Use and Extent of Cloud and Mobile Technologies in Distributing Educational Materials During Crisis, Syria as an Example

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(1)IPSJ Transactions on Computers and Education Vol.3 No.1 46–52 (Feb. 2017). Short Paper. Use and Extent of Cloud and Mobile Technologies in Distributing Educational Materials During Crisis, Syria as an Example Muhammad Wannous1,2,a) Hiroshi Nakano1,b) Takayuki Nagai3,c) Muhammad Mazen Almustafa2,d) Received: August 24, 2015, Revised: February 15, 2016, Accepted: November 3, 2016. Abstract: While preparing for the publishing of this paper the armed conflict in Syria entered its 5th year. This conflict had severely affected all aspect of life in this country, but nothing was completely devastated. The educational system is one example that could so far survive this situation despite all difficulties and destruction. However, during such crisis even a simple issue like commuting to/from the school is very difficult, and this in turn affects the attendance rate and delivery of educational materials. In this regard, several approaches involving different technologies to ease access to materials have been tested. The results show that certain technology combinations are very useful and have the potential to serve large-scale systems when fully adopted. Keywords: education, cloud computing, mobile technology, armed conflict. 1. Introduction In 2014, the United Nations reported that the armed conflict has made Syria the biggest humanitarian crisis in the world and the leading country in forced displacement (domestic and international) [1]. This conflict tore the country into parts and each of them is under the control of one of the fighting parties. Signs of destruction can be found everywhere not only on the fighting fronts, but also in relatively secure places. Checkpoints spread on the routes connecting areas belonging to different parties and within the area-of-control of every part. With the involvement of several international forces in this conflict there seem to be no soon resolution for it. For civilians who opt for staying within Syria, surviving required: 1) being far from hot areas, 2) securing living supplies (food, water. . . etc.), 3) securing income/aid, and 4) managing resources in order to cope with the huge increases of living cost which normally happens in similar situations. It is not a surprising thing that Syrians, who are accustomed to living in such a hot spot of the world (the Middle East) since long time ago, ask for more than surviving; many try to advance themselves/their families especially in terms of education. 1 2 3 a) b) c) d). Center for Management of Information Technologies, Kumamoto University, Kumamoto 860–8555, Japan The International University for Science and Technology, Ghabageb, Daraa, Syria Center for Information Science, Kyoto Institute of Technology, Kyoto 860–8555, Japan [email protected] [email protected] [email protected] mazen [email protected]. c 2017 Information Processing Society of Japan . The educational system being in operation so far can partially be attributed to the fact that “people still go/send their children to school/university” despite all difficulties. The United Nations Children’s Fund reported the destruction of a large number of educational facilities in Syria, but the report confirms that the educational system has not collapsed [17]. The educational system is considered part of the societal services that should be covered by any framework adopted for emergency situations (such as the International Organization for Standardization procedures described in ISO22320) [19] . In the case of Syria, the educational system is under the control of the government, but both public and private sectors take part in operating educational institutions [18]. Consequently, the government decides, in close coordination with the management of the educational institutions, the appropriate procedures matching the recommendations of the emergency framework for the educational system among other societal services. The Syrian crisis has lasted for years, so far, but the emergency response seems to be effective as indicated by the continuity of different services such as electricity, water, and communications. This paper briefly reports on the management of the crisis in Syria in relation to the educational system as seen by two of the authors. However, the main aim of this paper is to show how technologies (such as Cloud Computing and Mobile Technology) can be used on the micro level as part of the crisis management in an educational institute. We put lights on a problem resulting from the armed conflict situation in Syria that affects delivery of lectures and how the teaching staff addressed this problem using technology. We discuss the advantages and shortcomings of this solution and try to estimate the limits of the suggested solution.. 46.

(2) IPSJ Transactions on Computers and Education Vol.3 No.1 46–52 (Feb. 2017). 2. Managing the Crisis As we mentioned, the educational system in Syria is still functioning despite the destruction and difficulties. This indicates that the emergency response for it is working. As part of a university teaching staffs we are not involved in the planning of the response or the adoption of it at the macro level. However, it is possible for us to summarize the steps taken by the highest level of the educational system management to ensure continuity of the higher educational system as follows: 1. Directed national universities to accept displaced students in response to the movement of people to the secure areas and the closing of some other universities. The students were allowed to enter the same/similar majors as in their original universities and compensate for the missing credits if necessary. 2. Gave the necessary permissions to private universities located in areas of increasing insecurity and fighting intensity to close their campuses, arrange new places in relatively secure areas for resuming the educational process, and move into these new places. 3. Increased the frequency of meetings held to discuss the difficulties facing the educational process and the ways to overcome them. The International University of Science and Technology (IUST), which is a private university originally located on the outskirt of the capital city Damascus, is one of several institutes concerned with closing their campuses and moving to new places. IUST administration took the following steps when its original location became insecure: 1. Suspended the educational process for a short period during which a new place is being prepared. 2. Rented a new location inside the capital city, Damascus, and prepared a number of lecturing rooms with different capacities to be used as appropriate. 3. While the new place is being prepared, rescheduled lectures in a way that makes best use of the available space, informed all related staffs about the new arrangement, and required them to prepare to resume lectures by any style at the earliest possible time in order to catch up the academic calendar. At the department level, the teaching staffs were responsible for their ordinary responsibilities within the new limitations of space, time, and equipment.. 3. Distributing Course Materials At IUST, the teaching staffs at the Department of Computer Science, Faculty of Information Technology were responsible for managing the LMS installed in the university, and a number of instructors used this system in their courses. Within the new location of IUST, it was not possible to use the Learning Management System (LMS) installed at the original campus since it was shutdown; therefore, the teaching staffs (among whom are two of the authors of this paper) delivered their courses in an old-fashioned style i.e., face-to-face, white board, and paper-based activities until the end of the interrupted semester. In the best case, the materials of the courses were dis-. c 2017 Information Processing Society of Japan . tributed using USB flash memories or through Bluetooth connections on smartphones. This was the fastest and simplest way to resume lectures and compensate the time lost while moving into the new place in order to catch up with the academic year calendar. Due to the complexity of the situation on ground (traffic redirections, route blockage, and the spreading of fighting to new areas all the time) large part of the students at IUST (especially those commuting to/from far locations) was unable to regularly attend classes. As a result, the process of distributing the same materials and collecting the same reports/assignments had to be repeated many times. In addition, deadlines and time limits had to be repeatedly postponed. In the normal situation, this was also done when a group of students were affected/concerned; however, it became necessary to consider the case of each individual student. On the other hand, the paper-based work added much load on the instructor’s side, not only because of having to do things manually, but also because of having to keep records of everything. Implementing the old-fashioned lecturing approach was acceptable as a temporary solution, but this highlighted the very high value that the LMS can add in such conditions as can easily be predicted. However, it was not possible to bring the old server on which runs the LMS in the original campus or even prepare a new one because of weakness in the infrastructure needed for accessing (Network) and operating (electricity) it. On the other hand, the administration of the university put many resources in preparing the new location and moving into it, so it was not possible to ask for more resources especially that there was no certainty about the time the situation would continue. So, members of the teaching staffs at the Faculty of Information Technology proposed to find an alternative way for course materials distribution and management within spring holiday, which was a good chance to have a short stop and re-organize things.. 4. Technology Use and Related Work In the short break (spring holiday) that followed the transfer into the new location of IUST, the teaching staff at the Department of Computer Science discussed a number of solutions to ease delivery and storing of the contents in a reliable and achievable way. While deciding a suitable solution, the following issues were put in mind: • There was no certainty about neither the duration of the current situation, nor what happens next. Another change of the university location was not an “unlikely” event; therefore, the intended workaround should be either central and accessible via the Internet, or portable. • It was necessary to consider low cost/free options because of the exhaustion of the university resources. • While more serious issues should be considered, the privacy of students’ information should still be preserved. This meant that making the information of the students available for the lecturers (to send course materials by e-mail, for example) was not permitted. At the same time, it was necessary to require the minimum efforts (at least from the learners’ side) to use the solution.. 47.

(3) IPSJ Transactions on Computers and Education Vol.3 No.1 46–52 (Feb. 2017). ware configurations). . .” In a previous contribution, we introduced a tool based on Google Calendar [9], which is an example of SaaS, to manage access to the resources in online laboratories [8]. In their report to United States Agency for International Development (USAID) about the use of technology for education in environments affected by crisis, Sam Carlson and JBS International [12] gave examples of successful programs in India, Pakistan, and Haiti. . . etc. These programs targeted children and youth affected by crisis (or similar situations) and delivered contents via Mobile and Internet-enabled Labs. They also included training sessions for teachers and technicians to be able to use the technologies and were supported by several initiatives for facilitating education. However, due to the sanctions several parties put on technology transfer and use (even for educational purposes) in Syria, it was not possible to seek assistance to launch such programs or use the existing ones. In addition, such programs targeted children and they were designed to facilitate language education mainly while the main purpose of the required system is to serve in higher education context.. Several ideas like the use of Discussion Groups [2], e-mail lists, or web-based storage such as Google Drive [3] . . . etc. were evaluated during the review. Considering the factors mentioned earlier, the decision was to go with Cloud Computing technology and try more than one possibility. The word “Cloud” is widely used in referring to the devices and connections forming the Internet, whereas “Could Computing” refers to “a computing environment where one party can outsource computing resources to another party via the Internet” [4]. These resources are delivered as “Services” and they have been classified into 3 major categories: infrastructure, platform, and software as shown in Fig. 1. The services are usually denoted by the acronyms IaaS (for Infrastructure as a Service), PaaS (for Platform as a Service), and SaaS (for Software as a Service). These models of Cloud Computing services have been implemented in education in several published contributions, but they have mainly been reported for use in normal situations rather during conflicts. Le Xu et al. [5] and R. Pastro et al. [6] introduced online laboratories for Information Technology courses. The laboratory developed by Le Xu et al. serves the learners with a number of Virtual Machine instances to work on. The Virtual Machines served can be seen as examples of PaaS or IaaS depending on whether they are pre-configured with the necessary packages or not. R. Pastro et al. laboratory utilizes Cloud Computing services offered from a number of providers. Within the E-learning system, learners will be provided with links to the experiments, which are examples of the SaaS model that have already been built in the laboratory. Luis M. Vaquero [7] investigated the experience of learners and instructors with PaaS and IaaS models of Cloud Computing. The results show that PaaS implementations “are almost unanimously considered as easy to learn and use and may become a prevalent option for high-level courses.” while IaaS implementations “will serve for medium abstract-level courses (such as those on operating systems, containers, or soft-. The initial solution is a combination of a Cloud Computing service and a social web site (Fig. 2). It suggested placing the contents of each course in a separate folder on Google Drive (or any similar service), open read-only access to the folder via a specific URL, and share a link to the URL with the students attending this course. An example of a shared folder for a course in the department can be found at the link: (https://docs.google.com/folderview?id=0B15-J6dGwM1MU1zTWV3ZjJHQUE). Announcement related to the courses were distributed manually and posted on the Facebook page of the university (https://www.facebook.com/ IUST.UP.to.DATE) and on the private group of instructors and. Fig. 1 Cloud computing services.. Fig. 2 The structure of the initial solution.. c 2017 Information Processing Society of Japan . 5. The Proposed Solution. 48.

(4) IPSJ Transactions on Computers and Education Vol.3 No.1 46–52 (Feb. 2017). students in the department (https://www.facebook.com/groups/ 162501587174284/). Each of the participating instructors was responsible for managing all the courses he/she taught and posting the announcements related to them on the Facebook pages. At the beginning, creating the folders, placing the initial contents in them, and setting the sharing options tasks needed much time to complete, but later on less efforts were needed. With the utilization of this approach, the participating teaching staff noticed that other ways of distributing course materials almost disappeared which meant that the students were successfully getting them. This can be attributed to the factors: • Large percent of the university student (all students in the department of Computer Science) owned laptops/smart portable devices (mobile phones and tablets). • Internet connection is still working in large parts of the country. • Google Drive service is free and accessible from Syria (hopefully will continue to be). • The page of the university on Facebook was public and the links to the folders on Google Drive did not require authentication for the user to download the contents. We consider this practice as a success, but not a complete one as several concerns rose. (1) Instructors still needed to collect reports/assignments prepared on paper because it was not possible to permit read-write access to the folders containing the course materials to all participants; (2) it was not possible to track the activities of the learners (to get a better idea of the solution functionality and users’ behavior); and (3) each instructor was responsible for managing up to 5 courses in each semester and with the time advancing towards the end the announcement volume increased. For these reasons we introduced the use of another Cloud Computing PaaS model service, Google Apps Engine [13]. Besides offering a ready to use environment for hosting webapplication in a number of languages (Java, PHP. . . etc), Google Apps Engine (GAE) offers several options for the service billing and among them is a free type one. The availability of the free option is a very desirable feature (at least for us) when comparing to other similar services in the same category like Microsoft Azure [14]. Since there was no ready-made and freely available solution to serve our needs, we decided to develop a new system (CMSmini) based on GAE for delivering the contents. The work on CMS-mini started with the new academic year, and an initial version was introduced for testing in the second semester [15]. The initial version was designed to host the contents of one course (http://simulation-cms-mini.appspot.com/home.jsp) to evaluate the acceptance of the system among all users (students and instructors). It supported importing users’ information from the SIS, which is still available since it is installed in a different place than the university campus, in IMS Enterprise Format [10]. The structure of the initial version of CMS-mini is demonstrated in Fig. 3. In this version, CMS-mini web application utilizes Drive API and Datastore API provided by GAE for storing the materials of the course and saving the user and course related information (users’ credentials, course description, and. c 2017 Information Processing Society of Japan . Fig. 3 The initial version of CMS-mini.. event logs. . . ) respectively. On the storage available for CMSmini through Drive API we created a common folder for storing all the materials in addition to a separate folder for each user to upload reports. The common folder is read-only from a student viewpoint. The folders belonging to the other users are hidden. Shortly after introducing this version, we noticed two serious issues: 1. It became necessary to use external proxy servers to access CMS-mini due to the blockage of Cloud Computing service in Syria. 2. Large percent of the students owned smart mobile devices and wanted to use it for downloading the contents, but due to the use of proxies the speed of downloading/uploading contents became extremely slow. For these reasons, it was necessary to pause the experiment and return to the previous arrangement until we can find a workaround. GAE provided a set of APIs to access a number of optional Cloud Computing services among which is a special arrangement of Google Drive, which we used to save the course materials. We found that it was possible to use Drive API and the credentials on GAE to access the contents directly from applications installed on computers or mobile devices. This triggered the idea of developing a mobile application and integrating it with CMS-mini [16]. Several published papers introduce approaches to integrating mobile technologies for facilitating education as in Ref. [11]. The structure of the current system is demonstrated in Fig. 4. It can be noticed that that CMS-mini web application is in place beside an application that we developed for Android devices. Since the Android application connects directly to Google Drive there is no need for using proxies because the service is still accessible. Limitations on the Different Practices On Average, a folder assigned to contain the contents of one course on Google Drive occupied up to 30 MB of space (includ-. 49.

(5) IPSJ Transactions on Computers and Education Vol.3 No.1 46–52 (Feb. 2017). ing the supplementary materials). This makes it theoretically possible to use up to 500 folders (Google Drive provides 15 GB of space for free to each account). The same measure can be applied to CMS-mini; however, there are limits on the traffic volume to/from web applications hosted on GAE. Going beyond the limits of the free option implies converting to one of the billable ones. For this reason, we decided to run two tests on CMS-mini, which is designed to host one course in order to estimate the extent to which we can go with our solution within the free option from GAE. In the two tests, the maximum number of attendants (40 students + 1 instructor) is assumed and the materials are uploaded in a timely order i.e. new contents are uploaded as the simulation proceeds. In the first test, access to the contents is permitted only through the web interface of CMS-mini (there is a special arrangement to enable access via mobile devices); however, in the second test, all access options are allowed. Before each test starts,. Fig. 4. the contents were wiped out, the log cleared, database (stored in the Datastore which is the database offered in GAE) emptied. Within each simulation trial, the following practices have been decided: 1. The instructor imports the description of the course and the information of the participants from XML files prepared in IMS Enterprise format (supported by the SIS). 2. In order to shorten the simulation time (supposed to be 16 weeks long for one semester), the traffic of one week was reflected in 1.5 days making the total simulation time 24 days. With this arrangement, we can be sure that the performance figures we get are bigger than the actual ones (in terms of traffic) within one day and therefore future designs implementing these figures should be fine. 3. Normally, students downloaded the newly available contents within a period of two weeks in random order. This has been reflected in the simulation as random download within 3 days. This has also been assumed for report downloading and submission. 4. Because the Datastore was not directly accessible from the Android application, logs of the activities through the web interface are saved in the Datastore, while the logs of the activities through the mobile devices are saved in the properties of the files concerned. 5. 10% of the students re-downloaded the whole available materials twice within the simulation. 6. In the test where access to the contents is permitted through mobile devices, it is supposed that 50% of the students would actually use such devices only to get/submit the materials. Through GAE console, it is possible to monitor the status of the web application and several parameters. Among these, we focused on 1) the outgoing bandwidth (1 GBytes per 24 hours quota) and 2) Datastore operations (50 K Read + 50 K Write Operations per 24 hours) because they represent the mostly used resources in CMS-mini. The load chart of CMS-mini tests is demonstrated in Fig. 5. Except for the first day, it can be noticed that the bandwidth and database usage have decreased significantly when permitting ac-. The current structure of CMS-mini.. Fig. 5. c 2017 Information Processing Society of Japan . Load chart of CMS-mini simulation tests.. 50.

(6) IPSJ Transactions on Computers and Education Vol.3 No.1 46–52 (Feb. 2017). cess through the mobile devices (maximum 2%) compared to the case when access is only possible through the web interface (maximum 5%). The first day exception of database operations (9%) results from the process of the extra operation necessary for setting the authentication information, which involves extra read operations from the database. available resource The simple equation Ncourses = resource max usage per course shows that it is possible to extend CMS-mini to host 11 courses considering the maximum database usage (9%) in the case of permitting access through both the web interface and the mobile application; and it is possible to extend it to host 20 courses considering the maximum bandwidth usage (5%) in the case of permitting access through the web interface only.. [6] [7] [8]. [9] [10] [11]. 6. Discussion of the Results Although the testing conditions have been compressed to enable more trials on CMS-mini in shorter period, the results show clearly that the resource usage generally drops when enabling access through mobile devices. This was expected because the mobile application bypasses CMS-mini; however, the huge increase of database usage in the initial day of the test prevents the benefit of reducing resource usage. This can be overcome by asking the instructors to distribute the creation/initialization of their courses over a number of days. This practice will enable us to consider the maximum resource usage in the case of permitting access through the mobile and the web interface to be 2% for both bandwidth and database operations. In this case, the calculated number of courses that can be hosted in CMS-mini will increase to 50.. [12]. [13] [14] [15]. [16]. 7. Conclusion [17]. In this paper, we showed some of the impacts of the armed conflict on universities in Syria and how the teaching staffs at The International University for Science and Technology have implemented a number of approaches utilizing Cloud Computing and Mobile technologies to distribute the materials of the courses and collect students’ submissions. By simulating a course with the maximum number of users in different technology combination, we also calculated the number of courses that each scenario can offer. The results show that integrating the system based on Cloud Computing with a mobile application would allow us to host a larger number of courses in the deployed application. Acknowledgments Japan Society for Promotion of Science supported this work under Grant-In-Aid for scientific research # 25-03307. References [1]. [2] [3] [4]. [5]. UN-OCHA: Syria: 6 facts at the start of the 4th year of Syria’s conflict [Online], available from http://www.unocha.org/top-stories/ all-stories/syria-6-facts-start-4th-year-syria’s-conflict (accessed 2014-03). Wikipedia: Discussion group [Online], available from http://en.wikipedia.org/wiki/Discussion group (accessed 2015-03). Wikipedia: Google Apps [Online], available from http://en.wikipedia.org/wiki/Google Apps (accessed 2014-05-22). Jadeja, Y. and Modi, K.: Cloud computing — concepts, architecture and challenges, 2012 International Conference on Computing, Electronics and Electrical Technologies (ICCEET 2012), Kumaracoil, India, pp.877–880 (2012). Xu, L. et al.: Cloud-Based Virtual Laboratory for Network Security Education, IEEE Trans. Edu., Vol.57, No.3, pp.145–150 (Aug. 2014).. c 2017 Information Processing Society of Japan . [18] [19]. Pastor, R. et al.: Online laboratories as a cloud service developed by students, IEEE Frontiers in Edu. 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Wannous, M., Nakano, H., Amry, M.S. and Nagai, T.: Utilization of Cloud Technologies in an E-learning System During Campus-wide Failure Situation, Proc. 2014 International Conference on Interactive Collaborative Learning (ICL2014), Dubai, UAE, pp.13–16 (Dec. 2014). Wannous, M., Nakano, H., Mahfuri, M. and Nagai, T.: Facilitating Access to Course Contents During War Situation with M-Learning and Cloud Computing Technologies, Proc. IEEE International Conference on Teaching, Assessment, and Learning for Engineering TALE2014, Wellington, New Zealand, pp.93–96 (Dec. 2014). United Nations: Millions of children in Syria deprived of education, says UNICEF [Online], available from http://www.un.org/apps/news/ story.asp?NewsID=51880#.Vrf s GXv5c (accessed (2015-09-15). Wikipedia: Education in Syria [Online], available from https://en.wikipedia.org/wiki/Education in Syria (accessed 201405). International Organization for Standardization: Societal security — Emergency management — Requirements for incident response [Online], available from https://www.iso.org/obp/ui/ #iso:std:iso:22320:ed-1:v1:en (accessed 2011).. Editor’s Recommendation Despite of difficulties and destruction caused by armed confict in Syria, request of people to higher education is increasing. This paper reports how technologies such as Cloud Computing and Mobile technology can be used in an educational institute. In IUST (International University of Science and Technology) the teaching staffs sought solutions to ease delivery and storing of course materials and students’ reports. The initial solution is a combination of Cloud Computing and social web site. This solution, however, is not a complete one, since much load on the instructor’s side will still be unchanged. Thus, it was decided to develop a new system CMS-mini based on GAE (Google Apps Engine). This initial version of CMS-mini has a problem in access speed from mobile devices of students. This problem has been overcome in the current version by developing a mobile application and integrating it with CMS-mini. This paper also reports the result of simulation with the maximum number of users in different technology combination and concludes that integrating. 51.

(7) IPSJ Transactions on Computers and Education Vol.3 No.1 46–52 (Feb. 2017). an educational system based on Cloud Computing with a mobile application is useful and have the potential to serve large-scale systems when fully adopted. Although this paper reports education in an area of armed conflict, the technology suggests many ideas for educational researchers also in other circumstance. (Professor Emeritus, Tokyo University of Agriculture and Technology, Mario Nakamori). Muhammad Wannous received his M.Eng and the Ph.D. degrees in computer science and electrical engineering in 2009 and 2011 respectively from Kumamoto University, Japan. From February 2012 until September 2013 he was a full-time lecturer with the International University for Science and Technology, Syria. Since November 2013, he was a postdoctoral fellow researcher with Kumamoto University. His main research topic is the utilization of web, Cloud Computing, and Mobile technologies in educational systems. He has published a number of papers on the topic in international and domestic conferences in Japanese conferences. Mr. Wannous Ph.D. has received the excellent student award of the IEEE Fukuoka Section in 2009 and the postdoctoral fellowship for overseas researchers from Japan Society for the Promotion of Science (JSPS).. Takayuki Nagai is an associate professor in the Center for Information Science, Kyoto Institute of Technology, Japan. He received his Ph.D. in computer science from Osaka University in 2000. He was also awarded a Research Fellowship of the Japan Society for the Promotion of Science (JSPS) for Young Scientists from 1999 to 2001. He joined Tottori University of Environmental Studies as a lecturer in 2001 and was promoted to an associate professor in 2004. He moved to his current position in 2016. His research focus is on educational information system, lecture capture system, identity and access management, and mobile computing.. Muhammad Mazen Almustafa is a full-time lecturer at the International University for Science and Technology, Syria. He graduated from Damascus University as electronic engineer in 1999 and received Diploma then Master degree in Programming and Operating system from Damascus University. He also received Masters, then Ph.D. degrees from Arabic Academy for Banking Sciences, Damascus. His main research topic is the software engineering and risk management and integrating them. He has published a number of papers on this topic in conferences and journals.. Hiroshi Nakano is a professor in the Center for Management of Information Technology, Kumamoto University. He has a Ph.D. (Doctor of Science) from Kyushu University, and his university teaching experiences are physics and information science at Nagoya University, and information education and instructional systems (ICT field) at Kumamoto University. His research work focuses on development of the virtual learning environment, e-laboratory system and virtual reality for e-learning and scientific visualization. At Kumamoto University, He introduced university-wide e-Learning environments, and played the important role in founding the Graduated School of Instructional Systems and the Institute of e-Learning Development.. c 2017 Information Processing Society of Japan . 52.

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