Volume Two - Academic Conferences

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Paul Newbury et al. “Has the fact that you can view the lectures online changed the number of lectures that you have attended?”, 54% said no, 38% said they had attended less and 8% said they had attended more. 4. Conclusion The student response to the provision of lecture material as digital video has been overwhelmingly positive and similar to previous studies in this area (Bradley 2009, Bongey 2006, Woo 2008, etc.). Indeed this type of result is generally to be expected as the provision of additional support mechanisms are always likely to be viewed as a positive step by students. However, unlike previous studies this pilot has attempted to assess engagement with a series of different capture methods. This has demonstrated that, whilst all capture methods are considered positive additions, there is a significant difference in the students’ response to static slides and Echo360 recorded video than there is to the MTL video material. Not only are download rates significantly increased for MTL videos, but the students comment that they find the videos interesting and “like TV” rather than the Echo360 content which they find less engaging and “harder to watch”. These results are in line with expectations from Clark and Mayer’s work on Multimedia learning (Clark and Mayer 2011). Although all formats followed the materials development framework (outlined in section 2.1), according to Clark and Mayer’s principles they may have varying degrees of effectiveness, and if the students deem particular formats to be less effective learning tools they would be less likely to use them. Clark and Mayer provide seven principles of how to use multimedia to help learning and suggest that people learn best when: They have words and pictures rather than just words (Multimedia Principle) Pictures are presented at the same time or next to the related text (Contiguity Principle) They watch an animation with an auditory narration rather than text on screen (Modality Principle) In the 2007/8 cohort, students only had access to the lecture slides without any audio content, therefore losing the benefit of the Modality Principle. Based on Clark and Mayer's Contiguity Principle the MTL video, in which slides and presenter are on screen together, is likely to be more effective than the Echo360 version in which they are separated. Additionally, the use of multiple cameras in the MTL studio allows multiple views of the presenter and slides which helps direct the students’ learning. Thus, studio-based learning resources can be a more effective standalone learning tool and hence students may be more motivated to use them. Even though it may seem self evident that material produced in essentially a television studio will be more engaging than that produced in a lecture theatre, the interesting result from this research is how much more engaging this material seems. Download rates and qualitative analysis suggests that students find the studio recordings significantly more valuable than those made in the lecture theatre and that addressing issues on camera positioning and lighting have had a substantial effect. As mentioned previously there is a reasonably high resource implication in the use of a studio for recording lectures, but key findings can be drawn for this research which can be used to improve standard lecture theatre recordings with systems such as Echo360. In particular the creation of teaching material specifically aimed at lecture capture with the key aim of reducing textual content and increasing graphics and animation can improve substantially the viewers’ experience of the teaching material. Although a significant concern of many academics, it seems that the provision of this high-quality digital material has only a limited effect on attendance and the student performance overall is increased. 5. Further work So far this digital videoing pilot study has only been used in a few courses, and future work will involve the rolling out of this framework to more of the subjects in the School of Informatics and across the University, with the associated monitoring of student feedback and attendance. By increasing the number of courses covered it is hoped that quantitative analysis of student results on these courses compared to previous years can be made and significant improvements in attainment shown. 576
References Paul Newbury et al. Bongey, S.B., Cizadlo, G. and Kalnbach, L. (2006) “Explorations in course-casting: podcasts in higher education”, Campus-Wide Information Systems, Vol. 23, Issue 5, pp350-367. Bradley, P., Summerside, C., Agar, M., Ansell, P., Humphrey, R., Knight, J., Mohammed, A., Moss, J., Watts, C., Wheeler, J., and Wolfendale, D. (2009) “Large scale implementation of a lecture capture system: a value added initiative?”, ALT-C 2009 presentation. Clark, R.C. and Mayer, R.E. (2011) eLearning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, San Francisco: John Wiley and Sons, Third Edition. Copley, J. (2007) “Audio and video podcasts of lectures for campus-based students: production and evaluation of student use”, Innovations in Education and Teaching International, Vol. 44, pp387-399. Day, J. and Foley, J. (2006) ”Evaluating Web Lectures: A Case Study from HCI.” Conference on Human Factors in Computing System 2006, pp195-200. Echo360 Lecture Capture System (2011), [Online], Available: http://www.echo360.com/ [8 June 2011]. Harpp, D.N., Fenster, A.E., Schwarcz, J.A., Zorychta, E., Goodyer, N., Hsiao, W. and Parente, J. (2004) “Lecture Retrieval via the Web: Better Than Being There?”, Journal of Chemical Edu, Vol. 81, n5, pp688. iOS – Apple Mobile Operating System 4 (2011), [Online], Available: http://www.apple.com/iphone/ios4/ [8 June 2011]. JWPLayer video player (2011), [Online], Available: http://www.longtailvideo.com/ [8 June 2011]. Mayer, R.E. (2003) “The promise of multimedia learning: using the same instructional design methods across different media”, Learning and Instruction, <strong>Volume</strong> 13, Issue 2, April 2003, pp125-139. Panopto Focus Presentation Capture System (2011), [Online], Available: http://www.panopto.com/ [8 June 2011]. Traphagan, T., Kucsera, J.V., and Kishi, K. (2009) “Impact of class lecture webcasting on attendance and learning”, Educational Technology Research and Development, Vol. 58, pp18-37. Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., Phillips, R. (2008) “Web-based Lecture Technologies: Blurring the boundaries between face-to-face & distance learning”, ALT-J. Vol. pp16-2, 81-93. Wowza media server 2 (2011), [Online], Available: http://www.wowzamedia.com/ [8 June 2011]. 577
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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
Page 44 and 45: A Framework for Decision Support fo
Page 46 and 47: Phelim Murnion and Markus Helfert i
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Page 54 and 55: Shekhar Murthy and Devi Murthy wisd
Page 56 and 57: Shekhar Murthy and Devi Murthy educ
Page 58 and 59: Shekhar Murthy and Devi Murthy Figu
Page 60 and 61: Shekhar Murthy and Devi Murthy corr
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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
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 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
Page 108 and 109: Abel Nyamapfene 8. There were suffi
Page 110 and 111: Abel Nyamapfene Mulnix, J. W. (2011
Page 112 and 113: Maruff Akinwale Oladejo and Adelua
Page 114 and 115: 2.3 Instrumentation Maruff Akinwale
Page 116 and 117: Maruff Akinwale Oladejo and Adelua
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
Page 126 and 127: Adelua Olajide Olawole and Maruff A
Page 128 and 129: Fatemeh Orooji et al. awareness and
Page 130 and 131: Fatemeh Orooji et al. Figure 1: The
Page 132 and 133: Fatemeh Orooji et al. Sensing/intu
Page 134 and 135: Fatemeh Orooji et al. lower and upp
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Page 138 and 139: Using Lifeworld-led Multimedia to E
Page 140 and 141: Andy Pulman et al. A key feature of
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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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