Streaming, REAS (Real-time Evaluation Assistance System) is a Web questionnaire system with streaming video by cooperative operation between the REAS server and Real Player. While viewing the Real video, the video will be stopped and the questionnaire or the test will be displayed on the web browser automatically. After the audiences answer the questionnaire or the test, the next video will be started automatically. The purpose of this research is to clarify feature and editing method of Streaming REAS and to examine the learning effectiveness of Streaming REAS. The researchers used a quasi-experimental design with a pretest and post test Forty-nine university students in an Experimental group were given a task of watching streaming video which was divided into 6 parts and asked to answer 6 free answer questions for each streaming video which was produced by Streaming REAS. Twenty-four university students in Control Group were just given a task of watching non-stop streaming video. The result showed high satisfaction and motivation for learning with Streaming REAS. Streaming REAS was recognized as an effective system for university students for their learning with streamed video.

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The purpose of this study is to develop a social networking system "Social Learning Life," which makes a learning community on a web site. While browsing, it enables the users to construct their own teaching materials on a website or add notes. Using HTML editorial tool specializing in making teaching materials, the users can build up their materials efficiently. Also introducing the idea of instructional design into this system, the materials suppose to provide more effective learning. The materials made with this system will be browsed by the designated users. This system allows for communication between users in addition to enhancing effective learning.

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This study concerned a formative evaluation for e-learning software (WebClass) assisted Teaching. 66 undergraduates students answered open-ended questionnaire about 8 times e-learning lessons. Most of all students intended to continue using e-learning for work. They lacked consideration of others who did not use software fluently. Some of them need 8 times lessons to use the software fluently. A half of students were always uneasy to use the software and had so many troubles to use it. The students used old style's (pencil and paper) in improved instructions. Improved teaching style ordered the instructor to respond immediately and 24 hours from students. That improvement was so hard for instructor. The software was insufficient to use in teaching for students.

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The School of Human Sciences at Waseda University implemented e-school education by using the Internet in April, 2003. This state-of-the-art educational system, now in its 4th year, has been conducted smoothly, overcoming unforeseen challenges almost on a day-to-day basis. In the process of teaching courses, the present writers have faced several unexpected problems and tasks requiring detailed care and attention. Quite interestingly, one noticeable consequence of e-school teaching has been the need to re-train the present writers as e-school novice teachers. This report intends to introduce several notable experiences involving learning, with examples of efforts made and improvements realized Specifically, courseware development, meaningful refocusing of phone use, and BBS communication are analyzed and discussed from the perspective of novice e-school teachers. It is of interest, at the same time, that the process of encountering the challenges associated with e-learning has also given us more than several research questions to be reconsidered in their application to teaching, and distance education.

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The positive utilization of e-learning is one of the active plan for the lifelong education in Japan. The characteristics of the lifelong education is flexible learning style and e-learning is the eligible methods in this free style learners. But many adult learners could not operate computer literacy well and also the expression of Japanese copyright law is defected the free usages for lifelong education purpose except school education. In the US copyright the description of fair uses of educational purpose is secured the free uses for all educational purposes including the lifelong education. So I would recommend to introduce the concept of fair uses same as US copyright and to reconstruct our copyright environment adaptable for multimedia age.

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Three kinds of experimental uses of digital terrestrial broadcasting (DTB) in schools were conducted in the Hokuriku area These experiments focused on the interactivity of DTB in education and aimed to test efficiency of "public access" for elementary children. Children of three schools produced data-broadcasting content and collaborated in the first year. They made both broadcasting programs and data-broadcasting content in the second year. Public broadcasting of children's programs and data-broadcasting content to local areas was tried out on the third year. We could show the usefulness of DTB as a stage of media-production learning in schools and the significance of information published from schools to local areas. It was suggested with these experiments that inclusion of media-education into DTB framework leads to a new perspective of DTB as an educational media.

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Information on a kindergarten Web sites has been investigated much and analyzed until now. In this paper, we investigated information transmitted through kindergarten websites including contents, the number of pages, the number of kindergartens, and the rate of kindergartens. Consequently, there are the following features: the number of pages which contain information on kindergarten websites increased in fiscal year 2005 by about 300% compared with fiscal year 2000. Moreover, the rate of information about a "child" increased from 84.9% in FY2000 to 90.8% of FY2005. An increase of information about "annual events" and "everyday activities" was high compared with FY2000 and FY2005. Information of kindergarten websites is available for both parents of prospective and students and currently enrolled students. "Entrance date" increased from 21.7% to 49.8%, explanation of facilities increased from 37.7% to 57.6% and explanation of facilities increased from 10.6% to 29.4%. Kindergartens have begun to notice the importance of information on their websites and the effects the information has with parents. The rate of sending out information about "child-rearing support" has increased by 42.4%. Previously, it was information about after school care program and overtime childcare from the school board's websites. In recent years, the information was sourced from the kindergarten websites.

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In this paper, we describe the information ethic education for high school students. First, conducting a survey we noted among high school students following consciousness and knowledge about information ethics was generally low. So, in this study, the authors have developed teaching materials to learn incorporating an example of a recent case of swindling. Using this teaching material, I taught information ethics to high school students. Through class practice, communication in class became more active. Furthermore, based on questionnaires given to students and interviews of teachers, we evaluated the teaching materials.

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This fundamental study clarified power and transformation of children through learning activities "Tama River Story" a video produced in 2003 by the fifth graders of Yamaguchi Elementary School. The purpose of this article is to clarify the effectiveness of learners' activities through Video Production regarding natural resources surrounding them. It became clear by conducting a survey two years later that "children found their purpose for learning that assumed local natural environments as a theme by taking in picture expression activities, and the quality of learning rose" two years later by transformation and enforcement of a child through these learning activities.

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