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Dan-Adrian German first exposure to the tool) and posted on-line. Tuesday morning a message was sent to the students with the URL of the tutoring module demonstrated in class and students were asked to work with the template once just so we can ask them if they liked it or not. A reminder was sent on Wednesday morning. There was no other implicit or explicit incentive to review/study the program other than through the requested interaction with the interactive template (the tutoring module presented on Monday in class). On Wednesday at 2:30pm in lecture we repeated the quiz from Monday, collected the tests after 15 minutes and archived them as post-test data. Both quizzes were closed book. After the second quiz we asked a few open-ended questions (which is what students had expected in the first place) such as: did you work with the interactive template as we asked you to, did you have a positive experience with the tutoring module (if so, what was the single most useful aspect, if not why not), did you do better than last time or not, and so on. The answers to these questions were anonymous, they were collected and archived with the post-test data. Quizzes were then graded and grouped into categories as shown in Table 1. Table 1: Pre- and post-test results Categories Monday lecture Wednesday lecture Wrong or no idea 27 45% 9 15% Some idea, in the right direction 19 32% 21 35% Recognizable (but unfinished) solution 11 18% 10 17% Complete, correct solution 2 3% 19 32% 5. Conclusions Significant improvement can be seen in the table: on Monday 45% of the students are hopelessly lost. Wednesday, after being asked to work with the tutoring module once, a larger percentage (49%) are able to produce a recognizable solution (with two thirds of these students actually providing a complete, correct solution). We don’t know how much time students actually spent playing with the template, and what else they did besides that. We didn’t grade, review or otherwise bring up the lab assignment in e-mail, blogs, on-line forums, individual and/or office hours communication with the students during this time (from Monday to Wednesday). The motivation presented to the students for completing a tutoring module was that they were going to provide usability feedback to us on the tool. In written, open-ended anonymous comments 8% (5 students) indicated they didn’t work with the template for whatever reasons (didn’t have time, confused about location on the web or their browser didn’t seem to work, intended to but forgot etc.) Of the remaining 54 students 76% (41 students) indicated that they had found it useful in some respect and enjoyed interacting with it. Half of these cited the ability to actively create by guided exploration as the single most useful instructional aspect. The remaining half was evenly split between the built-in interactivity and the actual scaffolding per se. There is evidence that working with a tutoring module builds endurance: "I had to look at [it] over and over to figure it out," wrote one student. "It forced me to spend time [on task]" wrote another. And as they learn to better monitor their own understanding students also tend to become more confident: "[i]t made me slow down [and] made me think about each part [...] the things I could complete I was proud of and the things I [thought I] couldn't turned out to be easy to figure out eventually." 6. Directions for future work The system can already support variable-length scaffolding and can easily record/replay the steps taken by the user. Better database support, adaptive-testing (Wainer 2000) and team-based learning (TBL) capabilities along with alternative interface support (free typing) is being added. Experiments have been designed (but not yet carried out) to determine the most suitable application for individual and group work. The ability to record learners’ steps solves the individual accountability problem in a TBL setting. Acknowledgments I would like to thank Joan Middendorf (former Associate Director of Campus Instructional Consulting on the Bloomington campus) for expert advice and guidance; Suzanne Menzel and John F. Duncan from the Division U Collegium for Excellence in Undergraduate Teaching for their constructive criticism and comments on an earlier draft; and Kathryn Propst from the Center of Innovative Teaching and Learning for her very efficient steering of the “New Technologies New Pedagogies” group meetings. 980
References Dan-Adrian German Collins, A., Brown, J.S., and Holum, A. (1991) “Cognitive apprenticeship: making thinking visible”, American Educator, Winter, pp. 38–46. Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning—Teaching Second Language Learners in the Mainstream Classroom, Heinemann, Portsmouth, NH. Taylor, W.L. (1953) "Cloze procedure: A new tool for measuring readability." Journalism Quarterly, Vol. 30, pp. 415–433. Vihavainen, A., Paksula, M. and Luukkainen, M. (2011) “Extreme Apprenticeship Method in Teaching Programming for Beginners”, SIGCSE ’11: Proceedings of the 42nd ACM technical symposium on Computer science education, ACM, New York. Vygotsky, L.S. (1978) “Interaction Between Learning and Development”, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA Wainer, H., and Mislevy, R.J. (2000). “Item response theory, calibration, and estimation.” In Wainer, H. (Ed.) Computerized Adaptive Testing: A Primer. Lawrence Erlbaum Associates, Mahwah, NJ. Willingham, D. T. (2010) Why Don’t Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom, Jossey-Bass. 981
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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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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Page 532 and 533: Karen Strickland et al. qualitative
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