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Katherine Wimpenny et al. This in turn raises questions about the relationship between disciplinary values and virtual worlds, which we now discuss. There are few expositions of the complexities of the use of SL in disciplinary research studies. These findings indicate that students struggle to see the disciplinary relevance of their learning in SL, and staff do not always realise the impact of discipline-based pedagogy on their use of SL. The result is that individually held disciplinary assumptions result in students holding different positions regarding professional understandings, which are not translated in straightforward ways. Although the play elements and visual stimulus of SL is explored in the literature, what remains relatively hidden is the potential for SL to project disciplinary understandings, enabling students to see its relevance for their subject field. We contend that tutor confidence, knowledge and skill in using SL within the disciplines are key. Whilst not directly related to SL, studies such as Kalogiannakis (2004) demonstrate the value added when social support networks are used to support tutors in their role to effect the diffusion of technology within a profession. Further, what is important to consider when designing virtual world learning is not only knowing ‘how to do it’ in SL, but also how to do it in new ways in SL, and under which circumstances, and how this can affect the way that students learn particular subject matter. Shulman’s (2005) work on signature pedagogies can be applied here in terms of considering ‘surface level interaction’, or the working principles, employed by the tutor to enhance learning, to give students good reason to be part of the learning community, to ensure learning expectations are explicit and responsive and foster social connections. If disciplines shape the nature of pedagogy and such pedagogies reflect the practices and culture of the discipline, how can use of an immersive learning environment influence teaching practices and the methods by which future practitioners will be educated for their profession? Finally suggest there is a tension between designing learning for the disciplines within SL, which makes best use of its creative space, capitalising on the one hand a sense of novelty and surprise, (Jankowska and Atlay 2008), whilst being aware of expectations and reference points for the learner. As Savin-Baden (2008) identifies, the opportunity to do things differently when designing learning for the disciplines within SL, where there is less order, forces a reconsideration of how learning spaces are to be constituted. Further, understandings of ownership play a role in how practitioners perceive virtual worlds as learning technologies and how this can influence the design of pedagogy within it. Yet the balancing of SL as a social space and SL as a learning space include issues of ownership. Within the study ownership (and associated themes of implied control and power exertion) emerged as a complex frame of reference which differed from individual to individual, and characterised different aspects of SL. Such a range of perspectives in turn raise questions about what is allowed and disallowed including how tutors may seek to control and contain space. For example, SL was viewed as an institutionally owned extension of the campus, as a replicated classroom and, or as a useful marketing feature. Such perspectives were due in part to the design of the space, but arguably were more a reflection of views of ownership framed by self-positioning. Our data revealed how one tutor framed SL as offering a useful crossover space in which to bring together social media and the institution; in other examples we see SL as being framed as a type of game, or, seen as both a learning and social space, but definitively a student-owned space. Our findings demonstrate a tension expressed by tutors who seek to push boundaries of structure and appearance, and encourage students to make use of SL spaces, yet also want students to get something from their learning, in ways they perceive to know best. 6. Conclusion This paper has examined frames of reference relevant to the design and experience of virtual worlds in higher education. This participatory action synthesis suggests that previous explorations of learning in virtual worlds in the research literature have neglected to look more closely at frames of reference and how these serve to inform expectations. Whilst not always deleterious, there is potential that frames of reference may interfere with, and or collide with each other, with interesting consequences during the student / tutor encounter. Of further note is how frames of reference are reconceptualised temporally, thus in the (re) configuring of perspectives how will learning designed within virtual worlds respond. References Ausubel, D.P., Novak, J.S. &Hanesian, H. (1978). Educational Psychology: a Cognitive View. New York: Holt, Rinehart and Winston. 876
Katherine Wimpenny et al. Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jackson, C., Arici, A., Job-Sluder, L., Carteaux, R., Jr., Gilbertson, J., and Heiselt, C. (2007). The Quest Atlantis Project: A socially-responsive play space for learning. In B. E. Shelton, & D. Wiley (Eds.), The Educational Design and Use of Simulation Computer Games; Rotterdam, The Netherlands: Sense Publishers. Becher, T. & Trowler, P.R. (2001). <strong>Academic</strong> Tribes and Territories, Second Edition. Buckingham: Open University Press/SRHE. Bruner, J. (1991). Acts of Meaning. Cambridge MA: Harvard University Press. Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage. Clandinin, D. J. & Connelly F. M. (2000). Narrative Inquiry: Experience and story in qualitative research, San Francisco: Jossey-Bass. Dewey, J. (1938). Experience and Education. New York: Collier and Kappa Delta Pi. Friese, C. (2010). Classification Conundrums: Categorizing Chimeras and Enacting Species Preservation. Theory and society, 39, (2) 145-172. Galas, C., & Ketelhut, D. J. (2006). River City, The MUVE. Leading and Learning with Technology, 33(7), 31- 32. Gee, J.P. (2004). What Video Games Have to Teach Us about Learning and Literacy. Basingstoke: Palgrave Macmillan. Jankowska, M. & Atlay, M. (2008). Use of creative space in enhancing students’ engagement. Innovations in Education and Teaching International. 45 (3), 271 – 279. Jenkins A. & Zetter R (2003). Linking Teaching and Research in Departments. York: Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=257. Kalogiannakis, M. (2004). A virtual learning environment for the French physics teachers, Education and information technologies, 9 (4), 345 – 353. Lefebvre, H, (1991). The production of space. 15 th Edition. Oxford: Blackwell. Major, C. & Savin-Baden, M. (2011). Integration of qualitative evidence: Towards construction of academic knowledge, Qualitative Research, 11 (6) 1-19. Noble, D. F. (2001). Digital diploma mills: The automation of higher education. New York: Monthly Review Press. Noblit, G. W. & Hare, R. D. (1988). Meta Ethnography: Synthesising Qualitative Studies. Newbury Park, CA: Sage. O’Donoghue, T. (2007). Planning your qualitative research project: an introduction to interpretivist research in education, Routledge, UK. Reeves, T. (2002). Storm clouds on the digital education horizon, in: A. Williamson, C, Gunn, A. Young, & T. Clear, (Eds.), Winds of change in the sea of learning Proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Auckland. Auckland, New Zealand: UNITEC Institute of Technology 17-26. Sandelowski, M. & Barroso, J. (2007). Handbook for synthesising qualitative research, Springer: New York. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life, McGraw-Hill, Open University Press. Savin-Baden, M. (2010). 'Changelings and Shape Shifters? Identity Play and Pedagogical Positioning of Staff in Immersive Virtual Worlds.' London Review of Education, 8, (1) 28-38. Shulman, L. (2005). Signature pedagogies in the professions, Daedalus, 134, (3) 52-59. Simons, H.(2009). Case Study Research in Practice, London SAGE. Temple, P. (2008). Learning spaces in higher education: an under-researched topic. London Review of Education, 6, (3) 229-24. Trowler, V. & Trowler, P. (2010). Student engagement evidence summary. The Higher Education Academy. Wimpenny, K. & Savin-Baden, M. (submitted) Exploring and Implementing Participatory Action Synthesis Qualitative Research. 877
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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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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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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
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
Page 396 and 397: Reaction Lecture: Text Messaging to
Page 398 and 399: Koos Winnips et al. order to make a
Page 400 and 401: Table 2: Overview of student reacti
Page 402 and 403: Koos Winnips et al. Students liked
Page 404 and 405: A Holistic Approach to Instructiona
Page 406 and 407: Li Zhong Zhang There is a wealth of
Page 408 and 409: Figure 1: An integrated design fram
Page 410 and 411: 6.1 Design implications Li Zhong Zh
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Page 416 and 417: Nahla Aljojo et al. Adaptive hyperm
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Page 422 and 423: Table 7: The results of pairwise co
Page 424 and 425: Nahla Aljojo et al. fact misleading
Page 426 and 427: Nahla Aljojo et al. Aljojo, N. & Ad
Page 428 and 429: Andy Coverdale media and related on
Page 430 and 431: Andy Coverdale A former interdisci
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Page 434 and 435: Andy Coverdale the participant inte
Page 436 and 437: Michael Flavin In a subsequent work
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Page 440 and 441: Michael Flavin The lecturer also sp
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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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