Takaoka Eiko

We designed, developed, and evaluated computer programming education at high schools and universities in 2012 and 2013 to offer students an opportunity to experience practical programming. We provided a programming course to a high school, preparing content-rich materials. In order to generate motivation for learning in students, we set "to create practical applications" as a goal of the course. In 2012, only a few students could create practical applications however, in 2013, we improved the teaching methods and by the end of the course, almost half of the participants were able to produce practical applications. In addition, some students applied their programs for the Live E! science contest and they received prizes in 2012 and two students applied and one of them received a prize in 2013. An additional notable outcome of the course that we provided was the extent to which first-year students became interested in programming.

In this experiment, the difference between an expert and a beginner, beginners' tendency were analyzed use the videodata. As a result, it was able to classify into the beginner who cannot do touch typing at the tendency of three types. Moreover, the merit which masters touch typing was also able to be proved by measuring the time of beginners' useless motion. From now on, I will analyze beginner typists' typing characteristic, a motion of the finger in a process, a time lag for every character.

Web-based e-Learning has a big issue how to find out possible stopouts in an early stage of the course and to guide them to the desirable goal. This paper represents that we successfully helped the at-risk students overcome their programming phobia and develop the ability to create basic programs by offering a face-to-face class with small-group instruction for them, and the analysis on the relationship between students' lecture records and student activities for a blended-type e-Learning course for Java Programming. Based on the analysis, we proposed a check-sheet for detecting possible stopouts in the early stage of the course, applied the proposed check-sheet to some e-Learning course, and obtained that the proposed check-sheet can be able to detect at-risk students.

ヒートアイランド現象を緩和する一つの現象として，海風が，都市部の熱帯夜における気温低下を誘因しているとの先行研究をもとに、都市部の沿岸部において，風向、風速，気温に関する気象データの解析を行ったのでその報告を行う

Web-based e-Learning has a big issue how to find out possible dropouts in an early stage of the course and to guide them to the desirable goal. This paper represents the analysis on the relationship between students’ lecture records and student activities for a blended-type e-Learning course for Java Programming. Based on the analysis, we proposed a check-sheet for detecting possible dropouts in the early stage of the course, applied the proposed check-sheet to some e-learning course, and obtained that the proposed check-sheet can be able to detect at-risk students.

We measured carbon dioxide concentrations in a learning environment. Observations took place 24 days from Oct. 22, to Dec. 10, 2009. Through these observations, we obtained that there is a correlation between the number of students in the classroom and carbon dioxide concentrations. Amount of ventilation and air exchange rate change depending on the day of the week. These difference are effected by date, time, classroom. Measurement value exceeded 1,500ppm in some cases. We indicate carbon dioxide concentration measurement results using portable sensor help improving the learning environment. In Live E! project, we are developing weather monitoring units that are equipped with connectivity to the internet at a lower cost. Using this Internet-based framework, we will be able to collect the measurement results in several places and make the learning environment improve based on the detailed analysis.

2007年からLive E!プロジェクトの一環として各地に設置したデジタル百葉箱からサーバへ集められた気象データを取得し、各気象データ（気温、湿度、気圧、雨量、風向、風速）を可視化させる気象データ可視化アプリケーションの構築をプロジェクト体制で行っている。本研究ではアプリケーションの機能追加やより使いやすいアプリケーションにするためにデザインを変更し、ユーザビリティの向上を目指し，教育の場に適用したことについて報告する．

We have designed and developed Java programming online course materials and conducted classes in: blended style and 'fully e-learning' style, from 2005 to 2006. We have improved content based on the results of questionnaires and comments from students year by year. We have obtained our online course gave students the educational equivalent of blended style. In this paper, we report that our analysis result related to programming skill. Consequently, we obtained that "remedial course" helps programming skill of students increase and the number of submitting report is related closely to the improvements in programming skill. We also descrive our observations about the ideal form of online e-learning course in future.