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Andrew Brasher and Patrick McAndrew:This paper describes how digital talking books (DTBs) with embedded functionality for learners can be generated from content structured according to the OU OpenLearn schema. It includes examples showing how a software transformation developed from open source components can be used to remix OpenLearn content, and discusses issues concerning the generation of synthesised speech for educational purposes. ...
December 2009: JIME article - The feasibility of capturing learner interactions based on logs informed by eye-tracking and remote observation studies
Jonathan P. San Diego and Patrick McAndrew : Two small studies, one an eye-tracking study and the other a remote observation study, have been conducted to investigate ways to identify two kinds of online learner interactions: users flicking through the web pages in 'browsing' action, and users engaging with the content of a page in 'learning' action. The video data from four participants of the two small studies using the OpenLearn open educational resource materials offers some evidence for differentiating between 'browsing' and 'learning'. ...
Editor's note: These two papers add to the theme established in the Special Issue on Researching open content in education.
Ronald J. Glotzbach, James L. Mohler and Jaime E. Radwan : Today's post-secondary students are technologically savvy and they expect faculty to use myriad web technologies for course delivery. This includes taking advantage of email, course web sites, and online learning communities. However, expectations now also include RSS, blogs, web- and pod-casting, extending the classroom experience to provide active learning materials anytime, anywhere, and in multiple modalities. This contribution outlines the novel use of RSS technology for a course announcement system at Purdue University ...
Peter Hillis and Drew Calderhead: The subject based curriculum attracts lively debate in many countries being accused of fragmenting teaching and learning, erecting artificial barriers and failing to teach the skills required in the twenty first century (Hazlewood 2005). Cross-curricular rich tasks are increasingly seen as the means to develop relevant knowledge, understanding and skills. Over the past fourteen years we have developed and evaluated a series of interactive multi-media resources for primary and secondary schools on themes within Scottish History. The generally positive evaluation ...
January 2009: JIME article - Faring with Facets: Building and Using Databases of Student Misconceptions
Tara Madhyastha and Steven Tanimoto: A number of educational researchers have developed pedagogical approaches that involve the teacher in discovering and helping to correct misconceptions that students bring to their study of their subject matter. During the last decade, several computer systems have been developed to support teaching and learning using this kind of approach. A central conceptual construct used by these systems is the "facet" of understanding ...
Dec 2008: JIME Special Issue: Special issue on Comparing Educational Modelling Languages on the “Planet Game” Case Study
From the Introduction: "The aim of this special issue is to share and confront approaches (i.e., models, tools and methodologies) through modelling experiences of collaborative learning activities. There is a starting point focused on a common case study, called “Planet Game” or “Astronomy Game”, which is modelled and implemented with a very specific approach in every paper. " This issue of 9 papers is edited by Laurence Vignollet, Christian Martel, and Daniel Burgos.
May 2008: JIME Special Issue: Researching open content in education
From the Editorial: "Just as open source has had a huge impact on the software we use, the open content approach to releasing material and tools for free use offers great potential for the way we educate. Open Educational Resources (OER) from universities have grown in importance through the action of The William and Flora Hewlett Foundation in its eight year programme to support projects and initiatives across the world. As the field has developed and significant investment is now planned by organizations and other funders it is clear that there is a need to reflect on results and report on research actions." Edited by Patrick McAndrew, Steve Godwin, Alexandra Okada, and Andreia Santos.
From the Editorial: "In this Special Issue we approach personalization from several views, in each case addressing aspects of adaptive learning and IMS Learning Design. From user modelling to semantic services through educational games, there is a broad range of topics in these seven selected papers." Edited by Daniel Burgos.
Virpi Oksman: What is the significance of the mobile phone in the social relationships of young people and seniors? What kinds of informal and formal learning strategies do young people and seniors have in acquiring mobile phone and other ICT literacies? ...
Editor's note: This paper adds to the theme established in the Special Issue on Portable Learning - Experiences with Mobile Devices.
August 2006: JIME article: Repurposing a learning activity on academic integrity: the experience of three universities
Karen Fill, Samuel Leung, David DiBiase, Andy Nelson: There is currently great interest in reuse of digital learning resources, from single items to multi-task activities, to whole units or programmes of study. Associated with this interest is the ongoing development of tools to enable such ...
This special issue of JIME has been edited by Ann Jones, Agnes Kukulska-Hulme and Daisy Mwanza. It brings together papers that were produced following a symposium on Portable Learning - Learner and Teacher Experiences with Mobile Devices held in June 2005.
Editor's note: Updated March 2006 to include an editorial and finalised versions of all papers.
This special issue of JIME has been edited by Colin Tattersall and Rob Koper to build on the book 'Learning Design: A Handbook on Modelling and Delivering Networked Education and Training'. Articles relating to the chapters in the book report on ways in which Learning Design has been applied and the tools and techniques that have been developed to support this approach to design for learning. PDF versions of all articles in the special issue are now available.
From the Editorial: "In 1959, C. P. Snow in his study The Two Cultures and the Scientific Revolution, outlined a polarisation of the 'intellectual life' into two extremes -- literature at the one end, and science at the other. Snow's arguments and conclusions seem to many to reflect the growing chasm of attitudes, understanding, and funding which we witness also in education when it comes to the differences in the disciplines. E-learning, and the development and application of tools for use in teaching and learning, has highlighted this even further. The Teaching and Learning Technologies Programme of the 1990s concentrated most of its funding on the sciences and social sciences, leaving the arts and humanities in a poor third position; whereas the digitization programmes launched by the major research libraries around the globe have concentrated on rare and unique collections, which seem targeted predominantly at the historian. Even when it comes to the use of off-the-shelf packages, or generic approaches to e-learning it appears that there are noticeable differences in what the disciplines seem to use.
But is this true, or are we simply perpetuating a myth? The ubiquitous nature of the Virtual Learning Environment (VLE) (or Learning Management System in the US) seems to imply that some applications have a universal appeal, and one would be hard-pushed to notice any discernable differences between the disciplines and their use of such blunt student support systems. In 2003, therefore, the Learning Technologies Group at the University of Oxford attempted to look at these issues head-on in the third of its annual conferences entitled 'The Shock of the Old'.
[...] As a group then the papers raise a number of issues. From the developer's perspective they raise the problems of trying to streamline the process of creating material across disciplines, and how to build-in flexibility to allow for reuse. They confront the problem of the specific requirements of individual disciplines and how they can restrain flexibility. We also come across the 'not invented here' syndrome, and the all-too human resistance to reuse. And finally we are presented with the learners' perspective drawing from a range of disciplines."
From the Editorial: "The Educational Semantic Web provides a theme around which many futures and technological applications can be crafted.Â This Special Issue of JIME is an interactive, peer and public reviewed exposÃ©, in academic terms, of the future of the Educational Semantic Web. The format of Special Issue builds upon the work of the 2003 JIME Special Issue in which chapters from the book, Reusing Online Resources: A Sustainable Approach to eLearning were publicly reviewed by an international group of experts.
This Special Issue features nine papers by invited, internationally renowned authors who have previously written about the effect of technology on education, learning and scholarship. Their interests and writing span distance education, higher education and lifelong learning. Each has shown capacity to write with vision and clarity that has garnered international attention. They were asked to create original articles that envision the future decade of education and learning based on their current work and interests in respect to the emergence of a global and intelligent Semantic Web.
The second component of the Special Issue is devoted to reactions to the articles written by some of the world's foremost educational practitioners with acknowledged leadership and competence in building educational systems based on the use of new technologies. Although the distinction between the two groups may not always be easy to discern, the authors of the commentaries were asked to review and comment upon one of the selected articles. The goal of the commentaries was to review the article with a critical eye towards practicality, training and support issues, cultural and economic barriers, implicit assumptions, and other issues related to the adoption of innovation."
This Special Issue of JIME is 'reusing' the Reusing Online Resources book as the point of departure for online discussion. It is interesting to consider how much activity has grown since JIME's Special Issue on Educational Authoring Tools and the Educational Object Economy in 1998. There is clearly a broader consensus on standards emerging, but what progress has there been on the fundamental ideas and infrastructure? This book and special issue are therefore a timely milestone to reflect. You will find expert contributions, grounded in technical and pedagogical experience, critiquing and refining the assumptions behind the idea of reusable learning resources.