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Mark de Groot, requested. The target here is to present users first with straightforward guidance on the tasks they need to do first. Table 2: Good practice Good Practice Context Benefits and Recommendations Student Meetings Benefits: Real time communication adds dynamic element to Running tutorials for MSc Distance Learners otherwise purely asynchronous experience Increases tutor availability to students…especially Small group activities in breakout rooms with placement / dissertation and distance <strong>learning</strong> students Student office hours Web Tour demonstrations Possibility of recorded presentations of speakers who can’t be present Working with guest speakers Recorded sessions valued for revision Staff Meetings Setting up subject group meetings Running course review meetings Running project support meetings 160 Recommendations: Expect and prepare for students to have initial access problems Especially effective for one to one and small group meetings For larger groups if feasible prepare students in a pc lab beforehand (30 mins orientation) For distance learners set meeting time at end of working day Consider use of video…to confirm identity of student tutor is talking to Develop tutor skills to encourage interactivity eg: Using Chat room for Students to paste URL of what they have found Web tour to access online images for discussion. Practice with exercise in breakout rooms Challenge staff to be prepared to be available in these ways…change working practices Doesn’t replicate face to face…be open to different behaviours. Benefits: Better time management Better attendance (esp. pt tutors More focussed / reflective discussion Better participation More inclusive (e.g. course administrators). Save money. Save travel time. Saved meeting time Clearer agreed action points. Better note taking …recording available Green & efficient Recommendations: Planning and preparation needed Expect early technical problems Encourage peer support. Consider alternating face to face meetings with web conferences Encourage interactivity Encourage use of Video / Chat Doesn’t replicate face to face…be open to different behaviours
Virtual <strong>Conferences</strong> Organising an online conference Supporting guest speakers Figure 2: Elluminate resources 4.3 Licensing Mark de Groot et al. Benefits Access to recorded sessions following conference Opportunity for collegiate, reflective discussion pre and post conference Savings in conference running costs Savings in delegate attendance costs Greener Opportunity to provide a different, deeper experience Recommendations: Support website needed Manage registrations (consider e.g. http://eventbrite.com ) Keep sessions short (20 mins) Prepare video for backup Speaker practice area needed Speaker support/guidance needed Clear timelines needed Conference practice session needed Doesn’t replicate face to face…be open to different behaviours The initial site licence for Elluminate expired at the end of May 2011. This licence has now been extended until December 2012 based on the group’s report on the on benefits gained and conditions under which future potential could be harnessed. From the beginning of 2012 a sub group will re-evaluate this commitment in the light of the growing availability of competitive alternatives. What is established however as central to this future decision is the support and commitment of the core stakeholders as represented by the user group. 5. Web conferencing user group - impact In this section evidence of the impact of the work done by the user group is provided first by samples of feedback from students whose tutors are either members of the group or have been supported by 161
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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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Andrea Benn For this new course, it
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Andrea Benn Technology is already i
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Andrea Benn To bring about the co-o
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Latefa Bin Fryan and Lampros Stergi
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Faculty development Online course
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Alice Bird being reviewed under the
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Alice Bird Developing the process m
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Alice Bird Reflecting on the feasib
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3.3 Early stage implementation Alic
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Enhancement of e-Testing Possibilit
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Martin Cápay et al. of Likert scal
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Martin Cápay et al. Figure 3 Proce
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Martin Cápay et al. Figure 4: An e
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Martin Cápay et al. On the other h
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Tim Cappelli demand from students t
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Tim Cappelli at a time and increasi
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Tim Cappelli forms were processed a
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Objectives More efficient and faste
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Digital Educational Resources Repos
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Cornélia Castro et al. Economic:
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Cornélia Castro et al. Dimension E
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Cornélia Castro et al. feedback on
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Cornélia Castro et al. EdReNe (200
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
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Page 150 and 151: The Development and Application of
Page 152 and 153: Serdar Çiftci and Mehmet Akif Ocak
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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
Page 182 and 183: Web Conferencing for us, by us and
Page 184 and 185: Mark de Groot, paper (Elluminate 20
Page 188 and 189: Mark de Groot, members of the group
Page 190 and 191: 6.1 The quick wins Mark de Groot, S
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Page 194 and 195: Jana Dlouhá et al. course was dist
Page 196 and 197: 2.4 Feedback - student perceptions
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Page 204 and 205: Jon Dron et al. Social networking i
Page 206 and 207: Jon Dron et al. However, it is also
Page 208 and 209: Jon Dron et al. further in enabling
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Page 212 and 213: Experimental Assessment of Virtual
Page 214 and 215: Michaela Drozdová et al. to the or
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Page 218 and 219: Figure 4: Decision tree for visual
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Page 222 and 223: Glenn Duckworth Other studies have
Page 224 and 225: Glenn Duckworth merely skim read th
Page 226 and 227: 8. Finance resources Glenn Duckwort
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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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