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Andrik Rampun and Trevor Barker could create a constructive sense of competition because they will strive to get more “kudos points” by participation in discussion or contributing and sharing materials with others. It is possible however that this competition might be counter-productive for some learners. We will investigate this issue in future research. This competition could potentially increase a learner’s participation and engagement, not only in a particular group discussion but in the whole community. By involvement with more groups there are likely to be more interactions, leading to a greater spectrum of views and diversity of opinions, leading to a richer "debate". Diversity of expressed views may give students more alternative personal routes to understanding and learning and options to choose those which are the best for them. Therefore, this tally with an article entitled “diversity within unity” by Banks et al. (2001) the University of Washington, arguing that learning occurs when there is diversity in the environment. In light of these findings, it will clearly be desirable to enhance the evaluation of the application by using a greater number of participants than the ten participants in this study. In conclusion, this study strongly suggested that social networking has the potential to revolutionise the current eLearning approaches such as portal based eLearning, blogs, wikis and forum discussion. In fact, social networking technology has the potential to shift the learning process from "formal" to "informal" making learning a more relaxed, pleasurable and interactive process. This would allow students to schedule and plan a learning period so that their session is tailored for a specific time allocation. This is in accordance with one assumption related to the cognitive theory of multimedia learning which is due to the capacity of working memory; learners can only process a limited amount of information in each channel at one particular time (The eLearning coach, 2010). Other than that, the authors consider that the social networking approach allows learners to develop their knowledge for themselves as he or she learns in a constructivist way. References Baird, D.E. and Fisher, M. (2005) ‘NEOMILLENNIAL USER EXPERIENCE DESIGN STRATEGIES: UTILIZING SOCIAL NETWORKING MEDIA TO SUPPORT “ALWAYS ON” LEARNING STYLE’ Educational Technology systems. Vol. 34(1) pp.5-32, 2005-2006. http://gatortracks.pbworks.com/f/social+media.pdf [accessed 26th April 2011]. Banks, J.A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Neito, S., Schofield, J.W., Stephan, W.G. (2011) ‘Diversity within Unity: Essential Principles for Teaching and Learning in a Multicultural Society’. http://www.cwu.edu/~ectl/diversity/wastate/diversityunity.pdf [accessed 2nd March 2011]. Bedel, J.T. (2009) ‘The Case for Social Networking in Schools’ JTB consulting: Create new connections, simply. http://jasontbedell.com/the-case-for-social-networking-in-schools [accessed 2nd March 2011]. Blinco, K., Mason, J., McLean, N., Wilso, S. (2004) Trends and Issues in ELearning Infrastructure Development. http://www.jisc.ac.uk/uploaded_documents/Altilab04-infrastructureV2.pdf [accessed 27 th April 2011 9.17 am]. Digizen (n.d), ‘Social networking-report-benefits’ Digizen: Young people and social networking services. http://www.digizen.org/socialnetworking/benefits.aspx [accessed 2nd March 2011]. ETTAD (n.d) ‘eLearning/ICT Activities and difficulties with Memory/Recall’ ETTAD: Enabling Teachers and Trainers to improve Accessibility of Adult Education. http://uk.ettad.eu/learning-categories-andchallenges/eLearning-ict/eLearning-ict-and-memory-recall [accessed 25 th May 2011]. Facebook (2011) http://www.facebook.com/ [accessed 31 st May 2011]. Hailpern, J., Jitkoff, N., Warr, A., Karahalios K., Sesek R., Shkrob N. (n.d) ‘YouPivot: Improving Recall with Contextual Search’ Social Spaces: Social Spaces Group. http://social.cs.uiuc.edu/papers/pdfs/youPivot- CHI2011.pdf [accessed 24 th May 2011]. Iloveindia (n.d) ‘Pros And Cons Of Social Networking Sites’ iloveindia: Lifestyle Lounge. http://lifestyle.iloveindia.com/lounge/pros-and-cons-of-social-networking-sites-9204.html [accessed 2nd March 2011]. Lamming M.G and Newman W.M (1991) ‘Activity-based Information Retrieval: Technology in Support of Personal Memory’ http://www.lamming.com/mik/Papers/air.pdf [accessed 24 th May 2011]. Mantyla K. (2001) Blending eLearning. American Society for Training and Development. http://books.google.co.uk/books?id=NsBejLOYbmQC&pg=PA117&dq=problem+with+text+based+elearning &hl=en&ei=0IReTfM1x4qFB9XL8YYO&sa=X&oi=book_result&ct=result&resnum=4&ved=0CE0Q6AEwAw# v=onepage&q=problem%20with%20text%20based%20eLearning&f=false [accessed 18 th February 201]. Miller, R.H. (2002) ‘ELearning usability checklist’ www.stcsig.org/usability/resources/toolkit/eLearningchecklist.doc [accessed 31 st May 2011] Portet,S. (2011) ‘Social Network Accounts Outnumber People On Earth’ socialnetworkingwatch.com. http://www.socialnetworkingwatch.com/2011/04/social-network-accounts-outnumber-people-on-earth.html [accessed 27 th April 2011]. Rennie, F. and Mason, R. (2008) ELearning and social networking handbook. Routledge. http://books.google.co.uk/books?hl=en&lr=&id=KMjh7MCEcYYC&oi=fnd&pg=PP1&ots=hbrBemHS4J&sig= 7nEQpPtPORCx3txVln4DsxZdgfc#v=onepage&q&f=false [accessed 26th April 2011]. 656
Andrik Rampun and Trevor Barker Rogers, B. (2008) ‘Prototyping’ Saint Xavier University. http://web.sxu.edu/rogers/sys/prototype.html [accessed 31 st May 2011] Shepherd, C. (2002) ‘Becoming an online media mogul’. http://www.fastrakconsulting.co.uk/tactix/Features/mediamogul.htm [accessed 14 th February 2011]. SPMN (2010) ‘16 CRITICAL SOFTWARE PRACTICES TM for Performance-based management’ SPMN: Software Program managers network. http://www.spmn.com/16CSP.html [accessed 31 st May 2011] The eLearning coach (2010), ‘Learning Theory and Multimedia’ The eLearning coach: Tips, advice and reviews for online learning. http://theelearningcoach.com/learning/learning-theory-and-multimedia/ [accessed 15 th February 2011]. Thomas, H. (2010) ‘Social Networking in eLearning: Beneficial or Unproductive?’ Trivantis: High definition of eLearning. http://www.trivantis.com/uk/blog/elearning/social-networking-elearning-beneficial-or-unproductive [accessed 1st March 2011]. Web host design post (n.d) ‘What is Ajax Technology? | New 2.0 Technology‘ The Web host design post: put the pieces together. http://www.webhostdesignpost.com/website/webtechnology-ajax.html [accessed 31 st May 2011]. Xomba (2010) ‘Educational Benefits Of Social Networking Websites’ Xomba: Computers and Internet. http://www.xomba.com/educational_benefits_social_networking_websites [accessed 2nd March 2011]. Youtube (2011) ‘Boardcast yourself’ http://www.youtube.com/ [accessed 31 st May 2011]. 657
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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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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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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
Page 142 and 143: Andy Pulman et al. in this case “
Page 144 and 145: Andy Pulman et al. The Research Evi
Page 146 and 147: The Project Mobile Game Based Learn
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 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
Page 172 and 173: Andrik Rampun and Trevor Barker 3.1
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
Page 182 and 183: Fauziah Redzuan et al. understand t
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
Page 202 and 203: Manuel Rodrigues et al. Doing this
Page 204 and 205: Using Google Applications to Facili
Page 206 and 207: Eleni Rossiou and Erasmia Papadopou
Page 216 and 217: Andrée Roy determines if eLearning
Page 218 and 219: Andrée Roy Table 3: Profiles of eL
Page 220 and 221: Andrée Roy the cost of production
Page 222 and 223: 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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