Hello, I’m Miki Kageyama in the group Gojome.
Today we made a questionnaire for Gojome high school students
to understand what they think about Gojome, how they live and use ICT.

≪Contents of a questionnaire≫

・Do you have PC or Smartphone?
・How long do you use PC or Smartphone per day?
・For what do you use PC or Smartphone? For SNS or game or another?

・What dream do you have for the future? And why?
・What do you do for weekend?

・What is good and bad points in Gojome?
After that, we answered the questionaire from Gojome students.

 

 

【以下日本語】

 

2年の景山です。

今日、授業自体は休講だったのですが
チーム五城目は集まって作戦会議をしたので活動報告をしておきたいと思います。

今回やったこと！
・五城目高校の生徒たちへのアンケートづくり
・生徒たちからもらったアンケートへの回答
五城目高校でワークショップをするにあたって生徒たちの様々な現状を知っておいたほうがいいと
チーム内で話し合い、生徒たちへの事前アンケートをつくることになりました。

その際、はっきり目的意識を持ってアンケートをつくろうとのことで、
自分たちの目的である、五城目地域の活性化、
そのための、五城目地域の高校生たちに五城目の未来・自分たちの未来について
考えさせるワークショップを開くということを、改めて念頭に置いたうえで作成に取り掛かります。

未来について考えるなら五城目・生徒自身の現状を把握しなければいけないため、その現状を
ICT、個人、五城目、三つのカテゴリーにわけ、アンケートをつくることになり、
実際に出来上がった内容です。↓

ICT
・PC/スマホを所持しているか
・家でどれだけICTを使用しているか
→使用時間と使用目的をきく

個人
・将来の目的は何か
→できれば理由も添えてもらう
・週末の過ごし方

五城目
・五城目の好きなところ、嫌いなところ
そのあとはそれぞれのワークショップの班ごとに別れ、五城目の高校の生徒たちから送られてきた私たちへのアンケートに各々回答していました。

10/23 The Fifth Class　 Group　Gojome
My name is Ryo, and I will talk about what we have done on the fifth class regarding Gojome Project.

In the class, we did mainly three things as follows.
1, Case study about workshop, ICT education
2, Video Recording for high school students to introduce ourselves
3, Outline for workshop

First of all, since we have never hold workshops before, we agreed each other that we will do some research regarding workshops how it goes well, how to make them, and what the important things to keep in mind. We found that making a workshop is very hard and beyond our imaginations actually. Just participating a workshop, it is very simple for participants and goal is pretty clear for us since the facilitator designs precisely. Obviously we learned many things from the case study. Some of our members brought an idea from rural area in Japan such as Yamaguchi prefecture. They were successful to collect money from lots of people through cloud funding. In addition, others came up with the idea from other country such as Sweden, Netherland, and Uganda. Introducing the style ‘world cafe’ would be very interesting, which we found. We have to do many things still to design much better workshops altogether. We will definitely work on it more and more.

Secondly, we made a video clip. In a week, the project at a high school in Gojome will start, so we needed to take a video, which can introduce us to high school students. We tried to create sort of simple one, which has strong message hopefully. Hope those videos will make high school students in Gojome happy.

Finally, with the help of Professor Kishi, the outline of Gojome workshop project is kind of decided. Our strong purpose is absolutely to make Gojome town much better place to attract more and more people from different kinds of places. In order to do that, we agreed that ICT education would play a vital role. Though the discussion, we tried to incorporate the ides in terms of ICT into the workshop itself. Things we came up with were questionnaire for students. We found that sharing the ideas or thoughts between us and high school students is quit important, because we need to assess the situation in Gojome and also students should know the people in cities live with regards to ICT technology, social system, fashion and so on. From those ideas, we realized that considering the future of Japan in 2030 would play a significant role to make students understand and know the situation what is happening in the world currently and what would happen in the near future. Therefore, we decided to design the workshop including those creative ideas as I mentioned above. We still have many things to make the projects much better one. At least, we are on our rail to make the better one, we will do our best.

こんにちは、五城目プロジェクトメンバーの伊藤稜です。
今回の授業を通して、プロジェクトの双方のやりたいと掲げる意図を十二分に盛り込めたワークショップの枠組み、全体像が見えてきたのが大きな感想です。

まず授業を通して、今回私たちがやったことは大きく三つに集約されます。以下の通りです。
１、ワークショップに関するケーススタディ
２、ビデオ撮影
３、ワークショップ全体像の枠組み決め

まず私たちは、少なくとも２月上旬には高校生たちとワークショップを開催します。しかしながら、私たち自身がワークショップを作り上げた経験は皆無なので、まずは参考となるワークショップのケーススタディをすることで、学べること活かせることを議論しました。一人一人、別々にケーススタディを用意し、その内容は非常に多岐に渡っていました。山口県などの日本の地方のケースや、スウェーデン・オランダ・ウガンダなどのケースも出ました。このケーススタディに私たちはICT教育を取り入れようとしました。それは、五城目がICT面でおおきく発達すれば、将来の可能性、ビジネス面や教育面、社会問題面が大きく是正されると考えたからです。高校生たちとのワークショップでは、ワールドカフェなどのアイデアも出てきて、今後どんなものにデザインされるか、私たちは様々なことを考慮に入れて思案する必要性があります。

次にビデオ撮影をしました。このビデオは、来週から五城目高校で始動するプロジェクに際した、私たち明治大学の学生の紹介ビデオです。長々しいものではなく、シンプルにメッセージ性のあるビデオ作成に力を入れました。

最後にワークショップでの枠組みについて岸先生の指導のもと大まかな全体像が描くことができました。高校生とともに「日本の３０年後について」、色々なプロセスを踏まえて考えていくものになっています。そのプロセスの中には、情報収集の方法、ICT(Information Communication Technology)の可能性、プレゼンやディスカッションなどアクティブ教育、それに伴う論理的考察力など様々なことを組み入れている、クリエイティブなものになっています。しかしながら、まだまだ根本や詳細については突き詰めていかなければなりません。ここからがもっともっと大切になっていくパートです。

◎We shared the information about Syria we searched by ourselves.

<The cause of civil war: Arab Spring>(2010-2012)
*What’s Arab Spring?
The democratic movement through Arab countries
The development of SNS helped this movement to spread with rapidity
*The origin: Jasmine Revolution (2010)
The unemployment rate was high in Tunisia. To claim the hardness of living, one Tunisian boy committed suicide by fire, which is taboo in Islam. This affair became widely known through SNS, and the demonstration broke out.
The administration collapsed in a month.
➡Young people realized that they could break the status quo by themselves
*This movement involved Arab countries
2011 Egypt the Mubarak administration collapsed
2011 Libya the Gaddafi administration collapsed etc…
In Syria, an anti-government movement broke out
*Syria
the Assad administration: dictatorial, they give favorable treatment to　Alawite (religious minority group)
➡the nation (religious majority group) repelled
*Why civil war in Syria has been prolonged?
Foreign countries’ interference (Russia, the U.S., Kurdish)

<Transportation in Syria>
*Before the civil war
Transportation in Syria was well -developed like other developing countries.
Syrian people tend to give up their seats for elderly people.
*Now
Public transportation is all stopped because of the lack of money

<Basic information about Syria>
*Family
generally 3 generation live together in a house
*Food
They live on wheat and had vegetable and fruit in plenty
Chicken meat and lamb roast are popular
(Eating Pork is prohibited by Islam)
*Economy
Agriculture, self- sufficiency, the disparity between the rich and the poor
*The characteristic of a nation
They are talkative, and regard greeting as important.

<Education in Syria>
*Before the civil war
97% of children went to school, and a literacy rate was 90%
*Now
About 50% of children go to school
(Only 6% in an area nearby the battlefield)
*Syrian refugees in Lebanon
80% of children cannot get their education
sometimes they are bullied by Lebanese
The night school for Syrian exists in Lebanon
Some children suffer from trauma and are unable to go to school

<The countries that accept Syrian refugees>
*Turkey
1.6 million of Syrian refugees are accepted,
but out of 220K people can live in a refugee camp.
plus only 15% of those people can receive support.
To enter Turkey, they need to pass the gateway, but without passport they cannot go through except for emergency
➡they’ve got no choice but to through illegal channels
*Germany
The government accepted refugees, but some Syrian people are assaulted by German police officers.
*Countries that are not positive to accept refugees
Japan, the South Korea, Russia, Singapore

<Japanese government’s posture on Syrian refugees>
*Now
More than 400 of Syrian people are in Japan.
Over 60 people out of them have applied for refugee status determination, and yet only 3 people were accepted. (Syrian soccer player and his family)
It takes several years to be allowed to immigrate.
*Before approval
No Japanese education and employment support
*After approval
They can receive those supports from government
*The rate of refugee status determination
Japan➡0.3% The global average➡23%
*the Abe administration
They will increase the amount of support fund but wouldn’t change their posture on Syrian refugees.

<Sports in Syria>
*No remarkable records
*Soccer
Japanese man was a coach of Syria team. (2007-2009)
There is a documentary movie about Syrian soldier who used to be a professional soccer player.
Only 7 players are in Syria at present.
Because of the lack of money, they cannot employ a competent coach.
Even Football Association cannot grasp which player is still alive or not.

◎We’re going to discuss the film script.

続きを読む →

I’m Ryosuke.

Gojome is now suffering from decreasing number of working population, birthrate and youth’s leaving to megalopolis. This situation is almost everywhere else but big city like Tokyo and Osaka in Japan. This group aims at getting this situation in Japan improved by workshops and something creative and hopefully it would be a case study to save other areas which is suffering similar problems.

At the class on 10/15, we’ve done three things.

1, Planning: Brain storming of what we are going to do for Gojome town and people.

2, Investigation: WHAT we can do in following 10 weeks and WHAT is necessary for people in Gojome

(discussion and talking with people in Gojome by skype)

3,  Will be USING ENGLISH during class

<FEEDBACK>

We’re talking about some ideas to help Gojome at brain storming phase such as holding a festival of Gojome goods, taking a promotion movie of Gojome for tourists, and the tour for foreigners to Gojome. And then we have talked with person who is also doing a project in Gojome about what we are planning to do and what Gojome town needs. She is planning to carry out class that get high school students interested in work and future lives in Gojome in order to make a conscious that Gojome is nice place and get them come back to Gojome when they decide where to work, live and so on.

What we can do is different ( and I think this small difference would make an opposite result so it’s lucky to notice that at early stage)  between before and after hearing her plan and Gojome’s need because we regarded the reason why Gojome is having problems as just depopulation so we planed to spread Gojome information and attract outside( more than Gojome themselves) people to increase the number of population. However we need to actually change the mind of Gojome people’s in order to stop depopulation and get them back to their hometown.

So we plan to have a workshop for high school students to get them re-recognize their hometown.

and to practice something creative to add value to Gojome (possibly using ICT skills)

どうも、五城目町プロジェクトグループの　りょうすけ　と申します。

秋田県の五城目町は労働人口の減少、過疎化など日本の地方部に多く見られる問題を抱えています。私たちグループはワークショップや斬新なアイデアを利用してこの町の現状を改善し、これらの社会問題の解決事案を生み出そうとしています。

１０月１５日第四回目の授業で私たちのグループは３つの事を決定しました。
１、計画・・・五城目町のためにどのような形でなにを取り組んでいくのか
２、調査・・・自分たちが出来ること、五城目町の人が必要としていること
３、言語・・・授業中の公用語は英語

＜ふりかえり＞

私たちは今回の授業ではまず五城目の過疎化を防ぐために自分たちにどんなことができそうか、これからのクラスで準備、実行するための核となるブレインストーミングを行いました。人が減っている地域を活性化させるために外部からの人と経済を利用しようと考え私たちは主に五城目の観光PRビデオの作成、秋田県内にある国際教養大学の留学生を主に対象とした日本文化と日本語を現地の方とふれあいながら学ぶ観光ツアー、五城目の特産品、環境を生かした祭りの開催などのアイデアを提案しました。ある程度まとまったところで実際に五城目町で同じ問題に取り組まれている方とスカイプで双方のプロジェクトについて、五城目で実際に感じた事、自分たちにできること等をお話しさせていただきました。

スカイプによるお話しの後私たちはもう一度自分たちのアイデアを練り直すことになりました。自分たちが五城目のためにできること、効果が期待されると思っていたことと五城目が本当に必要としていることにズレを感じたからです。ここにズレが生じたままプロジェクトを進めた場合目的を喪失したり、思っていた効果が得られないことなどが考えられるため今の初期段階で気づけたことは大きかったように感じます。とりあえずは五城目の外部ではなく内部にフォーカスを当てて主に、ワークショップを通じて若い世代の五城目の人たちのコミュニティに対する意識の改革、クリエイティブなことを通して五城目という町に帰ってきたくなるような付加価値の創生を方針として掲げていこうという決定になりました。