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Phelim Murnion and Markus Helfert Peng, Y., G. Kou, et al. (2008). "A Descriptive Framework for the field Of Data Mining And Knowledge Discovery." International Journal of Information Technology & Decision Making07(04). Perera, D., J. Kay, et al. (2009). "Clustering and Sequential Pattern Mining of Online Collaborative Learning Data." IEEE Trans. on Knowl. and Data Eng.21(6): 759-772. Romero, C. and S. Ventura (2007). "Educational data mining: A survey from 1995 to 2005." Expert Systems with Applications(33): 135-146. Romero, C. and S. Ventura (2010). "Educational Data Mining: A Review of the State of the Art." IEEE TRANSACTIONS ON SYSTEMS, MAN, AND CYBERNETICS—PART C: APPLICATIONS AND REVIEWS40(6): 601-618. Romero, C., S. ventura, et al. (2008). Data mining algorithms to classify students. Int. Conf. Educ. Data Mining, Montreal, Canada. Sacin, C. V., J. B. Agapito, et al. (2009). Recommendation in Higher Education Using Data Mining Techniques. 2nd International Conference on Educational Data Mining (EDM'09), Cordoba,Spain. Shearer, C. (2000). "The CRISP-DM model: The new blueprint for data mining." Journal of Data Warehousing5(4). Talavera, L. and E. Gaudioso (2004). Mining Student Data To Characterize Similar Behavior Groups In Unstructured Collaboration Spaces Workshop Artif. Intell. CSCL. Valencia, Spain. Wang, F.-H. (2008). "Content Recommendation Based on Education-Contextualized Browsing Events for Web- Based Personalized Learning." Educational Technology & Society11(4): 94-112. Warwick, J. (2008). "A Case Study Using Soft Systems Methodology in the Evolution of a Mathematics Module." TMME5(2&3): 269-290. Williams, M. D. (2001). Learner-Control and Instructional Technologies Handbook of Research for Educational Communications and Technology. D. H. Jonassen, AECT. Zaïane, O., & Luo, J (2001). Web usage mining for a better web-based learning environment. Proceedings of conference on advanced technology for education, Proceedings of conference on advanced technology for education. 534
Learning for Life - Building Blocks to Holistic Education Shekhar Murthy 1 and Devi Murthy 2 1 IIC Academy, Visakhapatnam, India 2 Johnson Grammar School, Hyderabad, India shekhar@iictechnologies.com devi_murthy@hotmail.com Abstract: Robert Byrne philosophically stated, “The purpose of life is a life of purpose.” The paradox of modern educational approaches lies in the acquisition of the means to life, rather than a life with meaning. It’s no wonder that despite material successes, modern society finds itself in restless disquiet. While mental happiness has been found to correlate with materialistic and spiritual happiness, studies also indicate that materialistic well-being alone may not lead to spiritual happiness (Bhattacharya 2010). The learning principles and their pedagogical connotations have been extensively researched in literature, reported, and applied to suit learning styles and methods. Bloom’s taxonomy (Bierly, Kessler, and Christensen 2000) and Kirkpatrick’s model (Bates 2004) have been used with reasonable success in building and evaluating learning strategies. Yet, while the focus has remained anchored on doing things right, at times, one is left reflecting, “Are we doing the right things?” The existence of a skills-gap between an academically produced intake and industry expectations has become a cliché. Lack of adequate professional and life skills are impacting harmony in teams, creating mistrust in intentions, affecting work-life balance, and above all, shaking ethical foundations in society. The moot question to address is, “does our educational system build good human beings?” Has an overdose of material pursuits diverted us from the wisdom of good living and holistic fulfillment? This paper addresses lifelong learning within a holistic framework. The authors propose specific lifelong learning constructs ranging from pre-school education to retirement from active work-life. Beyond the normal precincts of workplace competencies, the authors explore life-skills that are needed to make societal pursuits worthwhile. Through an internet-based survey, the authors identify key life-skill-gaps that grapple with and divert a modern life from purposeful living, and suggest methods by which such learning content could be embedded into educational systems. The paper favors community-linked group-based learning and suggests methods to adapt current learning approaches and technologies to build holistic life-competencies for the millennial generation (for purposes of this paper persons’ born after 1980). Keywords: lifelong learning, learning approaches, skill-gaps, life-skills, wisdom-gap 1. Introduction “Wisdom is not a product of schooling, but the lifelong attempt to acquire it.” — Einstein Education is the cornerstone of the knowledge-based society. More so, when the quandaries of hectic-paced life impact on harmony in society and the competitive pressures aggravate healththreatening stresses. Life satisfaction index in fact, has been found to positively correlate with the educational development index (Bhattacharya 2010). Maslow’s model of his identified “hierarchy of needs” introduced the concept of “B-values” that of truth, justice, order, goodness, beauty, simplicity and unity (Maslow 1971). Most of the emphasis in current educational approaches seems to equip learners to meet the physiological and safety needs; with perhaps a sprinkling of belongingness and esteem needs. The layers that deal with the need to understand, self-actualization and transcendence remain relatively untouched (Martin and Joomis 2007). In terms of Blooms taxonomy, the affective domain is increasingly receiving attention in recent times. This is evidenced from work on the “measurement options of positive psychology” (Lopez and Snyder 2003); use of “emotional intelligence” (Goleman 1995) instruments in hiring and training and recently, self-development efforts through “Mojo” (Goldsmith 2010). In a metaphysical sense, the universe is an expansive university which compels us to obtain an integrated view of life. The universe may not confer degrees; but through life’s challenging personal experiences, builds in us a strong will-power, enhances our ability to discriminate between right and wrong, and live life with courage, self-confidence and sacrifice. Modern educational systems can act as natural extensions of the universe to foster harmony amongst the “living kingdom,’ and environment, and fill our lives with an ambition that surpasses personal achievements for societal good. Knowledge, skill and attitudes required for professional excellence and materialistic growth could be developed on the substratum of positive human virtues. Holistic education must therefore involve a “harmonious blend of the outer-world and the inner-world” (Bhatta 2007). The ancient Hindu 535
Page 1 and 2: Proceedings of the 10 th European C
Page 3 and 4: Contents Paper Title Author(s) Page
Page 5 and 6: Paper Title Author(s) Page No. A Qu
Page 7 and 8: The Project Mobile Game Based Learn
Page 9 and 10: Extreme Scaffolding in the Teaching
Page 11 and 12: Malaysia); Tuomo Kakkonen (Universi
Page 13 and 14: Preface These Proceedings represent
Page 15 and 16: Mini Track Chairs Dr Antonios Andre
Page 17 and 18: Cornélia Castro is a PhD student i
Page 19 and 20: Manuel Frutos-Perez is the Leader o
Page 21 and 22: David Mathew works at the Centre fo
Page 23 and 24: Research interests include the inve
Page 25: Novita Yulianti is a PhD student at
Page 28 and 29: Peter Mozelius et al. searching and
Page 30 and 31: Peter Mozelius et al. Error Handli
Page 32 and 33: Peter Mozelius et al. were no chanc
Page 34 and 35: Peter Mozelius et al. single login
Page 36 and 37: Antoinette Muntjewerff for every st
Page 38 and 39: Antoinette Muntjewerff All of this
Page 40 and 41: Figure 1: Metadata editor Antoinett
Page 42 and 43: Antoinette Muntjewerff The structur
Page 44 and 45: A Framework for Decision Support fo
Page 46 and 47: Phelim Murnion and Markus Helfert i
Page 48 and 49: Phelim Murnion and Markus Helfert 4
Page 50 and 51: Phelim Murnion and Markus Helfert s
Page 54 and 55: Shekhar Murthy and Devi Murthy wisd
Page 56 and 57: Shekhar Murthy and Devi Murthy educ
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Page 60 and 61: Shekhar Murthy and Devi Murthy corr
Page 62 and 63: Shekhar Murthy and Devi Murthy Figu
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Page 66 and 67: 7. Conclusions Shekhar Murthy and D
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Page 70 and 71: Minoru Nakayama et al. Learning exp
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Page 78 and 79: Chrissi Nerantzi The aim was to exp
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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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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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