Volume Two - Academic Conferences

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1.2 VLE (Virtual Learning Environments) Nazime Tuncay and Hüseyin Uzunboylu VLE is an important part of websites. When considering websites, a set of web pages does not constitute a virtual learning environment unless there is social interaction about or around the information (Dillenbourg, 2000). Based on research findings, Warburton (2009) explained that the immersive nature of the virtual world, crossing physical, social and cultural dimensions, can provide a compelling educational experience, particularly in relation to simulation and role-playing activities. For these teachers, Virtual Learning Environments can be frightening places in which their expertise is exposed to challenge and students can assume greater power and control over what is taught, how and when (Greener 2008; Greener 2008). Virtual agents take an important place in virtual environments. Virtual agents provide an alternative method for supporting navigation in virtual environments (Ibanez& Delgado-Mata, 2011). For instance, virtual animals can give directions or transport users to locations (van Dijk et al., 2001). Characters can also orient the user, point to interesting objects and automatically direct their view (Wernert and Hanson, 1999). Characters can provide information to the user by either acting as presenters (Nijholt, 2006) or storytellers ( El-Nasr et. al., 2008). 1.3 SL (Second Life) SL is being used quite often in VLE in the recent years. Research on educational uses and potential of v irtual w orlds of ten f ocuses on t heir a bility t o s upport c ollaborative, c reative, par ticipatory a nd exploratory f orms o f t eaching a nd l earning, as hi ghlighted i n m ost papers of t he af orementioned issues of the BJET and ALT-J journals, or by the diverse set of educational practices and tools found in SL and detailed by the Muvenation project (García & Serrano, 2010; García, 2010). Consistent with other literature on staff and student perceptions of SL, indications to date are that students find SL a demanding but w orthwhile learning en vironment and t hat t he virtual patient i n par ticular i s a very useful adj unct t o ot her f orms o f c linical t raining be t hat i n t he c lassroom or t he l ive pa tient s etting (Heaney,etc.,2011). Previously, Jennings & Collins (2008) have conducted an observational survey of educational institutions in SL. 1.4 Previous researches Youssef ( 2005) made a r esearch on ICT and hi gher educ ation teachers training. Uzunboylu ( 2007) has c arried ou t a s tudy t o det ermine t he at titudes of English l anguage t eachers toward on line education. He found t hat there ex isted s ignificant difference i n attitude t owards onl ine education based upon teaching experience, school location, and use of e-mail. Uzunboylu and Sor (2008) have done a study about the e-learning training needs of primary school students in North Cyprus. In their study, t hey have c oncluded t hat: T he pr imary s chool t eachers had e-learning training ne eds. T hey suggested that the school community should prepare an action plan collaboratively with the educators for motivating teachers in an e-learning training program before actually delivering e-learning training. In 2008, Tuncay and Uzunboylu have done a study about e-learning training needs of vocational high school students in North Cyprus. In their study, they have concluded that: The vocational high school teachers had three types of e-learning training needs: “Technology-based E-learning Training Needs”, “Web-based E -learning T raining N eeds” an d “ Administrative E -learning T raining N eeds”. I n 20 09, Tuncay, Stanescu and Uzunboylu, have delivered a research study in four countries and considered 621 teachers’ training needs: 66% of the Romanian teachers said their training needs refer to "mobile technology" a nd "wireless technologies"; 5 9% of t he E nglish t eachers ans wered t hat t heir t raining needs concern the "tools for preparing a webpage”; 78% of the Turkish teachers answered that their training needs refer to "Skill of attaining a certificate programs"; 82% of the Cypriot teachers answered that their training needs relate to "Learning Management Systems" (see Figure 1). Hence, i n t he l ast 4 years s everal r esearches ar e d elivered t o f ind s econdary s chool teachers e - learning training needs. Such a study delivered in Cyprus was presented in ECEL 2008 Conference (A Research Study about “e-Learning Training Needs” of Vocational High School Teachers in North Cyprus), and a study on different countries secondary school e-learning training needs (Do Teachers e-Learning Needs Differentiate among Countries?) was presented in ECEL 2009, in Bari. There is a digital di vide am ong t eachers ( Youssef, 2005 ; Uzunboylu&Tuncay, 2 009). If w e w ant t o br idge t he digital divide between teachers, we can help those who are not using these technologies (Youssef, 2005) T echnology plays an important r ole in ed ucation l ife. V ideo and o nline c ommunication technologies can overcome the obstacles in professional development of teachers (Eastmond, 1998, in Krammer, etc. 2006). 954
Nazime Tuncay and Hüseyin Uzunboylu Figure 1: Teachers Training Needs Pyramid in Four Countries (Tuncay, etc., 2009) However, it is not the videos that create rather learning tasks or activities involving videos and they can be used to pr omote learning via ap propriate accompanying d irections an d impulses ( Krammer, etc. al . 2006). A s a c onsequence of t echnological c hallenges, q uality of i nstruction h as bec ome a central t opic i n t he di scussion bet ween educ ators, r esearchers, and pol icymakers ( Tuncay& Uzunboylu, 20 10a). T his m etaphor of t echnology bringing p eople f rom dar kness i nto l ight c an be applied t o m any ot her c ontexts w here pr ofessionals i n t he f ield of educ ation ar e gi ving r ather t han taking f rom t he dev eloping w orld a nd of fering ho pe t hat we c an i ndeed c reate a w orld of s hared republications and i nternational u nity, r ather t han di vision, in t he f uture ( Breen, 2006) . In or der t o achieve efficiency in learning, all categories of actors working within educational, learning and training contexts need to comprehend the general imagine of learning, built the puzzle, and apply adequately the l earning s olutions ( Stanescu, I .A, 2008). Among m ost i mportant r easons of s tudents f or not preferring distance education course was its not being “face to face” (Tuncay&Uzunboylu, 2010b). According t o t eachers’ c ommon ans wers and ex pectations, a v irtual 3 D aided, u-learning course platform (VirtualNeu) i s dev eloped ( http://virtualneu.edu20.org) b y using t he E du2.0 l earning management s ystem. T his en vironment i s i ntegrated i n SL where learners c an en ter as avatars. Possible metaphors in this environment are considered and a research study is delivered. The effect of e-learning metaphors in designing a u-learning course is investigated and (Metaphors in E- Learning) were presented in ECEL 2010 Conference, in Portugal. Researchers’ mission is preparing a portal and making it uni versally ac cessible and useful for teachers; de livering e -courses f or t heir specified training needs and, helping them to be more innovative and more creative individuals who change and improve the world education. 1.5 Purpose E-Learning Education and Management (ELEM) course was decided by the researchers to be delivered to a sample group of English Teachers. Purpose of the PhD study is to compare the English Teachers Perception, Attitude and Success in Online ELEM Course & Blended ELEM Course. For this a u-learning course platform was needed. A platform with 3D virtual classrooms, with speaking and moving avatars, with videos, e-portfolio applications, with chat rooms, etc. was needed. It was not possible t o h ave a ll t hese f acilities with j ust on e learning m anagement s ystem. H ence E du 2. 0, Second Li fe, V oki, S creencast, J ing, Wallwisher, Wordle, YouTube, GoAnimate, . .etc. f ree onl ine programs; as well as programming knowledge like HTML, Photoshop, JavaScript, PhP,..etc. are used in VirtualNeu portal. Purpose of this pap er is t o de liver t he Designing a U-Learning C ourse Platform for t he I dentified Teacher Training Needs. This study aims to start a global approach to bridge the e-learning training needs of teachers by delivering e-courses (electronic courses). For this purpose, courses are planned, and virtual u-learning course platform “VirtualNeu” (http://virtualneu.edu20.org) is designed. This study (which is first part of the PhD study) tries to answer the following research questions: How do t he t eachers per ceive t he us e of e -learning/sharing portal i n educational ac tivities i n terms of its effects on their motivation towards the educational activities? 955
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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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Nahla Aljojo et al. Table 3: 16 typ
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Page 436 and 437: Michael Flavin In a subsequent work
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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
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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 492 and 493: Liz Falconer and Manuel Frutos-Pere
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Page 496 and 497: Extreme Scaffolding in the Teaching
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
Page 520 and 521: 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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