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EIC Editorial


Pages: pp. 190-190

Welcome to the third 2012 issue of the IEEE Transactions on Learning Technologies, with eight papers in this issue on interesting and innovative learning solutions.

Learning is necessary in many situations. The first paper in this issue focuses on dancing. The authors, Yang Yang, LiHua Yue, and LiQun Deng from China and Howard Leung from Hong Kong, present an automatic lesson generation system which is suitable in a learning-by-mimicking scenario where the learning objects can be represented as multi-attribute time series data. Maybe it can help some of us improve our dancing skills!

While dancing often involves two people, many problem solving tasks involve many more, and it is then often difficult to make such an organization explicit. In “Interfaces Leading Groups of Learners to Make Their Shared Problem-Solving Organization Explicit,” Patrice Moguel and his colleagues from Grenoble and Toulouse, France, highlight the interest of Bardram’s model of collective work to inspire design principles of interfaces supporting learners in making their organization explicit, with encouraging results.

Contextualizing learning scenarios according to different learning management systems is the topic of the paper by Rim Drira and her colleagues from Tunisia and Villeneuve and Calais, France. Their instructional design process of technology-enhanced learning systems is based on a model-driven approach, and complements learning technology standards, such as SCORM and IMS-LD, by allowing pedagogic modeling based on specific modeling languages and by ensuring interoperability across learning management systems based on model transformations. Their tool, Gen-COM, implements this approach, and their evaluation shows the usefulness of tailoring pedagogy based on the proposed solution.

Ahmed Al-Hmouz and his colleagues focus on the modeling and simulation of an adaptive neuro-fuzzy inference system for mobile learning which delivers adapted learning content to mobile learners. Their MATLAB simulation results indicate that the performance of the ANFIS approach is valuable and easy to implement.

The paper “Supporting the Process of Developing and Managing LOM Application Profiles: The ASK-LOM-AP Tool” by Demetrios G. Sampson, Panagiotis Zervas, and George Chloros contributes to the topic of open educational resources and learning object metadata. It discusses an emerging category of tools for developing and managing application profiles and presents an innovative tool, ASK-LOM-AP, belonging to this category.

The paper “Using Wikipedia and Conceptual Graph Structures to Generate Questions for Academic Writing Support” by Ming Liu and his colleagues from Sydney, Australia, focuses on supporting academic writing, an area that is still insufficiently explored by researchers on learning technology. The authors present an interesting Wikipedia-based approach to generate reflective questions that can assist students in writing literature reviews.

In their paper, “An Ambient Awareness Tool for Supporting Supervised Collaborative Problem Solving,” Hamed S. Alavi and Pierre Dillenbourg present an interesting educational application of ambient computing technology: an interactive lamp that serves as an awareness tool for collaborative learning. A sequence of studies presented in the paper demonstrate the impact of this interesting tool on the productivity of students and intrateam collaboration.

The last paper of the issue, “Ontology Extraction Tools: An Empirical Study with Educators” by Marek Hatala, Dragan Gašević, Melody Siadaty, Jelena Jovanovic, and Carlo Torniai follows the topic of our recent special section on semantic technologies in e-learning. The paper discusses modern ontology extraction tools and reports on a study in which educators used two popular tools in this category, Text2Onto and OntoGen, to build domain ontologies for their courses from their course materials.

Enjoy this issue!

Wolfgang Nejdl, Editor-in-Chief

Peter Brusilovsky, Associate Editor-in-Chief

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