Learning support systems, learning support methods, and learning support programs

Abstract

We provide a learning support system, learning support methods, and learning support programs that enable users to learn and grow by accumulating knowledge gained through their activities and sharing it throughout the entire organization. [Solution] The system consists of a first terminal used by one or more users, a second terminal used by an administrator, an information processing device, and a server that stores a large-scale language model. The information processing device includes a first generation unit that generates a chat room, a reception unit that receives information related to postings, including things noticed during work in the chat room and the purpose behind those things, a second generation unit that generates a report summarizing the information related to the postings using a large-scale language model, a third generation unit that generates a monthly report summarizing the report and the information related to the postings, and a distribution unit that distributes the information related to the postings, the report, and the monthly report to the chat room.

Description

Technical Field

[0001] The present invention relates to a learning support system, a learning support method, and a learning support program.

Background Art

[0002] In Japan, where the birthrate is declining and the population is aging, the shortage of human resources in the elderly care industry and the increasing workload of employees have become serious problems. Under these circumstances, the introduction of support tools using elderly care robots and AI has been progressing, contributing to the reduction of the physical burden on elderly care staff and the improvement of work efficiency (see, for example, Patent Documents 1 and 2).

[0003] Patent Document 1 discloses an apparatus for controlling a care robot based on subject data including data related to the characteristics of a care recipient. Patent Document 2 discloses an apparatus for generating a report summarizing care policy information regarding at least one of a care policy and necessary equipment for the care of a patient from the patient's medical history and nursing history.

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Patent Document 2

Non-Patent Documents

[0005]

Non-Patent Document 1

Non-Patent Document 2

[0006] When elderly care workers experience skill development through their work activities and gain knowledge and insights through their daily work, it leads to increased work efficiency and staff retention. However, because elderly care workers have few opportunities to feel that they are "learning" or "developing their skills" in their daily work activities, their motivation and desire for skill development often decline. In addition, because individual experiences and knowledge are not systematized and not shared throughout the organization, there is a problem in that individual experiences and learning do not directly translate into improvements in the overall quality of the workplace.

[0007] Kolb's (see Non-Patent Literature 1) experiential learning theory defines the learning cycle as "concrete experience," "reflective observation," "abstract conceptualization," and "active practice," arguing that this process leads to effective learning. Applying this theory to, for example, staff at elderly care facilities, it becomes essential to reflect on daily experiences and put the new knowledge gained into practice. On the other hand, Senge's (see Non-Patent Literature 2) organizational learning theory states that the growth of each individual is shared as knowledge for the entire organization, promoting the growth of the entire team. In the field of elderly care, both experiential learning and organizational learning are indispensable. However, there are no initiatives to integrate the two, and because experiential learning and organizational learning are labor-intensive and require advanced skills, it is difficult to achieve deep learning.

[0008] In view of the above problems, the present invention aims to provide a learning support system, a learning support method, and a learning support program that enable users to learn and grow by accumulating knowledge gained through their daily activities and sharing it throughout the organization. [Means for solving the problem]

[0009] A first aspect of the present invention is a learning support system comprising a first terminal used by one or more users, a second terminal used by an administrator managing one or more users, an information processing device, and a server that stores a large-scale language model, wherein the information processing device includes a first generation unit that generates a chat field that can be written to and viewed by one or more first terminals and one or more second terminals, a reception unit that receives information related to writings to the chat field by one or more users, including things noticed in the course of their work and the purpose behind those things noticed, stores it in a storage unit, and transmits it to a distribution unit, and a large-scale The essence of the system is that it comprises a language model that organizes the information related to the write stored in the memory unit, generates a first report containing a summary of the content, stores the first report in the memory unit, and sends it to the distribution unit; a third generation unit that, at second periods longer than the first period, organizes the first report and the information related to the write stored in the memory unit using a large-scale language model, generates a second report containing a summary of the content, stores the second report in the memory unit, and sends it to the distribution unit; and a distribution unit that distributes the information related to the write, the first report, and the second report to the chat room.

[0010] In the first embodiment of the present invention, a receiving unit may be further provided to receive a second terminal for checking and correcting the contents of the first report generated by the second generation unit and the second report generated by the third generation unit.

[0011] In a first embodiment of the present invention, a fourth generation unit may be further provided, which generates an extended activity diagram in which the actions and their purposes for the activity items are described along with the relationship between the actions and their purposes, based on the information to be written, a first report, and a second report.

[0012] A second aspect of the present invention is a learning support method, comprising a learning support system comprising a first terminal used by one or more users, a second terminal used by an administrator managing one or more users, an information processing device, and a server that stores a large-scale language model, the system comprising: a first generation step of generating a chat field that can be written to and viewed by one or more first terminals and one or more second terminals; a reception step of receiving information relating to writings to the chat field by one or more users, including things noticed in the course of work and the purpose behind those things noticed, storing it in a storage unit, and transmitting it to a distribution unit; and, at each first period, a large-scale language The gist of the system is that it comprises a second generation step in which a language model organizes the information related to the writing stored in the memory unit, generates a first report containing the summarized content, stores the first report in the memory unit, and sends it to the distribution unit; a third generation step in which, at second periods longer than the first period, a large-scale language model organizes the first report stored in the memory unit and the information related to the writing, generates a second report containing the summarized content, stores the second report in the memory unit, and sends it to the distribution unit; and a distribution step in which the information related to the writing, the first report, and the second report are distributed to the chat room.

[0013] A third aspect of the present invention is a learning support program, comprising a learning support system comprising a first terminal used by one or more users, a second terminal used by an administrator managing one or more users, an information processing device, and a server that stores a large-scale language model, wherein the computer comprises: a first generation function that generates a chat field that can be written to and viewed by one or more first terminals and one or more second terminals; a reception function that receives information related to writings to the chat field by one or more users, including things noticed in the course of their work and the purpose behind those things noticed, stores it in a storage unit, and transmits it to a distribution unit; and every first period The essence of this system is to implement a second generation function that uses a large-scale language model to organize and summarize information related to writes stored in memory, generates a first report containing the summarized content, stores the first report in memory, and sends it to the distribution unit; a third generation function that, at second intervals longer than the first period, uses a large-scale language model to organize the first report and information related to writes stored in memory, generates a second report containing the summarized content, stores the second report in memory, and sends it to the distribution unit; and a distribution function that distributes the information related to writes, the first report, and the second report to the chat room. [Effects of the Invention]

[0014] According to the present invention, it is possible to provide a learning support system, a learning support method, and a learning support program that enable users to learn and grow by accumulating the knowledge they have gained in their daily activities and sharing it throughout the entire organization. [Brief explanation of the drawing]

[0015] [Figure 1] This is a schematic diagram of the learning support system according to this embodiment. [Figure 2] This is a block diagram of an example of an information processing device according to this embodiment. [Figure 3] This diagram shows how staff members wrote their "insights" and "purposes" in the chat room generated by the first generation unit. [Figure 4]It is a diagram of a list of retrospectives generated by the second generation unit. [Figure 5] It is a diagram showing the results of analyzing the changes in an individual's awareness, generated by the second generation unit. [Figure 6] It is an extended activity diagram generated by the fourth generation unit. [Figure 7] It is a specific example of an extended activity diagram generated by the fourth generation unit. [Figure 8] It is a flowchart for explaining the learning support method according to this embodiment. [Figure 9] In the example, the growth of staff is classified into six growth stages. It is a diagram showing the characteristics of each growth stage. [Figure 10] In the example, the growth of staff is classified into six growth stages. It is a table explaining the characteristics of each growth stage. [Figure 11] In the example, the retrospective content of the staff is compared with the manager interview, and it is a table showing the characteristics of the perspectives of each period. [Figure 12] In the example, it is a table showing a specific example of the growth process of Staff D. [Figure 13] In the example, it is a table showing an extended activity diagram. [Figure 14] In the example, it is a table showing the activities of each staff at the summer festival. [Figure 15] It is a diagram for explaining the mechanism of improving self-awareness.

Mode for Carrying Out the Invention

[0016] Next, referring to the drawings, embodiments of the present invention will be described. In the description of the drawings according to the embodiments, the same or similar parts are denoted by the same or similar reference numerals. However, it should be noted that the drawings are schematic and different from the actual ones. Also, it is a matter of course that there are parts where the relationships and ratios between the drawings are different from each other.

[0017] Furthermore, the embodiments are illustrative of apparatus and methods for realizing the technical concept of the present invention, and the technical concept of the present invention does not limit the configuration, arrangement, layout, etc., of each component to those described below. The technical concept of the present invention can be modified in various ways within the technical scope defined by the claims described in the patent claims.

[0018] (First Embodiment) The learning support system according to this embodiment supports user growth through reflection and feedback, and provides learning support through activities such as work and study. Furthermore, the learning support system according to this embodiment fully shares the experiences and learnings of individual users in the workplace, promoting learning throughout the entire team. The learning support system according to this embodiment accumulates users' insights and experiences as knowledge throughout the organization, supports the introspective activities of individual users, and promotes the accumulation and sharing of knowledge as an organization.

[0019] According to Kolb's (see Non-Patent Literature 1) experiential learning theory and Senge's (see Non-Patent Literature 2) organizational learning theory, users reflecting on their work experiences promotes self-growth and knowledge sharing. Kolb's theory posits that learning progresses in a cycle of "concrete experience" → "reflective observation" → "abstract conceptualization" → "active practice," with daily reflection forming the basis for growth. The learning support system according to this embodiment organizes and accumulates this learning cycle, shares it as knowledge throughout the organization, and promotes user knowledge sharing and growth through user reflection.

[0020] The learning support system according to this embodiment combines Kolb's experiential learning and Senge's organizational learning. Senge mentions the significance of individual learning as self-mastery and mental models, but these are growth models for individuals who already have a clear vision and are not intended for individuals who are only focused on assigned work procedures. Therefore, the learning support system according to this embodiment emphasizes the process by which beginners in elderly care work verbalize their own insights and their background, using Kolb's experiential learning reflection method, and supports user growth by utilizing an integrated method of experiential learning and organizational learning.

[0021] The learning support system according to this embodiment assists users in routinely engaging in the learning cycle of "concrete experience → reflective observation → abstract conceptualization → active practice." In Senge's organizational learning, it is considered important to systematize individual experiences and knowledge and align them with the organization's shared vision, so that each user's actions and decisions harmonize with the organization's goals and the overall direction is aligned. This creates a mechanism in which individual learning directly leads to improved overall organizational performance. Based on Senge's theory, the learning support system according to this embodiment visualizes the knowledge and insights gained by individuals as an "extended activity diagram," builds a process for sharing and accumulating this information throughout the organization, integrates individual experiences into organizational learning, and achieves improved activity efficiency and sustainable organizational growth.

[0022] Figure 1 shows the learning support system according to this embodiment. As shown in Figure 1, the learning support system 10 according to this embodiment includes first terminals 11a to 11c used by users 17a to 17c, a second terminal 12 used by an administrator 16 who manages users 17a to 17c, a server 13 that can communicate with the first terminals 11a to 11c and the second terminal 12 via a communication line 15, and a server 14 that stores a large-scale language model. Hereafter, this server 13 will be referred to as the information processing device 13. For simplicity, Figure 1 shows only one user 17a to 17c and only one first terminal 11a to 11c. In this embodiment, users 17a to 17c are staff working at a care facility, and the administrator 16 is a manager who manages the staff working at the care facility. Hereafter, users 17a to 17c will be referred to as staff 17a to 17c, and the administrator 16 will be referred to as manager 16. Furthermore, the first terminals 11a to 11c are called staff terminals 11a to 11c, and the second terminal 12 is called manager terminal 12.

[0023] The information processing device 13, server 14, staff terminals 11a-11c, and manager terminal 12 are various types of electronic computers (computing resources), such as personal computers (PCs), mainframes, workstations, cloud computing systems, and mobile terminals. The manager terminal 12 shown in the diagram is a personal computer, and the user terminals 11a-11c are mobile terminals, but this is just an example and not limited to these. The information processing device 13 may be connected to a display for information display, and other input devices such as a keyboard and mouse. The communication line 15 may be any communication network, such as the internet, an optical network, or a telephone network.

[0024] In the following, as an example, staff terminals 11a to 11c are assumed to be mobile terminals, and manager terminal 12 is assumed to be a personal computer. Staff terminals 11a to 11c and manager terminal 12 are assumed to be equipped with a display for viewing, a touch panel for input, a keyboard, a mouse, etc. Staff members a to c and the manager will use this system using staff terminals 11a to 11c and manager terminal 12, respectively.

[0025] In this embodiment, the staff working at the care facility are employees of an elderly care facility, but this is just one example and is not limited to this. The facilities to which the present invention applies may be nursing care facilities, day care facilities, medical and rehabilitation facilities, educational institutions, etc. If the facility to which the present invention applies is an educational institution, for example, the users may be students or other recipients of education, and the administrators may be teachers or other educators. If the facility to which the present invention applies is a nursing care facility, for example, the staff to which the present invention applies may be staff who provide individual care to elderly people who are users of day care services and require elderly care, or they may be medical professionals, rehabilitation specialists, staff working at educational institutions, etc.

[0026] Staff terminals 11a to 11c are terminals used by staff members a to c working at the care facility. Figure 1 shows three staff terminals 11a to 11c, but is not limited to these, and multiple staff terminals may be used depending on the number of staff members.

[0027] In this embodiment, the manager is a care manager at an elderly care facility, but is not limited to this; it may be any person in a position to manage and supervise the staff to whom this system applies.

[0028] The information processing device 13 according to this embodiment will be described with reference to Figure 2. As shown in Figure 2, the information processing device 13 according to this embodiment includes a CPU 21 for executing various calculations, a ROM 22 for storing processing programs, a RAM 23 for storing data, a storage unit 24 for storing various data and calculation results, an I / O (input / output interface) 25, and the like.

[0029] I / O25 is an interface, buffer, etc., for communication (transmitting and receiving).

[0030] Figure 2 shows the block diagram of the CPU 21, illustrating the functional units within the CPU 21. When each functional unit of the CPU 21 is implemented by software, the CPU 21 implements these functions by executing instructions from the program, which is the software that realizes each function. Specifically, it includes a registration unit 210, a first generation unit 211, a reception unit 212, a second generation unit 213, a third generation unit 214, a distribution unit 215, a fourth generation unit 216, and so on. The storage unit 24 includes a user information storage unit 241, a write information storage unit 242, a report information storage unit 243, and so on.

[0031] The registration unit 210 registers staff members a to c and managers who will use this system. When registering staff members a to c and managers, staff terminals 11a to 11c and manager terminal 12 each accept input of registration information, such as personal information, from staff members a to c and managers. Here, manager terminal 12 may accept input of registration information from staff members a to c instead of staff terminals 11a to 11c. Staff terminals 11a to 11c and manager terminal 12 each accept and obtain registration information and transmit it to the information processing device 13. The registration unit 210 generates an ID and password for each of the staff a to c and the manager based on the registration information of staff a to c and the manager received from the staff terminals 11a to 11c and the manager terminal 12 via the communication line 15 and I / O 23, stores the registration information, ID and password in the user information storage unit 241, and transmits the respective ID and password to the staff terminals 11a to 11c and the manager terminal 12.

[0032] The first generation unit 211 generates a chat room with the staff terminals 11a-11c and the manager terminal 12 as a single group, and sends data to each of the staff terminals 11a-11c and the manager terminal 12 to display the generated chat room on their respective displays. Staff members a-c and the manager can log in using their respective IDs and passwords issued on the staff terminals 11a-11c and the manager terminal 12, thereby enabling them to post to and view posts in the generated chat room.

[0033] In this embodiment, the first generation unit 211 generates a chat room, and staff members a to c and the manager write to and view the generated chat room on staff terminals 11a to 11c and the manager terminal 12. However, it is not limited to a chat room; any tool that allows staff members a to c and the manager to write to and view the chat room on their respective logged-in terminals and that enables staff members to easily record their own observations may be used.

[0034] Posts made by staff members a-c to the chat room can be viewed on all staff terminals 11a-11c and manager terminal 12. The first generation unit 211 may not display the name of the staff member who made the post in the chat room, but may instead display a nickname or similar. This prevents staff members from knowing which other staff members made which posts, anonymizing the content of posts made by staff members a-c in the chat room and protecting their privacy, thereby creating an environment where staff can record and share data with peace of mind and contributing to the building of trust. As will be described later, the manager may check which staff member made which post, including the name of the staff member who made the post, on manager terminal 12.

[0035] Each of the staff members a-c reflects on their daily activities individually at a time such as after the end of their work or activities for the day, and writes their "reflection," including "insights" and "purposes," in the chat area displayed on the screens of the staff terminals 11a-11c via the input area of ​​the staff terminals 11a-11c. The staff terminals 11a-11c receive the "insights" and "purposes" written to the chat area by each staff member a-c and transmit the information related to the received writing to the information processing device 13. The information related to the writing to the chat area may include at least one of the following: the content of the writing, the registration information of the staff member a-c who made the writing, their ID, and the date and time the writing was made.

[0036] The reception unit 212 stores the information related to each staff member a-c's post in the post information storage unit 242 and transmits it to the distribution unit 215. The information related to each staff member a-c's post includes information to identify the staff member who made the post, the date and time the post was made, the "awareness," and the "purpose." The distribution unit 215 transmits the information related to each staff member a-c's post to the staff terminals 11a-11c and the manager terminal 12. Based on the information related to each staff member a-c's post that they have received, the staff terminals 11a-11c and the manager terminal 12 display the "awareness" and "purpose" of staff member a-c in the chat area on their respective displays.

[0037] The "insights" that staff members post in the chat are things that the staff members themselves noticed in their daily activities. For example, tasks performed during the day's activities, memorable events or experiences, the staff member's own actions, the content of their response to events or experiences, the staff member's insights or thoughts gained from events or experiences, and things that the staff member considered to be worth recording. The "purpose" is the purpose behind the "insights." If the "insights" are, for example, tasks, then the "purpose" is the purpose of performing those tasks. If the insights are events or experiences, the staff member's own actions, the content of their response to events or experiences, the staff member's insights or thoughts gained from events or experiences, and things that the staff member considered to be worth recording, then the purpose is the purpose of the tasks or activities related to these.

[0038] Figure 3 shows how staff members have written their "insights" and "objectives" in the chat generated by the first generation unit 211. The chat shown in Figure 3 contains the staff's entries for the day's work 31, insights 32, and objectives 33.

[0039] As will be explained later, the "insights" and "objectives" that staff members write in the chat room are analyzed, organized, and summarized by the second generation unit 213 to generate a report. In order to generate an accurate and easy-to-use report, it is desirable that the "insights" and "objectives" be as specific as possible.

[0040] The reception unit 212 may accept, in addition to the "insights" and "objectives" written to the chat by each of the staff members a to c, as well as at predetermined intervals, for example, at the end of work at the end of the work week, a "summary" of the work, insights, and objectives during the predetermined period, which will be displayed on the displays of the staff terminals 11a to 11c. The staff terminals 11a to 11c transmit information related to the "summary" written to the chat by each staff member a to c to the information processing device 13. The information related to the written entry to the chat may include at least one of the following: the content of the entry, the registration information of the staff member a to c who made the entry, their ID, and the date and time the entry was made. The reception unit 212 stores the information related to the entries from each staff member a to c that it has received in the written information storage unit 242.

[0041] The second generation unit 213 analyzes, organizes, summarizes, and generates a report describing the content of the "insights" and "objectives" written by the staff in the chat room, by inputting the information related to the writings of each staff member a to c, stored in the written information storage unit 242, via the communication line 15 to the large language models (LLM) stored in the server 14, at predetermined first periods such as one week. The report generated by the second generation unit 213 is a record of each staff member's activities and a compilation of activity records. The second generation unit 213 may also generate a report describing the content of the "summaries" written by the staff member in the chat room, by adding the content of the "summaries" written by the staff member in the chat room to the "insights" and "objectives." The second generation unit 213 may also list the content of the "insights" and "objectives" written by the staff member in the chat room for each staff member and add it to the generated report.

[0042] The second generation unit 213 stores the generated report in the report information storage unit 243. The second generation unit 213 may send the generated report to the distribution unit 210, or the distribution unit 210 may read the report stored in the report information storage unit 243.

[0043] The report generated by the second generation unit 213 includes what each staff member learned from the "insights" and "objectives" they wrote in the chat room, as well as improvements in their responses to tasks, behaviors, and awareness.

[0044] A large-scale language model is a type of natural language processing model, a model that has been machine-trained using a large amount of text data. The text input to the large-scale language model is called a prompt. In this embodiment, when the information processing device 13 inputs natural language as a prompt to the large-scale language model stored in the server 14, specifying information related to the writings of staff members a to c, and instructions to analyze, organize, summarize the content of "insights" and "purposes," and generate a report containing that content, the content of "insights" and "purposes" written by the staff in the chat room is analyzed, organized, and summarized, a report containing that content is generated, and the report is sent from the server 14 to the information processing device 13.

[0045] The large-scale language model used in this embodiment may be, for example, GPT-3 (Generative Pre-trained Transfermer(registered trademark)-3), GPT-3.5, GPT-4, etc.

[0046] In this embodiment, the large-scale language model is stored in the server 14, but this is not the only option. For example, the large-scale language model may be stored in the storage unit 24 of the information processing device 13.

[0047] Figures 4 and 5 show examples of reports generated by the second generation unit 213. Figure 4 is a list of reflections generated by the second generation unit 213. Figure 4 includes the date the staff member posted in the chat, the staff member's name, keywords, the content of the reflection, insights, and purpose. Figure 5 is the result of an analysis of changes in individual insights, generated by the second generation unit 213.

[0048] The distribution unit 215 sends the report generated by the second generation unit 213 to the staff terminals 11a-11c and the manager terminal 12. The distribution unit 215 may also send the report generated by the second generation unit 213 to be displayed in the chat area of ​​the staff terminals 11a-11c and the manager terminal 12. The report is shared with the staff a-c and the manager by viewing the received report on the staff terminals 11a-11c and the manager terminal 12, for example, in the chat area. Figure 3 shows, as an example, how a report generated by the second generation unit 213 is sent by the distribution unit 215 to the staff terminals 11a-11c and the manager terminal 12 and displayed in the chat area.

[0049] Before the distribution unit 215 sends the report generated by the second generation unit 213 to the staff terminals 11a-11c and the manager terminal 12, the distribution unit 215 may send the report only to the manager terminal 12. The manager can review the report generated by the second generation unit 213 on the manager terminal 12 before the distribution unit 215 sends it to the staff terminals 11a-11c.

[0050] The learning support system according to this embodiment may further include a second reception unit. The second reception unit may receive input from the manager terminal 12 by the manager, allowing the manager to check the contents of the report generated by the second generation unit 213 and make corrections as necessary. After receiving the manager's input, which includes checking the contents of the report and making adjustments as necessary, the second reception unit may send the report approval information and the adjusted report as necessary to the distribution unit 215.

[0051] When the distribution unit 215 receives the report approval information and, if necessary, the adjusted report, it stores the adjusted report in the report information storage unit 243 if the report has been adjusted, and may send the adjusted report, or, if the report has not been adjusted, the report generated by the second generation unit 213, to the staff terminals 11a to 11c. The second reception unit accepts the manager's check of the report content and input of necessary corrections before the distribution unit 215 sends the report generated by the second generation unit 213 to the staff terminals 11a to 11c, thereby avoiding hallucination. Furthermore, the manager can check the content of the report and provide guidance to the staff at the appropriate time and in the appropriate manner, so that the report generated by the second generation unit 213 is used most effectively for staff learning, thereby supporting staff growth and promoting learning.

[0052] When the second reception unit receives the manager's check and correction of the report generated by the second generation unit 213 from the manager terminal 12, the wording of the report is modified based on the manager's input, thereby supporting staff in actively pursuing self-improvement. This makes it easier for staff to reflect on their own actions in a positive way and use that reflection to guide their future actions.

[0053] Furthermore, when the second reception unit checks and corrects the contents of the report generated by the second generation unit 213 based on input from the manager's manager terminal 12, the second reception unit can accept input from the manager to evaluate whether the report is having an impact on staff growth and to correct the content or methods as needed. This allows staff learning to be translated into actual work improvements.

[0054] The third generation unit 214 generates a second report by analyzing, organizing, summarizing, and describing the contents of the report, "insights," and "objectives" in a second period longer than the first period for which the second generation unit 213 generates the report, for example, one month. This is done by inputting the report stored in the report information storage unit 210 and the information related to the writings of each staff member a to c stored in the write information storage unit 242 into a large-scale language model stored in the server 14 via the communication line 15.

[0055] The third generation unit 214 stores the generated second report in the report information storage unit 243, similar to the case of the second generation unit 213. The third generation unit 214 may transmit the generated second report to the distribution unit 210, or the distribution unit 210 may read the second report stored in the report information storage unit 243.

[0056] Similar to the case of the second generation unit 213, the distribution unit 215 may send the second report generated by the third generation unit 214 to the staff terminals 11a to 11c and the manager terminal 12. Alternatively, it may send the report only to the manager terminal 12 before sending it to the staff terminals 11a to 11c, and after the second reception unit receives the manager's check and adjustment of the contents of the second report, it may send the adjusted second report to the staff terminals 11a to 11c and the manager terminal 12.

[0057] The content of the second report generated by the third generation unit 214 is based on the report content and includes each staff member's "insights" and "objectives," as well as what each staff member has learned, their response to work, and changes in areas for improvement in their behavior and awareness. The report generated by the third generation unit 214 analyzes the growth of each staff member.

[0058] The fourth generation unit 216 generates an extended activity diagram based on the chat messages of "awareness" and "purpose" from each staff member a to c received by the reception unit 212, the report generated by the second generation unit 213, and the second report generated by the third generation unit 214. The fourth generation unit 216 may also send the generated extended activity diagram to the distribution unit 210. Similar to the case of the second generation unit 213, the distribution unit 215 may also send the extended activity diagram generated by the fourth generation unit 216 to staff terminals 11a to 11c and the manager terminal 12.

[0059] An extended activity diagram is a diagram that shows the actions and objectives of each entity for each activity item, along with arrows indicating the relationship between actions and objectives, arranged in a timeline. It aligns individual learning with organizational objectives and systematizes knowledge that is useful in practice. The extended activity diagram reflects the awareness and behavioral goals of staff in work procedures to promote knowledge sharing.

[0060] Figure 6 shows an extended activity diagram generated by the fourth generation unit 216. Figure 7 is a specific example of an extended activity diagram generated by the fourth generation unit 216. The extended activity diagram shows, for each subject such as users, staff, counselors, and managers, the actions 61 of a single subject in each activity 60, the actions 62 of multiple subjects, arrows 63 indicating the order of actions, the purpose 64, and arrows 65 indicating the link to the purpose action or higher purpose. Figure 7 is an extended activity diagram showing shopping and cooking activities at a day service center, with the subjects being users, staff, counselors, and managers. The activity content includes the main activity item 71, shopping, and the sub-items 72, such as procuring ingredients for cooking and deciding on a menu. In Figure 7, in the action 73 of "preparing a meal" which involves multiple subjects, the counselor first selects the users to go shopping with and then informs the staff. The staff confirms the user's willingness to accompany them shopping, and the user agrees. To respect the client's wishes, the counselor selects a client and then instructs the staff to confirm their willingness to accompany them on shopping trips. In this way, the expanded activity diagram clearly shows the workflow and objectives, facilitating smoother team collaboration and enabling efficient, high-quality work by keeping the objectives in mind at all times.

[0061] The process described above, in which staff members a-c individually reflect on their daily activities and record their insights and the underlying objectives in short sentences in the chat room, corresponds to the four steps of experiential learning outlined by Kolb: "concrete experience → reflective observation → abstract conceptualization → active practice." Specifically, (1) Specific experience: The experience that staff members gain through their work will serve as the starting point for learning. (2) Reflective observation: The staff reflects on their experience and objectively considers the insights and objectives gained from it. In this embodiment, this is achieved by the staff writing their "insights" and "objectives" into the chat room generated by the first generation unit 211. (3) Abstract conceptualization: Converting learned experiences into general knowledge and concepts and organizing them in a way that can be applied to other situations and tasks. In this embodiment, this is achieved by the generation of a report by the second generation unit 213. (4) Proactive implementation: Based on this knowledge and insight, staff will try new methods and work on improvements in the workplace. In this embodiment, this is achieved by the distribution of reports by the distribution unit 215. By repeating this cycle, staff members will develop a stronger sense of purpose, focus on self-improvement, and approach their work with a clear objective.

[0062] By consciously recording their "purpose," staff members become more goal-oriented in their actions, which eventually fosters their critical thinking skills. As a result, they become able to independently develop and implement better methods, leading to a greater sense of self-efficacy. This process contributes to staff members finding fulfillment and enjoyment in their work. It enhances their sense of belonging to the workplace while simultaneously improving their individual capabilities.

[0063] Furthermore, the individual knowledge gained through learning is aggregated, visualized, and shared throughout the organization. Through the expanded activity diagram, individual learning is accumulated as knowledge, shared throughout the organization, and contributes to practical application and business improvement. The knowledge thus accumulated is shared within the organization and becomes a long-term asset.

[0064] The learning support method according to this embodiment will be explained with reference to the flowchart in Figure 8.

[0065] In step S801, the first generation unit 211 generates a chat room that can be written to and viewed by one or more staff terminals and one or more manager terminals (first generation step).

[0066] In step S802, the reception unit 212 stores information related to writing, including things noticed by one or more staff members in the course of their work and the purpose behind those things, received from each of one or more staff terminals, in the written information storage unit 242 and transmits it to the distribution unit 215 (reception step).

[0067] In step S803, the second generation unit 213 generates a report containing the information related to the write stored in the memory unit, organized and summarized by the large-scale language model for each first period, stores the report in the report information storage unit 243, and transmits it to the distribution unit 215 (second generation step).

[0068] In step S804, the third generation unit 214 generates a second report containing a summary of the reports stored in the report information storage unit 243 and the information related to writing stored in the write information storage unit 242, organized by a large-scale language model at intervals of a second period longer than the first period. The second report is stored in the report information storage unit 243 and transmitted to the distribution unit 215 (third generation step).

[0069] In step S805, the distribution unit 215 distributes the information related to the writing, the report, and the second report to the chat room (distribution step).

[0070] (Examples) A survey was conducted over three months involving elderly care staff at a day service facility, using the learning support system according to this embodiment to conduct staff reflections. The effectiveness of the learning support system according to this embodiment was evaluated as follows.

[0071] The staff members who participated in this study had approximately six months to ten years of experience in elderly care, possessed a strong desire for self-improvement and work improvement, and were considered suitable for verifying the effectiveness of the learning support system according to this embodiment. The purpose and methods of the study were fully explained to all staff members, and the study was conducted after obtaining their written consent to participate.

[0072] The day care facility P, which was the subject of this survey, opened in 2018 and has a daily capacity of 20 people and 40 registered users. Facility P's philosophy is "staying active throughout life" and "support for independence," and the staff strives to "actively identify problems and solve them through teamwork for overall optimization." In addition, in their daily elderly care activities, they utilize the latest technologies such as smart speakers, projectors, and internet karaoke, contributing to the local community by providing a place for intergenerational interaction.

[0073] At facility P, the learning support system according to this embodiment was applied, and a system was constructed in which staff members could write down their reflections, insights, and objectives regarding their daily work using the chat tool provided by the learning support system according to this embodiment, and receive reports, a second report, and an extended activity diagram generated by the learning support system according to this embodiment. The reports and the second report generated by the learning support system according to this embodiment provided feedback on individual staff members' insights, areas for improvement in their actions, and data on the staff members' reflections over the past week. All data, including staff members' posts in the chat room, was anonymized and not used for any purpose other than research. The study period was three months.

[0074] Table 1 shows an overview of the elderly care staff who were included in the survey.

[0075] [Table 1]

[0076] The team observed in this study consisted of two managers with approximately 10 years of experience in elderly care, who mentored three new staff members with around one year of experience. The study investigated the promotion of knowledge sharing and organizational learning within the team, through the extensive knowledge accumulated by the managers and the learning and growth process of the new staff members in their daily work. In this team, which lacked a middle management layer, the roles of the managers and the growth of the new staff members were key elements.

[0077] The data collection method was as follows: For reflection data, daily reflections posted by staff in a chat group were collected and analyzed by the learning support system according to this embodiment. For manager evaluations, managers checked the weekly reports created by the learning support system according to this embodiment and approved the feedback. The purpose of this evaluation was to provide guidance to staff and encourage their growth. For reporting data from the learning support system according to this embodiment, weekly reports, monthly reports, and evaluation content created by the learning support system according to this embodiment were recorded, and changes in staff behavior were tracked. A manager interviewer (AI operator) conducted interviews once a week outside of working hours to check the facility's situation and staff growth.

[0078] The data analysis method was as follows: As a qualitative analysis, the content of staff reflections was classified using GTA, and six growth factors for awareness and behavioral improvement (improvement of autonomy, awareness of work improvement, teamwork, improvement of energy and motivation, improvement of user support, and teamwork) were extracted. As a quantitative analysis, the following 10 evaluation criteria were established and measured to support staff growth (Reference: Latham.GP & Wexley.KN, 1994. Increasing Productivity through Performance Appraisal. Reading, MA: Addison-Wesley). Each evaluation item was rated on a 10-point scale from 1 to 10, based on the philosophy of the day service facility. (Item 1) Independent: Evaluate the staff's initiative and willingness to act, and provide necessary support. Encourage staff to take proactive action to support the independence of users. (Item 2) Problem-solving ability: Evaluate the ability of staff to proactively think of solutions and take action to address workplace challenges. Promote care that anticipates the needs of users. (Item 3) Awareness of business improvement: A proactive attitude towards improving the efficiency and quality of daily work activities will be evaluated. This contributes to the optimization of the entire organization. (Item 4) Teamwork: A collaborative system is promoted in which the cooperation and communication skills of staff are evaluated and reflected in the support for users. (Item 5) Leadership: Staff will be evaluated on their ability to lead teams, drive overall optimization, and provide high-quality service. (Item 6) Sense of responsibility: Staff members' approach to their work and their attitude towards supporting clients are evaluated. This forms the basis for providing trust-based care. (Item 7) Empathy: This assesses whether the candidate can consider the user's perspective and feelings, and create an environment where they can receive support for independence with peace of mind. (Item 8) Flexibility: The ability to respond quickly to changing circumstances and provide care tailored to the needs of the user will be evaluated. (Item 9) Continuity: Staff will be evaluated for their continuous work and learning to achieve goals and maintain the quality of user support. (Item 10) Non-self-centeredness: Candidates will be evaluated on their ability to avoid self-centered behavior, respect the opinions and needs of others, and enhance cooperativeness and trustworthiness.

[0079] The report generated by the learning support system according to this embodiment, and the second report, were examined by comparing the evaluation scores with the facts that occurred to determine whether they contributed to the growth of staff and the improvement of work. To ensure reliability, managers checked whether the content of the evaluations of staff in the report generated by the learning support system according to this embodiment, and the second report, matched the actual growth of the staff, and verified the validity of the feedback. In addition, during the investigation period, the accuracy of the evaluation criteria for staff evaluations in the report generated by the learning support system according to this embodiment, and the second report, was checked periodically, and corrections were made as necessary.

[0080] The study was conducted over 12 weeks, during which staff members reflected on their work at the end of each day and received feedback through reports generated by the learning support system according to this embodiment, as well as through a second report. Staff members recorded their "insights" and "purpose of action" in a chat room and analyzed and evaluated their actions through feedback from weekly and monthly reports. This process examined how support from the learning support system according to this embodiment contributed to changes in staff self-awareness and teamwork.

[0081] Elderly care staff participating in this study were given a written explanation of the study's purpose, methods, and data handling, and their consent was obtained. All data was anonymized to ensure that individual staff members could not be identified. The collected data was used solely for this study.

[0082] The results of this study were analyzed by dividing the characteristics of the 12 weeks following the introduction of the method into six periods. The relationship between the changes in each employee's evaluation and important events during each period is shown in line graphs. In addition, GTA analysis was performed on reflections and manager interviews. Furthermore, specific examples of how individual and team growth was promoted by the reports generated by the learning support system according to this embodiment, as well as the second reports and manager guidance, are described below. First, the trends in evaluation and major events are shown to visually clarify the growth process.

[0083] In this study, staff growth was classified into six growth phases. The characteristics of each growth phase are shown in Figure 9. As shown in Figure 9, in the first phase, the initial introduction period (weeks 1-2), the introduction of the learning support system according to this embodiment increased autonomy and a sense of purpose. The learning support system according to this embodiment made staff aware of their own growth and actively engaged in work improvement. In the second phase, the adaptation period (weeks 3-4), daily reflection became a habit, awareness of work improvement became established, cooperation among staff deepened, teamwork improved, and a sense of unity among staff increased. In the third phase, the growth acceleration period (weeks 5-6), staff problem-solving abilities improved and leadership was demonstrated. Through the reports generated by the learning support system according to this embodiment, they recognized directions for improvement and increased their attitude towards working on behavioral improvement. In the fourth phase, the team collaboration strengthening period (weeks 7-8), collaboration among staff increased, collaboration deepened through events such as summer festivals, the teamwork score improved significantly, and event activities contributed to team growth. During the fifth phase, the organizational learning period (weeks 9-10), continuous growth among staff was confirmed, the quality of support for users improved, staff reflections were shared within the organization, knowledge was accumulated, and the overall quality of care by the team improved. During the sixth phase, the results sharing period (weeks 11-12), collaboration among the entire team was strengthened, and growth aligned with organizational goals was achieved. Regular reflections based on reports generated by the learning support system according to this embodiment became ingrained in behavior, and everyone shared a sense of purpose.

[0084] Figures 9 and 10 show the weekly evaluation scores and related major events for each period. Throughout all six periods from the first to the sixth, staff evaluation scores generally showed an upward trend, suggesting that reflection activities were effective in promoting staff growth. In particular, improvements in autonomy and sense of purpose were significant during the initial introductory period, and staff began to become aware of their own growth. From the adaptation period onward, collaboration among staff deepened, and improved teamwork contributed to the increase in evaluation scores. Events such as summer festivals also enhanced team unity and served as a catalyst for strengthening collaboration, leading to further improvements in evaluation scores. The participation of external volunteers provided staff with opportunities to objectively view themselves, and it is thought that this promoted conscious behavioral improvement, which also contributed to the fluctuations in evaluation scores. These external stimuli and events served as important triggers for accelerating growth.

[0085] This study revealed individual differences in the impact of goal-oriented reflection on staff growth. Many staff members showed a clearer sense of purpose through reflection, improved initiative and collaboration, and a more proactive approach to user care and teamwork. On the other hand, individuals who prefer clear and specific outcome criteria tended to take time to adapt to the abstract, interpersonal interaction-dependent evaluation criteria found in elderly care settings. These staff members gradually adapted while utilizing their existing skills, reaffirming the importance of learning support. While these results indicate that reflection activities are effective for many staff members, they also suggest the need for flexible support tailored to individual backgrounds.

[0086] Figure 11 compares employee reflections with manager interviews, illustrating the characteristics of each phase's perspective. In the initial implementation phase, both employees and managers shared the expectation that the introduction of reflection would promote employee growth. In the implementation adaptation phase, employees focused on individual work improvement, while managers aimed to strengthen team collaboration, showing a difference in focus. However, from the growth promotion phase onward, employees gradually became more aware of their contribution to the team as a whole, aligning with the managers' guidance policies. These results indicate that manager guidance effectively promotes employee growth and leads to improved overall team performance. Reflection activities and manager guidance can be considered important methods supporting the construction of a learning-oriented organization.

[0087] Let's look at a specific example of Staff D's growth process. In a cycle of daily reflection → reports generated by the learning support system according to this embodiment → guidance from the manager → behavioral change → growth in evaluation, Staff D's daily reflection, reports generated by the learning support system, and guidance from the manager worked together to promote growth, resulting in the changes shown in the four items in Figure 12. The learning support system extracted specific growth points from the staff's weekly reflections, and the manager reflected these in their guidance and provided specific advice on how to proceed with work. As a result, Staff D's awareness improved, and a continuous growth cycle was created in which their growth was promoted.

[0088] An extended activity diagram is a tool for structuring knowledge gained through retrospective activities in a purpose-oriented manner and consolidating it as organizational memory. This diagram uses a format where the roles of users, staff, counselors, and managers are arranged on the horizontal axis, and the flow of work along the time axis is shown on the vertical axis.

[0089] This study reflects the procedure-oriented activities of staff, the goal-oriented perspective of counselors, and the vision-oriented judgment of managers, illustrating the specific actions each role performs. This methodology is not based on traditional static procedure manuals, but rather on "tacit knowledge embedded in business processes" obtained through reflection. The learning support system according to this embodiment dynamically organizes and visualizes this information, making it possible to share practical knowledge generated on-site throughout the entire organization. This is intended to structure on-site knowledge more effectively and utilize it as a foundation for collaboration and decision-making in business processes.

[0090] Figure 13 is an extended activity diagram that shows the process by which the learning support system according to this embodiment analyzes the knowledge gained from staff member D's daily reflections and utilizes it for work improvement through guidance from the manager. In this diagram, the roles of users, staff, counselors, and managers are arranged on the horizontal axis, and the flow of work along the time axis is represented on the vertical axis. A key feature is the emphasis on supporting the independence of users, with users participating in cooking and serving to the extent possible.

[0091] Staff member D's reflections, posted in the chat room, included specific insights regarding improvements in "reviewing work procedures," "managing user health and safety," and "role allocation within the team." The learning support system according to this embodiment organized and analyzed this information and reflected it in the guidance provided by the administrator. As a result, concrete changes occurred in actual work, such as improved work efficiency for staff member D, the adoption of cooking procedures that take users into consideration, and strengthened cooperation among staff members.

[0092] Figure 13 shows that Staff D's procedure-oriented activities, the counselor's goal-oriented perspective, and the manager's vision-oriented judgment are consistently reflected in on-site actions. For example, in the hygiene management of materials, there is a shared awareness throughout that user safety is the top priority, and support for independence is naturally realized as users fulfill their roles.

[0093] Figure 13 shows how the learning support system according to this embodiment compiled the daily reflections recorded by staff member D, reflected them in the manager's guidance, and concretely led to improvements in work efficiency, user safety, and teamwork.

[0094] Figure 14 shows how the accumulation of learning from daily work culminated in cooperation at the summer festival. The growth of each staff member led to cooperation at the summer festival event. Individual learnings and insights gained through daily work were shared with the entire team through reflection activities and accumulated as organizational memory. This accumulation of knowledge helped strengthen cooperation and collaboration among staff members and was reflected in each person's assigned tasks.

[0095] Events like summer festivals require staff to work together towards a common goal, even while fulfilling their individual roles. The knowledge and experience gained in daily work were put to good use in this collaborative setting, allowing everyone to perform their part while ensuring smooth overall progress. Individual growth contributed to an overall improvement in organizational knowledge, ultimately leading to strengthened teamwork and the success of the event. This process demonstrates how learning from daily work is reflected in individual actions and is a crucial element in enhancing the overall performance of the team.

[0096] To understand how staff growth is promoted through reflection activities, a "daily," "weekly," and "monthly" loop structure is in place. This structure allows daily reflections to be shared in group chats, strengthening mutual understanding and collaboration among staff, clarifying the direction of self-improvement through reports generated by the learning support system according to this embodiment, and confirming alignment with organizational goals through an expanded activity diagram. Through the above process, a mechanism for promoting staff growth and raising the overall level of the organization has been clarified.

[0097] As described above, the learning support system according to this embodiment can integrate individual and organizational learning by allowing individual users to form a sense of purpose through experience and systematize it as knowledge for the entire organization through the learning support system according to this embodiment. In particular, the above investigation showed that by providing feedback from administrators utilizing the learning support system according to this embodiment, the aim is to support the growth of users, and by enabling users to engage in activities such as work and study with a sense of purpose, learning is promoted and contributes to improving the efficiency and quality of the entire organization.

[0098] By posting daily reflections to the group chat, users put their introspection into writing. This improvement in self-awareness is based on a mechanism shown in Figure 15: "making goals conscious," "enhancing self-awareness," "increasing proactivity," and "improving behavior." As a first step, users must become aware of the "purpose" and "actions" of their work. By becoming aware of their purpose, the direction of their daily actions and decisions is determined, and the meaning and importance of their actions are recognized. Next, as their sense of purpose increases, users become aware of their current abilities and behavioral patterns, building a foundation for growth. Furthermore, as their self-awareness deepens, their independence increases, they take initiative to act toward growth, become aware of problems, and actively work toward improvement. Ultimately, purposeful behavioral improvement is put into practice, the abilities of individual users improve, and this leads to the growth of the entire team.

[0099] The process by which users reflect on their activities and identify areas for improvement also contributes to organizational learning for the entire team. The feedback loop becomes a mechanism for users to share their learning through daily, weekly, and monthly cycles, promoting knowledge sharing. For organizational growth, a system in which members can share and utilize their learning is essential. In the day care center described in the aforementioned survey, the learning support system according to this embodiment provides weekly feedback, and with the addition of monthly guidance from managers, a system was established in which all staff members could work together to improve. The learning support system according to this embodiment evaluates and analyzes the daily reflections, and managers check and guide staff members' progress every month. This feedback loop not only promotes the growth of individual staff members but also fosters a sense of unity and cooperation within the team, encouraging staff to contribute to achieving the organization's overall goals.

[0100] The learning support system according to this embodiment analyzes content extracted from chat forum posts and provides weekly feedback to users, enabling them to objectively evaluate their own actions and clearly identify areas for improvement. This feedback provides a path to self-growth, allowing users to concretely visualize their growth and increase their awareness of work improvement. For example, if the learning support system according to this embodiment suggests "improving work efficiency" or "enhancing user support," users can use this as a guide to develop their next concrete action plan. The administrator feedback supported by the learning support system according to this embodiment encourages self-improvement and increases motivation for action.

[0101] The daily, weekly, and monthly loops of reflection and feedback facilitate the sharing of individual user growth as organizational learning, fostering a sense of unity and goal-oriented thinking. Specifically, the daily loop allows users to reflect on themselves and deepen mutual understanding among staff; the weekly loop clarifies the direction of self-growth through feedback based on reports generated by the learning support system according to this embodiment; and the monthly loop incorporates guidance from managers in addition to the second report generated by the learning support system, contributing to the growth of users who contribute to achieving the organization's overall goals. Through this feedback loop, users can recognize that their actions contribute to organizational results and improve the organization as a whole.

[0102] Experiential and organizational learning methods utilizing learning support systems promote user growth while keeping costs down by analyzing and providing feedback on users' daily reflections. Through data analysis and feedback functions, they achieve user growth and team efficiency without increasing physical burden. Furthermore, the reports generated by the learning support system are easily adaptable to various workplaces, making it a practical method for simultaneously reducing the burden on elderly care facilities and improving organizational quality.

[0103] Improving the skills of elderly care workers not only enhances the quality of care but also encourages them to take a proactive approach to caregiving, ultimately leading to a reduction in individual burdens. The learning support system according to this embodiment provides a framework for elderly care workers to grow autonomously, develop the ability to think critically as professionals, and act independently. In this method, insights gained from daily work are organized in reports generated by the learning support system, allowing elderly care workers to link their reflections to concrete behavioral improvements and goal setting, thereby promoting skill improvement, workplace efficiency, and sustainable growth. The learning support system according to this embodiment provides an effective strategy that can be immediately and directly useful for workforce development in elderly care settings.

[0104] As stated above, the present invention naturally includes various embodiments and the like that are not described herein. Therefore, the technical scope of the present invention is determined solely by the inventive features relating to the claims that are reasonable based on the above description. [Explanation of symbols]

[0105] 10 Learning Support Systems 11a~11c Staff terminal (Terminal 1) 12. Manager terminal (second terminal) 13. Information Processing Equipment (Server) 14 Servers 15 Communication lines 16 Manager (Administrator) 17a~17c Staff (Users) 21 CPU 22 ROM 23 RAM 24 Memory section 25 I / O (Input / Output Interface) 210 Registration Department 211 1st generation part 212 Reception Department 213 Second generation part 214 Third generation part 215 Distribution Department 216 4th generation part 241 User information storage unit 242 Information storage unit 243 Report Information Storage Unit 31 Business content 32. Realization 33 Purpose

Claims

1. A learning support system comprising a first terminal used by one or more users, a second terminal used by an administrator who manages the one or more users, an information processing device, and a server that stores a large-scale language model, wherein the information processing device is A first generation unit that generates a chat room that can be written to and viewed from one or more first terminals and one or more second terminals, A receiving unit receives information related to postings made by one or more users to the chat area, including things they noticed in the course of their work and the purpose behind those things they noticed, stores this information in a storage unit, and transmits it to a distribution unit. For each first period, a second generation unit generates a first report containing a summary of the information related to the write stored in the memory unit, which is organized by a large-scale language model, stores the first report in the memory unit, and transmits it to the distribution unit. At intervals of a second period longer than the first period, the large-scale language model organizes the first report stored in the memory unit and the information related to the writing, generates a second report containing the summarized content, stores the second report in the memory unit, and transmits it to the distribution unit. A distribution unit that distributes the information related to the aforementioned writing, the first report, and the second report to the chat room. A learning support system characterized by having the following features.

2. The learning support system according to claim 1, further comprising a reception unit that receives a check and correction of the contents of the first report generated by the second generation unit and the second report generated by the third generation unit from the second terminal.

3. The learning support system according to claim 1, further comprising a fourth generation unit that generates an extended activity diagram in which actions and their purposes for activity items are described, along with the relationship between the actions and their purposes, based on the information related to the writing, the first report, and the second report.

4. The learning support system according to claim 1, characterized in that when the third generation unit generates the second report, it uses the first report stored in the storage unit and the information related to the writing, based on one or more predefined evaluation items, to generate an evaluation result in which the large-scale language model evaluates the activities of one or more users, and includes it in the second report.

5. The learning support system according to claim 4, characterized in that the one or more evaluation items mentioned above include at least one of the following: "independence," "problem-solving ability," "awareness of work improvement," "teamwork," "leadership," "sense of responsibility," "empathy," "flexibility," "persistence," and "not being self-centered."

6. The learning support system according to claim 4, further comprising a reception unit that receives a request from the second terminal to check and correct the content of the evaluation results generated by the third generation unit.

7. The system further includes a reception unit that receives requests from the second terminal to check and correct the contents of the first report generated by the second generation unit and the second report generated by the third generation unit, The learning support system according to claim 1, characterized in that when the third generation unit generates the second report, it uses the first report modified by the modification received by the reception unit and the information related to the writing, based on one or more predefined evaluation items, to generate an evaluation result that evaluates the activities of one or more users using the large-scale language model, and includes it in the second report.

8. In a learning support system comprising a first terminal used by one or more users, a second terminal used by an administrator who manages the one or more users, an information processing device, and a server that stores a large-scale language model, the computer, A first generation step of generating a chat room that can be written to and viewed by one or more first terminals and one or more second terminals, A receiving step that receives information related to a post made by one or more users to the chat forum, including things noticed in the course of work and the purpose behind those things noticed, stores it in the memory unit, and transmits it to the distribution unit. For each first period, a large-scale language model is used to organize the information related to the write stored in the memory unit, generate a first report containing the summarized content, store the first report in the memory unit, and transmit it to the distribution unit in a second generation step. A third generation step is performed in which, at intervals of a second period longer than the first period, the large-scale language model organizes the first report stored in the memory unit and the information related to the writing, generates a second report containing the summarized content, stores the second report in the memory unit, and transmits it to the distribution unit. A distribution step that distributes the information related to the aforementioned writing, the first report, and the second report to the chat room. A learning support method characterized by performing the following.

9. In a learning support system comprising a first terminal used by one or more users, a second terminal used by an administrator who manages the one or more users, an information processing device, and a server that stores a large-scale language model, the computer has: A first generation function that generates a chat room that can be written to and viewed by one or more first terminals and one or more second terminals, A reception function that receives information related to posts made by one or more users to the chat area, including things noticed in the course of work and the purpose behind those things noticed, stores it in the memory unit, and transmits it to the distribution unit. For each first period, a large-scale language model organizes the information related to the write stored in the memory unit, generates a first report containing the summarized content, stores the first report in the memory unit, and transmits it to the distribution unit; A third generation function that, at intervals of a second period longer than the first period, uses the large-scale language model to organize the first report stored in the memory unit and the information related to the writing, generates a second report containing the summarized content, stores the second report in the memory unit, and transmits it to the distribution unit. A distribution function that distributes the information related to the aforementioned post, the first report, and the second report to the chat room. A learning support program characterized by its ability to achieve this.

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