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Chrissi Nerantzi familiarisation with the technology and PBL, and lay the foundations for learning partnerships, as well as a learning community in which collaboration and learning can take place and strengthen selfdirected and network-directed learning. 6. Conclusions The overall aim of this research project was to introduce and evaluate an online PBL approach within Academic Development that would connect participants from different institutions. A small-scale PBL trial was conducted using social media. Findings linked to the category ‘Online cross-institutional collaborative learning’ show that there is the need to open our programmes and create opportunities for collaboration beyond module, programme silos and institutions. Participants in this study valued the opportunity to connect and learn with colleagues from other institutions and felt that this was an enriching learning experience despite the difficulties they were confronted with. Open learning is currently still uncommon within Academic Development. It is recommended that module and programme teams explore options for freeing their programmes of studies and working together with other institutions to promote a more open educational model based on network-directed learning using social media and enable learners to choose the digital tools they would like to use. Such a cross-institutional design and delivery model would also be beneficial for other professional areas and disciplines. Overall, there are many benefits from such initiatives for learners, educators and institutions beyond the positive effect it has on learning and engagement such as Using existing resources and expertise more effectively through sharing and exchange with other institutions. Utilising freely available social media tools and technologies, accessible to or owned by learners, enabling enhanced connectivity, thereby increasing buy-in. Adapting and creating resources collaboratively, preferable as OER and sharing with other learning communities. Developing and delivering sessions, modules and programmes in collaboration and partnership, thus enriching institutional offers. Providing learners the opportunity to connect with other learners beyond module and programme level and become active members of more open learning communities. Using opportunities for collaboration and shared pedagogical and subject-specific research and scholarly activities to raise standards of teaching and create good relationships among institutions, transforming competitiveness into cooperation –aiming for a common good. Open cross-institutional learning makes learners feel in charge and responsible for their learning. Learners become more explorative and their appetite for learning increases. At the heart of open learning is the opportunity to connect with others and build bridges and networks for collaborative learning and knowledge co-construction with short-and long-term benefits as Wenger et al. (2011, 12) note “Being more interconnected often increases the sense of community, and a desire to learn about a shared concern often motivates people to seek connections.” Acknowledgments The author would like to thank Dr. Nicola Whitton for her valuable comments and suggestions during the writing process and also for her encouragement. References Barrett, T. (2010) “The problem-based learning process as finding and being in flow” in Innovation in Education and Teaching International, Vol. 47, No. 2, May 2010, Routledge, pp. 165-174. Barrows, H. S. and Tamblyn, R. M. (1980) Problem-based Learning. An Approach to Medical Education. Springer, New York. Biggs, J. B. (1999) Teaching for Quality Learning at University, SRHE and Open University Press, Buckingham. Biggs, J. B. (2004) “Aligning teaching for constructing learning, HEA”, available at http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id477_aligning_teaching _for_constructing_learning.pdf [accessed 1 May 2011] 564
Chrissi Nerantzi Birenbaum, M. and Dochy, F. (eds.) (1996) Alternatives in assessment of achievements, learning processes and prior knowledge. Kluwer Academic Publishers, Boston. Boud, D. (1985) Problem-based learning in education for the professions, Higher Education Research and Development Society of Australasia, Syndney. Boustedt, J. (2008) “A Methodology for Exploring Students’ Experiences and Interaction with Large-scale Software through Role-play and Phenomography”, ICER 08, September 6-7, Sydney Australia, available at http://portal.acm.org/citation.cfm?id=1404524 [accessed 13 May 2010] Chernobilsky, E., Nagarajan, A. and Hmelo-Silver, C. E. (2005) “Problem-Based Learning Online: Multiple Perspectives on Collaborative Knowledge Construction”, CSCL '05: Proceedings of the 2005 conference on Computer support for collaborative learning, pp. 53-62, available at http://www.eduprojects.eu/euclides/elibrary/Chernobilsky.pdf [accessed 16 May 2011]. Cousin, G. (2009) Researching Learning in Higher Education, An Introduction to Contemporary Methods and Approaches, Routledge, Oxon. Donnelly, R. (2005) “Using Technology to support project and problem-based learning”, Barrett, T., Mac Labhainn, I & Fallon, H. (eds.) Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives, National University of Ireland, Galway, AISHE Readings, Number 2, pp. 157- 177, available at http://www.nuigalway.ie/celt/pblbook/contents.htm [accessed 6 May 2011] Donnelly, R. (2009) “The nexus of problem-based learning and learning technology: Does it enable transformative practice?”, European Journal of Open, Distance and E-Learning, 2009/II, available at http://www.eurodl.org/?p=current&article=371 [accessed 19 May 2011] Donnelly, R. (2010) “Harmonizing technology with interaction in blended problem-based learning”, Computers & Education 54, pp. 350-359. Dortins, E. (2002) “Reflections on phenomenographic process: Interview, transcription and analysis: Interview, transcription and analysis”, Quality Conversations, Proceedings of the 25 th HERDSA Annual Conference, Perth, Western Australia, 7-10 July 2002, in pp. 207-213. Downes, S. (2010) “New Technology Supporting Informal Learning”, Journal of Emerging Technologies in Web Intelligence, 2(1), pp. 27–33. Hara, N. and Kling, R. (1999) “Students’ Frustrations with a Web-based Distance Education Course”, First Monday, 4 (12), available at http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/issue/view/113 [accessed 24 June 2010] Healey, M. and Jenkins, A. (2003) “Discipline-based educational development”, H. Eggins & R. Macdonald (Eds.) The scholarship of academic development (pp. 47–57). Buckingham: SRHE/Open University Press. Hmelo-Silver, C. E., Derry, S. J., Bitterman, A. and Hatrak, N. (2009) “Targeting Transfer in a STELLAR PBL Course for Pre-service Teachers”, The Interdisciplinary Journal of Problem-based Learning, Volume 3, No. 2, Fall, pp. 24-42. Jones, C. and Steeples, C. (2002) “Perspectives and Issues in Networked Learning”, Steeples, C and Jones C. (eds.) Networked Learning: Perspectives and Issues, London: Springer, pp. 1-14. Juwah, C. (2002) “Using communication and information technologies to support problem-based learning”, available at http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id449_using_it_to_supp ort_problem-based_learning.pdf [accessed 5 May 2011] Kear, K. (2011) Online and social networking communities. A best practice guide for educators, open & flexible learning series, Routledge, Oxon. Leinonen, T., Vadén, T. and Suoranta, J. (2009) “Learning in and with an open wiki project: Wikiversity’s potential in global capacity building”’, First Monday, 14(2), available at http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/art icle/view/2252/2093 [accessed 30 May 2011] Levy, D. (2011) “Lessons Learnt from participating in a Connectivist Massive Open Online Course (MOOC)”, presented at the annual Chase conference for instructional technologies research, February 17, 2011, The Open University, Raanana, Israel, available at https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B5ppG_u6D8hFOWE2YTY1NWM tNzM3Ny00MGQ0LWE2NzMtYzMzYjM0NmZkZjc5&hl=en&authkey=CMOUnb8C [accessed 1 June 2011] Marton, F. (1994) “Phenomenography as a Research Approach”, Husen, T. and Postlethwaite, N. (2 nd ed) The International Encyclopedia of Education, Vol. 8, Pergamon, pp. 4424-4429, available athttp://www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html [accessed 7 May 2011]. McLean, M. (2009) “Critical Mass”, Ramsden, P. (ed.) Teachers as learners – the development of academic staff, HEA: Academy Exchange 8, August 2009, pp. 24-26. Mezirow, J. (1997) Transformative Learning: Theory to Practice, in: Transformative Learning in Action: Insights from Practice. New Directions for Adult and Continuing Education. no. 74, edited by P. Cranton, Jossey-Bass, San Francisco, CA, pp. 5–12. Novak, J. (1989) “Helping student learn how to learn: a view from a teacher-researcher”, Third Congress of Research and Teaching in Science and Mathematics, Santiago de Compostela, Spain, Sept. Reviewed in PS News 69. Põldoja, H. (2010) “EduFeedr: following and supporting learners in open blog-based courses”,Open ED 2010 Proceedings. Barcelona: UOC, OU, BYU. available at http://hdl.handle.net/10609/4861 [accessed 30 May 2011] Savin-Baden, M. (2003) Facilitating Problem-Based Learning, Illuminating Perspective, SRHE and Open University Press, Maidenhead. 565
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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
Page 32 and 33: Peter Mozelius et al. were no chanc
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Page 36 and 37: Antoinette Muntjewerff for every st
Page 38 and 39: Antoinette Muntjewerff All of this
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Page 42 and 43: Antoinette Muntjewerff The structur
Page 44 and 45: A Framework for Decision Support fo
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Page 54 and 55: Shekhar Murthy and Devi Murthy wisd
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Page 64 and 65: Shekhar Murthy and Devi Murthy Stag
Page 66 and 67: 7. Conclusions Shekhar Murthy and D
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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
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Page 78 and 79: Chrissi Nerantzi The aim was to exp
Page 80 and 81: Chrissi Nerantzi agreeing with Nova
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Page 86 and 87: Paul Newbury et al. the slides or w
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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
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Page 104 and 105: Harnessing the Internet for Authent
Page 106 and 107: Abel Nyamapfene As stated on the co
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Page 110 and 111: Abel Nyamapfene Mulnix, J. W. (2011
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Page 114 and 115: 2.3 Instrumentation Maruff Akinwale
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Page 118 and 119: References Maruff Akinwale Oladejo
Page 120 and 121: Adelua Olajide Olawole and Maruff A
Page 122 and 123: 2.2 Sample and sampling techniques
Page 124 and 125: 3.1 Result Adelua Olajide Olawole a
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Page 128 and 129: Fatemeh Orooji et al. awareness and
Page 130 and 131: 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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