Volume Two - Academic Conferences

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Antoinette Muntjewerff All of this means that the student has to reconstruct the process and the product which involves keeping track of intermediate results. To support the student in performing these tasks, the following remedies are proposed. Present the student a structure to help her to reconstruct the decision, support the management of information and engage the student in structuring and analyzing the decision by having her actually carry out these tasks. This is realized by presenting the student with both the full text of the decision and a framework which visualizes the elements in a decision necessary to reconstruct the decision in order to determine the legal significance of the decision. There are no applications available that support law students in structuring and analyzing a decision suiting the Continental legal system. For the Anglo-American legal system, the CATO application is available (Aleven 1997). In CATO the student is trained to construct arguments with cases. 4. Architecture and modular design The aim of the CASE project is to realize an environment in which law students are supported in structuring and analyzing a decision. This means that both the decision at hand has to be presented to the student, as well as the framework for analysis. The student must be able to select text fragments from the decision and paste these within the correct cell in the relevant table in the framework. Since finding cases is also part of the training of law students search facilities have to be available in the environment. The functionality of searching for a decision is implemented in the first module. The functionality of structuring and analyzing a decision is implemented in the second module. Other basic requirements are maintenance and re-use. It should be possible to make changes to the system and its content without much costs and efforts. Errors in system and content should be easily traceable and correctable. It must be possible to add and delete content without causing problems elsewhere in the system. Transparency of the architecture and tools are therefore design goals, as it may facilitate maintenance. The system has functions for adding decisions, adding key words to decisions and preparing decisions for analysis. System functionalities are attributed to a user on the basis of her status: administrator, editor, teacher or student. The database module holds the decisions and allows for search and retrieval of cases and allows teachers to prepare cases for use in the analysis module. Students can use the database module to locate cases on the basis of key words and/or full text search to find specific decisions. When the student wants to structure and analyze a decision she can select one of the reported decisions. This decision and the analyzing framework are then made available to the student. The student can start structuring the decision by selecting text fragments in the decision and pasting these in the correct part of the frame. 5. Platform and implementation CASE is implemented using a web-based server-side application model. The user interacts with the system using a standard web browser, such as Netscape Navigator, Apple Safari or MS Internet Explorer. CASE is developed using Open Source Software, MySQL (4.0.14) and PHP (4.3.2) and JavaScript. The MySQL database backend contains a number of tables, the most prominent ones being a text fragment table, a solution table and a table storing the student's activities. CASE’s primary component is the server-side application implemented in PHP (4.3.2). This application handles form processing, storage and retrieval of information from the various tables in the database and generating the HTML pages that are output to the user. A small number of simple functions are implemented using client-side JavaScripts. CASE offers extensive support for administrative-, editing-, browsing-, tracking- and educational tasks. Using the same portal, administrators can add, remove and change users and cases; editors can add keywords to cases and prepare the solution framework of a case for use; teachers can use the interface to track the results of students, previewing the solution framework and for browsing and searching the database; and students can browse and search the database, and test their analysis skills. The search engine allows for both Boolean keyword- and free text search in combination with metadata fields such as: date, name, court etc. The principal concept in CASE is that a precedent can be seen as an ordered set of text fragments, each of which can be labeled according to their place in the solution template. The student can select a text fragment and place in a specific position within the solution framework. Text fragments can be as short as a single sentence, but more often, they are as long as a paragraph. The text fragments are stored in a database along with metadata such as a reference to their position in the solution. Although a text fragment as described is the basic building 520
Antoinette Muntjewerff block, these fragments can have one or more sub-fragments (such as single words) which can also be selected by the student. For instance, the text fragment “Op het beroep van Ronald G, geboren te Amsterdam op 6 aug. 1954, wonende te Amsterdam, req. van cassatie tegen een bij verstek gewezen arrest van het Hof te Amsterdam van 12 dec. 1977, waarbij in hoger beroep een vonnis van de Rb.”, contains the sub-fragment 'Ronald G', the accused. In some cases the student needs to select the whole sentence, and in others only the sub fragment. The solution framework consists of a number of tables, such as parties, facts, claim and the argument structure before the Supreme Court. Each table is two dimensional and contains a small number of cells, e.g. facts as presented by the initiator, and facts presented by the opponent. Each cell in the solution, therefore, can be designated by three coordinates: table, row and column. These coordinates are used to mark the proper location of text fragments within the solution framework. They allow the student's solution to be tested against the solution defined by the teacher; the cell in which the student places the fragment has to match the metadata reference of the text fragment. In the case of an incorrect placement of a fragment, its position relative to the correct place is also known. This allows for standardized responses to common errors. For instance, when a student puts the initiator’s name in the opponent’s cell, the following response can be generated on the basis of this mixing up of the parties in the dispute: "This indeed is one of the parties in the dispute, but unfortunately it is not the opponent.”. To get a basic idea of the functionality of the system we now describe a session with CASE. 6. A session with CASE As mentioned above, CASE distinguishes four types of user: administrators, editors, teachers and students. User rights are distributed in an incremental fashion in CASE, this means that a teacher has access to both student- and teaching facilities; an editor has access to editing-, teaching- and student facilities; and the administrator user has rights to do everything the other users can, plus adding, removing and changing users, and removing cases from the database. This section describes a typical process from preparation to analysis of a case. After login, the editor is presented with a menu containing multiple options. Since the editor recently came upon a decision relevant for law students, she decides to add it to the CASE database. The editor’s menu gives access to the add decision screen. Here she fills in a few facts about the decision (name, publication date, court etc.) and with copy- paste actions she adds the text of the decision to the database. Next, she visits the metadata editor (see figure 1). The metadata editor interface is used to add or change metadata of a decision and, more importantly, to add new keywords, or remove existing ones. After completing this procedure, the decision can be searched for using the search interface. The next step is the preparation of the decision for use. The prepare tool offers an interface that mimics the regular structuring and analysis interface: the editor needs to place pieces of text in the correct position within the solution framework (see figure 2). Where the regular interface checks whether the correct text is in the correct position by consulting the database, the prepare tool writes the action of the editor to the database. The editor in a sense teaches the solution of the case at hand. Note that the editor does not have to add feedback to the database. Feedback is provided to the student in a case-independent way. When the teacher only wants part of the text fragment to be part of the solution, the editor can simply mark these smaller parts. This results in a text fragment with color coded sub fragments that can be placed in the solution table (e.g. Mr Jean-Gustave Funke in figure 3). After the editor has finished the above steps, the decision is ready for use by both teachers and students. 521
Page 1 and 2: Proceedings of the 10 th European C
Page 3 and 4: Contents Paper Title Author(s) Page
Page 5 and 6: Paper Title Author(s) Page No. A Qu
Page 7 and 8: The Project Mobile Game Based Learn
Page 9 and 10: Extreme Scaffolding in the Teaching
Page 11 and 12: Malaysia); Tuomo Kakkonen (Universi
Page 13 and 14: Preface These Proceedings represent
Page 15 and 16: Mini Track Chairs Dr Antonios Andre
Page 17 and 18: Cornélia Castro is a PhD student i
Page 19 and 20: Manuel Frutos-Perez is the Leader o
Page 21 and 22: David Mathew works at the Centre fo
Page 23 and 24: Research interests include the inve
Page 25: Novita Yulianti is a PhD student at
Page 28 and 29: Peter Mozelius et al. searching and
Page 30 and 31: Peter Mozelius et al. Error Handli
Page 32 and 33: Peter Mozelius et al. were no chanc
Page 34 and 35: Peter Mozelius et al. single login
Page 36 and 37: Antoinette Muntjewerff for every st
Page 40 and 41: Figure 1: Metadata editor Antoinett
Page 42 and 43: Antoinette Muntjewerff The structur
Page 44 and 45: A Framework for Decision Support fo
Page 46 and 47: Phelim Murnion and Markus Helfert i
Page 48 and 49: Phelim Murnion and Markus Helfert 4
Page 50 and 51: Phelim Murnion and Markus Helfert s
Page 52 and 53: Phelim Murnion and Markus Helfert P
Page 54 and 55: Shekhar Murthy and Devi Murthy wisd
Page 56 and 57: Shekhar Murthy and Devi Murthy educ
Page 58 and 59: Shekhar Murthy and Devi Murthy Figu
Page 60 and 61: Shekhar Murthy and Devi Murthy corr
Page 62 and 63: Shekhar Murthy and Devi Murthy Figu
Page 64 and 65: Shekhar Murthy and Devi Murthy Stag
Page 66 and 67: 7. Conclusions Shekhar Murthy and D
Page 68 and 69: Student's Characteristics for Note
Page 70 and 71: Minoru Nakayama et al. Learning exp
Page 72 and 73: Minoru Nakayama et al. 3.3 Effectiv
Page 74 and 75: Minoru Nakayama et al. Table 2: Cor
Page 76 and 77: Freeing Education Within and Beyond
Page 78 and 79: Chrissi Nerantzi The aim was to exp
Page 80 and 81: Chrissi Nerantzi agreeing with Nova
Page 82 and 83: Chrissi Nerantzi familiarisation wi
Page 84 and 85: Chrissi Nerantzi Scardamalia, M. an
Page 86 and 87: 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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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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896
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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