http://www.computer.org/tlt The IEEE Transactions on Learning Technologies will publish archival research papers and critical survey papers. Topics within the scope include technology advances in online learning systems; intelligent tutors; educational software applications and games; simulation systems for education and training; collaborative learning tools, devices and interfaces for learning; interactive techniques for learning; tools for formative and summative assessment; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring and learning via discovery or project work or field or lab work; and creation and management of learning objects. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. In order to best serve the community, the TLT will be published online, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and then 12 months after the publication of each issue, all readers will have access to the content, free of charge. en-us Sat, 7 Nov 2009 11:00:04 GMT http://csdl.computer.org/common/images/logos/tlt.gif List of recently published journal articles http://www.computer.org/tlt http://doi.ieeecomputersociety.org/10.1109/TLT.2009.31 In various ICT courses it is necessary to establish a proper space where each learner has access to a set of network devices with which he/she can build and test networks with different structures and components. This will enable the learners to practice working on multiple devices as in the case of real world context, and freely apply modifications to the network structure to solve any issue that may arise with the current scenario. While on-campus facilities are designed to meet this criterion, current web-based laboratories either have fixed network designs, or do not offer a number of real devices to work on. Taking a step forward towards building a web-based laboratory, we used open source Virtualization and Virtual Network Computing technologies in NVLab, a place where learners can draw, configure, and troubleshoot network designs using real Operating System instances running in the virtual mode on a host machine. The functionality of the system has been experimented by introducing a case-study exercise to a group of remote learners as part of Computer Networks course. Evaluation showed that the learners achieved better results in the level test after completing the exercise and were able to use the system efficiently. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.31 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.49 Many studies have attested to the efficacy of integrating innovative methods of teaching computing and engineering, especially for introductory students and at the K-12 level. As an example, robots have been successfully used to teach a wide range of subjects, from introductory programming to artificial intelligence. As a discipline, wearable computing is seen to be practical, yet futuristic and exciting, and it captures the attention and interest of people who might not otherwise be drawn to technology. Recent developments in this field have also raised the possibility of moving wearable computing construction within the reach of hobbyists and novices. However, there still exist substantial obstacles towards the adoption of wearable computing into education. This paper presents a framework with the objective of facilitating the integration of wearable computing into outreach and introductory computer science and engineering education. We also present a comprehensive evaluation of our platform, including a comparison with the current practice of sewing-based wearable computing. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.49 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.48 Emersion of web sites that enable users to easily participate in creation of their content moved individuals on a scale rarely seen before. Web 2.0 transformed the passive reader into an active user and millions of users were drawn into a community previously reserved for professionals only. Users became able to experiment with data, collaborate with other users and add value to a community of users. A similar revolution is needed in the electrical engineering education (3E). In this field courses offer a significant amount of theory and generally an unstimulating content to the students. Remote laboratories (RL) could however make a difference. Instead of being passive collectors of the theory, students could become active builders of their own knowledge. At this point, the design of such a laboratory becomes important. Without a detailed user-oriented design, RL could have a counterproductive effect, generating frustration instead of motivation. A team of researchers used the QFD method to translate multidimensional and interdependent user requirements into the RL design model - MIRACLE. The MIRACLE modes is based on survey results, instructional design and good e-learning practice, and it brings satisfaction, raises effectiveness and motivation, and makes electrical engineering courses appealing to students. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.48 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.47 Evidence from a range of studies indicates the potential that mobile technologies have to support important aspects of learning. However, it is clear from a number of study findings offering evidence about implementation approaches that developing relevant uses of mobile technologies to support learning is not concerned just with appropriateness of learner techniques or pedagogical approaches, but also with developing wider cultural acceptance and involvement in the contexts in which learning is supported. This paper will present an argument that implementing activities involving mobile technologies that offer benefits to learning requires an adoption of approaches and factors at a wide systemic level. Learning activities using mobile technologies can (and should) occur within learning settings that constitute the foundation of a wide system, including both home and school (informal to formal) elements. An implementation framework is proposed that accommodates appropriate practices within this wide context. It highlights the need for cultural and political factors to be involved at earlier as well as later implementation stages if wide success is to be accomplished. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.47 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.46 This paper deals with the remote access to an Integrated Circuits (IC) Automated Test Equipment (ATE) for both educational and engineering purposes. This experience was initiated in 1998 in the context of a French network (CNFM) in order to provide a distant control to industrial equipment to academic and industrial people. The actual shared resource is a Verigy V93K System on Chip (SoC) tester platform. The cost of such equipment is close to 1M$, without taking into account the maintenance and attached human resources expenses to make it work properly daily. Although the sharing of such equipment seems to be obvious for education, the French experience is quite a unique example in the world. The paper introduces the context of industrial IC testing and justifies the introduction of labs in Electrical Engineering curricula. Practical information regarding IC testing and network setup for remote access are detailed, together with lab contents. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.46 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.45 This paper presents the remote laboratory eLab, dedicated to Electrical Engineering education. eLab is a flexible measurement platform which permits to run more than 130 experiments in the fields of Electronics and Microelectronics. The instructor can choose or create different types of pedagogical scenarios, covering teaching requirements from Under-Graduate to Graduate levels. Furthermore, eLab implementation and use do not require any commercial software. Its reliability has been proven during many practical classes, in France and other countries. eLab is now a key component of the Bordeaux University eLearning material in Electrical Engineering. In the field of analog integrated circuits design, eLab offers a unique measurement solution, which can be combined to traditional circuit simulation sessions. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.45 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.44 Identifying off-task behaviors in intelligent tutoring systems is a practical and challenging research topic. This paper proposes a machine learning model that can automatically detect students' off-task behaviors. The proposed model only utilizes the data available from the log files that record students' actions within the system. The model utilizes a set of time features, performance features and mouse movement features and is compared to i) a model that only utilizes time features and ii) a model that uses time and performance features. Different students have different types of behaviors; therefore personalized version of the proposed model is constructed and compared to the corresponding non-personalized version. In order to address data sparseness problem, a robust Ridge Regression algorithm is utilized to estimate model parameters. An extensive set of experiment results demonstrate the power of using multiple types of evidence, the personalized model and the robust Ridge Regression algorithm. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.44 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.43 This paper draws on research, development and deployment of remote laboratories undertaken by the authors since 2000. They jointly worked on the PEARL project [http://iet.open.ac.uk/pearl/] from 2000-2003 and have worked on further projects within their own institutions (the Open University, UK and the University of Porto, Portugal, respectively) since then. The paper begins with a statement of the rationale for remote experiments, then offers a review of past work of the authors and highlights the key lessons for remote labs drawn from this. These lessons include i) The importance of removing accessibility barriers; ii) The importance of a pedagogic strategy; iii) Evaluation of pedagogic effectiveness; iv) The ease of automation or remote control; v) Learning objectives and design decisions. The paper then discusses key topics including assessment issues; instructional design; pedagogical strategies; relations to industry; and cost benefits. A conclusion summarizes key points from the paper within a review of the current status of remote labs in education. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.43 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.42 Three key issues should be addressed to enable universities to deliver engineers who have a solid documented laboratory experience enabling them to design goods and services complying with the requirements of a sustainable society. Firstly, introduce learning objectives of engineering instructional laboratories in courses including laboratory components. Secondly, implement individual student assessment. Thirdly, introduce free access to online experimental resources as a supplement to the equipment in traditional laboratories. Blekinge Institute of Technology (BTH) in Sweden and University of South Australia (UniSA) has created online laboratory workbenches for electrical experiments that mimic traditional ones by combining virtual and physical reality. Online workbenches not only supplement traditional ones they can also be used for low-cost individual assessment. BTH has started a project disseminating the BTH workbench concept, The VISIR (Virtual Instrument Systems in Reality) Open Laboratory Platform, and invites other universities to setup copies and participate in further development and standardization. Further, online workbenches offer additional learning possibilities. UniSA has started a project where students located in different countries can perform experiments together as a way to enhance the participants' intercultural competence. This paper discusses online laboratory workbenches and their role in engineering education appropriate for a sustainable society. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.42 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.41 The benefits of project based learning environments are well documented, however setting up and maintaining these environments can be challenging due to the high cost and expertise associated with these platforms. To alleviate some of these roadblocks, the existing eBlock platform which is composed of fixed function building blocks targeted to enable non-experts users to easily build a variety of interactive electronic systems, is expanded to incorporate newly defined integer-based building blocks to enable a wider range of project possibilities for middle school STEM projects. We discuss various interface possibilities, including initial usability experiments, and summarize our overall experiences and observations in working with local middles school students utilizing the eBlock platform. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.41 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.40 In this article, we outline the importance of discussion fora for E-Learning applications. Due to a weak structure or size of the discussion forum, recommendations are required in order to help learners finding relevant information within a forum. We present a generic personalization framework and evaluate the framework based on a recommender architecture for the E-Learning focused discussion forum Comtella-D. In the evaluation, we examine different sources of user feedback and the required amount of user interaction to provide recommendations. The outcomes of the evaluation serves as source for a personalization rule, which selects the most appropriate recommendation strategybased on available user input data. We furthermore conclude that collaborative filtering techniques can be utilize successfully in small datasets, like E-Learning related discussion fora. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.40 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.39 This paper looks at how mobile and social technologies are influencing informal learning in the context of online community membership. The development of mobile technologies that use Global Positioning System (GPS) data to pinpoint geographical location together with the rapidly evolving Web 2.0 technologies supporting the creation and consumption of content suggest a potential for collaborative informal learning linked to location. The research described in this paper asks whether these technologies can provide an effective focus for community activities and, if so, whether this combination of location-awareness, mobile and Web 2.0 technology results in the creation of novel informal learning opportunities. The community selected for study was the Geocaching community, a geographically dispersed group who use mobile and Web 2.0 technologies to link the virtual social spaces of the internet with the physical spaces that surround them. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.39 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.38 An extensive user requirements study was carried out to define the scope of functionality for the applications of m-Learning with the potential to enhance the student performance and experience within the BSc Multimedia Technology and Design (MMTD) course at the School of Engineering and Design, Brunel University, UK. The study involved 58 students attending the course at Level 2. All students participated in 3 sequential study sessions. The first session included a presentation of the concept of m-Learning and a selection of related applications and underlying technologies. The second session consisted of 13 moderated semi-structured focus groups. The groups were steered to specify their ideas as to how m-Learning could best contribute to the MMTD course. In the third session, working in the same groups as in the second, the students were briefed to refine the ideas arising from the focus group discussions and "translate" them into the concept of the single m-Learning application (one per group) that was seen as being potentially the most beneficial for the course. The 13 m-Learning applications that were thus generated were subsequently analysed and their individual functions broken down and grouped into 5 main functionality themes: Administration, Presentation, Feedback, Motivation and Innovation. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.38 http://opac.ieeecomputersociety.org/opac?year=2009&volume=2&issue=03&acronym=tlt IEEE Transactions on Learning Technologies http://www.computer.org/portal/site/tlt/ http://doi.ieeecomputersociety.org/10.1109/TLT.2009.36 Fundamental concepts of programming and data structures are usually taught with graphical tools such as simulations and animations. Conflictive animations have been proposed to improve students' understanding of programming concepts. In conflictive animations, errors are introduced in the animations to motivate students to constantly check their knowledge against what is being animated. We have implemented a framework in an animation tool that allows the automatic generation of conflictive animations of statements, expressions, and other programming constructs. The automatic generation is challenging due to the alternative paths execution can take and their side effects. The architecture of the tool consists of several layers that can alter the normal interpretation or visualization of the program. The framework and the tool have been evaluated by creating conflictive animations of two programming concepts — for-loops and inheritance — and by running a set of 27 examples taken from Java textbooks. Of these, over two thirds (19) required no modification or only minor changes to create the conflictive animations. The reasons that the remaining examples did not generate conflictive animations automatically were divided between the layered architecture used and the example program itself. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.36 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.35 Remote laboratories are increasingly being developed to provide students with web-based access to real laboratory experiments. The demonstrable advantages (e.g. increased accessibility) are tempered by concerns that remote access will be substituted for “hands-on” practical work, and reduce interaction between students. We argue that these concerns can be avoided if remote labs are used appropriately, as with any other pedagogical method. We review studies that have made direct comparisons between remote and hands-on labs, and analyze the important similarities and differences by considering the students’ physical and psychological experiences. A case-study is presented: “ReLOAD”, which has been in operation since 2001 providing remote-operation of dynamic experiments in Mechanical Engineering, featuring personalized experiments, immediate automated grading and feedback, and collaborative learning. We present results from online surveys and from focus groups of students’ opinions and experiences with hands-on and remote labs. Drawing from this experience, the characteristic properties of remote-access labs are investigated from a pedagogical perspective. We find that many of the differences and similarities between the modalities are controllable factors, to greater or lesser extents, and provide examples of remote labs offering some valuable educational advantages which are not possible with traditional labs http://doi.ieeecomputersociety.org/10.1109/TLT.2009.35 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.34 It seems self evident that life for teachers would be simplified if there existed a large corpus of relevant resources available for them to re-use, and for inquisitive students to download. The learning object community has worked for the past decade and more to provide the necessary infrastructure, standards and specifications to facilitate such beneficial activity, but the take-up has been disappointingly small, particularly in Higher Education, which is the subject of this research. The problem has been that practitioners have not deposited their teaching resources, or have not made them openly available, in the quantity that would achieve critical mass for uptake. EdShare and the Language Box are two initiatives that have concentrated on the issue of facilitating and improving the practice of sharing, the former in an institutional setting and the latter in a subject community of practice. This paper describes and analyzes the motivations for these projects, the design decisions they took in implementing their repositories, the approaches they took to change agency and practice within their communities, and the changes in practice that have so far been observed. The contribution of this paper is an improved understanding of how to encourage educational communities to share. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.34 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.33 There is growing research into, and development of, the use of the internet to support remote access by students to physical laboratory infrastructure. These remote laboratories can, under appropriate circumstances, support or even replace traditional (proximal) laboratories, provide additional or improved access at reduced cost, and encourage inter-institutional sharing of expensive resources. Effective design of remote laboratories requires attention to the design of both the pedagogy and the technical infrastructure, as well as how these elements interact. In this paper we consider the architectures of remote laboratories, the shortcomings of existing implementations, and we argue that emerging internet technologies can assist in overcoming these shortcomings. We also consider the opportunities which these technologies provide in moving beyond both existing remote laboratories and existing proximal laboratories, to create opportunities which were not previously possible. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.33 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.32 Due to the increasing demand for RFID expertise and the existence of a knowledge gap between industry and academia in this domain, work has been stimulated to help spread understanding in this field and bridge the gap between theoretical examinations and industrial practices. Amongst the encouraged work, there is the I-ATMUS project (Integrated Auto-ID Technology for Multidisciplinary Undergraduate Studies) that involved developing an online learning environment for RFID technology with a remotely controllable laboratory system. Technological resources can now be accessed by learners through the Web technology to apply appropriate configurations to the system, conduct experiments using RFID technology, and perform statistical analysis on the acquired data. The developed educational tool was used by two sets of students, who showed improvements in their confidence, knowledge, and skills. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.32 http://doi.ieeecomputersociety.org/10.1109/TLT.2009.30 The development of a reusable collaborative software framework for the remote control of a large range of laboratory equipments is an interesting topic to teach Information Technologies in an Engineering School. The design and implementaion of this kind of framework, in fact, requires the ability to integrate skills about software engineering, computer networks, human computer interaction, distributed architectures and remote control of hardware devices (i.e. laboratory equipments). In the paper we describe our experience in the development of a reusable framework for remote laboratories, which has been adopted as a case study in two different scenarios at our University. http://doi.ieeecomputersociety.org/10.1109/TLT.2009.30