Advanced Technology for Learning (Adv Tech Learn )

Publisher: ACTA Press

Description

First published in January 2004, this journal already established itself as one of the leading periodical publications on all aspects and applications of advanced technology-based learning, teaching, education and training. They include but are not limited to innovative Web-based learning and teaching/training technologies, streaming multimedia technologies, reusable learning objects and standards for learning objects, authoring systems, intelligent tutoring systems, adaptive and adaptable educational hypermedia systems, Web services, Web-based collaborative learning, Web-based communication technologies, virtual reality and scientific virtual laboratories, innovative curriculum and courseware for technology-based learning, state-of-the-art hardware/software tools and systems, quality and assessment issues, virtual colleges and universities, online degree and certificate programs, corporate online universities, national and international projects in advanced technology-based learning. The journal includes regular and special issues on various hot research topics in designated areas, book reviews, best papers of international conferences on technology-based education and learning, information about conferences, call for project proposals, call for papers and new publications. It appears quarterly.

  • Impact factor
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  • 5-year impact
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  • Cited half-life
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  • Immediacy index
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  • Eigenfactor
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  • Article influence
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  • Website
    Advanced Technology for Learning website
  • Other titles
    Advanced technology for learning (Online)
  • ISSN
    1710-2251
  • OCLC
    166882844
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

ACTA Press

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • Permission must be obtained from the publisher
  • Classification
    ​ white

Publications in this journal

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    ABSTRACT: organized and managed the 2008 World Survey in WBE area. The goal of this survey was to identify important groups of strategic issues that most likely will have significant impact on WBE systems and projects in 2008–2015. A list of selected groups of strategic issues included the following ones: (1) administration, (2) courseware, (3) evaluation, (4) faculty, (5) funding, (6) infrastructure, (7) instructional approaches, (8) intellectual policy, (9) outsourcing, (10) partnerships, (11) quality, (12) security, (13) services, (14) social networking, (15) strategic planning, (16) students, (17) technology, and (18) other. Feedback from a total of 182 experts, who represent 146 organizations (colleges, universities, ministries of education, and training organizations) in 47 different countries all over the world, is summarized below.
    Advanced Technology for Learning 11/2008; 5.
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    ABSTRACT: E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications – content-driven design and architecture – is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering.
    Advanced Technology for Learning 01/2008; 5(1).
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    ABSTRACT: Virtual learning environments supply us with new tools for learning. The conditions for communication are likely to affect the knowledge process. In this paper, we present the study of a collaborative knowledge process with the aim of identifying factors that can affect collaborative learning in a web-based environment. Underlining the study is an assumption that student teachers will be better equipped, if they have experienced and discussed methods of collaborative learning while in training. A tool for analysing the communication process in a knowledge production perspective was developed and used with a collaborative web-based method in a teacher-training programme. Results identified two critical factors affecting the level of collaboration connected to the knowledge process. Social interaction, to establish a group culture and the exchange of experiences, as a foundation for knowledge production is in this study a key factor for designing a web-based collaborative learning context. The insight into these processes is central for planning and choosing methods for collaborative courses, and the analysing tool can be used for evaluation of group work and assessments.
    Advanced Technology for Learning 01/2007; 4(1):30-35.
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    ABSTRACT: Security in e-learning is becoming increasingly important as large universities use e-learning in their day-to-day business processes. However, mobile devices are used by many students without regard for related security issues. Mobile devices introduce new threats to an e-learning environment. By systematically analyzing the weaknesses inherent to mobile devices, ways of addressing risks specific to mobile e-learning are derived.
    Advanced Technology for Learning 01/2007; 4(2):99-105.
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    ABSTRACT: The increasing technical capabilities as well as the wide distribution of mobile devices challenge educational institutions to develop appropriate concepts and applications of mobile learning. In this article, didactical and usability aspects, results and experiences of the first stage of an mLearning project in medical education will be described in detail. Within this project, a multimedia-based course-unit was created for use with personal digital assistants (PDAs) in the context of the medical student's physical examination course. In addition, the effectiveness of video support is considered important in the field of education in medicine and dentistry. By using simple software tools, existing video clips in different video formats can easily be converted for use on a PDA.
    Advanced Technology for Learning 01/2007; 4(2):92-98.
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    ABSTRACT: This paper discusses the assessment of an interactive computer simulation game used to teach energy-efficient strategies for cold-climate design in commercial buildings. The paper first provides an overview of the game and in doing so discusses the background, methodology, and concepts used in designing the game. The greater content of the paper addresses an assessment of the data collected during an experimental test of the effectiveness of this game versus traditional learning methods. It concludes with a section that reviews the results of the experiment and makes recommendations for future directions of research in this area.
    Advanced Technology for Learning 01/2007; 4(4).
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    ABSTRACT: mobile Game-Based Learning (mGBL) is a 3-year project that is supported by the European Commission (EC) within the Sixth Framework. The mobile games sector is an important growth area for the games industry and research indicates the potential of mobile games to encourage learning in young adults. mGBL therefore seeks to contribute new types of learning model to this emerging market. These will be games designed to support the development of decision-making skills for critical situations, an EC priority concern. Our mission: true games that can effectively engage users in cognitive and affective learning and that give them the means to adapt the games to their own purposes. This paper concerns the early development of the mGBL prototype "On the Edge": a hybrid game model that shares characteristics of board, strategy and role-playing games and acts a "games container" with authoring tools for users.
    Advanced Technology for Learning 01/2007; 4(4).
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    ABSTRACT: In 2006 the International Journal on Advanced Technology for Learning (ATL), InterLabs Research Institute (IRI) at Bradley University (Peoria, IL, USA), and the leaders of the Annual International Conferences on Computers and Advanced Technology ...
    Advanced Technology for Learning 01/2007; 4(3).
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    ABSTRACT: The topic of this special issue is technology for collaborative learning. Given the impressive rise of the Internet with its attendant collaboration and communication technologies, it is important to investigate how these existing and emerging technologies can support and facilitate collaborative computer-based and Internet-based learning.
    Advanced Technology for Learning 01/2007; 4(1):1-2.
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    ABSTRACT: The recent diffusion of information and communication technologies in the educational field has allowed the adoption of socio-constructivist approaches in virtual learning contexts. In particular, the research field of computer supported collaborative learning (CSCL) considers the negotiation of meanings through discussion and collaboration as the main catalyst agent for developing new knowledge. In CSCL, different techniques can be used by the designer for fostering debate and collaboration among peers. The present paper illustrates some of the most popular stratagems for fostering collaboration online (the jigsaw, the peer review, the case study, the role play). Afterwards, considerations are provided concerning the most useful functions required by the virtual learning system to support the adoption of such techniques and to foster collaboration and interaction.
    Advanced Technology for Learning 01/2007; 4(1):53-59.
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    ABSTRACT: This contribution presents a Web-based Test, Examination and Assessment system under development that can be used via Internet and is therefore suitable for both local and remote examination preparation as well as examination within a lab course (e.g., entry test). It is designed for an integration into existing Learning Management Systems (LMS).
    Advanced Technology for Learning 01/2007; 4(3).
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    ABSTRACT: The popularity of computer games has attracted the attention of educationalists who are interested in finding out whether the features that make them so engaging could be captured and used to help people learn more effectively. In this paper we examine the relevance of computer games to Higher Education, reporting on a survey of University students' computer games behaviours, their reasons for playing computer games, and their views of the features of computer games that might be useful in learning in Higher Education. The survey found that computer games play an important role in students' lives with students playing for 7.5 hours per week on average and having played computer games for almost half their lives. Pleasure/relaxation, challenge/achievement, and control came out as distinct reasons for playing with challenge rated as the feature of games that might be most useful in Higher Education. The majority of students believed that computer games could be useful in learning. The challenge for games developers is to work out how the enjoyment associated with playing games can be successfully incorporated into activities to produce effective learning experiences.
    Advanced Technology for Learning 01/2007; 4(4):218-223.
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    ABSTRACT: Although there is considerable interest in the idea of using games for learning, success in this area has proven elusive. Clearly it is challenging to take established curricula developed for other media types and attempt to fit them into open-ended game contexts where content is secondary to experience. Digital games are very effective for learning, but they represent a type of productive play that does not fit neatly within established educational paradigms. Furthermore, play and learning take on new dimensions within the context of an increasingly participatory culture that blurs traditional boundaries between producers and consumers, as well as teachers and learners. In participatory contexts, learning is a systemic activity where the contributions of the individual contribute to the larger collective intelligence, and learning is often a by-product of play or creativity. Attempts to use games for learning must take this broader context into account and acknowledge the shifting expectations and emerging literacies of learners steeped in a digital culture that introduces and reinforces new standards for play and participation.
    Advanced Technology for Learning 01/2007; 4(4).
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    ABSTRACT: This study explores the effects of technologies designed for whole class use on third grade students' engagement, using off-the-shelf tools including a document camera, wireless writing pads, and a wireless student response system. Data sources included classroom observations, student self-report ratings, teacher interviews, and student focus groups. Findings suggest that students felt more engaged when more personal participatory technology was used.
    Advanced Technology for Learning 01/2007; 4(2).
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    ABSTRACT: There is a growing global interest in extending the field of study from stand-alone learning environment to collaborative or cooperative learning environment. In the light of the recent explosive growth of information communication technology, the platform for collaborative or cooperative activities should be revisited. This paper investigates the technological challenges in using distributed multimedia in a collaborative learning environment and proposes an architecture for multimedia processing in the collaborative learning environment. V-Class, a Java application suite with intensive distributed multimedia support, has been developed and deployed, allowing collaborative learning between students and tutors at remote locations. Students can engage in group activities and also collaborate with tutors. Each student sees a common shared window on which text or graphical objects may be added and which can then be shared online. A built-in chat room supports collaborative dialogue. Students can work either in collaborative groups or in teams as directed by the tutor. This paper summarizes the technical architecture of the V-Class system as well as the pedagogical implications of the suite.
    Advanced Technology for Learning 01/2007; 4(1).