University libraries must realize a huge transformation now. This is caused by changes in library patrons, who must accept the changes of teaching / learning and research methods. However, many university libraries are far from adaptable for this situation. This paper describes the implementation of the Waseda-Keio Libraries Joint Project and the realization of evidence-based learning commons through library renovation at Waseda University Library.

　As the introduction and use of e-books in university libraries and public libraries has been progressing, expectations for the use of e-books in school libraries have been increasing in line with the trend of ICT utilization education. This paper describes the current state of e-book use in school libraries, based on the background of the e-book market and the introduction of e-books in university libraries and public libraries.

　In this paper, we report on study support efforts at university libraries in the United States. The report focuses not only on mere support but also on efforts to reduce the cost of textbooks, improve the qualifications of librarians, and the activities of students who support them.

　From the various initiatives that school libraries have advanced after the Courses of Study were revised in 1998, this study focuses on library use education as a part of information literacy education and the attempts to transform school libraries into a "place" for learning. Drawing on the author's own experience in a junior high school library and prevailing trends in school and public libraries in Japan and beyond, this study shows that the advancement of library use education by school librarians and the creation of a "place" where students can learn independently and interactively are essential elements for utilizing libraries as a "place for language-based and inquiry-based activities" within school education. In addition, it identifies the library's role in disseminating information and the collaboration between teachers and school librarians as future subjects of study.

　In Junior and Senior high school, there is a big difference between students who have a reading habits and those who don't. In order to make reading a part of students' lives, it is necessary to enhance digital libraries so that they can be used easily by students such as via smartphone during their free time. A survey of students' use of the digital library services LibrariE and School e-Library at Shotoku Gakuen revealed the usefulness of the smartphone. However, the survey indicates three main issues at the same time. These include the convenience of accessing electronic libraries, the attractiveness of their content, and the improvement of cost performance. The role of school librarians will be to work more closely with digital library service providers to achieve these goals.

　In our training factory, there are manufacturing education programs for engineering students. Though the supporting staff teaches manufacturing methods and machine tool operation, it is getting more difficult to maintain the educational quality because there are not enough staff to complete all tasks. Since it is hard to keep making the rounds in the factory, a system which detects when a student needs educational support while working, would be useful. In this paper, to address this problem we have developed a system which automatically detects when students need advice about machining operations and/or machining processes and sends the notification to staff's smart watch. We show that the presented neural network technique determines suitable timing for providing targeted assistance from technical staff members. The timing is based on machining proficiency data derived from measurement of electric power consumption of the target machine. When the neural network estimates low proficiency in machining operation in the experiment, coaching and training education of the student is necessary which demonstrates that the presented system can detect suitable timing to give students educational advice.

　In order to solve the compatibility problem that hinders the mutual use of contents of mathematical online tests between heterogeneous systems, we chose the policy to describe the mathematical questions and scoring mechanisms itself with a system-independent standard specification. Based on this policy, we created a standard specification, MeLQS, and in this paper, we provided tools to support specification creation and export contents for Math e-Learning system STACK. We could confirm the practicality of MeLQS by creating a linear algebra question.

　We have developed an e-learning system for international students in Japan for 4 years in order to solve the several problems of existing teaching materials to learn the cross cultural communication. And we have evaluated the effect of the learning system. After learning several courses on our e-learning system, each international student had a test to check the ability of the cross cultural communication. By analyzing a lot of feedback from our users who are international students and educational institutions, we were able to confirm that we had solved the several problems of existing teaching materials. And, we were able to confirm the learning effectiveness of our e-learning by the comparison of the measurement results before and after learning. We describe the result that we have investigated the effectiveness of the e-learning system for international students to learn cross-cultural understanding through Japanese domestic business manner.

　For this research, university students enrolled in an elementary-school teacher training program were asked to sit through a sixth-grade science class that utilizes IoT sensor teaching material （“IoT teaching material” hereinafter）. The purpose was to examine how the university students grasped the motivation and the lesson objective of the elementary-school programming class through this experience in comparison with the use of audio-visual material. An awareness survey of these university students indicated that n all four factors of the motivation model, it became clear that the use of IoT teaching materials is effective for motivation to programming, and it may lead to deepening the understanding of the goals of programming education. In addition, an analysis of write-in answers regarding personal gadgets that use sensors showed that the programming experience involving IoT teaching material allowed them to more easily create a mental picture of the movements and the operations of these devices, with the result that they were able to more easily explain such a mechanism in an orderly manner.

　High schools, local governments, higher-education institutions, and industries are working together to build a model of exploratory learning that would address local social issues to support local communities. Such attempts face various constraints, such as the burden on school teachers, and challenges to develop and evaluate effective educational curriculums within the school context. In response to these issues, researchers have developed a project-based learning program that incorporates elements of gamification in a current, comprehensive curriculum and has implemented the program in a real classroom of a high school as a trial. The implications of the trial are discussed based on the results of the evaluation.

　Fisheries high schools have long-term off-campus training, such as ocean navigation training, in which classes are also conducted. During this training period, students will maintain their academic ability through self-study, but this is not easy. Therefore, we focused on video teaching materials as a tool to support self-study. We developed a lecture video for fisheries specialized subjects. In order to measure the learning effect of this teaching material, we conducted an intervention experiment with students from two courses in different fields of fisheries high schools. We divided the students from each course into one group who received video lecture and another group who received lectures directly from teachers, and then conducted a descriptive test after classes. When a t-test was performed on the results, it showed that the video lecture class having the same or better learning effect as the traditional lecture class. As a result, it was found that the developed lecture video supports self-study and has a high learning effect.

　In this study, we developed and practiced the lesson for disaster prevention education by incorporating the realization of ideas through programming in elementary school science. A microcontroller board, in which various sensors can be used, was utilized as a programming tool. The results of this study indicated that the students generally evaluated the lessons favorably. It also confirmed that there was increased awareness regarding “there is something I can do about disaster prevention/mitigation” and “programming is useful for disaster prevention/mitigation.”

　It is difficult for elementary school students to learn programming thinking in conventional learning by memory. In this study, we developed a tool to learn programming thinking by trial and error using daily activities as a subject, and verified the effect of the tool. With this tool, “sequential processing, ” “iterative processing, ” “conditional branching processing, ” and combinations of them can be learned. In order to verify the effectiveness of this tool, we conducted a workshop-type evaluation experiment for elementary school students. As a result of the experiment, after the workshop, the average score of the test for measuring programming thinking was significantly improved. In particular, the average score of the task of “conditional branching” was high, indicating that this tool could be used to effectively learn the “conditional branching” of programming thinking.

　In recent years, information devices have become widely used in society, and schools have provided education on information ethics. In this field of education, teachers should educate learners not only about the dangers of the internet but also about the possibility of being victims and perpetrators of troubles on the internet.. This study compared two pedagogical methods, namely, the lecture using video materials and the workshop using card materials. Then, the changes in the learners' sense of ownership of troubles on the internet were investigated. The results showed that the workshop was more effective than the lecture in changing the sense of ownership of troubles on communication.

　In this study, instructors led senior high school students in Information classes which focused on issues related to intellectual property (IP) and specifically focused on instances of piracy internet websites, where IP rights had been significantly violated. The teaching materials were based on IP learning models using a computer for IP right information database searching and the classes aimed to raise critical thinking skills and creativity of the students by encouraging them to think about new business models to protect against piracy sites. Following the classes, the students answered a questionnaire to rate the effectiveness of the teaching materials and the lesson itself. Consequently, many positive responses were seen regarding the teaching materials and various aspects of the lesson, the only exception being that the students found it challenging to propose a new idea beyond the existing ones. These results suggest that the use of the present teaching materials focused on IP rights could be beneficial to classes in the future.