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Antonella Esposito Moreno, M. A., Fost, N. C. and Christakis, D. A. (2008) “Research Ethics in the MySpace Era”, Pediatrics, Vol. 121 No. 1 January 2008, pp. 157-161, http://pediatrics.aappublications.org/cgi/content/abstract/121/1/157 (accessed on 15/01/2011). Paccagnella, L. (1997) “Getting the seats of your pants dirty: strategies for ethnographic resarch on virtual communities” [online] Journal of Computer Mediated Communication vol. 3, n.1, http://jcmc.indiana.edu/vol3/issue1/paccagnella.html#bio (accessed on 15/01/2011). PLENK 2010 – Personal Learning Environments and Knowledge, ‘How this course works’, http://connect.downes.ca/how.htm (accessed on 15/01/2011). Siemens, G. (2010) “Reflections on open courses”, blog post August 19 th 2010, in Connectivism. Networked and social learning, http://www.connectivism.ca/?p=267 (accessed on 10/01/2011). Tracy, F. and Carmichael, P. (2010) “Research ethics and participatory research in an interdisciplinary technology-enhanced learning project”, International Journal in Research & Method in Education, vol. 33, n. 3, pp. 245-257. Vieweg, S. (2010) “The Ethics of Twitter Research”, presented at workshop Revisiting Research Ethics in the Facebook Era:Challenges in Emerging CSCW Research, The ACM Conference, Savannah, Georgia, US, http://www.cc.gatech.edu/~yardi/ethics-cscw2010_files/AcceptedPapers.htm (accessed on 09/01/2011). Whiteman, N. (2009) “Internet Research”, Research Methods Lecture Pack, Mres in Educational and Social Research, Institute of Education, pp. 57-67. 224
Making Constraints and Decisions Explicit to Support Project-Based Collaborative Learning Gert Faustmann Department of Cooperative Studies, Berlin School of Economics and Law, Germany gert.faustmann@hwr-berlin.de Abstract: Learning projects serve as motivational instruments to transfer knowledge and competences relating to real world problems. Yet, the learning effect varies among participants. The anticipated results of a project and their relation to real life questions are formed by complex requirements and, while the project advances, the complexity of the results emerging increases. Furthermore, project groups often consist of participants with little experience in the subject of the project. While the project progresses, the overview of requirements and results already developed is lost. The learning effect can now be raised by making the requirements on the expected project results as well as the decisions for existing results explicit. In this way, participants understand the decisions of others engaged in the ongoing project and they are able to align the existing results with the requirements imposed on them. Additionally, new ways of collaborative learning are possible when, for instance, the task is to develop constraints on or between the respective project results. Former research developed a concept to keep less experienced project members in the productive process while forcing other project members to give arguments for their results. The current work describes an approach which aims to integrate the requirements on results in the learning process. While arguments were to include digital documents or specific parts of these documents for clarification purposes, the incorporation of explicit requirements is now also manifested in digital documents. The requirements can then be related not only to single result documents, but also to whole sets of expected documents. The paper gives an example of a software development project where some design documents have to be developed. It shows how constraints on these documents are presented and how these constraints affect the collaborative learning process. Keywords: project-based learning, cscl, arguments, digital documents, learning process 1. Introduction The integration of learning projects into teaching is a common instrument and improves the ability of students to solve real world problems (Doppelt 2003). Yet, certain problems arise when practicing project based learning:First, the participants’ knowledge of the project in relation to the project task often differs. While this is a key reason for implementing a “collaborative” approach in learning, for some learners the learning effect may stagnate, because the project advances and the results become more complex making it more difficult for them to understand the new results and their relationship. Without any explicit help the students will not be able to contribute to the project. Second, in nearly all domains the expected results share complex requirements and dependencies, which themselves can be seen as knowledge about the domain space. We can distinguish between requirements that are related to just a single project result (e.g. the amount of pages for one specific text document) and overall requirements, that are related to more than one result (e.g. use UML diagrams for designing a software system). Especially the latter are difficult to learn because they often contain implicit knowledge of a domain (as in the above example, which diagram types have to be used and how they interact). We take a generic approach in order to tackle both sides of the problem. While the participants work in a learning project and contribute result documents, they are committed to add further documents that explain these results. These documents can be arbitrary digital documents allowing to add information of any form. So other project members better understand how the existing results were developed. To manage the complexity of the project constraints, the teacher can choose to add documents that influence the later development of the result documents. These constraint documents support the learners in constructing the overall results. With the introduction of supporting documents for expected and existing results of a project, it is possible to think of new learning processes that integrate these documents in different learning phases. The paper starts with an account of existing approaches that incorporate any kind of metadata into learning processes for reasons of supporting the learners in understanding the project’s results. Then an example for a learning project from the field of software programming is introduced. This will be the basis for defining the different document types and the way they are used in this concept. Afterwards some new approaches on how to organize the learning process will be presented. The paper ends 225
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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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An Exploratory Comparative Study of
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Marija Cubric et al. Web 2.0 tools
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Marija Cubric et al. Despite all th
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Marija Cubric et al. Staff profile
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Marija Cubric et al. In case 3.2, a
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Marija Cubric et al. Sorcinelli, M.
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Figure 1: Adaptive eLearning system
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Blanka Czeczotková et al. knowledg
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Blanka Czeczotková et al. Figure 2
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Changing Academics, Changing Curric
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Christine Davies 2.2.4 Seminars CEL
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Web Conferencing for us, by us and
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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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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
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Page 236 and 237: Do you see What I see? - Understand
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Page 244 and 245: Researching in the Open: How a Netw
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Page 258 and 259: Gert Faustmann The learner her/him
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Page 282 and 283: To What Extent Does a Digital Audio
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Page 286 and 287: Rachel Fitzgerald understand, altho
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Page 292 and 293: Messages of Support: Using Mobile T
Page 294 and 295: Julia Fotheringham and Emily Alder
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Page 298 and 299: 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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