The added value of advanced learning technologies in education: reporting ICALT 2002

Piet Kommers

    Research output: Contribution to journalArticleAcademic

    Abstract

    The successor of ICALT 2001 was ICALT 2002. Due to progress in research and the fast assimilation of WWW-based learning in the world of education and training, we see a rather strong reorientation to the basic paradigms underlying learning practices and teaching practices. This paper offers a fresh view on the extrapolation of ICALT 2001. The setting of ICALT 2002 was Kazan, and hence a larger share of the contributions highlighted the design of learning systems based upon the theory of Lev Vygotsky whose influence in the field of learning technology goes far beyond his initial role in the domain of the Soviet Union. The overall perception of the ICALT 2002 conference was that delegates from the USA, Australia, Eastern Asia and Eastern and Western Europe had encouraging dialogue, not least because the integration of WWW-based learning has arrived at a most interesting stage. The notions of ||ubiquitous||, ||just-in-time|| and ||just-for-you|| are important, but are most probably not the ultimate targets for new learning communities in the enlightened societies that we now see emerging.
    Original languageEnglish
    Pages (from-to)413-425
    JournalInternational journal of continuing engineering education and life-long learning
    Volume13
    Issue number3/4
    DOIs
    Publication statusPublished - 2003
    Event2nd IEEE International Conference on Advanced Learning Technologies, ICALT 2002 - Kazan, Russian Federation
    Duration: 9 Sep 200212 Sep 2002
    Conference number: 2
    http://lttf.ieee.org/icalt2002/

    Keywords

    • ICALT-2002 conference
    • Quality of learning
    • Online learning
    • Learning tools
    • Hypertext
    • Multimedia
    • Virtual reality
    • Data mining and agents
    • Domain-specific course design
    • Architecture
    • Methodologies and formalisms
    • Electronic data interchange (EDI)
    • Standards
    • Metadata and conceptual ontologies

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