This research presents the possibility of transformation of learners' conception of learning by practicing learner's evaluation based on the conception of constructivist learning. Specifically, we run experimental classes using different rubrics for open-ended and closed-ended tasks. We analyze empirically the effect of using rubric on constructivist learning.Result show that, (1) according to learning task, goal orientation characteristic to the learner is changed. In some cases, it would suppress the transformation of learners' conception of learning. However, the use of the rubric allows to directly induce the transformation of learners' conception of learning. (2) In the open-ended task, the transformation of the conception of constructivist learning promotes the use of cognitive strategies and self-regulation strategies including meta-cognitive strategies, and enhances the learning task performance. (3) Finally, open-ended task, joined with the learner's creation of rubrics, increases the intrinsic value of constructivist learning and improves motivation.

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The objectives of this research are to clarify factors that local people accept service learning activities, and how they accept these activities in underpopulated areas.Yamagata University has offered the service learning course for 9 years. The authors investigated the course as case study, and conducted questionnaire and semi-structured interviews to the local people who accepted students participating in service learning activities.Analyzing the data, the authors identified causal association between the peoples’ desire of maintaining their present living locations and their attitudes of accepting service learning activities. The authors also clarified that the local people reactivated ceremonies and interaction among people which were suspended and decreased for years to gratify their desire of maintaining living locations, by accepting service learning activities.In addition, the authors identified that service learning activities were integrated into local activities, and the people attended to the students with educational intention.

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“Fipped Classroom” is a teaching method that learners prepare their lesson by watching a video about the lesson at home and they confirm learning contents and discuss about it at school. In this study, we conducted a flipped class in arithmetic: direct proportion and reverse proportion in 6th grade of elementary school. For verifying effects of the flipped style practice, learners’ video viewing logs, notes at home, pretest and posttest were analyzed. Consequently, there were four findings. 1) Even lower ranked learners could achieve a certain result. 2) Learners’ viewing activities were different between their ranks. Higher ranked learners exceeded viewing time and they watched videos little by little to understand the contents well. 3) The higher ranked learners took notes in detail. The lower those tend not to write their calculating process and reflection. 4) Among the lower ranked learners, those who achieved a higher rank at posttest wrote their notes in detail both at home and at school.

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This paper describes the present state and the history of the successful cooperation and affiliation with Japan and China in educational technology field based on hearing, memoranda of persons that joined and recorded files and so on. Moreover, analyzing and examining them, we summarized the outcomes, its views and problems. We are able to be aware of distinguishing features of their states and substances of relationship and bilateral cooperation related to social situation of both countries. Considering to both countries’ social state, the stages are divided into three periods until today from term started in 1980. The first stage is considered to be between 1980-mid-1990s, the second is between mid-1990s and 2005 when Japan-China joint forum on educational technology co-hosted by JSET and CAET; China Association for Educational Technology was held in 2005, and the third has been until today since 2005. We have obtained the distinct results such as exchanging ideas, visions and opinions on educational technology and developing human resources and human networks on both sides.In the paper we try to induce the accomplishment and issues regarding each period of the three stages on the cooperation in educational technology field of both sides through examining the cooperative activities between Japan and China. On the other hand, most recently JSET aims to cooperate and affiliate other foreign associations such as KSET; Korea Society for Educational Technology, AECT; Association for Educational Communication and Technology, MSET; Malaysia Society for Educational Technology and ISET; Indonesia Society for Educational Technology. We might need to reconsider and adjust the relationship with CAET and other societies.

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[in Japanese]

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