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Maggi Savin-Baden et al. important for PBL. Furthermore to date problem-based learning has been seen as a relatively stable approach to learning, delineated by particular characteristics. Using PBL in Second Life embraces issues connected with complex curriculum design and the need for complex PBL scenarios to be developed. All the planned scenarios were delivered, and significant changes were made during development to take most advantage of Second Life’s strengths. Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face PBL sessions. Second Life can provide a more authentic learner environment than classroom based PBL and therefore changes the dynamic of facilitation, but at this stage it is not clear how this impacts on the way the scenario is used and facilitated. Savin-Baden and Wilkie (2006, p xxi) points out that facilitation of PBL is itself a source of concern for many teachers and that there are differences and tensions to be resolved between online and face to face facilitation. However, there were also technical considerations, such as the relatively high specification computers/high bandwidth which are required, and the interface is not as intuitive as might be hoped. Interface complexity can provide memory overload. Furthermore, it is essential to prepare users through structured, context-related orientation sessions prior to use as a learning tool. Yet the userguided development process adopted by PREVIEW, involving the whole multi-disciplinary development team and students from the target course worked effectively in highlighting strengths and weaknesses in many aspects of the scenarios. Given the success of PREVIEW as a demonstrator, it is essential to build on these results to promote the embedding of scenarios in courses in terms of: Further development and research to develop models and understanding of good practice in areas such as scenario design in Second Life/ MUVEs, Exploration of technology reuse and repurposing, Locating mechanisms to improve usability The development of PBL facilitation practices for Second Life/ MUVEs Key issues for effective PBL: What it means to learn in SL (Minocha & Reeves, 2010; Kemp & Haycock, 2008) Student preparation Usability and access issues Collaboration & interaction Individual and collective identity work (Warburton, 2009) Pedagogical design Authenticity of the environment Facilitation (Savin-Baden, 2006) What are students learning? (Boardman, 2009) 8. Conclusion This project has a user-centred approach and has provided a strong pedagogical underpinning to the use of virtual worlds in higher education. Developing open source pedagogically driven PBL scenarios such as these may offer a new liquidity to learning, combining technology with pedagogy in ways that are mutually beneficial not only in distance education, but also as a means to enrich the face-to-face learning environment. However, these environments must be examined not only in terms of the new freedoms they may afford, but also in recognition of their intermittently strange and ‘troubling’ nature, which may in itself provide potential for creativity (Bayne, 2006). Such a vision however, will require that we stop seeing the curriculum as a predictable, ordered and manageable space, but instead review it as an important site of transformation characterised by risk and uncertainty. References Barrows, H.S. & Tamblyn, R.M. (1980). Problem-based Learning, an approach to Medical Education. (New York, Springer). 752
Maggi Savin-Baden et al. Bayne, S. (2006) Temptation, trash and trust: the authorship and authority of digital texts. E-Learning, 3(1) 16-26. Beetham, H. & Sharpe, R. (eds) (2007) Rethinking Pedagogy for the digital age: designing and delivering elearning. (London, Routledge). Beaumont, C. Savin-Baden, M., Conradi, E., Poulton, T. (2011) Evaluating a Second Life PBL demonstrator project: what can we learn? Interactive Learning Environments 20 (in press) Boardman, K. (2009) Dreams into [virtual] reality Paper presented at ALT-C In dreams begins responsibility" - choice, evidence, and change Manchester, UK, 8-10 September Conradi, E., Kavia, S., Burden, D., Rice, D., Woodham, L., Beaumont , C., Savin-Baden, M. and Poulton., T. (2009) Virtual patients in Virtual World: Training paramedic students. Medical Teacher 31 (8) 713 – 720 Glenaffric Ltd (2007). Six Steps to Effective Evaluation: A handbook for programme and project managers. Retrieved from http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/evaluationhandbook.pdf Kemp, J. W. & Haycock, K. (2008). Immersive learning environments in parallel universes: Learning through Second Life. School Libraries Worldwide, 14(2), 89-97. Retrieved from http://asselindoiron.pbwiki.com/f/RevisedKEMPhaycock.Sept08.pdf Land, R. (2006) Paradigms Lost: academic practice and exteriorising technologies E-Learning, 3, (1) 100-110. Lyotard, J.-F. (1979) The postmodern condition: a report on knowledge. (Manchester, Manchester University Press). Minocha, S. and Reeves, A.J. (2010). Interaction Design and Usability of Learning Spaces in 3D Multi-user Virtual Worlds in Human Work Interaction Design: Usability in Social, Cultural and Organizational Contexts, Katre, D.; Orngreen, R.; Yammiyavar, P.; Clemmensen, T. (Eds.), ISBN: 978-3-642-11761-9, Springer, pp. 157-167. Parlett, M and Dearden, G. (eds.) (1977) Introduction to Illuminative Evaluation: Studies in Higher Education. California, Pacific Soundings Press. Poulton,T. Conradi, E. Kavia, S. Round,J. & Sean Hilton (2009) The replacement of ‘paper’ cases by interactive online virtual patients in problem-based learning Medical Teacher 31 (8) 752–758. Round,J., .Conradi, E. & Poulton, T. (2009a) Improving assessment with virtual patients Medical Teacher 31 (8) 759–763. Round,J., .Conradi, E. and Poulton , T. 2009b) Training staff to create simple interactive virtual patients: the impact on a medical and healthca Medical Teacher 31 (8) 764–769. Savin-Baden, M. (2000) Problem-based Learning in Higher Education: Untold Stories, SRHE/Open University Press, Buckingham. Savin-Baden, M. (2006) The challenge of using problem-based learning online, in M. Savin-Baden and K. Wilkie (eds) Problem-based Learning Online. Maidenhead: McGraw Hill. Savin-Baden, M (2007) A Practical Guide to Problem-based Learning Online. (London, Routledge). Savin-Baden, M and Wilkie, K. Introduction (2006) in M. Savin-Baden, & K. Wilkie (eds). Problem-based Learning Online (Maidenhead: Open University Press) Savin-Baden, M. Beaumont, C., Poulton, T and Conradi, E. (2008) Students’ experiences of learning in immersive world environments ReLIVE Conference, Open University 22-23 rd November Schmidt, H.G. & Moust, J. (2000) Towards a taxonomy of problems used in problem-based learning curricula, Journal on Excellence in College Teaching, 11(2/3): 57-72. Warburton S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching, British Journal of Educational Technology, 40 (3) 414–426. 753
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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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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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Page 224 and 225: Zuzana Šaffková comment metacogni
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Page 230 and 231: Zuzana Šaffková In the last phase
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Page 234 and 235: A Mobile aid Tool for Crafting Acti
Page 236 and 237: Ahmed Salem Question difficulty in
Page 238 and 239: Ahmed Salem Figure 2: The Simple le
Page 240 and 241: Ahmed Salem Table 1: The two groups
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Page 244 and 245: Marie Sams et al. MOB was set up in
Page 246 and 247: Marie Sams et al. attaching the new
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Page 250 and 251: Rowena Santiago et al. However, whe
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Page 256 and 257: Rowena Santiago et al. Together, th
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Page 262 and 263: Figure 4: Technical architecture Vi
Page 264 and 265: Implementing and Evaluating Problem
Page 266 and 267: Maggi Savin-Baden et al. different
Page 268 and 269: Maggi Savin-Baden et al. and second
Page 272 and 273: The Evolution of eLearning Platform
Page 274 and 275: Adriana Schiopoiu Burlea et al. Hyp
Page 276 and 277: Adriana Schiopoiu Burlea et al. Tab
Page 278 and 279: Adriana Schiopoiu Burlea et al. Eve
Page 280 and 281: Teachers’ Skills set for Personal
Page 282 and 283: Zaffar Ahmed Shaikh and Shakeel Ahm
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Page 286 and 287: 6. Conclusion and recommendations Z
Page 288 and 289: Bridging the Feedback Divide Utilis
Page 290 and 291: Angela Shapiro and Aidan Johnston f
Page 292 and 293: Angela Shapiro and Aidan Johnston F
Page 294 and 295: Post-Academic Masters Course in Man
Page 296 and 297: 4. Discussion and conclusion Cees T
Page 298 and 299: Engagement With Students in ‘Midd
Page 300 and 301: Anne Smith and Sonya Campbell x y c
Page 302 and 303: 4.3 Student led connectivity Anne S
Page 304 and 305: Figure 2: Conceptualising ‘middle
Page 306 and 307: The Learning Management System as a
Page 308 and 309: Dina Soeiro et al. He was older, ol
Page 310 and 311: Dina Soeiro et al. specially about
Page 312 and 313: Can the Medium Extend the Message?
Page 314 and 315: Mekala Soosay elements under study,
Page 316 and 317: Mekala Soosay to self and peer-asse
Page 318 and 319: 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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