TS4-1: Shozo Saegusa from Shujitsu University

Management of an On-Line
Idea-Marathon System
Shozo Saegusa Ph.D. ,Yuichi Ohtsuka Ph.D.,
Shujitsu University,
Takeo Higuchi Ph.D
Idea-Marathon Institute
2020/11/05(c)saegusa
1
KICSS2020@On-Line
On 5th year, we went on Online Practice of
Idea-Marathon and here’s the effects and
evaluation.

Motivation and Targets
• It is well emphasized that we need to use the Active Learning (AL)
method for creativity study but actually it is quite difficult to find an
effective AL method in case of so many students in one class. Since
2016, we have been carrying the Idea-Marathon (IMS) for four
months for all Business Management Department fresh-person
using Active Learning method.
In the 5th year, due to COVID-19, we were forced to carry out the IMS
for 100 fresh students online. This was a big challenge whether we can
keep almost the same AL atmosphere in Online IMS.
There are (1) Introduction of Online IMS, (2) How we prepared for
continuation support and (3) searching the IMS method with no drop-
outs.
We report in this study how far we can carry out the online IMS in
university lectures, how we should handle online IMS and what were
the actual results of the online IMS.
2020/11/05(c)saegusa 2

Content
1. Introduction
2. The Structure of “Introduction to Way of
Thinking” and the online Idea-marathon system
3. A comparison of total number of IMS ideas
4. Analysis and Consideration
5. Evaluation of the online IMS
6. Conclusion
2020/11/05(c)saegusa 3

⑭④ ⑤ ⑥ ⑪⑦ ⑫ ⑬⑩⑧ ⑨
1) ★Idea Generation :
Method such as MM,
Card BS, and KJ
method
2) ◆IMS
3) ★ Proposals for
University goods
③① ②
SA1
4)◆Basic thinking
method, logical
structure ⇒ Exercises
5) ◆Critical thinking
exercises
6 ★ Issues finding,
and Problem solving
proposals
⑮
7) Introduction to debate =
role play learning
8) ★ Group preparation
9) ★ Discussion competition
Shujitsu Goods
Problem
solving Debate
Exercises SA2
SA3
Fundamental
ability Logic
Application
⇒ ◆ personal work, ⇒ ★ group work
IMS
Course Structure of Introduction to way of thinking
122020/11/05(c)saegusa
=KPI

Hierarchy Training System for Creativity
2020/11/05(c)saegusa 5
STP1
(Basic)
STP2
(Logic)
STP3
(Appli-
cation)
Diversity of
thinking
Time Transition
Logical thinking
(deepness)
Application, and
diversity & fluency
Level of Creative
Thinking
Daily training (Idea Marathon)

Positioning of Active Learning
GroupsIndividual
Teacher
initiative
Student
initiative
Assignment
★Debate
KJ method
★Idea Marathon
System(IMS)
Ercises
(Small Test)
(Case Method)
★Gr-discussion
2020/11/05(c)saegusa 6
Ex.: (Not implemented)
C-Card
★ppt & presentation

What is Idea-Marathon(IMS)?
1. Prepare a notebook
2. Think and write ideas of all kinds into
notebooks EVERY DAY
3. Add drawings as much as possible
4. Consult others about ideas
5. Choose the best ideas out of notebooks
72020/11/05(c)saegusa

Special notebook for IMS
2020/11/05(c)saegusa 8

Example of a Students
2020/11/05(c)saegusa 9
<what I want to do until
my death by Student A>
She shows many ideas
with figures!

With Support and Without Support for Students
10
Figure1 The IMS group without any supports
Figure2 The IMS group with supports
External support is essential.
With external support

Content
1. Introduction
6. Conclusion
2020/11/05(c)saegusa 11

Table 0 Encouragement table of IMS execution
fiscal
year
Students
Number
Class
style
Objects
(characteristics)
TTL (#)
Ave.(#/day)
2020
(R02)
101 Online Target:3/day, Online
(online)
27,901
3.3
2019
(H31)
79 F2F Target:3/day, face to face,
follow 1 per day. (Distinguishing
encouragement methods)
15,888
2.0
2018
(H30)
104 F2F Target:1/day, face to face,
(more sophisticated manner
for encouragement)
22,571
2.2
2017
(H29)
95 (Search for encouragement
method)
13,983
1.3
2016
(H28)
74 (Idea Marathon Start)
2020/11/05(c)saegusa 12
TTL#: total Cumulative
number of IMS

Fig.1 Online method for collecting IMS ideas
2020/11/05(c)saegusa 13
Verbal
instruction
Idea
creation in
notebook
Weekly Gr
meeting
Report to
SA
F2F
method
Online
Method
Writing
down
Video
instruction
Idea
creation in
notebook
Weekly Gr
meeting
Aggregation
/Analysis
To be
issued
Weekly Gr
meeting
Weekly Gr
meeting
Report
to SA in
charge
Report
to SA in
charge
Report
to SA in
charge
Chief
SA
(+SA1)
analysis
(SA5)Target setting
Encouragement
(according to
Table 1)
(SA5)
More
Time
required

Fig.2 Group activities for Problem Solving
2020/11/05(c)saegusa 14
Individual
assignment
Sharing
each theme
Gr assignment
decision
Solution PPT
preparation
Group theme
decision
Presen-
tation
SA in
charge
Sharing
each theme
Solution PPT
preparation
Presen-
tation
SA
Individual
assignment
Facilitation
training
Facilitation
training Video Op.
Training
Class discussion + extracurricular
activities + work sharing
Online
discussion
by LINE
Meeting by
Zoom
Sharing
Work
More Time
required
F2F
method
Online
Method
In Class
Online

What so Students do? (Weekly Learning Cycle)
2020年9月28日（月） 15
Mon. Tue. Wed. Thu. Fri. Sat. Sun.
Class day (question
time, GW)
Submission of
C-Card
Disclosure of
weekly material
Students
Submissions
Teacher
Creating materials
for next week
Feedback
Idea Marathon (every day)
Report of Ideas → SA
Pre-learning

Contents
1. Introduction
6. Conclusion
2020/11/05(c)saegusa 16

2020/11/05(c)saegusa 17
2018 (104students) 2019 (104students) 2020 (101students)
Total Ideas (’18- ’19- ’10)
Target Line
Target Line

Fig 4(1) A Layered Analysis of Total Number of Ideas (‘18)
18
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10 11 12 13
ZoneIMSnumber
Lecture number from start of IMS
2=<nn
1.4=<nn<2
1=<nn<1.4
nn=1
nn<1
same nn
(1) Goods
development
presentation
in lecture #4
(2) Problem
solving
presentation in
lecture #8-9
(3) Debate in
lecture #12-13
Target=1issue/day
Collaboration between lecture and IMS is very good!
nn=number of
ideas
Preparing
thinking of (1) Preparing
thinking of (2)

Fig. 4 A Layered Analysis of Total Number of Ideas (‘19)
2020/11/05(c)saegusa 19
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Studentnumber
Number of lectures from start of IMS
2=<nn
1.4=<nn<2
1=<nn<1.4
nn=1
nn<1
same nn
(1) (2) (3)

Table 1 The Process of Encouraging students for IMS idea creation
degree Start time Encouragement method (questions linked to
lectures, tips +)
s Top Zone At any time High praise by e-mail
Personal e-mail to rapid-growth students.
a Not implemented
once or twice
Timely (Inside) Advising to do IMS in class
(Outside) e-mail to all students at the same time
b Not achieved for
3 weeks
After the 3rd
lecture,
(Encouragement mail 1) Encourage multiple
students to write with BCC mail. At that time, the
content is devoted to encouragement.
c Not achieved for 4
weeks
6th and later (Encouragement mail 2) (Outside) Personal
encouragement e-mail to each person with a
follow-up e-mail.
(Inside) Send follow-up mail one by one.
d Students hesitant to
write, lowest zone
Timely after
the 6th
lecture
Inviting the students to meet in the lecturer’s
office and practicing IMS together
2020/11/05(c)saegusa 20

2020/11/05(c)saegusa 21
Fig.5 Trends of IMS total number of ideas for each students by
Online (101students in 2020)
Top=1,850
Triple Target
Line
0
100
200
300
400
500
600
700
800
1 2 3 4 5 6 7 8 9 10 11 12 13 14
TotalnumberofIMS
nn=1
nn=3
• Top = 1,850 is the
highest number of
ideas ever
• The average number
of ideas per person
per day is 3.3, which
is the highest among
from ‘16 to ‘20.
Report number
Line

2020/11/05(c)saegusa 22
Fig 6 A Layered Analysis of Total Number of Ideas in 2020
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10 11 12 13
Totalnumber
4=<nn
3=<nn
2=<nn
1.4=<nn<2
1=<nn<1.4
nn=1
nn<1
same nn
New Layers are generated for large
number IMS.

Content
1. Introduction
6. Conclusion
2020/11/05(c)saegusa 23

0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1.60
1.80
2.00
'18Class
'20Class
Fig. 7.2 Self-evaluation Using
“Fundamental Skills as a Member of Society"
2020/11/05(c)saegusa 24

Voices of Students (2020)
• Female student K 2020...I didn’t think I could continue with IMS at first in
the online lectures. I was afraid because I am not good at doing something
every day. However, the IMS asked me to write whatever I could think of,
so when I started writing, I was surprisingly able to do it every day, and I
found I had a great sense of accomplishment. Although the hints for
thinking in the Idea-Marathon were sent by e-mail, there were many
interesting hints, and there were many things to think carefully about it,
which I really liked. Furthermore, as the days continued, I got the
impression that more detailed ideas came to mind than before. I would
like to continue with IMS as best as I can.
• Male student F 2020...I’ve never written down my thoughts in a notebook
before, so it was a fun new experience. I also realized that my thoughts
were changing every day. I was able to see the way in which such thoughts
came about and how an idea was born. This helped spread new ways of
thinking, which was very interesting. Having a habit of continuing and
reporting the numbers on a group-by-group basis helped my motivation.
Let’s continue this for the time being.
2020/11/05(c)saegusa 25

Characteristics of Online IMS(2020) and Insights
2020/11/05(c)saegusa 26
(1) Since 2020 has many ideas, the upper side is reclassified (nn> 3 or
more, 4 or more added)
(2) It is thought that the initial encouragement (outside), hints of ideas
(outside), and homework "Think about real goods" (inside) have been
successful in increasing the number at once in the second session.
(3) The average number of '18-19 was 2.0-2.2, but that of '20 was 3.3. The
goal was set to 3. (I set it to 3 last year)
(1) Opportunities to face oneself in online lecture have increased, and the
conditions for continuing IMS were met.
(2) The target level assignment (3 ideas per day) and SA follow-up system were
appropriate.
(3) Inside and outside coaches working together to give the students hints in
order to foster encouragement was good at encouraging students.

Fig.9 Evaluation of IMS by Questionnaire
2020/11/05(c)saegusa 28
2.50
3.00
3.50
4.00
4.50
5.00
1. Opportunity
2. Frequency
3. Habituation
4. Fluency
5. Enrichment
6. Future
7. Usefulness8. Use of notebook
9. Continuation
0. Encouragement
in Gr
11. Tips
12. Collaboration
Overall average
Year of
admissio
n
Studet
number
Lecture
method
2020
(R02)
101 Online
2019
(H31)
79 F2F type
2018
(H30)
104 F2F type

Insights from Evaluation Questionnaire
2020/11/05(c)saegusa 29
It is noteworthy that the number of inghts have increased,
especially in 2. thinking frequency, 3. habituation, 4. writing
consciousness, and the central items of the idea marathon. It
is judged that this lecture has achieved great results because it
has made the students' think and adopt writing habits and
aime to be useful in sociwty after graduation.
On the other hand, regarding 9. continuity, students are not
confident that they can continue without continuous support,
but in the measurement after the lecture, more than 30% of
the students are clearly continuing, which is also a big effect.
In addition, it is natural that the lack of online lecture is
obvious due to the lack of cooperation within the group (No.
10). It is difficult to contact teachers and classmates in the
class, which is a future task.

Conclusion
• 1) Methodologies for online AL and IMS were shown.
• 2) We compiled a list of the types of encouragement given to
students.
• 3) Comparing the total number of ideas generated by the
IMS, we obtained the following results. The number of ideas
per day increased from 2.0 (average number of ideas per
person) in 2019 to 3.3 in 2020, which is a very big result.
• 4) It was speculated that the reason was largely due to the
isolated learning environment. We think that the reason can
also be seen in the 2nd item (encouraging others) of the 12
fundamental skills of working people in Fig. 7-2. In addition,
the strengths of the Idea-Marathon for individual work online
were also demonstrated.
Thank You
2020/11/05(c)saegusa 30

References
] D. J. Treffinger, Introduction to creativity and giftedness: Three decades of inquiry and development. In D. J. Treffinger & S.
M. Reis (Eds.), Creativity and giftedness, 2004, pp.xxiii–xxxxx. Corwin Press, 2014.
[2] M. Runco, Creativity: Theories and themes: Research, development, and practice. New York, NY: Academic Press, 2014
[3] N. Murase, How Creativity is Born, Bulletin of the Faculty of Contemporary Sociology, Toyama International University, vol. 6,
pp. 229-236, 2014. (in Japanese)
[4] H. Ohnishi and M. Shinzan-ou, A Study on “Creativity” in the Elementary School Music Department, Bulletin of the Teaching
Career Center, Aichi University of Education, vol. 3, pp. 93-100, 2018.
[5] S. Yasuhiro, A Study of Froebel’s Benefactions: On Work Tools, Studies in Art, Physical Education and Psychology, 52, pp.
247-253, Faculty of Education, Yamaguchi University.
[6] T. Higuchi, A Marathon of Ideas to Improve the Creativity of All Residents and Build a Foundation for Regional Regeneration,
The 38th Annual Conference of the Japan Creativity Society, pp. 5-6, 2016 (in Japanese).
[7] T. Higuchi, Enhancement effects of the Idea-Marathon system on creativity (Unpublished doctoral dissertation). Japan
Advanced Institute of Science and Technology (JAIST), Ishikawa, Japan, 2014.
[8] R. Richards, Everyday Creativity-Process and Way of Life – Four Key Issues, The Cambridge Handbook of Creativity, p189,
New York, USA, Cambridge University Press, 2010
[9] P. Lally et al., “How are habits formed: Modelling habit formation in the real world,” New York, USA, European Journal of
Social Psychology, vol. 40, issue 6, 2009, pp. 998-1009, John Wiley & Sons, Ltd.
[10] S. Saegusa and T. Higuchi, “Strengthening thought and idea in first year’s education: Practice of active learning with IMS
introduced,” Paper presented at the 38th Academic Lecture Meeting of the Japan Creativity Society, Tokyo, 2016.
[11] S. Saegusa and T. Higuchi, “Active learning and teaching education method for university freshmen,” KICCS2017 in Nagoya
2017.
[12] S. Saegusa and T. Higuchi, “Encouragement and continuity support system for self-innovative training of the idea-marathon
for university students and company staff,” ICCI2018 (in Osaka), and S. Saegusa and T. Higuchi, CC2018 (at South Oregon
University).
[13] T. Higuchi, “Practice of the two-storied active learning structure in universities establishing a habit of thinking and
immediate writing as the intellectual basis of active learning, Journal of Japan Creativity Society, vol. 20, 2016, pp. 36-39.
[14] S. Freeman, Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning
increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111,
8410–8415. Idea No. 1,830, July 31, 2018.
[15] C. C. Bonwell, and J. A. Eison, Active learning: Creating excitement in the classroom (ASHE-ERIC higher education reports
no. 1). Washington, DC: George Washington University, 1991
”, Second Edition, vol. 1, pp. 400-403 San Diego: Academic Press.
2020/11/05(c)saegusa 31

Insights for new eduaction concept
1. Not limited to the Idea Marathon (IMS), it is necessary to always
follow up on the important contents in the continuous support
system, etc., without leaving the teaching.
2. Since IMS does not choose the person to be proposed or the
content, it is effective for each other by incorporating it
hierarchically into the proposed existing program.
3. Incorporating external influence factors will increase student
motivation and facilitate activities rather than a teacher giving a
single lecture.
4. Online learning is a major factor in personalization and grouping. It
is possible to look back on yourself and is ideal for strengthening
meta-thinking ability.
5. Online tends to give priority to educational effects. There should be
no trade-off with the teacher's personality. It is time to further
consider the balance between online and face-to-face lessons.
2020/11/05(c)saegusa 32

Fig.8 Word association challenge(2020)
2020/11/05(c)saegusa 33
16
26(+64%)
Words
Number of words
associated
(% increased )
4/30 7/30
Growth by Challenge
(+64%@‘20)
Challenge Test(1) Challenge Test(2)
(1) Start word=Spring
(2) Start word=music

Correlation between Total Score and IMS
(2019 and2020)
2020/11/05(c)saegusa 34
y = 0.019x + 76.169
R² = 0.103
65
70
75
80
85
90
95
150 200 250 300 350 400 450 500
総合成績
Total Number of Ideas
(Total score dosn’t add the incentives of IMS)
y = 0.0291x + 70.759
R² = 0.1028
65.0
70.0
75.0
80.0
85.0
90.0
95.0
150 250 350 450 550
In 2019
In 2020
Total Number of Ideas

2020/11/05(c)saegusa 35
Shujitsu Goods
Proposals

TS4-1: Shozo Saegusa from Shujitsu University

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