Volume Two - Academic Conferences

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Iain Stewart et al. The content should be personalisable by the student The content should be able to be added to either by staff or students. Ultimately the goal was to make better use of lectures and to embed them into an integrated framework of learning resources where the lecture content was just part of the overall package that would better support distance and asynchronous learning. From this specification a prototype was designed and implemented. The module that it was tested with was the same one as used for the previous prototype to allow for comparability of results from the previous version. <strong>Two</strong> topics were selected from the range of topics covered in the module. In each case, an integrated resource was provided which allowed the students to access the entire content via the blackboard VLE. The content was accessible using an iFrame within Blackboard to connect to an external server where the content was hosted. The reason for using this mechanism was to ensure that only students registered on the module were able to access the content and also to ensure that any copyright issues were dealt with according to the JISC guidelines for lecture capture (JISC Legal 2010) The prototype was built on a backbone of an XML structure. This allowed a schema to be quickly defined that identified all related materials, how they should be displayed to the student and at what point in time these assets are required. Synchronisation data between the captured video and presentation slides was also stored in this document, with each slide having start/end timestamps. The benefit of using XML was that it provided a framework that would allow the prototype to be hosted on a low cost infrastructure. This was to reduce operating costs which could be an issue with larger databases with complex relationships. The majority of the data processing and user interaction handling occurs on the client-side via JavaScript. This allows the XML documents stored on the server to be converted into JSON (JavaScript Object Notation) strings and then parsed efficiently on the client’s machine. JavaScript is also used to synchronise the video and presentation slides. This is done via timestamp information stored in XML documents which ensures that the content is synchronised. The prototype is shown in Figure 3. Figure 3: Blackboard screenshot showing the prototype running in the VLE – Note menus under presentations 806
Iain Stewart et al. (Note: To ensure that the students were not disadvantaged by the work, all of the previously described resources were made available as in previous years). The integrated framework was structured to allow access to the content on a theme basis rather than splitting the content up into individual lectures. A typical unit would comprise: Captured videos and slides (one set per lecture) merged into a single “presentation”. This content can be navigated linearly. Tutorial questions which allow the user to jump to the relevant content directly Exam questions with links to relevant past paper questions and solutions as well as allowing the application to navigate directly to the appropriate presentation elements. Student FAQs which allow questions to be raised and solutions posted. Additional Materials is where other materials that extend the interaction (eg online experiments or demonstrations). Further reading is linked to a range of relevant electronic articles and websites and downloadable files. The majority of these sections allow the students to add comments and feedback on the content and to discuss the particular topic (Figure 4) Figure 4: Screenshot of the prototype showing the linking of questions to content and the addition of comments 4. Results from the prototype Information was gathered from the student body after the assessment period to allow for the full utilisation of the content. The students were asked to fill in an online questionnaire which had many of the same questions as in the previous year but with an additional section on the integrated resource. The survey was fully anonymous and used a token based system to ensure that only one 807
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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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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
Page 274 and 275: Adriana Schiopoiu Burlea et al. Hyp
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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
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Page 308 and 309: Dina Soeiro et al. He was older, ol
Page 310 and 311: Dina Soeiro et al. specially about
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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
Page 342 and 343: Amanda Sykes et al. activity became
Page 344 and 345: Amanda Sykes et al. students either
Page 346 and 347: Category Amanda Sykes et al. Q9 : W
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
Page 360 and 361: Tone Vold This idea phase was under
Page 362 and 363: Tone Vold process. A synchronous di
Page 364 and 365: The Effects of Self-Directed Learni
Page 366 and 367: Chien-hwa Wang and Cheng-ping Chen
Page 372 and 373: 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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