平成 24 年度 海外インターンシップ（学部） - Department of International
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平成 24 年度 海外インターンシップ（学部） - Department of International
平成 24 年度 海外インターンシップ（学部） 海外実習演習（大学院） レポート 発表会：平成 25 年 2 月 6 日(水) 開催（平成 24 年度第 2 回目） 東京工業大学 工学部 大学院 国際開発工学科 国際開発工学専攻 発表者/ Name 所属研究室 / Lab. 発表題目/ Title 実施国 平井雄之 (B4) 大即研 ブラジルでのインターンシップ に関する報告 ブラジル Shotaro Yano (M2) Yamaguchi-Takada JICA Internship program : ICT labs. & Education in Mongolia Mongolia Tsogtsaikhan Oyun (M1) Yamaguchi-Takada Fieldwork experience in labs. Mongolia Mongolia Poong Yew Siang (M2) Yamaguchi-Takada Fieldwork at Department of labs. World Heritage Rao PDR Kenta Yokoi (M2) Field Research Experience at Yamaguchi-Takada the Department of World labs. Heritage of Luang Prabang, Lao PDR Anita II Odchimar (D2_IGP(A)) Hanaoka lab. Internship at Center for Maritime Studies-National University of Singapore ページ数 （各ページ右 下の番号） pp.1-5 pp.6-17 pp.18-29 pp.30-44 pp.45-60 Rao PDR pp.61-63 Singapore ブラジル研修についての報告書 平井 雄之 序 わたしがブラジルを選んだのは、ブラジルへ研修に行った人を聞いたことが ないし、なんだか新しくて楽しそう、というほんの軽い気持ちからでした。 そこでみたものや経験したもの感じたものは、すべてが刺激的で、他ではえ ることのできない貴重なものでした。 １部 研修のまとめ わたしが選んだオファーは「嫌気性処理法を用いた排水処理の開発にかかわ る研究」というもので、自分にとって全く未知の分野であったが、世界規模で の問題としての水不足という分野に興味があり、少なくとも自分の研究分野で ある土木工学に属する分野として、この研修内容に応募した。 あたえられた研究内容は、 「嫌気性処理を用いた排水処理プラントのスタート アップ時における処理効率のモニタリング」というものであった。 はじめの数週間は排水処理プラントの見学や、実験に必要な予備知識の学習 などをした。担当の教授によるマンツーマンの授業なども数回行われ、少しず つ知識を吸収した。 研修開始一ヶ月後くらいから、具体的な実験の内容や手順の打ち合わせ、プ ラントの始動に向けた準備に立ち会い、６週間後から実験をスタートした。 実験の内容としては、処理前と処理後のサンプルをそれぞれ採取し、COD, アルカリ度、pH、温度といったパラメータをそれぞれ計測し、処理前と処理後 でのデータをもとに処理効率を数値化して継続的に観察するというものであっ た。 途中担当の教授との中間報告と打ち合わせをしながら、11 週目まで観測を続 けた。１２週目には観測結果をまとめ、報告会として、実験内容を報告した。 観測結果からは、計画時に期待していた通りの処理効率が得られており、観 測対象のプラントはスタートアップ時において順調に稼働していることが明ら かにできた。 また、わたしの研究内容やデータが十分に評価され、担当教授から自分のデ 1 1 ータと報告の資料を学会で利用したいとの申し出をうけた。 ３ヶ月だけの実験だったが、前半で学習した知識を後半の実験で再現したこ とで、知識と経験とがつながっていくことが経験でき、満足している。また、 こうして自分の行った実験内容に対して、評価を得られたことに大きな達成感 を感じた。 メインの排水処理の研究とは別に、日本での自分の研究分野であるコンクリ ートの実験にも参加させていただいた。 せっかく違う国の大学にきているのだから、自分の日本での研究分野である コンクリート材料に関する研究も見学してみたいということで、コンクリート 材料を研究している先生すべてにメールでアポイントメントをとり、空いてい る時間でコンクリートに関する実験に参加させてもらうことができた。 自分の研究分野ということもあり、こちらの活動は、教授と意見交換をした り、日本でのものと比較しながら見学、参加したりすることができて、具体的 な研究結果が得られたわけではなかったが、非常に有意義なものであった。 写真１ 研究室の教授と学生達 最後の研究成果報告会にて。 2 2 写真２ ２部 コンクリート実験に参加 日々の生活のまとめ わ た しの三ヶ月の研修はブラジル、サンパウロ州のはずれにある Ilha Solteira という小さな町で行われた。町の中心には研修先である UNESP Ilha Solteira という工学系の大学があり、町はその大学に通う学生のための町という 感じであった。 その大学から歩いて２０分くらいの場所にあるシェアハウスのようなところ で、８人のブラジル人と自分を含めた６人の外国人(途中で２人帰国し、２人新 しくきたので同時に最高４人)と共同生活をした。 家にはお手伝いさんがいて、掃除、洗濯、ランチの用意をしてもらった。 シェアハウスのメンバー達は本当の家族のようで、多くの時間を彼らと過ご した。 町には世界中からたくさんの IAESTE の研修生がきており、彼らと集まって 時間をともにすることも多くあった。 最高時で 60 人くらいの外国人がその町で研修をしていたと思う。入れ替わり でたくさんの研修生がきたが、小さな町なので、みんなすぐに顔馴染みになっ た。 外の飲食店や、頻繁に開かれていたホームパーティーによく集まってみんな でお酒を飲みながら談笑して交流を深めた。 3 3 はじめのうちは英語に自信が持てず、なかなか会話に入っていくのが大変で あったが、とにかく頑張って、そういう機会にはできるだけ参加するようにし た。 結果的にこの外国人との集まりに参加し続けたことが、英語力の向上に一番 つながったと感じている。はじめ聞き取れずに参加できなかった会話にも後半 ではずいぶん馴れて、参加できるようになり、多くの友達ができた。 本当に多様な地域からたくさんの人が集まっており、そういった人たちと会 話を交わすということはとても刺激的であった。様々な国の文化について意見 を交換したり、時には日本のアニメや文化について話したりすることもあった。 語学の面においても多くの刺激をうけた。多くのヨーロッパ人は３カ国語か ４カ国語をしゃべれる人が多く、どのように学習したかを質問した。これから 語学を学習する意欲が強くわいた。はじめは聞き取ることが難しかったアクセ ントの強い英語も、最後の方では聞き分けられるようにもなってきた。 このように日々の生活の中でのたくさんの人との出会いが３ヶ月の研修で得 られた一番の財産である。 ３部 旅行記のまとめ 研修中は週末を利用して、数回旅行に行った。２度 IAESTE Brasil が主催す る旅行に参加し、２度は町の外国人達で企画して旅行をした。そのうちの一つ は自分が中心となって企画をした。 その中から特に印象的だったものをいくつかあげると、まずはついて２週目 に参加した IAESTE 主催の旅行である。サンパウロとリオデジャネイロの州境 にある Ubatuba というキレイなビーチで有名な場所を訪れた。 ブラジルに研修にきている研修生が対象で、５０人近くの人が参加していた。 初日は全く英語の会話に入っていけず、本当につらく、帰りたいとさえ思っ た。 それが最終日には参加して本当によかったと思うことになる。旅行の期間中 に徐々に皆と打ち解けることができ、自分の英語に自信をもち始めたと同時に 英語力の向上が実感できた。その旅行だけで１７カ国以上の人と出会い、話を することはとても刺激的で、自分が海外で研修している意味や価値を強く感じ るきっかけとなる旅行であった。とても大きな充実感を得られた週末であった。 4 4 日系ブラジル人の友人の実家を訪れた経験も非常に貴重なものであった。そ の家で、友達のおじいさんにあたる日系一世の方と話す機会があった。その方 は佐賀県で生まれ、２歳のときに父親と一緒に４５日かけて船でブラジルに渡 ったそうだ。会話は日本語であった。 ７０年以上も前に日本を発ってブラジルにわたった人がいるという歴史は知 っていたが、実際に経験された方の話は貴重なもので時に衝撃的なものであっ た。 写真３ IAESTE の旅行で出会った友達。本当にたくさんの友達ができた。 あとがき ブラジルでの三ヶ月を 3 部構成にしてまとめました。それぞれのまとめには 書ききれないほどのたくさんの経験をし、上のまとめからもみられるように工 学研修の内容はもちろんそれ以外の日々の生活や旅行中の異文化交流という面 でも、非常に濃い研修ができたと満足しています。 このような機会を与えてくれた人すべてに感謝するとともに、多少の不安が ありながらも、この研修に応募して本当に良かったと思っています。 （以上） 5 5 JICA インターンシッププログラム 活動報告書 2012 年 9 月 2 日〜2012 年 11 月１日 JICA モンゴル事務所 東京工業大学 理工学研究科 国際開発工学専攻 山口・高田研究室 矢野晶太郎（修士 2 年） 1 6 1 概要：JICA (独立行政法人 国際協力機構) JICA は、“日本の政府開発援助(ODA)を一元的に行う実施機関として、開発途上国への 国際協力を行っている。 「すべての人々が恩恵を受けるダイナミックな開発」というビジョ ンを掲げ、多様な援助手法のうち最適な手法を使い、地域別・国別アプローチと課題別ア プローチを組み合わせて、開発途上国が抱える課題解決を支援している”1機関である。 現在 JICA は前述のビジョンを掲げ、4 つの「戦略」によって、4 つの「使命」を実行し ている。これらのビジョン、戦略、使命が JICA 事業の大きな柱となり、国内外での活動 を進めて行く上での方針となっている。 Mission 1. グローバル化に伴う課題への対応 グローバル化の進展は経済発展を促し、人々に新たな機会をもたらすというプラスの側面 がある一方、共に偏在化や国境を超えた気候変動、感染症、テロ、経済危機の拡大と言っ たマイナスの側面がある。JICA はグローバル化に伴って途上国が直面する多様な課題の解 決に、日本の経験や技術も活用しながら、国際社会と連携して総合的に取り組んでいる。 Mission 2. 公正な成長と貧困削減 開発途上国の貧困層は、経済危機や紛争、災害などの影響に脆弱で、貧困が悪化するリス クにさらされている。また貧富の格差の拡大は、社会の不安定要因になっている。貧困削 減のためには、貧困層に配慮した公正な成長を通じた雇用機会の拡大や教育・保健などの 公共サービスの強化が必要である。JICA は、途上国の人材育成・能力開発、政策・制度の 改善、社会・経済インフラの整備を支援し、公正な成長とそれを通じた持続的な貧困削減 を図ってゆく。 Mission 3. ガバナンスの改善 国家のガバナンスとは、その資源を効率的かつ国民の意思を反映できる形で、投入・配分・ 管理できるような社会のあり方を意味し、その改善は途上国の安定的な発展に重要である。 しかし途上国では法・司法制度や行政機関が脆弱なため、限定的な住民参加や行政サービ スの提供等に問題を抱えている。JICA は、国としての基本的な制度の改善と、人々のニー ズに基づいて公共サービスを効果的に提供する制度の改善、それらの制度を適切に運用す る為の組織づくり・人材育成を支援する。 Mission 4. 人間の安全保障の実現 グローバル化の進展によって、国境を超えたさまざまな脅威が増大し、途上国の多くの人 が内戦、災害、貧困といった人道上の脅威に晒されている。 「人間の安全保障」とは、ひと 1 独立行政法人国際協力機構：JICA について, http://www.jica.go.jp/about/index.html, (201.01.06) 2 7 り一人の人間を中心に据えて、紛争、テロ、災害、環境破壊、感染症などの「恐怖」や貧 困、社会サービス・基礎インフラの欠如といった「欠乏」の脅威から保護し、自ら対処す る能力を強化することで、尊厳ある生命を全うできる社会づくりを目指す考え方である。 JICA は社会的に弱い立場にある人々を様々な脅威から保護するため、社会・組織の能力強 化と、人々自身の脅威に対処する力の向上を支援してゆく。 これらの Mission を達成するために JICA は下記の４つの戦略を掲げている。 戦略 1. 包括的な支援 技術協力・有償資金協力・無償資金協力という 3 つの援助手方を一体的に運用して、途上 国の政策・制度の改善・人材育成と能力開発、インフラ整備を、有機的に組み合わせた総 合的な支援を行う。また、複数の国にまたがる地域横断的な課題や、複数の分野にまたが る課題に、多様な援助手法と拡大した事業規模を生かして取り組む。 戦略 2. 連続的な支援 多様な援助手法を組み合わせ、紛争や災害の予防から、発生後の緊急支援、早期の復興に 向けた支援、そして長中期的な開発支援まで、つなぎ目の無い連続的な支援を展開する。 JICA は各国の発展段階に合わせた適切な支援を行うとともに、将来にわたって持続的に発 展していけるよう長期的な視点で連続した支援を展開する。 戦略 3. 開発パートナーシップの推進 開発途上国の最良のパートナーとなることを目指し、 「現場」を重視して変化するニーズを 的確に把握し、 「成果」を重視して迅速かつ効果的に相手国の自助努力を後押しする。また 地方自治体、大学、NGO、民間企業などとの連携や、青年海外協力隊・シニア海外ボラン ティアなどへの参加を促進する。さらに国際協力のプレーヤーが増加し、途上国への支援 が多様化している国際社会において、長年にわたる経験を持つ世界最大規模の援助機関と しての責任をはたすべく、国際機関やほかの援助機関との連携を推進し、国際協力の枠組 みづくりを主導する。 戦略 4. 研究機能と対外発信の教科 開発途上国の開発課題をめぐる国際潮流は、グローバル化の進展や国際協力の新たなアク ターの台頭などの状況の中で、大きく変化している。 「JICA 研究所」を設置し、事業の現 場で得てきた知見を生かしつつ、内外の学識者との幅広い連携を図り、日本のみならず世 界の国際協力に新しい知的価値を提供し、新たな開発潮流を主導すべく、研究機能と発進 力を強化する。 3 8 JICA はこれらのビジョンと使命を、多様な援助手法を有機的に組み合わせ実現できるよう 挑戦している。 様々な国や地域、省庁とプロジェクトを行う JICA はアジア(22 拠点)、大洋州（9 拠点）、 北米・中南米（22 拠点） 、アフリカ（26 拠点） 、中東（9 拠点）、欧州（4 拠点）の計 92 拠 点を構え、プロジェクトや調査を進めている。 2011 年における ODA 実績は総額 198 億 5,737 万ドル（1 兆 5,828 億円）であり、内 1,889 億円は技術協力、6,097 億円は有償資金協力、1,076 億円は無料資金協力に使用されている。 広く知られている青年海外協力隊およびシニア海外ボランティアも JICA の活動の一環 である。JICA ボランティア事業に区分され「開発途上国の発展に貢献すること」を目的と し、よりよい明日を世界の人々と共有するため、日本が持つ技術や経験を伝え、役立てて もらうことを意義とすると同時に、開発途上国との友好親善及び相互理解の深化にも焦点 を当てている。20 歳〜39 歳は「青年海外協力隊」 「日系社会青年ボランティア」 「短期ボラ ンティア」として活動することが可能である。また、40 歳〜69 歳の方は「シニア海外ボラ ンティア」 「日系社会シニアボランティ」 「短期ボランティア」として活動している。 2 JICA インターンシッププログラム 2.1 概要：JICA インターンシッププログラム JICA インターンシッププログラムは国際協力・開発援助に関わりの深い研究を行 い、将来同分野において活躍する意思を持っている大学院生（応募資格については Table1 を参照）、または国際協力に強い関心を有する若手医師を対象に、JICA 各機 関（本部、国内機関、在外事務所）における実習経験を通じて、JICA 事業及び日本 の国際協力・国際援助に関する理解を深めることを目的としている。 実習内容は、配属先における一般業務補助もしくは配属先が設定した特定テーマに 関する業務（補助）となる。具体的な内容は、インターンの配属先の指導担当者との 間で打ち合わせをして最終調整のうえ決定される。 実習機関は実習毎によって異なる。応募者はその期間の内、自らのスケジュールを 考慮し、実習先と相談の上実習期間を決定する。 一つ重要な点は、JICA インターンシップは基本的な費用はインターンシップ生本 人が負担することとなっている。航空券や現地での宿泊、生活費などを考慮にいれ応 募を考える必要がある。 4 9 Table 1 (1) 応募要件 応募時及び実習期間全体を通じて、 (ア) 日本の大学院（専門職学位課程、修士課程、博士課程）に在学中の者、または (イ) 海外の大学院に留学中の者 (2) 国際協力・開発援助に関係のある研究を行っていること。 (3) インターン（医師枠）を希望する者は、上記(1)(2)によらず、「医師免許」の有資格者で、日本の医療現 場での活動経験を有するもの。 (4) 将来国際協力関連の仕事に従事することを希望していること。 (5) 心身ともに健康であること。 （特に海外での実習を希望する者は、配慮を要する既往症や病気にかかって いないこと。） (6) 十分な日本語能力及び実習に必要な外国語能力を有すること。英語の場合は英検 2 級以上、TOEIC640 点以上、または TOEFL iBT61(PBT500、CBT173)以上、IELT5.0 以上。フランス語は仏検 2 級以上、 DELFA２以上。スペイン語は西検 4 級以上、DELE 初級以上。なお、実習内容によっては上記レベル 以上の外国語能力が求めることがある。 (7) これまで本プログラムに参加した経験が無いこと。 (8) 現在、JICA 国内長期研修制度及び海外長期研修制度の受講者でない者。 (9) 希望する実習ポストが指定している「応募資格要件以外に必要な要件」を満たしていること。 (10) 本プログラム参加に要する経費を基本的に自己負担できる者。 2.2 選考方法・選考スケジュール 大学院生インターン及び医師枠インターンの募集は４月に行われる。私が応募した 2012 年度を事例として説明する(Table2 選考日程)。2012 年度 JICA インターンシ ップの書類応募締め切りは 2012 年 4 月 25 日であった。 Table 2 選考日程 選考 日程 応募締切（必着） 2012 年 4 月 25 日 書類選考結果通知 2012 年 5 月 23 日 5 10 面接選考 2012 年５月 24 日〜6 月 7 日 面接選考結果通知 2012 年６月 14 日 事前オリエンテーション 2012 年 6 月 22 日 インターンシップへの応募には 7 種類（海外留学中の学生は８種類）の書類の作成 が必要となる（Table3 応募書類）。応募書類で最も大きなウエイトをしめるものは 自己申告書である。自己申告書に、実習ポストの科目（分野）/国（地域）のどうい う点に興味があってインターンシップに応募したのか、その理由。インターンシップ を通じて何をどれだけ達成することを期待するか、またその為にどういう基礎知識/ 経験がどのくらい自分にあると考えるか、大学院でどのような研究を行っているかと いうことを記入する。 Table 3 応募書類 1 応募申請書 2 履歴書 3 自己申告書（本プログラム/実習ポストを希望する背景、本実習ポストへの期 待、大学院における研究内容と将来の進路） 4 指導教官の申請状 5 健康に関する質問票 6 在学証明書 7 語学力に関する証明書 ８ （海外留学中の方）現在加入している海外旅行保健等の内容を照明する書類 の写し 2012 年度の応募申請書の締切は 4 月 25 日であった。1 ヶ月ほどの書類選考経て、 面接試験へと移行する。面接試験は市ヶ谷にある JICA 研究所にて実施された。面接 は希望実習先の職員 3 人（インターンシップ担当職員、モンゴル事務所次長、所長） と 20 分程度、スカイプビデオ会議を通じて行われた。インターンシップへ応募した 動機や大学院での研究、モンゴルでの生活、将来の進路などについて質問があった。 また、面接の中で、 「事前オリエンテーションに参加は可能か？」という質問がある が、これは原則インターンシップ生全員参加必須なので、参加が難しいと解答すると インターンシップに落選する可能性もある。オリエンテーションの日付はインターン 6 11 シップ募集要項に記載されている。結果は面接から約 1 週間後に伝えられた。 2.3 インターンシップへの参加準備 選考合格者は６月 22 日に JICA 国際協力人材部総合研修センター（東京、市ヶ谷） において実施される事前オリエンテーションに参加し、現地での活動や生活、安全面 への講習を受講する。その後、実習先の担当者と連絡を取り合い、実習内容やスケジ ュール、渡航時期について調整を行う。また、実習場所によっては予防接種が必要と なる。モンゴル国は A 型肝炎、B 型肝炎、破傷風、狂犬病の予防接種が必要である。 尚、予防接種費用は JICA から補助が支給される。 3 現地での活動 3.1 本インターンシップの目的 現在、モンゴル国では ICT の導入が政府主導で積極的に進められている。日本の ４倍の国土面積に、世界一人口密度が低く、冬期は−40 度にもなり、移動も困難にな るというモンゴル国の特質を鑑みると、特に教育分野への ICT 技術の導入は、持続 可能な人材育成・教育開発を促進する手法として期待されている。 本インターンシップでは、上記の背景を受け、「モンゴル基礎教育分野への情報技 術の導入に関する調査」というテーマのもと、初等教育分野を中心に教育分野にて ICT がどのように普及し、使用されているかという現状調査を行った。また、政策 面での調査も実施し、ICT と基礎教育の現状を包括的にまとめた。 また、上記テーマを調査すると同時に、JICA モンゴル事務所内で業務がどのよう に進み、多くのカウンターパートとプロジェクトを実施している JICA を通じて、国 際協力、国際開発の仕事や実態を学ぶ。 4 現地での生活 4.1 JICA モンゴル事務所：安全講習 JICA に配属された当初行われたのは、モンゴルでの生活の仕方、風邪・怪我への 対処法、外国人への犯罪の警告、夜間の事件事故についての説明であった。モンゴル 国は他の発展途上国と比較しても安全ではあるが、ここ数年でも青年海外協力隊員・ シニア海外ボランティア隊員が深夜帰宅時に窃盗・暴行を受ける事件が発生している。 そのうち 1 件で一人が死亡している。JICA モンゴル事務所では夜間 10 時以降は帰 7 12 宅することを推奨している。 モンゴル国で特にはやっている病気や疾患は無いが、過去 A 型肝炎が流行したこ ともあり、手洗い、衛生管理を徹底すること。寒暖の差による体調不良や食あたり等 に関する注意を受けた。 また、モンゴル国は現在建築ラッシュであり、特にウランバートルでは数多くのビ ルが建設中である。建築現場付近では建材・資材の落下による事故が起きており、建 設現場付近を通行する場合には注意が必要であるとのことであった。 4.2 物価 2013 年 2 月 12 日現在、1 円=14.72MNT（モンゴルトゥグルク）である。このレ ートの為、日用品、食料品などは日本に比べて安い。しかし、外国語メニューがある レストランは比較的価格が高く、日本でのレストランとあまり価格は変わらない。ラ ンチプレートなら 800 円〜1000 円程度、ピザなら 1200 円程度である。 4.3 買い物・食生活 2 ヶ月間のインターンの間、食事はレストランと自炊を併用していた。自炊とレス トランの割合は 3 対 1 程である。日本から 5kg の米とインスタント味噌汁、おかず となる缶詰なども持って行ったのでそれらの食材を使いながら、自炊を行っていた。 また、モンゴル国は「ザハ」と呼ばれる小売店鋪集合型商業施設があり、ウランバー トル市内にも４つほど大きなザハがある。肉、野菜、果物といった生鮮食料は主にザ ハを訪れて手に入れていた。肉はその場で捌かれ、量売りされるので日本よりも安く 味も良い。 生活必需品はザハや小売店（日本でのコンビニエンスストアのようなもの） 、デパ ートで購入していた。 4.4 宿泊先 宿泊先にはモンゴル教育大学の留学生寮を使用していた。1 日 20,000Tg（1600 円 程度）で、シャワー、トイレ付きの部屋を使用していた。キッチンスペースは付属し ていなかったので、窓際にカセットコンロを置いて料理をしていた。シャワーは出な いことが多く、平均して 1 週間に 2 日〜3 日はお湯で濡らしたタオルを使用し、体を 拭き、頭を洗っていた。 8 13 4.5 JICA モンゴル事務所 JICA モンゴル事務所はウランバートル市の中心部スフバートル広場の隣のブロ ックに位置する。私が宿泊していた寮からは徒歩で 20 分弱ほどであった。現在、日 本スタッフ 10 人、モンゴル人スタッフ 16 人が勤務している。プロジェクトマネジ メント、現地調整、ボランティア活動支援などを主な業務としている。勤務時間は朝 9 時から 5 時までとなっており、水曜日は定時退社日である。 5 JICA での活動 近年の基礎教育分野を取り巻く ICT の現状と課題を分析と JICA の業務を知る為に大き く分けて４つの活動を現地にて行った。 5.1 NGO やカウンターパートへの聞き取り調査 教育と ICT に関するプロジェクトやそれに関する情報を調べる為に、セーブ・ザ・ チルドレン・ジャパン教育プログラムマネジャー、ゲレルトゥヤ氏とモンゴル教育大 学 IT・コンピュータ学部学科長、ムンフトヤ氏と面会した。 2012 年 6 月よりセーブ・ザ・チルドレン・ジャパンでは 4 年間の教育支援プロジ ェクトが実施されている。世界銀行がマネジメントを行っている日本社会開発基金か ら援助を受けたプロジェクトであり、モンゴル国の地方のさまざまな困難な地域に住 む子どもの教育成果を向上させることにある。特に社会的にも環境的にも困難な状況 にある 5〜10 歳の遊牧民の子どもたちを対象としている。これらの子どもたちは学校 そして宿舎である寮での生活で困難に直面することが多く、学校を辞めてしまう子ど もも少なくない。本プロジェクトではそのような子どもたちのために、入学前プログ ラム、放課後学習プログラム、低学年向け遠隔教育プログラム及び教材開発を計画し ている。プロジェクトの一環として、教材の開発が行われる予定であるが、その教材 は本、テキスト教材、教育玩具など様々なものが想定されている。その教材のひとつ として、ICT を用いた教材の作成が予定されている。具体的には VCD や DVD を用 いた映像教材、コンピュータで遊びながら学ぶソフトウェア教材などを、ICT の専門 家と共同で作成する。また、教育設備の強化を目的として、寮の改修・修繕を行う予 定であるが、その一部として ICT 機器の購入、設置も予定している。 ムンフトヤ氏へのインタビューでは現在の大学教育における IT 技術教育を中心に 大学の現状、卒業生の進路などについて調査を行った。1 学年 100 年ほどの学生が在 籍しており、情報技術と情報システムを教える 2 コースがある。モンゴル教育大学 9 14 の一学部であるから、教員の養成を第一の目的と考えており、情報科学教員、情報数 学教員、コンピュータ及びソフトウェア教員という 3 種類のタイプの教員を育成し ている。しかし、卒業後の進路は多様であり、教員、プログラマ、SE、携帯などの 情報通信産業などで卒業生は働いている。近年は修士課程・博士課程に進む学生も増 えている。しかし、日本とは違い数ヶ月間勉強し、その後数ヶ月間仕事を行い、また 勉強を行うという方法を取るようである。この学部は他の学部の生徒にも IT 関連教 育を行っているが、実質 IT の授業は学部 1 年生の時に 1 学期または 2 学期程度しか 無く、IT 学部以外の教員を志望する学生が十分な情報技術に関する知識を得ている のかは不安がある。 本来はこれら以外の NGO やカウンターパートにも聞き取り調査を行う予定であ ったが、できなかった。なぜならば、インターンシップの直前に国政選挙が行われ、 それまでの第一党が失脚し政変が起こったからである。このため省庁などは人員の配 置換えが頻発し、それまで ICT と教育関連プロジェクトに携わっていた方への連絡 が難しくなり、また新しく配置されたスタッフでは知識が全くないということから、 上記の 2 つのカウンターパートへの聞き取り調査のみにとどまった。 5.2 文献調査 他の活動と同時にこれまでモンゴル国で実施された ICT 関連政策、ICT 関連プロ ジェクトのドキュメント調査を実施した。モンゴル国では数多くの ICT 関連政策が 実施されており、これらのドキュメントを調査することで、国の方針やこれまで実施 されたプロジェトの概要について情報を収集した。 ドキュメントは聞き取り調査やカウンターパートへのメールを通じた質問、JICA モンゴル事務所に保管されているドキュメントなどを中心に調査を行った。その結果、 モンゴル国で行われている ICT 政策の概要、また教育機関における ICT インフラの 現状を理解することが出来た。 その反面、文献は省庁がまとめて持っているといったデータベースのようなシステ ムは無く、個々の機関にその都度連絡を行い、収集を行った。またモンゴル語でしか 書かれていなドキュメントもあり、翻訳作業に時間がかかった。 5.3 JICA「子どもの発達を支援する指導法改善プロジェクト フェーズ 2」への参加 JICA が 2006 年度から開始した「子どもの発達を支援する指導法改善プロジェク ト」は 2009 年からフェーズ 2 に移行している。このプロジェクトでは教員の教授法 10 15 のスキルや知識向上の為に、指導書の作成や授業観察と行った教育技術改善方法を提 案している。私は 9 月 24 日〜26 日の 3 日間、同プロジェクトの授業観察モニタリ ングに同行した。モンゴル国北部に位置するボルガン県のソム（村）を訪れた。ゴル ワンブラグ総合学校にて授業観察を行い、学校でどのような授業が行われているのか、 また教員がどのように授業改善を行っているのかを学んだ。 また、初等教員に聞き取り調査を行い、学校にどのような ICT 機器が整備されて いるのが、授業でどのように ICT が使われているのか、また ICT を使用する上での 課題を調査した。 5.4 青年海外協力隊員への聞き取り調査 モンゴル国には常時 50 人程度の青年海外協力隊員やシニア海外ボランティア員が 活動を行っている。これは草の根の活動であり、現地に住み、スタッフと生活をとも にし、2 年間のボランティア活動を行う。私はインターンシップ期間中に 4 名の青年 海外協力隊員に聞き取り調査を行った(Table4)。今回聞き取り調査を行った隊員は小 学校または職業学校で PC インストラクターとして活動しており、聞き取り調査を通 じて学校の ICT の利用に関する現状や直面している課題を調査した。 その結果、PC やインターネットなどは整備されつつあるが、機材の個数が未だに 不十分なこと、海賊版ソフトウェアが一般的に使用されていること、コンピュータウ イルスが業務を妨げていること等多くの問題が浮き彫りとなった。 Table 4 青年海外協力隊員 Name Job Date Destination Mr. Adachi PC instructor 12th, Oct Baganuur (UB) Mr. Kaburagi PC instructor 16th, Oct Selenge aimag Ms. Kon PC instructor 16th, Oct Selenge aimag Mr. Komori PC instructor 17th, Oct Darkhan aimag 11 16 Fig 1 6 訪問地域 まとめ 今回のインターンを通じて、モンゴル国の教育分野で導入が進められている ICT の現状 と課題を取りまとめることが出来た。モンゴル国は政府主導で教育分野への ICT の導入を 進めているが、現場レベルでは未だに機器の不足や不正プログラムなどの課題があること がわかった。本インターンを通じて収集した情報をまとめ、「インターン実習報告書」（51 ページ）を作成した。2013 年 3 年には全 JICA インターンシップ生を集めた報告会でも発 表を予定している。 7 感想 海外に 2 ヶ月滞在したことは初めてであり、生活からインターンシップまで新しいこと 尽くめの体験であった。中でも世界有数の国際機関でインターンシップが出来たことは得 難い経験であった。インターンシップ期間中でも複数のプロジェクトが同時進行で実施さ れており、プロジェクトの調査やミーティングなど JICA の様々な業務の話しを聴くこと が出来た。インターンシップでは ICT と教育の情報を包括的に取りまとめることが一つの 目的であったが、 それと同じく JICA を知ることも大きな目標であったので、2 ヶ月間 JICA モンゴル事務所の方々と机を並べ過ごせたことは、とてもよい勉強となった。本学からの JICA 海外事務所へのインターンシップは初めてとのことであったが、今後多くの生徒がこ のインターンシップで国際機関での仕事を学び、視野を広めることを期待する。 1 つ難しい点は、JICA のインターンシップでは航空券や基本的な生活費を自分で負担し なければならないことである。地域によって JICA からも支援がでるが、学生が JICA イン ターンシップに応募する時は研究室や学校からの援助も考慮するべきだろう。 12 17 FIELDWORK REPORT Tokyo Institute of Technology International Development Engineering Department Yamaguchi-Takada Laboratory, 1st year Master student Tsogtsaikhan Oyun Duration: January 18 – 28, 2013 (10 days) Project: JICA grassroots project: “Sustainable use of ICT for improving the quality of primary education in rural Mongolia” Team members: Tokyo Tech Team Prof. Yamaguchi Shinobu Prof. Takada Jun-Ichi John Yam Auxillos OyunTsogtsaikhan Mongolian Team Orgilmaa.L Prof.Jadambaa.N 30 Jan 2013 1 18 Contents List of abbreviation ...............................................................................................................................................3 1. Background ...................................................................................................................................................4 1.1. Khovd aimag .........................................................................................................................................4 1.2. Aimag level competition .......................................................................................................................4 2. Objectives: ....................................................................................................................................................5 3. Summary of the overall objectives ...............................................................................................................5 3.1 Activity 1: To know how JICA grassroots project has been implementing in Mongolia.............................5 a) Monitoring aimag level competition at Progress school ..........................................................................5 b) Meeting with ECD acting director Mr.Delgersaikhan. ..............................................................................5 c) Interview with school principals (baseline survey and research related question) .................................7 d) Baseline interview with teachers .............................................................................................................7 e) Interview with ECD methodologist /ICT methodologist ...........................................................................8 f) Steering committee meeting ....................................................................................................................8 3.2 Activity 2: To observe initiatives using ICT in primary schools in Mongolia ...............................................8 a) Focus group discussion of OLPC teachers ................................................................................................8 3.3 Activity 3: To identify specific information of my research ..................................................................... 10 a) Interview with Netcom director ............................................................................................................ 10 b) Meeting with MECS officer .................................................................................................................... 10 c) Meeting with ICTPA officer.................................................................................................................... 12 Self-observation: ............................................................................................................................................... 12 2 19 List of abbreviation JICA Japan International Cooperation Agency MECS Ministry of Education Culture and Science MSUE Mongolian State University of Education ECD Education Culture Department ICT Information Communication Technology OLPC One Laptop Per Child or XO ICTPA Information Communications Technology and Post Authority Tokyo Tech Tokyo Institute of Technology ISP Internet Service Provider Netcom Network Company (Government owned Information communications network company) Erdemnet Educational network MUST Mongolian University of Science and Technology HSUM Health Science University of Mongolia VSAT Very Small Aperture Terminal DSL Digital Subscriber Loop DWDM Dense Wavelength Division Multiplexing USOF Universal Service Obligation Fund 3 20 1. Background Under the collaboration between JICA, MECS, MSUEand Yamaguchi-Takada Laboratory of Tokyo Tech “Sustainable use of ICT for improving the quality of primary education in rural Mongolia” project is implementing in all provinces of Mongolia from 2012. This mission report highlights the experiences and impressions about the first fieldwork in Mongolia. This mission was valuable to understand what JICA project is trying to do in Mongolia, how is it affecting Mongolian education sector, how are the missions organized and conducted, also visit and see beautiful nature of Khovd aimag and meet local people to understand their culture and characteristics. 1.1. Khovd aimag Khovd aimagis located in the west side of the country and center of the western region (Khovd, Zavkhan, GobiAltai, Uvs, Bayan-Ulgii) of Mongolia. And also Khovd aimag is named multi-national province in Mongolia. It has more than 17 nationalities and ethnicities. Each of these groups has its own distinct traditional culture. There is a rather large minority Kazakh-Mongol population that speaks both Kazakh and Mongolian. Khovd aimag has the advantage of that all soum centers has the electricity and on the west and south-west side Khovd aimag borders with China. Figure 1. Khovd province location 1.2. Aimag level competition According to the “Sustainable use of ICT for improving the quality of primary education in rural Mongolia” project’s output 3: Rural primary school teachers design, develop and utilize digitalized training materials including local contents based on their own local needs.Education Culture Department (ECD) in each aimag will be in charge of holding the aimag level competition and selecting the best 6 subjects for trainingmaterial contents. Training contents of 6 subjects selected by 21 aimags and UB will be evaluated at the national level competition and the best 5 aimags representing each 5 regions will be selected. During the mission period in Khovd aimag, this aimag level competition was organized and project team was able to monitor the competition process and training materials. 4 21 2. Objectives: First fieldwork aims to achieve the following objectives: 1) To know how JICA grassroots project has been implementing in Mongolia 2) To observe initiatives using ICT in primary schools in Mongolia 3) To identify specific information of my research in both province level and government level 3. Summary of the overall objectives 3.1 Activity 1: To know how JICA grassroots project has been implementing in Mongolia a) Monitoring aimag level competition at Progress school On Jan 22, Tokyo Tech team visited at Progress school where the aimag level competition was organized. ECD methodologist and Tokyo Tech team gave a speech to opening the competition. There are 22 schools sent their digitalized training materials for ECD out of total 24 schools. 9 Judgesfrom different schools have chosenbest 9 schools material on Math subject. Findings: Localized context, for example: Khovd aimag is the one of the main plantation province in Mongolia. So teacher using how to measure active space of their plantation area; Teachers were very motivated and try their best to do training materials and spent a lot of time; Interesting that teachers prepared attraction tools together with scratch project; Almost every material was using children’s favorite story heroes and cartoon characters; Even its only on Math subject, almost all material had the different topic; They calculated scenario second by second; Figure 2. Province level competition b) Meeting with ECD acting director Mr.Delgersaikhan. On 21st January Tokyo Tech team had meeting with ECD acting director Mr.Delgersaikhan. He gave us presentation for introduced JICA project implementation in Khovd aimag. There are total 24 schools 5 22 functioning in aimag level (primary, secondary and high). Rural 17 schools, aimag center 7 schools. And total 18,345 students and 974 teachers (340 teachers are primary teachers). There are 4 mentor teachers attended the National level training from 28 Oct – 27 Nov 2012 and conducted 5 regional training for 12-21 teachers. He also mentioned that they started aimag level competition on teachers day with 500,000₮ fund and evaluate this competition from 15 Jan – 28 Feb. Ms.Bat-Erdene is heading the judges working group. The 1st round evaluated and judges selected the best 9 training material on Math subject. Not only primary teachers but also secondary school teachers joined the training and theylearning from each other. After the aimag level competition ECD will distribute the first 3 placesubjects for all 24 schools by write it on CD. Mentor teachers also write guideline for teachers. He said that JICA implemented several projects in Khovd aimag including IT labs, OLPC, teacher exchange program and this project which are all helping us to improve our teachers skills. He mentioned that advantage of this project is that it can cover 30% of the all teachers in Khovd aimag and teachers using the program for increasing the motivation of children. After the meeting Mr.Delgersaikhan he transferred his duty to new ECD director Ms.Undrakh. Findings: Project can cover more than 30% of the all teachers in Khovd aimag; Secondary school teachers also want to join the training; Almost all schools participated this aimag level competition; ECD organized aimag level training successfully and saved some amount of money from trainings; ECD will distribute best 3 schools materials on CD to all 24 schools; JICA projects helping to improve teachers skills and children’s motivation; Figure 3. With new ECD director 6 23 c) Interview with school principals (baseline survey and research related question) On 21st January, Tokyo Tech team conducted baseline survey and interview from three different school principals (Mr.Munkhjargal principal of Tsast-Altai school, Mr.Tsagaantsooj principal of school #3, Ms. Principal of school #7). According to the research interview question, School #3 and Tsast-Altai schools connected internet since 2009affordedby the MECS project. These schools have an advantage that internet connection fee provided from MECS every year. But other schools which could not joined the MECS project, they are paying internet fee by themselves. They are facing some difficulties that internet speedis very slow, no additional budget for increasing the speed, intermittent connection because of many computers using together and over loadings. Findings: Schools connected by fiber optic cable and they have enough capacity; MECS provide the internet connection fee; All schools at aimag center are sharing 1mbps and its around 128kbps; Lack of ISP’s competition in Khovd aimag; No change in school level internet connection fee; IT teacher is in charge of school’s internet connection; According to the new education law, it mentioned every school has to be with technical staff; d) Baseline interview with teachers On 23rd January, Tokyo Tech team conducted baseline Interview from 3 teachers from school #1 and #3. Findings: Teachers could not attend all trainings organized in Ulaanbaatar; Only ECD provide several trainings for primary teachers; Lack of computer and training materials. They can use only in library; According to the XO both teachers and children developing; Figure 4. Baseline interview with primary teacher 7 24 Teachers working together by team more often than before; Teachers developing themselves by asking and helping each other; They using internet to prepare training materials; e) Interview with ECD methodologist /ICT methodologist On 24th January, Tokyo Tech team had interview with ECD methodologists Ms.Bat-Erdene and Mr.Batnasan. Findings: 16 schools have internet connection out of 24. But only 6 of them has fiber optic cable connection; They have plan to connect all schools and kindergartens for coming 4 years; Computer ratio is now 1pc has 15 students. They also have a plan to reducing this number until 5; They choose Tsast-Altai school for XO, because they have connected internet and has the best teachers; f) Steering committee meeting On 25th January, Steering committee meeting was held in MSUE room #A-207 on 14:00pm. During to the meetingTokyo Tech team introduced the Khovd mission report, Mr.Sukhbaatar introduced baseline survey report and finally steering committee members discussed when and how to organize national level competition. Findings: Baseline surveys conducted from 838 teachers (target was 500) and 222 school principals and training managers (target was 70); National level competition will organize: o specialist team will read all 200 materials first; o then chose best 5 set of subjects means 30 materials based on their scenario; o Organizing national level competition among best 60 materials and announce the winners; o When: end of May or begging of the June; 3.2 Activity 2: To observe initiatives using ICT in primary schools in Mongolia a) Focus group discussion of OLPC teachers On 22nd January, Tokyo Tech team conducted focus group discussion at Tsast-Altai primary school. Training manager introduced us for how is the improvement in school by using XO. For example, learning achievement assessment for grade 3-5 - higher than grades 1-2, improvement on mathematics Olympiad 8 25 year by year, more medal increases per year French Olympiad called kangaroo, National IQ assessment, outside class activities using XO - higher registration rates. Secondary School IT teacher Ms. Buyandelger briefing that she got training from American teachers about XO. Most graduates of primary school students all know basic ICT knowledge and comparison between grade 11 (around 50 words per minute) and Grade 7 XO student (around 100 words per minute) also XO students are proficient with word processing functions and students spend free time effectively on XOs. Children have no internet at their home so children are in the school for extra-curricular activities, around 200 meters around the school, they can connect. Children said that “we can receive useful information that we need, we can receive in advance that there is that type of training that is being conducted, see results of Olympiads (French embassy - kangaroo.mn enter number and access information) and additional lessons e-lessons from hicheel.mn, davalgaa.com and google.com. Internet situation in the school: Tsast-Altai school connected the internet from 2010 January, 1 year after XO distribution.Wireless internet with 128kbps which is very slow. They have been requesting to MCS to increase speed, but they request to pay more. MECS is paying for internet connection. Before internet they used green computer for everyday teaching process. After internet they started to give students exercise and go to website and download necessary information and ask students to directly access information. 10 days ago Online Olympiad for physics organized internet connection speed was increased for one day and all the students were spoiled - all students crowded school for high speed connection for one day. Findings: XO giving advantage for school; Parents choosing Tsast-Altai school because they only have XO; Both teachers and children developing and motivating for using XO; They have needs to search information from internet and use it for their daily work and teaching materials; Internet connection is very important but speed is very slow; MECS providing internet fee for the schools; They have an enough capacity but no budget to increase their capacity; Figure 5. Children with XO’s 9 26 3.3 Activity 3: To identify specific information of my research a) Interview with Netcom director On 24th January, Tokyo Tech team had interview from Netcom director Mr.Altankhuyag. Netcom in Khovd was established in 2007. There are 16 branches of Netcom in Khovd aimag (every soum center). Among those 16 soums, 10 soum center (Buyant, Durgun, Chandmani, Erdeneburen, Khovd, Mankhan, Munkhhairkhan, Must, Duut and Myangat) connected the national backbone network. Main role of the Netcom is to provide and monitor the sustainable daily activities of the national backbone network between cities, technical readiness, maintain the damages, provide all kinds of telecommunication services equal for population and business activities for provide internet for ISP’s with reasonable price. From 2014 Netcom will provide physical internet connection to 1-2 soum centers by their own budget. At the school level ISP’s leasing 1 core from Netcom and accommodate internet services to schools. All schools in aimag center will share that one core. Findings: Internet price will reduce little by little, according to the government policy; From next June Netcom Khovd will receive national backbone network in 9 soum center and able to increase bandwidth; According to the extension project Netcom Khovd changing their equipment from STM-4 to DWDM; There are duplication in fiber optics, but government have a policy to reduce this duplication and Netcom will be the main provider; Main role of ISP’s in soum and aimag center is focus more services for operator companies than educational organizations like schools; If the schools can pay, its available to have high speed internet; b) Meeting with MECS officer On 25th January, meeting with MECS officer Mr.Dunjinnamdag and discussed about what the current situation of internet connection at school level is and what the future plan is. There are several projects implemented to connect schools to the internet: - MECS project from 2006 to 2008 (English laboratory and internet connection) including 44 soum center schools, 54 UB schools and aimag center 100 schools ; 10 27 - Connect 51 soum center schools by VSAT which are not connecting fiber optic cable for coming few years; - CRC and WB implemented project to connect 34 soum centers. But only 5 soums did not duplicated. - USOF connected 13 soum in 2010, 9 soum in 2011, 30 soum in 2012; - Minister Mr.Gantumur, while he was parliament member he connected Sukhbaatar district's schools and kindergartens to the internet. Only 4 schools duplicated. Further: MECS implemented project to establish "Erdemnet network center" in 2000 with ADB-Educational Development Program I. They are now developing this Erdemnet network center by changing the administration, developing human resourses and equipment. Also considering Erdemnet shall be the part of MECS. Before it was between the Ministry and MUST. Purpose of this center was connecting all educational organizations to the internet. According to this project, universities connected Erdemnet network including MUST, MSUE and HSUM. These three universities still using Erdemnet network. The new Erdemnet center will locate on Teacher development palace. All UB schools connect this Erdemnet network and they will push other universities to connect this network too. Main purpose of new center is not only connecting educational organizations and providing internet services, but also it will be the Educational unified network data center and has wider activities. We have plan to establishing 10G ring network among educational organizations until 2016. This Data center will provide: - administration management system - internet services - teachers content - students content He mentioned that, Ifwe decidedinfrastructure first we able to developing contents. Because of the lack of infrastructure many projects failed. We have one new project names "New century education" with China grant: - to connect all school and hospitals to telecom buildings (physical connection); - to put new equipment’s in telecom building; 11 28 Findings: Many projects implemented to connect school with internet; Because of lack of the infrastructure many projects were failed; Now they have new project to developing Educational data center, which will provide all services including internet and contents; 54% of total schools have connected the internet; c) Meeting with ICTPA officer On 25th January, meeting with ICTPA officer Mr.Odkhuu and discussed about what the current situation of extension project in soum level is and what the future plan is. According to the “Extension project of Information and communications National backbone network” project will cover total 250 soum center of 21 aimags. In 2012 there are 38 soum connected this network. “Tridum e-security” company has selected for project executive and project utilizing organization will be Netcom. After project implementation services will be provide from Mongolian Telecom, which is selected from USOF bidding procedure. Findings: Extension project of Information and communications National backbone network project will finish this year; Last year in 2012, they connected 38 soums, connecting 112 soums this year. But because of budget estimation only 60 soums will connect this year! Plan to collaborate with MECS for connecting soum centers Self-observation: 1) Preparation and arrangement is very important for overseas research or fieldwork; 2) Communication skill needed to communicate with different background people; 3) Translation skill required to translating interviews and discussions; 4) Understood how JICA grassroots project implementing successfully in Mongolia; 5) Expanded my networking by meeting new people. ---o0o--- 12 29 TOKYO INSTITUTE OF TECHNOLOGY YAMAGUCHI-TAKADA LABORATORY INTRODUCING MOBILE LEARNING AS A POTENTIAL ICT TOOL TO PROMOTE WORLD HERITAGE SITE PRESERVATION IN LUANG PRABANG, LAO PDR IN COLLABORATION WITH DEPARTMENT OF WORLD HERITAGE, LUANG PRABANG, LAO PDR FIELDWORK REPORT NUMBER 2 14TH NOVEMBER – 26th NOVEMBER 2012 Author Yew Siang Poong 30 1. Background to the mission The first fieldwork was conducted in March and April 2012 in Luang Prabang to investigate the feasibility of introducing mobile learning to promote heritage site preservation awareness among the local community. This is in response to the call of preservation based on UNESCO mission report1. Under the collaboration with the Department of World Heritage (DPL), a field survey was administered in Souphanouvong University and Northern Law College in Luang Prabang. Also, interview was conducted with faculty members. Among the findings from the first mission include: a) Students’survey Technology demographic shows that the most common device owned by student is mobile phone, followed by laptop. Smartphone is popular among university students with 3G and WiFi functionality. Laptop is the main device used for digital activities, followed by mobile phone. School is the most common place to access to the Internet. Mobile learning technology acceptance factors are perceived usefulness, perceived ease of use, perceived enjoyment, perceived facilitating resources, and social influence. The hypothesized factors, self-efficacy and perceived price, are not statistically significant to be part of the mobile learning technology acceptance factors. b) Faculty interview Mobile learning is a suitable tool to promote heritage site preservation awareness given that 80% of the Lao people own mobile phone and the cost of mobile phone ownership is relatively cheaper compared to other computing devices. In addition, there is insufficient World Heritage Site information available in the campus. The initiative to adopt mobile learning fits with young adult’s preference towards challenges and new technology. This may increase students’ interest and ease of access to information. 1 UNESCO. (2008). Reactive Monitoring Mission to the Town of Luang Prabang World Heritage Property Lao People’s Democratic Republic. Quebec City: Canada. Retrieved April 23rd, 2012, from: http://whc.unesco.org/document/10057 Page 2 of 15 31 c) DPL staff opinion The introduction of mobile learning could fit into DPL’s responsibility to increase awareness among the local community. Currently, DPL conduct awareness promotion by going to each village and speak to the villagers. The inclusion of awareness content in the form of mobile learning could spread the promotion effort further by penetrating into young generation. After the first mission, mobile web prototype was developed by the author and data analysis was conducted to assess gender gap difference on mobile learning perception. It was learnt that female demonstrates stronger positive agreement on most of the technology acceptance dimensions, in relation to male. Findings of data analysis were published in the 23rd JASID conference in December 2012. Figure 1: Activities performed in the first fieldwork Page 3 of 15 32 2. Current mission objectives Based on the initial outcomes from the first mission, current mission aims to achieve the following objectives: 1. To obtain supplementary interpretation for survey data 2. To report mobile learning development progress 3. To discuss content of awareness for mobile learning implementation 4. To introduce basic mobile web development techniques 3. Activities conducted in this mission (2012/11/14 – 2012/11/26) Date Activity Target Respondent/Participant 2012/11/14 Arrival to Luang Prabang 2012/11/16 Interview 1 Mr. Oh (Year 2 Souphanouvong University student) 2012/11/19 Seminar DPL Staff 2012/11/21 Interview 2 Mr. Nino (Fresh grad Souphanouvong University student) Ms. Phet (High school student) 2012/11/22 (morning) Prototype Demonstration ICT and DPL Staff 2012/11/22 (evening) Interview 3 Ms. Noy (Final year Souphanouvong University student) 2012/11/24 Hands-on Practice Ms. Noy (Shopkeeper) 2012/11/26 Achievement Presentation ICT Team Interviews were conducted with two female and two male respondents. There is each male and a female representative in the smartphone and non-smartphone user. Page 4 of 15 33 4. Interview findings on mobile learning perceptions This section describes the key findings based on the interviews conducted with young adults in Luang Prabang. Based on the interview response, recommendations are provided at the end of this section. Interview findings are verified by local ICT team in DPL. a) Sociability as the key factor influencing self-efficacy, exposure to information technology subjects is another possible factor Interview findings show that female young adults interact with mobile phones more frequent than the males do. Female mobile phone use behavior reveals that female often use mobile phones to take photos of themselves and share their photos over the internet. This has led to more familiarity with mobile phone functions. In addition, interview result shows that female appears to have more time to learn technology, such as examining the ways to use mobile phones and photo editing software. An important finding is that female often shares news and knowledge with each other actively. This is often useful when female faces difficulties in using new technology. Female would turn to peers, regardless of gender, to ask for assistance to solve any complications when using technologies, such as mobile phone. This has led to the small difference between female and male self-efficacy dimension. Figure 2: Interview with young adults Page 5 of 15 34 Students in Luang Prabang are taught about information technology subjects since secondary school level, such as computer hardware and software, both in theory and practical aspect. Moreover, university students are exposed a level deeper based on their major. For example, programming is taught in engineering and computing faculties, while students in business faculties learn office applications. Education syllabus is believed to contribute to young adults’ ability in using computing technologies. b) Choice of mobile application used affects ease of use perception On the other hand, males do interested to learn information technologies that provide direct advantage to them, such as applications that are beneficial to homework or job. Another distinction between male and female is the choice of mobile applications used. Interview found that male young adults are heavy and new applications, such as watching videos, using GPS based application, while females use light applications, such as photo editor and chatting applications. This has led to the difference of ease of use perceptions on mobile learning. c) Trend, rich functionality as motivator and financial feasibility as the barrier to adopt smartphones Individual interviewers acknowledged the strong influence of trend for themselves and for the friends to switch to smartphones. Interview reveals that the ownership of famous smartphone brand appears to be a fashion among the young adults. In addition, smartphone users appreciate the variety of available applications, especially social application and communication applications that uses internet data. Interviewees who are non-smartphone users possess the intention to change to smartphone due to the ease of information searching functionality. However, the factor that deters the use of smartphone is affordability. d) Higher expectation on network coverage and meaningful information from mobile learning Interviewees, regardless of smartphone and non-smartphone users, expressed their dissatisfaction on the stability and coverage of network signals. Within Luang Prabang town, there is issue of 3G speed stability. On the other hand, when one moves slightly away from Luang Prabang town, Page 6 of 15 35 then there is no 3G signal available. This issue is quoted as possible hindrance on the use of mobile learning by interviewees. In order to attract young adults to use mobile phone for learning the heritage site, interviewees emphasized the need to incorporate mixed interaction within the application and also Lao language support. Content wise, rules and regulation, culture, and information on how the heritage town is changing are very much appreciated. This arises from the fact that there is limited access to information related to heritage site. One of the examples cited is about school teachers giving assignment to students to look for heritage site information. The availability of such information on mobile phone would enhance students’ learning experience. Finally, there is a distinct viewpoint on mobile phone use between smartphone and nonsmartphone users. In the independent interview, both interviewees who are non-smartphone users have coincidentally voiced their concern on the negative impact to the image of Luang Prabang by taking and uploading inappropriate pictures to the internet via mobile phones. On the other hand, there is no such concern mentioned by smartphone users. Several recommendations are provided based on the findings: a) The development of mobile learning to preserve heritage site should consider incorporating social element within the implementation framework. Social elements could be designed within the mobile application, for instance, the inclusion of comment or sharing functionality. Also, implementation initiatives could also take advantage of the role of different social actors to promote the use of mobile learning. For example, teachers could play an important role to encourage students’ use of mobile learning. Requiring students to use mobile phone to look for heritage site information could be one of the specific examples. b) Providing variety of interaction mode could enhance both male and female users to use mobile learning. Instead of developing a read-only application, quiz, animation-based, or other innovative interactions with the mobile phone for learning are needed to stimulate motivation to use mobile phone for learning. In addition, valuable contents could increase Page 7 of 15 36 potential users’ intention to adopt mobile learning. Hence, proper content should be designed into the application. c) Telecommunication operators are suggested to consider the issue of telecommunication network quality. The increasing number of smartphone users may inevitably putting pressure on the network bandwidth. Therefore, telecommunication operators are recommended to adopt effective network strategy that could ensure acceptable quality of service. 5. Findings from DPL staff and ICT team DPL is the implementation agency for mobile learning to promote heritage site preservation awareness among the local community. Findings based on the feedback and recommendations are provided subsequently. a) Rules and regulations as mobile learning content priority Given the limited understanding of the rules and regulations of heritage site, DPL management commented that the priority of contents should include rules and regulations based on PSMV. Example contents include how much space a resident can build their buildings within the ground compound, what are the procedures to apply for building renovation. The history and role of DPL is also considered as essential information to be included as the content of mobile learning, since DPL is the main agency governing buildings within the core and buffer zone of the heritage site. Nevertheless, basic information is also suggested, such as culture and history of Luang Prabang. Information publish to the public requires the approval from the management of DPL. The approval process may take some time due to heavy workload at the management level. Therefore, using existing contents, such as quizzes and presentations, which are already approved beforehand, would speed up the rate of reaching to the local community. During the mission, DPL has a set of approved quiz questions to be aired in the radio in conjunction with the 17th anniversary of Luang Prabang as World Heritage Site. Page 8 of 15 37 b) Simplicity is the key to implementation sustainability DPL staffs emphasized repeatedly the importance of designing simple and straightforward to use application than a complicated one. Among the criteria include using more images than texts, simple and clear labels, and inclusion of mixed presentation formats, such as animation. One of the reasons is that mobile phone is always used only during free time. Therefore, simple interface will save end users ‘effort to navigate within the application. It was suggested that end users could access “learn more” option from the mobile application to simplify the interface. For maintenance aspect, providing template would facilitate content updating process in the future. Consideration of maintenance simplicity is needed for DPL as mobile learning implementer. The proposed prototype is developed using HTTP, Javascript, and CSS codes. DPL ICT team’s familiarity with these web programming languages has provided advantages in terms of development and maintenance effort. Figure 3: Research progress presentation with DPL staffs Page 9 of 15 38 Several recommendations are provided based on the findings: a) There are many rules and regulations explained in the PSMV, which include the appropriate and inappropriate use of building materials, building size, type of building and etc. It would be necessary to review PSMV contents and explore novel approach to present the rules and regulations in an attractive way. Among the possibilities include animation, quizzes, and content matching. b) Evaluation of mobile application prototype by end users could be a possible approach to understand usability. Also, involving users to develop mobile application would be able to obtain first-hand requirements. This approach, however, should be performed only if there is mutual agreement to spend enough time for the development. c) The nature of current mobile learning project is informal learning, i.e. application design approach should be different than formal learning. In a formal learning environment, end users, such as students, have the obligations to work on a topic given by the teachers. In informal learning environment, however, end users are expected to use the mobile phone to learn heritage site under the context of no obligation. Therefore, motivation to use under informal learning context could be a research issue to explore. Page 10 of 15 39 6. Application development issues The following table identifies the development issues of the mobile learning application. Responses are provided and possible solutions are proposed. In contrast with the findings depicted in the previous section, involve department wide staffs, the issues highlighted below is based on the ICT team, who will be responsible for application development. Issues Raised Response Lao font supported for mobile There is no problem for developer end to include Lao font. web development. On the end user side, phones supporting Lao fonts are able to display Lao words. Ways for end users download the application to Two ways to download the application: If the application is developed as a mobile web, then users are required to point to the web address in order to access the application – cost of mobile internet access On the other hand, if the application is developed as a mobile application, then end users are required to access the app store to download the application, depend on the mobile platform of the end users’ mobile phone – can be used offline Application update If the application is in the form of mobile web, then each update performed will be reflected directly on the web page. On the other hand, if the application is in the form of mobile application, then each update performed has to be submitted to the PhoneGap server to generate mobile specific application, and then this application has to be submitted to respective app store. The app store will then alert the end user regarding new version of the app when the end user connect to the internet. Page 11 of 15 40 Sustainability in application ICT team members indicated that it seems to be much easier to maintenance maintain the mobile application as there are many resources could be found. Also, the use of HTML, javascript and CSS are programming languages in which the team members already familiar with. On the developer side, submitting mobile app to Google Play Store incur no costs. However, Apple Developer ID is needed to submit to App Store, which costs 99USD per year. Consideration of charging Since credit card is needed for charging money, this will make money for the application local resident use of the mobile application becomes unfriendly, especially the youngsters. However, another charged version of mobile application could be developed in the future and the earned money could be used to fund the operations of ICT team. Figure 4: Describing the process of prototype development Page 12 of 15 41 One recommendation for practice is suggested as below: Maintaining both mobile web and native mobile application in parallel would make the mobile learning applications to reach to the target users easily. However, this would also increase the responsibility of ICT team members to update contents for both types of version. Considering time and human resource constraints, user evaluation and costs of maintaining both mobile web and native mobile application could help to prioritize the appropriate application version. Figure 5: Hands-on training on mobile web development Page 13 of 15 42 7. Future tasks The mission has initiated the discussion from different stakeholders with regard to the implementation of mobile learning to promote heritage site preservation awareness. Specific issues were raised during the interview, feedback, and discussion. This report devises the following plan for future tasks: a) Functioning beta version of mobile app, both mobile web and native mobile app. A thorough examination on current mobile apps is to be performed to identify types of interaction, such as animation, quiz, sharing functionalities, for the beta version. Investigation on usability issues and DPL implementation issues are to be carried out to achieve a balance between development cost (time, human resource) and perfect application. b) Evaluation of heritage site preservation awareness. The objective of this task is to assess the effectiveness of learning using mobile phone. This stage could be performed after usability issues are iron out in the beta version. Among other considerations in this evaluation include gathering of target respondents, monitoring the use of application, administering evaluation question, usability questionnaire, and other methodological issues. c) Framework for mobile app maintenance. Knowledge transfer and comprehensive mobile app maintenance scheme is needed to facilitate DPL ICT team self-autonomy to update the mobile app. Currently, ICT team is maintaining a website for DPL. The scheme could also incorporate streamline updates to both the normal website and mobile app. Page 14 of 15 43 Self-observation 1. Hands-on demonstration is important to stimulate local people’s interest in using the technology. The development of prototype allows local team members to provide more concrete suggestions. 2. Continuous communication is important to understand needs from people with different backgrounds. Some users have experience in using smartphones while some have totally no experience in using smartphones. The opinions given are also different. 3. Personnel involves in international development project requires patience and analytical skills, when there are different opinions from different people. This is particularly obvious from the point of end users and implementers. While end users prefer interesting application, implementers would prefer to emphasize simplicity in application maintenance. Page 15 of 15 44 Mission Report Field Research Experience at the Department of World Heritage of Luang Prabang, Lao P.D.R Kenta YOKOI Master Student, Yamaguchi-Takada Laboratory Project site: Department of World Heritage, Luang Prabang, Lao PDR Duration of mission: 16th Sep, 2012 – 27th Nov, 2012 Project title: Application of Virtual Reality (VR) panorama for townscape monitoring in the world heritage site of Luang Prabang Team members: Tokyo Tech Professor Shinobu Yamaguchi Professor Jun-ichi Takada Kenta Yokoi Department of World Heritage of Luang Prabang (DPL) Rasmy Sitthirath (Rasmy) Souvalith Phompadith (Sey) Keovanny Savatvong (Keo) Xaykone Phonesavath (Xang) Background: Under the collaboration between Yamaguchi-Takada Laboratory of Tokyo Tech and Deportment of World Heritage (DPL) of Ministry of Information and Culture, the project introducing applicable Information and Communication Technology (ICT) for effective management of heritage site has been conducting since 2003. The author proposed introducing Virtual Reality (VR) panorama as visualizing townscape technology to utilize townscape monitoring. The author conducted fieldwork in Luang Prabang in Sepetmber - November in 2012. The objectives were 1) to introduce prototype of VR panorama, 2) to extract important points of the townscape using VR panorama, 3) to examine usability of prototype and 4) to discuss with DPL staffs townscape monitoring procedure with long-term vision. This mission report highlights four major activities and results. Field work activities: Activity 1: Survey on current townscape monitoring method in DPL Activity 2: Development of Street-View prototype Activity 3: Identifying the indicators of monitoring townscape by Street-View Activity 4: Evaluation by case trials 1 45 1 Survey on current townscape monitoring method in DPL Current situation survey in DPL was conducted to investigate present townscape monitoring method and clarify the issues. The author interviewed with chiefs of local ICT team, authorization unit and urban planning unit. In additionally, the author observed fieldwork of authorization unit and urban planning unit. 1.1 Townscape monitoring method in local ICT team Interview with the local ICT team chief was conducted on 24th October, 2012. The local ICT team manages spatial information of Luang Prabang with GIS map which example is shown in Fig. 1.1. This shows buildings usage in protected area on 2010. Followings are 11 types of information gathered in GIS: 1) building usage; 2) architecture; 3) building materials; 4) roof material; 5) number of fools; 6) building condition; 7) free land and build land; 8) year of constructions; 9) level of preservation; 10) authorized constructions; and 11) unauthorized constructions. This information was gathered by DPL staff members conducting fieldwork on buildings with photographic records. Coverage areas of GIS are Zpp-Ua and Zpp-Ub of protected area (Fig. 3.2), and the numbers of buildings are 4356. Method using GIS was introduced in 2008 under collaborating project with Tokyo Tech team. In 2010, seven DPL staff members took two months to gather building information and developed GIS map. Development of GIS map is planned annually for chronological analysis. However, since DPL staff members have other works, it was not conducted in 2012. The effects of GIS introduction in DPL are that it enables analysis and communication of townscape information visually and effectively. On the other hand, GIS has difficulty to master its operation, more than 12 months trainings were conducted for DPL staff members. Currently, works related to GIS are dependent on staff members who master its operation. It is concerned that GIS works may stop when staff members who have mastered GIS leave DPL. Fig. 1. 1 GIS map showing building usage Source: created by local ICT team, (2012) 2 46 1.2 Townscape monitoring method in authorization unit Interview with the authorization unit chief was conducted on 24th October, 2012. In addition, the author followed and observed fieldwork that checking construction site of local resident on 31th October, 2012 (Fig. 1.2). The authorization unit has two architects and one staff member who handle paper. Their main work is monitoring townscape by checking whether buildings in protected area follow the PSMV. Its works are divided into two types. The first is checking the construction plans of local residents in protected area and leading it to follow the PSMV. At that time, before the construction work begins, architects visit the construction site to confirm dimensions and materials following the PSMV. Furthermore, after the beginning of construction work, architects visit the site regularly to check progress. This work will continue until the construction work is done. Only architects visit construction site. The second is making construction plan for relatively big project such as monastery renovation founded by oversea organizations. Of course, this plan also should follow the PSMV. Architects make drawings to design with AutoCAD and digital photos. In addition, authorization unit monitor buildings condition as daily work. Warning is given to the owner if building parts are found to be illegal. The effect of this method is that authorization unit can talk with local residents and constructors directly. However, the authorization unit has understaffing problem, two architects have more works to do than they can handle. Fig. 1. 2 Fieldwork of authorization unit Source: taken by the author, (2012) 1.3 Townscape monitoring method in urban planning unit Interview with urban planning unit chief was conducted on 26th October, 2012. In addition, the author followed and observed fieldwork of urban planning unit checking drainage supply on 5th November, 2012 (Fig.1.3). The urban planning unit was established in 2009, and has two civil engineer and two assistants. They conduct a broader range including protected area and bugger zone. Their main work is a survey of public infrastructure, especially the parts related to townscape. For example, for electricity supply, the urban planning unit makes electric wire and metallic parts to follow the PSMV. At the observed fieldwork, urban planning unit investigated the place where flow of drainage is disrupted by trash. These places spoil townscape and cause odor problem. When the projects related to public infrastructure established, the urban planning team conducts fieldwork and make plan along with 3 47 the PSMV. They also use AutoCAD and digital photos to make drawings design, same as the authorization unit. In the interview, it was suggested that the urban planning team might undertake a role for townscape monitoring in the future. Fig. 1. 3 Fieldwork of urban planning unit, checking drainage Source: taken by the author, (2012) 1.4 Issues of current townscape monitoring method The issues of current townscape monitoring method in DPL can be summarized in the following four points. First, DPL does not have comprehensive townscape monitoring method. As will be appreciated from the foregoing, each unit conducts different field survey to monitor townscape independently. Second, the townscape elements required to preserve the unique townscape of Luang Prabang are not shared among DPL staff members. Points of focus are different for each unit and not shared between DPL staff members. Third, there are differences in the level of understanding of the PSMV among staffs. The knowledge of the PSMV is vital for monitoring. However, its level is different between staff members who conduct field work in daily work and others does not. Forth, there is lack of staff members. All units have multiple tasks at one time and all unit chiefs complained about lack of staff members. It is necessary to consider these issues to develop effective townscape monitoring procedure. 2 Development of Street-View prototype In this project, virtual tour composed by multiple VR panoramas developed on the road was suggested. This virtual tour is called “Street-View” in this project. Multiple VR panoramas created at a few meters intervals are cross-linked each other (Fig. 2.1). Cross-linked is performed by hotspots. Hotspots can be embedded into the VR panorama, which when selected can invoke some action, for example moving to another VR panorama node. Street-View prototype was introduced in order to examine its feasibility and applicability. 4 48 Cross-linked VR Panorama Regular interval Fig. 2. 1 Concept of Street-View Source: created by the author, (2012) 2.1 Selection of pilot site The pilot site was selected for Street-View prototype. Based on the discussion with DPL staff members, followings were identified as criteria of selecting the pilot site. 1) 2) 3) 4) 1) 2) 3) 4) It has value of preservative townscape as world heritage site There are many types of architecture Townscape changing is rapid Projects to preserve townscape was implemented Based on these criteria, the main road in the core heritage zone (1.5 km) was selected for the pilot site as shown in Fig. 2.2. Followings are reason why selected. The main road has many types of architectures Multiple works have been done to improve the main road There are more plans to improve the main road Many tourists are interested and visit the main road Pilot Site (1.5 km) Fig. 2. 2 Pilot Site Source: Heritage Preservation and Development Master Plan, (2001), p.12 5 49 2.1.1 Development of Street-View prototype The Street-View prototype was developed in about two weeks from 18th September, 2012. Under cooperation with a local ICT member, a total number of 31 VR panoramas were cross-linked in Street-View prototype. VR panoramas were made at 50 meter intervals. Fig. 2.3 shows the numbered spots of VR panoramas. Fig. 2. 3 Shooting locations of Street-View prototype Source: created by the author, (2012) Map: Heritage Preservation and Development Master Plan, (2001), p.12 The following setups were used: Digital SLR camera: Nikon D80 Fish-eye lens: FIT-85 Tripod: SLIK F630 Camera platform: Self-produced with materials in the local site Stitching software: Hugin Authoring software: SaladoPlayer, SaladoConverter, SaladoConfigurator Before developing the prototype, required functions were discussed. Showing map to open desired VR panorama was identified as one of the functions needed to monitor townscape. In fact, following functions were equipped: Control zoom in/out with mouse, panel button and keyboard Control viewing direction with mouse, panel button and keyboard Select desired spot from map Move to next spot with hotspot Map of HERITAGE PRESERVATION AND DEVELOPMENT MASTER PLAN in PSMV was used in StreetView prototype. This map shows preservation level of buildings and regulations of land use. These information are important for monitoring. Fig 2.4 shows interface of prototype. 6 50 Map Hotspot Panel buttons Fig. 2. 4 Interface of Street-View prototype Source: captured from Street-View prototype, (2012) Street-View prototype was developed in three major steps and its schedule is shown as Table 2.1. First, Street-View prototype ver. 1.0 was developed at blue spots in Fig. 2.3 from 18th September to 24th September, 2012. It took a day to shoot all the 16 spots with 100 meter intervals. After shooting, images were stitched into equirectangular images with Hugin. If defects occurred in stitching, images were taken again at the same spot. Defects were caused primarily by obstacles of cars and pedestrian and position gap of nodal point. After stitching process was completed, the Street-View prototype ver. 1.0 was developed. Second, Street-View prototype ver. 2.0 was developed from 1st October to 5th October, 2012. Shooting took place at the red color spots in Fig. 2.3. Intervals between red and blue spots are 50 meter. Same as first step, equirectangular images were created. Red color spots were added into ver. 1.0. Third, demonstration of Street-View prototype ver. 2.0 was conducted in front of DPL staff members. Based on feedback obtained, ver. 2.0 was improved. Feedback indicates that difference of shooting hours brings discomfort. As major improvements, size and place of hotspots were modified. 7 51 Table 2. 1 Schedule of development of Street-View Prototype Dates (2012) 18 Sep. 19 Sep. 20 Sep. 21 Sep. 24 Sep. 28 Sep. 1 Oct. 2 Oct. 3 Oct. 4 Oct. 5 Oct. 11 Nov 20 Nov. Activities Shooting with 100 m intervals (blue spots) Stitching Shooting again, Stitching Stitching Authoring, Completed Street-View prototype ver. 1.0 Progress situation meeting with local ICT team Shooting with 100 m intervals (red spots) Stitching Shooting again, Stitching Stitching Authoring, Completed Street-View prototype ver. 2.0 Discussion among all DPL staff members Improved and completed Street-View prototype ver. 2.1 Source: created by the author through development, (2012) 3 Identifying the indicators of townscape monitoring by Street-View To establish an effective townscape monitoring procedure, it was necessary to share the townscape elements required to preserve the unique townscape of Luang Prabang with DPL staff members. Therefore, a “Townscape monitoring indicator” and an “Indicator sheet” for all 31 spots were made during this research. In the future, DPL staff members can use these documents for townscape monitoring using Street-View. 3.1 Create “Townscape monitoring indicators” After development of Street-View prototype, the important townscape elements were extracted using Street-View prototype under the guiding of deputy director and authorization unit chief. They are entirely proficient with the PSMV because they have had wide experience engaged in reconstruction projects. The townscape elements will be indicator for townscape monitoring. First, authorization unit chief was asked to find out the important townscape elements from every spots by examining the Street-View prototype freely and. At that time, elements were selected based on the PSMV. Next, the townscape monitoring indicators were created through discussions with deputy director and authorization unit chief (Table 3.1). The “townscape monitoring indicators” provides 12 types of townscape elements which should be checked when monitoring with Street-View. Using the “townscape monitoring indicators” sheet, DPL staff members can check where the regulations of elements are described in the PSMV. The indicators are classified into five categories: 1) Prescription on buildings and spaces; 2) Plantations; 3) Appearance of buildings; 4) Parking situation; and 5) Service by networks. 8 52 Table 3. 1 Indicators list of townscape monitoring Indicators Remarks 1. Prescription of buildings ZPP-Ua, Title 1, Section 1, Article 3 1.1. Building of the Inventory constitutive of the dossier of presentation of the site of Luang Prabang City to the World Heritage of UNESCO 1.2. Building to be preserved and restored 1.3. Building meriting to be preserved and restored 1.4. Building which can be replaced 1.5. Obstructing building 2. Space not allowed for construction ZPP-Ua, Title 1, Section 5 3. Spaces under special prescriptions ZPP-Ua, Title 1, Section 3 4. Reserved locations ZPP-Ua, Title 1, Section 4 5. Road to build Heritage Preservation and development master plan map 6. Plantations ZPP-Ua, Title 1, Section 1, Article 4 ZPP-Ua, Title 1, Section 5 ZPP-Ua, Title 2, Section 1, Article 13 7. Maximum height of buildings ZPP-Ua, Title 2, Section 1, Article 10 8. External aspect ZPP-Ua, Title 2, Section 1, Article 11 8.1. Volimetry 8.2. Shutters 8.3. Materials 8.4. Colors 8.5. Protrusions 8.6. Panels and Sign Boards 8.7. Lighting 8.8. Fences and Portals 8.9. Garbage collection point 9. Parking 10. Electricity network 10.1. Electric wire 10.2. Street lamp 11. Drainage 12. Others ZPP-Ua, Title 2, Section 1, Article 12 ZPP-Ua, Title 2, Section 2, Article 4 ZPP-Ua, Title 2, Section 2, Article 4 Radio station Removable house (etc. ATM, Money Exchange house) Source: created by the author through discussion about indicator with deputy director and authorization unit chief, (2012) 9 53 3.2 Create “Indicator sheet” After the “townscape monitoring indicators” were created, indicators were applied for every spots. The “indicator sheets” were created for all the spots individually. Fig. 3.1 shows one example of spot No. 1. This spot is the biggest traffic intersection and 13 kinds of indicators were identified. This sheet has equirectangular image of the spot, list of indicators, map of the area and shooting dates. Map of HERITAGE PRESERVATION AND DEVELOPMENT MASTER PLAN was used, same as Street-View prototype. In this map, preservation level of buildings and regulations of land use are shown by colors and symbols. Fig 3.2 shows the legend of this map. Fig 3.3 is regulation of land use in the PSMV indicated by the diamond and circular marks. It shows possible to check the regulation for indicator at spot No. 1 by referring to the PSMV. For example, diamond mark No. 1 in the map is regulated as “1. Pavement of soil made of bricks to be restored” in the PSMV. Fig. 3. 1 Indicator Sheet on spot 1 Source: created by DPL staff members and the author, (2012) 10 54 Fig. 3. 2 Legend of PSMV map Source: Heritage Preservation and Development Master Plan, (2001), p.12 Fig. 3. 3 Regulation of land use Source: Heritage Preservation and Development Master Plan, (2001), p.19 11 55 3.3 Townscape monitoring procedure with indicators and Street-View Townscape monitoring procedure using the indicators and Street-View was suggested. This procedure has three major steps as bellow: 1) Check indicators and regulations 1-.1. Check indicators at the desired spot to monitor using the “Indicator sheet.” 1-.2. Check where the regulation is described in the PSMV using the “Townscape monitoring indicators” sheet. 1-.3. Check regulations referring to PSMV. 2) Check townscape using Street-View 2-.1. Open the spot using Street-View. 2-.2. Check the situation through the visualized townscape. 3) Evaluate the townscape Compare the visualized townscape in Street-View and the regulation of the PSMV to evaluate the townscape of the spot. If there are problems, think about a plan or direction to modify the issue. 4 Evaluation by case trials To evaluate the Street-View prototype as townscape monitoring tool, case trials were conducted (Fig. 5.1). Case trial is an evaluation method to identify the advantages and issues of Street-View prototype. The participants were asked to perform the tasks of monitoring with Street-View prototype and the author observed its process. In addition, interviews were conducted to evaluate their satisfaction and obtain opinions. The evaluation was conducted on 26th and 27th November, 2012. Fig. 5. 1 Case trial Source: taken by local ICT team at DPL office, (2012) Before designing tasks for case trial, the author asked authorization unit chief for what townscape monitoring indicators are important. He replied with the following four important indicators: Prescription of buildings; External aspect; Parking; and Electricity network. Based on these indicators, four tasks were designed as Table 5.1. 12 56 Table 5. 1 Case Trial Tasks Street-View Prototype - Case Trial Tasks This is not your test. The purpose is to know how you use Street-View and improve it. During usability test, you can refer “Indicators of Monitoring Townscape by Street-View”, “PSMV” and other references. Assuming you are going to check current townscape condition. Task 1: Parking check 1. Open Street-View. 2. Go to Spot No. 27. 3. Check the cars/tuk-tuk/bikes follow regulation or not. (Park south side of main road in odd number days, north side in even number days) Task 2: Electric Poles check 1. Find out electric poles along the main road and record spot numbers. Task 3: Sign Boards check 1. Sign Boards with only English words (without Lao words) are illegal. Find out this kind of signboards from commercial area on Sysawangwong road (Spot No. 10 – 15). Task 4: Buildings’ Condition check 1. Find out “Obstructing buildings” along the main road (Yellow color in PSMV map). 2. Check its condition level by Good, Moderate or Bad. Source: created by the author, (2012) Five users were selected from each unit: two members from authorization unit, two from urban planning, and one from local ICT team. Table 5.2 shows profile information of users. Table 5. 2 Profile information of users Software using at work MS Office Arc GIS PhotoShop MS Office AutoCAD PhotoShop SketchUP MS Office AutoCAD PhotoShop SketchUP GoogleEarth Dates (2012) 2 year 6 months MS Office Nov. 27 3 years MS Office AutoCAD PhotoShop SketchUP Nov. 27 No. Unit Description of job Working period 1 ICT team Create map using GIS 3 years 2 Urban planning Urban planning project check 3 years 3 Authorization Check construction site 1 year 3 months 4 Authorization Authorized paper-pusher 5 Urban planning Urban planning project check Nov. 26 Nov. 26 Nov. 27 Source: created by the author, (2012) 13 57 4.1 Positive findings of Street-View prototype Based on the case trial and interview results, this section discusses the positive findings of the Street-View prototype. Four positive findings were identified. 4.1.1 User-friendly operation enables users with different experiences and backgrounds to use the Street-View prototype Even those who are not in charge of regular field work could finish tasks using the StreetView prototype, although it took longer for them to complete, compared with the members who regularly conducted fieldwork. One reason for this might be the user-friendly operations of the Street-View prototype. Participants were able to understand the prototype’s operation with a brief explanation of the Street-View prototype given before the case trial. Participants’ feedback after the case trial revealed that Street-View was easy to operate. It was also found that the Street-View’s mouse-based navigation simplifies and makes its operation easier. User-friendly operation enables numerous users to participate in townscape monitoring work, especially in circumstances when human resources are limited. When new technology is introduced, it is difficult to manage and maintain it if human resources cannot be secured. However, Street-View can be used by staff members with different experiences and backgrounds. This advantage allows the Street-View to overcome the problem of a lack of human resource in DPL. 4.1.2 Street-View prototype makes it possible to share townscape information among DPL and contribute to an analysis of a changing townscape The Street-View prototype can store data of visualized townscape information. By comparing the stored data and PSMV, it is possible to evaluate and analyze the townscape. Furthermore, stored data enables DPL staff members to formulate a common understanding of townscape information, among DPL staff members with different levels of experiences of monitoring the townscape. In addition, although the field visit is necessary to survey the townscape changes, stored visualized townscape data can save time and effort, avoiding multiple people to be in the field. In the future, an chronological analysis of townscape changes would be possible by using Street- View at the same locations. 4.1.3 Street-View prototype can be utilized as a communication tool for relevant organizations and the local residents It was suggested in interviews that the Street-View can be used as a communication tool, which has immersive qualities and can possibly provide an image of the site, to explain the need to preserve sites and to build a consensus among the local residents and relevant organizations. For example, it can be used as an information-sharing tool during explanation sessions held for the local residents regarding ways to modify illegal constructions, as well as at urban planning conferences. The Street-View’s actual usage as a communication tool should be investigated in the future. 14 58 4.1.4 Functions of Street-View prototype meets the need for townscape monitoring through its major functions The major functions of Street-View prototype are: 1) it enables to control viewing direction; 2) it enables to zoom in/out; and 3) it enables establishing virtual tours using hotspot links. The case trial and interviews made it clear that these major functions work effectively for townscape monitoring. 4.2 Issues to be discussed for Street-View prototype Four issues related to Street-View prototype were identified in this study. 4.2.1 Blind spots reduce the utility of the Street-View prototype Blind spots reduce the utility value of the Street-View because they hide some important parts that the users want to see. There are two factors that cause blind spots. The first is unexpected obstacles, such as cars or motor bikes, coming into the image when taking photos. The second is that the Street-View is unable to capture the townscape information which exists between shooting intervals. The former factor can be solved by placing extra attention on unexpected obstacles, while the latter can be solved by shortening photograph intervals; however, this takes longer for shooting and stitching. 4.2.2 Low resolution images reduce the utility of the Street-View prototype Low resolution images reduce the utility value of Street-View more than was expected. The Street-View prototype has low resolution images and it was difficult to confirm details by zooming-in at a particular object or place. This is due to human error in failing to check the resolution of an image when taking photos. In the future, this problem can be solved by documenting considerations made when taking photos and by providing instruction about how to take high quality photos. 4.2.3 Map function of the Street-View prototype is difficult to check building attributes The Street-View prototype has a map function with two objectives. The first objective is to move to the desired spot. The second objective is to check a building’s attributes as defined by the PSMV. The first objective functions effectively. However, the second objective did not function well because the Street-View prototype has a small map size, preventing participants from checking the maps in detail. At this time, the method to correct these issues is to refer to the PSMV. To utilize the map function effectively, it is necessary to improve it with a proper size and quality in mind. 4.2.4 Street-View prototype has lack of user guide Despite user-friendly characteristics, interviews revealed that Street-View prototype does not have a user guide. According to Nielsen (1990), a user guide can reduce the burden of memorizing how to use a system from an interface usability aspect. Popups can play a role in resolving this issue. 15 59 It is possible to add popups to the Street-View interface at the authoring step, which would help to make it a more useful tool. 5 Self-observation This mission was main activities for my master thesis research. I could have conducted all what I should have done on the site. ICT team and DPL staffs always kindly helped me. This is because Yamaguchi-Takada laboratory and DPL have established relationship with confidence in the past project. Presentation, discussion and communication with DPL staffs were conducted in English. And also I read English article for making manual. These activities must have improved my English skill. Particularly during the presentation and response in discussion could have done confidently compared to the workshop at the first fieldwork. The point was enough preparation. ICT team and DPL staff assist our work in daily basis, appointment in advance and scheduling not to cause problems was important. Basic communication such as greeting even if there is no particular, it is important to show presence. Sometimes unexpected change occurs and work doesn’t work as planned in the site. Ability to deal with flexibly and communication with local staffs is important. Based on this time’s result, I want to promote introduction of VR panorama for future. 16 60 Anita II Odchimar Internship at Center for Maritime Studies – National University of Singapore An Internship Report I recently concluded my PhD internship, one of the requirements in the Integrated Graduate Program that I belong to. I had the opportunity to have it at Center for Maritime Studies (CMS) in NUS from November 5, 2012 to February 1, 2013. It was the best place for me to conduct my internship to meet my objectives being the following: (1) Widen knowledge about the field of Maritime Transport, (2) Work under Professor Qiang Meng, one of the track leaders in the center who is an expert in my field of research, maritime network design (2) gather research inputs from other researchers and experts in my field. Introduction to CMS CMS is a research center specializing in maritime affairs, undertaking researches in areas of relevance to the industry. The center caters consultancy services to private companies and entities seeking maritime knowledge and expertise. The center meets these demands by hiring researchers most having PhD degrees in maritime fields from NUS and other notable universities, and supervised by the NUS professor themselves. CMS receives its funding from both the NUS and donations from the maritime community, which is one of the busiest and having the most advanced port facilities in the world. Singapore has the busiest transshipment port in the world, being the 2nd busiest in terms of total shipping tonnage. The projects handled in the center are categorized into (1) Maritime Policy and Management and (2) Maritime Operations and Modeling. Several projects are currently being conducted, some of which related to policy for stowaways, container supporting IT establishment port systems, for operations and throughput and database and port characteristics in East and South East Asia. Each project is led by a track leader and worked on by one or two researchers. The CMS building is a rather peculiar one inside the campus, it perhaps the only blue-colored, located at 12 Prince George's Park. Activities during internship To achieve the objectives set for my internship I did the following: (1) Widening of knowledge about maritime transport by interacting with fellow researcher and staff Since most of the researchers are of my age, it was easy to talk to them and discuss the projects they were working on. I learned an overview in the projection of throughput in ports, in data 61 collation of port features and throughput, and design of transportation networks, among others, from them. I also attended the CMS seminar held every week of January, and learned more about what the CMS projects are about. One interaction that is very relevant to my research is with Mr. Hiroyuki Nishijima, a senior project leader and serving as a Managing Director of Japan Marina and Beach Association. He has practical knowledge in port management thus I gathered from him good advices, and even explanations of basic maritime terms, giving me a good picture of how the shipping industry and ports work. He gave me a contact working in JICA Philippines that could help me once I visit the Philippines and conduct interview and survey in the ports. The young researchers in CMS During one of the discussion with Nishijima-san (2) Research progress reporting to Professor Meng Professor Meng includes me in his weekly meeting with the students he supervises. He calls a meeting every week if possible, when he does not have any commitment overseas. The meeting is conducted 30mins to an hour where he checks ones research progress, and sometimes a group meeting is held to facilitate discussion within students of the same research interest. I am thankful I had the opportunity to be guided by Professor Meng since he gave me good input and ideas to make my research unique. He had been a very good research motivator. (3) Research presentation with the CMS staff as audience I am very thankful to be given a time to present my research in the CMS seminar. I presented my research entitled “Hub-and-Spoke Network for the Philippines”. In summary, I aim to model a hub-and-spoke network for the Philippines. I am going to use a cost minimization objective function to locate the optimal location of hub ports. Among the helpful suggestions I gathered are to consider fixed cost in establishing a hub port in a certain port location, and ideas in the programming softwares to use (e.g. CPLEX, Lingo). 62 Research Progress during the internship (1) Formulation of objective function – I drafted 2 cost minimization functions for my hub location problem. The simpler one considers only single allocation (cargo flows from nodes are only allocated to one hub port) and another one considering multiple allocation (flows in a node can be allocated to more than one node). Other consideration in the function are use intermodal transport (container vessels and roll-on roll-off vessels), variable discounts for the hub-to-hub cargo flow, and serviceability (travel time). The models are adapted from the papers of Skorin-Kapov et al. (1996) and Ebery et. Al. (2000), respectively. (2) Use of Lagrangian relaxation – one of the techniques used in simplifying hub location problems is by using Lagrangian relaxation to separate an objective function to two simpler objective functions. I studied this technique and intends to implement this in my research. (3) Programming with Matlab – I finally started working with Matlab and was able to make a simple program that could locate hub ports based on the first model mentioned in item 1 above. However, this program does not work when the needed number of ports (29 ports) is used. Thus, currently, I am working on the programming with Lagrangian relaxation to simplify the problem. But the simple program previously made served a good practice in programming with Matlab. Recreations during Internship (1) I enrolled in a yoga class. (2) Toured Singapore and visited their tourist spots (i.e. Sentosa, Marina Bay Sands, Zoo) Summary The internship was a very fruitful experience for me. I am really thankful to be given such opportunity, thankful to the CMS director Fwa Tien Fang for approving my stay and to Professor Meng for the guidance, and to CMS staffs for being very welcoming. I learned what other researches are being pursued in my field, which are more on the practical use and in demand by the maritime community. I gathered good inputs from a network modeling expert and other maritime researchers. And, I enjoyed learning the Singaporean culture and even my everyday life in Singapore. It had been quite an experience. 63