Volume Two - Academic Conferences

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Michael Flavin Quality Assurance Agency for Higher Education (2008) The framework for Higher Education qualifications in England, Wales and Northern Ireland, Mansfield, The Quality Assurance Agency for Higher Education, http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/FHEQ08.pdf (accessed 6 June 2011). Selwyn, N. (2007) ‘The use of computer technology in university learning and teaching: a critical perspective’, Journal of Computer Assisted Learning, vol. 23, no. 2, pp.83-94. Sharples, M. (2003) ‘Disruptive Devices: Mobile technology for conversational learning’, International Journal of Continuing Engineering Education and Lifelong Learning, vol. 12, no. 5-6, pp. 504-520. Vygotsky, L.S, (1978) Mind in Society - The Development of Higher Psychological Processes, ed. by M. Cole, V. John-Steiner, S Scribner, and E. Souberman, Oxford, Harvard University Press. Vygotsky, L. S. (1927/1997) ‘The historical meaning of the crisis in psychology: A methodological investigation’, in R. W. Rieber, and J. Wollock (eds.) The collected works of L. S. Vygotsky, vol. 3: problems of the theory and history of Psychology, New York, Plenum. Wenger, E. (1998, repr. 2005) Communities of Practice: learning, meaning and identity, Cambridge, Cambridge University Press. 924
Exploring the Potential of a Mobile Computer lab in a Developmental Context: The Teacher’s Perspective Fortunate Gunzo and Lorenzo Dalvit Rhodes University, Grahamstown, South Africa G08g6256@campus.ru.ac.za l.dalvit@ru.ac.za Abstract: This paper discusses the design phase of an intervention involving the integration and use of a mobile computer laboratory in South African schools. We outline a model we have developed as part of an Advanced Certificate in Education (ACE-ICT) course; a professional development course which targets in-service teachers. As part of the practical component of the ACE-ICT course, teachers are required to plan and implement an intervention involving the use of computers in their schools and or classrooms. The model we have developed is an attempt to address some of the problems teachers face in their schools when they try to use computers for teaching and learning. We used a qualitative research approach and collected data using a questionnaire with only open ended questions. With the questionnaire, we gathered in-depth descriptions of some of the challenges teachers faced and suggestions of how they would use the mobile computer lab in their schools. Data was collected from 20 in-service teachers enrolled for the ACE-ICT course at a South African institution. Teachers who came from schools that do not have computers suggested using the mobile computer lab to create basic awareness of how a computer works first for their learners. These teachers acknowledged their role in preparing their learners for the future whereby their learners will encounter the computer in one way or the other. Most teachers proposed using the mobile computer lab for teaching and learning as they regarded these as very important areas in which computers and ICT in general can make some contribution in education. Findings from this design phase of the intervention were useful in highlighting the areas that the mobile computer lab can be used in, in a developing context. Based on these findings, the interventions will now be implemented in the various schools. Keywords: mobile computer lab, access to ICT, marginalised schools 1. Introduction According to the South African White paper on e-Education (2004) every school in the country is expected to be equipped with computers by 2013. All learners and teachers are expected to become competent users of Information Communication Technology (ICT) in the school context. The Advanced Certificate in Education (ACE) in ICT run by our university is designed to equip teachers with the appropriate ICT skills and understanding of ICT use in a school context. The course runs over two years. It accommodates 20 teachers from marginalised schools in townships, farm and rural areas. All contact sessions take place at the university, in the Education Department’s computer lab. As part of the course, teachers are required to plan and implement an intervention involving the use of ICT in their school. Although most schools do have ICT infrastructure, this is often haphazard, outdated, poorly maintained (Kabede, 2006). We believe that by using the same, well supported and fully functional mobile computer lab for all interventions we can make the experience more rewarding for teachers and other participants and support meaningful sharing and reflection on the experience within a community of practice. As part of a PhD research project, we intend to involve teachers in the design and implementation phases of an intervention using a mobile computer lab in their schools. The intervention must aim to address specific problems in any area of their professional life through the use of ICT. Issues of physical and epistemological access to ICT by the teachers, their learners and colleagues are of particular importance. Narratives of all participants are collected and analysed to tease out the “story” behind each intervention from different points of view. Teachers then present and reflect on their experience in the ACE-ICT class. In this paper, we discuss the design phase, highlighting teachers' ideas about the possible use of the mobile computer lab in their schools. 2. Context 2.1 Mobile computer labs and netbooks In this paper we describe the design phase of a computer intervention at schools. We used a group of netbooks to populate a mobile computer lab. A netbook is a 10inch lightweight laptop which has similar functions and specification as those of a standard laptop. The size of the netbook makes it 925
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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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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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Page 410 and 411: 6.1 Design implications Li Zhong Zh
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Page 436 and 437: Michael Flavin In a subsequent work
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Page 468 and 469: 6. Results and analysis Fabio Seren
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Page 484 and 485: Figure 15 VirtualNeu General Menus
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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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