Volume Two - Academic Conferences

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Angela Shapiro and Aidan Johnston Figure 3 illustrates an example of results from a sample poll using Poll Everywhere. Students were shown a vidcast as part of their lecture and then asked questions to test their understanding about conventions of academic writing. However each group of students revealed an unforeseen result in that students preferred to either vocalise their thoughts, or put their hand up rather than using their mobile. This may have been for several reasons; firstly, students had to use a long number to send their results back (Figure 3) and secondly, some students were concerned that responding would incur cost (despite the fact that most had call plans with free texts). The lecturer took time to become familiar with using Poll Everywhere and in the initial polls students could guess the correct answer as the results were revealed as student responses were sent. In the later polls, the lecturer learnt to hide the results so they did not appear instantaneously. Despite these challenges, students enjoyed the interaction; however, as this took place very quickly after the learning experience, there was no time for reflection by the learner. Response options Poll question Response methods: SMS, Twitter or Web Respons e results Figure 3: Sample student response using Poll Everywhere Following this, we distributed a brief questionnaire requesting comments from selected staff and students in the school of BNE. To date, although we know the vidcasts are being used regularly, based on Google analytics web tracking (1583 people accessed the vidcasts in 2010), only a handful of BNE staff and students have responded to the email. However anecdotal feedback has been heartening with users stating that they found the vidcasts easy to follow and liked the fact they had the option of being able to navigate through the chapters. The issue of survey fatigue has been suggested in studies, with respondents in these studies stating that reasons for non completion included: too many surveys, lack of time and that many of the surveys appear to be irrelevant (Porter et al., 2005). Other research highlighted that the culture of the department may affect the level of responses in conjunction with the personality and attributes of the respondent (Porter & Whitcomb, 2005). 8. Conclusion The results indicated that students liked to respond using their mobile phones, but some were unwilling to engage with the feedback process, either because of security or cost, although interestingly students were happy to respond by putting their ‘hands up’ when asked the same questions that were on the Poll Everywhere slide. This suggested to us that students do not feel uncomfortable responding in front of their peers. However, it is acknowledged that this approach of feedback does not allow time for reflection. Additionally, Clouder (1998) suggests that ‘… students are not all at similar cognitive levels; therefore their evaluations can only be a product of their expectations for their level of cognitive development.’ Indeed in a study by Arthur (2009) it was noted that some lecturers believed that they are the professionals and thus they are the only ones who are sufficiently competent to evaluate lecturers’ work. We would disagree but recognise that care needs 774
Angela Shapiro and Aidan Johnston to be taken when distributing questionnaires. However we believe that while students and staff may not formally respond to questionnaires, by accessing the site repeatedly and spending time using the vidcasts and the related links this partially indicates student and staff approval. 9. Recommendations for future We wish to further provide opportunities to reduce the divide between current and desired performance. We intend to reproduce the vidcasts in smaller sections and place them on the new Effective Learning Service’s website. The material will be accessible for all students and staff at Glasgow Caledonian University. We also wish to carry out further research on employing electronic feedback methods in order to enhance feedback mechanisms from staff and students. We believe that Poll Everywhere has potential to be applied in a variety of ways throughout our institution. We intend to liaise and collaborate with staff institutionally to facilitate the provision of innovative feedback mechanisms. References Arthur, L. (2009) “From performativity to professionalism: lecturers' responses to student feedback', Teaching in Higher Education, Vol 14: No.4, pp 441 – 454. Cohen, L. Manion, L. and Morrison, K. (2007) Research Methods in Education, Routledge, London: Sixth ed. Clouder, L. (1998), ``Getting the `Right Answers': student evaluation as a reflection of intellectual development?'', Teaching in Higher Education, Vol. 3, No 2, pp 185-95. Crowther, L. (1998) “Getting the ‘Right Answers’: student evaluation as a reflection of intellectual development?” Teaching in Higher Education, Vol.3, No2.pp185-195. Edirisingha, P. Salmon, G. and Nie, M. (2008) “Developing pedagogical podcasts”. In: G. Salmon and P Edirisingha, eds. Podcasting for Learning in Universities, Maidenhed: Open University Press, pp 154-168. Fox, R L. and Ronkowski, S. A. (1997). “Learning Styles of Political Science Students.” PS: Political Science and Politics Vol 30. No 4.pp 732-37. Gerrard, C. Tweedie, S. and McVey, D. (2005) “Embedding effective learning skills in the curriculum: case studies and interventions” Paper presented at Centre for Research in Lifelong Learning Glasgow, Glasgow Caledonian University, June. Glasgow Caledonian University. (2008). Learning, Teaching and Assessment Strategy 2008-2015. Available: http://www.gcu.ac.uk/quality/strategy/ltas.html . Last accessed 10th January 2011. Glasgow Caledonian University. (2010). Overview of the Caledonian Scholars and Associates Initiative 2010. Available: http://www.academy.gcal.ac.uk/professional/sanda.html. Last accessed 1 May 2011. Google Inc.. (2011). Google Analytics Statistics - Effective Learning Service Vidcast Page.. Available: http://www.google.com/analytics. Last accessed 15 May 2011. Gribbins, M (2007) “The Perceived Usefulness of Podcasting in Higher Education: A Survey of Students’ Attitudes and Intention to Use” [online] Proceedings of the Second Midwest United States Association for Information Systems, Springfield, IL. http://aisel.aisnet.org/mwais2007/6, May. Illeris, K. (2006) ‘What is special about adult learning?’ In: Sutherland, P and Crowther, J. eds. Lifelong Learning. London, Routledge, 15-24. Informal Mobile Podcasting And Learning Adaptation (2006) IMPALA Project Website. Available: http://www.le.ac.uk/impala/index.html Last accessed 10 December 2010. Kern, R and Schultz JM. (2005) “Beyond Orality: Investigating Literacy and the Literary in Second and Foreign Language Instruction” The Modern Language Journal, Vol. 89, No. 3, Special Issue: Methodology, Epistemology, and Ethics in Instructed SLA Research, pp. 381-392. Lea, M. R. and Street, B, V.(2010) “The "<strong>Academic</strong> Literacies" Model: Theory and Applications” Theory Into Practice, Vol. 45, No 4, pp368-377. McAllister, C. and Shapiro, A. (2004) “Developing learners at Glasgow Caledonian University: the Effective Learning Service response”, Paper presented at Forum for the advancement of Continuing Education Conference, July 2004. Nicol, D. J. and Macfarlane-Dick (2006) “Formative assessment and self-regulated learning: A model and seven principles of good feedback practice” Studies in Higher Education, vol 31, no 2,pp 199-218 Porter, S. R. and Whitcomb, M.E. (2005) “ Non- response in student surveys: The role of demographics, engagement and personality”. Research in Higher Education. Vol 46. No. 2 pp 128-150. Porter, S. R., Whitcomb, M. E. and Weitzer, W. H. (2004), “Multiple surveys of students and survey fatigue.” New Directions for Institutional Research, 2004: pp 63–73. Rogers, A. and Uddin, M. A. “Adult Learning Theory and the Provision of Literary Classes in the Context of Developing Societies”, in Street B (ed), Literacies Across Educational Contexts, pp235-260 Caslon Publishing, Philadelphia. Tardy, C.M (2005) “Its like a story’: Rhetorical knowledge development in advanced academic literacy.” Journal of English for <strong>Academic</strong> Purposes Vol 4, no 4 pp 325-38. Traxler, J. (2008) 'Podcasting in Context', in Salmon G and Edirisingha P (Eds), Podcasting for Learning in Universities, pp 12-19. Open University Press, Maidenhead. 775
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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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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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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
Page 258 and 259: Vitor Santos and Luis Amaral To bui
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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
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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
Page 284 and 285: Zaffar Ahmed Shaikh and Shakeel Ahm
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 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
Page 320 and 321: Implementation and Analysis of an O
Page 322 and 323: Iain Stewart et al. No-one was con
Page 324 and 325: Iain Stewart et al. The content sh
Page 326 and 327: Iain Stewart et al. entry per stude
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Page 330 and 331: 2. The research Caroline Stockman a
Page 332 and 333: Caroline Stockman and Fred Truyen S
Page 334 and 335: Caroline Stockman and Fred Truyen n
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Page 338 and 339: PeerWise - The Marmite of Veterinar
Page 340 and 341: 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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