Volume Two - Academic Conferences

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Shekhar Murthy and Devi Murthy Figure 5: Learning facilitation grid Table 1: Survey on goals and methods of education Opinions sought in the Survey Range of choices What should be the goals of education? Dissemination of knowledge (Respondents were asked to rank from most Building skills for societal growth important to least important) Economic empowerment Preparing researchers for knowledge and technology advancement Unleashing true potential of self Self-realization and spiritual growth Preserving environment and social order What should be the emphasis of education? Learning to be (Interpretative skills) (Respondents were asked to rank from most Learning to know (Cognitive skills) important to least important) Learning to do (Resolute skills) Learning to live together (Relational skills) What aspects (of those listed alongside) does Think differently our current educational system encourage Question everything learners to do? Find their passions and follow them (Respondents were asked to rank from Explore technology and knowledge always to hardly ever) Work together and share experiences Empathize and help community building Be creative and inquisitive What beliefs (from those listed alongside) Good grades guarantees success in life does our educational system continually Inspire learners to follow their passions reinforce? Unfold learner's potential (Respondents were asked to rank from most Help learners to discover purpose of life and what they wish agree to least agree) to be Create authentic relationships with people and environment What amongst the choices alongside does Skill-based competence our educational system promote? Social-based competence (Respondents were asked to rank from Self-esteem and well-being highest evidence to least evidence) Healthy positive attitude Cultural diversity Confidence to face uncertainty Exploration and investigation Experimentation Imagination Rigor and discipline 540
What amongst the choices alongside should our educational system support? (Respondents were asked to rank from most significantly to least significantly) Shekhar Murthy and Devi Murthy Opinions sought in the Survey Range of choices What amongst the strategies listed alongside does our educational system use? (Respondents were asked to rank from strongly agree to strongly disagree) Connect life experiences with learning Involve learners as active participants Design programs to help participants reach their goals. Show learners how learning will benefit them Provide opportunities for sharing of experiences, questions, and exercises with peers Accommodate different learning styles by offering a variety of training methods Reinforce learning through timely feedback and reflection Use input from peers to identify learning needs Keep a personal portfolio and record learning events Seek feedback on performance from others Teach others Keep a to-learn list Always have something to read Participate in research Actively participate in local and national organizations Actively participate in local multi-disciplinary conferences Audit performance and improve performance through selfcorrection The respondents were asked to rank the effectiveness of current educational system from amongst five choices in the Likert scale (average being the center choice) Each of the respondents also made one specific suggestion to improve the educational system Seven of the survey questions were of ranking type, where respondents were forced to exercise onechoice over the other. The questionnaire was so designed to obtain positive dispersion among tight and similar choices. In most cases, all attributes indicated as alternatives in the survey questions must actually be seen as desirable constituents of lifelong holistic education yet, ranking among these attributes has been sought only to identify key priority components in education. Therefore, readers are advised that whilst reading the survey indicators, even those ranked as low focus areas, does not in any way mean that they are insignificant. In fact, they still remain very essential and significant constituents of a transformative educational system, albeit a bit lower in priority from the respondents’ point of view. Seventy percent of the sample polled opined that the current educational system is only averagely effective. Twenty-one percent gave a below-average effectiveness rating. This only reinforces our view that skills-gap and near-absence of life-skills orientation in our educational system is a hard reality which needs urgent intervention. Among the significant changes that respondents sought in educational system are: introduction of experiential, skill-based learning with orientation towards collaborative work; social values; spiritual foundations to the purpose of life; and above all, build an attitude of learning to learn with joy and fun. Figure 6 shows the ‘word-scatter’ of major changes that respondents would like to see in our educational system. The survey respondents considered dissemination of knowledge and unleashing the true potential of self as the most significant goals of education. The other preferences that respondents gave for goals of education are shown in Figure 7. The respondents suggested that the emphasis of education must be more on practice using the learning by doing pedagogy. The priority for selecting suitable strategies for the development of learning components as obtained from the survey is shown in Figure 8. Specific operational components that can be used to build effective and robust educational systems were also studied through the survey. Learning methods, such as teaching others and obtaining inputs from peers to refine learning needs, found more preference amongst the respondents. Self- 541
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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
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 52 and 53: Phelim Murnion and Markus Helfert P
Page 54 and 55: Shekhar Murthy and Devi Murthy wisd
Page 56 and 57: Shekhar Murthy and Devi Murthy educ
Page 60 and 61: Shekhar Murthy and Devi Murthy corr
Page 62 and 63: Shekhar Murthy and Devi Murthy Figu
Page 64 and 65: Shekhar Murthy and Devi Murthy Stag
Page 66 and 67: 7. Conclusions Shekhar Murthy and D
Page 68 and 69: Student's Characteristics for Note
Page 70 and 71: Minoru Nakayama et al. Learning exp
Page 72 and 73: Minoru Nakayama et al. 3.3 Effectiv
Page 74 and 75: Minoru Nakayama et al. Table 2: Cor
Page 76 and 77: Freeing Education Within and Beyond
Page 78 and 79: Chrissi Nerantzi The aim was to exp
Page 80 and 81: Chrissi Nerantzi agreeing with Nova
Page 82 and 83: Chrissi Nerantzi familiarisation wi
Page 84 and 85: Chrissi Nerantzi Scardamalia, M. an
Page 86 and 87: Paul Newbury et al. the slides or w
Page 88 and 89: Paul Newbury et al. multimedia faci
Page 90 and 91: Paul Newbury et al. It is designed
Page 92 and 93: Paul Newbury et al. Download figur
Page 94 and 95: Paul Newbury et al. “Has the fact
Page 96 and 97: eSubmission - UK Policies, Practice
Page 98 and 99: Barbara Newland et al. managing stu
Page 100 and 101: Figure 3: Technical infrastructure
Page 102 and 103: Barbara Newland et al. and I strong
Page 104 and 105: Harnessing the Internet for Authent
Page 106 and 107: 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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