JSiSE Code of Ethics was newly established at the General Meeting of Members held in June of this year. In this review, we first introduce the process of developing the Code of Ethics for consideration by the Code of Ethics Committee. Next, we will explain what it means for an academic society to establish a Code of Ethics, covering several topics. Finally, the basic principles of the Code of Ethics and the intent behind each article will be described.

This paper describes an advanced hybrid classroom designed and implemented in The University of Electro-Communications, Japan. The purpose of the classroom is to bridge remote and in-person learners by means of various ICTs to facilitate knowledge communication. Knowledge communication involves representing, sharing, and refining thoughts/ideas among participants. However, it tends to be inactive in online learning/educational environments, which would make learners’ thought isolated and closed. Towards resolving this serious problem, the hybrid classroom utilizes technologies such as large-scale monitor, telepresence robots, and interactive desktops to make atmosphere of classroom sharable, enhance class participants’ presence, and promote sharing thoughts/ideas between remote and in-person learners. This paper demonstrates several facilities and functions of the hybrid classroom.

The Mind Map (MM) is a graphical representation of understandings and thoughts. Interpreting others’ comprehension results represented in MM for classes or teaching materials is expected to promote reading comprehension for them. In this study, we proposed “learning by recomposition of MM” to enhance the utility of MM in such situations and experimentally evaluated its effectiveness. In the experiment, we have also compared two recomposition methods, (1) the Full Recomposition method (FR), and (2) the Leaves Recomposition method (LR). The LR is assumed to reduce the cognitive load associated with the recomposition process while maintaining some effect on promoting reading comprehension as the FR. The experimental results suggest that (a) recomposing MM (both LR and FR) has a positive impact on promoting reading comprehension, (b) the LR reduces the cognitive load in comparison with FR, and (c) there is no significant difference in promoting reading comprehension between two recomposition methods.