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 2 2003 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
1 12004 e e 1e e e 2003 e e e e e e e AML A 2 EN AML/A 2 EN AML 1998 AML 1998 1999 2004 AML e LMS 2000 5 AMLAML AML e e BL BL 2AML e AML e e e 2e 74
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 2004 7 e 8000 AML e AEN A 2 EN 2002 2003 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 2004 1 1 SME Subject Matter Expert e LMS 2 WG23 WG41 WG 75
1 12004 WG23 WG23 e Self-Regulated Learning : SRL BL 2003 1 e 2003 2 2004 e e e e e e e e 11 12 4 5 SRL 4 e ROI 76
e e e e e e IT e 2 e 2003 LMS 4 LMS LMS LMS MOUS MOS 77
1 12004 WG23 2004 BL 1 2004 e SCORM Learning ObjectLO LMS LMS TA 2004 WG23 WG41 WG41 AML A 2 EN WG41 AML 2001 5 6 2003 Web-Based Lecture SeriesWBL 2AMLA 2 EN WBL 2004 2AML A 2 EN WG41 e VOD SRL CSCL 12 WBL 2003 WG23 WBL WG WG41 2003-2004 2 e e e 2004 78
e e e e 2003 2003 Shank 2002 e 2004 WG41 3 WBL 3 WBL 3 2003 3 WG41 Salmon 2000Simpson 2002 4 3 CSCL 2 4 4 4 4Salmon 2000 Simpson 2002 4 Simpson20022003 79
1 12004 4 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 2002 80
e OU WBL OU DTEDTE DTE DTE WBL 2003 3 29 11 3 4 22 5 4 12 2004355 1 2 52 38 12 1 2 5 5WBL DTE 2003 22 11 50 2004 52 38 73 5 4 2 0 12 2 CSCL PC 5 LMS DTE DTE 2004 2003 2 2004 3 2 81
1 12004 4 Gaskell and Simpson 2000CMC Rouse and Haas 2003 WBL e WBL e LMS WBL 4 9 4 82
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 20 973974 Horton, W. (2001) Evaluating E-Learning. ASTD, Alexandria, VA 2004e 2004/2005 2003 http://www.nime.ac.jp/mana/project/multimedia-utilization/ 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: 446-467 Reneland, L. (2002) Learning at a Distance -How to Prevent Dropouts. Paper Originally Presented in 2002 International Netle@rning Conference in Ronneby http://www.iped.vxu.se/publikation/personal/linda_reneland. html Salmon, G. (2000) E-Moderating: the Key to Teaching and Learning Online. Kogan Page, London 2003e 2003/2004 2004AEN2003 5 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 4 2004 JeLA2003 5152 2003e 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: 151-163 83
1 12004 2001 182189-199 1989 1999 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