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Amanda Sykes et al. Chang, S-B., Huang, H-M., Tung, K-J. & Chan, T-W., 2005. AGQ: a model of student question generation supported by one-on-one educational computing. In: Conference on Computer Support for Collaborative Leraning 2005. Taipei, Taiwan. May 30 – June 4 2005. International Society of the Learning Sciences. Denny, P., Hamer, J., Luxton-Reilly, A. & Purchase, H., 2008. PeerWise: Students Sharing Their Multiple Choice Questions. International Computing Education Reserach Workshop 2008. Sydney, Australia 6-7 September 2008. ACM, New York, NY, USA. Available at: Denny, P., Hanks, B., & Simon, B., 2010. Peerwise: replication study of a student-collaborative self-testing web service in a U.S. setting. SIGCSE 2010. ACM, USA, pp.421-425. Denny, P., Luxton-Reilly, A. & Hamer, J., 2008a. The PeerWise system of student contributed assessment questions. In: Simon Hamilton and Margaret Hamilton (Eds.), Proceedings of the tenth conference on Australasian Computing Education - <strong>Volume</strong> 78 (ACE '08), Wollongong, Australia. 22-25 January 2008. Australian Computer Society, Inc. Denny, P., Luxton-Reilly, A. & Hamer, J., 2008b. Student use of the PeerWise system. SIGCSE Bull. June, 40 (3), pp.73-77. Available at: Denny, P., Luxton-Reilly, A., Tempero, E. & Hendrickx, J., 2011. CodeWrite: supporting student-driven practice of java. SIGCSE 2011. ACM, USA, pp.471-476. Denscombe, M. 2010. The good research guide for small-scale research projects, 3 rd edition, pp286-295. Open University Press, Berkshire, UK. Draaijer, S. & Boter, J., 2005. Questionbank: Computer Supported Self-Questioning. In: M. Danson (Ed.), 9th International Computer Assisted Assessment Conference. Loughborough, UK. 5-6 July 2005 Foursquare, 2011. Check In, Find Your Friends, Unlock Your City. [online] Available at http://foursquare.com/ [Accessed 21 June 2011] Kriplean, T., Beschastnikh, I. & McDonald, D.W., 2008. Articulations of wikiwork: uncovering valued work in wikipedia through barnstars. In: Proceedings of the 2008 ACM Conference on Computer Supported Cooperative Work. San Diego, USA. 8-12 November 2008. Laidlaw, A., Guild, S. and Struthers, J., 2009. Graduate attributes in the disciplines of Medicine, Dentistry and Veterinary Medicine: a survey of expert opinions. BMC Medical Education, 9(28). Available at: Luxton-Reilly, A., Plimmer, B. & Sheehan, R., 2010. StudySieve: a tool that supports constructive evaluation for free-response questions. In: Computer-Human Interaction New Zealand 2010. Auckland, Australia. 8-9 July 2010. ACM, USA. Nicol, D., 2007. E-assessment by design: using multiple-choice tests to good effect. Journal of Further and Higher Education, 31 (1) pp.53-64. Purchase, H., Hamer, J., Denny, P. & Luxton-Reilly, A., 2010. The quality of a PeerWise MCQ repository. In: Tony Clear and John Hamer (Eds.) Proceedings of the Twelfth Australasian Conference on Computing Education (Australasian Computing Education Conference 2010). Brisbane, Australia, 18-22 January 2010.. Australian Computer Society, Inc., Darlinghurst, Australia. Rafaeli, S., Barak, M., Dan-Gur, Y., & Toch, E., 2004. QSIA: a web-based environment for learning, assessing and knowledge sharing in communities. Computers & Education. November 43 (3), pp.273-289. Rosenshine, B., Meister, C. & Chapman, S., 1996. Teaching students to generate questions: A review of the intervention studies. Review of Education Research, 66 (2), pp.181-221. RCVS (Royal College of Veterinary Surgeons), 2010. Day One and Year One Competences. [online] Available at http://www.rcvs.org.uk/document-library/day-and-year-one-competences/ [Accessed 21 June 2011] StackOverflow, 2011. Badges. [online] Available at http://stackoverflow.com/badges [Accessed 21 June 2011]. Tierney, A.M. & Sykes, A. K., 2011 (in press). Using Peerwise in a Large First Year Biology Class. Self and Peer Assessment: Guidance on Practice in the Biosciences, 2nd Edition, Steve Maw, (Ed), Higher Education Academy UK Centre for Bioscience, Leeds, UK. de Vaus, D., 2001. Research Design in Social Research. 1 st edition. London: Sage Publications Ltd. Wessa, P., 2011. Free Statistics Software, Office for Research Development and Education, version 1.1.23-r6, Available at: Yu, F. Y., Liu, Y. H., & Chan, T., 2005. A web-based learning system for question posing and peer assessment. Innovations in Education and Teaching International, 42 (4), pp.337-348. Yu, F. Y. & Hung, C. C., 2006. An empirical analysis of online multiple-choice question-generation learning activity for the enhancement of students’ cognitive strategy development while learning Science. Lecture series on computer and computational sciences: Recent progress in computational sciences and engineering, pp.585-588. Chania, Crete, Greece. 830
iSELF: An Internet-Tool for Self-Evaluation and Learner Feedback Nicolet Theunissen and Hester Stubbé Dep. Training Innovations, TNO, Soesterberg, The Netherlands nicolet@ntheunissen.nl hester.stubbe@tno.nl Abstract: This paper describes the development of the iSELF: an Internet-tool for Self-Evaluation and Learner Feedback to stimulate self-directed learning in ubiquitous learning environments. In ubiquitous learning, learners follow their own trails of interest, scaffolded by coaches, peers and tools for thinking and learning. Ubiquitous learning solutions include on- and off-line, formal and informal learning. To benefit from its possibilities, learners need to develop competencies for self-directed learning. To do so, a self-evaluation tool can help the learner to get insight in his/her own development, to manage and monitor his/her own learning process, to collaborate in learning, to relate the learning to 'real life' needs, and to take control over educational decisions. The iSELF is developed in an iterative process in three phases, complying to the following high level requirements: (1) Enabling learning anytime, anywhere; (2) Supporting self-directed learning; (3) Evaluating learner, learning solutions and job-needs; (4) Assessing learner competencies; (5) Using card-sort method for questionnaires; (6) Facilitating questionnaires 'under construction'; and (7) User-friendly design. The resulting online tool contained a card-sort module, looking somewhat like a 'solitaire' game, a profile module to evaluate core competencies, and a feedback module to suggest learning possibilities in a ubiquitous learning environment. The iSELF was developed to be not only a learner tool but a scientific tool as well. Using the tool, two self-evaluation questionnaires were developed and psychometrically tested: competencies for multidisciplinary cooperation in a Network Centric Organization and self-directed learning competencies. They are used in various populations: e.g. students, employees from small and medium enterprises, crisis management organizations, and the military. Usefulness and usability of the self-evaluation tool were valued positively. It contributes to an adaptive ubiquitous learning environment in which the learner can make the educational decisions according to self-directed learning principles. The iSELF will stimulate self-directed learning in a ubiquitous learning environment and will help to create learners for life. Keywords: self-evaluation, self-assessment, internet-tool, ubiquitous learning, self-directed learning, feedback. 1. Introduction 1.1 Ubiquitous learning needs self-directed learners Technology is very much part of everyday life and work. Information and knowledge is handled and shared by using ubiquitous technology; ICT that makes it possible to access information ‘anytime, anywhere’ (Adkins et al. 2002). A learning environment that makes use of this technology is often referred to as ‘ubiquitous learning’. This is a way of learning in which learners follow their own trails of interest, scaffolded by coaches, peers and tools for thinking and learning (Dieterle & Dede 2007). Ubiquitous learning solutions include on- and off-line, formal and informal learning. The availability of ubiquitous learning possibilities might assume that learners are able to learn and will develop themselves anytime, anywhere (Chen, Chang, & Wang 2008). However, this assumption might be too ambitious. Since the ability to manage one’s own learning is becoming increasingly important, one of the goals of education should be to create learners for life (Du Bois & Staley 1997). Learners for life can be described as learners who have a flexible and pro-active attitude toward learning and developing themselves. In this context the concept of self-directed learning is often mentioned and intensively discussed (Collins 2004). In a review study of Stubbé &Theunissen (2008), five crucial elements of self-directed learning were identified: Learner control: Control over educational decisions and learning process. Self-regulating learning strategies: Skills that support the learner to manage and monitor his/her own learning process (e.g. setting goals, planning, problem solving, and strategy use). Reflection: The combination of self-assessment and self-evaluation on both the performance and the learning process that gives the learner insight in his/her own development. 831
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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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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Page 314 and 315: Mekala Soosay elements under study,
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Page 350 and 351: Nicolet Theunissen and Hester Stubb
Page 352 and 353: Figure 1: Overall structure Nicolet
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Page 360 and 361: Tone Vold This idea phase was under
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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
Page 380 and 381: The Virtual Path to Academic Transi
Page 382 and 383: Julie Watson course overall, with s
Page 384 and 385: Julie Watson practical and economic
Page 386 and 387: 6. First phase Julie Watson Followi
Page 388 and 389: Identifying and Locating Frames of
Page 390 and 391: Ethical approval Katherine Wimpenny
Page 392 and 393: Katherine Wimpenny et al. SL was a
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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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