Volume Two - Academic Conferences

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Fabio Serenelli et al. Mangiatordi, A., Pischetola, M. (2010) "Sustainable Innovation Strategies in Education: OLPC Case Studies in Ethiopia and Uruguay". IM. Lytras et al., Organizational, Business, and Technological Aspects of the Knowledge Society, pages 94-104, Springer. Mayer, R. E. (2005) "Cognitive Theory of Multimedia Learning". In Mayer. R.E. (Ed.), The Cambridge handbook of multimedia learning (pp 31–48). Cambridge University Press. Mayer, R. E. (2009) Multimedia learning (2nd ed), New York, Cambridge University Press. Mayer, R. E. and Chandler, P. (2001) "When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?", Journal of Educational Psychology, Vol 93(2), Jun, 390- 397. Merrill, M. D. (1994) Instructional Design Theory. course syllabus (p 484). Educational Technology Publication. Merrill, M. D. (2002) A pebble-in-the-pond model for instructional design. Performance Improvement. 41(7), pp 39-44. Merrill, M. D. (2007) First principles of instruction: a synthesis. In Trends and Issues in Instructional Design and Technology, 2nd Edition. R. A. Reiser and J. V. Dempsey. Upper Saddle River, NJ, Merrill/Prentice Hall. 2, pp. 62-7 Merrill, M. D. (2009) "First Principles of Instruction". In Reigeluth, C.M. and Carr-Chellman, A. A. (Eds.), Instructional design Theories And Models Vol 3 Building A Common Knowledge Base (Vol. III, pp. 1-19). Rutledge. Mosley, P. (2005). A taxonomy for learning object technology. British Journal of Educational Technology, 36(3), pp 702-703. Paivio, A. (1971) Imagery and verbal processes, New York, Holt, Rinehart, and Winston. Serenelli, F. and Mangiatordi, A. (2010) "The 'One Laptop Per Child' XO laptop as a PLE: a cognitive artifact beyond hardware and software", PLE Conference proceedings, Cornellá, Barcelona. Sweller, J. (1988) Cognitive load during problem solving: Effects on learning, Cognitive Science 12 (2), pp 257– 285 952
Designing a U-Learning Course Platform for the Identified Teacher Training Needs Nazime Tuncay and Hüseyin Uzunboylu, Near East University, Nicosia, North Cyprus nazime.tuncay@gmail.com huzunboylu@neu.edu.tr Abstract: Teacher T raining has und ergone m ajor c hanges i n r ecent y ears, w ith t he dev elopment of di gital information t ransfer, v irtual learning environments(VLE) and s imulations i ntegrated i n learning management systems having a significant effect on it. Online resources like Edu 2.0 and Second Life (SL) encourage a sense of c ollaboration and community w hich now needs to b e embraced t hrough t eaching and l earning pr actice. Researchers, as a r esult of 4 years research study of global e-learning training needs in 25 countries analyzed the needs of the teachers’ e-education requirements and their preferred e-learner environments. Although, there were some common needs like “knowledge and skill of preparing e-quizzes”, they found that there was a divide among teachers’ s kills and knowledge’s. Hence, t he n ecessary s teps t o d evelop proper I CT i nfrastructure required f or e -Learning are taken. As a r esult of al l t he f indings in t he literature, courses ar e d ecided t o be delivered to bridge these. A global strategy is decided for moving towards and encouraging teachers towards deploying e-Learning for their courses. Syllabus is prepared, online evaluation is required and suggestions are taken from experts coming from different walks of life, from 25 countries. This process ended in 4 months. After having rewritten the syllabus, course material is prepared and carefully proof read by English teachers and eeducation experts. The course environment is used by 51 experts and is redesigned by the researchers according to their suggestions. After 6 months of work, the last form of VirtualNeu (Virtual Near East University Portal) is published. Encouragement and pr oper incentive t o English Teachers to par ticipate i n the e -training programs were provided by the ministry of education in North Cyprus. 80 Teachers have registered to the system and courses will start on 7 September 2011. Researchers mission for the next two years, 4 years and beyond is clear and unequivocal; like the last four years: Preparing a portal and making it universally accessible and useful for teachers; delivering e-courses for their specified training needs and, helping them to be more innovative and more creative individuals who change and improve the world education. Keywords: Edu 2.0, Second Life, U-education, VirtualNeu, Training Needs of Teachers 1. Introduction 1.1 U-Learning (Ubiquitous Learning) U-Learning is becoming a necessity of the modern education system. The ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services (Chang&Shu,2005, Haruo, Kiyoharu, etc.,2003, Cheng, etc., 2005). The main characteristics of ubiquitous learning are (Chen et al., 2002; Curtis et al., 2002): Permanency: Learners can never lose their work unless it is purposefully deleted. In addition, all the learning processes are recorded continuously in every day. Accessibility: Learners ha ve ac cess t o their d ocuments, da ta, or videos f rom anywhere. T hat information is provided based on their requests. Therefore, the learning involved is self-directed. Immediacy: Wherever learners are, they can get any information immediately. Therefore learners can s olve pr oblems qui ckly. O therwise, t he learner m ay r ecord t he qu estions and look f or t he answer later. Interactivity: Learners can interact with experts, teachers, or peers in the form of synchronies or asynchronous c ommunication. H ence, the ex perts are m ore r eachable and t he k nowledge i s more available. Ubiquitous learning is characterized by providing intuitive ways for identifying right collaborators, right c ontents an d r ight s ervices i n t he r ight pl ace at t he r ight t ime bas ed on s tudents s urrounding context such as where and when the students are (time and space), what the learning resources and services av ailable f or the s tudents, and who ar e the l earning c ollaborators that match the s tudents’ needs (Zhang, etc., 2004.; Ogata, etc., 2005; Takahata, etc.; 2004) 953
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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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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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Page 436 and 437: Michael Flavin In a subsequent work
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Page 440 and 441: Michael Flavin The lecturer also sp
Page 442 and 443: Michael Flavin Quality Assurance Ag
Page 444 and 445: Fortunate Gunzo and Lorenzo Dalvit
Page 446 and 447: 4. Possible scenarios 4.1 Computer
Page 448 and 449: Fortunate Gunzo and Lorenzo Dalvit
Page 450 and 451: Collaborative eLearning in a Develo
Page 452 and 453: Evelyn Kigozi Kahiigi et al. implem
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Page 462 and 463: Fabio Serenelli et al. is to identi
Page 464 and 465: Figure 3: Screenshots of LO3 - Lear
Page 466 and 467: Managing Essential Processing Foste
Page 468 and 469: 6. Results and analysis Fabio Seren
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Page 474 and 475: Nazime Tuncay and Hüseyin Uzunboyl
Page 478 and 479: Figure 4 Response Screen Nazime Tun
Page 482 and 483: Figure 12 An Example of Recorded Vi
Page 484 and 485: Figure 15 VirtualNeu General Menus
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Page 498 and 499: Dan-Adrian German first exposure to
Page 500 and 501: Benefits and Barriers: Applying eLe
Page 502 and 503: Simon McGinnes view on demand. OSD
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Page 508 and 509: Olivia Billingham 2010); gains in c
Page 510 and 511: Olivia Billingham Deneen, L., (2010
Page 512 and 513: Karin Levinsen et al. conference or
Page 514 and 515: Karin Levinsen et al. in order to s
Page 516 and 517: Peps Mccrea professional engagement
Page 518 and 519: 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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