Pages: pp. 98-101
Welcome to the second 2012 issue of the IEEE Transactions on Learning Technologies (TLT). As we enter our fifth year of publication, there is important news to share.
First of all, we are pleased to announce that Thomson Reuters (ISI) has completed the evaluation of our journal and has accepted it for inclusion in the Web of Science, covered under Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Current Content Computer Science & Engineering, and Current Content/Social and Behavioral Sciences. The 2011 data will be released by Thomson Reuters in June 2012, so TLT will begin to appear in the reports at that time. Because the journal was accepted within its first few years of publication, ISI will back-index all articles from all previous publication years.
The second important news is the extension of our Editorial Board. We are excited to welcome several new Board members who represent several critical areas in the field of Learning Technologies.
Rafael Calvo from the University of Sydney, Australia, represents the area of Engineering Education. His special areas of expertise are affective computing and writing-centered learning.
Sara de Freitas is the Director of Research at the Serious Games Institute, a Professor of Virtual Environments, and a Fellow of the Royal Society of Arts. She leads the applied research team at the Serious Games Institute and the Serious Games and Virtual Worlds Applied Research Group at Coventry University, United Kingdom.
Erik Duval chairs the research unit on human-computer interaction in the Computer Science Department of the Katholieke Universiteit Leuven, Belgium. His research focuses on massive hyper-personalization (“The Snowflake Effect”), learning analytics, openness and abundance, relating research in information visualization, mobile information devices, multitouch displays, and personal informatics.
Sven K. Esche from the Stevens Institute of Technology, United States, is a recognized researcher in the field of Engineering Education with special expertise in the area of Virtual Labs. Following a special issue on this topic published in 2009, our journal has received an increasing volume of submissions in this area and we are glad to have another expert in this field on board.
Stefanie Lindstaedt leads the Knowledge Management Institute (KMI) at the Graz University of Technology (TUG), Austria. Her research includes the analysis of knowledge work, the development of innovative knowledge services, and the evaluation of such services within real-world work environments.
Marcelo Milrad is a Professor of Media Technology in the Department of Computer Science, Linnaeus University, Sweden, and also the director of the Center for Learning and Knowledge Technologies (CeLeKT). His current research interests include the design of learning environments to support learning about complex domains, collaborative discovery learning, and the development of mobile and wireless applications to support collaborative learning.
Christoph Rensing is the head of the Knowledge Media Research Group at the Multimedia Communications Lab, TU Darmstadt, doing research on semantic tagging, process-oriented metadata, and authoring support in e-learning.
Julita Vassileva from the University of Saskatchevan, Canada, came from the area of Intelligent Tutoring Systems, but she is most known for her more recent work on social learning. Her paper on this topic in the special vision issue of the journal emerged as one of the most popular TLT papers. Social learning is another popular area among TLT authors, as recognized by a recently published special issue on the topic.
Getting back to the current issue, we are also pleased to introduce a Special Section on Semantic Technologies for Learning and Teaching Support in Higher Education. The guest editors of this special section, Thanassis Tiropanis, David Millard, and Hugh C. Davis are well known for their own research in this interesting new field. They worked hard to assemble and manage this section and we hope that it will be of interest to many readers of the journal. The guest editors provided a separate introduction to this special section that follows this editorial.
In addition, this issue features three regular papers. The paper “nQuire: Technological Support for Personal Inquiry Learning” by Paul Mulholland from the Open University, United Kingdom, and his colleagues describes the development of nQuire, a software application to guide personal inquiry learning. 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.
Kanubhai K. Patel and Sanjaykumar Vij investigate in their paper “Spatial Learning Using Locomotion Interface to Virtual Environment” how locomotion interfaces can help visually impaired people to create cognitive maps of their environment.
Finally, Mohamed Amine Chatti, Ulrik Schroeder, and Matthias Jarke in “LaaN: Convergence of Knowledge Management and Technology-Enhanced Learning” present their vision for future KM/TEL approaches which aim to fulfill the needs of the new knowledge landscape. They do this 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.
Enjoy this issue!
Wolfgang Nejdl, Editor-in-Chief
Peter Brusilovsky, Associate Editor-in-Chief