[CITASA] Contents of Vol. 14, No. 1 of International Journal of Distance Education Technologies (IJDET, an EI journal)
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Thu Mar 3 22:20:24 EST 2016
Contents of Vol. 14, No. 1 of International Journal of Distance Education Technologies (IJDET, an EI journal)
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[This email includes the table of contents of Vol. 14, No. 1 of
International Journal of Distance Education Technologies
(IJDET, an EI journal) and the general call for papers of IJDET]
------- Annoucement of the publication of --------------
----- Vol. 14, No. 1 of IJDET (an EI journal) -----------
We are glad to announce the publication of Vol. 14, No. 1 of
International Journal of Distance Education Technologies (IJDET,
an EI journal), a special issue on Visual Aspects in Technology
Enhanced Learning. In this issue, the following papers are included:
Special Issue on Visual Aspects in Technology Enhanced Learning
Luigi Laura, Umberto Nanni, Marco Temperini
Interactive Visualization Tools to Improve Learning and Teaching in Online Learning Environments (pages 1-21)
Kirsi Kuosa, Damiano Distante, Anne Tervakari, Luigi Cerulo, Alejandro Fernández, Juho Koro, Meri Kailanto
This paper presents two interactive visualization tools for learning management systems (LMS) in order to improve learning and teaching in online courses. The first tool was developed at the Intelligent Information Systems Laboratory (IISLab) at the Tampere University of Technology (TUT). The tool is used to analyse students' activity from automatically recorded user log data and to build interactive visualizations. They provide valuable insights into the learning process and participation of students in a course offered to teachers and students. The second tool was developed at the Unitelma Sapienza University. It extends navigation and search functionalities in the discussion forum of an LMS with a topic-driven paradigm. The tool analyses forum content and automatically identifies discussion topics. It then enhances the original forum with a topic-driven navigation structure and an interactive search graph. Both tools have been developed as plug-ins for the Moodle LMS, but their analysis processes and techniques can be adopted into any LMS.
Technologies for Interactive Learning and Assessment Content Development (pages 22-43)
Marjan Gusev, Sasko Ristov, Goce Armenski
Recent technology trends evolved the student assessment from traditional ones (“pen-and-paper” and “face-to-face”) to modern e-Assessment system. These modern approaches allow the teachers to conduct and evaluate an exam with huge number of students in a short period of time. Even more important, both the teacher and the students achieve the evaluation results immediately after the assessment has finished. Although the e-Assessment system speeds up the evaluation, teachers face a huge challenge to prepare, organize and generate a huge set of questions. The questions must cover all learning objectives and their number should be as large as possible to prevent cheating by guessing or memorization of correct answers from previous exams. This paper presents several technologies that can efficiently realize strategies to develop a huge question database with minimal teacher efforts. It also describes the methodologies and strategies based on a specific technology. The technologies are categorized in two classes of e-Assessment systems that are used at the authors' faculty: the traditional e-Assessment system with usual multiple-choice answers and the newest e-Assessment system with interactive images. The question generation is based on defining the questions and answers as XML files (for more advanced users) and MS Word-based files (for users with basic IT background). The question database can be used both for efficient and effective e-Assessment and e-Learning.
Supporting Children in Mastering Temporal Relations of Stories: The TERENCE Learning Approach (pages 44-63)
Tania Di Mascio, Rosella Gennari, Alessandra Melonio, Laura Tarantino
Though temporal reasoning is a key factor for text comprehension, existing proposals for visualizing temporal information and temporal connectives proves to be inadequate for children, not only for their levels of abstraction and detail, but also because they rely on pre-existing mental models of time and temporal connectives, while in the case of children the system has to induce the development of a mental model not existing yet. Filling this gap was the main goal of the FP7 European project TERENCE, which developed an adaptive learning system shaped around the concepts of repeated interaction experience and of graded text simplification and consistent with consolidated pedagogical approaches built on question-based games. In particular, in this paper the authors present the main features of its learner-oriented read-and-play visual interaction environment that, according to the dual-coding theory, follows a two-tiers approach pairing verbal and visual information.
Robotic Teaching Assistance for the “Tower of Hanoi” Problem (pages 64-76)
Nguyen Duc Thien, Annalisa Terracina, Luca Iocchi, Massimo Mecella
In this work the authors investigate the effectiveness of robotics in education. Rather than creating excitement for children when playing with robots in games, they are examining the overall learning environment where a robot acts as a teaching assistant. They designed a suitable lesson plan when groups of teenagers participate in activities involving the use of the robot: the authors first performed experiments for the robot to solve the “Tower of Hanoi” problem; then, they designed a lesson plan to teach the “Tower of Hanoi” problem using a KUKA youBot as a teaching assistant. The experiment involved two groups of students: one group was taught with the robot and the other group without the robot. Finally, the authors present results of a comparative study based on questionnaires, in order to understand if the effectiveness of the teaching has been greater with the robot as teaching assistant.
Note-Taking Evaluation using Network Illustrations based on Term Co-Occurrence in a Blended Learning Environment (pages 77-91)
Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto
Note contents taken by students during a blended learning course were evaluated, to improve the quality of university instruction. To conduct a quantitative comparison of the contents of all notes for effective instruction from lecturer to students to occur, the contents were mathematically compared and evaluated using two ways of summarizing the frequency of term co-occurrences. In order to evaluate visually the differences between the contents of notes taken, an adjacency matrix and Levenshtein distance metrics were employed to represent noun co-occurrence in the notes. In comparing notes between the lecturer and students, insufficient distance and additional distance are defined and measured for all participants during the course. In the results, students recorded additional nouns to replace the nouns given by the lecturer, and introduced new nouns of their own as substitutes as well. There are significant correlation relationships between the above mentioned distances and the ratios, such as between the word ratio and coverage, which have been defined in previous studies. Also, summarizing ways of co-occurrence frequency did not affect any of the relationships. Finally, possible applications for visualizing learning activities of the lecturer and students are discussed.
Colouring the Gaps in Learning Design: Aesthetics and the Visual in Learning (pages 92-103)
Fiona Carroll, Rita Kop
The visual is a dominant mode of information retrieval and understanding however, the focus on the visual dimension of Technology Enhanced Learning (TEL) is still quite weak in relation to its predominant focus on usability. To accommodate the future needs of the visual learner, designers of e-learning environments should advance the current attention on usability and functionality to include aesthetics, the visual and the affective. The challenge lies in finding a way to fully address the needs of the visual learner. This paper explores the role of visual aesthetics in improving engagement in online learning.
------- General Call for Papers for IJDET (an EI journal)-----------
The electronic version of this cfp can be seen at
International Journal of Distance Education Technologies (IJDET)
The International Journal of Distance Education Technologies (IJDET) is
a forum for researchers and practitioners to disseminate practical solutions
to the automation of open and distance learning. Targeted to academic
researchers and engineers who work with distance learning programs and
software systems, as well as general users of distance education technologies
and methods, IJDET discusses computational methods, algorithms,
implemented prototype systems, and applications of open and distance learning.
All manuscripts submitted to the journal are peer-reviewed according to
the procedure consisting of initial review, peer review, and recommendation
Editor in Chief:
Dr. Maiga Chang (maiga.chang at gmail.com)
Compendex (Elsevier EI), DBLP, EBSCOhost, ERIC, Google Scholar,
INSPEC, PsycINFOR, SCOPUS, and many others
IJDET is an EI journal and the scope of the journal includes, but is not limited to:
- Distance Learning for Culture and Arts
- Intelligent and Adaptive Learning
- Intelligent Agents and Multi-Agent Systems
- Mobile Learning
- Nurse Medical Healthcare
- Pedagogical Issues
- Social Learning
- Serious Games for Distance Education
- Science, Technology, Engineering, and Math (STEM) Education
- Technology Enhanced Learning
- Ubiquitous Learning
- Virtual Worlds for Distance Education
Interested in serving IJDET as a reviewer?
Please note that as a reviewer of IJDET, you are expected to review
FOUR manuscripts a year within FOUR weeks and you will be removed
from the reviewer list if you couldn't finish assigned reviews in a
timely manner or you can not review four manuscripts a year for IJDET.
There are two boards in IJDET - international review board and
editorial review board. All members in these two boards are reviewers
and required to review maximum FOUR manuscripts a year and finish
the review within FOUR weeks. All reviewers are inviting and starting
from being a member of international review board first.
The only difference is the publisher only list editorial review board
members on the website and the journal due to there are more than
150 reviewers from both boards.
You can quit for being a reviewer at any time you want, just send
an email to the editor in chief and he or she will help you remove
your name from the reviewer list.
You would be invited to become a reviewer of editorial board from
international review board if you could maintain high quality
reviews in a timely manner for at least two years.
Please BE AWARE that every year, IJDET evaluates reviewers' last
2-year performance in terms of review quality, timing, and
review tasks done to decide whether a member should be PROMOTE to
the editorial review board or DEMOTE to the international review board.
On the otherhand, if there is vacancy for associate editor area,
an editorial board member later may be promoted to be
an associate editor if he or she can always provide high quality
reviews on time.
If you are interested in serving IJDET as a reviewer, You are welcome
to apply to be the reviewer for IJDET with complete profile and
research areas entered, via
Please submit your manuscript at
Please note that you need to follow the manuscript template and
author guidelines to prepare your manuscript before submit it.
All submissions have to follow IJDET manuscript guidelines at
should be submitted online after registering an account.
Special Issue proposals:
We also encourage potential research in any fields related to the journal
to form a high quality guest editorial team to submit special issue proposal
online, for any emerging, important, and hot topics. Please send editor-in-chief
Dr. Maiga Chang (maiga.chang at gmail.com) an email with a well-completed
special issue proposal based on the sample which can be downloaded at
For queries, please contact Dr. Maiga Chang (maiga.chang at gmail.com)
maiga.chang at gmail.com
03, 03 '16
Editor-in-Chief, International Journal of Distance Education Technologies (EI)
New Initiative Chair, Exective Board, IEEE Technical Committee of Learning Technology (TCLT)
Executive Council, Chinese Society for Inquiry Learning
Chair, Asia-Pacific Region Game and Toy Enhanced Learning and Society special interest group (SIG), APSCE
Section Editor, Education and Science (free open access SSCI)
Associate Editor, IEEE Technology and Engineering Education
Associate Editor, International Journal of Online Pedagogy and Course Design
Smart Learning Environments, Springer
Track Chair of Digital Game and Intelligent Toy Enhanced Learning (DIGITEL at ICALT2016)
16th IEEE International Conference on Advanced Learning Technologies
Austin, Texas, USA, July 25-28, 2016
Programme Chair, 10th International Conference on E-Learning and Games (Edutainment 2016)
Hangzhou, China, April 15-17, 2016
Guest Editor, Educational Technology & Society (free open access SSCI)
Special Issue on 'How' to design, implement and evaluate the flipped classroom?
Guest Editor, Mathematical Problems in Engineering (open access SCI-E)
Special Issue on Information Management and Applications of Intelligent Transportation System
Guest Editor, Research and Practice in Technology Enhanced Learning (free open access)
Special Issue on Practical Applications of Mobile and Internet Educational Games (Vol. 8, No. 2)
Guest Editor, International Review of Research in Open and Distance Learning (free open access SSCI)
Special Issue on Technology Enhanced Information Retrieval and Processing for Online Learning (Vol. 13, No. 5)
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