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Dina Soeiro et al. specially about the interaction between two distant and different worlds, but simultaneously, so close and similar.” The participation of the students creates problems because conflict is inherent to democracy. But open dialog and conflict took students to their “zone of proximal development” (Vygotsky 1978), with the students managing their conflicts, with no direct action from the teacher. The teacher only opened space for dialog, online or in person. Interestingly, the conflicts at the collective level were usually discussed and solved in classroom, while the conflicts with one or two students were overcome with messages in Moodle, to avoid confrontation face-to-face. Most of the deaf students were not comfortable participating in Moodle, because of their poor writing skills. They did not want to expose themselves to teachers and colleagues (whether deaf or listeners). They would rather communicate only by sign language. To answer this need, teachers should improve the use of video, but not indulging in doing without the essential exercise of writing. We cannot avoid the exercise of writing because it is essential in our life and in our personal relationships. We could not drop it. We had to include it in the evaluation, even more because they had difficulties in that respect. Even inside the deaf community, as they call themselves, there are the born deaf, the deaf who became deaf, the deaf who use a device to hear. A differentiation exists between them. Those who write correctly are those who could hear at a time in their lives, particularly if they learned to read and write before they became deaf. The others who cannot write well don’t want to expose their writing. Despite this difficulties, students recognize the utility that Moodle has to communication and learning in a heterogeneous group. Porftolio, 2008/9, 1, LGP, RI, Ana, 19 years – With easy access, Moodle greatly facilitated communication between colleagues and access to information on interesting topics promoting discussion. For me and for many colleagues this was a revolutionary suggestion. It was a new experience, where I obtained useful information that enabled a cultural enrichment and promoted greater acceptance of the others’ opinions, allowing good communication between everyone. In fact, our space has eliminated communication barriers between students, because in Moodle we could communicate in various ways. It was not just a course, it was a dynamics, using new technologies for personal development.” Porftolio, 2008/9, 1, LGP, RI, Ana, 19 years – “For those who felt uneasy about the world of silence, I learned a lot from the development of the activities and dialogues that have been achieved through Moodle.” Moodle forum, 2008/9, 1, LGP, RI, Belchior, 58 years – “Through Moodle, deaf and hearers maintained a positive dialogue that they didn’t have in the face-to-face classes.” Flexibility, autonomy and sense of community have been promoted by blended-learning strategies. In Moodle they had their own space, without the need to rush, so they had the time to reflect, communicate, discuss: time that was insufficient in face-to-face classes. There were too many students in a two-hour class, per week, to work this subject. Diana, another working student, confessed in the Moodle forum: “I wish it was Thursday. I long for our class.” While they were waiting for the class, they could be at Moodle, and they liked it. There is a sense of belonging to the learning community, especially in the working students, that is fostered by participation through the Moodle. The role of technology is important to promote democratic participation and, as the working student Carla says: “we are connected to the class and the teacher”. 4. Conclusions Rather than to prove anything, this particular narrative is intended for the reader to learn and get inspired. As Friesen (2008) argues, the knowledge that can be derived from a particular narrative for research and learning in eLearning is situated, practical, and in some ways, personal. Research into the affective and experiential aspects of eLearning is growing (Pachler and Daly 2011) and the qualitative approach can be useful to research this highly complex issues. 792
Dina Soeiro et al. The paper describes the challenges and potential of the use of Moodle as a learning management system in a learning context where deaf students interact with hearing students and young and older students try to learn together. This study illustrates how Moodle, as a learning management system, can facilitate inclusion and the participation of the students in a democratic context. It is also important and effective for working students. On the other hand, deaf students who did not want to expose themselves could benefit much more from adequate pedagogical strategies and tools. The students worked together, managed to find ways to communicate and, through that effort, they learned and developed themselves. Despite the difficulty of the process, the story has a happy ending. Everyone lives learning through life and understands the potential of learning together. References Bogdan, R. and Biklen, S. (1994) Investigação Qualitativa em Educação: Uma Introdução à Teoria e aos Métodos, Porto Editora, Porto. Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education. New York: Routledge. Creswell, J. (2008) Educational research. Planning, conducting and evaluating quantitative and qualitative research, Pearson International Edition, New Jersey. Davis, B. and Sumara, D. (2010) ‘If things were simple…’: complexity in education. Journal of Evaluation in Clinical Practice, [online], http://brentdaviscalgary.appspot.com/articles.htm. Friesen, N. (2008) “Chronicles of change: The narrative turn and eLearning research”, ELearning and Digital Media, Vol 5, no. 3, pp 297-309. Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education: the reflective professional, Sage, London. Messner, E. and Rauch, F. (1995) “Dilemmas of facilitating action research”, Educational Action Research, Vol 3, no. 1, pp 41-53. Pachler, N. and Daly, C. (2011) Key Issues in eLearning: Research and Practice, Continuum, London. Richards, L. (2005) Handling qualitative data: a practical guide, Sage, London. Vygostky, L. (1978) Mind in Society: Development of higher psychological processes, Harvard University Press, Cambridge. Vygotky, L. (1997) Educational Psychology, St. Lucie Press, Boca Raton. Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity, Cambridge University Press, New York. 793
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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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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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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
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Page 272 and 273: The Evolution of eLearning Platform
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Page 280 and 281: Teachers’ Skills set for Personal
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Page 286 and 287: 6. Conclusion and recommendations Z
Page 288 and 289: Bridging the Feedback Divide Utilis
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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
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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 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
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Page 320 and 321: Implementation and Analysis of an O
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Page 330 and 331: 2. The research Caroline Stockman a
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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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Page 348 and 349: Amanda Sykes et al. Chang, S-B., Hu
Page 350 and 351: Nicolet Theunissen and Hester Stubb
Page 352 and 353: Figure 1: Overall structure Nicolet
Page 358 and 359: 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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