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Kinshuk, Sampson, D. G., Patel, A., & Oppermann, R. (2004). Editorial. Educational Technology & Society, 7 (4), 1. Editorial Dear Readers of the Educational Technology and Society journal, With this volume, our journal completes its seventh year of publication. The first issue of ET&S was published back in October 1998. During these years, a number of noticeable achievements have been accomplished. Let us summarize the most important of them: Sixteen (16) Special Issues have been published with topics such as: Ontologies and the Semantic Web for E-learning, Innovations in Learning Technology, On-line Collaborative Learning Environments and so on, mobilizing 20 Guest Editors. Eighty one (81) Regular Papers have been published covering all areas of interest in the field of Advanced Learning Technologies; it is worthy to mention that all received submissions undergo a double blind review process and the acceptance rate of ET&S has always been below 20%. The journal is now included in major scientific publication indexes, such as: ACM Guide to Computing Literature, Australian DEST Register of Refereed Journals, Computing Reviews, Current Contents/Social & Behavioral Sciences, DBLP, Educational Administration Abstracts, Educational Research Abstracts, Elsevier Bibliographic Databases, ERIC Clearinghouse on Information & Technology, Inspec, ISI Alerting Services, Social Science Citation Index, Social Scisearch, Technical Education & Training Abstracts, and VOCED. In 2003, the Editors responded to your requests for hard-copy version of the journal. As from October 2003, the printed version of ET&S (ISSN 1176-3647) is published and circulated on a subscription basis. Another major issue in 2004 is the complete re-design and upgrade of the journal’s web site. This work was undertaken by the Advanced e-Services for the Knowledge Society Research Unit of Informatics and Telematics Institute-Centre of Research and Technology Hellas in Greece. New functionalities have been added and the journal now has its own domain name at http://www.ifets.info. Finally, we are pleased to welcome a new member in our Editors-in-Chief team. As from September 2004, Prof. Demetrios G. Sampson, Head of Advanced e-Services for the Knowledge Society Research Unit of Informatics and Telematics Institute-Centre of Research and Technology Hellas and Assistant Professor in Department of Technology Education and Digital Systems-University of Piraeus has joined ET&S Editors-in-Chief team. Dear colleagues, with this short editorial we would like to thank all authors of our research community who submitted their manuscripts for possible publication in our journal, all Executive Peer Reviewers who constantly support the peer review process in all these years and all of you who have made ET&S a major scientific vehicle in the field of Advanced Learning Technologies. Yours sincerely, Kinshuk Demetrios G Sampson Ashok Patel Reinhard Oppermann ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 1
von Brevern, H. (2004). Cognitive and Logical Rationales for e-Learning Objects. Educational Technology & Society, 7 (4), 2-25. Cognitive and Logical Rationales for e-Learning Objects Moderator & Sumamrizer: Hansjörg (George) von Brevern Institute of Information Systems University of Bern Switzerland Tel: +41.31.631.3809 Hansjoerg.vonBrevern@iwi.unibe.ch Discussion Schedule: Discussion: May 3-12, 2004 Summing-up: May 13-14, 2004 Pre-Discussion Paper Motivation The motivation for this discussion is to look at the cognitive and logical rationales of e-Learning objects, which reside in computer-based e-Learning artefacts. e-Learning objects, the system to which they belong, and the sequence of messages that form a discourse between the system and its environment are inseparable. Altogether, they formulate the “Universe of Discourse” (Wieringa, 2003, p. 14). When we talk about systems, we equally refer the discourse to e-Learning objects because they are the “workers” of the system. e-Learning is “a combination of content and instructional methods delivered by media elements such as words and graphics on a computer intended to build job-transferable knowledge and skills linked to individual learning goals or organizational performance” (Clark & Mayer, 2002, p. 311). The sciences of instruction, learning, and knowledge are intricate and the “e-” before “Learning” adds another dimension of complexity while paving new learning paths for e-Learning. Keywords e-Learning Objects, Cognitive Learning Theories, e-Learning Artefacts, Psychological Pedagogical Modelling, System Design, Subject Domain, e-Learning Object Theory, e-Learning Object Processes, e-Learning Object Methods, e-Learning Object Principles. 1. Introduction e-Learning is a cross discipline artefact that spans e.g., philosophy, psychology, pedagogy, anthropology, artificial intelligence (e.g., Artificial Intelligence in Education (AIED)), and human computer interaction (HCI) (cf. Issroff & Scanalon, 2002). e-Learning artefacts should be more than just a technical solution; for example, a web-based e-Learning site (however sophisticated it may be) containing stylish multimedia assets, Java applets, and dynamic database bindings that engage users in multiple ways including prompting interaction at cognitive, behavioural, and physiological levels. e-Learning artefacts are probably compared most appropriately with information artefacts as known by the cognitive dimensions framework (cf. Green, 1996; Green & Petre, 1996) which describes the “system under investigation” as “something that has been built for the processing, storage and communication of information. Every information artefact provides one or more notations in which the information being manipulated is encoded … The environment used to manipulate the notation is equally important” (Blackwell, 2001; also, cf. Green & Benyon, 1996). The user range interacting with e-Learning artefacts is large and multifaceted. Main actors are pedagogues, instructional designers, psychologists, and learners. Not only do actors have their individual expectations and assumptions towards an e-Learning artefact but also hold varying degrees of proficiency and professionalism (e.g., not every educator or psychologist is a professional pedagogue), motivation of learning (e.g., an adults student may have different techniques and motivations for learning than a student who has to memorise chemical formulas for an examination; an educator may not be elated to be taught by a computer system), education, environment, and alike. Ergo, anyone who engages in a learning process, using e-Learning artefacts becomes a participant in a versatile and complex learning paradigm. ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 2
Page 1 and 2: Journal of Educational Technology &
Page 3 and 4: Guidelines for authors Submissions
Page 5: Full length articles Malaysian Pers
Page 9 and 10: eflected in e-Learning systems more
Page 11 and 12: 4. Retrospection and Reinvigoration
Page 13 and 14: Gowin, 1984; Novak, N/A; Cañas et
Page 15 and 16: deeper analysis for better skill ad
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Page 19 and 20: thinks that an LO is built around A
Page 21 and 22: With regard to the sociocultural as
Page 23 and 24: Andrew Deacon has been investigatin
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Page 27 and 28: Kurzweil, R. (2004). KurzweilAI.net
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Page 33 and 34: effects”. Towards this direction
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Page 45 and 46: Cristea, A. I. (2004). What can the
Page 47 and 48: lowest level of reuse. So, for inst
Page 49 and 50: language to describe whole resource
Page 51 and 52: Figure 3. The LAOS model (Cristea &
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then an overlay at the map level is
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the actual presentation, but is not
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Semantic Web enthusiasts often enco
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Fensel D., & Musen M. A. (2001). Th
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components in a standard way. The n
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educational resources. There is a g
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WordNet (http://www.cogsci.princeto
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Process-aware Authoring Support for
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Aroyo, L., & Dicheva, D. (2002). Co
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Yang, S. J. H., Chen, I. Y. L., & S
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complex, understanding the concept
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Figure 1. Architecture of Personali
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Attributes Description Annotation_I
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Figure 5 shows the relations among
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semantic level. We have built an on
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Henze, N., Dolog, P., & Nejdl, W. (
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RDF-querying and transformation lan
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Connectives and quantifiers for bui
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OO_Inheritance. A page can have pre
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Generating Hypertext Structures Hyp
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If we want to show examples, which
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Bry, F., & Schaffert, S. (2002). A
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Appendix: Set of Rules for Deriving
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Abel, M.-H., Benayache, A., Lenne,
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get into contact and to dialogue wi
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We propose to take into account thi
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ResourceAccess Digital Solid Audio
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An ontology is a differential set o
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In order to handle sets, it is nece
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object model (Hall 2001). These sys
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Moreale, E., & Vargas-Vera, M. (200
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inferences in the background (takin
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specifications, which can be reason
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esources and, in particular, subscr
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Hyland (Hyland, 1998) describes a m
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Table 6. Our Essay Metadiscourse Ta
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different assignments. Our analysis
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annotation categories relevant to t
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Smolensky, P., Fox, B., King, R., &
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The development of EAHA is a comple
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Design sharing and retrieval An RDF
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specifically they are: a) indices t
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example, sections, lessons, etc.
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to these classes. This is slightly
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The aggregation of concepts, that i
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Chang, W. W. (1998). A discussion o
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“This country must develop in tot
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The carriers of the tales are known
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furnishes a cognitive understanding
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2. Enjoyable Reading World Module E
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Eklund, J., & Sinclair, K. (2000).
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Course of Architecture and Organiza
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XSLTs that transform the P3’s out
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We have already mentioned that we h
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Figure 4. A microprogramming lesson
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net models, which P3 shares with Da
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In Figure 9 we give students’ ans
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Gašević, D., Devedžić, V., &Ves
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compare the costs of educational pr
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The returns of training, whether tr
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completion, and termination. Each o
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structured to be consistent with th
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Motschnig-Pitrik, R., & Mallich, K.
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These must be held or lived by the
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think, to communicate, to structure
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make mistakes without negative cons
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students' statements to the worksho
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While project management was a cour
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e offered to students in order to p
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more meaningful, persistent, and ef
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Motschnig-Pitrik, R., & Derntl, M.
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Situated Cognition and Martin Heide
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successful practices per se, but we
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A situated cognition perspective pu
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References Barab, S., Squire, K., &
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However, only a third of these teac
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teachers based upon the following f
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Wheel of Fortune. His students play
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on technology adoption. At the resp
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Next, we disaggregated the data acc
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concerns. It would be prudent for e
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Educational Technology & Society, 7
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quality assurance and facilitating
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technological values to determine t
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Chapter 4: From competencies to cap
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increased cranial activity; a belie
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Gilbert, J. (2004). Book review: Th
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International Forum of Educational
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