In the university forest of Tokyo in Chichibu, two video recording robot cameras for forests (hereinafter “robot camera”) with stereophonic microphones are recording forest images and acoustic data everyday. This observation at exactly same time everyday in fixed points has been continued more than 10 years. We regard that these video data including movies and sounds can be used for making a new learning contents for children that helps to feel the forest phenology intuitively. In this study, we used image recordings from 6th January 2003 to 5th January 2004 from our video data archives (1995-2006) . We also collected the meteorological observations data in the forest that are corresponding to those video data and then we made them digitalized as well. Using these digitalized data, we developed a prototype of forest environmental multimedia contents as a new type learning kit with aiming that children can feel and know how forests are moving everyday. We introduced the Japanese traditional seasonal expression as a calendar which we call here as 24 seasonal periods and 72 climatic seasons. The 24 seasonal periods and 72 climatic seasons are effective when we range forest transition images in order; therefore we made the printed calendar and the DVD with following this traditional season unit. In the printed calendar, 1 card represents 1 climatic season, on the other hand, we made 1 chapter as 1 climatic season in the DVD where each chapter has daily video images and sounds with temperature graph. Additionally, we built the web-site as complementarity for the calendar and the DVD, where children can easily learn about robot cameras as well as can download all the contents of the calendar as PDF and the DVD. Consequently, we examined the effective design and use of these multimedia contents through the process of making prototype. For example, there are useful methods such as watching the DVD with using the printed calendar cards as index of contents or checking more details about the calendar contents with watching and listening the DVD. Likewise, we expect that these forest environmental multimedia contents can be the object-to-think-with, which children themselves find how to use them with their stimulated curiosity. Therefore, it is necessary for each content to be designed as complementarity for each other. In the future, we will develop more sophisticated contents on the bases of reflection through making a prototype in this study, and then we will progress to examine the possibility for applying as learning contents with collaboration of school teachers in order to evaluate the potential effectiveness as a learning kit.
Multimedia contents, forests, learning contents, video data, archives