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Rowena Santiago et al. Together, the use of faculty learning communities for faculty development, and the integration of SoTL for the continuous improvement of instructional design can contribute significantly to designing effective online group discussions. References Abrami, P.D., Bernard, R.M., Borokhovski, E., Wade, A., Surkes, M.A., Tamim, R. and Zhang, D. (2008) “Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis”, Review of Educational Research, Vol. 78, No. 4, pp. 1102–1134. Bruff, D. (2007). “Scholarship of Teaching and Learning”, [online], Vanderbilt University, http://cft.vanderbilt.edu/teaching-guides/reflecting/sotl/ . Colorado State University (2010) “Teaching Guide: Leading Class Discussions”, [online], Colorado State University, http://writing.colostate.edu/guides/teaching/discussions/. Cox, M.D. (2004) “Introduction to Faculty Learning Communities”, New Directions for Teaching and Learning, Vol. 2004, No. 97, pp. 5-23. Desrochers, C.D. 2010 “Faculty Learning Communities as Catalysts for Implementing Successful Small-Group Learning”, in J. Cooper and P. Robinson, Eds. Higher Education: Research and Practice. Stillwater, OK: New Forums Press, pp. 1-17. Illinois State University Center for Teaching, Learning & Technology (2010) “Class Discussion”, [online], Illinois State University Center for Teaching, Learning & Technology, http://www.cat.ilstu.edu/resources/teachTopics/classd.php. McKinney, K. (2003). “What is the Scholarship of Teaching and Learning (SoTL) in Higher Education?”, [online], Illinois State University, http://www.sotl.ilstu.edu/downloads/pdf/definesotl.pdf . McKnight, C.B. (2000) “Teaching Critical Thinking through Online Discussions”, [online], Educause Quarterly, http://net.educause.edu/ir/library/pdf/EQM0048.pdf. SBCTC (2006) “Faculty Learning Communities”, [online], Washington State Board for Community and Technical Colleges, http://www.sbctc.edu/college/_e-assessfaclearningcommunities.aspx. University of Pittsburgh (2007) “Communication across the Curriculum”, [online], University of Pittsburgh, http://xserve.umc.pitt.edu/development/cxc/site/instructor/class-discussions.html. Yang, Y.C., Newby, T., and Bill, R. (2008) “Facilitating Interactions Through Structured Web-Based Bulletin Boards: A Quasi-Experimental Study on Promoting Learners’ Critical Thinking Skills”, Computers & Education, Vol. 50, No. 4, pp. 1572–1585. 738
The Game and the Alternating Roles of Learner/Teacher as Facilitators of the Learning Process in Organizations Vitor Santos and Luis Amaral Universidade do Minho, Guimarães, Portugal vsantos@dsi.uminho.pt amaral@dsi.uminho.pt Abstract: In this work a new strategy is proposed for online training of members of medium and large organizations, based on the sharing and exchange of knowledge among them. The strategy is supported with the creation of intra-enterprise online communities, where all members assume, simultaneously, the role of trainer and trainee. The interaction in the community is achieved through a game, in which each participant challenges others to learn what he has to teach in his domain area, sharing information and resources on matters that they dominate and where are, at the same time, challenged to learn other subjects from different professional areas. The adoption of this model could change the classic positioning of distanceLearning systems based on Internet by giving a very significant role to the learning communities and to the use of games as a challenging way to improve the level of expertise of the members of an organization, helping them to cooperate and to better exchange information. Keywords: learning organizations; learning communities; eLearning; gaming 1. Introduction The company’s role in the development of individual skills is becoming universally regarded as beneficial for both workers and companies.To perform this role, an important alternative to consider is the use of information and communication technologies, especially those based on the Internet and dedicated to the teaching (Santos 2000). The use of these technologies is justified by the benefits that they can provide in terms of flexibility in education and the low cost, allowing, in most cases, to access a bigger number of courses that employees can perform in their job (Castells 2004). Traditionally, the online training is based on a logic trainer /trainee where the roles of trainer and trainees are quite distinguished. This online training strategy, which we call traditional, is not suitable for an environment of sharing and exchange of knowledge between employees. Thus it is not ideal to be used as a way to pass knowledge from the more experienced employees and experts to the others. However, it is possible through technology, to implement other than conventional approaches such as the construction of communities of learning, where participants develop skills in a playful alternation of roles between the learner and teacher allowing to share and exchange knowledge (Santos 2004, 2007). In this article, we propose a strategy for online training of members of medium and large organizations, based on sharing and knowledge exchange between these members. This strategy will enable each employee to perform alternately the role of trainer and trainee, participating in an intra-enterprise online community where, through a game, each participant challenges others to learn what he has to teach in their area of professional expertise, sharing information and resources on matters he dominates and where, at the same time, he is challenged to learn from others’ professional matters. 2. Learning in organizations "Knowledge" is one of the organizations’ main assets. The ability to maintain it and to increase it is a big challenge. This challenge is based, essentially, in the qualification of human resources, in the ability to retain and circulate the knowledge inside the organization and in creating conditions for developing the employee skills. 739
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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
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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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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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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