Abstracts - Earli

variation in conceptions of excellence in teaching held by those who judge teaching excellence forteaching awards.A simple model of SMS-based learning objects in the context of e-learning environmentsYiannis Laouris, Cyprus Neuroscience & Technology Institute, CyprusNikleia Eteokleous, Cyprus Neuroscience & Technology Institute, CyprusThe paper reports the implementation of a mobile learning environment based on short messages(SMS) interventions. The authors used a simple implementation of a Learning Object to deliver anorchestrated sequence of SMS-based learning support, in parallel to an on-going e-learning course.Each LO consisted of four elements that relate to content: (1) Short Tutorials; (2) Key Terms; (3)Flash card statements; (4) Quizzes. Although each LO is basically treated as one entity, itsconstituent elements were used asynchronously to "construct" short messages which were sent tothe participants’ mobile phones as SMS six times a day. The experiments were performed on fortycollege students enrolled for a business course, controlled for GPA, gender and computer andmobile phone literacy.Presentation modality and working memory capacityRoland Brünken, Saarland University, GermanyTina Seufert, Saarland University, GermanyWithin the frame of Cognitive Load Theory (CLT), one of the best investigated effects ofinstructional design is the modality effect, which refers to the advantage of audiovisual comparedto visual only presentation of textual and pictorial information. Usually this effect is explained bythe lower amount of extraneous cognitive load imposed by the audiovisual presentation, whichleads to more available resources for knowledge acquisition. Given this, the modality effect shouldbe related to the total amount of working memory capacity which varies between individuals. Intwo 2x2 experimental aptitude-treatment-interaction studies we investigated in the assumedinteraction between working memory capacity (high vs. low) and presentation modality (visual vs.audiovisual) on knowledge acquisition and perceived cognitive load. Both studies revealedinteraction effects on both learning and cognitive load, indicating that the modality effect indeed isa capacity effect as proposed by CLT.Experts’ networks of cognitionTuire Palonen, University of Turku, FinlandHans Gruber, University of Regensburg, GermanyMonika Rehrl, University of Regensburg, GermanyErno Lehtinen, University of Turku, FinlandIntroduction. The study purports to identify a pathway on how to integrate individual developmentand social interactions during the acquisition and maintenance of expertise. The study includes theanalysis of social and personal networks, the expert context, and analyses of individual attributes.The previous network studies have indicated the importance of cohesive network positions,mediator and boundary crossing roles, the relationship between informal and formal powerpositions, personal characteristics and their connection with a person’s network position, and thedifferent role of strong and weak network ties in knowledge mediation. Method. Two sub studiesare reported. In Sub Study 1 there are 89 participants coming from one public organization. In SubStudy 2 there are 20 participants coming from a private organization on a human resource area. Asa part of the both studies, a questionnaire has been distributed and social network analysis has– 242 –