The interaction of toddlers with multimedia is not successfully captured in model 1-1. My nurturing activities factor model describes toddlers playing with multimedia. It emphasises the interactions of a group of toddlers and classroom environment while they use the multimedia. We observed the degree of contact with friends, comment frequency, and perplexity at the situation, with five toddlers aged five playing with picture book, artist, or intellectual training multimedia software, and discovered the characteristic behaviour patterns. In the case of picture book software, toddlers tend to play while looking at the screen without speaking much. Gradually, they begin to talk and interact with friends. They did not show any real perplexity at the situation. When using art software, children tended to make a lot of contact with friends, showed each other what they were doing, and also chattered a lot. They did this even in perplexing situations, and often helped their fellow friends. Intellectual

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Training for counseling skills is one of the most important areas in current teacher education. This study examined some problems in the reconstruction of case studies on video for use in teacher education to collectively observe and discuss counseling. We developed video material that captured a counseling process for bullying in a junior high school focusing on an initial counseling interview performed by a real teacher acting the role of a counselor and a professional actor playing the role of a client. There were two critical issues in designing such a simulated counseling interview: (1) it must be designed to be as realistic as possible to give learners exposure to actual counseling ; (2) without being perceived as a model to follow by learners. To evaluate these matters, we examined viewers' responses to this video with 70 undergraduate teacher education students, 52 in-service teachers enrolled in educational clinic graduate programs, and 110 other in-service teachers. It was found that the simulated counseling interview was perceived as being adequately realistic. Most of the participants, however, perceived this interview as a model to follow. We discuss factors affecting such a tendency and propose design methods for video materials to cope with this tendency.

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The purpose of this paper is to gain some implications of hypermedia systems in school. Most of the previous studies paid attention to the hypermedia technology itself. Moreover, many researchers argued that hypermedia systems had the potential to overcome deficiencies inherent in the traditional teaching and learning approaches. However, there is no sufficient basis for confirming the potential. Thus, in this paper, I analyzed students' cognitive changes with hypermedia (CD-ROM material), focusing on ill-structured knowledge domains in school for case studies. The concrete tasks were as follows; (1) To consider the arguments of ill-structured knowledge domains related to hypermedia. (2) To investigate the students' cognitive changes with CD-ROM material by concept mapping. (3) To examine the teacher's concept map and compare it with the students'. The results were as follows; (1) In comparing the students' pre- and post-concept maps, hypermedia was useful for learning in ill-structured knowledge domains in school. (2) In examining the teacher's concept map, she tended to have sophisticated and well-structured cognitive structure. Moreover, it tended to influence those of students and interfere with learning in ill-structured knowledge domains in school. In conclusion, I supposed that hypermedia systems could be an appropriate teaching method in ill-structured knowledge domains in school.

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In November 1999, operation of the "el-Net System," (Education and Learning Network System) which uses the "Super Bird-B," was launched. However, it has never been used in school lessons. We studied the effective use of the system using the VSAT (Very Small Aperture Terminal) station in Ishikawa Prefecture. Students distributed their results of learning in the form of animated programs, which show that media literacy can be promoted. The large volume of animated works obtained by producing the programs were reedited into a collection of clips, and distributed from the VSAT station. A partial improvement was made to the receiving system of the land stations in order that "receivers" could make use of the clips as an animated database. Consequently, an interactive learning environment could be established with a simple operation.

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The purpose of this study was to develop instructional materials for university students' film editing. The author developed four samples of instructional materials using storyboard picture cards. The cards depicted four stories and the stories were constructed according to four different types of film structure: an event in sequence, two events occurring simultaneously, a recollection and a metaphor. In this study, 23 participants and 2 film directors lined cards up in a suitable order. The participants' results were analyzed and compared with those of the film directors, The author proposed to use the results to develop multimedia instructional materials to enhance film editing ability.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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