@article{oai:osu.repo.nii.ac.jp:00002335,
 author = {今中, 舞衣子 and IMANAKA, Maiko},
 journal = {大阪産業大学論集　人文・社会科学編, JOURNAL OF OSAKA SANGYO UNIVERSITY  Humanities & Social Sciences},
 month = {Oct},
 note = {What design principles are effective for realizing and sustaining service-learning projects? The author seeks an answer for this question by examining teacher narratives. Prior research on service-learning has not focused much on this body of material, so this study attempts to extract and categorize design principles from teacher narratives that may prove useful for future practice. As a result, 22 design principles related to four categories （place, community, artifacts, and activity) were extracted. The results of the analysis show that it is important to match the characteristics and expertise of the university/department with the project. This would allow students to view their participation in the project as a series of learning practices at the university. It is also important to design the mediation of activities, including organizations that serve as hubs and mechanisms to connect people to each other. This allows a project to become
a sustainable activity involving multilayered communities, rather than an independent short-term endeavor conducted by individual faculty members.},
 pages = {53--71},
 title = {教員の語りにみるサービスラーニング・プロジェクトのデザイン原則},
 volume = {40},
 year = {2020},
 yomi = {イマナカ, マイコ}
}