（ＡＥＮ Project ２００５）

High utilization research committeeof IT regarding “Knowledge”

March.2006
e-Learning Consortium Japan

High utilization research committee of IT regarding “Knowledge”

4.0

Activity Overview of “Knowledge” Committee

4.0.1

Activity objective

In order to contribute the development of “Knowledge emergent type society” faced theactivity of the committee, this committee will review the e-Learning passed over 10 years
since release in the market, will escape from the frame of learning and human resource andwill study of what the committee should do in order to plan the creation of “Knowledge society”
that’s foundation to support future Japan.
In the last time, since the concept of “Knowledge” system and its market was defined, thecommittee will activate further concreted work this time.
4.0.2

Committee activity overview(1) Constituted member of committee
This committee invited professor Okamoto of Graduate School of Information Systems,
the University of Electro-Communications as chairperson, selected 9 members in total fromvendors and consultants and 9 members from the Ministry of Economy, Trade and Industry.
Table 4-1 Committee constituted member
Role
Chairperson
MemberMemberMemberMemberName
Toshio Okamoto
Kenji Itoh
Toru Imamura
Shinzi Ueno
Hidekuni KomatsuMember

Hideaki Takeda

MemberMemberMemberSecretariat
Secretariat
Secretariat
Secretariat

Kyouhiko Nomura
Kenji Hiramoto
Shuji Miyazawa
Itiro Osawa
Naomasa Kawagoishi
Maki Kikuta
Tatehiko Usui

Company and organization
University of Electro-Communications
Mizuho Information & Research Institute
Sybernet System
Fujitsu
NTT Learning Systems
e-Learning Consortium Japan
National Institute ofInformatics
Fuji Zerox
Woodland
Learning Architecture Institute
METI
METI
METI
e-Learning Consortium Japan(2) Overview of committee activity
The activity was started from October 2005, and completed in end of March 2006. During
the period, 5 conferences ware held every month, and the report was summarized. The
activity during the period is as follows:① Opinion exchange between members at conference② Overseas surveillance (USA survey/Europe survey)③ Small lecture by learned person (to learn new technological trend and concept method)

4-2

High utilization research committee of IT regarding “Knowledge”(3) Conference description
・First conference:
New member was participated, natural behavior, utilization method, of “Knowledge”, etc.
were studied by free discussion and images of all members were matched.
・Second conference:
A member Takeda introduced the utilization system of “Knowledge” by the theme of“Aiming at community web”. Furthermore, an inspection report of e-Learning 2005
participation and North America e-Learning utilization site were performed.
・Third conference:
A member Nomura introduced concrete case of creation of “Knowledge” by the themeof ”Community of practice”. At the same time, Mr. Kayama of Senshu University explained
the status of Learning Grid in Europe and England by the theme of “Development trend of
Learning Grid”.
・Fourth Conference:
The chairperson reported the European surveillance results. At the same time, allmembers will study item, possibility, etc. regarding the system of “Knowledge”.
・Fifth conference:
All members studied constitution and description of the report.
(4) Overseas surveillance report・USA surveillance:
In order to investigate the advanced utilization case, the committee visited andinvestigated each university and enterprise in Canada (participated in e-Learning 2005 inVancouver in October 23 – 30) and USA.
・Europe surveillance:
In order to investigate mainly LearningGrid, the committee participated in International
Conference (Celda) in Porto, Holland in December 11 – 23, and visited CLC in England.

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High utilization research committee of IT regarding “Knowledge”

4.1
4.1.1

Analysis of “IT basic strategy regarding knowledge” in overseas and Japan
Background and changes of strategy

The strategies viewed from civilian side in USA are many by fields such as education andlabor, and integrated strategy of services has not been searched. Only the integrated strategy
regarding R & D exist. Conversely, Europe and Japan have searched and reviewed theintegrated strategy regarding service used IT at almost same timing. Among these, R & D are
included.
USA

Japan

EuropeInformation Society
1994.5

Lisbon Strategy
2000.3e -Ｅｕｒｏｐｅ

ＩＴ basic strategy

2000.3

2000.11

e-JapaneＥｕｒｏｐｅ2002

2001.1

2001.3eＥｕｒｏｐｅ2005
2002.3

ＢＢ
1994

ｅJapan２-

IST

2003.7

1998

New Lisbon Strategy
2005.2i2010
2005.6

ＩＴnew renovation strategy
2006.1Figure 4-1

Changes of strategy

These strategies are to be observed from viewpoint of “Knowledge”.
The United States are promoting R & D for management and use of information rather than
the knowledge society. This is one of pole of country’ R & D polices, however the researchhas been performed by the frame of “Human, computer, instruction and information
management” among research and development strategies. Since the technology regarding
information and knowledge in military also becomes important, the research of fundamental
technologies such as large volume information processing, information management,
decision-making support, artificial intelligence, etc. However, generally, as shown in Google,
etc. regarding the knowledge, the research at civilian enterprises have been successfully

4-4High utilization research committee of IT regarding “Knowledge”

progressed.
Europe started from the Bangemann report in 1994, and has been promoting the strategy
that axis is placed on information society and knowledge society as a link from that time.
Although they have culture that the knowledge is important, the middle ware field that
handles the knowledge as same as Japan is, way behind from the United States. However,International software such as request analysis software, 3D CAD has been released.
Japan has been using the language of knowledge society by books etc., and has been
starting to reflect to policy in current year, by taking “Knowledge” into the e-Japan strategy.
However, Japan has partially focused to education and content, and has not systematicallytackled with entire “Knowledge”. Only partial enterprises centrally tackle with information
management and knowledge management, high functional software regarding knowledge
mostly depends on overseas.
4.1.2 Analysis of Japanese strategy
Before evaluating overseas strategy, the Japanese strategy that is the premise isarranged.
(1) Strategy evaluation up to date
Tackling of e-Japan 2 that has been progressed for targeting to 2005, is to be importantfield of knowledge and human resource upbringing as well as work where the knowledge isexhibited, has been promoted as important field.
The knowledge area included human resource upbringing and content has been
performing the following policy to activity.
e-JapanStrategy II “Wish to realize”① Diversification of each learning styleCreation①Each ability improvement
Transmit

Enforcement of competitive power① of Japan

Important plan 2004 outcomes target
Improvement of knowledge of society
member, professionals, are continually① possible by remote education

University that remote education

School of University, that performs① ʼIs performed

Learning

Accumulation closed in education fieldand delivery mechanism completed① ʼ Remote education

Knowledge
New price used intellectual property is

Editing② created

Improvement of international competitive② Power of content industry, etc.
Storing

Improvement of understanding of② Japanese culture in overseas

Net distribution of content forDeveloping

Figure 4-2②ʻbroadcasting

Expansion of digital content market③ content

Digital content such as animation has
been maintained, however high content
such as education, know-how, etc. isinsufficient④Various types and styles of digital

Concentrated in screen archive② scaleOverseas development scale of digitalcontent

Digital content is integrally and easily④ usedMaintenance of technical foundation

Policy of human resource upbringing and content relation

All activity areas have not been promoted, however the learning mechanism has been
maintained by this tackling in not point but face. However, there are still issues such as that
opportunity of re-learning after employment has not been seamlessly supplied.
Furthermore, production content environment such as screen has been maintained,
however like as contents in industrial fields, the environmental maintenance regarding
intellectual content handling that the description is changed with time, has not been
performed.
In social environment, diversification and web orientation are increasingly progressing, and
it is considered that new intellectual support mechanism that cannot cover by conventional
remote education and accumulation of digital archive, will be required. If viewed fromindustrial competitive power enforcement, architecture of intellectual foundation for industry
is urgent issue. Furthermore, the tackling regarding the work that is a scene to use as well as
to create knowledge, has been performed as follows when viewed from every each activity.
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High utilization research committee of IT regarding “Knowledge”

e-Japan Strategy II “Wish to realize”
Developing
ability① Smoothness of human resource
movement

Person who obtains electronic
technique and get job is 1 million

Employment
Job change①at right man in right place is realized①womenWork② Diversified work style①

Society that creative ability can exhibit

Labor
work

Important plan 2004 outcomes target

Person who obtains electronic
technique and get job is 1 million①ʼper year

Creating
employment
Protecting
rightProtecting
safetyLoosing job① per year

To be 70% of labor force ratio
more than 25but less than 44 ofSociety that creative ability can exhibit②with maximum efficiency is realized②②

Tele-workers are 20% of workers② ʼpopulation

Employment opportunity created andExpanded by supporting enterprise③ and business expansion

Telework population ration occupied in entire
workers is 10% in 2005

10

Realization of society that men and②women jointly participate

Sum total system expansion of Retirement ofdefined benefit pension in enterprise pension③

Telework in government officials is also
Started to introduce in 2005.

-

In fourth interim report of E-Japanevaluation
investigationsociety,necessityofhumanresource
maintenance by not human resource
upbringing of high level of graduationand qualification but skill standard arepointed out.

-

In fifth interim report of E-Japanevaluation
investigationsociety,necessity of accumulation of technicalskill is pointed out.

Information, etc. regarding business start are
obtained, and necessary proceeding is easy
Proportion of business started personals actuallyoccupied in business start applicants are 30% in③both men and women.

Smoothness of human resource
により、就業の機会を創出・拡大
movement and expansion of selection③ range of work ｓｔｙｌｅ

Figure 4-3

Policy regarding work

In order to support the enterprise activity, mechanism to completely use and to let theknowledge grow, is required. As to the human resource upbringing, shift to “Management by
the face of that current skill is grasped” but not “Gate management by qualification” issuggested, and it is god tendency that human resource management concept has beenchanged. However, Maintenance of mechanism for sending such knowledge foundation andhuman resource has not been almost performed. In future, even the telework that is
considered to be used on the knowledge foundation, the telework that is only connected tohead office is promoted, and the business start is only promoting. In new work environment of
mainly individuals such as Virtual Corporation, the social infrastructure maintenanceregarding knowledge co-ownership for individual ability maximization and team total power
exhibition, is important.
(2) IT new revolution strategy
Based on the e-Japan evaluation, next strategy was studied and was released in January
2006 as the IT new revolution strategy.
a. Basic doctrine
In the new strategy, a point that knowledge and information have been importance is
described in the beginning of strategy as follows as strategy background up to date.
Ⅰ Basic doctrine
1. Objective
In order that our country realizes continued economic prospect and plentiful people life in
21 century, it is necessary that the social foundation that 20 century was maintained aspremise, is convert to the status for new knowledge creation type society that informationand knowledge becomes source of value added. Based upon these recognition,….(emission) ….. genuine tackling to IT revolution was started.

Furthermore, the following target form is described in latter half.

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High utilization research committee of IT regarding “Knowledge”

In future, such IT characteristics should be effectively used with user’s viewpoint to make aneffort improvement of people life and industrial competitive power and to tackle with to revolutea large social issue that Japanese society has, and the outcomes should be transmitted toworld. Due to that, the form of our country should aim at is, the first, “the Ubiquitous network
society that anytime, anywhere, whatever and anyone can be used” should be realized bypaying attention for security maintenance, privacy protection, etc. And the second, with theabove doctrine, the advanced IT nation who has world highest infrastructure, potential usability
and technical environment should be continued.

Furthermore, the following change to IT society by these realization is declaring.
The IT strategy headquarter will complete renovation leading in the world IT in 2010 bycertainly performing the strategy, and declares that our country will change the cooperative
IT society that continuous development is independently possible and anyone cansubjectively participate in social activity.

As can be understood from the above doctrine, it is obvious that “Information”,“Knowledge”, “User interface” and “Independence” that the importance especially becomeshigh among recent information technologies, is a key component of this strategy.
b. Concrete policy
When looking at the concrete policy, the basic strategy in Japan consists of 3 policy
groups such as “Policy group that issue is solved by IT”, “Policy group of foundation
maintenance” and “Policy of International contribution”, however if part relating to theknowledge is extracted from the strategy, it becomes the concrete item on left side as shownin figure 4-4.
Information accumulation and analysis at each place ofsociety

Promotion of telework
Promotion of life learning
Copyright processing
Realization of other language translation software
Realization of interface such as gesture, etc.

SchoolUniversity

Life
Learning

Socialactivity

Culturesociety

Information accumulation and analysis
Realization of high speed network

Telework and e-Learning

Development of usability

Copyright processing

Development of security technology

Other language translation and processing

I Maintenance of IT environment at school

Usability interface

Promotion of remote education at university

Intellectual information access
Security

Upbringing of high IT human resource

Standardization

Development of device and information home appliance
Development of interface technology

Device, information home appliance and Ubiquitous terminal
High speed line

Promotion of digital archive
Promotion of content creation
Development of intellectual information access
Promotion of standardization
Promotion of multi-language processing

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High utilization research committee of IT regarding “Knowledge”

Figure 4-4

Concrete policy

It looks covered, however individual technology and target are described as pin point, and
it is therefore actually not covered.

4.1.3 Analysis of overseas strategy
The tendency of overseas “Knowledge” is observed from strategy face.
(1) Analysis of USA
USA has provided the NETWORKING AND INFORMATION TECHNOLOGY RESEARCH
AND DEVELOPMENT PROGRAM as the research and development basic program. The
main thing is investment to large scale project and basic research. The axis is the following
tackling, and the part regarding knowledge is mainly part of the Information Management.
High End Computing Infrastructure and Applications (HEC I&A)
High End Computing Research and Development (HEC R&D)
Coordinated Implementation of the Federal Plan for High-End Computing
Cyber Security and Information Assurance (CSIA)
Human-Computer Interaction and Information Management (HCI&IM)
Large Scale Networking (LSN)High Confidence Software and Systems (HCSS)
Social, Economic, and Workforce Implications of IT and IT Workforce
Development (SEW)
Software Design and Productivity (SDP)
The information management has been performing substantial research at the national
level, and concerning the part of knowledge, civilian enterprises are aggressively tackling.
Especially, they are researching an developing database, data mining tool, analysis tool,
retrieval tool, etc., and selling in the market. There are the flow that is researching with US
military and is selling in the market and other flow of research center group that was
researching with vision from initial stage of computer development. Furthermore, there isa large tidal current arisen from university venture, and R & D are performing by thediversified routes.
(2) British strategy: Harnessing Technology Transforming Learning and Childern’sServices
In Britain, “e-strategy towards ‘a common digital infrastructure to support transformation
and reform” summarized by DfES（Department for Education and Skills）every year, isbasic axis, and the following is to be supplied:· Online information service integrated for all civilians· Integrated online individual support to children and learners· Cooperative approach to learning activity every individuals· Quality ICT training and support package for practician· Leadership and development package for organization ability regarding ICT· Common digital infrastructure that supports shifting and renovation
The responsibility is concentrated in auxiliary organs of the DfES called the Becta（British
Educational Communications and Technology Agency）and the JISC（Joint Information

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High utilization research committee of IT regarding “Knowledge”

Systems Committee）.
The Becta was firstly in charge of design and development of education exclusive portalsite NGfL Portal that was established with the DfES budget in 1998, who was in charge ofpolicy regarding education and job training at center, and with strategy progress, theactivity areas were expanded. Currently, they are directly involving in many e-Learningbusinesses in Britain such as: e-Learning materials used for educational institutes andinspection validation through procurement of ICT equipment; playing comprehensively
leadership role in the NGfL initiative; the existence and activity features the e-Learning
policy in Britain that is an excellent in Europe, and they are extremely unique body.
Further, the JISC is supplying opportunities used ICT for strategic guide, advice, teaching,learning, investigation research and management to educational institutes after higher
education. The JISC has committees: 1). Organizational Support, 2) Content Services, 3)Integrated Information Environment, 4) Learning and Teaching,5) Networking and 6)

Support of Research, and is summarizing the JISC Information Environment. While,
besides JISC, they are supporting the CETIS (Centre for Educational Technology
Interoperability Standards) who summarizes e-Learning Framework. (CETIS is performingby the University of Bolton) The JISC is promoting the e-Framework for Education andResearch with JISC Information Environment and e-Learning Framework integrated.
DCMS

DfES

Department of Media and Sport

Department for Education and Skills

Policy〔 on〕lineUKthe NGf Strategy
L
Program〔
Culture online[Program]
Curriculum
Community Access to Lifelong Learning
e-Learning credit
eComputers for Teachers
Budget

LEAs
Local Education Authorities

BudgetAdviceEvaluation
criteria
Package

Program
RBC consortium
Building the Grid

Evaluation
reportQualified supplier, ISP, etc.

Training
support

JISC
Becta
British Educational Communications
and Technology Agency

Criteria setting
Qualification, inspection
Service evaluation
Monitoring〔Program〕
e-Framework

CETIS〔Program 〕

Procurement

Civilian enterprise

AdvicePolicy plan
Research
reportManaged Service

HEFCE
The Higher Education Funding
Council of England
Budget

NLN
partners
National Learning Network〔Program ]iPAS
NGfL Portal
with NGfL Ground Rules

ServicedetailNOF

Study of mutual use
Advice of foundation

UfI

Cooperation

University for Industry[Program]
Learndirect

New Opportunities Fund

Figure 4-5“Knowledge” related activity body in Britain

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Invested
director

High utilization research committee of IT regarding “Knowledge”(3) Strategic analysis in Europe
When looking at the European strategy, Europe is only professing to realize theknowledge society, and the items regarding the knowledge are listed as large items.
New Lisbon strategy in Europe
A Lisbon Action Programme for
the Union and the Member States

New IT revolution strategy in Japan

Making Europe a more attractive
place to invest and work

Policy group that issue solution is performed by IT
Construction renovation, regulation relief, information integration,
analysisMarket integration, standardization, regulation relief,
Infrastructure maintenance

Policy group for performing foundation maintenance

Knowledge and innovation for growth

Universal service, security, human resource upbringing

R & D, coordination, industrial competitive power enforcement

Policy group for international contribution

Creating more and better jobs,

System reform, flowability, human resource upbringing

The impact on growth and jobs

Figure 4-6

Strategy comparison between Japan and Europe

New Lisbon strategy in Europe has been developed as i2010 as well as concrete action
plan. The following figure shows the essence of new Lisbon strategy in left, the essence ofi2020 in center and the figure technically re-constituted in right respectively. (Among i2010,
items shown with dotted line have been discussed but have not fixed as pole)
Making Europe a more attractive
place to invest and work

Single European Information Space
Network speed

High speed infrastructure
Knowledge and innovation forgrowthR & D propulsion
Industry-university cooperation
propulsion

Support of smaller business
Establishment of EU joint research
institute

Creating more and better jobs

Human resource upbringing

SchoolRich content (copyright included）

University

Lifelong
learning

Socialactivity

Cultureactivity

Interoperability
Security
Innovation and Investment
Knowledge, content, creation technology(recognition included)

Knowledge, content, creation technology（recognition, simulation, copyright and collaboration）.

Advanced open network
Software with high security and reliability

Security
Embedded technology

Standardization

Nanoelectronics
Device and built-in
Ｗｅｂ service
High speed line
Collaboration
Inclusive European Information Society
Accessibility

Figure 4-7

Technical development of Lisbon strategy

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High utilization research committee of IT regarding “Knowledge”

Application and basic technology have been agglutinated, and knowledge, content andcreative technology have been tackled as an important issue.
4.1.4

Japanese strategy issue viewed from overseas strategy

Military and civilian are the nucleus of R & D in USA, and same tackling against weakdomestic information cannot be expected. Therefore, by comparing with that construction issimilar to Europe who is leading industrial fields, issue is to be arranged. The Japanese
strategy is constituted with the style that suggestion from agencies are summarized, while it
is considered that creating by top down from mission makes this strategy differed in Europe.
Most insufficient thing in Japanese strategy is middle ware technical section related to
information handling. Further, there is problem from position of the strategy management.
Even declaring the knowledge and collaboration by basic doctrine of strategy,
correspondence to knowledge management and delivery parts is small. In addition, themechanism of collaboration regarding cooperation has not been handled. A large problem isthat surface tackling of cross-industry and cross section to eliminate slivers is main subject.
Concretely, enforcement of high analysis of medical information and information analysis in
the strategy of utilization has been aimed at, however the technical support has not been
provided. The topics that knowledge and content are involved as the basic technology, areonly information access technology of retrieval (analysis included) and multi-language
conversion tool. However, in order to highly utilize information at utilization scene, various
technologies that suitably manages such information and uses, is required. Such insufficientpart is problem. Furthermore, rendering tool and simulation for creating the content are
obviously insufficient, however it has not been picked up as problem.
When the Japanese strategy is arranged, the interface and infrastructure are world top level,
however the tackling of knowledge and content areas are omitted. Europe is catching up
regarding interface and infrastructure as well as is preponderantly tackling with knowledge
and content areas which are weak tackling in Japan.
Utilization scene
Interface

Access（Retrieval）

Language conversion Mechanism to move vivid

Knowledge &content
Security & copyright

Delivery and collaboration parts
are eliminated. Creation andsimulation are also not shown

Infrastructure

Figure 4-8

Issue points of Japanese strategy

Furthermore, When looking at this field by product level, in spite of the mainstay function,

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High utilization research committee of IT regarding “Knowledge”

the Japanese products have not occupied market in all fields. (Europe also occupies
partially)
This is not problem closed for industry that the information industry is facing with. Evenpresent time is favorable industry, if maintenance and upgrade are restricted by overseas,
the neck will be chalked. Animation is also favorable as export industry and is positioned at
the strategic field, however if it is considered that the core software for animation creation isdepending on overseas, it is considered that middle and long period countermeasure isrequired.
However, this issue is considered to be solvable by planning and managing proper strategy.
Since the advanced users are in Japan, like as that manufacturers of Toyota and others
raised the manufacturing machines to world top level, domestic software is also considered
to be recoverable by skillfully recycling the request from manufacturers to middle ware. The
content industry is also same, and the mechanism that software industry realizes theanimation industry requests through joint works, is required. However, since financial support
to the software industry has not been sufficiently functioned, it is considered that only fundsupport and scheme creation will not function. The important point to success is to let thesoftware industry have conscious that targets world conquest and to let have them plan the
consciousness renovation.
In taking into consideration such status, it is necessary to reform the comprehensive
strategies regarding information management and knowledge management as that IT new
renovation strategy, intellectual property strategy and technical strategic map are to be
enforced.

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High utilization research committee of IT regarding “Knowledge”

4.2.

How to exist “Knowledge” system

4.2.1 What is knowledge system?
(1) IT high utilization image regarding “Knowledge”
Here, as premise of the aforementioned current status recognition, it was taken a serious
view of that the information strategy that became important strategy for management
strategy in new value creative economy also gave a large change to the enterpriseachievements.
Enterprises quickly grasp the change of role that played among high information society,and is required to increase the profit by raising the enterprise value through not only indoor
but also outdoor strategic communications. Due to that, the strategy for information will be
asked .

Figure 4-9

Staging of IT orientation

That is to say, it has been becoming important in the value creative economy that thevalue added information is obtained and how it continues transmitting.
In the e-Japan strategy Ⅱ of government, the “Knowledge” has been picked up as one ofimportant fields with the point consciously, however the correspondence of “Knowledge”
makes problem solution concentrated to the human resource upbringing except for theintellectual property strategy.
While, in the commerce white paper, the asset value in the value creative economy has
been defined as follows:( Reference: Commerce white paper 2004)① Regarding innovation② Regarding human resource③ Regarding organization
If looking at these points, it is obvious that if the “Knowledge” issue is enforced to measure
only by focusing on the human resource, it does not become solution.

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High utilization research committee of IT regarding “Knowledge”(2) Suggestion of “Knowledge” system
From these current status, modeling to turn new “Knowledge” cycle is required.
Therefore, from these viewpoints, the IT high utilization image regarding the“Knowledge” that should be in future as shown in Figures 4-10, 4-11, and 4-12 waselaborated.
Power of corporations to adapt to changes
Changes incustomer values

Increasedcompetition

Corporation
Customer ValueManagementITinnovation

Working style

IT infrastructure

Organization tendency
tendency capable
capable ofof
Organization
keeping up
up learninglearning andand growth
growthkeeping
and absorb
absorb changes
changesandManagement
innovation

Work process

Mechanism forfor realizing
realizing
Mechanism
competitive businessbusiness model
model
competitive

Process
innovation

Management
Strategy

Mechanism reform
Adapt to changes

Changes inIndustrial
structure

Globalization

Utilization
Production“knowledge”

Sharing
Accumulation
Organization

Tendency reformand provide optimization

Customer

Figure 4-10

Enforcement of change Vs stress of enterprise

Figure 4-10 is imaging the form that took a serious view of correspondence toenvironmental change in the value creative society and especially change regarding thevalue creation.
In the environmental change, the change of value consciousness of client that socialchange in the information society already mentioned will bring and expansion ofcompetition between same businesses, between different businesses and between othercountries called “Large competition era” that borderless will bring, will occur worldwide
scale. That will give a large impact to industrial construction that was cultivated in theindustrial society, and change to new industrial construction is enforced. In order tosurvive against such severe environmental change and to realize the enterprise strategy
with development, it is necessary to largely make correction the inside construction.
Especially, in that the information value is largely changing the management strategy, it isnecessary to always pursuit high value added orientation, high value added orientation as
innovation power corresponding to change and high value added orientation asorganization power.
In addition, like as EA being highlighted in the electronic government architectural
program, it is necessary to dynamically employ “Mechanism changes” such as integrationof management strategy and information strategy, quickness of optimization, etc.
As the result, it is necessary to keep continuing new business model.
As to the organization power and human resource, the model to turn “Knowledge” cycle
and it acceleration are required. “Knowledge” cycle is turning in the sequence of Creation→accumulation→co-ownership→utilization. Acceleration of this cycle and high value
added orientation of human is becoming the issue.
Conventional models such as that human resource upbringing and learning are performedby setting time and place time by time and that instruction and co-ownership after
information was arranged and systemized, it cannot win competition in severe change eraor severe speedy information consumption.

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High utilization research committee of IT regarding “Knowledge”

Typical school education as conventional education training models are that education
turns to self-objective orientation, that model may be used sometime future and that it
cannot be used in the value creative economy.
In utilization of “Knowledge, the knowledge management became boom in the past, and it
was started to propagate before e-Learning.
However, as shown in figure 4-11, it has
been arranged as the style of document
control, enterprise information portal (EIP),
retrieval engine and integrated knowledge
management, however education andlearning have not captured as its element.

Figure 4-11 Coverage range of KM
Human resource upbringing, learning and e-Learning has thereafter progressed basedon IT application in conventional e-Learning as other field, however it has been becoming
necessary to integrally locate in the “Knowledge” cycle before inviting the value creative
economy.
(1) Definition of “Knowledge” system
As the mechanism using “Knowledge” in these environments, the following model issuggested.

Figure 4-12

Utilization system way of “Knowledge

The function of “Knowledge” utilization is defined as unit. It is expected that these are

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High utilization research committee of IT regarding “Knowledge”

networked and integrally used.
The following explains individual function:① Management system of knowledge
The management system of knowledge performs utilization analysis together with data
warehouse for utilization based upon the knowledge, and includes a link of functions toproceed accumulation and co-ownership of the knowledge.
② Collaboration system
The collaboration system is infrastructure and communication system for proceedingco-ownership of the knowledge, and includes virtual meeting, web meeting and virtual
community.
③ High information retrieval system
The high graded functions such as document retrieval, language retrieval and web
retrieval, etc. are included.
④ Learning system
The learning system is considered to be mechanism that the learning system included
from courseware systematically arranged till learning object and contents will supply.
That is to say, if observing from the management system, it is located so that the
information to be accumulated and to be co-ownership, can be systematically andefficiently learned and held in common.
From this scene, the information and contents to be required differ depending on
individual and environment, and it is necessary that they are integrally managed.
⑤ Content management system
This is the function required to integrally manage the contents however also has
common function with the learning system and the knowledge management, and it isnecessary to separate for the function integration.
⑥ Knowledge center
The knowledge enter is separately provided as the information collection function for
the knowledge management, and maintenance of the foundation that knowledge
exchange can be freely performed through network, is required.
Furthermore, as shown in Figure 4-13, if the network that the network of “Knowledge”
connected many units of the knowledge highly developed based upon the unit function
and the market of “Knowledge, can be formed, it will play an important role as thefoundation of value creative economy, investment motivation to individual and enterprise
intellectual activities would be induced.
In the policy of “Knowledge” field of the e-Japan strategy Ⅱ, it is considered to beimportant that such “Knowledge” network or “Knowledge” market should be urgently
architected as the national strategy aw well as the value creative economy foundation in
medium and log period.

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High utilization research committee of IT regarding “Knowledge”

Formulation of "knowledge" market
refining・re-accumulation
Feedback to intellectual
properties right holders

utilization
utilizationlog"knowledge"DBaccumulation・searchassessment

utilization

Issues for expansion in "knowledge" market
Establishing assessment and incentive system
intellectual properties management systemshift to grid system

Establishment of"knowledge“
creating process
at the national level

Figure 4-13

Expansion of “Knowledge market

4.2.2 Positioning of e-Learning system
Up to date, “e-Learning” has been used as a general term of the utilization method of
information communication technology in education, training and learning. By defining the“Knowledge system in the previous paragraph, it is necessary to clarify the positioning of“e-Learning”.
The scope of e-Learning system was tendency to widely catch due to relationship of otherapplication system and foundation system. However, like as the “Knowledge” system,
education, training and learning that catch the “Knowledge from high viewpoint, is only
partial information transmission or information acquisition technique, and application of theinformation technology is not self objective orientation. That is to say, from the viewpoint of
why utilization of information technology to education training and learning is required, it isnecessary to arrange the feature that can be clarified in the information acquisition
technique or information transmission other than education training and learning. For the
e-Learning viewed from the above point, it can be summarized as follows:・Delivery of knowledge
・Accumulation of knowledge
・Retrieval of knowledge
・Skill transfer(1) Development of Learning Architecture model
In the wide meaning, the Leaning Architecture also includes Performance Architecture,and there is model that training, learning and support are positioned as the element.
Furthermore, assembly education, e-Learning and knowledge management are integrated
into that, and are organically cooperated. It does not largely differ from the framework of
the “Knowledge” system.

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High utilization research committee of IT regarding “Knowledge”

FutureKnowledge repository

Online learning
Synchronous &asynchronous

Assembly
education

Mentorcoaching
Community
network

Knowledge management

Figure 4-14

Learning architecture model

The feature of these education methods can be shown with the following figure.

Figure 4-15

Comparison of human resource upbringing system(2) Learning Architecture model based on EA
In compliance with general EA (Enterprise Architecture), the learning architecture has
been defined with the following 4 layers, and these arrangement make areas for technology
and software development clarified as well as independence between hierarchies is
improved.
① Management strategy and learning target②.Knowledge and LMS, LCMS, SCORM, etc③ Knowledge and LMS, LCMS, SCORM, etc④ Learning foundation and network (security)
Learning model and courseware

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High utilization research committee of IT regarding “Knowledge”

Learning Architecture model (LA)Business
Architecture
Data
Architecture
Application
ArchitectureManagement strategy
Learning target

Correspondence

Learning model
Course ware
Knowledge system
LMS, LCMS, SCORM

Technology
Architecture

Learning foundation
Network (security)

EA guideline

LA guideline

Figure 4-16
Learning architecture model
From this figure, knowledge system, LMS, LCMS, etc. are positioned at the application
layer. Other name of this part is sometimes called service component architecture, and itis necessary to proceed the definition and standardization of service component to besupplied at this hierarchy.
(3) e-Learning architecture model
In the Department of Defense in USA, the following model has been introducing for the
e-Learning architecture.

Figure 4-17

Example of e-Learning architecture

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High utilization research committee of IT regarding “Knowledge”

This is also similar construction to the e-Learning architecture based upon the EA,
however the hierarchy expression differs due to that the condition to finally realize
is stated. While, the constitution element is nearly the same element.
4.2.3

Relationship to e-Framework(1) What is e-Framework?
The e-Framework is the project that was developed by a partnership of the Joint
Information Systems Committee (JISC) in Britain and the Department of Education,
Science and Training (DEST) in Australia, and is the framework of investigation
study regarding utilization of the information technology for future e-Learning.
The framework prepares and defines support, reference model and standard
service to service orientation approach in education training, investigation study
and training management.
As the result, in order to determine the strategy to investigation study andinvestment for utilization of the information communication technology to eachcountry education training connected to not only Britain and Australia but alsointernational partner, the framework is to be supplied. The technical approach isbased upon the SOA(Service-Oriented Architecture) highlighted with theinformation system by current web approach.
The e-framework, as shown in the following figure, has arranged user needs andcontents mainly constituted the reference model, domain, common service, etc.

Figure 4-18

e-Framework (1)(2) Service classification in e-Framework
The service classification consists of individualized service and common service.
There are “e-Learning”, “e-Research”, “Administration”, etc. in the individual
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High utilization research committee of IT regarding “Knowledge”

service, and are resource, security, collaboration, etc. in common service.

Figure 4-19

e-Framework (2)The details are as follows, and can be referred as the service component
classification in the Framework.

Figure 4-20

Details of e-Framework

The layout that services related to e-Learning is classified is Figure 4-20, and it is
an important when the service component is maintained in future. In the actual
utilization, the environment that required learning can be implemented, can besupplied using service models combined these.

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High utilization research committee of IT regarding “Knowledge”

Furthermore, Figure 4-21 shows of whether standardization and specification ofthese service tasks have been maintained.

Figure 4-21

Maintenance status of service task

When concrete program has been supplied so that education, training andlearning can be realized based upon the service component, and the learning
mechanism becomes possible to more easily realize. In the “Knowledge” system,
it is necessary to define these service components.
(3) Application of service oriented
architecture
At the same time of e-Frameworksuggestion, a draft in order to apply service
oriented architecture to the e-Learning
system has been proposed as architecture
to become the base. Various information
communication technologies and theirstandardization that web service is premise,
have been planned as technical foundationof these architecture, concrete model
image is as shown in Figure 4-22. In thisfigure, the function is defined, abstracted
model to these data and operation isarchitected. Data model and interface aredefined as service component as service
component in order to concretely systemize
these, and definition of the web service isfinally to define.

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Figure 4-22 Various technologies
and services

High utilization research committee of IT regarding “Knowledge”

4.2.4

Toward realization of “Knowledge system

4.2.4.1

Required information technology for realization of “Knowledge” system

Figure 4-23 is the technical map that the e-Learning way was viewed from its
technical series (recent IT technology), and wider range of technical relation thatthe “Knowledge” system exceeded e-Learning from this figure, can be arranged.
These technologies are mainly classified into ①service component technology,②content component technology and ③network component.

｢知」に関連する情報技術
SOA

Component

ServiceComponents

Network
Components

GRID Computing
EPSS

Composite
Application

OSS LMSWeb service

Content
Components

SCORM
SCO

Learning
GRID

Semantic Web
LOM

LO
KM

P2P Network

VR/AR
Simulation/Game

A-AI

Figure 2-23

XML

Ubiquitous
computingInformation technology regarding “Knowledge”

SOA: Service Oriented Architecture

EPSS: Electronic Performance Support System

OSS: Open Source Software

KM

LMS: Learning Management System

P2P :Peer to Peer

LOM: Learning Object Metadata

VR/AR: Virtual Reality, Argument Virtual Reality

SCO: Shareable Content Object

A-AI :Argument Artificial IntelligenceLO: Learning Object
サービスコンポーネント技術

4-23:Knowledge Management

High utilization research committee of IT regarding “Knowledge”① Service component technology
There are a link of technologies including the standard for realization of theservice component observed in SOA. Finally, there is web service as installation
technology of the standardization by past SCORM, etc., and it is an important tobe able to easily support the learning on the web. Furthermore, as larger
technical foundation, the technology like as Learning Grid has been appeared,
and the R & D for the realization is described in other paragraph.
② Content component technology
The definition of Learning Object (LO) as technology required for content
creation and management, SCO on extended line and LOM as metadata for
distribution and reuse, have been standardized. Furthermore, new technology tocreate LO is also important.
③ Network component technology
In order to make the learning possible to implement on internet, especially web,various technologies regarding new network technology is required.
4.2.4.2

Combination of element technology

Concerning the function that “Knowledge system should have, the element
technologies related are as follows:
Table 4-2

4.2.4.3

Element technology

Function

Relate element technology①Management system of “Knowledge”②Collaboration system③High information retrieval system④Learning system⑤Content management system⑥Knowledge center

KM, EPSS, SOA,
EPSS, EAI, SOA,
LOM, Semantic WEB,
LMS, OSS-LMS, SCORM, HRM,
LCMS, LOM, SCORM,
KM, EPSS, DWH

Professional image required for realization

The requirement in architecture, management and reuse of the “Knowledge
system is to arrange from the human resource. For the professionals for education
training and for e-Learning, various arrangements have been performed from thehuman resource.
However, there are actually many cases that speedy development cannot berealized to plan new development due to insufficient human resource. Therefore,
before new “Knowledge” system is proposed, it is necessary to mention of how it
does clarify.
(1) Professionals relating to “Knowledge system and e-Learning
Professionals relating to e-Learning are defined as follows:

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High utilization research committee of IT regarding “Knowledge”

Table 4-3

Professionals involving in e-Learning content development
Area

Process
concerned

Content writer

Content

Documentation

Instructional designer

Content

Materialization

Content developer

Content

Content scripter

Content

Production artist

Content

Content engineer

Content

Subject master
expert (SME)

Content

Documentation/materialization

Knowledge engineer

Content

EntireWeb artist

SystemEntireIT architect

SystemEntireWeb designer

SystemEntireAI expert

SystemEntireProduct manager

Content

EntireQuality coordinator

Content

EntireProfessional nameMedia
orientationMedia
orientationMedia
orientationMedia
orientationRole
・ To document by obtaining
information from professionals
・ To design content based on
documented information
・ To orient media based on content
design・ Programming, etc. of tool and object
required for content production
・ To produce special medias such asvideo, audio, etc.
・ Selection, etc. of IT technology used
for content
・ To create and compile description
as professionals regarding
professional field subject to content
・ Application architecture toknowledge processing or knowledge
accumulation
・ Selection regarding web technology
and design of architecture
・ Selection of IT technology anddesign of architecture
・ Web design
・ Installation of artificial intelligent
technology
・ To control entire processes
・ To perform quality control regarding
development

In reality, examples that many functions to be performed by many professionals
are performed only 1 or 2 professional, has been frequently observed.
It is necessary to be able to develop optimum contents by SME as professionalsof filed concerned, by instructional designer as professionals of course and content
design and by professionals whose their intention is realized using optimum media
as well as by combining skills of each professional field.
Furthermore, in content evaluation, it is necessary to note not only that diversified
medias have been utilized and interactively designed but also that optimum
learning model in order to learn using this content have been designed. It is also
necessary to evaluate that optimum learning volume has been maintained in orderto achieve the learning target, that intended learning model has been designed andthe content matched with it has been realized, and that development process has
been managed.
Furthermore, various professionals have been involved in the e-Learning content
development, however the human resources defined in advance by ADL SCORM

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High utilization research committee of IT regarding “Knowledge”

2004 that is international standard, are as follows:• Author• Publisher• Unknown• Initiator• Terminator• Validator• Editor• Graphical designer• Technical implementer• Content provider• Technical validator• Educational validator• Script writer• Instructional designer• Subject matter expert
4.2.5

Outcomes target as achievement index

In order to aim at utilization the “Knowledge” system, it is necessary to study thefollowing achievement index as the outcomes target.
Table 4-4

Achievement index of “Knowledge” system

Outcomes target

Achievement index

1. To clarify system requirement of

To provide requirement definition“Knowledge” system
2. To clarify system requirement ofJapanese version learning grid

document
To provide Japanese learning grid
requirement document

3. To search realization policy of

To organize search consortium of“Knowledge” system in Japan“Knowledge” system in 2010, andtowardto search strategy document

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Target date
2006-2007
2007-2008

2008-2009

High utilization research committee of IT regarding “Knowledge”

4.3

Necessity and issue of Learning GRID foundation architecture

4.3.1 Preface
The e-Learning system means the information system that organic relation
construction of various information resources that support individual learning,group learning, all round learning, etc. used internet environment. Furthermore, inthe utilization style, synchronous and asynchronous harmony styles exist.
Concretely, this is compound information system that technical matters that arelearning material (content), asymmetrical DBMS (LMS), communication and media
are interrelated.
As the next generation e-Learning system, the e-Learning system of knowledgearchitectural type that intellectual-sensible-social interaction (in human Vs human,
human Vs system and human Vs society) was taken serious view, are requested.
Especially, harmony learning and work environment with high function arearchitected, and the systems that have screen co-ownership, operation
co-ownership, learning activity log co-ownership and knowledge co-ownership andreuse with general purpose frame (intellectual black board), are requested byrealization of plug-in function of collaborative tool. These are also technicallysearch of collaborative agent technology. Furthermore, it will be necessary to
educate the knowledge architectural force from evocation, analysis and evaluation
activity by visibility of individual learning activity and group learning activity.
There, matters of growing type learning environment from special social
interaction and knowledge distribution, social computing, communication
infrastructure, synchronous and asynchronous material constitution theory andconstitution principal of content for harmony learning, become issues. The
following social foundations are requested: knowledge of not only individual but
also organization is to acquire, crate and add value, use jointly, reuse and grow asorganization.
In the production process of knowledge under e-Learning Society, learning andsearch with high freedom have been requested, the necessity of environment that
effective learning place and application shall be deepened, is taken serious view.
Furthermore, in the consumption (utilization) process of knowledge, the foundationthat supplies to society is requested by the frame that has integral connection to
non-continuous knowledge diversified into individual and organization. For that, it isnecessary to devise the mechanism related to non-continuous, asymmetrical anddiversified knowledge base. It therefore needs the Learning GRID concept.
4.3.2 What is Learning GRID?
In high knowledge society, life cycle and change cycle that are knowledge base,are extremely and rapidly progressing. The social and technical foundation that
acquires knowledge by both individual and organization, creates, adds value, uses
jointly, and reuses, becomes important. It becomes mandatory that research ofwhich production, distribution and consumption cycle of the knowledge are handled,constitutes education and learning organization that has circulated construction of
the knowledge to keep teachers and learners continued in the Learning Society
being realized. It is considered that workers in society always learn and needs ofcreation activity of knowledge are increasingly expanding. The activity of bothindividual and organization is the same.

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High utilization research committee of IT regarding “Knowledge”

Learning individual, learning organization and learning community constitute theLearning Society of genuine meaning , that is to say, successful society. Here,communication and collaboration to transmit information from individual toorganization and from community to society, play an important role. Nowadays, styleand quality of communication and collaboration are remarkably changing by the
information communication technology. Everyone can easily perform from anywhereof that diversified information is used jointly, accumulated, re-architected and reused.
However, the effective way for creation and cross-transmission requested and thelearning environment that becomes axis of the knowledge circulation, have not beentheoretically and technically searched.
In web base learning and e-Learning as technique of learning and job training in not
only school education but lifework, the learning environment (Ecology) andPedagogy which differ from conventional learning activity in quality, have been
spontaneously starting to rise. Presently, concerning these issues not maintained, inorder to guarantee steady learning activity of learners which are users, maintenancewith proper direction is urgently needed.
Here describes concept and constitution of the Learning Grid as next generation
learning environment for knowledge creation and circulation. Furthermore, theconcept and description of the Pedagogy in new learning environment and style, thatis to say, the e-Pedagogy are also described. The following shows arrangement of
the Learning Grid concept, Learning Ecology that is learning environment there and
e-Pedagogy that supports the learning action:
4.3.2.1 Definition of Learning Grid
The Learning Grid is a general term of the education service in the high information
knowledge society and of the information foundation for realizing it. The Pedagogy
that integrally handles the life cycle of research, development regarding the
Learning Grid, knowledge acquisition, discovery, architecture, transmission,
co-ownership, reuse and knowledge of high value through experiences, is thee-Pedagogy. The learning environment supplied by the Learning Grid, that is to say,the Learning Ecology is the learning environment that conventional school room orlearning place on web and e-Learning are included and that can accurately
correspond to flexible and learner’s diversified needs.
Due to opportunities of learning chance extension and learning environment
expansion, the program that the e-Pedagogy is systemized, is starting to develop
worldwide. This tidal current has started in Britain who tackled with the Learning Grid
as nation in 1997. Thereafter, especially, pioneer research in EU and Japan has
been showing germination. These programs differ from the point focused to themaintenance of information foundation, and is the description that fulfillment ofservices such as human resource upbringing, that is to say, school education,
lifework learning and job training were conscious at national scale. At the same time,
it is worthwhile to note that it has been positioned as policy with technical guaranteeof realization method when establishing the Learning Society.
4.3.2.2 Meaning as information technology
The technical requirement of Learning Grid is architected based upon open
dispersion service model. The information foundation that architected the Learning
Grid in EU, has been designed for the e-Science, and application development forsuper computer at the environment had been performed. By developing theoutcomes, the maintenance for Gird Computing as the information foundation for

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High utilization research committee of IT regarding “Knowledge”

scientific investigation that was conscious of cooperation between various
professional areas, has been progressing.
In the Grid foundation, by cooperating with the Gird Central Center and relatedorganization server, computer resources in each local area, application, storage, etc.
can be distributed and jointly owned. That is to say, users can access to CPU,
storage and application through internet. The Grid Computing technology is supplied
to users by such method that is safe and always possible to use. Here, the AutomaticComputing has been concreted, and the e-utility dynamic provisioning services on
Grid foundation is realized. In these information foundation, the framework (theOpen Grid Services Architecture) that consists of Grid foundation and web service
has been applied. This framework efficiently realizes co-ownership of various
resources that are dispersed and managed.
By developing the OGSA to technology for learning, e.g. the Learning Grid, theopen Grid foundation and service for learning, education and training are easily
realized. That is to say, by the Learning Grid, realization of the Learning Society thatis the Paradigm in the Pedagogy, becomes possible. Like as the information
technical foundation shifted from internet to web and the learning style and place
shifted from CAI/ITS to e-Learning, the foundation will shift from web to Grid, and thelearning place will also shift e-Learning to Learning Grid.
4.3.2.3 Concept of National Grid for Learning in Britain
The Learning Grid policy (NGfL: National Grid for Learning) in Britain has started
in1997. Outcomes, etc. of program of the high information network utilization in the
British Education Institute that is leading research that was started since 1995 havebeen extended, and have been shown as the government policy. The Learning Gridin this policy is defined as “Integration education services at school, library,workplace and home where supports teaching, learning, training and school
management”. The integration of network foundation and services of education,
learning and training is shown as the national policy regarding new technology
utilization such as ICT (Information Communication Technology), and improvementof people life and international competitive power (especially, basic literacy ofreading, writing and calculation) have been awakened.
Moreover, the NGfL activity that is presently displayed on official HP has become
development that is specialized in ICT ability development for only learners at school
and teachers.
4.3.2.4 Learning Ecology in NGfL
The NGfL is not program being subject to only children student belonged to theeducation institutes. It is services for all people including workers, non-workers,
retired persons, etc. The learning opportunity to all people is supplied, andmaintenance of learning opportunity to all people is to guarantee. All public facilities,
all education, learning and training service place suppliers, e.g., from kindergarten
to university, library, adult school, museum, gallery, etc., becomes the learningplaces for the Learning Society development. For that, the technical foundation that
all related organizations are integrated through network, is maintained, and these

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High utilization research committee of IT regarding “Knowledge”

connections between organizations are extended to homes, workshops, and public
facilities.
The Learning Grid in NGfL supplies the framework for inter-connected network andservice aggregates. The subject of Learning Grid was to teach education/training
and school education. Then the subject is developing to home learning, higher
education to be continually performed and lifelong learning including job training.
The Learning Grid closely relates to ICT program supported to public institutes andmaintenance program of education institutes for job training. National and publicmuseum, art gallery and institute that supply various type of content, play animportant role for the Learning Grid. Library that has many information and is familiar
existence for general people, can be mandatory element. By integrating theseorganizations, the NGfL can be used by all learners to read world intellectual, culture
and scientific resources. The information can be virtually and freely dispered andmanaged on internet. The Learning Grid is also applied to not only public education
but also private learning. Here, in order to guarantee that justifiable profits of content
creator and publisher are protected, the protection of copyright and intellectual
property is kept an eye on, and it is necessary to take action to be consistent with
supply without utilization limit. The development of right protection technology in the
Learning Grid has been vigorously performed.
4.3.2.5 e-Pedagogy in FGfL
When realizing the NGfL that is the learning network at national scale, the first key
is to be the skill development. That is to say, it is said that human resource
upbringing that plays role to guide education, learning and training in the Learning
Grid, is urgently needed. When performing these human resource upbringing, theupbringing of ability regarding information technology and learning technology(Quality in Information and Learning Technologies) is especially conscious. In orderto guide education, learning and training in the Learning Grid, It is therefore
required of not only learning conventional pedagogy, network environment,
environment that the diversified resources can be seamlessly accessed, pedagogy
at environment where learners who embrace the diversified needs, e.g. recognition
and understanding regarding the e-Pedagogy and experiences. The debate
regarding the e-Pedagogy in the NGfL, has been performed in the expert groupregarding “e-Learning and Pedagogy” in the Learning and Teaching Committee in
the Joint Information Systems Committee (JISC). Up to date, the investigations
regarding e-Learning Models study, Effective Resources study, Learning Design
Tools and Practice Case Studies have been performed. Of these, in the e-Learning
Models study, existing learning theory regarding the e-Learning, framework andmodel have been reviewed. These 2 points are summarized as follows:① To make Mapping with experiences and model easy, and let them promote
understanding regarding more effective experiences, and② To clarify the describable scope of present model when the Learning Ecology
is designed and installed.
The review was performed based upon 3 viewpoints (Associative, Cognitive andSituative) in the learning theory. The results are shown in Figure 4-24.

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High utilization research committee of IT regarding “Knowledge”

Figure 4-24

Learning theory for knowledge architecture

Assotiative (Action Principal, Union Principal and Instructional System Design by
experimental methodology): Learning theory group was focused to learning
description. The model examples are e-training (learning that performs training at
e-Learning style), CBT (Computer Based Training), Learning Objects Models, etc.
Cognitive_1 (Recognition principal and constitution principal): Learning theory groupfocused to private task, formational evaluation and interaction. The model examples
are Dialogue Models, IMS Learning Design, Conversational Framework, etc.
Cognitive_2(Social constitution principal): Learning theory group focused to grouptask and debate. The model examples are CSILE, e-tivities, DialogPlus, etc.
Situative (Situation theory) : Learning theory group focused to Community of Practic
architecture. The model examples are the CSALT Networked Learning Model, etc.
The e-Pedagogy foundation is forming in future based on thes outcomes.
4.3.2.6

Learning Grid in EU(1) Overview of ELeGI project
In EU, the European Learning Grid
Infrastructure (ELeGHI) that is original
research

projectofSociety

Technologies

theInformation
(IST)

is

leadership regarding the Learning Grid
research.
3

finaltargetsofLearningGridestablishment in EU are as follows:
Goal 1. In order to define new learning
model

that

is

possible

Figure 4-25

Activity overview of ELeGI

tocollaboratively learn by the Ubiquitous, approach based on experience principal,
approach for individualization (compatible) and approach complied with context
matched with status, are integrated.

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High utilization research committee of IT regarding “Knowledge”

Goal 2. Software architecture based on higher grid technology is defined andinstalled with the service orientation as learning and work environment.
Goal 3. Software architecture of the Learning grid and pedagogy approach arevalidated and evaluated through technical validation as installed test bed (SEES:
Service Elicitation and Exploitation Scenarios) and SEES trial.
The outcomes of Goal 1 are integrated as e-Pedagogy. By the outcomes of Goal 2,
integration of various technologies and resources required to realize new learning
Paradigm and access to content are realized. This target is designed based on factor
specified by educational needs and SEES, and the specification is to be concreted
through installation process. That is to say, the foundation of Learning Grid is to beformed. Learning And by Goal 3, the utilization and effect of the Learning Grid are to beverified.
(2)

ELeGI activity

The International Workshop regarding the Learning Grid has been held by the
Learning Grid of Excellence Working Group (LeGE) ELeGI in the ELeGI. The ELeGI
activity, e.g. tackling with the Learning Grid in EU has been described in third LeGE
Workshop in details. The project objective is to design, install and verify the service
oriented and pedagogy-driven software architecture based upon the Grid Computing
technology in order to support learning (refer to Figure 4-25). The knowledgearchitecture in this activity shall be formed by the following 2 learning.
① Concept understanding based on experience:
Concept understanding through direct experience (for example, supply of accessto actual world data at extremely actual context for learners, etc.). This experienceis supplied by high software interface, device and service.
② Social learning:
Collaboration performed among other learners, teacher, tutor, professionals, orhuman learners related to peer. These various types of collaboration are used forlearning.
The Learning Grid must support such learning activity.
(3) Key concept in ELeGIIn order to have these learning activities meaningful, the key concepts ofubiquitous, collaborative, experiential, personalized, contexualised arematerialized, and supply it suitably and effectively to the learners.
The Ubiquitous promotes learning uniformity of learning opportunity of learners,
and guarantees unevenness and accessibility of learners. In order to realize this,wider range and flexible access technique which the learning of “anytime andanywhere” becomes possible, is requested. Not only services but also development
effort of hardware are required. That is to say, the diversified types of device,

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High utilization research committee of IT regarding “Knowledge”

interface and network connection are required to be supported.
The collaboration is the learning action supported by the social constitution
principal. The group activity must be supported by the natural manner, like as thesame that performed to individual learners in the past. The collaboration mentioned
here also includes support to self organizational online community that hascommon educational goal.
The experience principal is the methodology supported by active learning theory.
The release for learning must indicate the reaction to interactive, attractive
activities and the activity form learners. In the active learning and the knowledge
formation followed that, existence of outcomes more than simple informationtransmission is emphasized. Furthermore, the learning closely cooperated withactual world is also the learning style supported by the experimental principal. In
the case actual world data (stock market price and remote detection data, etc.
changed with real time) is utilized, the services (virtual reality space, etc. of
simulation, simulation interactive animation and immersion type) that haveapplicable interface to utilization environment of learners that are high precisionand high accuracy, are mandatory. Furthermore, the technical foundation that has
parallel processing control that can support the learning activity at group and has
high calculation capability that can accurately perform co-ownership of learning
resource, is requested.
In order to guarantee the learning privatized, it is necessary to let them have thefeeling that in accordance with own learning request, own personnel stays at thecenter of online learning environment. The learning experience of learners shouldbe always confirmed whether it is reasonable to own learning objective, and thequality of learning description should be evaluated.
Guaranteeing the learning by context along with the status, is to realize thelearning suitable to the learners. The context of learning suitable to learners is
gradually changing with progress of the learning. This is the same not only online
learning but also in the traditional static status of classroom and library.
The
Learning Grid requests the dynamic creation of the learning context. Realizing thecontextual is to change conventional aspect (for example, existence period ofteaching module, etc.) to the online learning environment. The online learning
supplies unchangeable and stable services. That is to say, it is aspect to be thesubject that same reaction always indicates. That is to say, the contextual, in orderto realize the applicability to the learners, it is necessary to frequently update andchange (for example, several times a day) the module for teaching. The renovationof online learning environment is mandatory. Such dynamic behavior has not beenequipped with many existing e-Learning services.
4.3.3 Subject of knowledge in Learning GRID
The subject of knowledge in Leaning GRID is a whole knowledge that generates inthe various activities that become service subject in this world. Firstly, theknowledge problem is to consider.

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High utilization research committee of IT regarding “Knowledge”

4.3.3.1 Creation, distribution and utilization of knowledge
The question of “What is knowledge“ is difficult to clearly answer. If it scientificexpression, things being performed in human inside, e.g. there are knowledge astechniques to operate things such as recognition, thinking, reasoning, memory,concept formation, language, image, problem solution, creation, etc. The
knowledge has deep relation to language. The language connects to substance ofthings, and the substance has behavior. That also links to perceptional function ofimage. The concept has action that the substance abstracts, and strongly relates toformation of thinking power.
In the filed of knowledge science, the knowledge has been debated with theclassification of “Declaring knowledge”, “Proceeding knowledge” and “experimental
knowledge”. In another words, it could be said to be the problem solution
knowledge (discernment knowledge) based on the material knowledge andexperiment. Recently, it has been called as “Form knowledge” and “Tacit
knowledge”. Anyway, as to 5W１H model knowledge, elucidation and accumulationof the knowledge（knowledge if α then β）regarding application under various
aspects will be required.
Here, it is reviewed from organization management being subject to the e-Learning.
① Knowledge creation
Recently, in industry field, concept and technology of the knowledge
management have been advocated. The knowledge mentioned here means theform knowledge and the tacit knowledge, however the form knowledge ismaterial knowledge, while the tacit knowledge is know-how. The know-how is
the knowledge with condition (limitation) obtained from experience and practice.
The creation ability of this knowledge has been requesting. Especially, inindustrial field, this ability has been requested from trade-off relation of
investment and profit, this type of knowledge that generates with various works
and places has been organizationally managed, and concept of knowledge
management with meaning of co-ownership and reuse has been conscious.
Furthermore, Thing of how the tacit knowledge should convert to the form
knowledge is not only inner operation of private level but may concepts and themethods that make it actualized from actual action of social context and problem
solution, have been suggested. Recently, various collaborative tools and groupware that utilization at internet environment were assumed, have beendeveloped from the classical methods of K− J method and brain storming.
Furthermore, the knowledge engineering technology that supports theknowledge creation has been also searched. For instance, the text processing
technology is the technology that summary processing and important sentence
to various natural language sentences are extracted. Generally, the summery
processing is performed by knowledge bases such as story sentence andinteractive construction grammar as information that extraction of importantterminology and terminology correlativity based on morphologic analysis
and appearance frequency are handled. Furthermore, the data mining
technology is the technology that useful knowledge is dug up. It means that it
becomes the “Knowledge Discovery in Database: KDD”. That is to say, theknowledge means relation between data elements and its pattern, and theknowledge extracted must be new and useful information in private and groupfrom actual works and issue solution.
② Distribution of knowledge
However, since the knowledge in problem solution has meaning in social and
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situational context and is extremely private matter, co-ownership and reuse of
the knowledge are technically difficult. In another thing now, useful knowledge isimportant assets whatever private and organization, and the concept of
co-ownership of it involves issues of copyright and intellectual property, and theco-ownership is difficult. Therefore, in order to smoothly perform the knowledge
distribution, the organization logic to guarantee the profit of knowledge producer
becomes mandatory. That is to say, it is necessary to review private andorganization relation from viewpoint of management. Furthermore, there aretechnical difficulty to extract and acquire the professional knowledge andexperimental rule that are expressed by various knowledge activities of humancalled the knowledge base. This is the problem of knowledge distribution.
③ Knowledge utilization
The knowledge management is, so to speak, organizational and technicalactivities that support the knowledge application. In various organizations, inorder to improve works and to expand the profit, utilization of the intellectual
assets is requested. The knowledge management is to jointly own them throughinformation, knowledge, acquisition of know-how (wisdom), creation, editing,accumulation, management and utilization. The mechanism of support
management is necessary to be dynamic and efficient. The aforementioned data
mining becomes important function. Anyhow, the knowledge application is actionof the knowledge (tacit knowledge) with the aforementioned condition(limitation). At that time, 2 points are considered. Point 1 is to consider similarityof the condition (is also similarity of application subject). Point 2 is to change bycorresponding to application subject of description of the know-how. This is
more daring conception, that is to say, this application with the condition
ignored.
4.3.3.2 Co-ownership distribution of knowledge
The knowledge production and distribution model of (education) organization mustbe also searched. The knowledge learning as a legacy is performed by thee-Learning, and the activation of knowledge acquired is performed by thee-Collaboration. There, discovery and architecture of knowledge are assumed. The
collaborative learning way can be arranged with result co-ownership and task
co-ownership, however important thing is the role setting used the distributed
cognition function. There, the media through the distributed cognition is important.
We are calling it as “Collaborative memory”. In any learning style, these based on
the learning become private asset as well as organization asset. These asset
management and reuse largely depend on the organization management power.
The organization to continue learning can be positioned by the frame. There,
sustainable, competitive and advantage must be clearly indicated. Due to that, total
evaluation function is mandatory. Further, among organization activity and learning
cycle, positioning of the collaborative learning for accumulating and reusing theknowledge base cooperated, becomes extremely important. With recognition ofsuch macro visual field, the organization management and system of distribution
and growth must be designed. Figure 4-26 shows these relationships.

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High utilization research committee of IT regarding “Knowledge”

External
World

Internal
World

Knowledge
Dispersion recognition

e-Learning

Organization (education)e-Collaboration

Evaluation
Continuousness
Utilization
CompetitivenessAccumulation Profit

Figure 4-26

Knowledge managing in education

In recent year, things such as lecture support technology of web base, work andexperiment environment of web base (virtual work and laboratory), multi-agent
application, ID technology for online course ware, reusable learning object, quality
assurance (content and education service), measurement, testing and evaluation,
have been highly interested. These are also plan of quality knowledge distribution.
The writer calls such information aggregation is plural asymmetric data warehouse, however the knowledge management mechanism for extraction of
information related to management of this information group, includes the functionof navigation and systemization that the content to be referred next bycorresponding to needs and understanding level after the process to refer to the
web content. Furthermore, like as group ware and collaborative learning, work andlearning environment are virtually expressed and visualized (by avatar, etc.), andas if such environment, there is some co-ownership of actions that aresynchronously and asynchronously devised. 3D interface and VR technology areapplied to these, and the interface with reality has been devised. In suchenvironment, the co-ownership of various data, information and knowledge can bedevised. If the technologies such as related database and data mining are applied
to their activity history data, the knowledge management system can bearchitected.
4.3.4 Education service scenario in Learning GRID
The e-Learning service cannot be helped to be the distributed collaborative
system. And it can catch as the virtual learning organization of service orientation.
That is to say, the Virtual Organization (VO) is the organization who each
LearningGRID executes the object connected with network. The feature is to haveheteorogeneity, dispersion and co-ownership. The VO uses thorough web service
technology to develop, and consists of 4 constitution elements as follows:① Users (service suppliers, service receivers….producers and consumers)② Organization (physical status of service suppliers and receivers: as software

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High utilization research committee of IT regarding “Knowledge”

constitution elements)③ Utility constitution elements (technical software constitution elements
corresponding to objective)④ Supplemental constitution elements (software constitution element that
supports communication between VO and external thing)
The following users and organizations can be established by these premises in VO
world.
4.3.4.1 Users and organizations
The users are characters relating to various services in VO.
・Learners
・Expert learners (learners who have professional knowledge and skill and playrole teaching assistant: free of charge)
・Freelancer and tutors (professionals who have professional knowledge and skill:
paid)
・Skilled searchers (managers who search and hire qualified staffs)
Further, characters who are knowledge managers and administrators are
assumed.
In each activity body (agent) consisting of VO, the following organizations are
assumed.
・Publishing house: PH (local repository is searched and retrieved by accumulationand distribution of learning content, metadata and query)・Web catcher agency: WA (learning contents are directly extracted from Web or
Semantic. Metadata is automatically extracted and knowledge mining function is
also equipped with)・Tutor agency: TG (to act as entry point for freelancer and tutor. Archive forfreelancer tutor is managed, and human resource is searched and excavated)
・Broker office: BO (tasks such as environmental setting and agency searchingcorresponding to user request are performed)
・Training agency: TA (tutoring activity and course supply are prepared. Further,course management, execution function and learner model (management oflearning history log) are conducted.)・ Knowledge agency: KA (knowledge construction (concept dictionary andontology) is managed in whole network.)・Café: CA (synchronous and asynchronous collaborative place is established, andsocial interaction, mentoring and information exchange are supported. Group
constitution between users of TA registered corresponding to needs is adjusted.)
・Skilled agency: SA (required suitable professionals are searched depending on
objective and request. It is searched from learner’s model database of TA
registered.)・Bank: BA (transaction processing of various log information generated in whole
VO and various payment processing are conducted.)
Figure 4-27 shows the interrelation of these organizations. In VO, each

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organization supplies the environment that process, resource and otherorganizations are used each other. The resource has the one belonged to theorganization, however the collaborative co-ownership is conducted by objective
and process of subject execution. Furthermore, it has container role for data andinformation co-ownership between organizations. The process also has thecollaborative functions between organizations and between organization andinside resource. The process has mechanism that resource and other process areused each other.
Ｏ
Knowledge
AgencyＯ
P u b l i s h i ng
H o us e

Ｏ
Bank

Ｏ

Ｏ

Brokerage
OfficeWe b C a t c he r A ge n
cy

Ｏ
Skill
AgencyＯ
Br o ke r ag e
OfficeＯ

Tr a i n i ng
Ag e n cyＯWe b C a t c he r A ge n
cy

Ｏ
Cafe

Ｏ
Tuto rAgencyFigure 4-27

Tr a i n i ng
Ag e n cyＯ

図 ４ Ｖ Ｏofを構成 す る 組 織 体 のconstituting
関連
RelationorganizationVO

4.3.4.2 Constitution element of utility and accessor
In order to guarantee the technical completeness, VO includes the following 2
constitution elements.
Validation agency: In registration and validation of users in VO, all services aresupplied. After validation is given, the token is handed over to user.
Service registry: When using, white page (information for service included), yellow
page (service guide categorized) and green page (information regarding service
execution method) are supplied.
The accessor constitution element permits access to VO service and access toexternal service. The internet entry point to all users is supplied, and theinformation regarding registration of users and organizations is supplied. Further,administrative processing information to service registry is also supplied.
4.3.4.3 Example of service scenario
In the next, examples of several service scenarios are shown.
① Service scenario example 1
Figure 4-28 shows the example of orchestra type scenario. Each block in the
Figure is the aforementioned agency, and the arrow mark and the numericalnumber show the direction of information propagation and the activity
respectively. The learner offers individual training request to TA through the entry

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High utilization research committee of IT regarding “Knowledge”

point (web portal of TA).
In order to constitute suitable learning path, TA transmits the concept request to
be targeted to KA. Suitable learning path is consisted with all concepts required
for that learners reach the target concept. KA constitutes the learning path byreferring to knowledge construction, ontology, concept dictionary and knowledge
that learners have acquired.
When the learning path is prepared and the learning strategy suitable for learners
is set, TA calls BO. BO performs preparation of total training environmental
setting based on the information acquired from TA (learning path, learning
strategy, learner model, etc.).
BO calls PH and WA, and supply of usable material list matched with the required
specification of TA. This list includes learning object and metadata described
cost.

Ｏ

Ｏ
P u b l i s h i ng
H o us e

Knowledge
AgencyＯ
Brokerage
OfficeＯ
We b C a t c he r A g
e n cyＯ

ＯBrokerage
OfficeTr a i n i ng
Ag e n cyＯWe b C a t c he r A g
e n cyLearner

Figure 4-28

Orchestra type scenario (a)② Service scenario example 2This consists of 3 activities as shown in Figure 4-29.
The freelance tutor accesses to the job list via TG.
TG asks the request to TA, and requests the job to appropriate TA. TA supplies
the tutoring environment. In the environment, the tutor can monitor learner’s
activity, status, profile, result, progress.
TA can supply the entry point to CA that the tutor can meet learners and mates.
And the environment that can communicate to them is set.
3

Ｏ
Cafe

Ｏ
Training
Agency2

ＯＯ

1
Tu t orAg e n cy

2Training
AgencyFree lance
Tuto rFigure 4-29 Orchestra type scenario (b)model. At first, the freelance tutor activity is to consider. Here is the scenario that

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High utilization research committee of IT regarding “Knowledge”

supports the group learning. 2 steps (1 and 2) in the figure is the same as theaforementioned scenario.
In the next, the value added that has the grid technology constitutes group, therelated mates are invited, requirement and skill are conscious, and it isnecessary to supply the collaborative feature that can join the collaborative
learning session. Therefore, 3 steps are required.
Paragraph 3 tutor is accessed to the café, and several objective concepts aresupplied. In such collaborative environmental setting, in the case, for instance,high realistic and virtual scientific experiment and works are supplied, the VO role
extremely becomes important. And that depends on the collaborative feature of
the organization. The café prepares standard pedagogy model for such
expression and experiment via interaction of other organization, and then defines.
The learners belonged to the group reacts each other using the group accessor
constitution element that has interaction with the café organization, and isaccessed to the virtual experience.
ＶＯ
Ｏ

Ｏ

Cafe

A

Brokerage
OfficeGr o upFreelance
Tuto rAＯ
Tuto rAgencyLeanerLean

Ｏ

Traning

A

Figure 4-30

Collaborative learning environmental setting scenario

In this model, the learners can plunge into learning with special context via
suitable simulation. And they develop aggressive learning process by effective
abstract level. As the result, they progress to knowledge constitution learning by
the dynamic method. In this learning model, the learners accept other learner’s
support (is collaborative feature), and actual learning can be expected to develop
through comparison their concept and action. That is to say, it can be said thatthe knowledge plays medium role in the learning process.
4.3.4.4

Design of abstract organization

Each organization in VO can observe with the service provider. Therefore, VO isthe aggregated body of joint service that supplies clear result to users throughusable access point (web portal). Each organization plays unique role in internet,
and supplies related service as web service. Further, each includes in the web
server, and must guarantee the clearness from external via the web portal.

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High utilization research committee of IT regarding “Knowledge”

Figure 4-31 is the constitution element system of organization at the abstract level,
and each organization included in VO has the foundation to be same core.
Ports

Organization
Service Interfaces
Processes
Workflow

Workflow

Resources
Component

Component
EntityEntityＤＡＬＣService Agents
Storage
SystemService

Figure 4-31

Constitution mechanism at VO abstract level

・Ports: is access point to particular service for a certain organization.
Each service is requited to have been noticed. They are; a) “Notification sourceport” (interface display port for users who wish to receive particular service), b)“Notification sink port” (port to receive notice of service result required), and c)“Notification subscription port” (service port for subscriber to manage thesubscription to particular service in the source service). Each port supplies
general purpose scheme for pattern of notification and subscription.
・ Service interfaces: supplies “Business theory” as service. This constitutes
interface to support the communication contract proceedings (communication of
message base, format, protocol, security, exception, etc.) that various
consumers require. This is referred to as the business façade. Eachorganization uses this façade pattern in order to collect the information, anddeals with the send request as shown in the second layer. The business façade
object performs validation and authorization. The façade calls the workflow to
execute the business. The façade pattern supplies uniformity interface to a linkof interface in the subsystem. In order to make the subsystem used easier, thefaçade defines high level interface.
・Workflows: The workflow defines long term and multi step business process, andadjusts the workflow. In order to operate the transaction, this is summarized to

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High utilization research committee of IT regarding “Knowledge”

particular constitution element that is managed by the application server just as
COM＋.
・Components: Regardless of the business process consists of single step andorchestra type workflow, “Business rule” is performed, and several components
are required to achieve the said business task. These executes the “Businesstheory” for application, and are managed in the application server in order tooperate the object pooling.
・Entities: The application generally requires that data is exchanged between
components. The business entity (this is clearly used in the application)
normally has the data constructions just as to lap data set, data reader or XML
stream. However, they are executed using the customized object orientatedclass. They are generally expressing the substance in actual world that theapplication must operate.
・Service

agents: When the component needs to use the functionality to besupplied in the external service, “Semantic management” is required in order toperform communication with the particular service. Then, the code to realize thisis required to supply. The service agent recognizes the singularity, and an
additional service required supplies. For example, these are the data format
clarified after service execution and the basic mapping work between formats
that particular application is needed.
・DALC (Data

Access

Logic

Components): Many application and service needto access to the data memory area between business models. The DALC
supplies standard and abstract methods for access to the memory system.
Like as this, Vo operates at the internet environment, and each organization is themechanism that can execute each service as the web service described by the
WSDL standard. This concept (system architecture) will be able to consider to be
most suitable as the distributed collaborative environmental mechanism. Moreover,this concept complies with the descriptive system standardized like as SOAP, HTTP
and XML, and encourages the interoperability.
4.3.5 Necessity of Learning Grid in Japan
New directionality in the development of GRID technology is likely to shift the frameof service orientation in accordance with the OGSA definition. This is, needless tosay, integration of the web service and the GRID technology. Especially, this has
open and extendable frame for the distributed collaborative application. Service
action of each organizational constitution is disclosed to the users, and visibility ofservice action for the awareness is mandatory. Further, the expression technology at
the style unified Semantics of service and the said style of protocol become

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necessary. Moreover, the common interface and capsule technology to eliminate
dispersion are also required. This means all service subjects such as resource,
learning object, etc.
BY the way, we have observed the development of e-Learning that is mainly the
Learning Grid in Europe and Britain, however actual situation of the e-Learning inJapan has been way behind of them. The seizing manner of e-Learning is too staticand fixing. Therefore, it is under situation that new, developable, and extendable
business model is difficult to architect. Under such problem consciousness, wewould like to look over our Learning Grid way.
The writer, et. al. have been performing the research project titled “Learning-Grid ofknowledge circulation orientation and systemization of new Pedagogy”. The object
and purpose of this research project are the following 2 points:
Education and learning foundation with knowledge production and consumption
cycle shall be the Learning-Grid, and these shall be connected with technical level,
andDuring the knowledge production process, new teaching management technologythat interaction of learning, searching, knowledge operation and management withhigh freedom shall be developed.

Figure 4-32

System configuration view of knowledge circulation Learning Grid

Figure 4-32 shows the entire framework. The function of educational institute in

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High utilization research committee of IT regarding “Knowledge”

the e-Learning Society is extremely important. In order to grow the knowledge
obtained from each learning experience to the live knowledge, the action throughcirculation and refinement process of the knowledge as the social interaction isrequired. That are the e-Learning environment of growing knowledge circulation
orientation that supports circulation and architecture and search and architecture of
new e-Pedagogy that it can be effectively used. The life cycle of knowledge ofknowledge acquisition (learning), discovery and architecture, transmission,
co-ownership and reuse, and high valuation must be summarized by the viewpointof social computing, and the effective way for the knowledge inter-transmission andabsorption, that is to say, an active contact (GRID) must be architected as
knowledge conversion spot.
Establishment of the constitution methodology of analytical tool, knowledge
mining and collaborative learning place for realizing knowledge architecture andmanagement. It is necessary to arrange and systemize the requirements regardingneeds in knowledge society, human resource upbringing that the e-Learning society
can be formed from seeds, industrial creation and organization reformation.
Before the subject realization, in the technical development, the realization ofknowledge base system that non-continuous knowledge can be handled andknowledge management system that knowledge can be integrated, converted andcreated become an important concern. Here, the e-Learning environment topromote the autonomous and collaborative learning of learners in the digital societyis handled as 1 element of the Learning Grid. BY pluralistically investigating andanalyzing various teaching and learning actions that are executed in the network
environment and by systemizing education, training and learning style (Ecology), it
is an important to create new pedagogy that the learning activity is main, that is tosay, the e-Pedagogy. In order to achieve the objective of this research project, thefollowing 5 points have been the research target.
① Functional design of Learning Grid
② Development of communication model and communication language regarding
interaction between elements in the Learning Grid (e-Learning environment,etc.) and between Learning Grids③ Mechanism development for knowledge mining, architecture and management④ Organization dynamic analysis of network society⑤ Pedagogy at network society (e-Pedagogy creation)
As to these research subject, 3 systems as shown in Figure 4-22, that is to say,approach from the Learning Technology system, e-Pedagogy system andeducational organization system are important. By integrating these outcomes, itis necessary to propose the Learning Grid and Japanese version e-Pedagogy
along with the environment. The functions of these Grids are as follows. It is
important mechanism that these functions are entirely and organically used eachother.
・Learning Object repository & Metadata
・LMS/LCMS
・Knowledge management tool・Asset management (intellectual management and effective utilization oforganization)
・Data aggregation ＆ mining

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・E-Commerce function
・Search engine & Filtering function
・Navigation
・Annotation
・Right management (right management and suitable utilization)
・Authorization (validation and authorization)
・Security
・Service information & awareness information
・Agent base communication language for communication between GRIDs
・Index and evaluation criteria for performance improvement
Through the introduction of concept and design case of the Learning Grid that is thenext generation learning environment, the writer explained the concept and descriptionof new Ecology (environment and style for learning and work execution) in Pedagogy,
that is to say, e-Pedagogy. The writer arranged the concept of Learning Grid,
indicated the Learning Ecology that is the learning environment, also indicated therelationship with e-Pedagogy for supporting the learning action and introduced thepractical and research mechanism in Britain, EU and Japan. In future, it will benecessary to specifically review all service systems in relation to the e-learning and theentire maps of agency, stakeholder, etc.
In closing, the writer would like to advise that formation of upbringing cultures ofproblems of not only foundation, contents, method but also upbringing and conscious
reformation of enterprise managers and awareness.
＜REFERENCE＞[Allinson04] C. Allinson et.al., : ELeGI : The European Learning Grid Infrastructure, theTrans-European Research and Education Networking Association Network Conference(2004).
[Conole04] G. Conole, et.al.. 'What are the affordances of Information andCommunication Technologies', ALT-J, 12.2,113-124. (2004)[DfEE97]Connecting the Learning Society, DfEE, The National Grid for Learning - The
Governments Consultation Paper, (1997)[Foster03] I. Foster et. al. : Open Grid Service Infrastructure V1.0 (2003)[Geata03]M. Gaeta et. al., ELeGI: The European Learning Grid Infrastructure, 3rdInternational LeGE-WG Workshop: Grid Infrastructure to Support Future Technology
Enhanced Learning (2003)[Goodyear01] P. Goodyear, Effective networked learning in higher education: notes
and guidelines. http://www.csalt.lancs.ac.uk/jisc/guidelines_final.doc. (2001)[JISC04a]JISC
Homepage : http://www.jisc.ac.uk/index. cfm? name=elearning_pedagogy

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High utilization research committee of IT regarding “Knowledge”[JISC04b]JISC:

Reviewofe-learningtheories,

frameworks

andmodels,http://www.elearning. ac.uk/ resources/modelsdeskreview/view (2004)[Koper01] R. Koper,. Modelling units of study from a pedagogical perspective. The
pedagogical meta-model behind EML.
See: http://www.learning networks.org/downloads/ped-metamodel.pdf. (2001)[Kuutti95] K. Kuutti,. ‘Activity theory as a potential framework for human-computerinteraction research’. In B. Nardi (ed.) Context and consciousness: Activity theory andhuman-computer interaction. Cambridge. MIT Press, pp. 17-44.(1995)[Laurillard93] D. Laurillard,. Rethinking university teaching. London. New York.
Routledge. (1993)[lege02]http://www.lege-wg.org/[NGfL05] http://www.ngfl.gov.uk/[Salmon00] G. Salmon,. e-Moderating: The key to teaching and learning online.
London. Kogan Page. (2000)[Salmon02] G. Salmon,. e-Tivities: The key to active online learning. London. Kogan
Page. (2002)[Scardamalia91]Scardamalia, M. & Bereiter, C., Higher level of agency for children in
knowledge building: A challenge for the design of new knowledge media. Journal of the
Learning Sciences, 1, 37-68.(1991)[Scardamalia93]Scardamalia, M., & Bereiter, C.. Technologies for knowledge-building
discourse. Communications of the ACM, 36, 37-41(1993)[Wiley00] D.A. Wiley,. ‘Connecting learning objects to instructional design theory. A
definition, a metaphor, and a taxonomy’.
Visit: http:// reusability.org/read/chapters/wiley.doc. (2000)

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4.4 Suggestion from Committee
The committee would like to list the following 5 suggestions(1) Architecture of Japanese version Learning GRID
In the global society, there are various concerns facing with in order to improve
the Japanese industrial competitive power and to maintain the superiority, however
since one superior resource in this country is “Human”, it is mandatory to largely
improve the productivity of this “Human”.
Due to that, the mechanism that the activities of creation, transmission andrefinement of “Knowledge” can be easily performed, must be supplied to the society.
It is also necessary to fulfill the following conditions:・to be able to seamlessly use primary education to higher education or fromprimary enterprise education to lifelong education,
・to be able to collaborate by exceeding the domain of school, enterprise andeducational institute,・not only simple learning but also know-how exchange and creation of idea by
virtual team are possible, and・Various rights of “Knowledge are to be guaranteed.
As the IT system to fulfill such conditions, the Japanese version Learning GRID
mentioned in the Section 3 becomes necessary. Due to that, the function that each
Learning GRID has and the relation between GRIDs are to be clearly designed, and
it is necessary to develop tools corresponding to the systemization of collaboration
environmental architecture and works and to perform the GRID foundation
maintenance, etc. for resource distribution standardized.
(2) Implementation of various measures for Learning industrial promotion
The present education service (generally only “Education supply”) is too narrowdomain to cover the “Knowledge”.
Therefore, it is desired to establish the systemization of comprehensive humanresource upbringing that forecasts in the future (including systemization of agency
and stakeholder required) and its value.
The following supports for the learners are concretely mandatory:
・Carrier design consulting
・Skill portfolio management
・Supply of learning content corresponding to carrier orientation
・Learning outcomes elucidation
・Participation to desired community
・Know-how supply for work execution
・Work execution simulation at virtual space
Further, the following functions necessary in the human resource upbringing service
vendor.
・Distribution and reuse of contents
・Establishment of content value and charging system corresponding to utilization
・Community operation support
In order to respond the above, creation of business models of wider range of human

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resource upbringing service and professionals upbringing in these fields are
required.
(3) Reformation of human resource upbringing in enterprise
In the past, the human resource upbringing of enterprises tackled with by 3
concepts of training, OJT and self motivation. In reality, the OJT was weighed, andthe forcible upbringing of “Practice makes perfect” system has been taking serious
view. However, in this competitive society, since the element of “Speedy” has been
added and change of business environmental conditions, etc. that cannot betackled with by past know-how, is large, the current situation is that the upbringing
cannot chase such changes. Managers and upbringing personnel have realized
such statuses, and review has started of what is suitable upbringing method
matching with current situation that is not past. Especially, if productivity
improvement is concerned, people should learn not only low layer of “Knowledge”(basic knowledge) but must also seriously review of how high layer (workknow-how) should be supplied. One of the answers is dummy experience of work
and EPSS by the Learning Grid and is creation of knowledge community mentioned
below, and there are 4 roles of new upbringing for “Knowledge” production by such
community activities.
Furthermore, viewpoint of the human asset management is also important, and“Knowledge” does not only mean “Patent”, the human resource value should be
visualized by any index, and by connecting these to upbringing outcomes andcompany and organization value, it becomes possible to raise inclination to theupbringing.
(4) Implementation of enterprise version GP

e-Learning projectCurrently, in the higher educational institutes, the GP (e-Learning Good Practice)project has been executing, and the same project is expected to execute in theenterprises.
Concretely, about 50 companies are assumed, and by intending “Knowledge”
system, the advanced tackling and new mechanism will be projecting to obtain theoutcomes. The selection and evaluation points shall be as follows, and maximum
outcomes are expected to fully use.
① Is there vector on “Knowledge” system?
② Can general enterprise comparatively and easily employ it?
③ Can this improve enterprise productivity?
(5) Architecture of knowledge community of productivity reformation orientation
There is community activity (mass collaboration activity) that the network is fully
used as 1 solution that production reformation by breaking through traditional
human resource upbringing method.
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High utilization research committee of IT regarding “Knowledge”

In order to create new “Knowledge”, different opinion and different interests are
required, and the heterogeneity (for example, members exceeding type of businessand type of job and members exceeding age and area, etc.) can be easily collectedby using the network, and mutual views are expanded by exchanging debate andopinion with heterogeneity members, and possibility to create new concept
becomes high. Such community germination already exists in enterprises andorganizations, and has been introduced in this committee. First of all, we will startsuch community activity in the enterprise and organization, will obtain the outcomesby skillfully operating these, will expand the community activity exceeding the frameof enterprise and organization, and would like to obtain larger geometrical effect.
And we expect that realization of the Learning GRID will expand such community
activity and will upgrade further, and will expect the near future that enterprise andsocial productivity will improve and result in the Japanese status improvement ininternational society.

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