science PG is closely related to agronomy and agriculture-related occupations, the ability category belonging to the Environmental Coexistence Science PG is closely related to environmental occupations, and the ability category belonging to the Food and Life Science PG is closely related to food-related occupations. Closely related ability categories and goals often have common related subjects.

[0029] The programs, ability categories, goals, and subjects shown in Figure 2 are merely examples and are not limiting.

[0030] [Support system configuration] Returning to FIG. 1, the configuration of the support system 1 will be described. As shown in FIG. 1, the support system 1 is mainly configured with a study plan creation support device 20. The study plan creation support device 20 is constructed on a computer used by a learner, for example. That is, the computer executes a program to realize the functions of the study plan creation support device 20. The computer may be a personal computer or a mobile terminal, that is, a smartphone or a tablet computer. The study plan creation support device 20 supports the learner in creating a study plan based on goal module information 10 and ability classification module information 11.

[0031] The goal module information 10 and the ability classification module information 11 are stored in a storage device provided in the support system 1. This storage device may be built in the computer on which the study plan creation support device 20 is constructed, or may be built in an external computer, i.e., another computer, communicatively connected to the computer, or the goal module information 10 and the ability classification module information 11 stored in another computer, for example, a cloud computer, may be downloaded to the computer on which the study plan creation support device 20 is constructed and used.

[0032] [Management device] The learning planning support device 20 is communicatively connected to a management device 30. The management device 30 is a device that manages an educational curriculum in an educational institution. The management device 30 is constructed on a server computer or a cloud computer that is communicatively connected to a computer on which the learning planning support device 20 is constructed.

[0033] The management device 30 manages syllabus information 31, timetable data 32, grade data 33, and learning status data 34. The syllabus information 31 includes detailed content of multiple subjects. The timetable data 32 is, for example, table format data for a learner to generate a one-week timetable. The grade data 33 is data indicating the grades of each learner to date. The learning status data 34 is a summary of the learning status of each learner's subjects, such as the subjects for which credits have been obtained and the number of credits obtained.

[0034] This management device 30 has been conventionally used in educational institutions. The learning planning support device 20 can obtain detailed information on a plurality of subjects by referring to syllabus information 31. The learning planning support device 20 can also obtain timetable format data by downloading timetable data 32. The learning planning support device 20 can also obtain the past grades of each learner by referring to grade data 33. The learning planning support device 20 can also obtain the course status of each learner, such as the subjects for which credits have been obtained and the number of credits obtained, by referring to course status data 34.

[0035] [Objective module information] Returning to FIG. 1, the goal module information 10 can be divided into occupation module information 10a and qualification module information 10b.

[0036] In the career module information 10a, as shown in FIG. 3(A), a plurality of subjects associated with a career as a goal and the time to study the subjects are organized for each career that will be approached by the completion of the subjects. Here, the plurality of careers are called careers W1, W2, W3, ..., Wm (m is a natural number greater than 3). In the case of the Faculty of Agriculture, the careers W1, W2, W3, ..., Wm correspond to the careers shown in FIG. 2 (IT-agricultural venture, civil servant-agricultural science, agricultural consultant, ...). A subject (subject name) is associated with the career, and further, the number of credits, recommendation level, and time of study (opening period) of the subject are associated with it. For example, a subject a1 is associated with the career Wm. It is registered that the number of credits of the subject a1 is 2, the recommendation level is ◎ (strongly recommended), and the time of study is the 5th period.

[0037] In the qualification module information 10b, as shown in FIG. 3(B), a plurality of subjects associated with the qualification as the objective and the time to study the subjects are organized for each qualification that is approaching acquisition by studying the subjects. For example, here, the plurality of qualifications are qualifications L1, L2, L3, ..., Ln (n is a natural number greater than 3). In the case of the Faculty of Agriculture, the qualifications L1, L2, L3, ..., Ln correspond to the qualifications shown in FIG. 2 (Japan Agricultural Technology Examination, Engineer Assistant, Food Sanitation Inspector, Food Safety Training Completion, ...). A subject (subject name) is associated with the qualification, and further, the number of credits, recommendation level, and time to study (opening period) of the subject are associated with it. For example, a subject a11 is associated with the qualification Ln. It is registered that the number of credits of the subject a11 is 1, the recommendation level is ◯ (recommended), and the time to study is the third period.

[0038] [Ability Classification Module Information] Returning to FIG. 1, the ability classification module information 11 can be divided into general subject ability classification module information 11a and specialized subject ability classification module information 11b.

[0039] In the common subject ability category module information 11a, as shown in FIG. 4(A), a plurality of subjects associated with common ability categories in the first and second terms of the study period B1 for first-year undergraduate students, i.e., in common education, and the study period of the subjects are summarized for each ability category cultivated by the study of the subjects. For example, the plurality of ability categories are here assumed to be ability categories CS1, CS2, CS3, ..., CSi (i is a natural number greater than 3). In the case of the Faculty of Agriculture, the common subject ability categories CS1, CS2, CS3, ..., CSi correspond to, for example, one of the common subject ability categories (basics of agriculture, initiative, internationality, and cultural ability) shown in FIG. 2. The common subject ability categories CS1, CS2, CS3, ..., CSi are associated with subjects (subject names), and further associated with the number of credits, recommendation level, and study period (opening period) of the subjects. For example, the common subject ability category CSi is associated with subject a3. The number of credits for subject A3 is 1, the recommendation level is ◎ (strongly recommended), and it is registered that the course will be taken in the second semester.

[0040] In the specialized subject ability classification module information 11b, as shown in FIG. 4(B), a plurality of subjects associated with the ability classification of specialized subjects and the time of taking the subjects are summarized for each ability classification cultivated by taking the subjects. For example, here, the plurality of ability classifications are assumed to be ability classifications SS1, SS2, SS3, ..., SSj (j is a natural number greater than 3). In the case of the Faculty of Agriculture, the ability classifications SS1, SS2, SS3, ..., SSj correspond to the ability classifications (A to M) of specialized subjects shown in FIG. 2, for example. The ability classifications SS1, SS2, SS3, ..., SSj of specialized subjects are associated with subjects (subject names), and further, the number of credits, recommendation level, and time of taking the subjects (opening period) are associated with the subject. The ability classification SSj of specialized subjects is associated with subject a35. It is registered that the number of credits of subject a35 is 1, the recommendation level is ◎, and the time of taking the subjects is the fourth period.

[0041] By referring to the goal module information 10 and ability classification module information 11 having such a configuration, it is possible to extract subjects associated with a certain goal or ability classification. As shown in Fig. 1, the learning plan creation support device 20 refers to the goal module information 10, ability classification module information 11, and various information managed by the management device 30, and generates and displays a career map CM and a subject detail list LT for creating a study plan. The learner creates timetable data to which subjects to be studied are assigned, that is, study plan data TP, while checking the displayed career map CM and subject detail list LT.

[0042] By referring to the goal module information 10, it is possible to search for a subject from a goal, and vice versa is also possible. Also, by referring to the ability classification module information 11, it is possible to search for a subject from an ability classification, and vice versa is also possible. Also, the goal module information 10 and the ability classification module information 11 are assigned the same identification information to the same subject. As a result, the goal module information 10 and the ability classification module information 11 are configured to be able to cross-reference each other using the subject as a key. In other words, the learning plan creation support device 20 can refer to the goal module information 10 to search for a subject associated with a certain goal, and refer to the ability classification module information 11 to search for an ability classification associated with the searched subject, and vice versa is also possible.

[0043] [Configuration of the learning plan planning support device] Returning to FIG. 1, the study plan formulation support device 20 includes a career map generation unit 21, a display unit 22, a list generation unit 23, and a course plan editing unit 24.

[0044] [Career Map Generation Department] The career map generating unit 21 refers to the goal module information 10 and the ability classification module information 11 to generate a career map CM in which information showing the association between a plurality of subjects and goals or ability classifications is arranged in chronological order according to the time of their completion and charted. Charting refers to visualizing information.

[0045] [Career Map No. 1] When a goal is selected, the career map generation unit 21 generates a career map CM that is generated when a goal is selected, i.e., a first career map CM1 in which information showing the association between a plurality of subjects and the goal is charted, as shown in Fig. 5. Fig. 5 shows not the first career map CM1 itself that is displayed, but the allocation of the display area of ​​the first career map CM1, i.e., how the first career map CM1 is charted.

[0046] As shown in Figure 5, in the first career map CM1, from top to bottom, a course enrollment time display area TA, a subject and goal relevance information display area AA, a subject display area SA, and an evaluation chart display area EA are allocated vertically.

[0047] In the course completion time display area TA, from the left, a general education course completion time B1, and interdisciplinary education course completion times B2, B3, and B4 are assigned. That is, in the first career map CM1, the horizontal direction represents the change in time, and time is displayed to change from left to right.

[0048] In the first career map CM1, the relational information display area AA is vertically divided into a general education relational display area AA1 corresponding to the course enrollment period B1, a first relational information display area WA, and a second relational information display area LA. The general education relational display area AA1 is an area that displays information showing the relation between ability classifications and subjects, and will be described later. The first relational information display area WA displays information showing the relation between jobs and subjects, and the second relational information display area LA displays information showing the relation between qualifications and subjects.

[0049] In this way, the multiple goals include a future occupation (first group indicating an occupation) and obtaining or receiving support for obtaining a qualification (second group indicating a qualification). In the first career map CM1, multiple subjects are displayed, grouped into the first group and the second group.

[0050] The first relevance information display area WA is divided into a second area WA2, a third area WA3, and a fourth area WA4 corresponding to the respective study periods B2 to B4. The second relevance information display area LA is divided into a second area LA2, a third area LA3, and a fourth area LA4 corresponding to the respective study periods B2 to B4. A goal display area OA is provided at the right end of the relevance information display area AA. In the goal display area OA, the occupations as the goals are arranged vertically corresponding to the first relevance information display area WA, and the qualifications as the goals are arranged vertically corresponding to the second relevance information display area LA. That is, the career map generating unit 21 arranges the occupations W1 to Wm in positions corresponding to the first relevance information display area WA, and arranges the qualifications L1 to Ln in positions corresponding to the second relevance information display area LA in the goal display area OA.

[0051] In the subject display area SA, subjects are arranged and displayed in a horizontal direction. The subjects are arranged at positions corresponding to the study periods for each subject registered in the goal module information 10. The subject display area SA is divided into a first area SA1, a second area SA2, a third area SA3, and a fourth area SA4 corresponding to the study periods B1 to B4, respectively.

[0052] The career map generator 21 arranges the subjects in the subject display area SA so that the subjects are arranged in positions corresponding to their study periods, with reference to the goal module information 10. For the first area SA1, the career map generator 21 arranges the subjects in the first area SA1 so that the subjects are arranged in positions corresponding to the study periods B1 to B4, with reference to the ability classification module information 11, specifically, the common subject ability classification module information 11a shown in Fig. 4(A).

[0053] As shown in FIG. 3(A), when the occupation Wm and the subject a1 are associated and the time of taking the subject is the fifth period, the career map generating unit 21 displays, for example, a black circle at a position corresponding to the occupation Wm and the subject a1 in the third area WA3 (time of taking the subject: the fifth period) of the first career map CM1 as shown in FIG. 5. In the association information display area AA, a black circle or a white circle is displayed at a position corresponding to the goal and the subject. A black circle indicates that the subject is a compulsory subject, and a white circle indicates that the subject is an optional subject. Whether to display a black circle or a white circle is determined based on the syllabus information 31 of the management device 30. In addition, the difference between the case where the taking of a subject related to the occupation is recommended and the case where it is strongly recommended may be distinguished by the shape of a mark (for example, ○ and ◎).

[0054] Similarly, as shown in Fig. 3(B), when the qualification Ln and the subject a11 are associated with each other and the time of taking the subject is the third term, the career map generating unit 21 displays, for example, a white circle at a position corresponding to the qualification Ln and the subject a11 in the second area LA2 (time of taking the subject is the third term) of the first career map CM1 as shown in Fig. 5. As described above, the white circle indicates that the subject is an elective subject, and displaying the subject as a white circle is determined based on the syllabus information 31 of the management device 30. Note that the difference between cases where taking a subject to obtain a qualification is recommended and cases where it is strongly recommended may be distinguished by the shape of a mark (for example, ○ and ◎).

[0055] That is, the career map generating unit 21 refers to the goal module information 10 and the ability classification module information 11, and displays information indicating the association between subjects and occupations (such as a white circle or a black circle) at the location where the two are associated in the first association information display area WA and the second association information display area LA. Since the information indicating the association is arranged in chronological order (in the order of study periods B1, B2, B3, B4), the first career map CM1 to be generated is a chart in which the information indicating the association between a plurality of subjects and goals is arranged in chronological order according to the study periods.

[0056] [Evaluation Chart] In the evaluation chart display area EA shown in Fig. 5, an evaluation chart showing the evaluation results of the learner's course completion in each of the study periods B1 to B4 is displayed. The evaluation chart is a chart of the evaluation values ​​for each ability category. The evaluation charts are displayed in the areas corresponding to the study periods B1 to B4, respectively, namely the first area EA1, the second area EA2, the third area EA3, and the fourth area EA4.

[0057] As shown in Fig. 6, a radar chart can be used for the evaluation chart. The radar chart in Fig. 6 is a 13-sided chart in which each axis indicates, for example, an ability category (A to M in Fig. 2), and the evaluation value of learning for each ability category is displayed on each axis. The evaluation value is evaluated on a 10-point scale. In this radar chart, the target evaluation values ​​for each ability category are connected by dotted lines, and the actual evaluation values ​​(evaluation results) are connected by solid lines. The evaluation values ​​and target values ​​may be displayed in different colors.

[0058] The evaluation chart allows learners to check whether their learning so far has reached the target level. For the period of study for which evaluation results have not yet been released, only the target value is displayed. The target value can be determined, for example, as a level equivalent to 80 points out of a total of 100 for each subject, or based on past evaluation results such as the average value of the previous year.

[0059] As shown in Fig. 1, the career map generating unit 21 refers to the grade data 33 and the course status data 34 managed by the management device 30, i.e., information indicating the course status or grades of the learner in each subject, to calculate an evaluation value of the learner's learning for each ability category. The evaluation value can be calculated using the same calculation method as the GPA (Grade Point Average), the accumulated value of the GP (Grade Point), and the accumulated value of the subject grades. The career map generating unit 21 distributes the subject grades according to the weights for each ability category determined by the syllabus information 31, and calculates the evaluation value for each ability category using the above calculation method.

[0060] The career map generating unit 21 charts the calculated learning evaluation values ​​in association with the study periods B1 to B4 in the first career map CM1, and generates them as a part of the first career map CM1. Since each study period B1 to B4 is divided into a first half and a second half, the evaluation charts generated separately for the first half and the second half and the evaluation chart combining the first half and the second half can be displayed simultaneously or selectively in the first area EA1 to the fourth area EA4. The evaluation chart displayed in the first area EA1 corresponding to the study period B1 is a four-axis radar chart of the ability classifications CS1 to CS4. In addition, in the evaluation chart display area EA on the right side, the evaluation chart showing the total of the evaluation results up to now is displayed in the fifth area EA5 not corresponding to the study periods B1 to B4.

[0061] The evaluation chart displayed in the evaluation chart display area EA is not limited to that shown in FIG. 6. For example, an evaluation chart limited to the ability categories (3 categories) of a specific program among the ability categories A to M may be displayed. For example, a bar graph may be used as the evaluation chart. In addition, in order to show the evaluation value for each subject, the radar chart and bar graph may be displayed in a more detailed manner, for example, by color-coding the subject, or a chart for each subject may be displayed separately. Alternatively, an evaluation chart organized by goal may be displayed.

[0062] Also, the first area EA1 to the fourth area EA4 may display the number of subjects taken in the corresponding study periods B1 to B4. In this case, the fifth area EA5 may display the total number of subjects taken. In this way, the content displayed as the evaluation chart may be anything related to the learner's study status or grades.

[0063] [Second Career Map] As described above, when a goal is selected, the career map generating unit 21 generates a first career map CM1. On the other hand, when an ability category is selected, the career map generating unit 21 generates a career map (second career map) CM2 shown in FIG. 7. As shown in FIG. 7, the second career map CM2 displays an ability category display area CA instead of a goal display area OA. In the ability category display area CA, the ability categories SS1 to SSj (ability categories A to M shown in FIG. 2) of specialized subjects shown in FIG. 4(B) are displayed vertically. In addition, the subject-to-ability category association information display area AA is not divided into upper and lower parts, but is divided corresponding to the general education association display area AA1, the second area AA2, the third area AA3, and the fourth area AA4 corresponding to the study period. In the general education association display area AA1, information showing the association between the ability categories CS1 to CSi of the common subjects and the subjects is displayed. The ability categories CS1 to CSi of the common subjects can be displayed in order of the opening period and color-coded. In addition, the second area AA2, the third area AA3, and the fourth area AA4 display information showing the association of specialized subjects with ability classifications SS1 to SSj. The second career map CM2 is a chart of information showing the association between multiple subjects and ability classifications. The display content of the evaluation chart display area EA is the same as that of the first career map CM1.

[0064] In this embodiment, the first career map CM1 or the second career map CM2 generated for all goals or all ability categories is displayed, but this is not limited to this. The first career map CM1 or the second career map CM2 for the goal or ability category selected by the learner may be generated by the career map generation unit 21, and both may be displayed on the display unit 22.

[0065] [Display] Returning to FIG. 1, the display unit 22 displays the career maps CM (first career map CM1 and second career map CM2) generated by the career map generation unit 21. The display unit 22 can switch between the first career map CM1 shown in FIG. 5 and the second career map CM2 shown in FIG. 7, or can simultaneously display them. Furthermore, as shown in FIG. 5, in the first career map CM1 displayed on the display unit 22, any one of the goals displayed in the goal display area OA can be selected by an operation input of a pointing device or a touch panel, which will be described later. Furthermore, as shown in FIG. 7, in the second career map CM2 displayed on the display unit 22, any one of the ability categories displayed in the ability category display area CA can be selected by an operation input of a pointing device or a touch panel, which will be described later.

[0066] In addition to the above information, the career map CM may display the number of lecture hours for each subject, the main programs to which the student belongs (color-coded display), the number of credits, whether on-demand is available, the names of the instructors, and a list of the instructors' email addresses, etc. Also, the evaluation chart display area EA, etc. may display the number of credits for compulsory and elective subjects in the student's program, and the number of credits for subjects that have been and have not been acquired by the time of taking the course, by grade, and by all grades.

[0067] [List generation section] Returning to Fig. 1, when a goal (occupation or qualification) displayed in the goal display area OA of the first career map CM1 (see Fig. 5) displayed on the display unit 22 is selected, the list generation unit 23 refers to the goal module information 10 (occupation module information 10a or qualification module information 10b) and generates a subject details list LT including detailed content of subjects related to the selected occupation. This subject details list LT is the first list.

[0068] FIG. 8 shows an example of a subject details list (first list) LT. As shown in FIG. 8, the subject details list LT displays the subjects associated with the goal, the number of credits, the recommendation level, and the number of class periods per week for each study period as examples of detailed content of the subjects. However, the displayed detailed content of the subjects is not limited to this. For example, an outline of the subject may be displayed. It is also possible to include whether each subject is available on demand, the name of the instructor, the email address of the instructor, and the like. The detailed content of the subjects can include all content of each subject obtained from the syllabus information 31.

[0069] On the other hand, when a specialized subject ability category displayed in the ability category display area CA of the second career map CM2 (see FIG. 7) displayed on the display unit 22 is selected, the list generation unit 23 refers to the ability category module information 11 (common subject ability category module information 11a and specialized subject ability category module information 11b) and generates a subject details list LT (second list) including detailed content of subjects related to the selected ability category. The second list is also a list as shown in FIG. 8, and the subject details list LT (first list and second list) includes detailed content of the subjects. The display unit 22 displays the subject details list LT (first list or second list) generated by the list generation unit 23 in a window separate from the career map CM.

[0070] As shown in Fig. 8, the list generating unit 23 can refer to the goal module information 10, generate additional information LD indicating the association between the subjects described in the subject details list (first list) LT and the ability classification by referring to the ability classification module information 11, and add it to the subject details list (first list) LT. On the other hand, the list generating unit 23 can refer to the ability classification module information 11 and add additional information LD indicating the association between the subjects described in the subject details list (second list) LT and the goal to the subject details list (second list) LT. In this additional information LD, the goal is displayed instead of the ability classification shown in Fig. 8. The reference to this additional information is realized by mutual reference between the goal module information 10 and the ability classification module information 11.

[0071] The subject details list LT and the additional information LD may be displayed according to an image of taking subjects along a timeline, instead of in a table format. The list generating unit 23 may refer to the syllabus information 31 in the management device 30, and add information on each subject included in the syllabus information 31 to the subject details list LT and the additional information LD for display.

[0072] [Timetable Editorial Department] Returning to FIG. 1, the course plan editing unit 24 generates a timetable. Specifically, the course plan editing unit 24 obtains timetable data 32 from the management device 30 and displays it on the display unit 22. The learner inputs subjects into the timetable data 32 while checking the career map CM displayed on the display unit 22, i.e., the first career map CM1 or the second career map CM2, and the subject detail list LT. The course plan editing unit 24 edits the learner's timetable in accordance with this input. As a result, a timetable is generated as a short-term course plan.

[0073] [Hardware configuration of the learning plan creation support device 20] The study plan creation support device 20 shown in Fig. 1 is realized, for example, by a computer having the hardware configuration shown in Fig. 9 executing a software program. Specifically, the study plan creation support device 20 includes a CPU (Central Processing Unit) 41 that controls the entire device, a main memory 42 that operates as a work area or the like for the CPU 41, an external memory 43 that stores the operation program or the like for the CPU 41, an operation unit 44, a display 45, a communication unit 46, and an internal bus 48 that connects these.

[0074] The main memory 42 is composed of a RAM (Random Access Memory) etc. A program 49 to be executed by the CPU 41 is loaded into the main memory 42 from an external memory 43. The main memory 42 is also used as a working area (temporary data storage area) of the CPU 41.

[0075] The external memory 43 is composed of a non-volatile memory such as a flash memory, a hard disk, etc. The external memory 43 stores in advance a program 49 to be executed by the CPU 41.

[0076] The operation unit 44 is composed of devices such as a keyboard and a mouse, and an interface device that connects these devices to the internal bus 48. The operation unit 44 is used to input a start command (described later), select the type of career map to be displayed (goal or ability category), select the goal or ability category displayed on the career map, and input data into the timetable.

[0077] The display 45 is composed of a display device such as a CRT (Cathode Ray Tube), a liquid crystal monitor, etc. The CPU 41 and the display 45 implement the display unit 22. Note that a touch panel having the function of the operation unit 44 can be used as the display 45.

[0078] The communication unit 46 is an interface for data communication. Data communication with external devices is possible via the communication unit 46. Data communication with a cloud computer or a server computer is performed via this communication unit 46.

[0079] The functions of the study planning support device 20 can be implemented in a computer system consisting of one or more computers including one or more processors and one or more storage devices including a non-transitory storage medium. The multiple computers realize the functions of the study planning support device 20 while communicating with each other via a communication network. For example, some of the multiple functions of the study planning support device 20 may be implemented in one computer, and the other parts may be implemented in another computer.

[0080] [Career map generation process] Next, a career map generation process will be described among the processes executed by the learning plan creation support device 20 according to this embodiment. In the career map generation process, it is assumed that the learner has previously logged in to a server computer or a cloud computer by general authentication or the like so as to be able to access the goal module information 10, the ability classification module information 11, and various information in the management device 30. If the learner has logged in, the learning plan creation support device 20 may be located on or off campus of an educational institution.

[0081] As shown in Fig. 10, first, the study planning support device 20 waits until a start command is input (step S1; No). When a start command is input by the operation unit 44 (see Fig. 9) (step S1; Yes), the study planning support device 20 judges whether or not a goal is selected (step S2). This selection can also be determined by an operation input of the operation unit 44.

[0082] If a goal is selected (step S2; Yes), the career map generating unit 21 refers to the goal module information 10 to acquire information required for generating the career map CM (first career map CM1) (step S3). If an ability category is selected (step S2; No), the career map generating unit 21 refers to the ability category module information 11 to acquire information required for generating the career map CM (second career map CM2) (step S4). In steps S3 and S4, the career map generating unit 21 can refer to both the goal module information 10 and the ability category module information 11 as necessary, or can refer to the syllabus information 31 of the management device 30. The determination of whether the subject is a required subject or an elective subject is performed by referring to the syllabus information 31.

[0083] Next, the career map generation unit 21 generates a relevance information image (course completion time display area TA, relevance information display area AA, subject display area SA, goal display area OA, ability classification display area CA) of the part of the career map CM (first career map CM1 or second career map CM2) that indicates the relevance based on the information obtained in step S3 or step S4 (step S5).

[0084] Next, the career map generating unit 21 acquires the grade data 33 and the course status data 34 from the management device 30 (step S6), calculates an evaluation value for each subject based on the grade data 33 and the course status data 34, and further calculates an evaluation value for each ability category (step S7), and generates an evaluation chart (step S8).Then, the career map generating unit 21 adds an evaluation chart to the evaluation chart display area EA of the career map CM (first career map CM1 or second career map CM2) generated in step S5, and generates a career map (first career map CM1 or second career map CM2) (step S9).

[0085] Next, the display unit 22 displays the career map CM (step S10), and the process ends. When switching the display between the first career map CM1 and the second career map CM2, the selection of the goal and the ability category may be switched and the career map generation process may be repeated.

[0086] [List generation process] Next, the list generation process among the processes executed by the learning plan planning support device 20 according to the embodiment will be described. In the list generation process, as shown in FIG. 11, first, the learning plan planning support device 20 waits until a goal or ability category displayed on the career map CM is selected (step S21; No). When an ability category or goal is selected (step S21; Yes), the list generation unit 23 refers to the goal module information 10 or the ability category module information 11 to generate a subject detail list LT (first list or second list) shown in FIG. 8 corresponding to the selected goal or ability category (step S22). Furthermore, the list generation unit 23 refers to the goal module information 10 or the ability category module information 11 to generate additional information LD (see FIG. 8) and add it to the subject detail list LT (step S23). The display unit 22 displays the generated subject detail list LT (see FIG. 8) (step S24). After displaying the subject detail list LT, the list generation process ends.

[0087] [Edit Course Plan] Next, a course plan editing process will be described among the processes executed by the study plan planning support device 20 according to the embodiment. As shown in Fig. 12, first, the study plan planning support device 20 waits until a course plan start command is input by operating the operation unit 44 (see Fig. 9) (step S31; No).

[0088] When a course plan start command is input (step S31; Yes), the course plan editing unit 24 reads the format of the timetable data 32 as the course plan table from the management device 30 and displays it (step S32). Next, the course plan editing unit 24 judges whether or not an editing end command has been input (step S33). In this case, since editing has just started, the judgment is negative (step S33; No). Next, the course plan editing unit 24 judges whether or not the timetable has been edited (step S34). Steps S33 to S34 are repeated unless an editing end command is input by the operation unit 44 (see FIG. 9) (step S33; No) and the timetable has been edited (step S34; No).

[0089] If the timetable is edited (step S34; Yes), the course plan editing unit 24 judges whether or not multiple subjects overlap in the same period (step S35). If there is no overlap (step S35; No), the course plan editing unit 24 updates the timetable according to the operation input (step S36) and returns to step S33. On the other hand, if there is overlap (step S35; No), the course plan editing unit 24 displays an overlap error (step S37), prompts the learner to change the operation input, and returns to step S33. In this way, steps S33 to S34 are repeated unless the end of editing is specified (step S33; No) and editing is performed (step S34; No). In this repetition, if editing is performed (step S34; Yes), the course plan editing unit 24 judges whether there is overlap (step S35), and displays an overlap error (step S37) or updates the timetable (step S36).

[0090] When an edit end command is input (step S33; Yes), the course plan editing unit 24 stores the timetable data in the management device 30 (step S38) and ends the process. The course plan editing unit 24 generates timetable data 32, which is a course plan that the learner has independently set.

[0091] If, in the generated timetable data 32, there is a subject that is not set in the timetable data 32 among the subjects associated with the selected goal or ability category, a warning may be displayed to prompt the user to set the subject.

[0092] [System operation] Next, a flow of career / course design using the study plan creation support device 20 according to this embodiment will be described. The flow of career / course design does not represent software processing, but rather shows a flow of improving the creation of a study plan by a learner using the support system 1. Here, the learner is assumed to be a first-year undergraduate student who has not yet recognized a target occupation or qualification.

[0093] As shown in Fig. 13, first, the learner selects either a goal or an ability category. Based on the above premise, when the learner selects an ability category based on his / her own interests and preferences (step S41; Yes), the career map generating unit 21 of the learning plan planning support device 20 generates a second career map CM2 corresponding to the ability category, and the display unit 22 displays the second career map CM2 (step S42). Here, if necessary, the list generating unit 23 may generate a subject detail list LT, and the display unit 22 may display this.

[0094] Next, the course plan editing unit 24 of the learning plan creation support device 20 edits the timetable and creates a course plan (step S43). Next, the learner actually takes the courses according to the created learning plan (step S44). Next, the learner displays the second career map CM2 again using the learning plan creation support device 20 so that the learner can check the evaluation chart and confirm the learning outcome (step S45). If the learner determines that no plan change is necessary based on this confirmation (step S46; No), the process returns to step S44, where the learner continues to take the courses as planned (step S44) and confirms the learning outcome (step S45). On the other hand, if the plan change is necessary (step S46; Yes), the process returns to step S41.

[0095] Here, a second career map CM2 corresponding to the ability category may be generated again (step S41; Yes), or a goal may be selected when a specific goal (occupation or qualification) is clarified (step S41; No). In this case, the career map generating unit 21 of the study plan planning support device 20 generates a first career map CM1 corresponding to the goal, and the display unit 22 displays the first career map CM1 (step S47), and the course planning is performed using the first career map CM1 (step S43), the course is completed (step S44), and the learning outcome is confirmed (step S45). By repeating these processes, a PDCA (Plan-Do-Check-Act) cycle is realized.

[0096] In addition, if a learner has a clear target occupation or qualification from the beginning, he / she can select the occupation or qualification from the beginning and create a course plan. If the specific goal becomes unclear, the learner may return from the flow of course plan creation based on the first career map CM1 to the flow of course plan creation based on the second career map CM2.

[0097] By planning their course plans in this way, students who do not have a clear goal can plan their course plans with the aim of acquiring skills in line with their interests and preferences, and students who have a clear goal can plan their course plans in line with their goals. Students who have not yet decided on their goal can recognize the relationship between subjects, ability categories, and the target occupations and qualifications when planning their course plans, and their goals gradually become clearer. Once their goals are clear, they can switch to planning a course plan in line with their specific goals. In other words, the flow of career and course design shown in Figure 13 is nothing more than the learner himself executing the PDCA cycle, which can raise the learner's awareness of his or her learning objectives.

[0098] As explained in detail above, according to this embodiment, learners can be allowed to plan their own study plans while confirming the relationship between subjects, ability categories, and goals, and therefore, learners can independently plan their own study plans from among many subjects according to their various goals and needs.

[0099] This support system 1 can be used to provide career education that focuses on future qualifications and jobs. This support system 1 can also be used by teachers to provide learning guidance to students.

[0100] The Career Map CM also displays an evaluation chart showing the results of the learner's course completion evaluation. This allows the learner to check the results of the course completion evaluation and revise and improve their course plan, realizing the PDCA cycle for course completion.

[0101] The career map generation unit 21 can switch between displaying the first career map CM1 and the second career map CM2 by selecting between abilities and goals. Therefore, for example, when a learner who did not have a clear goal before clarifies his / her goal, the career map CM can be changed from the second career map to the first career map CM1 corresponding to the goal, and a course of study plan can be created to achieve the objective.

[0102] This support system 1 can use a management device 30 that manages syllabus information 31 and the like that has been used conventionally. This eliminates the need to manage the syllabus in the learning plan creation support device 20, so that the existing system can be used without being discarded, and the support system 1 can be constructed relatively easily.

[0103] In the above embodiment, the career map CM is allocated, from top to bottom, in the vertical direction, a study time display area TA, a relevance information display area AA, a subject display area SA, and an evaluation chart display area EA. However, this is not limited to this, and the arrangement order of these areas may be arranged in the left-right direction, i.e., horizontal direction. In this case, the change in time is represented in the up-down direction (vertical direction). The arrangement order of these areas may also be rearranged. The career map CM may be a chart in which information showing the relevance between multiple subjects and goals or ability categories is arranged in chronological order according to the study time.

[0104] In the above embodiment, the learners are university students, but this is not limited thereto, and the learners may be elementary school students, junior high school students, high school students, technical college students, or working adults, as long as they are taking multiple subjects.

[0105] Furthermore, the hardware configuration and software configuration of the learning plan creation support device 20 are merely examples and can be changed and modified as desired.

[0106] The core part of the processing of the study planning support device 20, which is composed of the CPU 41, the main memory 42, the external memory 43, the operation unit 44, the display 45, the communication unit 46, the internal bus 48, etc., may be constructed as a dedicated system as described above, or may be realized by using a normal computer system. For example, the study planning support device 20 that executes the above processing may be configured by storing and distributing a computer-readable non-transient recording medium (flexible disk, CD-ROM, DVD-ROM, etc.) for executing the above-mentioned operations and installing the computer program on a computer. Also, the study planning support device 20 may be configured by storing the computer program in a storage device of a server device on a communication network such as the Internet, and downloading the computer program by a normal computer system.

[0107] In cases where the functions of a computer are shared between an OS (operating system) and an application program, or are realized by the cooperation of an OS and an application program, only the application program portion may be stored in a recording medium or storage device. The present invention is not limited to the type of OS, etc.

[0108] It is also possible to superimpose a computer program on a carrier wave and distribute it via a communication network. For example, the computer program may be posted on a bulletin board system (BBS) on the communication network and distributed via the network. Then, the computer program may be started and executed under the control of the OS in the same way as other application programs, thereby enabling the above-mentioned processing to be performed.

[0109] Various embodiments and modifications of the present invention are possible without departing from the broad spirit and scope of the present invention. The above-described embodiments are for the purpose of explaining the present invention and do not limit the scope of the present invention. That is, the scope of the present invention is indicated by the claims, not the embodiments. Various modifications made within the scope of the claims and the scope of the invention equivalent thereto are considered to be within the scope of the present invention. [Industrial Applicability]

[0110] The present invention can be applied to a learner's own selection of subjects to study and to drawing up a study plan. [Explanation of symbols]

[0111] 1 Support system, 10 Goal module information, 10a Occupational module information, 10b Qualification module information, 11 Ability classification module information, 11a General subject ability classification module information, 11b Specialized subject ability classification module information, 20 Learning plan planning support device, 21 Career map generation unit, 22 Display unit, 23 List generation unit, 24 Course plan editing unit, 30 Management device, 31 Syllabus information, 32 Timetable data, 33 Grade data, 34 Course status data, 41 CPU, 42 Main memory, 43 External memory, 44 Operation unit, 45 Display, 46 Communication unit, 48 Internal bus, 49 Program, AA Relevance information display area, AA1 General education relevance display area, CA Ability classification display area, CM Career map, CM1 Career map (first career map), CM2 Career map (second career map), EA Evaluation chart display area, LA Second relevance information display area, LD Additional information, LT Course details list, OA Objective display area, SA Course display area, TA Course enrollment time display area, TP Course enrollment plan data, WA 1st related information display area, SA1, EA1 1st area, WA2, LA2, SA2, EA2, AA2 2nd area, WA3, LA3, SA3, EA3, AA3 3rd area, WA4, LA4, SA4, EA4, AA4 4th area, EA5 5th area

Claims

1. Computer, a career map generating section which generates a career map in which information showing the association between a plurality of subjects and goals or ability categories is arranged in chronological order according to the dates of study by referring to goal module information in which subjects and the dates of study of those subjects are organized by goal that will be approached by the study of those subjects, and ability category module information in which subjects and the dates of study of those subjects are organized by ability category that indicates the category of ability to be developed by the study of those subjects; a display unit for displaying the carrier map generated by the carrier map generation unit; A program that functions as a

2. The carrier map generation unit is Calculate an assessment score for each learner's ability level by referring to information indicating the learner's course completion status or grades; generating an evaluation chart that charts the calculated evaluation values ​​for each ability category as a part of the career map; The program according to claim 1.

3. the career map generation unit generates, as the career maps, a first career map in which information showing the association between a plurality of subjects and goals is charted, and a second career map in which information showing the association between a plurality of subjects and ability categories is charted; The display unit switchably displays the first carrier map and the second carrier map. The program according to claim 1.

4. a list generating unit that, when a goal is selected in the first career map, generates a first list of subjects related to the selected goal by referring to the goal module information, and, when an ability category is selected in the second career map, generates a second list of subjects related to the selected ability category by referring to the ability category module information; The first list and the second list include detailed content of subjects, The display unit displays the first list or the second list generated by the list generation unit. The program according to claim 3.

5. The goal module information and the ability classification module information are configured to be cross-referenced using subjects as keys, The list generation unit, When the first list is generated, additional information indicating the relationship between the subjects and the ability categories described in the first list is generated with reference to the ability category module information, and added to the first list, while when the second list is generated, additional information indicating the relationship between the subjects and the goals described in the second list is generated with reference to the goal module information, and added to the second list. The program according to claim 4.

6. the plurality of goals includes a first group indicative of an occupation and a second group indicative of a qualification; In the career map, a plurality of subjects are displayed by grouping them into a first group and a second group. The program according to claim 1.

Images