Shigeichi HIRASAWA The Current Situation and Future Development of Japanese Universities The 2006...

Shigeichi HIRASAWA

The Current Situation and Future Development of Japanese Universities

The 2006 International Seminar ofE-Commerce Academic and Application ResearchTainan, Taiwan, R.O.C., March 1-2, 2006

Professor, Department of Industrial and Management Systems Engineering,

School of Science and Engineering,

Director, Media Network Center,

Waseda University

21. Outlines

•Section 2. : University Ranking

•Section 3. : Problems Faced to Japanese Universities

•Section 4. : Recent Development in Japanese Universities

•Section 5. : Introduction of IT for Education

•Section 6. ： Copy Right and Privacy Protection

•Section 7. : Conclusion

3

Rank University Country

1 Princeton U. S. A.Paris France

3 Harvard (Radcliffe) U. S. A.4 Ocsford U. K.

Michigan U. S. A.6 Cambridge U. K.

Yale U. S. A.8 Stanford U. S. A.

Heidelberg Germany10 Momperial (first-third) France

Cornell U. S. A.12 Munich Germany

California (Berkeley) U. S. A.14 Lyons (first-third) France

Chicago U. S. A.16 Wisconsin (Madison) U. S. A.17 Calfolnia (Los Angeles) U. S. A.

Rife (first-third) France19 Edinburgh U. K.

M.I.T. U. S. A.・・・

101 Tokyo J apan

2.1 Positions of Japanese Universities in the WorldTable 2.1 : University ranking in the world : Gourman Report

2. University Ranking

42.1 Positions of Japanese Universities in the World

Table 2.2 : Ranking in each research area (Referred Paper)

Note : Tables 2.2~2.3.10 are from the website http://www.toshin.com.

1 AT&T 98,2642 Tokyo University 92,0583 IBM 87,9824 M.I.T. 85,2925 E. O. N. R. 85,319

1 UC Berkeley 57,0392 Kyoto University 56,9813 Tokyo University 56,8604 University of Texas 50,9195 University of Cambridge 48,634

1 University of Paris 6 6,2202 Stanford University 6,0713 UC Berkeley 6,0594 University of Minnesota 5,9475 Harvard University 5,850

Mathematics

Physics

Chemistry

1 IBM 11,7812 AT&T 8,4513 Stanford University 8,0514 M. I. T. 5,7685 University of Illinois 5,753

1 M. I. T. 21,9192 UC Berkeley 20,3223 NASA 18,1674 University of Illinois 17,8355 Stanford University 17,174

Engineering

Computer Science

5

Table 2.3.1 : University ranking in Japan at 2005( 国家公務員 1 種， National government employee : Class I)

2.2 Positions of Japanese Universities in Japan

1 東京大学 The University of Tokyo 454

2 京都大学 Kyoto University 191

3 早稲田大学 Waseda University 128

4 北海道大学 Hokkaido University 74

5 慶應義塾大学 Keio University 73

6 東北大学 Tohoku University 59

7 九州大学 Kyushu University 54

8 名古屋大学 Nagoya University 47

9 大阪大学 Osaka University 46

10 東京工業大学 Tokyo Institute of Technology 45

6

Table 2.3.2 : University ranking in Japan at 2002( 公認会計士試験， Certified public accountant examination)




3 中央大学 Chuo University 94


5 一橋大学 Hitotsubashi University 54

6 明治大学 Meiji University 39

7 神戸大学 Kobe University 38


9 同志社大学 Doshisha University 32

10 関西学院大学 Kwansei Gakuin University 28

7

Table 2.3.3 : University ranking in Japan at 2002( 社長出身大学 (300 人以上の企業 ) ， President's alma mater(300 employees or more))

1 慶應義塾大学 Keio University 9162 東京大学 The University of Tokyo 6173 早稲田大学 Waseda University 5894 日本大学 Nihon University 3195 京都大学 Kyoto University 2986 中央大学 Chuo University 2357 明治大学 Meiji University 2018 同志社大学 Doshisha University 1649 一橋大学 Hitotsubashi University 134

10 大阪大学 Osaka University 12811 九州大学 Kyushu University 12511 東北大学 Tohoku University 12513 北海道大学 Hokkaido University 12314 立教大学 Rikkyo University 11515 法政大学 Hosei University 10016 名古屋大学 Nagoya University 9717 神戸大学 Kobe University 9518 関西学院大学 Kwansei Gakuin University 8919 甲南大学 Konan University 8620 関西大学 Kansai University 81


8

Table 2.3.4 : University ranking in Japan at 2002( 社長の出身大学（上場企業）， President's alma mater(listed company))

1 慶應義塾大学 Keio University 3252 東京大学 The University of Tokyo 2383 早稲田大学 Waseda University 1814 京都大学 Kyoto University 1135 同志社大学 Doshisha University 746 日本大学 Nihon University 587 一橋大学 Hitotsubashi University 518 中央大学 Chuo University 49

東北大学 Tohoku University10 明治大学 Meiji University 4311 神戸大学 Kobe University 4112 大阪大学 Osaka University 38

関西学院大学 Kwansei Gakuin University14 甲南大学 Konan University 3515 九州大学 Kyushu University 3416 名古屋大学 Nagoya University 3217 学習院大学 Gakushuin University 29

立教大学 Rikkyo University

立命館大学 Ritsumeikan University20 東京工業大学 Tokyo Institute of Technology 27


9

Table 2.3.5 : University ranking in Japan at 2003 and 2002( 社長の出身大学（外資系企業）， President's alma mater(foreign company))

2003

2002





日本大学 Nihon University6 中央大学 Chuo University 27

7 上智大学 Sophia University 24


9 青山学院大学 Aoyama Gakuin University 19





4 日本大学 Nihon University 32






10 青山学院大学 Aoyama Gakuin University 19


10

Table 2.3.6 : University ranking in Japan at 2002( 国会議員の出身大学， Diet member's alma mater)






6 日本大学 Nihon University 20

7 明治大学 Meiji University 17


9 法政大学 Hosei University 11

上智大学 Sophia University11 一橋大学 Hitotsubashi University 9

立命館大学 Ritsumeikan University


11

1 筑波大学 Tsukuba University 20

2 駒澤大学 Komazawa University 14

3 国士舘大学 Kokushikan university 12

4 順天堂大学 Juntendo University 11



東海大学 Tokai University8 青山学院大学 Aoyama Gakuin University 4

同志社大学 Doshisha University

明治大学 Meiji University

1 法政大学 Hosei University 20

2 東北福祉大学 Tohoku Fukushi University 15

3 亜細亜大学 Asia University 14

明治大学 Meiji University5 青山学院大学 Aoyama Gakuin University 13

6 駒澤大学 Komazawa University 12

7 東海大学 Tokai University 11

8 東洋大学 Toyo University 10

立命館大学 Ritsumeikan University10 早稲田大学 Waseda University 9

Table 2.3.7 : University ranking in Japan( スポーツ選手の出身大学， Sports player's alma mater)

Soccer (J-league)

Professional baseball


12

Table 2.3.8 : University ranking in Japan at 2002( 外国人教員数， Number of foreigner teacher)


2 立命館大学 Ritsumeikan University 86

3 関西外国語大学 Kansai University of Foreign Studies

京都大学 Kyoto University5 神田外語大学 Kanda University of International Studies 55


7 南山大学 Nanzan University 50


9 慶應義塾大学 Keio University

国際基督教大学 International Christian University

日本大学 Nihon University12 東海大学 Tokai University

立命館アジア太平洋大学 Ritsumeikan University Asia Pacific Ocean university14 西南学院大学 Seinan Gakuin University 43


16 筑波大学 Tsukuba University 39

17 会津大学 University of Aizu 37

18 福岡大学 Fukuoka University 34

19 宮崎国際大学 Miyazaki International College 33

20 立教大学 Rikkyo University 32

64

46

45


13

Table 2.3.9 : University ranking in Japan in 2002( 大学院進学率（理学系）， Rate of going to graduate school (science))

1 東京大学（理） The University of Tokyo 86.90%2 京都大学（農） Kyoto University 79.50%3 東北大学（理） Tohoku University 78.90%4 東京工業大学（理） Tokyo Institute of Technology 78.70%5 東北大学（農） Tohoku University 78.50%6 京都大学（理） Kyoto University 78.40%7 大阪大学（理） Osaka University 72.00%8 東京大学（農） The University of Tokyo 70.00%9 北海道大学（理） Hokkaido University 69.40%

10 大阪市立大学（理） Osaka City University 68.10%11 広島大学（理） Hiroshima University 66.10%12 神戸大学（理） Kobe University 65.60%13 北海道大学（農） Hokkaido University 65.00%14 名古屋大学（農） Nagoya University 64.60%15 名古屋大学（理） Nagoya University 63.90%


14

Table 2.3.10 : University ranking in Japan in 2002( 大学院進学率工学系）， Rate of going to graduate school (engineering))

1 東京工業大学 Tokyo Institute of Technology 81.60%2 大阪大学 Osaka University 80.70%3 長岡技術科学大学 Technological University of Nagaoka 77.80%

豊橋技術科学大学 Toyohashi University of Technology5 名古屋大学 Nagoya University 77.00%6 京都大学 Kyoto University 76.20%7 大阪府立大学 University of Osaka Prefecture 75.50%8 北海道大学 Hokkaido University 75.50%9 東京大学 The University of Tokyo 75.40%

10 大阪大学（基礎工） Osaka University(basic worker) 75.30%


15

大学の分類， Categories of university

(1) 研究大学， Research University

(2) 専門大学， Professional University

(3) 教養大学， Liberal Arts College

私学・・・建学の精神

Private university ・・・ Identity


163. Problems Faced to Japanese Universities

(1) 少子化， Low birth rate

　　 2007 年全入時代の到来，若者の気質変化， NEET の増加

All students can enter universities in 2007. NEET.

(2) 景気低迷， Recession

　　大学の財政悪化（国公立大学の選択）

Financial problem of university getting worse -> National

(3) 大学の企業化， Industrialization of University

　　内部統制，情報開示（財政状態を含む），法遵守，意思決定システムの改善など

Open information (including finance one), etc.

17

Japan Taiwan人口, Population 127757000 22,710,000比率, Ratio 0.02745909 0.05662118


Table 3.1 : Comparison of universities between in Japan and in Taiwan

Note :

1) Ratio = Students / Population

2) The data in Taiwan is from

“http://www.gio.gov.tw/taiwan-website/5-gp/yearbook/p276.html”

1)

Universities Students Universities Students726 3508091 159 1285867

Japan Taiwan

18

Table 3.2 : School fees in Japan


Measure : Yen大学の種類と主要校, Type & Univ. 分野, Area Entrance Fee Tuition&Etc.(year)

国立, National 文系, Humanities 282,000 535,800(東京大学, Tokyo Univ.) 理系, Science 282,000 535,800公立, Public 文系, Humanities 141,000 645,000(横浜市立大学, Yokohama Univ.) 理系, Science 141,000 645,000私立, Private 文系, Humanities 290,000 936,000(早稲田大学, Waseda Univ.) 理系, Science 290,000 1,405,000

1)

2)

Note (About Waseda Univ.) :

1) 政治経済学部 , The case at School of Politics

2) 理工学部経営システム工学科 , The case at Dept. Industrial and Management Systems Engineering

19

大学名University

(a)帰属収入Imputed income

(b)教育研究経費Expense ofEducationresearch

教育研究経費比率(b) (a)／Ratio of

Expense ofeducationresearch

順位Rank

学生数（人）Num.

Students

学生一人当たり

(b) (c)／Per student

順位Rank

Aoyama青山学院／ 31,290,542,453 10,161,393,687 32.47% 5 25,658 396,032 8Keio慶応義塾／ 117,013,454,173 50,546,323,967 43.20% 1 52,257 967,264 1

Tokyo Sci.東京理科大／ 33,394,340,444 11,885,641,427 35.59% 3 18,081 657,355 2Hosei法政／ 43,606,892,837 11,942,566,272 27.39% 9 34,154 349,668 9Meiji明治／ 44,787,081,167 14,348,425,174 32.04% 6 29,808 481,362 5

Waseda早稲田／ 90,619,192,898 32,278,306,347 35.62% 2 56,282 573,510 3Doshisha同志社／ 48,130,372,417 14,846,237,648 30.85% 8 36,060 411,709 6Ritsumeikan立命館／ 62,223,865,393 21,160,965,280 34.01% 4 43,141 490,507 4

Kansei関西学院／ 26,296,253,058 8,291,471,360 31.53% 7 20,174 410,998 7

2004 (In 2004, measure: Yen)（年度、単位：円）

Finance ratio of major 9 private University (dynamic ratio)

Table 3.3 : Finance ratio


204. Recent Developments in Japanese

UniversitiesTrials to solve the problems discussed before.

(The case in the private universities)

21

Design for Educational Research of the 21st Century Major Targets

Educational system for integrated university Strengthen the deployment for a lifetime study Creating research development and new

industry that coordinate with the society Reinforcement for internationalization and

computerization Specific Plans for a Project

Rearrange the under graduate school education Enhancement of education in graduate school Development of open education Development of lifetime education and distance

learning Reorganization and activation of research

system

5. Introduction of IT for Education

22

Comparison of Informationization Investment Amount (Private Universities in Japan and Major Universities in the World)

情報化投資額の比較（日本の私立大学、世界一流大学）


順位 Rank 校名 Univ.投資額 investment (Yen)1 A 114,000 2 B 104,000 3 C 96,000

：：

10 D 71,000 11 Waseda 70,000 11 E 70,000 13 F 63,000

：：

19 G 38,000

※ 平均値 7.3万円 Average 73,000Yen

出典：（社）私立大学情報教育協会「平成15年度私立大学情報化投資額調査」集計より（2004年8月発行）Source:"An Investigation of Investment Amout of Private University Informationization in 2003", in total Corp. of Japan Universities Association for Computer Education (issue in August, 2004)

The rank of Waseda University is 11 (in 19 universities).

Table 4.1 : An amount of investment in Japanese private universities

23

Contents 項目 Investment 金額IT Service （Networking security, Helpdesk,・・） 42.5US$ millionCommunications Services (voice,video,and datacommunications) 31.0US$ millionStanford Data Center (hosting, operations) 7.0US$ millionComputer Resource Center (desktop and server installation,and maintenance) 5.0US$ millionTechnology Training (lecture,hands-on,classroom,and web-based training) 1.0US$ million

86.5US$ million

×106円＝ 92億円÷学生数（14,454人）＝学生一人当たり 63.4357271

学生数5 ⇒万人規模換算 317.2万円

Table 4.2 : An amount of investment in Stanford university


情報化投資額の比較（日本の私立大学、世界一流大学）

出典：Stanford ITSS(Information Technology & System Support) <Stanford University Budget Plan 2004/2005 より>


24


Table 4.3 : An amount of investment in M. I. T

Contents 項目 Investment 金額Academic Computing 4.0US$ millionAdministrative Computing 8.1US$ millionClient Support Services 6.6US$ millionOperations and Infrastructure 13.7US$ millionTelephony 4.6US$ millionIS&T Shared Services 1.7US$ million

38.7US$ million

×106円＝ 41億円÷学生数（10,340人）＝学生一人当たり 39.7万円

学生数5 ⇒万人規模換算 198億円

出典：MIT IS&T(Information Services and Technology) <FY2005 Operation Plan より>


25

Programs for Computerized Promotion (2000~2002)~ Rearranging Methods of Education (1) ~

Opening Research Education Database of research

information Education using on-demand

class Joint research or class with

other university Internationalization

Education using English (Tutorial lessons)

CCDL (Cross-Cultural Distance Learning) Program

An Example

5.1 The Introduction Program of IT

26

Programs for Computerized Promotion (2000~2002)~ Rearranging Methods of Education (2) ~

From Knowledge Training to Problem Discovery

On-demand class Lessons using multimedia Inquiry using BBS for

active discussions

Lifetime Study, Education for Working People

　 Remote learning

Education for preferred applicants and HS kids

An Example


27

Programs for Computerized Promotion (2003~2005)~ For Global University ~

Target : Creating Wisdom in Asia Pacific Region

Daily cultures methodology Achievement for lifetime learning Creating research development and new

industry that coordinate with the society Achievement of management structural

investment

(Copyright : Waseda Univ.)Coordination with HS

Coordination withother University

From establishment of the distance learning to development

Coordination with industrial-government

Contribution to lifetime learning


28System of Support and Organization for e-learning

School-affairs part of information planning division

Media Network Center

Distance Educational Center

(The total information plan and adjustment)

(Distance educational promotion / support)

(Systems development and maintenance)

[Headquarters and centers investigation]

Under graduate school, graduate school, and open educational center

Human science department correspondence course

[Remote educational implementation part]

(Enforcement which does not incline toward a specific faculty etc.)

(Graduation only by lesson on demand is possible) Waseda University Learning Square. Co.

Outsourcing of Support operating

- Contents work (copyright processing)

-Lesson

support

- User support (24-hour help desk service)

Waseda University International. Co.

29

About On-demand Classes

In e-school, all classes by the on-demand form one opened, and reducing the load of schooling as much as possible, and the offer of the academic education to the working student and those who live far from the university is provided.

YearOn-demand by going to school On-demand by commun

ication system (e-school)

Num. Full On-demand

Num. Hybrid Class

Num. Students

Num. Class

Num. Students

2001 7 - 926 - -

2002 17 - 2,062 - -

2003 45 82 12,792 40 3,045

2004 53 140 17,651 93 4,670

2005 74 291 37,529 194 6,901

Opening the e-school

5.2 e-learning and e-school

30

Data of the Students in e-school

020406080

100120140160

人数

18 22～ 23 29～ 30 39～ 40 49～ 50 59～ 60～年代

03 05年度～年度入学者年代内訳

Clerk36%

Civil Servant8%

Teacher4%

Private Practice10%

Disemployment24%

Others6%

Unknown12%

Age

Count of the Students

Age (2003~2005)

Ages 18~49 especially 30th is higher.

Rate of working people such as clerk and civil servant are higher. Age of almost all disemployment is 18~22.

Type of Job (2003~2005)


Entrance examination in 2005Applicants : 290Successful : 187

31

Advantages of e-school Expansion of time / spatial flexibility of an

educational function Expansion of time / spatial flexibility of the

place of the study from a student side Improvement in the quality of the education

by exhibiting teaching materials Realization of the individual study by BBS

and the educational instructor A position of an educational instructor which

incentives both a living and a study for a graduate student, is prepared


32

Problems of e-school Large Amount of Money for Tuition Instruction for Various Type of Lessons, such as

Graduation Thesis High Charge on Educational Instructor for

Making Course Material and Supervising Lessons Promotion and Securing of Educational

Instruction Formation of Student Manners


335.3 Implementation of International-Communication-

Skills (CCDL)

STEP1: Tutorial English Learning Program Acquisition of fundamental skill in communication A lesson with small number of students (they are four students

per one tutor) Construction of the environment "about which it cannot but

speak"

STEP2: CCDL Program The opportunity for improving skills in international

communications by practically using common foreign languages (English, Chinese, Russian, etc.)

A common seminar with tie-up university in an overseas (20-nation 43 universities in 2003)

STEP3:Cyber-Lecture & -- A Cyber-Seminar Distance learning / common seminar which used the on-

demand lesson system and the teleconference system, and treated the more special theme

“Earth-citizen” = “Activity with international intellectual”

By cultivation of thorough skills in international communications

Training

Practice

Copyright Waseda Univ.

34

STEP2:Daily of CCDL for Foreign Culture.

Exchange by the chat with student in an overseas college (small group)

The common seminar in the class unit by video conferencing

Acquisition of a cultural understanding and International Communication Skills

With the partner of an overseas tie-up university. One real-time exchange implementation per week. The contents of the dialog are created record/summary. (The teacher in charge checks)

Current-issues, fashion, and lifestyle, university life, culture and sport, education, religion, and social tradition. To various themes, such as a sense of values. It attaches and opinions are exchanged.

With the partner of an overseas tie-up university. One real-time exchange implementation per week. The contents of the dialog are created record/summary. (The teacher in charge checks)

Current-issues, fashion, and lifestyle, university life, culture and sport, education, religion, and social tradition. To various themes, such as a sense of values. It attaches and opinions are exchanged.

Efforts to acquire a mutual understanding with a partner whose backgrounds differ.

Acquisition of expressing capability The amount of average utterance

Improving (MLU: Meaning Length of Utterance)

Efforts to acquire a mutual understanding with a partner whose backgrounds differ.

Acquisition of expressing capability The amount of average utterance

Improving (MLU: Meaning Length of Utterance)


5.3 CCDL

35

Year Countries Universities Students2001 16 30 1,5852002 17 33 3,3392003 20 43 3,1812004 21 44 2,179

4 4

10

17 16

30

17

33

20

43

21

44

1999年 2000年 2001年 2002年 2003年 2004年

国

大学

CCDL Results and Scale

Countries

Universities

1999 2000 2001 2002 2003 2004

4 4

17

10

30

16

33

17

43 44

20 24

5.3 CCDL

36

CCDL Joined University List (1)

• Korea University (South Korea) • Ehara National Universities (South Korea) • Hanyang university (South Korea) • South Korean south university (South Korea) • Sungkyunkwan university (South Korea) • South Seoul National University (South Korea) • Di La Salle university (Philippines) • Philippines university (Philippines) • MARAYA university (Malaysia) • Singapore National Universities (Singapore) • SEAMEO RELC (Singapore) • Thammasat university (Thailand)

• Korea University (South Korea) • Ehara National Universities (South Korea) • Hanyang university (South Korea) • South Korean south university (South Korea) • Sungkyunkwan university (South Korea) • South Seoul National University (South Korea) • Di La Salle university (Philippines) • Philippines university (Philippines) • MARAYA university (Malaysia) • Singapore National Universities (Singapore) • SEAMEO RELC (Singapore) • Thammasat university (Thailand)

The main participating universities by 2005. The main participating universities by 2005.

• CHURARON corn university (Thailand) • Hanoi college of engineering (Vietnam) Beijing University (China) Qinghua University (China) Fudan university (China) Chehiang university (China) Metropolitan instructor university (China) Hong Kong Baptist university (China) National Taiwan Normal university (Taiwan) Tamkang university (Taiwan) Interchange Association Japanese center

(Taiwan) Former Tomohiro study (Taiwan)

5.3 CCDL

37

• Negara Brunei Darussalam university (Brunei)

• Zaid university (UAE) • World economic university (Uzbekistan) • Samarkand university (Uzbekistan)• Auckland university (New Zealand) • Waicat university(New Zealand)• Russia and Far East and national and synt

hesis universities • (Russia)• Monashee university (Australia)• New South Wales university (Australia)• Adelaide university(Australia)

• Negara Brunei Darussalam university (Brunei)

• Zaid university (UAE) • World economic university (Uzbekistan) • Samarkand university (Uzbekistan)• Auckland university (New Zealand) • Waicat university(New Zealand)• Russia and Far East and national and synt

hesis universities • (Russia)• Monashee university (Australia)• New South Wales university (Australia)• Adelaide university(Australia)

• University of Utah(United States)• Colorado university(United States)• Orangemen university (United States) Rafay

at university (United States)• Oregon state university (United States) Portl

and state university (United States)• University of Hawaii Hiro school (United • States)• University of Hawaii Manoa school (United S

tates)• Nottingham (Britain)• Torrent university (Britain)• Edinburgh university (Britain)• Essex university (Britain)• Lyons university (France)• keel university (Germany)• Berlin and Humboldt University (German) 　

• University of Utah(United States)• Colorado university(United States)• Orangemen university (United States) Rafay

at university (United States)• Oregon state university (United States) Portl

and state university (United States)• University of Hawaii Hiro school (United • States)• University of Hawaii Manoa school (United S

tates)• Nottingham (Britain)• Torrent university (Britain)• Edinburgh university (Britain)• Essex university (Britain)• Lyons university (France)• keel university (Germany)• Berlin and Humboldt University (German) 　

CCDL Joined University List (2)

The main participating universities by 2005. The main participating universities by 2005.

5.3 CCDL

385.3 CCDL

Country Connection Time Country Connection Time Country Connection TimeChina 60 95:15 China 80 134:45 China 140 230:00Australia 43 64:00 Korea 46 79:15 Taiwan 67 94:45Thailand 23 50:00 Taiwan 38 51:00 Australia 66 100:15Taiwan 29 43:45 Australia 23 36:15 Korea 65 108:15Korea 19 29:00 Shingapore 17 24:15 Thailand 28 54:45Japan 8 10:45 Philippines 12 17:15 Shingapore 24 34:15Shingapore 7 10:00 Germany 9 13:30 Japan 14 19:45Germany 5 5:30 Canada 3 13:30 Germany 14 19:00France 1 3:30 Hong Kong 8 12:00 Philippines 12 17:15USA 1 1:00 Malaysia 8 12:00 Hong Kong 8 12:00

196 312:45 Japan 6 9:00 Malaysia 8 12:00Thailand 5 4:45 Canada 3 13:30UAE 3 4:30 UAE 3 4:30USA 2 3:00 USA 3 4:00

260 415:00 France 1 3:30456 727:45

The Data of TV Conference Connection of Joint Semester and Tutorial in 2005. Connection from

Countries(a) First Semester (b) Second Semester (c) All Year

39

Distance learning / common seminar discussing a more special topics of real-time and both directions A lecture on the special subject of not "English study" but the overseas first-class professor using English is hold.

Distance learning / common seminar discussing a more special topics of real-time and both directions A lecture on the special subject of not "English study" but the overseas first-class professor using English is hold.

STEP3： Cyber Lecture & Cyber Seminar


It is a joint lesson with a university two or more. - "Symbiosis of Asia"

- "World English and Miscommunications"

Waseda Univ.

Fudan Univ. (China)Korea Univ. (South Korea)

Thammasat Univ. (Thailand)

Singapore National Univ.A teacher and a student

participate from each university (a lesson uses English).

Expansion of the number of lectures, and participating university

Etc.

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The usage of TV conference system (2002-2005)

0

100

200

300

400

500

600

700

800

2002 2003 2004 2005Year

Con

nect

ion

tim

e

0

5

10

15

20

25

30

35

40

45

50

Num

ber

of c

onne

ctio

n ti

mes

Tutorial

TV Conference

Connection Time

Fig5 The usage of TV conference system

5.3 CCDL

41

Handling of Contents About management of On demand contents, a

n agreement is required of between the persons concerned (such as a university, a teacher and a working company).

Until now at Waseda University, the following employment is carried out by exchanging a memorandum, etc. Both the faculty and Waseda University hold the copyright (pr

operty rights) of contents in lecture together. Contents in lecture are used by lesson at Waseda University. About using contents in lecture whose purpose is of outside

(using other than a lesson at Waseda University), agreement of both the faculty and Waseda University is needed.

6. Copyright and Privacy Protection

42

When a Third Party’s Work is Used

In the lecture contents, when using a third party’s work, permission of person who has a copyright is obtained.

An application works which permits a copyright of its owner is complicated in many cases, and hangs a superfluous burden on a teacher.

At Waseda University, total management about application works for permission is performed by its on-demand lesson support section (distance learning center). (The real work of an application is entrusted to an associated company (Waseda University Learning Square Co.))


43

Management of Lecture Contents Until now, although the contents of lecture were used mainly within the university,

cooperation outside the university may increase from now on, and it is necessary to examine the new guideline which can be applicable to various cases.

Use of a Third Party's Work An application business which permits a copyright of its owner is complicated in

many cases, and requires much time. It is necessary to loosen the restriction similar to exception regulation in order to establish and grow up e-learning systems.

An Enlightenment to a User Since All users, such as teachers and students, need to protect and employ a sta

tute and a social norm, and it is expected that the number of users increases by leaps and bounds with a spread of e-learning, activities of enlightenment become more important from

For conquest of the above-mentioned subject, forming the agreement based on cooperation and the mutual understanding of the over all society is needed.

Future Subjects



Privacy Protection for Students

Protection : Address, Telephone number, ID number, also

including Exam-score which specifies an individual of student

45

Conclusion

Key point : Early Introduction and Effective Use of IT

To Solve the Problem : Finance Quality of education Corresponding to various character of students

Date post:	26-Dec-2015
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