There are currently 629 audiovisual libraries in Japan. They have been established for the purpose of providing audiovisual materials and information on instructional materials. These libraries, however, are having problems in securing trained personnel and two-thirds of them do not have adequate means for controlling records and other information on those materials they have accumulated. To help resolve this problem, the authors have developed an instructional materials management system (IMMS), in other words a microcomputer data base for medium-sized audiovisual libraries (i.e., having from 1,000 to 5,000 items on hand) has been developed. This system is used to retrieve instructional materials, keep track of loan statuses, compile statistics on item utilization and to edit instructional materials catalogs. Basic hardware includes an 80×24 character CRT display, two floppy disks and an SO-column serial printer.

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This paper describes problems related to assembling a microcomputer system suitable for processing information on instructional materials and data for purposes of educational research. Two systems are presented : (1) a small-scale system (16 K-bytes, cassette tape recorder and home television set), and (2) a medium-level system (64-bytes, mini floppy disks and CRT monitor. Also developed were program packages for instructional material analysis and data base management programs for handling and editing the various types of data which arise in normal day-to-day school management. Practical application of these systems at the elementary and secondary school levels shows that while the small-scale system is adequate for analysis and data management for a single class of about 50 students, the medium-level system is minimal for application at the school level.

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This system is designed to permit students indi-vidual access to videotaped learning materials. Having this system available makes it easier for the teacher to evaluate student performance. The system consists of a master computer and two slave microprocessors. The slaves can control the videotape recorder, read and store learning material identification codes, and monitor and store information on videotape recorder utilization and tape counter data. When a student terminates use, the slave unit transfers these data to the master computer for storage on a floppy disk. Later on, the teacher can review and analyze this data using another micro-computer system. This makes it easy for him to determine which video- taped teaching materials should be kept and which can be erased and the tape reused. This system is currently in operation at the Hakodate Technical College library.

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It goes without saying that the most effective way to teach basic computing is through actual "hands on" use. The "thinking process" of computers is quite different from that of humans and beginners have a difficult time understanding it because most of them have had no prior experience in that type of thinking. Almost all computers operate through a sequential control using a previously stored program. The teaching of these concepts is greatly influenced by the methods of instruction which are employed. This paper reviews the methods the author has used over the past 10 years and tries to outline an optimum method for teaching "computers by using computers."

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Incorporating music and a sound-generating systeｍ into computer-assisted instruction should make it even more effective. The system described in this report used a personal computer with programs written in BASIC. The students may freely select short course modules for study. Sound and music are used to (1) give knowledge of results, (2) supplement animation, (3) presentation ofinstruction (4) presentation of non-verbal and non-pictorial cues, and (5) offer sound simulations. The author divides these into effective and cognitive functions for further explanation. He states that a special feature of this system is thatit permits sound-generation and music to match the learner's responses. The author also reports on the results of experimental use of this system at two elementary schools. He also discusses and explains ways of ?resolving problems which arise from inadvertent music, problems which he feels are peculiar to CAI. In the last part of this report he summarizes just what can be expected from use of a personal computer capable of music and sound-generation.

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