By Topic

Learning Technologies, IEEE Transactions on

Issue 2 • Date April-June 2012

Filter Results

Displaying Results 1 - 9 of 9
  • EIC Editorial and Introduction of New Associate Editors

    Page(s): 98 - 101
    Save to Project icon | Request Permissions | PDF file iconPDF (147 KB)  
    Freely Available from IEEE
  • Guest Editorial: Special Section on Semantic Technologies for Learning and Teaching Support in Higher Education

    Page(s): 102 - 103
    Save to Project icon | Request Permissions | PDF file iconPDF (91 KB)  
    Freely Available from IEEE
  • Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies

    Page(s): 104 - 116
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1659 KB) |  | HTML iconHTML  

    This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: “Ensemble: Semantic Technologies for the Enhancement of Case-Based Learning” which has been oriented toward developing a better understanding of the nature of case-based learning in different settings, but also exploring the potential for Semantic Web technologies to support, enhance, and transform existing practice. The experience of working in diverse educational settings has highlighted Semantic Web technologies that may be particularly valuable, as well as some of the enablers and barriers to wider adoption, and areas for further research and development. View full abstract»

    Open Access
  • Flexible Querying of Lifelong Learner Metadata

    Page(s): 117 - 129
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1649 KB) |  | HTML iconHTML  

    This paper discusses the provision of flexible querying facilities over heterogeneous data arising from lifelong learners' educational and work experiences. A key aim of such querying facilities is to allow learners to identify possible choices for their future learning and professional development by seeing what others have done. We motivate and describe the development of a prototype system, called ApproxRelax, that provides users with a graphical facility for incrementally constructing their queries and that supports both query approximation and query relaxation, thus allowing for flexible matching of users' queries against the data provided by other learners. We show how the system is able to return results in ranked order of their “distance” from the user's query. Our approach is novel both in its aim of supporting lifelong learners in reflecting on their learning and career choices, and also in its technical foundations that combine for the first time query approximation and query relaxation techniques for querying semistructured data. View full abstract»

    Open Access
  • Using Linked Data to Annotate and Search Educational Video Resources for Supporting Distance Learning

    Page(s): 130 - 142
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1343 KB) |  | HTML iconHTML  

    Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational resources for better e-learning experiences. Most of the video resources are currently annotated in an isolated way, which means that they lack semantic connections. Thus, providing the facilities for annotating these video resources is highly demanded. These facilities create the semantic connections among video resources and allow their metadata to be understood globally. Adopting Linked Data technology, this paper introduces a video annotation and browser platform with two online tools: Annomation and SugarTube. Annomation enables users to semantically annotate video resources using vocabularies defined in the Linked Data cloud. SugarTube allows users to browse semantically linked educational video resources with enhanced web information from different online resources. In the prototype development, the platform uses existing video resources for the history courses from the Open University (United Kingdom). The result of the initial development demonstrates the benefits of applying Linked Data technology in the aspects of reusability, scalability, and extensibility. View full abstract»

    Open Access
  • Semantic Annotation of Ubiquitous Learning Environments

    Page(s): 143 - 156
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1280 KB) |  | HTML iconHTML  

    Skills-based learning environments are used to promote the acquisition of practical skills as well as decision making, communication, and problem solving. It is important to provide feedback to the students from these sessions and observations of their actions may inform the assessment process and help researchers to better understand the learning process. Through a series of prototype demonstrators, we have investigated the use of semantic annotation in the recording and subsequent understanding of such simulation environments. Our Semantic Web approach is outlined and conclusions drawn as to the suitability of different annotation methods and their combination with ubiquitous computing techniques to provide novel mechanisms for both student feedback and increased understanding of the learning environment. View full abstract»

    Open Access
  • nQuire: Technological Support for Personal Inquiry Learning

    Page(s): 157 - 169
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1188 KB) |  | HTML iconHTML  

    This paper describes the development of nQuire, a software application to guide personal inquiry learning. nQuire provides teacher support for authoring, orchestrating, and monitoring inquiries as well as student support for carrying out, configuring, and reviewing inquiries. nQuire allows inquiries to be scripted and configured in various ways, so that personally relevant, rather than off-the-shelf inquiries, can be created and used by teachers and students. nQuire incorporates an approach to specifying learning flow that provides flexible access to current inquiry activities without precluding access to other activities for review and orientation. Dependencies between activities are automatically handled, ensuring decisions made by the student or teacher are propagated through the inquiry. nQuire can be used to support inquiry activities across individual, group, and class levels at different parts of the inquiry and offers a flexible, web-based approach that can incorporate different devices (smart phone, netbook, PC) and does not rely on constant connectivity. View full abstract»

    Open Access
  • Spatial Learning Using Locomotion Interface to Virtual Environment

    Page(s): 170 - 176
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (749 KB) |  | HTML iconHTML  

    The inability to navigate independently and interact with the wider world is one of the most significant handicaps that can be caused by blindness, second only to the inability to communicate through reading and writing. Many difficulties are encountered when visually impaired people (VIP) need to visit new and unknown places. Current speech or haptics technology does not provide a good solution. Our approach is to use treadmill-style locomotion interface, unconstrained walking plane (UWP), to allow a richer and more immersive form of virtual environment (VE) exploration to enable VIP to create cognitive maps efficiently and thereby to enhance their mobility. An experimental study is reported that tests design of UWP for both straight walking and turning motions. Two groups of participants, blind-folded-sighted and blind, learned spatial layout in VE using two exploration modes: guided (training phase) and unguided (testing phase). Spatial layout knowledge was assessed by asking participants to perform object-localization task and target-object task. Our results showed a significant decrease in time and helps taken to complete tasks, subjective workload, and errors in a post-training trial as compared to a partial-training trial. UWP has been found to significantly improve interaction with VE with visualizations such as spatial information. View full abstract»

    Open Access
  • LaaN: Convergence of Knowledge Management and Technology-Enhanced Learning

    Page(s): 177 - 189
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (955 KB) |  | HTML iconHTML  

    Knowledge Management (KM) and Technology-Enhanced Learning (TEL) have attracted attention over the past two decades and are meanwhile considered as important means to increase individual and organizational performance. There is, however, a wide agreement that traditional KM and TEL models have failed to cope with the fast-paced change and critical challenges of the new knowledge era. In this paper, we propose a vision for future KM/TEL approaches which aims to fulfill the needs of the new knowledge landscape by introducing the Learning as a Network (LaaN) theory as a new learning theory characterized by the convergence of KM and TEL within a learner-centric knowledge environment. We further discuss a possible implementation of the LaaN theory based on the personal learning environment (PLE) concept. View full abstract»

    Open Access

Aims & Scope

IEEE Transactions on Learning Technologies (TLT) covers research on such topics as Innovative online learning systems, Intelligent tutors, Educational software applications and games, and Simulation systems for education and training.

Full Aims & Scope

Meet Our Editors

Editor-in-Chief
Dr. Peter Brusilovsky