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Cornélia Castro et al. EdReNe (2009) “State of the art – II Educational Repositories in Europe”, [online] eContentplus, www.edrene.org/results/deliverables/EdReNe D 26 SoA-II.pdf (accessed on 20/01/10). EdReNe (2011) “EdReNe”, [online], http://edrene.org/ (acessed on 20/05/2011). European Commission – CIP (2011). “Competitiveness and Innovation Framework Programme (CIP)”, [online], http://ec.europa.eu/cip/index_en.htm (acessed on 20/05/2011). Fundação Calouste Gulbenkian - FCG, "Casa das Ciências", [online], http://www.casadasciencias.org/index.php?option=com_content&view=article&id=16&Itemid=46&menu=2&i ntro=1 (acessed on 07/12/10). GEPE (2009), Portal das Escolas. Estudo de Implementação, ME, GEPE, Lisboa. Grupo de Sistemas de Informação do INESC-ID (2010, Dez, 17), [online], "Bolsa de Objectos de Aprendizagem, BOA", http://www.vemaprender.net/Acerca@12.aspx (acessed on 17/12/10). Johnson, L., Levine A., Smith, R. and Stone S. (2010) The 2010 Horizon Report, Austin, Texas, The New Media Consortium, USA. Margaryan, A., Milligan, C. and Douglas, P. (2007) “Structured Guidelines for setting up Learning Object Repositories”, [online], CDLOR, http://www.academy.gcal.ac.uk/cd-lor/documents/CD- LOR_Structured_Guidelines_v1p0_001.pdf (accessed on 17/05/11). Lektion.se (2011) “Lektion.se”, [online], http://www.lektion.se/index.php (acessed on 20/05/2011). Milligan C. (2007) “CD-LOR Final Project”, [online], http://www.academy.gcal.ac.uk/cd-lor/documents/CD- LOR_Final_Report_v1p0.pdf (accessed on 17/05/11). Ministério da Educação da República Portuguesa - ME, "Portal das Escolas", [online], https://www.portaldasescolas.pt/portal/server.pt/community/p%C3%A1ginas/243/perguntas_frequentes/152 12#Funcionalidades%20do%20Portal%20das%20Escolas (acessed on 07/12/10). OECD (2007) Giving Knowledge for Free. The Emergence of Open Educational Resources, Paris. France. Pawlowski J. and Zimmermann V. (2007) Open Content: A Concept for the Future of ELearning and Knowledge Management, in Conference Proceedings Knowtech. Poulsen, L. J., et al. (2008) “State of the art – I Educational Repositories in Europe”, [online], eContentplus, http://edrene.org/results/.../EdReNe%20D%202.5%20SoA%20-%20I.pdf (acessed on 20/01/10). Poulsen, L. H. and Lund, T. B. (2009) “EdReNe – Educational Repositories Network”, Vol. 12, No. 1, pp 85-91. Ramos, J. L., Teodoro, V. D., Fernandes, J. P. S., Ferreira, F. M. and Chagas, I. (2010) Portal das Escolas: Recursos Digitais para Portugal. Estudo Estratégico, ME, GEPE, Lisboa. Scoilnet (2011). “Scoilnet Portal for Irish Education”, [online], http://www.scoilnet.ie/Default.aspx (acessed on 20/05/2011). SEO Consultants Directory (2010) "Top search engines for 2010", [online], http://www.seoconsultants.com (acessed on 18/05/11). Vilelas J., (2009) Investigação – O processo de construção do conhecimento, Edições Sílabo, Lisboa. Villar C. A., et al. (2010) "Guía para Evaluación de Repositorios Institucionales de Investigación", [online], Ministério da Ciencia e Innovación de España, FECYT, Recolecta e CRUE, www.acessoaberto.usp.br/guiavaliacaorepositorios2011/ (accessed on 11/02/11). 108
eLearning: Roles in Distance Tertiary Education Ivana Cechova, Dana Zerzanova and Jana Berankova University of Defence, Brno, Czech Republic ivanacechova@unob.cz dana.zerzanova@unob.cz jana.berankova@unob.cz Abstract: Information and communication technologies (ICT) have undergone a rapid development in accordance with advances in the society. This state has to be reflected in the teaching process, while teaching languages is no exception. Language training at the University of Defence (UoD) is carried out on both a full-time as well as a distance study basis. E-learning is an integral part of both forms of language study programmes. The possibilities of students’ involvement into the process of creating study supports, especially for teaching and learning specific terminology were employed to determine the influence of technology-supported materials on the students’ language learning. The co-operation with students enables their more active participation in study material preparation and during the lesson itself, the content of which responds to the needs of particular specialisations. This approach opens a different perspective to the teachers who prepare the study materials for teaching special terminology in co-operation with individual departments of the faculty. The students’ involvement motivates both sides of the educational process and influences them qualitatively. The basis for the research were semi-structured interviews the aim of which was to find out how Information and Communication Technologies (ICT) help the distance students in their study, how distance students assess ICT in their language training and especially how the students assess LMS Barborka. The second part of the research was a questionnaire survey aimed at creating a distance learner profile dealing with technology usage for language learning. We also wanted to find out if our distance students prefer to: use up-to-date technologies, the Internet, an in-house Study Portal and on-line sessions in language lessons be taught in a classical way (without computer technology programs). The paper describes our research, the methods used and our respective findings and suggests implications of the research for a broad range of educational fields. It will be of interest to stakeholders in education and those who seek to be informed users and or promoters of computer technology for learning purposes. Keywords: distance learning, LMS Barborka, students’ participation, electronic study material 1. Distance education “Foreign language is crucial to a nation’s economic competitiveness and national security. Multilingualism enhances cognitive and social growth, competitiveness in the global marketplace…, national security, and understanding of diverse people and cultures. As we approach a new century where global communication will be essential for survival, we cannot afford the luxury of international ignorance…”– The United States Congress, Foreign Language Assistance Act of 1994 Advances in information and communication technologies (ICT), coupled with changes in society, have had a tremendous impact on educational systems. This provides an opportunity to develop new flexible learning environments to facilitate the learning process by providing more efficient ways of learning and teaching. Many learners, teachers, stakeholders and institutions are coming to distance education as a tool allowing access to education to a number of those adult students for whom the full-time study is not possible for many different reasons (e.g. time, distance or financial constraints). Distance education aims at delivering a quality tertiary education to students who are not able to be physically present on campus. Although the label "distance learning" could be applied to any situation where students are learning at remote sites, the term is normally restricted to teaching via satellite or other long-distance telecommunication technologies. Shelley defines distance education as: “an educational system in which learners can study in a flexible manner in their own time, at the pace of their choice and without requiring face-to-face contact with a teacher” (Shelley 2000). According to Cassell distance learning is "a field of education focusing on the andragogy and pedagogy, instructional systems, and technology which endeavor to deliver an education to students who are not physically in a classroom or campus setting" (Cassel, 2010). However, White emphasizes the following starting points for a definition of distance education: most begin with structural concerns, a few begin with pedagogical concerns and fewer begin with learner-based perspectives. Organisational or structural concern includes: The separation of teacher and learner in time and/or place. 109
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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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Samuel Adu Gyamfi et al. the develo
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Samuel Adu Gyamfi et al. completion
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Samuel Adu Gyamfi et al. interactio
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Survey of Teachers’ use of Comput
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Babatunde Alabi Alege and Stephen O
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Issues and Challenges in Implementi
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Hussein Al-Yaseen et al. 2000/2001
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Hussein Al-Yaseen et al. phase invo
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Hussein Al-Yaseen et al. Berthold,
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Antonios Andreatos Figure 1: Estima
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Antonios Andreatos exchange applied
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Antonios Andreatos knowledge space,
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Figure 5: Video metadata from YouTu
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Antonios Andreatos The organisatio
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Constructing a Survey Instrument fo
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Jonathan Barkand The teacher demon
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Jonathan Barkand Indicator 2.3: Has
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References Jonathan Barkand Allen,
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2. Pedagogical agents Orlando Belo
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Orlando Belo Type (Tp), the refere
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3.3 The agent’s architecture Orla
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Some Reflections on the Evaluation
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Nabil Ben Abdallah and Françoise P
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Designing A New Curriculum: Finding
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Page 86 and 87: Andrea Benn Technology is already i
Page 88 and 89: Andrea Benn To bring about the co-o
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Page 100 and 101: Alice Bird being reviewed under the
Page 102 and 103: Alice Bird Developing the process m
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Page 108 and 109: Enhancement of e-Testing Possibilit
Page 110 and 111: Martin Cápay et al. of Likert scal
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Page 118 and 119: Tim Cappelli demand from students t
Page 120 and 121: Tim Cappelli at a time and increasi
Page 122 and 123: Tim Cappelli forms were processed a
Page 124 and 125: Objectives More efficient and faste
Page 126 and 127: Digital Educational Resources Repos
Page 128 and 129: Cornélia Castro et al. Economic:
Page 130 and 131: Cornélia Castro et al. Dimension E
Page 132 and 133: Cornélia Castro et al. feedback on
Page 136 and 137: Ivana Cechova et al. The influence
Page 138 and 139: 4. Methodology Ivana Cechova et al.
Page 140 and 141: Ivana Cechova et al. Although this
Page 142 and 143: 8. Conclusion Ivana Cechova et al.
Page 144 and 145: Yin Ha Vivian Chan et al. What is s
Page 146 and 147: Yin Ha Vivian Chan et al. as a viab
Page 148 and 149: Yin Ha Vivian Chan et al. the ILC h
Page 150 and 151: The Development and Application of
Page 152 and 153: Serdar Çiftci and Mehmet Akif Ocak
Page 154 and 155: 4.3 Data collection Serdar Çiftci
Page 156 and 157: Serdar Çiftci and Mehmet Akif Ocak
Page 158 and 159: Table 8: Students’ responses to q
Page 160 and 161: An Exploratory Comparative Study of
Page 162 and 163: Marija Cubric et al. Web 2.0 tools
Page 164 and 165: Marija Cubric et al. Despite all th
Page 166 and 167: Marija Cubric et al. Staff profile
Page 168 and 169: Marija Cubric et al. In case 3.2, a
Page 170 and 171: Marija Cubric et al. Sorcinelli, M.
Page 172 and 173: Figure 1: Adaptive eLearning system
Page 174 and 175: Blanka Czeczotková et al. knowledg
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Page 178 and 179: Changing Academics, Changing Curric
Page 180 and 181: Christine Davies 2.2.4 Seminars CEL
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Mark de Groot, paper (Elluminate 20
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Mark de Groot, requested. The targe
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Mark de Groot, members of the group
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6.1 The quick wins Mark de Groot, S
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Tools for Evaluating Students’ Wo
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Jana Dlouhá et al. course was dist
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2.4 Feedback - student perceptions
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Jana Dlouhá et al. virtual learnin
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3. Discussion Jana Dlouhá et al. Q
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Jana Dlouhá et al. Sadler, R.D. (2
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Jon Dron et al. Social networking i
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Jon Dron et al. However, it is also
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Jon Dron et al. further in enabling
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4.3 Differentiated friends Jon Dron
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Experimental Assessment of Virtual
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Michaela Drozdová et al. to the or
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Michaela Drozdová et al. Figure 1:
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Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
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Glenn Duckworth Other studies have
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Glenn Duckworth merely skim read th
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8. Finance resources Glenn Duckwort
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Glenn Duckworth was seen as being v
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Francisco Perlas Dumanig et al. Stu
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Francisco Perlas Dumanig et al. in
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Francisco Perlas Dumanig et al. 3.6
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Do you see What I see? - Understand
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2.2 Deuteranopia Colin Egan et al.
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Colin Egan et al. Figure 5: HCBE's
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Figure 8a: Normal vision LogicWorks
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Researching in the Open: How a Netw
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Antonella Esposito previous edition
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Antonella Esposito However, beyond
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Antonella Esposito Moreno, M. A., F
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Gert Faustmann with an evaluation o
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Gert Faustmann come from the same s
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Gert Faustmann Figure 5: UML class
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Gert Faustmann The learner her/him
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Gert Faustmann (i.e. who has to pro
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Ana Mª Fernández-Pampillón et al
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Cognitive Communication 2.0 in the
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Sérgio André Ferreira et al. and
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Sérgio André Ferreira et al. is p
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Sérgio André Ferreira et al. Look
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Sérgio André Ferreira et al. In F
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To What Extent Does a Digital Audio
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Elaine Garcia et al. Nabi, A. (2011
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Danny Glick and Roni Aviram univers
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Danny Glick and Roni Aviram most im
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Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
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Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
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Andrea Gorra and Ollie Jones Figure
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Andrea Gorra and Ollie Jones Studen
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Rose Heaney and Megan Anne Arroll A
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Rose Heaney and Megan Anne Arroll l
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Rose Heaney and Megan Anne Arroll
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Rose Heaney and Megan Anne Arroll J
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Amanda Jefferies learning was furth
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Amanda Jefferies way in which the o
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Amanda Jefferies their teaching mat
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A Methodology for Incorporating Usa
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Anne Jelfs and Chetz Colwell To try
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Anne Jelfs and Chetz Colwell We wor
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The Virtual Learning Environment -
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John Jessel 2.1 An outline framewor
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John Jessel teachers who agreed to
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John Jessel ‘“reduce the clicks
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Mutlimodal Teaching Through ICT Edu
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Paraskevi Kanari and Georgios Potam
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Paraskevi Kanari and Georgios Potam
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Rosario Kane-Iturrioz Regarding lan
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Rosario Kane-Iturrioz Figure 2: Exa
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Rosario Kane-Iturrioz Tests very us
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Rosario Kane-Iturrioz When compared
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Rosario Kane-Iturrioz Although the
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Jana Kapounova et al. eLearning is
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Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
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Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
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Andrea Kelz web-based activities in
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Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
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Kaido Kikkas et al. However, in the
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Kaido Kikkas et al. generation of w
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Kaido Kikkas et al. Occasional gue
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John Knight and Rebecca Rochon guid
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Evaluation of Quality of Learning S
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Eugenijus Kurilovas et al. Essalmi
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Eugenijus Kurilovas et al. (LOs), l
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Eugenijus Kurilovas et al. Then hie
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Eugenijus Kurilovas et al. If we lo
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Models of eLearning: The Developmen
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Stella Lee et al. Converging (AC a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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