The following tutorials will be cellebrated as part of the IEEE ICALT 2008:

    • Pervasive Virtual Instructors in Mixed Reality
            Jayfus T. Doswell
      Instructors around the world face challenges in delivering adequate instruction and/or time to prepare instruction material. Likewise, learners often experience challenges in learning concepts and/or procedural tasks in a timely manner, which are greatly dependent upon various instruction methods. The IEEE Virtual Instructor Pilot Research Group (VIPRG) investigates solutions to these problems by developing and evaluating how 'virtual instructors' can personalize and improve instruction and provide the individual learner with a tool to increase their knowledge and decrease learning time in various knowledge domains. This tutorial will provide attendees with an understanding of how to design artificial intelligent and embodied/non-embodied virtual instructors (based on the IEEE VIPRG framework) with capabilities to autonomously deliver pedagogically effective instruction in mixed reality (e.g., real-world, virtual reality, augmented reality, augmented virtuality, etc.) environments; and to learners in formal and informal learning environments.

    • Visual approaches for the creation and deployment of learning designs
                  Ernie Ghiglione, Dai Griffith, Abelardo Pardo, Juan Manuel Dodero
      Current developments of learning design authoring tools stress on the  use of visual approaches for the definition of ready-to-run collections  of collaborative learning activities. Probably the most successful  visual editing approach of learning activities has been the LAMS  environment, which has recently released the 2.0 version. On the other  hand, a new version of RELOAD is about to be released, including visual  editing facilities for units of learning. This tutorial will provide  attendees with capabilities to use the LAMS 2.0 environment and RELOAD  to create a learning design, and will be used to evaluate, converge and  search for synergies between approaches of both authoring tools.

    • Design Principles of Educational Mobile Website
                Woochun Jun       
      The purpose of the tutorial is to address broad issues in design principles of educational mobile websites. The tutorial has two main parts, basic design theories and user interface design, respectively. In basic website design theories, the main design principles are introduced for mobile website design. For each design theory, I will discuss the key ideas and some examples.For user interface design part, the tutorial includes message management, display management, interactivity and motivation issues. The message management deals with sentence structures and link management issues. For display management, text and graphic design issues will be discussed. For interactivity, providing interactivity in terms of student-student, student-contents, student-teacher relationship will be addressed. In motivation issues, the basic motivation-supporting model called Keller-Burkman's design model is introduced first. Like interactivity, various motivation-supporting principles are presented in terms of student-student, student-pa, student-teacher relationship.

    • Problem based learning online
              Madhumita Bhattacharya and Timo Portimojärvi
      This tutorial provides an opportunity to explore the possibilities of  combining problem-based learning with online learning technology.
        Problem-based learning (PBL) is a challenging approach to curriculum andlearning practices and assessment.  The main idea for this tutorial is togather the practitioners and researchers for exploring and discussing therecent technologies such as desktop conferencing, blogging or other socialmedia and their suitability for PBL online. The participants will be ableto evaluate the concept and the process of PBL against their owncurriculum and practices. They will have an experience of using differentavailable tools and technologies for conducting PBLO, and they will haveideas and tools on conducting PBLO in their own courses.