Issue No.01 - January-March (2008 vol.1)
Published by the IEEE Computer Society
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/TLT.2008.16
Welcome to the first issue of the IEEE Transactions on Learning Technologies!
Over the last 10 years, technology-enhanced learning in its various forms has emerged as one of the major applications of the World Wide Web and computing in general. Modern learning technologies and tools ranging from educational simulations to discussion forums to Web lectures to Intelligent tutoring systems change the way we learn and introduce dramatically new opportunities for learning. Learning networks and social learning in the Web 2.0 context support new forms of collaboration and communication, integration of learning and business processes ensures effective life-long learning in small and large enterprises, and new personalization and adaptation techniques enhance learning environments with sophisticated means to take learner background, goals, and preferences into account.
The constantly increasing sophistication of the technical side of modern e-learning created a large community of researchers and practitioners who devote their work to the advancement of learning technologies and tools. A range of recently introduced conferences such as IEEE ICALT, ECTEL, and AACE E-Learn provided forums for this community to meet, discuss ongoing work, and exchange their complementary insights. Yet, there are very few journals which embrace the field as a whole and provide a space to publish archival quality papers. The IEEE Transactions on Learning Technologies is being introduced to bridge this gap and to provide access to archival papers that will enable and enhance the multitude of modern learning technologies.
Because this journal has its focus on the crossroads of computing and education, it is cosponsored by the IEEE Computer Society and the IEEE Education Society. We actively seek the participation of members of these societies by virtue of paper submissions, reviews, and editorial assignments. This interplay of computing and education will make the journal unique and, as we hope, inspire cross-disciplinary work on the new generation of learning technologies.
The IEEE Transactions on Learning Technologies will publish archival research papers focusing on all kinds of modern e-learning technologies. The new journal will emphasize the technology side of learning and instruction, as opposed to the majority of existing journals focusing solely on instructional and pedagogical issues.
The new title will cover all advances in learning technologies, including but not limited to innovative online learning systems, intelligent tutors, educational software applications and games, simulation systems for education and training, collaborative learning tools, devices and interfaces for learning, interactive techniques for learning, personalized and adaptive learning systems, tools for formative and summative assessment, ontologies for learning systems, standards and Web services that support learning, authoring tools for learning materials, computer support for peer tutoring, learning via discovery, field, and lab work, learning with mobile devices, social learning techniques, social networks and infrastructures for learning and knowledge sharing, and the creation and management of learning objects.
In order to best serve the community, the IEEE Transactions on Learning Technologies is published online, four issues per year, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and 12 months after the publication of each issue, all readers have access to the content free of charge.
We expect papers which either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with the evaluation of technology are only appropriate if the technology itself is novel or if significant insights for advancing the technology are provided.
All papers submitted to the IEEE Transactions on Learning Technologies undergo a comprehensive review process under the direction of a member of our Editorial Board. Each paper receives at least three reviews, based on which the Editorial Board member makes a recommendation. The Editorial Board members ensure all papers receive fair and in-depth reviews before any decision is made. These decisions are reviewed by the Editor-in-Chief.
The composition of the Editorial Board reflects the diverse topics in learning technologies and the dual focus on computing and education. In this issue, we include the biographies of our current Editorial Board members. It is an energetic group of researchers who will maintain the integrity and quality of this journal. As new Editorial Board members are added to the board, we will continue to introduce them to our readers.
In addition to the editorial staff, guidance for the journal is provided by the Steering Committee. The Steering Committee includes representatives from both sponsors of the journal: Erik Duval, Elliot Soloway, and Steven Tanimoto from the IEEE Computer Society, and Martin Llamas Nistal and Matthew Ohland (who chairs the Committee) from the IEEE Education Society. They are providing leadership and continuity to ensure that the journal will serve as a leading archival journal of the field for the years to come.
In addition to the Editorial Board and Steering Committee, the publication is produced through the excellent work of the IEEE Computer Society publications staff, including Alicia Stickley, Senior Manager, Publishing Services, Jennifer Carruth, Associate Manager of Peer Review and Publication Administration, Erin Espriu, Transactions Production Supervisor, and Kimberly Sperka, Production Editor. Marion Wicht, as our local assistant at the L3S Research Center, ensures the efficient administration of the review process.
We hope you enjoy this and future issues of the IEEE Transactions on Learning Technologies. We are looking forward to hearing your feedback and receiving your contributions.
Wolfgang Nejdl, Editor-in-Chief
Peter Brusilovsky, Associate Editor-in-Chief
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