This study investigates how workshop designers master the design process by focusing on the turning points in their workshop design methods. Semi-structured interviews were conducted with workshop designers having over five years of experience (n=19). The analysis suggests that workshop designers realize the need to change their design methods when (1) encountering different types of participants, (2) changing positions in their teams, (3) collaborating with people from different professional and educational backgrounds, (4) becoming conscious of mentoring younger designers, and (5) using introspection to realize their ideal design methods. In addition, the findings indicate four elements important to the design mastery process of workshop designers: (1) original experiences and motivations, (2) conflicts and breakthroughs with others, (3) positive attitudes toward building a good relationship with co-workers and participants, and (4) establishment of theories on an individual level.

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The purpose of this article is to investigate how students developed through reflection and Bridge Learning in the service-learning course of Ritsumeikan University. In this study, we analyzed a questionnaire survey in which 61 students participated. Factor analysis found three forms of Bridge Learning: links between community service activities and in-class studies, between different classes, and between past, present and future studies. It distinguished these three forms of Bridge Learning from reflection. We classified the 61 students into three groups. The results of ANOVA on six learning outcomes showed that students who engaged in Bridge Learning as well as reflection achieved higher learning outcomes than those in the other groups. We conclude that Bridge Learning combined with reflection is an effective factor for student learning and development in service-learning

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This research illuminates 1) factors that determine English learning motivation, 2) differences in English learning motivation among students with experience living and traveling abroad, gender and grade, and 3) factors that influence the English learning motivation of fifth and sixth grade students in Japan. A study of 816 fifth and sixth grade students showed that English learning motivation is composed of four factors: usefulness, intrinsic motivation, exchange desire and avoiding uneasiness. Comparison of experience living and traveling abroad showed that students with such experience were at a significantly higher level than students without such experience in avoiding uneasiness. Comparison of gender showed that girls were higher than boys at a significant level in usefulness, intrinsic motivation and avoiding uneasiness. Comparison of grade showed that fifth grade students were significantly higher than sixth grade students in intrinsic motivation and avoiding uneasiness. Furthermore, covariance structure analyses demonstrated that School factor influenced each of the four factors.

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The present study investigated junior high school students' cognitions and emotional / behavioral responses to teachers' scolding which had been insufficiently examined although it is highly important in educational fields. Based on the results of a preliminary survey, we created four types of virtual scenes of being scolded by a teacher. Junior high school students (N=784) completed a questionnaire about cognitions and responses for each scene. Results revealed the following: (1) different styles of scolding evoked different responses, (2) "explanations" evoked positive cognition about teacher's intention of scolding, but "prohibitions" evoked negative emotional / behavioral responses, (3) scolding in a highly threatening way evoked anger, (4) junior high school students recognize the teacher's intention of scolding positively.

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Learners of computer programming may learn fundamental programming concepts through experiential learning by exploring sample programs. However, some learners fail to understand the concepts or functions of code. One reason for this failure is their lack of comprehension of the relationship between program code and its behavior. To address this issue, we develop a learning material that focuses on "visual manifestation" and evaluate its use in an undergraduate course. It is found that the learning material effectively enhances students' learning of fundamental programming concepts.

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This paper examined the effects of comprehensive learning strategies on learning English words. We encouraged first year, middle school students to use organization strategies when learning English words. Students who normally use various learning strategies have a tendency to use them actively after they are taught new learning strategies. However, students who do not use many learning strategies tend to continue to use their favorite strategies even after they are taught organization strategies. Nevertheless, the findings showed that teaching learning strategies facilitates students' use of new learning strategies.

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We propose a system that allows university instructors to check teaching behaviors in their lecture videos for lecture improvement. The system offers two functions: time-series graphing, which visualizes real-time changes in student evaluations during a lecture, and teaching behavior prediction, which shows instructors information on their own teaching behavior as predicted from student evaluations. We develop the system and conduct experiments to evaluate its functions. Subjective instructor evaluations of each function indicate that (1) the graphing function was useful for identifying portions of lecture videos containing teaching behaviors needing improvement, and (2) that the prediction function was useful for determining teaching behavior tendencies during lectures.

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In this study, a new questionnaire was developed to measure judgmental and behavioral aspects of information ethics by asking students to give responses to questions on unethical uses of ICT tools. Four hundred and thirteen undergraduate students answered the questionnaire. Relationships between measured information ethics and gender, consciousness of everyday ethics, proficiency in ICT tools, and the amount of education received on information ethics were examined and the following results were obtained. Female students were more ethical than male students in both judgmental and behavioral aspects of information ethics. The consciousness of everyday ethics had a strong impact on information ethics. Students who use ICT tools for practical purposes were more ethical than other students. Attending classes on information ethics at university enhanced both aspects of information ethics. Information ethics classes at high school had some effect, but less than that of classes at university. Finally, possible combination effects of everyday ethics, experience in ICT, and the amount of education on information ethics were examined, but no such combination effects were detected by the analysis of variance.

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This study assesses the effects of positive approaches of Organization Development (OD) on teachers and staff members and illustrates the processes by which OD can take effect in schools. Using OD, I organized a two-day in-school training session for elementary and junior high school teachers and staff members at a private school. I practiced Appreciative Inquiry (AI), which was the most widely used positive approaches of OD technique. After the session, I assessed its effect over a period of one month by interviewing participants individually and performing qualitative data analysis. The findings of this paper are the following: (1) by developing a Foundation for Pursuing School Goals (FPSG), teachers and staff members became more aware of the school goals and undertook action to achieve them and (2) by developing a Foundation for Developing Communicative Relationships between Colleagues (FDCRC), they became more communicative, and as a result, more aware of the necessity of communicating with colleagues and better able to implement the ideas that arise from their discussions.

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