In the School of Social Informatics at Aoyama Gakuin University, iPhones were distributed to all faculty members and students in fiscal year 2009. Our rationales for iPhone distribution include following three objectives：experience in advanced ICT and Internet business, improvement of information sensibility, and realization of a place to study in a mobile Internet society. In order to realize these objectives, we have been engaged in a variety of collaborative projects. At the same time, the iPhone was also used for half a year in the classes. It was confirmed that the iPhone within various fields of learning was utilized effectively and frequently by students outside the classroom hours and at unlimited locations.

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It is considered that distributing video−based class activites is useful and significant as part of learners’ class support. However, educators have had difficulty introducing such a distribution system because it requires a facility with sufficient equipment, and a camera crew. To solve this problem, the presenters introduced a video distribution system consisting of simple and low−cost equipment. The presenters themselves experimented with all the processes from recording the class activities to distributing the contents. In this experiment they went through the unmanned video recording. The target time to distribute the contents after the recording was within 30 minutes. The results of the experiment showed that this simple and low−cost distribution system could meet the teachers’ requirements and be applicable to a wide range of class activities.

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With the rapid progress of information communication technology in recent years, the use of e−learning approaches has attracted attention in a variety of fields. These include the areas of medical and health care education, in which the form of learning is beginning to play a greater role. A style of education known as mobile e−learning is also coming to the forefront and being applied to many different aspects of the field in today's ubiquitous net society. Sapporo Medical University has established a mobile e−learning system that allows study anytime, anywhere and as often as desired using iPhone／iPod touch units. It has been adopted for effective unified education through high school−university cooperation, as well as for medical and health care education for university students. This paper gives an overview and presents application examples of the mobile e−learning system established by the authors.

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There are some limitations to bringing computers into normal math classrooms. Because few junior and senior high schools are equipped with a lot of laptop computers in their classrooms, it would be a problem to bring computers into these classrooms and secure enough power and a network environment for using them. Moreover, although it is easy to give math classes in a computer room, it would lead to another problem；we need to go to the computer room and change class hours and contents accordingly. What can we do in order for us to use information devices easily in normal junior and senior high school classroom settings? Using PDAs and graph calculators in classrooms is one way to tackle this problem, but by using touch devices such as iPod touch, we can provide students easy access to a computer environment and could implement exploratory math activities. Through these activities we were also able to train students to develop their senses of understanding for mathematical graphs.

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Although there are various kinds of mobile devices such as cell phone and PDA, educational uses of Pen−based mobile devices are especially described here. We had designed three course models by native application, CGI and CMS for Pen−based devices, and gave some lectures actually. Accordingly, it became clear that use of Pen−based mobile devices on regular classes is useful to revitalize classroom activities and make the students maintain their concentration to the end of lessons.

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We have been practicing the utilization of ICT, such as the use of mobile equipment and computers, in the classes of secondary education. After considering popular types of utilization, the school environment was prepared for the future usage of a mobile testing system for teachers to be able to more efficiently complete grading. In addition to this benefit, it was found that e−Tests helped students to more easily comprehend questions, thereby also raising their motivation.

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This paper proposes a web−based video editing application, Video Palette, to provide video editing environment to schools, by using the existing computer and network equipments. Video Palette consists of Video Server, which stores the video materials for editing, and Palette Server, which provides video editing functions and web interfaces. This configuration enables administrators to manage the video materials locally, while learners access the remote video−editing interface. The interface was designed to enable learners to use the system based on the process of video editing activity. The system was experimentally used by 11 students to evaluate its interface and operability.

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Inquiry−based learning with the use of hypermedia like the Web often poses a number of problems：inadaptability of presented information to learner's existing knowledge level, disorientation in hyperspace, inconsistency of gathered information, difficulties in self−checking one's own knowledge retention, etc. To solve these problems, we have developed and evaluated an adaptive hyper−encyclopedia of insects, which incorporates some features of traditional textbooks. The results of evaluation indicate that functions such as display of learning history and dynamic navigation may support inquiry−based learning with mutually interlinked hypermedia learning materials.

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In order to encourage content comprehension, teachers often instruct students to answer exercise questions. Student comprehension levels vary, however, no matter what content is taught, and in situations where students have to solve questions that they have not satisfactorily comprehended, it is not only difficult to encourage content comprehension but there also exists the possibility that learner motivation will be reduced. Thus, teachers give support through direct guidance, but for teachers who have many students it is difficult to accommodate everyone. With exercises that use a hint−system, though, it is possible to present hints to students whose comprehension levels are unsatisfactory. Still, the hints that are presented may not necessarily correspond to the comprehension level of each individual student. In addition, there is also the possibility that the methods of solving questions and cognitive approaches taught by teachers are different. This thesis proposes a learner−selected exercise support system aiming for support equivalent to direct guidance from teachers, through exercises using a workbook. The characteristics of the proposed system are［1］that it is possible for the learner to select a hint's degree of difficulty and［2］that it is possible for the teacher to easily create hints using the same problem−solving methods and cognitive approaches that they have taught.

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Many lecture recording systems are actively developed along with the enrichment of the ICT environment of the classrooms. However, the implementation cost of such system is high. We propose a new development technique which is feasible at a low cost. The system targets the lecture that uses PC and a blackboard. All teaching materials on lecturer's PC including 3D−CG animation and movies are recorded into the high−resolution video with the lecturer's image. It becomes possible to broadcast video automatically without any subsequent editing work. To introduce the system into two or more classrooms, implementation cost for each single−unit is adjusted to about 200,000 yen. We used the system in actual university lectures. As a result of a comparative analysis, the validity of the system was proven.

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