Current open education resources and online learning environment require appropriate human resources such as designers and management staffs in Educational Technology area though the curriculum standard has not established yet. To extract common learning contents for the purpose, the interaction between course syllabi of some curricula are examined using a combination of lexical analysis and cluster analysis. As a result, some fundamental information and features for a possible curriculum in both educational technology and learning technology has been gathered.
A possible curriculum including courses and their key words for desired three types of human resources in educational technology was created in accordance with the results of analysis. Also, a prototype of course material was developed.

This study was conducted on the Tateyama City Hojo Elementary School with the school system to implement "the ability of children to exhibit on their real life." We analyze the meetings (ex. each grade meetings), we show it is not only to improve the quality of the children of the class, but also to train teachers as "professional learning community." We also developed a lesson study system that uses a social media, perform verification tests and show the potential to be freed from the constraints of time and distance on the system of Hojo Elementary School. We carry out the analysis that Hojo Elementary School has curriculum to foster active children at the same time.

This research project focused on the factors to sustain learning motivation of the adult students of the online university. The research revealed that learning by videos, skills for time management, and supports from students' family effect positively, and psychological and physical loneliness affects negatively. Also it revealed that students having many friends in online courses communicate better with teachers and learning mentors.

早稲田大学eスクールのコンテンツは、その多くが大学の授業のライブ映像を用いている。この間、eスクールは8年目に入っているが、常に200名を前後する学生を安定的に受け入れている。このような状況を考えるとき、何故にライブ映像がeスクールの学生に迎えられているのか検討する必要と価値を感ずる。
この研究は、ライブ映像の場面に表出される人間としての教師でしか表現しえない表現力、情報量の問題が焦点化される。この問題は、前川ら(1988)のパラ言語の問題として既に部分的に明らかになっていた。
パラ言語とは、音声言語には属するが言語情報とは異なり、言語情報以外に韻律的表現をされている従来ならば言語情報として分類されることのない情報であり、その韻律的に表現された情報が言語と同等にみなされうるものとして注目を集めた言語である。パラ言語情報は、発話において言語情報を変容したり補助したりすることによって、話者の意図や態度、発話スタイルを伝達するものとされている。パラ言語情報は、イントネーションの変化、抑揚、パワーの強弱によって表現される韻律情報であるが、文字言語に転写すると判断不能になる。
授業中における教師の言語行動の中に、どのようなパラ言語が含まれ、そしてそれが受講者たちからどの程度共通の意味理解をされたかを明らかにすることに努めた。本実験においては、連続的な音声言語の流れの中で表現されるパラ言語情報のカテゴリをあらかじめ被験者に与えた際に、どの程度そのカテゴリ,を使って各パラ言語を識別できるか実験した。「注目」、「確認」、「反語」、「強制」などの意を汲むパラ言語は、ほぼ70%以上の一致度をもっていることが明らかになった。このような学習行動を強化する機能をもったパラ言語は、明らかにeラーニングの学習を豊かにするものと考えられる。

This study aims to enable e-learning to integrate participatory and collaborative workshop. Blended online courses including e-learning and face-to-face workshop were designed and performed, then students evaluated those courses. The high appraisal to the blended courses indicates that face-to-face courses can be replaced by blended e-learning courses with students' high satisfaction.

本研究の目的は、大学院で扱うような、リアルで複雑な問題解決を事例的に扱ってゆく教育をeラーニング上でどのように実現することができるかを、コンテンツをプロトタイプ開発することによって明らかにすることであった。
3年間の研究によって、eラーニングを実際に行っているケースを対象として予備的な調査を行い、どのような点がうまくいっているか、あるいはどのような点が不十分であるかを明らかにした。その結果、リアリティのあるeラーニングのためには、以下の3点:
(1)シナリオやケースが十分に練られ、迫真性があること
(2)シナリオの背景となるデータやビデオのリソースが豊富なこと
(3)メンター/コーチが適切なサポートをすることが重要であることが明らかになった。
その中から、次の2点について重点的に研究を進めた結果、かなりのデータを得ることができた。
(1)卒業研究が具体的にどのように進められ、途中でどのような成果を出していくかについてのビデオデータを蓄積した
(2)シナリオベースeラーニングを成功させるための、メンタリング/コーチングの具体的なスキルを明らかにするべく観察をした
特に、本研究が目的としたような、迫真性のある大学教育のためには、教材とともにメンター/コーチが学習者の活動をいかに促進するかが重要であることが明らかになった。今後は、これを実証レベルで明らかにするためにさらに研究を進めていきたい。

This research was done to examine effects that the active learning behavior that appeared during the lesson was caused for the study promotion.
This research was focus on 1) Raising hand behavior in the classroom, 2) Note-taking , 3) Underlining to the texts, 4) The research of the modality of the use of e-learning in the lecture type class that uses e-learning together has been brought together.
Those results were as follows.
1) This study was tried to investigate mechanism of the behavior of the raising hand through the observation of an actual classroom class scene. The result was shown that raising hand behavior was provided for by a class environmental factor of the class acknowledgment of not only child individuals' belief but also the child.
2) This study investigated the relation to the test score with the Note-taking in the lecture after the fact. Information on the lecture was classified by the key sentence, the item of note-taking and the amount were examined, and the relation to the score of the test that had been imposed two weeks teaching later was analyzed. As a result, high correlations were shown the amount of note-taking and the test score.
3) This study investigated the effectiveness of underling while reading on readers' understanding of textual information. The result showed that the promoting improved the subjects' recall of the underlined information regardless of the texts' defficults or the length of reading time.
4) This study investigated the learner's learning process in lecture class of university together with e-learning. The result showed that a learner may access e-learning when he/she doesn't know that he/she can understand content of lecture, and when he/she perceive necessity of re-taking the lecture. This result suggests that learners can use it when they perceive necessity of re-taking the lecture after they know that they don't understand content of lecture.

本年度は最終年度にあたり、最も大規模な実践研究を行った。教育実践の概要は以下のとおりである。2006年度後期(2006年10月〜2007年1月)早稲田大学人間科学部(通学制)で実施された講義「教育測定評価論」を対象とした。学生数約140人。eラーニング教材として同授業をライブ録画し、編集を施した教材が併行利用された。eラーニング教材は、講義動画,パワーポイント資料,およびBBSによる質疑応答機能から構成されていた。学習者には授業開始と同時に、eラーニング教材が提供され、それの利用方法について入念な説明と予備的試行が行われた。以後、授業内容からみた3つの主要テーマに関連したレポートの提出が求められた。
この研究の眼目は、eラーニング教材の利用の状況と学習者のレポートの評価の関連性を分析することにある。全ての学習者のeラーニング教材の学習履歴と評価の関連性が分析された。結果の概要を述べる。(1)評価の得点に応じて、上位群,中位群,下位群の3群に分けた場合、中位群,下位群の学生において、eラーニング教材の利用を重ねた場合、高い得点上昇率が見られた。(2)これに比べ、上位群においてはeラーニング教材の利用と評価の得点との関連の有意性は見出されなかった。しかし、このグループのeラーニング教材の利用傾向を見ると、個人差が大きく、eラーニング教材の利用ストラテジーを詳細に調べる必要性指摘できる。この件に関しては、中位群,下位群においてもその必要性を感じる。拘束性の少ない自由な学習環境において、学習者がどのような学習行動を自発的にとるかの研究が必要である。

ポートフォリオの1つとしてビジュアル型レポートを考案したが、レポート作成の学生への負荷が予想以上に高く、仕事と学習とのバランスに多大な影響を与えることが想定された。生涯学習としての高等教育という観点から、さらに学習行動の分析が必要であると思われた。そこで、訓練型のe-learningではなく、学校型e-learningシステムとして、早稲田大学e-schoolの実践の中で、学生の学習履歴(ポートフォリオ)の活用による評価を試みた。また、学校生活の要素であるホームルームのログの再分析を行なった。すなわち、学習面と学生生活面との両面から、e-learningによる学習評価を行なった。
学習面では、BBS上のグループ討論の活発性に関して、活発、非活発の2グループとそれらの中間に位置するグループ間の比較をテキストデータマイニングを用いて明らかにした。その結果、話し合いを活性化するのは具体的な数字などデータを含む投稿であり、一方話し合いを抑制するのは、抽象度が高く投稿者のはっきりした価値観が表現されている発言であることが示された。
学生生活面では、ホームルームBBSのカテゴリー分析を行なった結果、学習者同士のコミュニティの形成にホームルーム(HR)が役立っていることが示された。HRは、学習者の社会心理的なサポートと学習活動スキルや学習に関する情報の共有といった学業的支援の両面を持っていると考えられた。しかし、ROM(read only member)がクラスの60%存在し、受動的参加にとどまっていると推察された。
いずれにおいてもBBSに書き込むという能動性をどのように引き出すか、それを支援するためにBBSのログを中心としたポートフォリオの活用が学校型e-learningにおいては学習マネジメントとしてだけではなく、学習評価法としてどのように位置づけるかが課題であると考えられた。

To get substantive outcomes of e-learning courses, it is necessary for e-learning system including learning management systems to facilitate learners learning. Also it is necessary for teachers, coaches, and supporting staffs to work respectively. Teachers have three types of work: design, management and evaluation of the courses. Designing the detailed course structure is the new and important part of work for the teachers. And then online coaches appear to have a greater part of work to support the teacher and to facilitate classroom activities. Coaches have three types of work: facilitating the classroom activities, making classroom atmosphere and standards, facilitating the discussion processes. Many kind of learning management systems are now available free or commercially. The minimum functions are video streaming, bulletin board system, and testing, but these functions should be carefully designed and become more usable to get more substantive learning outcomes. Talking about the future learning environments, learner will be able to access directly his/her own working spaces by opening web brouser.

Personalized System of Instruction (PSI) was applied in information literacy and statistics courses in universities. PSI featured (1) use of web-based learning materials, (2) proctors who assist learners, (3) self-paced progress, and (4) mastery leaning by checking tests. PSI courses received higher evaluation on learners' satisfaction and on learning outcomes compared with the courses in conventional ways. The next steps of PSI are to delivery learning materials via network and to apply PSI in distance learning, especially to replace human proctors to virtual proctors in network system. In order to realize the next PSI, this study discuss on the interactivity of the learning system and its effect on the motivation of the learner.

In this study, tools were developed to evaluate and find motivational problems of instruction, and to facilitate revision processes. Based on the ARCS motivational model, proposed by John M.Keller, an evaluation sheet was designed that has four question items for each of the ARCS four categories : Attention, Relevance, Confidence, and Satisfaction. Students of several universities participated in trial studies of evaluating university lectures that they took. Factor analyses were conducted and reliability and validity were confirmed, in order to finalize the ARCS motivation evaluation sheet. A Web-based ARCS motivation evaluation sheet was then developed to conduct evaluation by students and to analyze the data statistically. Usability and practicality were checked and revisions were made. On the other hand, motivational strategies that had been proposed in various areas of educational settings were collected and classified in a form of an ARCS revision strategy guidebook. A Web-based ARCS motivational revision guidebook was then developed, by combining the Web-based ARCS evaluation sheet and the collection of ARCS revision strategies. The system was deigned so that candidate strategies were proposed in those areas that had weak reactions by students in the questionnaire. Usability and practicality were tested and revisions were made. All the above outcomes of this-study were made public through the Head investigator's Web site.

Two experiments for barrier free oriented Web design for the Aged were designed. First was contrast sensitivity and color coordinate. For the Aged, it was shown that the most effective color design is positive (dark text on the light backgrounds) contrast polarity with over 4 : 1 brightness ratio. On the other hand it was not so good for the Aged such as one which is positive with under 3 : 1 brightness ratio, negative (light text on dark backgrounds) and same color combination with low contrast. Second was icon image. The experiment was developed for three icon group such as object icon, operation icon and condition icon. As the results of the experiments, cognition ratio of the icon image to the object and condition decrease depend on age.
Especially, it was not so good for the person of advanced age.
These data suggest that it is necessary for some icons of object and condition to improve icon image.

Cognitive processes in children with learning disabilities were analyzed, and an experiment about development of an aid method for them was performed. First, WISC-R and K-ABC were executed to them. Their eye movements were measured during sentence reading task and picture searching task. Event related potentials were measured during pattern matching tasks, picture discrimination - identification tasks too. Their data for visual information processing processes were analyzed to develop aid methods for them. One student with difficulties of verbal processing performed poor movement of eyes during understanding sentences constructed by Hiragana letters. His event related potentials suggested that he had problems in visual early processing for pattern. An experiment was performed to develop an aid method for him. Serious presentation system of Hiragana letter was organized and performed to him. He could understand Hiragana sentences more easily than other methods. Aid systems of sentence reading for him were discussed.

We deveIoped the system to measure the relationship between the heart rate variability and the mental work load in WWW operation.
It is found that there are weak correlation between some parameters of the heart rate variability such as TP, Xa and Xc and mental work load when users operate WWW with long response time.
However these correlations are not clear according to the WWW designs. The results of questionnaire about mental work load shows that they can operate WWW with no flame more easily than one with flame and the mental work load is less when they operate WWW with little hierarchy. But such difference is not found by the parameter of the heart rate variability clearly.

Multimedia learning system for the training of communication skill was developed. It was the learning system for the student with mental retarded to develop the communication ability, especially, the facial cognition as one of the communication ability. The contents of this system was designed such as follows ; 1) for practice, six communication scenes at school life are presented by about 50 movies. 2) for keeping up learning motivation, all contents are designed in story and game form. Furthermore, the sequence of the problem was modulated automatically in each learning according to the result of learning.
Finally, this system was evaluated by eight students with mental retarded for two months. The following results were obtained : 1) The contents with story form is very effective method for keeping up learning motivation. 2) Situated learning is more effective for the mental retarded to recognize facial expressions. This system is useful for the training of the facial cognition.

This study examines how the classroom work with computer supported collaborating work as a view point of technical, cognitive behavior and instruction.
It is found that the learning environment with network is effective as an instrument of bring up computer literacy and the media use capacity prescribes the frequent use of network in the beginning while the communication anxiety relates to the ease of network.

The purpose of this research was to examine various effects of educational media, especially Film/TV, upon learning processes. To progress our research, the following three issues were raised :
(1)The construction of educational research system to study media effects in instructional situation.
(2)The development of system for measurement of eye movement and pupil size under visual information presentation in experimental controls. (3)The analysis of strategy when learners process both visual and auditory information from media.
First, in the early stage of this research, we have developed data acquisition system based on the response-analyzer system which had already been equipped in language laboratory room. With this system, collected were the real-time data, such as the learners'own evaluation for the degree of comprehensions or interests evoked by viewing some educational TV programs. Second, using an eye camera device, we have developed the measurement system of'learner's visuo-motor responses, i. e., eyemovement and pupillary response. Several basic experiments were conducted to evaluate this system as well as to analyze the relationships between simple still TV pictures and such visuo-motor activities. The third issue is chiefly a theoretical one. We have explored learner's models which describe the interaction of media and learning in the context of cognitive psychology, but, at present, only a local model for the recognition memory of motion picture can be proposed with experimental evidence. Further considerations are needed for the construction of more comprehensive model of media-learning process interactions.

The present paper reports the design, implementation, and evaluation of a Web-based personalized system of instruction (PSI) with several college courses. Personalized system of instruction (PSI) courses feature self-paced and mastery learning checked by tests at the end of every learning unit. For the present courses, learning materials were written in HTML, and delivered to the students on CD-ROM. The dropout rate was less than 10% throughout 3-5 years of the study. Evaluation at the end of the courses showed that students in the PSI courses got higher grades than students in traditional lecture-style classes.

In this study, we investigate effects of referring to a previously written manuscript in rewriting through the analysis of the contents and quality of the text.The experiment 1 shows that not referring to a manuscript promotes the addition of new contents, but does not improve the quality of the manuscript.Based on this results, we also investigate effects of planning that is well known as good method for rewriting.The experiment 2 shows that planning changes the structure of the text, as a result, actually improves the quality of the text.

This paper describes the evaluation of the college writing course which used database.Database log, students'evaluation, writing apprehension, computer anxiety, writing apprehension with computer were analyzed.The analysis shows that students used the database at their convenience and exchanged comments frequently.Students highly evaluated this course compared with the traditional one.Course delight was related to the number of comments exchanged.Writing apprehension, computer anxiety and writing apprehension with computer were improved after the course

Some classes are taught in Toyama University using Personalized System of Instruction(PSI).Altohugh PSI is a better way of doing classes attended by large students, the following problems are perceivable:(1)students forget their own personal progress, and (2)it is hard for proctors to grasp the whole progress of the class.Then, we developed database of personal progress for PSI classses.Using the system, students can find their personal progress easily, and proctor can guide to students accurately.This system is utilizable every time and everywhere with using web browser.

This study examines how much communication skills and media use capacity prescribe to the use of electronic mail. Fifty-eight university students who were introduced electronic mail at the first lecture of the four-month course filled out the questionnaires on communication anxiety, media use capacity, and general state of e-mail use. It is found that the media use capacity prescribes the frequent use of e-mail in the beginning while the communication anxiety relates to the ease of writing e-mall.

The development or use of multi-media in school education has become popular with the spread of multi-media technology.However, it is difficult to use many materials such as picture,sound,movie that construct a multi-media by the copyright.Another side,in life- long learning the volunteers collect many pictures and movies such as relating locally culture and nature. This paper describes how to construct the database using those matrrials,and how to utilize this databese.

The main purpose of this study is to find the current tendency in the color preferences of the Japanese people. The data were collected from four large cities in Japan, each having a somewhat different cultural background : that is, Tokyo, Osaka, Fukuoka and Toyama. 1600 subjects (803 males, 797 females) were chosen from the districts (400 each), and were asked to evaluate 65 colors according to their preference (judge each color according to the categories - as like, dislike or neutral ; select the three most highly preferred colors and the three least preferred ones). The results of the extracted eight factors from factor analysis indicated that each attribute (region, age, sex) showed its unique tendency in color preference. As some former studies suggested, WHITE was commonly popular in all attributes. A distinctive tendency of preference was also given by the group of people who were interested in current fashion.

The purpose of this study was to examine the effects of individuals operating computers executing several MS-DOS commands to increase the speed of read ing the related manual. The experimental group was instructed to read, at their own pac e, each sentence of the manual paragraph presented on the screen. After reading each paragraph three times, they were allowed to independently operate the computer. The control group followed the same procedure but did not actually ope rate the computers. The analysis of the reading time, per character, by sentence type-analogy, cause, rule, example, and new term-revealed that the experimental group read each type of sentence faster than the control group. In the experimental g roup, only the speed of reading in the cause- and rule-type sentences was significantly faster at the second and third trials. These results suggested that the practice of operati ng computers could have a substantial effect on the process of reading manuals, particularly as regards accelerating reading speed.

　ｅラーニング学習者を支援するメンタはｅラーニング実施に欠かせない人材である．松田・原田（2007）は，メンタの支援活動として，学習内容に関する支援，感情面に対する個別支援，ディスカッションの進行支援，の３つを挙げている．学習内容に関する支援には，学習内容や教員の指示についての説明，学習成果のフィードバック，進捗管理，学習方法の改善の支援などが含まれる．感情面に対する個別支援には，学習者がｅラーニングを継続するための助言や激励などがある（p.27）．そして，これらの支援を行うためのポイントとして，フィードバックの内容，学習者が理解しやすい表現力，学習者の状況把握を挙げている（pp.73-74）．　ｅラーニングメンタ資質が，オンデマンド講義や課題など複数の授業要素の学習達成感や，理解度，満足度にどのような影響を及ぼしたかについて質問紙調査を用いて分析した．授業の受講生260人を対象に，メンタ資質重視度，メンタ資質達成度，授業要素に対する達成感，授業内容に対する理解度および満足度に関する調査を行った．回答期間は１週間とし，大学のLMSのアンケート機能を用いて実施した．　その結果，以下のことが明らかになった．　・メンタ資質重視度の中で，「学習者への指導」は学習達成感に正の影響を与え，「学習者への対応」は負の影響を与えた．このことから，学習に関する実質的指導は学習を助けるが，過剰な支援は学習を阻害すると考えられる．　・メンタ資質は理解度および満足度へは影響せず，学習達成感が理解度および満足度へ影響した．学習者が授業要素を達成することにより，理解度および満足度が向上すると考えられる．　・メンタ資質の４つの因子の中で学習に最も影響を与えるのは「学習者への指導」である．したがって，ｅラーニングにおける学習を支援し，学習者の理解度・満足度を向上させるには，メンタの指導スキルに関する研修やトレーニングが必要である．　参考文献　松田岳士，原田満里子（2007）eラーニングのためのメンタリング―学習者支援の実践―．東京電機大学出版局，東京

　本研究の目的は、最先端の研究内容を、大学の学部教育および大学院教育に直結するための、ハード・ソフトを込みにした教育システムを開発し、大学教育・大学院教育についての新しい展望を開くことである。大学教育は、さまざまな点で改革を続けている。ひとつは、リメディアル教育に見られるような基礎学力の底上げと補償、もうひとつは、インターンシップに見られるような実社会との連携である。しかし、この２つだけではどうしても足りない。それは、先端的研究と学生を結びつけることである。そのことによって、学生は学問領域全体の展望を獲得し、それが基礎的な学習への動機づけになる。一方、教員にとっては研究者としての社会的責務、つまり先端的研究の社会へのフィードバックという仕事を果たしていることになる。　本研究では、最先端の研究現場をどのようにして教育のための素材（リソース）にすることができるかについて試行した。最先端の研究現場とは、その研究者がフィールドとしているところであり、実験室であり、サーベイをしているところである。また、研究が論文になっていない段階で行われる公式・非公式の研究会であり、同じ領域の研究者仲間との議論であり、学会のワークショップやシンポジウムである。そうした研究現場にカメラマンと記録係、そしてその研究者自身が入り込み、インタビューや今やっていることの自分自身の解説、研究現場そのものの記録をドキュメント化していく。そのようにして教育のためのリソースをできるだけ生の形で収集・蓄積していく。研究代表者（向後）は、自分自身の研究活動を材料として、カメラマン・記録係とともに素材を集める役割を担った。今後は、教材のリソースとしての最終形をにらみながら、素材収集のための方法論について考え、教材を作成していく予定である。