Bulletin of the Technical Committee on Learning Technology (ISSN: 2306-0212)
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There are four articles published in this issue after the rigorous review process. The articles include one in Emerging Learning Technologies section, one in Equity, Diversity & Inclusion section, and two in Event Info & Call for Event Host section. The first article, entitled “Design of a Chatbot Learning System: Case Study of a Reading Chatbot,” in the Emerging Learning Technology was written by Wu and Liao. This article presents an innovative way to integrate Google, LINE, and web services by using algorithmic mechanisms that allows teachers to construct chatbot-based teaching materials for a reading class. The design is based on the theory of Kintsch’s single-text and Britts multitest reading comprehension models to develop teaching content and instructional flow. The authors introduced a step-by-step design of this teacher-friendly chatbot learning system that aids teachers with low technological knowledge and the ability to easily integrate technology into students’ learning.
The second article in the Equality, Diversity, & Inclusion section is “Pedagogical Delivery and Feedback for an Artificial Intelligence Literacy Programme for University Students with Diverse Academic Backgrounds: Flipped Classroom Learning Approach with Project-based Learning,” written by Kong, Zhang, and Cheung. The article presents a curriculum design and pedagogical delivery to promote artificial intelligence literacy for university students of diverse academic backgrounds. The authors explained two introductory courses in machine learning and deep learning, and a capstone project course in AI applications that aimed to foster students’ ethical awareness. They evaluated the students’ flipped classroom learning experience and their understanding of AI and ethics. They concluded that the courses affect students positively in their ethical awareness of AI.
Both articles provide innovative applications for learning through chatbot design and curriculum design of AI literacy with a focus on ethical awareness of AI. Their detailed illustration of design processes can be useful for relevant researchers
The first article in the Event Info & Call for Event Host section is the information of the 1st International Workshop on Metaverse and Artificial Companions in Education and Society (MetaACES 2022). MetaACES 2022 will take place on June 24th, 2022 in a fully online mode. Organized by The Education University of Hong Kong, MetaACES 2022 aims to provide academics, researchers, practitioners, and related professionals in the education field a channel for interactive exchanges related to emerging technologies, the metaverse, and artificial intelligence.
CS Buzz 2022 is the second article in the Event Info & Call for Event Host section. The article introduces a professional development program for K-12 teachers learning how to teach various topics in Computer Science in New Mexico. The K-12 teachers will also understand how to integrate different Computer Science topics into a single hands-on project in order to mentor middle and high school students conducting Computer Science related projects in the future.
The current submission statistics in the Bulletin of TCLT show that authors receive the first decision notification in average 20.91 days, and for the accepted articles the authors get the acceptance notification in average 44.53 days as Fig. 1 shows. Fig. 2 shows that the accepted articles are published online on average 88.51 days after they were submitted.
Fig. 1. The trends of spending days in submission-to-first-notification and submission-to-acceptance-notification in average.
Fig. 2. The trends of spending days in acceptance-to-published-online and submission-to-publish-online in average.
The Editorial Board of TCLT is also looking for volunteers who are PhD students or early career professionals (e.g., who have recently received master’s degree or doctoral degree within five years) to serve as Managing Editors in order to maintain the good quality in the publication process.