In this paper, we describe the concept of Simulation of Erroneous Solution (SES) to generate an adequate number of distractors and the erroneous solution in multiple-choice questions. SES is a method of generating a solution from wrong knowledge to wrong answer, by a perturbation from problem-solving knowledge to knowledge of wrong answer derivation. The perturbation is projected on a student's typical error, and the perturbation operator expresses the difference between the erroneous solution and the correct solution. We confirmed that forty eight questions and a hundred twenty eight explanation text about the distractors are automatically generated from seventeen Prolog clauses as knowledge into SES, and the SES has the potential for generating relevant distractors and the erroneous solution.

The paper introduces an authoring system to generate educational card games running on computer. The authoring system is developed based on the method to embed problem-solving exercises into an existing card game. Therefore, the authoring system generates an educational game from problems for exercises and rules of an existing card game expressed in a flowchart. Through experimental use of the authoring system, we, authors, practically made 487 educational games and confirmed that they could be played. We have also confirmed that subjects who were not familiar with programming could several educational games by using this authoring system easier and faster than by programming from scratch.

This study focuses on mentoring. Mentoring is defined as a process which a mentor who is an experienced teacher supports a mentee who is a novice teacher to improve the mentee's teaching. In the mentoring, the mentor needs to consider the mentee's problems. However, the mentee cannot talk about his/her concerns due to imbalanced relationship between them. In this study, the mentor and the mentee conduct mentoring using the Listena. Using Listena, the mentee can leave some notes about their problems regarding students and classroom teaching before his/her each lesson so that the mentor can observe the lesson and they also have dialogues on the lesson with special focuses on the mentee's own problems. As a result, the Listena supports mentoring with special focuses on novice teacher's problems.

This paper discusses an educational practice on the subject of technology innovation in the field of information technology conducted in “information and profession” course. The goal is to foster the understanding about the importance of not only technical novelty but also value creation for the users and the society through development and dissemination process of a new information technology. The learning subjects are the importance of value-added product, impact of digital/network technology, and the difficulty of strategic decision making for the company management. Since these topics could be difficult for the learners to understand through the traditional lecture, the course was designed to exploit the documentary video content dealing with the story of actual product development and online report submission system to share learners' opinions. Evaluation results of three year practices indicate that the course objective was successfully achieved in terms of learners' comprehension and motivation.