-------- Original-Nachricht -------- Betreff: [isworld] RE: Contents of International Journal of Web-Based Learning and Teaching Technologies (Vol 4, Issue 1) and Call for Papers Datum: Mon, 2 Mar 2009 13:46:28 +0800 Von: NG, Mee Wah Eugenia eugenia@ied.edu.hk Antwort an: NG, Mee Wah Eugenia eugenia@ied.edu.hk An: AISWORLD Information Systems World Network isworld@lyris.isworld.org
The contents of the latest issue of:
International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) Official Publication of the Information Resources Management Association Volume 4, Issue 1, January-March 2009 Published: Quarterly in Print and Electronically ISSN: 1548-1093 EISSN: 1548-1107 Published by IGI Publishing, Hershey-New York, USA www.igi-global.com/ijwltt
Editors-in-Chief: Eugenia M.W. Ng, Hong Kong Institute of Education, China; Nikos Karacapilidis, University of Patras, Greece; and Mahesh S.Raisinghani, Texas Woman's University, USA
GUEST EDITORIAL PREFACE:
Adaptive and Intelligent Web-Based Educational Systems
Fuhua Lin, Athabasca University, Canada Sabine Graf, National Central University, Taiwan Kinshuk, Athabasca University, Canada Rory McGreal, Athabasca University, Canada
Currently, when aiming at providing learners with opportunities for technology enhanced learning, companies, universities, and other educational institution mainly use so-called learning management systems (LMS). These systems provide a great variety of features which can be included in courses such as learning material, quizzes, forums, chats, assignments, wikis, and so on. Adaptive and intelligent Web-based educational systems (AIWES) address and provide learners with an environment that reacts intelligently to the learners' needs and incorporates their individual characteristics and situation by presenting suitable suggestions, information, and learning material in order to make learning more effective and easier for learners.
To read the preface, please consult this issue of IJWLTT in your library.
PAPER ONE:
The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System
Mei-Yu Chang, National Hsinchu University of Education, Taiwan Wernhuar Tarng, National Hsinchu University of Education, Taiwan Fu-Yu Shin, Chien-Kuo Elementary School, Taiwan
This study combines ideas from learning hierarchy and scaffolding theory to design a Web-based, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. A quasi-experiment was conducted. Students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation), and experimental group B (scaffolds providing by face-to-face conversation). The article discusses the results of using the Web-based adaptive learning system.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=30848
PAPER TWO:
An Application of the LS-Plan System to an Educational Hypermedia
Carla Limongelli, Roma Tre University, Italy Filippo Sciarrone, Roma Tre University, Italy Giulia Vaste, Roma Tre University, Italy
LS-Plan is a system capable to provide educational hypermedia with adaptivity. During the student's navigation in hyperspace, the system, by means of a suitable interface, receives in input, for each visited learning node, a behavioral pattern, containing the student's knowledge acquired or not acquired in that node and measured by a post-test questionnaire. Then, by means of the adaptation algorithms, the system returns a Learning Object Sequence to the hypermedia. In this article, the authors investigate the adaptation algorithms together with the didactic strategies behind them, through an application to a real learning domain, subdivided in five case studies. Moreover, the researchers show in detail how the automated planner, embedded into the system, allows consistency checks during the arrangement of the pool of learning Nodes. The performance of the system is evaluated by means of an experimental design.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=30849
PAPER THREE:
A Case-Based Approach to Adaptive Hypermedia Navigation
Alessandro Micarelli, Roma Tre University, Italy Filippo Sciarrone, Roma Tre University, Italy Fabio Gasparetti, Roma Tre University, Italy
Hypermedia, with its combination of multimedia and non-linear organization of links among informative nodes, provides a highly interactive environment. In structured domains such as Web-based educational systems, the complexity of the learning domain often requires a large set of learning nodes and conceptual interrelationships that can cause several issues. In this article, the authors propose a new approach to guided navigation in hypermedia-based domains suitable for helping users in structured and complex learning environments such as cultural heritage domains. The proposal draws inspiration from the case-based reasoning paradigm associated with a hypermedia structural analysis, highlighting the use of hybrid architecture for adaptive navigation support. A case study in the Neo-Realist Italian Cinema domain is discussed along with a formal and controlled evaluation.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=30850
PAPER FOUR:
Animated Pedagogical Agents: The Effect of Visual Information on a Historical Figure Application
R. Heller, Athabasca University, Canada M. Procter, Athabasca University, Canada
The role of Animated Pedagogical Agents (APAs) depends on an understanding of the persona effect as a mechanism for increasing student engagement and motivation. The authors argue that historical figure applications of APAs may be helpful to identify the parameters that give rise to a persona effect. Given the importance of visual information, an experimental approach is used to examine how different image conditions affect the perception of a historical figure APA interaction. Eighty-eight participants were randomly assigned to one of three conditions; no image, static image, or animated image. This article discusses the results of the experiment and the natural of the persona effect.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=30851
PAPER FIVE:
A Case Study of Ontology-Driven Development of Intelligent Educational Systems
Gordon Deline, Athabasca University, Canada Fuhua Lin, Athabasca University, Canada Dunwei Wen, Athabasca University, Canada Dragan GaĊĦevic, Athabasca University, Canada Kinshuk, Athabasca University, Canada
This article presents a case study of ontology-driven development of intelligent educational systems. Following a review of literature related to ontology development, ontology-driven software development, and traditional software engineering, the authors develop an ontology-driven software development methodology appropriate for intelligent ontology-driven systems.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=30852
***************************************************** For full copies of the above articles, check for this issue of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) in your institution's library. This journal is also included in the IGI Global aggregated "InfoSci-Journals" database: www.infosci-journals.com. *****************************************************
CALL FOR PAPERS
Mission of IJWLTT:
The mission of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is to contribute to the broadening of the overall body of knowledge regarding the multi-dimensional aspects of Web-based technologies in contemporaneous educational contexts, assisting researchers, practitioners, and decision makers to design more effective learning systems and scenarios. IJWLTT explores the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, IJWLTT endeavors a broad range of authors and expands the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal seeks to explore the impact of Web-based technology on the design, implementation and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors implied in such processes.
Coverage of IJWLTT:
The International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) focuses on the dimensions of reporting about developing new WBLT technologies and uses, and also sharing educational experiences and situations including (but not limited to) distance learning, collaborative work, constructivist approaches in on-line class-rooms, designing blended learning and programs, importance of dialogue in distance education programs, CSCL, network learning, etc. IJWLTT also covers aspects such as models and frameworks for the pedagogical design of courses including or supported by WBLT technologies, and for issuing and evaluating educational policies in institutions, and for organizing and managing training policies or departments in companies. Issues in methodologies for the training of teachers and trainers, for the building of multi-disciplinary teams for distance and on-line program administration and delivery are also included in the coverage.
Topics to be discussed in the journal include (but are not limited to) the following:
Best practices Building multi-disciplinary teams for Web-based learning and teaching Building Web-based learning communities Constructivist approaches to Web-based learning and teaching Decision making in implementing Web-based learning and teaching Knowledge building using Web-based learning and teaching technologies Management side of Web-based learning and teaching Network learning using WLTT Project management for implementing WLTT Related issues that impact the overall utilization and management of Web-based technologies in education Web Based CSCL Web-based technologies enabled pedagogical scenarios Web-based technologies enabled pedagogical systems and programs WLTT implementation: models, methods, and frameworks
Interested authors should consult the Journal's manuscript submission guidelines at www.igi-global.com/ijwltt.
All inquiries and submissions should be sent to: Editor-in-Chief: Eugenia Ng at Eugenia@ied.edu.hk
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