Volume Two - Academic Conferences

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3.6 Discussion Topics Ricardo Queirós and José Paulo Leal A Discussion Topic is a LAO resource used to initiate a discussion activity. Upon import, the discussion topic content is stored by the tool using its own internal representation. As the cartridge content is added to an actual course, an associated discussion topic is created in the default tool discussion forum. Discussion topics are described in a descriptor file as follows: The Psychology of Faces Differences from LMS and CMS? <br/> <img src="$IMS-CC- FILEBASE$/images/img01.jpg"/> The Discussion topic schema supports the use of plain text or HTML for the discussion content and allows the attachment of other resources through the use of the attachment element. 3.7 Basic LTI A Basic LTI resource refers to an XML file that contains the information needed to create a link in a Tool Consumer (e.g. LMS). Upon the user’s click, the execution flow passes to a Tool Provider along with contextual information about the user and Consumer. The Basic LTI link is defined in the resource section of an IMS Common Cartridge as follows: The href attribute in the resource entry refers to a file path in the cartridge that contains an XML description of the Basic LTI link. A BLTI link contains several elements. The most important are: the title and description elements contain generic information about the link; the custom and extensions elements allow the Tool Consumer to extend the basic communication data; the launch_url element contains the URL to which the LTI invocation is sent; the secure_launch_url element is the URL to use if secure http is required. 4. Applicability to automatic evaluation In order to test the applicability of these interoperability levels to the automatic evaluation we define a new CC learning object for representing programming exercises. These LOs are exchanged in a network of eLearning systems where students can solve computer programming exercises and obtain feedback automatically. Networks of this kind include systems such as LMS, evaluation engines (EE), learning objects repositories (LOR) and integrated development environments (IDE). This specialized cartridge includes a LTI descriptor referenced in the manifest by LAO resource. The use of this LTI descriptor will allow a secure integration of the cartridge from the place where it is referenced (e.g. LMS) to the place where it will be used (e.g. ERE). 4.1 PExIL The Question and Tests Interoperability (QTI) is used on IMS CC to describe simple exercises. However, QTI was designed for questions with predefined answers and cannot be used for complex evaluation domains such as the programming exercise evaluation. A programming exercise requires a collection of files (e.g. test cases, solution programs, exercise descriptions, feedback) and special data (e.g. compilation and execution lines). These resources are interdependent and processed in different moments in the life-cycle of the programming exercise. To address these issues we create a XML dialect (Queirós and Leal, 2011) – called PExIL (Programming Exercises Interoperability Language) – whose aim is to consolidate all the data required in the programming exercise life-cycle, from when it is created to when it is graded, covering also the resolution, the evaluation and the feedback. 642
4.2 Generation of an IMS CC package Ricardo Queirós and José Paulo Leal In order to validate the PExIL usefulness we created a tool (named PexilUtils) to generate several resources related to the programming exercise life-cycle (e.g. exercise descriptions in multiple languages, test cases, feedback files). The LO generation is depicted in Fig. 3. Figure 3: Common Cartridge package generation The Generator tool uses as input a valid PExIL instance and a program solution file and generates 1) an exercise description in a given format and language, 2) a set of test cases and feedback files and 3) a valid IMS CC manifest file. Then, a validation step is performed to verify that the generated tests cases meet the specification presented on the PExIL instance and the manifest complies with the IMS CC schema. Finally, all these files are wrapped up in a file (with the .IMSCC extension) and deployed in a Learning Objects Repository. From the several manifest sections included in the last version of the IMS CC specification only two were addressed in the generation phase: metadata and resources. The former is fed by the generator using a binding of the PExIL textual elements (e.g. title, authors, date) to the corresponding LOM elements. The latter contains a list of references to other files in the archive (resources) and dependency among them. The next figure shows the resources section of the generated CC manifest. The resources section starts with a LAO resource (1) pointing to the PEXIL descriptor. This file is responsible for the automatic generation of all the other files included in the package (with the exception of the solution program and images). The description of the exercise is included on the manifest as a WCR resource (2). This type of resources can be automatically rendered by the browser without any additional processing. The program solution (3) is associated with metadata since this resource should not be made visible in player mode to the students and will be used only to regenerate test cases and in the evaluation phase of the programming life-cycle. The test cases are depicted as LAO resources (4) comprising the PEXIL descriptor and a pair of input and output files referenced by dependency elements and defined individually as resource objects (5). Finally, the BLTI link is included as a LAO resource (6). This link points to a XML file that includes all the data needed to integrate the cartridge in a LMS-web application communication. 643
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
Page 110 and 111: Abel Nyamapfene Mulnix, J. W. (2011
Page 112 and 113: Maruff Akinwale Oladejo and Adelua
Page 114 and 115: 2.3 Instrumentation Maruff Akinwale
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Page 118 and 119: References Maruff Akinwale Oladejo
Page 120 and 121: Adelua Olajide Olawole and Maruff A
Page 122 and 123: 2.2 Sample and sampling techniques
Page 124 and 125: 3.1 Result Adelua Olajide Olawole a
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Page 128 and 129: Fatemeh Orooji et al. awareness and
Page 130 and 131: Fatemeh Orooji et al. Figure 1: The
Page 132 and 133: Fatemeh Orooji et al. Sensing/intu
Page 134 and 135: Fatemeh Orooji et al. lower and upp
Page 136 and 137: Fatemeh Orooji et al. the other dim
Page 138 and 139: Using Lifeworld-led Multimedia to E
Page 140 and 141: Andy Pulman et al. A key feature of
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Page 144 and 145: Andy Pulman et al. The Research Evi
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Page 148 and 149: Thomas Putz A hybrid game, consisti
Page 150 and 151: 3.3 The different ‘events’ supp
Page 152 and 153: 4. Pedagogical impacts Thomas Putz
Page 154 and 155: Thomas Putz Fabricatore, C. (2000).
Page 156 and 157: Ricardo Queirós and José Paulo Le
Page 164 and 165: The Design and Development of an eL
Page 166 and 167: Andrik Rampun and Trevor Barker as
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Page 170 and 171: Figure 5: Screen shot of a user’s
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Page 176 and 177: Kansei Design Model for eLearning:
Page 178 and 179: Fauziah Redzuan et al. presentation
Page 180 and 181: Fauziah Redzuan et al. A second sur
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Page 186 and 187: Fauziah Redzuan et al. Websites", P
Page 188 and 189: Changing Teacher Beliefs Through IC
Page 190 and 191: Bart Rienties et al. substantial di
Page 192 and 193: Bart Rienties et al. videoed for re
Page 194 and 195: 5. Discussion Bart Rienties et al.
Page 196 and 197: Moodle and Affective Computing: Kno
Page 198 and 199: Manuel Rodrigues et al. Moodle does
Page 200 and 201: Manuel Rodrigues et al. Other sever
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Page 204 and 205: Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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896
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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