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proceedings of Student Mobility and ICT: Can E-LEARNING

proceedings of Student Mobility and ICT: Can E-LEARNING

proceedings of Student Mobility and ICT: Can

Proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning? Maastricht University 19-20 November 2008 Edited by Bart Rienties Bas Giesbers Wim Gijselaers

  • Page 2 and 3: Maastricht University Tongersestraa
  • Page 4 and 5: Eportfolios for Assessment, Teachin
  • Page 6 and 7: Wednesday 19 th of November 2008 Co
  • Page 8 and 9: Instructional Support for Learning
  • Page 10 and 11: at basic level, Grundkurs. As a con
  • Page 12 and 13: Figure 2. Sample of an ALEKS assess
  • Page 14 and 15: Design of summer course and effect
  • Page 16 and 17: 1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0
  • Page 18 and 19: Online Communities During Work Plac
  • Page 20 and 21: Figure 1 displays the main webpage
  • Page 22 and 23: • Named Awards to reflect special
  • Page 24 and 25: SESWCE:(2007) Discussion paper: Cou
  • Page 26 and 27: The Learning Program An overview Gi
  • Page 28 and 29: powered by Blackboard © . Addition
  • Page 30 and 31: The tasks, which had been at the ce
  • Page 32 and 33: 10 9 8 7 6 5 4 3 2 1 0 PK PG QZ FE
  • Page 34 and 35: The Acceptance of eLearning Methods
  • Page 36 and 37: Analysis of the survey General use
  • Page 38 and 39: Table 3: Comparison of the categori
  • Page 40 and 41: MA in ePedagogy Design / Visual Kno
  • Page 42 and 43: Fostering the liberal paradigm’s
  • Page 44 and 45: In definitions of ‘intercultural
  • Page 46 and 47: Figure 2. Frequency of use assessme
  • Page 48 and 49: Learning to learn Transparency 4 3
  • Page 50 and 51: Ronteltap, F. and Eurelings, A. (20
  • Page 52 and 53:

    elevant course, based on specified

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    The instructor module enables lectu

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    0.200 0.180 0.160 0.140 0.120 0.100

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    0.200 0.150 0.100 0.050 0.000 -0.05

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    References Eccles, J. S. (2005). Su

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    Factors to the selection of persona

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    Holzinger A, Nischelwitzer A, Meise

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    6. Rules that specify what fact ins

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    Table 3: List of definitions for su

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    We have now specified the elements

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    and predicting the size and complex

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    competence (an ability for continui

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    Table 2: Extra questions about port

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    On the questions if education offer

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    Gaver, W. W. (1991). Technology aff

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    Together with Manchester University

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    Eportfolios for Assessment, Teachin

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    In order to clarify a need for prep

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    • Interest in the subject • Job

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    competition rating determined by th

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    Summing up the results of carried o

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    Lepper, M. R., & Hodell, M. (1989).

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    • Different role for the teacher

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    The organization responded by provi

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    60% 50% 40% 30% 20% 10% Question: T

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    of the teachers, who were teaching

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    Online Coaching: Summer Course Basi

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    Thursday 20 th of November Conferen

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    Effective Design of Transitional Pr

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    To sum up: • learning by example

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    One strength of cooperative learnin

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    Depending on the mixture of all the

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    Enhancing Teaching Through Technolo

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    Notes from the Choice of Applicatio

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    Since the presenter may not appreci

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    atteries and/or signal strength. If

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    Endnotes (1) Both machines were plu

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    student skills of the teaching hims

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    A Multi-factor Authentication Model

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    Authentication methods & Stake hold

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    Learner Agent and Identity Provider

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    Video-Interactive Learning Objects

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    they were given the opportunity to

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    to meet every student where they ar

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    Figure 1. An example of asynchronou

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    Method Setting The present study to

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    Effect of the redesign Table 1 disp

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    Table 2. Perceived course usefulnes

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    Jonassen, D., H., & Kwon, H. (2001)

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    appreciates the use of multiple lan

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    programmes on learning theory, peda

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    learning programme, the role and sk

  • Page 156 and 157:

    Rienties, B., Dijkstra, J., Rehm, M

  • Page 158 and 159:

    Acknowledgments The authors would l

  • Page 160 and 161:

    4. Using available communication to

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    R H Each computing platform is ide

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    of interruption and interaction occ

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    Teaching Part-time Students Using C

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    newsgroups an instructor moderated

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    Experiences The main effort for usi

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    Besides digitizing all learning res

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    to submit questions on the content

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    From Virtual Mobility to Virtual Er

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    In addition to the database, the po

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    With the EPICS portal the necessary

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    European Commission (2006). Communi

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    Curriculum Internationalisation - a

  • Page 186 and 187:

    Be Prepared! Online Acculturation a

  • Page 188 and 189:

    References De Laat, M., Lally, V.,

  • Page 190 and 191:

    (Lim & Chai, 2004; Marra, Moore & K

  • Page 192 and 193:

    Table 1. Participation analysis by

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    established, nurtured, and brought

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    it make a difference if Chantal had

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    Virtual Learning Communities and Co

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    or module delivery for teaching/lea

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    I’ve also set up Facebook groups

  • Page 204:

    Any advice will be much appreciated

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