Volume Two - Academic Conferences

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Olivia Billingham Deneen, L., (2010). What is student engagement, anyway? Educause quarterly, 33:1. Available: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/WhatemIsemStude ntEngagementAny/199393 [03.06.11]. e-Learning development Unit, Simulations in Higher Education. Available: http://www.uwe.ac.uk/elearning/she/ [01.06.11]. Falconer, L., Frutos-Perez, M., (2009). Online Simulation of Real Life Experiences; the Educational Potential. Proceedings of ED-MEDIA 2009: The World Conference on Educational Multi-media, Hypermedia and Telecommunications, June 22 nd - 26 th 2009. Honolulu, Hawaii. Available: http://www.editlib.org/j/EDMEDIA/v/2009/n/1 [06.04.11]. Krause, KL., Coates, H., (2008) Students’ Engagement in First-year University. Available: http://www98.griffith.edu.au/dspace/bitstream/10072/26304/1/53553_1.pdf [07.06.11]. Krause, KL., (2005) Engaged, inert or otherwise occupied? Deconstructing the 21st century undergraduate student. In: Sharing Scholarship in Learning and Teaching: Engaging Students. James Cook University Symposium 2005, James Cook University, Townsville/Cairns, Queensland, 21-22 September 2005. Available: http://www.griffith.edu.au/__data/assets/pdf_file/0011/37496/JCUKeynote2005.pdf [07.06.11]. Trowler, V., Trowler, P., (2010). Student Engagement Evidence Summary. The Higher Education Academy. Available: http://www.heacademy.ac.uk/assets/York/documents/ourwork/studentengagement/StudentEngagementEvid enceSummary.pdf [02.06.11] 992
Instrumental Distance Learning in Higher Music Education Karin Levinsen 1 , Rikke Orngreen 1 , Mie Buhl 1 , Marianne Løkke Jakobsen 2 and Jesper Andersen 2 1 Danish School of Education, Aarhus University, Denmark 2 The Royal Danish Academy of Music, Denmark kale@dpu.dk rior@dpu.dk mib@dpu.dk marianne.jakobsen@dkdm.dk jesper.andersen@dkdm.dk Abstract: This brief paper presents a research proposal based on an investigation of the complex challenges and potentials of using video conferencing in connection with teaching and learning processes in the domain of higher music education. A historical outline of the research and development project is provided, followed by the preliminary findings of the initial activities. These findings have led to further research questions that would be relevant to explore in future. Keywords: eLearning, video conferencing, multimodality, teaching, design for learning 1. The project In 2009 the Royal Danish Academy of Music (RDAM) launched an innovative development project on distance learning in which instrumental teaching takes place in a new video conference environment featuring advanced technological equipment. The aim is to develop a sustainable teaching practice at RDAM that provides excellent competence building opportunities for teachers and technicians. RDAM provides instruction in a broad range of types and styles of music and the majority of courses offered are aimed at performance at the highest level. In addition to instrumentalist and vocalist programmes, RDAM offers specialized courses within music teaching, composition, conducting, church music, and recording. RDAM also offers a three-year bachelor programme and a two-year master's programme in which students specialize in a particular field. Following their master's degree, students may continue to an advanced two-year postgraduate diploma programme, which concludes with a public debut concert. RDAM sees video conferencing as a means to expand the academy’s international cooperation, to share expertise and to establish networks and new performance spaces for joint high profile master class teaching. Therefore, in connection with the project, RDAM relies extensively on international cooperation with partners such as the Manhattan School of Music (MSM), the Sydney Conservatory of Music and the Eastman School of Music, University of Rochester The research perspective of the project was established in early 2011, when RDAM contacted the research programme ICT and media in a learning perspective at Aarhus University (AU), Faculty of Arts. The combined research and development project rests on the assumption that implementation of video conferencing as a teaching methodology is a process of organizational change and adjustment that challenges traditional pedagogy and the everyday practices of students and teachers. The project is in an early stage. In May 2011, RDAM submitted an application to the Danish Ministry of Culture for additional support to further the project. The goal is large-scale application in early 2012. However, the initial activities have already produced areas of interest for further studies and experiments. 2. The research literature and key concepts Literature on video conferencing relates primarily to surgery and nursing, areas that depend on high visual quality. Marrow et al. (2002) argue that video conferencing scaffolds students’ reflexivity and ability to solve problems. Maruping & Agarwal (2009) list advantages such as immediate feedback, a repertoire of multimodal sign systems and sense modalities, synchronous communication and social closeness. One large, solitary quantitative study finds that video conferencing is pedagogically neutral compared to traditional teaching (Cavanaugh 2001). Hedestig and Kaptelinin (2005) find that breakdowns are unavoidable. They argue that rather than trying to eliminate breakdowns, video 993
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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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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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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Page 468 and 469: 6. Results and analysis Fabio Seren
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Page 472 and 473: 1.2 VLE (Virtual Learning Environme
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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 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
Page 522 and 523: Sónia Sousa et al. Figure 4: The e
Page 524 and 525: Trust in Distributed Personal Learn
Page 526 and 527: 2.2 LePress Sónia Sousa et al. Per
Page 528 and 529: Sónia Sousa et al. 3. Elicitation
Page 530 and 531: Breaking Down Barriers: Development
Page 532 and 533: Karen Strickland et al. qualitative
Page 534 and 535: Novita Yulianti et al. Research con
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