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Ricardo Queirós and José Paulo Leal Figure 4: Resources section of the IMS CC LO manifest of a programming exercise 4.3 Validation In this subsection we report on our efforts to validate the IMS CC cartridges previously generated using the IMS validator at http://validator.imsglobal.org. This system validates cartridges for conformance with the IMS Common Cartridge v1.0 and/or v1.1 specification. In the validation process the IMS CC Validator test the whole cartridge verifying the following type of constraints: Static: the parameters (e.g. file names) are fixed in the profile (e.g. imsmanifest.xml must exist at the root of the package) Dynamic: the parameters are taken from an instance document in the package (e.g. href attribute of a resource element must point to a QTI file) Conditional: the constraint depends on a condition (e.g. If parameter ‘contenttype’ is ‘question’ then the href attribute must point to a QTI file). The cartridges generated from PExIL instances using the methodology presented in the previous subsection passed all tests performed by the validator. 644
5. Conclusion Ricardo Queirós and José Paulo Leal In this paper we present a comprehensive study on the new IMS CC specification. For this study we analyzed this specification at two interoperability levels: content and communication. At the content level we studied the specifications of LAO resources, such as QTI assessments, Discussion Forums, and Web links. At the communication we studied the IMS BLTI has a means to use the cartridge in a LMS-web application communication. Both levels support authorization through the use of the IMS Common Cartridge Authorization Web Service. The applicability of IMS CC was tested in a specialized domain: the automatic evaluation of programming exercises. In this scope we defined a new CC learning object for representing programming exercises. These learning objects are automatically generated from a PExIL instance - a XML dialect to describe data for the programming exercises life-cycle. Finally, the generated cartridge was validated using the IMS CC validator to assure the conformance of the cartridge with the IMS CC v1.1 specification. Our major conclusion is that the IMS CC has a number of improvements when compared with the base specification, the IMS CP. From the standpoint of our intended use, the automatic evaluation of programming exercises, the most relevant features are the BLTI support and the access control at the resource level. The Basic LTI (BLTI) will be instrumental in binding a programming exercise with an environment where the student can resolve it; it can be used to launch exercise resolution environments (ERE) from the LMS with a specific exercise. The access control at the resource level enables an eLearning system (e.g. a LMS) to present the problem solution to the teacher while hiding it from students. We are currently finishing the development of the generator engine to produce a LO compliant with the IMS CC specification. This tool could be used as an IDE plug-in or through command line based on a valid PExIL instance. A valid PExIL instance can be integrated in several learning scenarios where programming exercises are used, from curricular to competitive learning. For future work we intend to support the PExIL definition in the crimsonHex repository (Leal and Queirós, 2009) – a repository of programming problems. References Advanced Distributed Learning (ADL) (2004) “Scorm 2004 4th Edition”. Available online at http://www.adlnet.gov Bryden, A. (2003) “Open and global standards for achieving an inclusive information society”. International Organization for Standardization. Available online at http://www.iso.org/iso Fielding, Roy T.; Taylor, Richard N. (2002-05) “Principled Design of the Modern Web Architecture”, ACM Transactions on Internet Technology (TOIT) Association for Computing Machinery 2 (2): 115–150. Friesen, N. (2005) “Interoperability and Learning Objects: An Overview of E-Learning Standardization”. Interdisciplinary Journal of Knowledge and Learning Objects. Holden, C. (2004) “What We Mean When We Say “Repositories User Expectations of Repository Systems””. In: <strong>Academic</strong> ADL Co-Lab. IEEE LOM (2002) “IEEE Standard for Learning Object Metadata” IEEE 1484.12.1-2002 Available online at http://www.ieeeltsc.org/standards/1484-12-1-2002/ IMS BLTI (2010) “IMS Basic Learning Tools Interoperability Specification” - Version 1.0 Final Specification, Available online at http://www.imsglobal.org/lti/blti/bltiv1p0/ltiBLTIimgv1p0.html IMS CC (2011) “IMS Common Cartridge Profile” v1.1 Final Specification Available online at http://www.imsglobal.org/cc/ IMS-CP (2007), “IMS Content Packaging Specification Primer”, Version 1.2 Public draft Available online at http://www.imsglobal.org/content/packaging IMS QTI (2006) IMS Question and Test Interoperability v2.1 Draft specification, Available online at http://www.imsglobal.org/question/index.html Leal, J.P. and Queirós, R. (2010) “eLearning Frameworks: a survey”. Proceedings of International Technology, Education and Development Conference. Leal, J.P., Queirós, R. (2009) “CrimsonHex: a Service Oriented Repository of Specialised Learning Objects”. In: ICEIS 2009: 11th International Conference on Enterprise Information Systems. Rehak, D. R., Mason, R. (2003) “Keeping the learning in learning objects”, in Littlejohn, A. (Ed.) Reusing online resources: a sustainable approach to e-Learning. Kogan Page, London, 2003. (pp.22-30). Queirós, R. and Leal, J.P. (2011) “PExIL: Programming Exercises Interoperability Language”, In 9th Conferência - XML: Aplicações e Tecnologias Associadas (XATA). 645
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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
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Abel Nyamapfene Mulnix, J. W. (2011
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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
Page 126 and 127: Adelua Olajide Olawole and Maruff A
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
Page 142 and 143: Andy Pulman et al. in this case “
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 158 and 159: Ricardo Queirós and José Paulo Le
Page 160 and 161: 3.6 Discussion Topics Ricardo Queir
Page 164 and 165: The Design and Development of an eL
Page 166 and 167: Andrik Rampun and Trevor Barker as
Page 168 and 169: Andrik Rampun and Trevor Barker add
Page 170 and 171: Figure 5: Screen shot of a user’s
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Page 174 and 175: Andrik Rampun and Trevor Barker cou
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 184 and 185: Fauziah Redzuan et al. to explain t
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
Page 206 and 207: Eleni Rossiou and Erasmia Papadopou
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Eleni Rossiou and Erasmia Papadopou
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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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