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 gained from publisher
  • Conditions
    • Author must contact publisher for permission
  • Classification
    ​ white

Publications in this journal

  • [Show abstract] [Hide abstract]
    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: 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).
  • [Show abstract] [Hide abstract]
    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).
  • [Show abstract] [Hide abstract]
    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).
  • [Show abstract] [Hide abstract]
    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: 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: 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: This paper explores the creative and reflective practices of university students studying Games Design and Development as part of a Computer Science degree and the learning environments in which they choose to participate. The authors' aim is to explore the effects of purpose-built learning environments on university-level computer students' acquisition and retention of creative and reflective behaviours and activities, from which creativity might emerge. In addition, the authors will discuss the importance of creative and reflective behaviours and activities in the design and implementation of technological and social collaborative learning environments that support the creativity of those students. Such an environment provides encouragement and support to the students by the provision of a community space, both virtual and real, where they can share knowledge and ideas, and which directly engages their creativity. Of particular interest to the authors is the process by which the participants develop and control the learning environments via a combination of creativity and reflection skills, to enhance their own creative expression and become important social actors within their own learning community.
    Advanced Technology for Learning 01/2007; 4(1).
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    ABSTRACT: Mobile learning demands real-time transmission of lecture videos to mobile users over wireless networks. However, wireless video streaming is challenging due to the dynamic change of network bandwidths and the variety of mobile devices. In this paper, we present a mobile learning system that incorporates semantic-level scalable video coding and wireless video streaming. The lecture videos are encoded into different quality levels with different compression ratios. We demonstrate the effectiveness of our mobile learning system with the lecture videos recorded in real classrooms.
    Advanced Technology for Learning 01/2007; 4(2).
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    ABSTRACT: Design and development of computer supported collaborative learning systems is a complicated technological endeavour, since it involves tackling difficult distributed software design issues and adaptation to the continuously shifting technological background. In this paper a framework for the development of Computer Supported Collaborative Learning (CSCL) applications is proposed. The pedagogical value of the proposed framework is based on the fact that it allows the initiation of collaborative sessions with diverse settings, regarding the group size, the floor control and the level of peer awareness, thus facilitating teachers to design a variety of collaborative learning activities. Various evaluation studies have been performed using applications built according to the proposed framework and the obtained results are described.
    Advanced Technology for Learning 01/2007; 4(1).
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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).
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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 in Education (CATE Conference) and Web-Based Education (WBE Conference) organized and managed a world survey of experts in the area of Technology-Based Education (TBE). The goal of the survey was to identify a profile of a modern instructor for TBE -- this area includes but is not limited to information and communication technology (ICT) based education, computer-based education (CBE), stored (like CDs, DVDs, video- and audio cassettes) media-based education, WBE, Internet2-based education, interactive TV-based education, open broadcast TV-based education, mobile TBE education. The selected components of instructor's profile include but are not limited to (1) ownership of technology, (2) self-reported skills regarding various information, computer, software, communication, and collaboration technologies, (3) technologies used in TBE and hours spent per week on technology-related activities, and (4) use of main technologies for WBE such as learning management systems (LMS), repositories of learning objects (RLO), digital libraries (DL), open courseware (OCW), etc. The feedback from a total of 92 experts, who represent 61 institutions (colleges, universities, and training institutions) from 26 countries all over the world, is summarized below.
    Advanced Technology for Learning 01/2007; 4(3).
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    ABSTRACT: In this paper we will first analyse what has happened in organizational decision-making during the last decades. We will concentrate on the open system view of organizations, which emphasizes the systemic and dynamic nature of the post-modern decision-making environment. This development will be considered from the point of view of business simulation gaming. Finally, we will describe experiences from training sessions carried out with a process-oriented learning environment. Our results clearly indicate that continuous simulation gaming is a relevant method for business education.
    Advanced Technology for Learning 01/2007; 4(4):200-205.
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    ABSTRACT: In 2004--2005, under the general authority of the Director of the UNESCO Office for the Caribbean, a UNESCO consultant, and author of this article, with Mr. William Corry from the University of the West Indies, Mona, Kingston, Jamaica, have made a UNESCO Review of Information and Communication Technology (ICT) in education in the Caribbean included Jamaica, Barbados, Trinidad & Tobago, St. Lucia and Suriname [1]. It covered Primary, Secondary, Tertiary Education and Vocational Training Agencies recognizing the regional frameworks and aims of the Caribbean Community (CARICOM), the Caribbean Area Network for Quality Assurance in Tertiary Education (CANQUATE), the Caribbean Examinations Council (CXC), the Caribbean Knowledge and Learning Network (CKLN) and the Caribbean Association of National Training Agencies (CANTA). The goal of this project was to make an analysis of the ICT used in the Caribbean and to develop suggestions for improving the role of ICT in this region. Discussions took place with the Ministries of Education, Universities and Vocational training establishments to identify both current and future challenges and opportunities for improvement.
    Advanced Technology for Learning 01/2007; 4(3).
  • Advanced Technology for Learning 01/2007; 4(1).
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    ABSTRACT: Mobile, handheld computing provides teachers and students with unprecedented, new opportunities for teaching and learning. To use these devices effectively, however, teachers need to employ instructional strategies that leverage the affordances of the devices. In turn, these affordances make it easy to employ pedagogically valuable instructional strategies. In this article, we describe seven instructional strategies that meet the desired criteria. We describe their theoretical rationales as well as provide concrete examples of their use in real classrooms.
    Advanced Technology for Learning 01/2007; 4(3).

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