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Iain Stewart et al. Dolnicar, S, Should we still lecture or just post examination questions on the web? The nature of the shift towards pragmatism in undergraduate lecture attendance, Quality in Higher Education, 2005, vol 11 no. 2, pp103- 115 Edwards, H., Smith, B. & Webb, G. (2001). Introduction. In H. Edwards, B. Smith & G. Webb (Eds), Lecturing: Case studies, experience and practice pp. 1-10. London and Philadelphia: Kogan Page. Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, vol 50, pp491-498 Honey, P. and A. Mumford. 1982. Manual of Learning Styles. London: P Honey . Heward, W. L. (2003) ‘Guided Notes – Improving the Effectiveness of Your Lectures’. Factsheet published by the US Department of Education, posted on ‘Tomorrow’s Professor Listserv’ email distribution list, 25 June 2003. JISC Legal http://www.jisclegal.ac.uk/ManageContent/ViewDetail/tabid/243/ID/1608/Recording-Lectures-Legal- Considerations-28072010.aspx Accessed 1/3/2011 Kennedy G, Judd T., Churchward A, Gray K, Krause K (2008) First year students' experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology 2008, Vol 24 no. 1, pp108- 122. Lammers W.J. & Murphy J.J. (2002) A profile of teaching techniques used in the university classroom The Journal of Active Learning in Higher Education March 2002 vol. 3 no. 1 pp54-67 Moore, S., Armstrong, C. & Pearson, J. (2008). Lecture absenteeism among students in higher education: A valuable route to understanding student motivation. Journal of Higher Education Policy and Management, vol. 30 no. 1, pp15-24 Prensky, M. (2001) Digital Natives, Digital Immigrants. Available from http:// www.marcprensky.com/ writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [accessed 12 October 2010]. Ravenscroft, A. (2009), Social software, Web 2.0 and learning: status and implications of an evolving paradigm. Journal of Computer Assisted Learning, 25: 1–5. Stewart I, McKee W. (2004) “The application of voice recognition technology to the development and presentation of complex engineering terminology to hearing impaired students” The British Journal of Engineering Education Vol 4 Issue 1 pp25-32 Stone, L. (1998) Thoughts on attention and specifically, continuous partial attention. Available from http://www.lindastone.net/ [accessed 9 October 2010]. Ullrich C, Borau K, Luo H, Tan X, Shen L, Shen R (2008) Why web 2.0 is good for learning and for research: principles and prototypes, ACM WWW '08 Proceedings of the 17th international conference on World Wide Web pp 705-714 Williams, J. & Fardon, M. (2007). Perpetual connectivity: Lecture recordings and portable media players. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007 810
The Danger of the Downward Spiral: Teachers and Digital Literacy Caroline Stockman and Fred Truyen Catholic University of Leuven, Belgium Caroline.stockman@arts.kuleuven.be Fred.truyen@arts.kuleuven.be Abstract: Results from two surveys taken in secondary schools throughout Belgium and the UK, and many individual findings in existing literature, point towards the fact that there are not only a number of factors influencing the successful implementation of educational technology, but also that the power of these factors can have defining effects on the behaviour of teachers towards the technology and its educational use. Rather than describing the actual research done, this paper intends to propose a theoretical framework to apply to the dynamics of the adoption process of new technology in learning by teachers, as formed by the results of the qualitative and quantitative data of the research and its comparison to existing literature. The adoption process takes the form of a spiral, and teachers are defined by the movement on that spiral path according to the influence of three inner and four environmental factors. The primary purpose of this paper is to provide anyone active in the field of education with a useful tool to assess risks during the integration of new technology in an educational setting, but especially to raise awareness of the danger of a downward spiral, which not only undermines our investment of time and money into these promising new technologies, but which also puts the learners at a great disadvantage when providing useful tools for their benefit which are, in the end, not fully or even wrongly used. Keywords: adoption process, digital literacy, secondary education, technology integration 1. Introduction New technological means arise daily, and their educational possibilities are rapidly expanding. Although the description and exploration of the didactic potential of these different hardware and software tools is necessary and interesting, this paper will focus on the adoption of them by today’s teachers. Despite the great didactic potential of computer technology, it seems its actual, effective use is limited or at the very least, hindered by a number of elements (Maddux & Johnson, 2006; Incekara, 2011; Barge, 2009). It is important to be aware that even the most advanced and well-built technology will not be the agent of change on purchase. Technology, once installed and ready to be used, is static; it is simply the medium directed towards the pupils, which the teacher must put to use effectively. The teacher, from that perspective, is the driving force of modernised education (Fisher 2006). There is a strong necessity for teachers to be innovative, digitally literate and effective as educators, and the high investments of time, money and energy in tools with great learning potential require us to consider the ways in which teachers deal with the novelty of the situation. Researching which factors influence a teacher’s use of technology in the classroom, has been a task many endeavoured to describe until now; and more importantly, we now have a sufficient base to claim that the adoption process can be distinguished as a general pattern, which we will describe in terms of a spiral. Three definite inner and four variable environmental factors will be determined, which influence the dynamics of the process: either towards integration of technology in the classroom, which is considered top of the spiral, or further away from success, which is considered a downwards movement. Depending on the specificity of the situation, these factors will have a greater or minor influence, but nonetheless, they will play a role. This proposed theoretical framework will help educators and investors to understand the issues at stake when technology needs to be implemented in an educational setting, and by being aware of the dangers which send the teachers' approach spiralling downwards, we can administer solutions and interventions to prevent a downwards movement, or even reverse it, so as to make our investments worthwhile, and ensure our learners strong and effective education. The term 'digital literacy' will remain a central notion in this paper, and it is most closely related to the factor of 'competence'. However, digital literacy is not limited to knowing the facts about certain technology, or knowing how to use it effectively in a certain context. It is also the ability to build and expand the existing skillset with confidence, to retrieve information and guidelines efficiently from the community, and to evaluate and analyse given technology and its use in a correct and objective manner. 811
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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
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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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
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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
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Page 308 and 309: Dina Soeiro et al. He was older, ol
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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
Page 322 and 323: Iain Stewart et al. No-one was con
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Page 332 and 333: Caroline Stockman and Fred Truyen S
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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
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
Page 374 and 375: Cristina Wanzeller and Orlando Belo
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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