International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)

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 3, Issue 1, January-March 2008

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

Editor-in-Chief: Liliane Esnault, EM Lyon, France

PAPER ONE:

A Virtual World Environment for Group Work

1. Brown, Anglia Ruskin University, UK
2. Hobbs, Anglia Ruskin University, UK
3. Gordon, Anglia Ruskin University, UK

This article demonstrates that a virtual world can provide a useful addition in the use of computer-mediated learning tools. The authors discuss the underlying educational context and link this to the properties of virtual worlds and, in particular, that of Second Life. The authors report on the progress of a project for developing group work that seeks to link affordances in the environment to learning outcomes and employs a socially situated, constructivist, pedagogical framework.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7838

PAPER TWO:

CAT-MD: Computerized Adaptive Testing on Mobile Devices

Evangelos Triantafillou, Center of Educational Technology, Greece Elissavet Georgiadou, Center of Educational Technology, Greece Anastasios A. Economides, University of Macedonia, Greece

This article describes the design issues and the implementation of computerized adaptive testing on mobile devices. In the last decade, the use of different mobile products such as mobile phones and personal digital assistant (PDA) devices has increased rapidly. In parallel, the use of computerized adaptive testing (CAT) has expanded mainly due to the advancements in communication and information technology. The introduction of mobiles devices into the learning pedagogy can complement e-learning and e-testing by creating an additional channel of assessment with mobile devices. Although mobile computing has become an important and interesting research issue, little research has been done on the implementation of CAT using mobile devices.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7839

PAPER THREE:

EVAWEB V2: Enhancing a Web-Based Assessment System Focused on Nonrepudiation Use and Teaching

1. I. González-Tablas, Universidad Carlos III De Madrid, Spain A. Orfila, B. Ramos, Universidad Carlos III De Madrid, Spain A. Ribagorda, Universidad Carlos III De Madrid, Spain

This article focuses on the enhancements that have been incorporated into EVAWEB in order to develop an improved second version of the system. The authors have developed EVAWEB, a Web-based assessment system that addresses this issue by using digital signatures. Moreover, the use of this technology in EVAWEB provides a real context to students for learning how digital signatures work.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7840

PAPER FOUR:

Digital Media Performance and Reading Comprehension: A Correlational Study with Brazilian Students

Maria Cristina Rodrigues Azevedo Joly, São Francisco University, Brazil Ronei Ximenes Martins, São Francisco University, Brazil

This article discusses the information and communication technologies (ICTs) present in the Brazilian education system determine the development of technology literacy among teachers and students, which can be measured by ICT performance. The Technology Performance Scale (EDETEC) is a self-reporting psychometric instrument to verify what the students’ conceptions are about ICT and their performance in using technology tools. Considering the necessity of the acquisition of both technology literacy and reading comprehension skills to use ICT resources, this study aimed to know the ICT performance, reading comprehension achievement, and the possible relations among them.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7841

PAPER FIVE:

Suggesting an SOA Framework for Modular Virtual Learning Environments: Comparing Two Implementation Approaches

Fredrik Paulsson, Umeå University, Sweden Mikael Berglund, Umeå University, Sweden

The article suggests a general SOA framework for virtual learning environments, based on the VWE learning-object taxonomy. The SOA framework suggests five basic services for implementation of modular virtual learning environments. The SOA framework was implemented in two prototypes using two different approaches: a Java-RMI-based implementation that was compared to a Web-service-based (SOAP) implementation by using the VWE learning-object taxonomy and the VWE SOA framework. The prototypes showed that a level of modularity, similar to the level of modularity of learning objects, could be achieved for the virtual learning environment as well through the inclusion in the same conceptual space. The comparison of the prototypes showed that the Web service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the HTTP protocol.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7842

PAPER SIX:

Embodied Conceptualizations: Social Tagging and E-Learning

1. Reichel, University of Bremen, Germany A. Kohlhase, University of Bremen, Germany

In this article, the authors discuss a social tagging from an educational perspective, particularly its use for educational environments. The authors identify the processes underlying social tagging from an embodied-interaction perspective. The authors will support the thesis that emerging folksonomies are at the base of meaningful interaction processes between user and system. Moreover, they represent embodied conceptualizations with potential effectiveness in e-learning.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7843

PAPER SEVEN:

Towards Automated Specifications of Scenarios in Enhanced Learning Technology

1. Rius Gavidia, UOC Open University of Catalonia, Spain M. A. Sicilia Urbán, UAH University of Alcalá, Spain E. García-Barriocanal, UAH University of Alcalá, Spain G. Macarro Plazuelos, UAH University of Alcalá, Spain

This article demonstrates a specification orientated to automation that takes on board the heterogeneity of systems and formats and provides a language for specifying complex and generic interactions. Having this goal in mind, a technique based on three steps is suggested. The semantic conformance profiles, the business process management (BPM) diagram, and its translation into the business process execution language (BPEL) seem to be suitable for achieving it.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7844

PAPER EIGHT:

Bridging the Gap Between Instructional Design and Double-Loop Learning

Howard Spoelstra, Open University of The Netherlands, The Netherlands Ellen Rusman, Open University of The Netherlands, The Netherlands Jan van Bruggen, Open University of The Netherlands, The Netherlands Rob Koper, Open University of The Netherlands, The Netherlands Maristella Matera, Politecnico di Milano, Italy

This article disucess the implementation of double-loop-learning-based educational scenarios in instructional design in workflow-like e-learning systems appears to be showing a gap; whereas the former assumes that processes can be reflected upon and can be modified or amended by the learners, the latter only predefines a limited set of rigid instructional processes. However, an important advantage of instructional designs implemented in workflow-like e-learning systems using modeling standards is the ease with which they can be exchanged with other (educational) institutions. The workflow environment described here aims to make learner reflection and change to instructional processes feasible while maintaining portability.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7845

PAPER NINE:

A Process-Oriented and Technology-Based Model of Virtual Communities of Practices: Evidence from a Case Study in Higher Education

Giustina Secundo, University of Salento, Italy Gianluca Elia, University of Salento, Italy Cesare Taurino, University of Salento, Italy

This article hypothesizes that virtual communities of practice (VCoPs) are valuable to business schools and universities because they contribute to the emerging paradigms of just-in-time, action-based informal learning. It presents a real case study of a VCoP called Virtual eBMS that was built by applying participative observation (Yin, 1994). In particular, the article provides a process-oriented model of Virtual eBMS that is composed of four main elements: the people participating in the community, the processes and the purpose of the community in terms of the value created for the business school, and the technology enabling the interactions between the community members. Indeed, from a technological point of view, the community is supported by an integrated Web learning and knowledge management platform, described in terms of the main knowledge processes triggered and the correspondent technologies supporting the actions.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7846

PAPER TEN:

Implementation of Efficient Proactive Computing Using Lazy Evaluation in a Learning Management System

Denis Zampunieris, University of Luxembourg, Luxembourg

This article discusses a new kind of learning management system, proactive LMS, designed to help users to better interact online by providing programmable, automatic, and continuous analyses of the users’ actions, augmented with appropriate actions initiated by the LMS itself. The proactive part of our LMS is based on a dynamic rules-based system.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/articles/details.asp?id=7847

CALL FOR PAPERS

Mission of IJWLTT:

The primary 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. The IJWLTT hopes to explore the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, the IJWLTT will endeavor to attract a broad range of authors and, thereby, expand the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal will seek 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. It will attempt to enlighten any and all of those responsible for the advancement of learning.

Coverage of IJWLTT:

This journal 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. Among topics to be included (but not limited) are the following:

WLTT implementation: models, methods and frameworks Web-based technologies enabled pedagogical scenarios Web-based technologies enabled pedagogical systems and programs Decision making in implementing Web-based learning and teaching The management side of Web-based learning and teaching Building multi-disciplinary teams for WB learning and teaching Network learning using WLTT Building Web-based learning communities Constructivist approaches to Web-based learning and teaching Knowledge building using Web-based learning and teaching technologies Web Based CSCL Project management for implementing WLTT Best practices and all other related issues that impact the overall utilization and management of Web-based Technologies in Education. 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: Dr. Liliane Esnault, esnault@em-lyon.com