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Learning Technologies, IEEE Transactions on

Issue 1 • Date Jan.-March 2013

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Displaying Results 1 - 12 of 12
  • EiC team farewell and new EiC team introduction

    Page(s): 1
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    Freely Available from IEEE
  • Editorial: A Message from the Editorial Team and an Introduction to the January-March 2013 Issue

    Page(s): 2 - 3
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    Freely Available from IEEE
  • The Collaborative Lecture Annotation System (CLAS): A New TOOL for Distributed Learning

    Page(s): 4 - 13
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (765 KB) |  | HTML iconHTML  

    In the context of a lecture, the capacity to readily recognize and synthesize key concepts is crucial for comprehension and overall educational performance. In this paper, we introduce a tool, the Collaborative Lecture Annotation System (CLAS), which has been developed to make the extraction of important information a more collaborative and engaged process. The system relies on semantically constrained annotation, postannotation data amalgamation and transparent display of this amalgamated data. In addition to describing the CLAS, we report on a user experience study aimed at investigating students' perception of the utility of the tool. View full abstract»

    Open Access
  • Designing Technology for Content-Independent Collaborative Mobile Learning

    Page(s): 14 - 24
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (2377 KB) |  | HTML iconHTML  

    This paper describes the design of a technology platform for supporting content-independent collaborative mobile learning in the classroom. The technical architecture provides mechanisms for assigning different content or materials to students and then guiding them to form groups with other students in which the combination and integration of their content satisfies some pre-assigned critera or goal. The uniqueness of this lies in the dynamic forming of collaborative groups rather than having fixed or preassigned groupings of students for doing collaborative work. We present the theoretical underpinnings of our approach, the initial design of the software and the iterative cycles of a Design-based Research (DBR) approach that tries out the continuously being-refined design with primary school students. Feedback and data collected from observing students' actual learning behaviors and motivations in the cycles were used to propose a new cycle of the system and user-interface redesign. Such school-based trials provided demonstrations of the platform in supporting two content-specific learning applications, namely in mathematics and Chinese language learning activities in a primary school setting. They show the enactment of collaborative scaffolding comprising peer, technological and teacher scaffolding in supporting the students' formation of groups, and their collaboration and learning. View full abstract»

    Open Access
  • Foundations for Modeling University Curricula in Terms of Multiple Learning Goal Sets

    Page(s): 25 - 37
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1183 KB) |  | HTML iconHTML  

    It is important, but very challenging, to design degree programs, so that the sequence of learning activities, topics, and assessments over three to five years give an effective progression in learning of generic skills, discipline-specific learning goals and accreditation competencies. Our CUSP (Course and Unit of Study Portal) system tackles this challenge, by helping subject teachers define the curriculum of their subject, linking it to Faculty and institutional goals. The same information is available to students, enabling them to see how each subject relates to those goals. It then gives additional big-picture views of the degree for the academics responsible for the whole degree, including the ability to easily assess if a degree meets accreditation requirements. CUSP achieves this by exploiting a lightweight semantic mapping approach that gives a highly flexible and scalable way to map learning goals from multiple internal and external accrediting sources across the degree. We report its validation as used in a live university environment, across three diverse faculties, with 277 degrees and 7,810 subject sessions over a period of three years. Data from this evaluation indicates steady improvement in the documentation of the relationships between subjects, assessments, learning outcomes, and program level goals. This is driven by the reporting tools and visualizations provided by CUSP, which enable program designers and lecturers to identify parts of the curriculum that are unclear. This improved documentation of the curriculum enables more accurate and immediate quality reviews. Key contributions of this work are: a validated new approach for curriculum design that helps address the complexity of ensuring learners progressively develop generic skills; and a validated lightweight semantic mapping approach that can flexibly support visualizing the curriculum against multiple sets of learning goal frameworks. View full abstract»

    Open Access
  • BabeLO—An Extensible Converter of Programming Exercises Formats

    Page(s): 38 - 45
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (932 KB) |  | HTML iconHTML  

    In the last two decades, there was a proliferation of programming exercise formats that hinders interoperability in automatic assessment. In the lack of a widely accepted standard, a pragmatic solution is to convert content among the existing formats. BabeLO is a programming exercise converter providing services to a network of heterogeneous e-learning systems such as contest management systems, programming exercise authoring tools, evaluation engines and repositories of learning objects. Its main feature is the use of a pivotal format to achieve greater extensibility. This approach simplifies the extension to other formats, just requiring the conversion to and from the pivotal format. This paper starts with an analysis of programming exercise formats representative of the existing diversity. This analysis sets the context for the proposed approach to exercise conversion and to the description of the pivotal data format. The abstract service definition is the basis for the design of BabeLO, its components and web service interface. This paper includes a report on the use of BabeLO in two concrete scenarios: to relocate exercises to a different repository, and to use an evaluation engine in a network of heterogeneous systems. View full abstract»

    Open Access
  • Large-Scale Multiobjective Static Test Generation for Web-Based Testing with Integer Programming

    Page(s): 46 - 59
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1688 KB) |  | HTML iconHTML  

    Web-based testing has become a ubiquitous self-assessment method for online learning. One useful feature that is missing from today's web-based testing systems is the reliable capability to fulfill different assessment requirements of students based on a large-scale question data set. A promising approach for supporting large-scale web-based testing is static test generation (STG), which generates a test paper automatically according to user specification based on multiple assessment criteria. And the generated test paper can then be attempted over the web by users for assessment purpose. Generating high-quality test papers under multiobjective constraints is a challenging task. It is a 0-1 integer linear programming (ILP) that is not only NP-hard but also need to be solved efficiently. Current popular optimization software and heuristic-based intelligent techniques are ineffective for STG, as they generally do not have guarantee for high-quality solutions of solving the large-scale 0-1 ILP of STG. To that end, we propose an efficient ILP approach for STG, called branch-and-cut for static test generation (BAC-STG). Our experimental study on various data sets and a user evaluation on generated test paper quality have shown that the BAC-STG approach is more effective and efficient than the current STG techniques. View full abstract»

    Open Access
  • Virtual Instrument Systems in Reality (VISIR) for Remote Wiring and Measurement of Electronic Circuits on Breadboard

    Page(s): 60 - 72
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (2400 KB) |  | HTML iconHTML  

    This paper reports on a state-of-the-art remote laboratory project called Virtual Instrument Systems in Reality (VISIR). VISIR allows wiring and measuring of electronic circuits remotely on a virtual workbench that replicates physical circuit breadboards. The wiring mechanism is developed by means of a relay switching matrix connected to a PCI eXtensions for Instrumentation (PXI) instrumentation platform. The entire equipment is controlled by LabVIEW server software, in addition to a measurement server software that protects the equipment from hazard connections by verifying input circuit designs, sent by students, before being executed. This paper addresses other approaches such as remote labs based on Data Acquisition Cards (DAQs), NetLab, and RemotElectLab, comparing them with VISIR in order to emphasize its singularity. Topics discussed are as follows: the technical description, software, operation cycle, features, and provided services. In addition, the feedback received by students at several universities and the encountered drawbacks along with the proposed solutions are highlighted. The paper finally addresses the ongoing and future challenges within the VISIR community including its integration with Learning Management Systems (LMSs) and iLab Shared Architecture (ISA), its new hardware version release that is based on LAN eXtensions for Instrumentation (LXI), and its new open platform version that supports federated access. View full abstract»

    Open Access
  • Integrating Reservations and Queuing in Remote Laboratory Scheduling

    Page(s): 73 - 84
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1363 KB) |  | HTML iconHTML  

    Remote laboratories (RLs) have become increasingly seen as a useful tool in supporting flexible shared access to scarce laboratory resources. An important element in supporting shared access is coordinating the scheduling of the laboratory usage. Optimized scheduling can significantly decrease access waiting times and improve the utilization level of RL resources, with associated reductions in per-use costs. Current RL systems have typically supported scheduling based on either reservations or queuing, though rarely both. In this paper, we investigate issues that arise when a single RL resource (or pool of resources) supports both modes for gaining access, and how these two approaches can be effectively integrated. This research analyzes the scheduling algorithm utilized by the Sahara RL system to investigate any limitations that affect the system utilization. We identify a number of current issues and propose specific modifications to address them. The proposed modifications will lead to increased utilization and improved student experiences. View full abstract»

    Open Access
  • Teaching Advanced Concepts in Computer Networks: VNUML-UM Virtualization Tool

    Page(s): 85 - 96
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1622 KB) |  | HTML iconHTML  

    In the teaching of computer networks the main problem that arises is the high price and limited number of network devices the students can work with in the laboratories. Nowadays, with virtualization we can overcome this limitation. In this paper, we present a methodology that allows students to learn advanced computer network concepts through hands-on experience with the VNUML-UM virtualization tool, which is offered freely as a resource for the practical teaching of mobility, load balancing, and high availability. To verify the utility of using the VNUML-UM virtualization tool in the teaching of advanced computer network concepts, we have performed some opinion polls to the students during the last three academic years. The obtained results confirm that our students agree that the VNUML-UM enables an enhanced learning process of the different concepts and their practical skills. This perception is also confirmed by the final marks obtained by the students, which have considerably improved along the years. To the best our knowledge, this paper presents the first experience that provides results on the use of virtualization to teach advanced concepts in the field of computer networks. View full abstract»

    Open Access
  • 2012 Reviewer List

    Page(s): 97 - 98
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    Freely Available from IEEE
  • 2012 Author Index

    Page(s): web
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    Freely Available from IEEE

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

Dr. Peter Brusilovsky