The present study examines a method of clustering answers of quizzes. Quizzes are often used to check the level of students’ understanding and to give effective feedback in a class. In order to recognize the level of students’ understanding, it is essential to cluster these answers. As expression of answers vary, it is difficult to cluster answers appropriately. Generally methods of clustering are used to classify large and various quantity of documents. Therefore, these methods are not suitable to cluster the answers of quizzes that are limited in quantity and biased in content. In this paper, we propose a clustering method which has two characteristics：（1）To increase the number of features extracting from answers,（2）To weigh the features by using dependency parsing. The validity of the method is also examined by clustering the actual answers of quizzes.

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Every institution of higher education needs to establish a clear policy for intellectual property rights（IPRs）. The policy is to disseminate it widely across the organization, including information and communications technology （ICT）guidelines for staffs, students and scholars. The EEPIS-ITS and Kumamoto University（KU）have been collaborating in developing tools for IPRs education. Many people encounter IPR problems in the network society also in Indonesia. The tools are for instruction in IPR issues and training of students and scholars to undertake research in the field. In Indonesia, all IPR laws came into effect in July of 2003. Moodle, a learning management system（LMS）, is utilized for IPR online education. A few data of actual results from the field education are demonstrated.

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How to develop teacher's ICT skills is very important challenge when we think of information education after 2005. In this article, we look at Ope.fi program, major teacher training program in Finland, which is advanced country in education and ICT. And we consider the concepts of Finnish education and information society behind it. It is revealed that Finland values equality, lifelong learning and decentralization. This gives many suggestions to Japanese case. It is necessary to build the Japanese model of teacher training about ICT skills based on these suggestions.

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We developed annual guidance plan, four hours guidance plan, teacher's manual, and children's self−taught manual to cultivate information use ability in higher grader children in an elementary school. We practiced four hours lessens to 100 six graders in elementary school with the present four hours guidance plan and teacher's manual, and gave two Internet retrieval tests before and after the lessen to verify the effect of the guidance. The average of the test performed before lesson is 35.30 and that after the lesson 48.40, indicating the increase of 13.10. These results were compared with the averages of two tests given to 66 five graders without the lesson. It is interesting to note that the average of the second test increased with and without the lesson. With the guided lesson, the higher increase was obtained and almost of the children gained higher scores in the second test after the lesson.

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The number of website increase rapidly with the development of the internet in China. Thereby it is difficult for the students in grade 1 to 12 to look for information to need from mass information on the internet in the case of learning. This research is just to try to develop of a search engine and operative experiment by teachers from the perspective of the biology in China. As a result, it is able to get high evaluation than general search engine in exclusion of unnecessary information and reliability of information. But quantity of information understood that it was inferior to general search engine. A future examination problem, this use is confined to a level of an operative experiment in a trial stage to the last, and is done by the teachers who are not Students in Grade 1 to 12 students to assume as a user of search engine. From there being a possibility that evaluation in itself is not right as evaluation of this search engine. By real use, we really revise them to use as a subject again, and perform an again operative experiment. And we have to revise it again based on a provided result.

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No matter which class learners are in or what they intend to do, it is crucial to think procedural steps over in learning a programming language. Although the capability to think in procedural steps is placed in the purpose or the premise of those learning, it seems that learners devote only a smaller portion of their time to that kind of practice in comparison with its importance. In order to concentrate on procedural thinking, we think it is important to make learners write programs by themselves in the earlier stage. This paper proposes a concrete approach for beginners, and then a practical example.

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We have been designing a learning environment for the International Collaborative Project, which is in the field of practical English communication and ICT. We consider this to be a valid and important field of academic endeavor, based on the concept of constructivism. In this research, we have designed a learning environment created to promote self−reflection, an important component of constructivism, followed by an analysis of the ability of students to record and reflect their experiences through their activity. As the result, we found that students’ learning experience can be better retained, and it is therefore more effective for them to be actively engaged in knowing each other, to externalize their thinking and to reflect upon the target activities.

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In this paper, we reconfirm about the“Information Design”which tends to adhere to the image of digital design, and examine the original meaning. The word“Information Design”is a term involving many misunderstandings. Many people think of“Information Design”as“design work”which use the computer. Our survey shows the result that many students have the lean image about“Information Design”. However, we think tha“t Information Design”is a broad concept which is not restrained by digital design. In this paper, we discuss the following three points. First, we present“Information Design education”as a basic concept of information literacy education in the present higher education. Second, we propose and argue about the instruction−model／education−model of“Information Design education”through educational practice. Finally, we conduct the subject experiment based on the proposed education−model.

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The purpose of this study is to classify type of students and examine its character and educational guidance based on actual condition of readiness for ‘information’ study. The first grade high school students（N＝263）learned ‘information and computers’ at junior high school were classified by concern and self−evaluation to measured fixation degree of knowledge and skills about learning contents. As a result of classifies, student were identified four type ofⅠ～Ⅳ，and many students were included in typeⅠand typeⅢ．Correlation were obtained for structural analysis of type ofⅠand typeⅢ，it was proved that unstable mutual relevance of concern in typeⅠand self−evaluation in typeⅢ．It was suggested that strategy of instruction at ‘information’ study to enhance interaction of interest and aware of influence about computerization for society and life style.

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The purpose of this paper is to discuss effects of meta−cognition activities in computer literacy education especially in a case of spreadsheet studies. Recently, the social concern with the teaching of computer literacy in higher education has been growing in order that the necessity for computer and information skill is increasing in universities／colleges or several highly information−oriented societies. It is time to become next stages about computer and information technology education in particular computer literacy teaching to students who belong to faculty of the humanities in a university, however there are still many unclarified factors. This paper describes effects of reflection reports in computer literacy education, as a part of the improvement and the examination. As a result of analysis, various effects were shown on both sides of the understanding level and motivation.

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Using the video−conferencing via Internet, it implemented“the child science classroom”for the distant place from the urban area. In this classroom, children observed the flower and the leaf of tree using the hand glasses. And we did the distribution of the electron microscope image using Instant Messenger.

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We developed an e−leaning system―named“PEG−R System”―in which the number of grammatical items to teach is narrowed down just for reading, and these items are displayed with dynamic graphics. We introduced characteristics of this e−learning system, focusing on dynamic graphics, and conducted a questionnaire survey with 17 university students, 12 senior high and 13 junior high school students, who were asked to learn English grammar through this system. The results gained from the questionnaire survey indicate that the e−leaning system we developed in this study is positively evaluated by the participants.

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