“Programming education,” which aims to nurture pupils’ logical thinking skills through e.g. computer programming, will be compulsory from 2020 in elementary schools in Japan. However, many schools and teachers are not fully ready. In this article authors developed and ran a short computer programming course for elementary school teachers and studied how attendees changed their awareness of programming education. The result showed that the course improved their understanding of the programming education and its teaching method and confidence in teaching programming to some extent. However, their confidence in teaching programming was relatively lower than other elements. Attendees with programming experience showed higher self-esteem, which implied that adding one’s programming experience would increase one’s skills. Practical-minded understanding of programming was more contributive to increase confidence in teaching programming than conceptual understanding of programming.

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We are engaged in educational activities for scientific manufacturing to contribute to the development of human resources for regional innovation. In order to convey the experience of scientific manufacturing without leaving anyone behind in such a vast area as Hokkaido, it is essential to conduct online lectures and workshops using ICT such as video teleconferencing systems. In this paper, we introduce the system and the method of the lectures, and the device to make the lecture easy to understand for children. From the results of the questionnaires, they shown that it was possible to conduct the online lecture with high satisfaction by making the participants experience a sense of achievement with moderate difficulty. On the other hand, it also revealed some issues for the future, such as the consideration of content that will further attract children who are not satisfied or have little interest in it.

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Four schools of National Institute of Technology (KOSEN) in Chugoku-Shikoku region have collaborated to develop a common syllabus for “Chemical Engineering” and educational video materials. The teaching materials were prepared for each unit and used for preparation, review and classes. This article reports on the results of lessons using the video materials.

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This study aimed to verify whether there were associations between the patterns of mistakes realized by an individual member and Jungian psychological type of the individual. The survey was performed on 250 subjects, of which 160 (127 men and 33 women, mean age ± SD = 18.8 ± 0.7 years) were included in the statistical analysis using Mantel-Haenszel test and Fisher’ s exact test. The results suggested that Jungian psychological type served as a basis of cognitive style in many aspects. Specifically, for example, in the association of occurrence of mistake due to misconception, intuition type was statistically significant (p < .01) . It should also be noted that the psychological type could have an adverse effect, especially when the individual failed to adapt to the given situation. These results present a clue to promote complementary cooperation in teamwork education, although further studies are required.

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The purpose of this study is to examine the effectiveness of role-playing of pcychodrama in improving learners’ communicative competence. In this practice learners were not given a script, but a brief explanation about the situation. Through experiencing improvisational dialogues, learners could have opportunities of self-disclosure, mutual understanding and sharing joy of self-expression. In this paper the value of experiencing role-playing is examined by quoting sentences that learners wrote in their reflection papers. In order to write reflection papers learners were given the whole sheets that they wrote after each role-playing. They could recognize what they thought in the process of learning and how they changed in the end.

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In this study, we conducted various trials based on peer response in order to investigate constructing a “student-managed class” in which students teach each other without a teacher in a large lecture course. The results suggest that students may show a high learning effect for peer response. On the other hand, it was found that careful observation was needed in peer review. In addition, it is suggested that there is enough potential to construct a high-quality class in a student-managed class that was introduced on a trial basis. However, it was suggested that the lower the quality of the classes, the higher the likelihood that self-evaluation would increase, and some countermeasures and studies are needed to address this issue.

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Global Project-Based Learning (gPBL), hosted by Shibaura Institute of Technology, Japan, is an opportunity for students to work within a global environment. The members consisting of professors, staff, and teaching assis-tants (TAs) cooperate throughout this program. As key components of the program, TAs are responsible for preparing and supporting every activity of gPBL. This paper describes gPBL’s history, activities, and learning outcomes from the TAs’ perspectives. gPBL activities play an important role in boosting the participants’ learning and advancing the TAs’ skills from preparation to delivery and support of each activity. This research was conducted using the post-gPBL outcome assessment and questionnaire. The questionnaire was applied to assess the participants’ perspectives. The results of the learning outcomes and the questionnaire responses showed that the participants managed to improve their learning skills. Notably, they managed to advance their skills in working in multicultural and interdisciplinary teams and build international friendship networks through the accomplishment of the provided group activities.

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Trainees acquire practical skills through repetitious training. However, problems occur when failures during training are not recognized, so trainees do not have an opportunity to learn to resolve their failures. Also, as training progresses individual learning speeds create a divergence in the trainee’s abilities, making instruction increasingly difficult. In order to solve these problems, this study proposes a new iterative instruction method to improve the machine tool operation skills of trainees. This proposed method classifies trainees into three ability levels and tailors the instructions given when failures occur based on trainee’s ability level. Instructions can be found on the failures and their solutions table. The proposed method is applied to practical cases, and is shown to be useful through the trainee’s questionnaire responses.

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This study compared classroom participation in workshop-style and normal-style classes through a questionnaire survey of 26 students who participated in a 5th-grade elective course. The results confirmed that students were able to participate more actively in WS-style classes than in normal-style classes and they reported that their understanding of the course contents was improved. Further, I found that WS-style classes encouraged the participation of students who usually do not actively participate in classes. A majority of students accepted knowledge obtained in class as a good basis for course evaluation. However, since about 20% of students thought that the number of comments made during the WS process should be reflected in their grades, I recommend that future studies reconsider evaluation methods.

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Because of the crucial transitional phase of curriculum improvement and the importance of fostering “practical abilities” in National Institute of Technology, we conducted a survey on basic information for architecture education and “practical abilities” for all 13 departments of architecture in National Institute of Technology. Also, we interviewed some departments about “practical abilities,” especially related to education in different age students for curriculum improvement. The survey and interviews reveal that education in different age students such as Co+work and Incubation Work could develop skills associated with the “practical abilities.” In addition, the paper describes the importance of making vertical connections for different age students in classes and having social connections with various people. The paper also identifies not only some other positive educational effects but also common issues and problems for implementing education in different age students.

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The purpose of this paper is to call for cooperation in a project started by the Kyushu Society for Engineering Education to recruit active students to engineering fields. The project aims to build a collection of educational materials that helps motivate students to study in high school by understanding how basic mathematics and sciences are important in engineering and technologies. The concept and examples of the materials are presented.

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We have been developing a basketball data management system (BM) using the C# programming language for the purpose of efficient collection and analyses of basketball game data through the use of mobile PCs. The basic concept of our development is that the BM has minimum functionalities required for a data input and analysis system, and can be easily used as a free application, so that it will become widespread among basketball players. In this report, in order to make more effective use of the game data, we describe useful functions in the BM, which offers variously analyzed data, integrates results, and provides with time-series information, by which we can review the game actions. We also consider the PDCA cycle and education methods that we have practiced through the BM development from the viewpoint of teachers engaged in engineering education.

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This paper reports on the development of educational material based on music box and its introduction to manufacturing workshop practice for about three years. We developed a music box comb that is easy for students to assemble and adjust. And we introduce it into workshop practice. The developed educational material can give many students a sense of achievement and safety of manufacturing. From the questionnaire results, it found that this workshop practice gets a high evaluation of the fun and satisfaction.

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With the adoption of the United Nations Sustainable Development Goals (SDGs) in 2015, now global sustainability benchmarks have been applied across diverse sectors and national contexts. Consideration of SDGs keywords is indispensable for the engineering education that plays an important role to achieve the sustainable society. Therefore, from the perspective of the SDGs, we designed the learning strategy for the first year students in accordance with the educational philosophy of our college, “Education for growing Engineers with business management skills”.

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