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Jana Dlouhá et al. Sadler, R.D. (2005) Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education 30(2), 175–194. Vann, J., Pacheco, P., Motloch, J. (2006) Cross-cultural education for sustainability: development of an introduction to sustainability course. Journal of Cleaner Production 14(9-11), 900-905. Wenger, E. (2000) Communities of practice and social learning systems. Organization 7(2), 225. Wheeler, S., Yeomans, P., Wheeler, D. (2008) The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 2008, 39(6), 987–995. Wheeler, S., Wheeler, D. (2009) Using wikis to promote quality learning in teacher training. Learning, Media and Technology, 2009, Vol. 34, No. 1, March, 1-10 176
Putting Things in Context - Designing Social Media for Education Jon Dron, Terry Anderson and George Siemens TEKRI, Athabasca University, Canada jond@athabascau.ca terrya@athabascau.ca gsiemens@athabascau.ca Abstract: The rich promise of social software in formal education can be offset by a clash between hierarchical organisational structures and the bottom-up, distributed nature that characterizes network development and growth. Learners often experience confusion when using social networking systems within formal education systems, negating many of the potential benefits of sharing, collaboration, communication and personal ownership associated with social networking systems. This often leaves learners and their teachers lost or at least disorientated in social space. Social networking systems are mainly based on explicit individual social connections, while students and staff in academia constantly shift between overlapping but delineated hierarchically organised community contexts like classes, committees, research groups, centres and schools as well as less formal person-to-person networks. Each context presents different needs for communication, shared resources and connectivity. Most existing educational social software systems blur these contexts into a single, confused and confusing sub-optimal space that is neither fully social and user controlled nor fully institutionally controlled. In this paper we describe a set of partial solutions that we are evolving for the Elgg system, providing multi-faceted profiles for both users and groups to allow control of content, presentation and audience for shared artefacts, catering for different social, organisational and personal/group contexts. A facet is represented as a page comprised of draggable widgets. Unlike the static views often associated with e-portfolios, these facets can be interactive, inviting comment, assessment and other responses in specific contexts. Facets can be moulded to fit the shifting contexts of academic activities and leisure lives, thus reducing the confusion of network, group, set and personal spaces that besets current social software use in education, without losing the personal control, sociability and ownership that makes it valuable in the first place. Keywords: social media, higher education, technology-enhanced learning 1. Introduction We and others (Dron and Anderson, 2009a; Ford et al., 2011; Sebastion et al., 2009) have observed the enormous potential of social media (including but not limited to blogs, file sharing, link sharing, social tagging, wikis, social networking, microblogging) to enable methods, pedagogies and forms of learning that earlier technologies have failed to support. A clear set of affordances makes their use compelling, including: Content Sharing of found and created objects Emergence of patterns, computer augmented and visible Authenticity as education activity aligns with business and social activity Connection Discovery of others with whom to learn Leveraging networks that go beyond the formal classroom or workplace community Serendipity as networks and sets interconnect Sustainance of sociability with a positive association of social network use and traditional forms of social contact (Hua Wang and Wellman, 2010) Control Empowerment to be both a reader and a writer Adaptability to varying needs due to flexible and mashable (soft) technologies Communication Collaborating in teams and groups Engagement and motivation brought on by persistence, visibility to and interaction with others 177
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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
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Ivana Cechova et al. The influence
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4. Methodology Ivana Cechova et al.
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Ivana Cechova et al. Although this
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8. Conclusion Ivana Cechova et al.
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Yin Ha Vivian Chan et al. What is s
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Yin Ha Vivian Chan et al. as a viab
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Yin Ha Vivian Chan et al. the ILC h
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The Development and Application of
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Page 154 and 155: 4.3 Data collection Serdar Çiftci
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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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Page 184 and 185: Mark de Groot, paper (Elluminate 20
Page 186 and 187: Mark de Groot, requested. The targe
Page 188 and 189: Mark de Groot, members of the group
Page 190 and 191: 6.1 The quick wins Mark de Groot, S
Page 192 and 193: Tools for Evaluating Students’ Wo
Page 194 and 195: Jana Dlouhá et al. course was dist
Page 196 and 197: 2.4 Feedback - student perceptions
Page 198 and 199: Jana Dlouhá et al. virtual learnin
Page 200 and 201: 3. Discussion Jana Dlouhá et al. Q
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 214 and 215: Michaela Drozdová et al. to the or
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Page 218 and 219: Figure 4: Decision tree for visual
Page 220 and 221: Michaela Drozdová et al. very few
Page 222 and 223: Glenn Duckworth Other studies have
Page 224 and 225: Glenn Duckworth merely skim read th
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Page 230 and 231: Francisco Perlas Dumanig et al. Stu
Page 232 and 233: Francisco Perlas Dumanig et al. in
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Page 236 and 237: Do you see What I see? - Understand
Page 238 and 239: 2.2 Deuteranopia Colin Egan et al.
Page 240 and 241: Colin Egan et al. Figure 5: HCBE's
Page 242 and 243: Figure 8a: Normal vision LogicWorks
Page 244 and 245: Researching in the Open: How a Netw
Page 246 and 247: Antonella Esposito previous edition
Page 248 and 249: Antonella Esposito However, beyond
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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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