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4.3 Differentiated friends Jon Dron et al. Elgg lets users enable access control that is private, public, logged-in users, people they are following, and the various groups of which they are members. It also supports the functionality of collections, which enable an individual to subdivide those they are following (in some systems these are known as ‘friends’ or ‘contacts’) into subsets that can be used to control access to posts. We have built a plugin to make it explicit at the time of following what kind of relationship is being specified using relationship tags, or ‘r-tags’ – friend, colleague, classmate, etc. There are no limits on the tags that people may use to describe these relationships and use these to grant or deny access. This makes it very simple for access to be granted to (for instance), friends, teachers, classmates in a course, employers, family and so on. Figure 4: Relationship tags 5. The benefits Context switching provides a centre for learners and groups to organise not only groups but also networks and sets in the learners’ own manageable spaces. Contextual profiles are only ever one click away within the system so it is impossible to get lost when following links to personal, networked or set spaces. Each facet adjusts dynamically to the social content provided by its widgets, updating with new relevant posts as they are posted, yet the learner retains control over exactly which elements are displayed. When visiting another learner’s profile, visitors can choose which facets they see, if they have permission to do so. So, should they visit the profile of someone who is a friend as well as a member of other classes or communities, they are able to see only those facets the friend wishes them to see in each specified context, greatly reducing the confusion and potential for becoming lost in social space. Similarly, owners of groups can create facets for users, networks, sets activities, roles, presentations to the outside world and much more, with widgets displaying specified activities of users outside the group and within it, making them far more self-contained and intuitive to navigate, combining the parts of networked and set space that are most relevant to the group in a given context. The result is that a community with the context switcher in place can switch between networked, group and set modes of engagement without any central authority determining how it is organised. 6. Conclusions The system we have presented here is just one of many possible solutions to the problem of shifting and overlapping social and learning contexts. As we implement, evaluate and refine the toolset we expect that the solution will evolve and we expect to see increasing recognition of the importance of context in other social systems that may lead to approaches that are better or more suited to learner needs than what we have described here. Our purpose in highlighting the importance of shifting contexts is to help others to recognise ways that the current generation of social systems for learning need to move beyond a naïve, single-faceted view of the people that use them to a richer more human set of tools that support the complex context(s) in which we find ourselves, in which multiple 184
Jon Dron et al. groups, networks and sets coexist and intertwine, shaping and shaped by the activities and organisational forms their members engage with. References Anderson C. (2007) Social networking is a feature, not a destination. Available at: http://thelongtail.com/the_long_tail/2007/09/social-networki.html. Churchill W. (1943) HC Deb 28 October 1943 c403. Downes S. (2007) Learning Networks in Practice. In: Ley D (ed) Emerging Technologies for Learning. BECTA, 19-27. Dron J and Anderson T. (2007) Collectives, Networks and Groups in Social Software for E-Learning. In: Bastiaens T and Carliner S (eds) E-Learn 2007. Quebec City, Canada: AACE, 2460-2467. Dron J and Anderson T. (2009a) How the crowd can teach. In: Hatzipanagos S and Warburton S (eds) Handbook of Research on Social Software and Developing Community Ontologies. Hershey, PA: IGI Global Information Science, 1-17. Dron J and Anderson T. (2009b) Lost in social space: Information retrieval issues in Web 1.5. Jounral of Digital Information 10. Dron J and Anderson T. (2009c) Lost in social space: Information retrieval issues in Web 1.5. Journal of Digital Information 10. Dron J and Anderson T. (2011, under review) Groups, Sets and Nets in Online Learning. Journal of Computer- Assisted Learning. Ford N, Bowden M and Beard J. (2011) Learning together: using social media to foster collaboration in higher education. In: Wankel L (ed) Higher Education Administration with Social Media (Cutting-edge Technologies in Higher Education, Volume 2). Bingley, UK: Emerald Group Publishing, pp.105-126. Goffman E. (1959) The Presentation of Self in Everyday Life, New York: DoubleDay. Hua Wang and Wellman B. (2010) Social Connectivity in America: Changes in Adult Friendship Network Size From 2002 to 2007. American Behavioral Scientist 53: 1148-1169. Kontopoulos K. (1993) The logics of social stracture, Cambridge: Cambridge Unievrsity Press. Kop R. (2011) The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. Mackness J, Mak SFJ and Wiliams R. (2010) The ideals and reality of participating in a MOOC. In: Dirckinck- Homfield L, Hodgson V, Jones C, et al. (eds) 7th International Conference on Networked Learning. Aalborg, Denmark: University of Lancaster, 266-274. McLuhan M. (1964) Understanding media: The extensions of man, Toronto: McGraw-Hill. Norton A. (1909) Readings in the History of Education Medieval Universities, Cambridge: Harvard University. Ratelle CF, Guay F, Vallerand RJ, et al. (2007) Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology 99: 734-746. Sebastion V, Namsu P and Kerk FK. (2009) Is There Social Capital in a Social Network Site?: Facebook Use and College Students' Life Satisfaction, Trust, and Participation1. Journal of Computer-Mediated Communication 14: 875-901. Shirky C. (2008) Here comes everybody: the power of organizing without organizations, New York: Penguin Press. Shroff RH and Vogel DR. (2009) Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. Journal of Information Technology Education 8: 59-85. Turkle S. (2011) Alone together, New York: Basic Books. Wenger E. (1998) Communities of Practice: Learning, Meaning and Identity, New York: Cambridge University Press. 185
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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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Serdar Çiftci and Mehmet Akif Ocak
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4.3 Data collection Serdar Çiftci
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Serdar Çiftci and Mehmet Akif Ocak
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Table 8: Students’ responses to q
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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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