This research examines the evolution of technology-enhanced pedagogical knowledge building and sharing through two Community-of-Practice-based educational programs in the U.S. and Japan over the last 20 years, aiming to identify key elements of support tools from the perspectives of tool designers and researchers. The originality of this research is ensured as the authors have been directly involved in the design and development of these tools.

The study analyzed the design principles and functions of three tools. The KEEP Toolkit, developed at the Carnegie Foundation's Knowledge Media Laboratory in 2003, was used by over 100 faculty members in the U.S., who were the Carnegie Academy for the Scholarship of Teaching (CASTL) fellows, for documenting and sharing their course transformation projects as online portfolios. Kyoto University’s Center for Promotion of Excellence in Higher Education (CPEHE) adapted the KEEP Toolkit for the MOST Fellowship program which was designed after the CASTL program and supported approximately 100 faculty members in Japan, and also developed the MOSTreasure website for documenting and disseminating innovative pedagogical methods across disciplines. Lastly, a Generative AI-based system was developed by Kozai and Iiyoshi in 2024, which integrates the key support functions of both the KEEP Toolkit and MOSTreasure, using Lee Shulman’s Pedagogical Content Knowledge (PCK) and TPACK as guiding frameworks.

The study concludes that the essential functional elements of these tools are: 1) providing prompts for reflecting on practice, 2) making tacit knowledge explicit, with or without contextual information, and 3) enabling the transfer and adaptation of practical knowledge.

Authors:
Toru Iiyoshi, Kyoto University, Japan
Yoshimi Kozai, Ritsumeikan University, Japan

About the Presenter(s)
Dr. Toru Iiyoshi is a professor at the Academic Center for Computing and Media Studies/Graduate School of Education of Kyoto University. His research areas include educational innovation, open education, and future higher education systems.

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