Tsuneo Yamada

Computer Ethics Video Clips for University Students in Japan from 2003 until 2013

The explosive growth of computer networking enormously increases security costs in universities. It is necessary to encourage the cooperation of students, faculty, and staff through education and training of information ethics, together with improving management and technologies, and as a consequence, to reduce university costs. We have been producing collections of video clips for information ethics education for university students to be used as teaching materials. New technology, service, custom, and so on accompany new security issues and ethics issues. So we have continued to produce video clips for these issues for ten years. We have produced the fourth edition of collections of video clips this year. This paper shows what kind of our clips and how our video clips changed in ten years.

New Component Technologies and Development Strategies of e-Learning in MOOC and Post-MOOC Eras

Information and Communication Technologies (ICTs) have triggered the innovations of pedagogies and learning methods in all levels of education. In addition to distance education, e-Learning is expected to improve classroom teaching through educational tools and digital content in various blended approaches; Mobile devices and SNS showed the new content distribution and knowledge sharing in learner communities; MOOCs (Massive Open Online Courses) expanded the opportunities of quality education on a global level. This paper discusses the Japanese practices in which MOOCs acted as catalysts implementing component technologies and development strategies for e-Learning.

Fusion of E-Textbooks, Learning Management Systems, and Social Networking Sites: A Mash-Up Development

Online education has provided good opportunities for educationally disadvantaged people. However, some traditional learning management systems (LMSs), the base systems of online education, had the limitations in offering standardized education for diversified learners with different skills, objectives, abilities, preferences, and backgrounds. In addition, the traditional LMSs, which required a constant connection of the Internet, could not be used where it is not available, that is, in the half of the world. Thus, we developed a new learning platform for large-scale online courses (LSOC), called “the Creative Higher Education with Learning Object (CHiLO)”. CHiLO is a comprehensive, open-network learning system which can realize e-textbooks, competency-based education (CBE), digital badges, and social learning. CHiLO can contribute to future research on next-generation learning content based on e-books and a flexible, diversified learning environment for people worldwide.

Development and Deployment of the Open Access Repository and Its Application to the Open Educational Recourses

Worldwide activities on open access have triggered many universities to operate institutional repositories (IRs). The National Institute of Informatics (NII) has led a Japanese IR project since 2014 and, developing homegrown repository software named WEKO as a module for the content management system NetCommons (NC). Concepts of WEKO are “High Functionality”, “Easy” and “As you like”. WEKO has almost all functionalities you need as a repository system, and these can be customized and operated by browser. In addition, not only the repository functions but also variety of add-on can be utilized for designing your own web page. More than 250 universities in Japan are now operating WEKO as their IR. Since the WEKO has multilingual functionality, some of the Malaysian university has decided to employ it. In this paper, we summarize the repository related activity in Japan and point out the possible collaboration between open educational and repository.

UTILIZATION OF METADATA FOR QUALITY ASSURANCE IN THE INTERNATIONAL SHARING AND REUSE OF OPEN EDUCATIONAL RESOURCES

In order to sustain the development and utilization of learning content under the limited financial and human resources, the sharing and reuse of open educational resources (OERs) have been promoted in various school levels and disciplines. In many countries, central organization(s) collect both learning content and its metadata, and provide them to learners and teachers with distinctive value‐added services from their portals. Collaborations among the national portals have also emerged beyond borders.Global Learning Object Brokered Exchange (GLOBE) is an international consortium of the hub organizations, which manage a federated repository and/or a meta‐referatory in each country and region. GLOBE was established in September 2004 by five founding members, and now twelve organizations in the world participate in. By adopting IEEE LOM version 1.0 for the metadata standards, SQI for the query language, and OAI‐PMH for harvesting, GLOBE realized a global search and delivery infrastructure for lifelong learning (LLL). At present, while the repositories all over the world store huge number of learning content and metadata, the variance of the quality becomes much bigger. In addition, because the effectiveness of learning content is relative and dependent on contextual factors, both optimizations specialized in learner characteristics and localizations to each language/culture are indispensable. The users need some supports on the quality and pedagogical guidance when they find their right content. GLOBE, based on multilingualism, multiculturalism and pluralism, collaborates to build up standardized services on the quality assurance of the content utilizing the “Educational” items of LOM. In AAOU framework also, the organizations can promote “openness”, and share the quality learning content and educational information by using a standardized content search and delivery infrastructure.

Learning System based on Decentralized Learning Model using Blockchain and SNS.

Learning needs to transcend traditional school education to cover the whole array of learning available, such as advanced technology, arts, or sports so that people can keep learning, training, and practicing at their own pace throughout their life. To fulfill these needs for learning, we have constructed CHiLO, a decentralized learning system, which utilizes e-books. We are now developing an entirely new learning system using blockchain to solve the issue regarding the copyright of CHiLO and to build a new learning model utilizing virtual currency. This paper reports the first phase of the implementation details of the new system, which allowed the ownership rights of the blockchain assets to be managed to create e-books by combining the posts on the SNS and paying in virtual currency.

Video annotation tool for learning job interview

In this paper, video annotation tool for learning job interview is proposed. To visualize the difference of obtained descriptions, the proposed tool uses correspondence analysis. The results of correspondence analysis are used to give feedback to learners. By the results, the learner can understand the characteristics of his/her descriptions among the others.

A Suitable m-Learning System using e-Book for Developing Countries

While large scale online courses such as MOOCs are popular in developed countries, their dissemination is difficult in developing countries due to the existing challenges faced by the digital divide such as poverty, internet accessibility, and the low PC ownership ratio. A learning platform for mobile learning was developed for developing countries where people often have no access to the Internet. The platform is called creative higher education with learning objects (CHiLO) and was developed with the aim of solving the problem. As a demonstration experiment, we distributed CHiLO books of the NSA1 series in about one year (from April 2014 to March 2015), 47% of over 20,000 downloaded books were from developing countries. Our experimental results in Japan have indicated the potential effectiveness of CHiLO for developing countries.

Developing an E-book-based learning platform toward higher education for all

While higher education rapidly grows worldwide, regional differences widen the digital divide. Our Creative Higher Education with Learning Objects (CHiLO), an e-book-based learning platform, aims to provide opportunities in higher education for developing countries or rural areas that have restricted digital literacy, digital devices, learning resources, and quality of networks. CHiLO provides an adaptable learning environment corresponding to diversification and flexibility in online courses such as massive open online courses (MOOCs) using device-agnostic m-learning centered on e-books with media-rich content. CHiLO also aims at a comprehensive open network learning system through the use of various existing technologies and various learning resources, including OER on open network communities such as SNS. Our set of experimental outcomes demonstrates the efficacy of m-learning using CHiLO, particularly with an e-book, including media-rich content, nano lectures, and digital badges.

CHiLO: Using an e-textbook to create an ad-hoc m-learning environment

Open education offers higher education opportunities for underprivileged communities and solves the problem of deficit in learning resources, such as human and material resources, throughout developing countries. Open education, however, has certain challenges in terms of dependency on the Internet. The use of mobile devices is expected to aid in meeting these challenges. Mobile learning (m-learning), which is learning through mobile devices using various modes of communications like a phone line and contiguous communications, can potentially provide learning services anytime and anywhere without using the Internet. Our Creative Higher Education with Learning Object (CHiLO) project aims to provide an adaptable learning environment corresponding to diversification and uncertainty in large-scale online courses such as MOOCs using device-agnostic m-learning centered on e-textbooks with media rich content. It also aims at a comprehensive open network learning system through the use of various existing technologies and various learning resources, including OER on open network communities, such as SNS. Our set of experimental outcomes demonstrates the efficacy of m-learning using CHiLO, particularly with an e-textbook, including media-rich content, nano lectures, and digital badges.