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1 1 1 Journal of Multimedia Aided Education Research, 2004, No. 1, 7384 e e e 3 e AML A 2 EN e e e e 2WG e e e e 2003 e e e e e A B A C B A e Aoyama Media Lab. : AMLAoyama and Asia E-Learning Network : A 2 EN WG e e AML/A 2 EN e 2003 e e e 3 1 Bates2000Lone Ranger ApproachVan der Klink and Jochems2004 The Teacher as Don Quixote e 73
2 e e 1e e e 2003 e e e e e e e AML A 2 EN AML/A 2 EN AML 1998 AML AML e LMS AMLAML AML e e BL BL 2AML e AML e e e 2e 74
3 e 3AMLWG WG ICT AML 15 3 WG1 WG11 WG2 WG3 WG4 WG5 WG6 IT WG21 WG22 WG23 WG24 WG31 WG32 WG41 WG42 ESP WG43 WG51 WG52 WG53 WG55 WG61 IT AML 1998 AML e 8000 AML e AEN A 2 EN A 2 EN AMLWG AML 1e ICT A 2 EN e A 2 EN AML e e e AML A 2 EN WG e e SME Subject Matter Expert e LMS 2 WG23 WG41 WG 75
4 WG23 WG23 e Self-Regulated Learning : SRL BL e e e e e e e e e SRL 4 e ROI 76
5 e e e e e e IT e 2 e 2003 LMS 4 LMS LMS LMS MOUS MOS 77
6 WG BL e SCORM Learning ObjectLO LMS LMS TA 2004 WG23 WG41 WG41 AML A 2 EN WG41 AML Web-Based Lecture SeriesWBL 2AMLA 2 EN WBL AML A 2 EN WG41 e VOD SRL CSCL 12 WBL 2003 WG23 WBL WG WG e e e
7 e e e e Shank 2002 e 2004 WG41 3 WBL 3 WBL WG41 Salmon 2000Simpson CSCL Salmon 2000 Simpson Simpson
8 e SRL e 2001Reneland 2002 Simpson 2003 e Horton e e-leaning Peer Pressure e Horton 2002 WBL Horton WBL Dropout Triggering Events : DTE DTE DTE DTE OU 5 OU 60 e 5OU Simpson
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11 e WBL DTE e 3 e AMLA 2 EN e e e e 2 WG e 1 1 AML A 2 EN e e AMLA 2 EN Bates, A.W. (2000) Managing Technological Change: Strategies for College and University Leaders. Jossey-Bass, San Francisco Gaskell, A. and Simpson, O. (2000) What Do Students Want from Their Tutor? Paper presented to Research and Innovation in Distance Education, EDEN Conference, Prague 2004e Horton, W. (2001) Evaluating E-Learning. ASTD, Alexandria, VA 2004e 2004/ report_index.html 2004e Rouse, S.V. and Haas, H.A. (2003) Exploring the Accuracies and Inaccuracies of Personality Perception Following Internetmedited Communication. Journal of Research in Personality., 37: Reneland, L. (2002) Learning at a Distance -How to Prevent Dropouts. Paper Originally Presented in 2002 International Netle@rning Conference in Ronneby html Salmon, G. (2000) E-Moderating: the Key to Teaching and Learning Online. Kogan Page, London 2003e 2003/ AEN Shank, R.C. (2002) Designing World-Class E-Learning. McGraw Hill, New York Simpson, O. (2002) Supporting Students in Online, Open and Distance Learning (2 nd ed.). Kogan Page, London Simpson, O. (2003) Student Retention in Online, Open and Distance Learning. Kogan Page, London 2004 e e JeLA e Van der Klink, M. and Jochems, W. (2004) Management and Organization of Integrated e-learning. In Jochems, W., Van Merrienboer, J., Koper, R. (eds.) Integrated e-learning. RoutledgeFalmer, London:
12 Aoyama Media Lab. Asia E-Learning Network e e AACE Project-based e-learninghuman Resources Development of e-learning Professionals Takeshi Matsuda In this paper, two issues concerning the e-learning in higher education were discussed. First, scales of introduction of e-learning were categorized into three levels, adoption by one teacher, project-based implementation and entire organization installation. After an argument on benefits and shortcomings of each scale, the brief history of Aoyama Media Lab. (AML) project and Aoyama-Asia E-Learning Network (A 2 EN) project of Aoyama Gakuin University was traced as one of the second level examples. Secondly, the importance of e-learning specialists, which was extracted through the process of projects was emphasized. Activities and research results of two working groups in AML / A 2 EN that have been trying to identify responsibilities and skills of instructional designer, course operation supporter and mentor were introduced. Keywords e-learning Project, e-learning Professionals, Instructional Designer, Course Operation Supporter, Mentor Graduate School of International Politics, Economics and Business, Aoyama Gakuin University 84
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