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Sérgio André Ferreira et al. is presented. In the seven analyzed items, the large majority of respondents evaluated the pedagogical aspects of the course with level four, "agree" and level 5 "strongly agree." The global average of the seven items corresponds to 55 % of responses at level 4 and 22 % at level 5, and the importance of level 1 and 2 is negligible (0 % and 4 %, respectively). Scale 1. Strongly disagree to 5. Strongly agree NOP. No opinion Legend 1. Scientifically rigorous 2. Pedagogically appropriate 3. It has the correct sequence 4. It facilitates the explanation of abstract concepts 5. It is presented clearly (spelling, grammar, ...) 6. It is easy to understand the goals 7. Appropriate level of detail Figure 2: Pedagogical aspects As far as the "technological aspects" is concerned (Figure 3), the respondents commented on the appropriateness of the use of technology, design, usability, interface, added value compared to printed material, the potential of technology in facilitating learning, building concepts and skills development. The average of the eight items of this dimension indicates that 52 % of students "agree" and 32 % "strongly agree" that the technology used was appropriate and that potentiated learning. Like in the previous dimension, the number of respondents that gave unfavourable levels of answers (levels 1 and 2) is negligible. Scale 1. Strongly disagree to 5. Strongly agree NOP. No opinion Legend 1. Use of technology appropriate to the content 2. The design is appealing 3. The design facilitates the clarification of the content 4. The resource is easy to use 5. The interface facilitates navigation 6. The resource is an added value compared to printed material 7. The used technology facilitates learning 8. The technology helps building concepts and developing skills Figure 3: Technological aspects Regarding "cognitive learning" (Figure 4), if one considers the average of the 11 items on this dimension: 82 % of the respondents said that they "agree" (47 %) or "strongly agree" (35 %) that the resource has positive effects. In the average of the 11 items, the value of the terms "strongly disagree" and disagree" is located at 2 %. However, 7% of the respondents "disagree" and 1 % "strongly disagree" that the resource facilitates taking notes (item 3). The potential of the evaluated resource in the "interactions in the classroom" are also recognized by the students. The average of the five presented items in Figure 5 indicates that 70 % of respondents "agree" (40 %) or "strongly agree" (30 %) with the positive effects of the resource on this dimension. The item 1 is the one that meets the highest percentage of negative and neutral answers: 2 % "strongly disagree" 11 % "disagree" and 35 % "do not agree nor disagree" that the resource leads to a better knowledge of the classmates in the classroom. 250
Figure 4: Cognitive learning Sérgio André Ferreira et al. Scale 1. Strongly disagree to 5. Strongly agree NOP. No opinion Legend 1. It helps to improve understanding 2. It facilitates memorizing information 3. It facilitates note taking 4. It favours a more appropriate pace of presentation 5. It facilitates fluency when transferring information in the classroom 6. The examples presented become clearer 7. It fosters a better coordination between the classroom activity and the texts 8. It makes learning more motivator 9. It allows the definition of several ways of learning 10. It favours the immersion in learning and encourages further learning of contents 11. Mobilizes prior knowledge Scale 1. Strongly disagree to 5. Strongly agree NOP. No opinion Legend 1. It leads to a better knowledge of classmates in the classroom 2. Promotes the will to participate in class 3. It facilitates a closer relationship with the teacher and classmates 4. It facilitates discussion in the classroom 5. It allows participation via a technological channel Figure 5: Interaction in the classroom The results in the dimension "positive behaviour in the classroom" (Figure 6) are in agreement with those of the other dimensions. Considering the average of the 7 items, 75% of respondents "agree" (49 %) or "strongly agree" (26 %) that the resource has positive effects on behaviour in the classroom. The item 1, which states that the resource helps taking better notes in class, holds the highest number of negative evaluations (1 % "disagree" and 15 % "strongly disagree"). This result is aligned with item 7 "it stimulates coming to class to take notes (15 % of respondents answered "disagree") as well as with item 3 in Figure 4. Scale 1. Strongly disagree to 5. Strongly agree NOP. No opinion Legend 1. It helps taking better notes during the lectures 2. The visual images presented in the resource help to remember the contents during exams 3. It allows a better understanding of the keypoints highlighted during lessons 4. It enhances attention in the classroom 5. This resource is used as a support to group work, negotiation and dialogue in classroom 6. It helps keeping interest alive during lectures 7. Encourages coming to class to take notes on important topics Figure 6: Positive behaviour in the classroom In the dimension "negative behaviours in the classroom", the scale should be read in reverse: the more favourable views about the resource are located on level 1 and the less favourable in level 5. 251
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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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3. Discussion Jana Dlouhá et al. Q
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Jana Dlouhá et al. Sadler, R.D. (2
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Jon Dron et al. Social networking i
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Jon Dron et al. However, it is also
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Jon Dron et al. further in enabling
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4.3 Differentiated friends Jon Dron
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Experimental Assessment of Virtual
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Michaela Drozdová et al. to the or
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Michaela Drozdová et al. Figure 1:
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Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
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Glenn Duckworth Other studies have
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Glenn Duckworth merely skim read th
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Page 236 and 237: Do you see What I see? - Understand
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Page 242 and 243: Figure 8a: Normal vision LogicWorks
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Page 246 and 247: Antonella Esposito previous edition
Page 248 and 249: Antonella Esposito However, beyond
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Page 252 and 253: Gert Faustmann with an evaluation o
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Page 258 and 259: Gert Faustmann The learner her/him
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Page 272 and 273: Cognitive Communication 2.0 in the
Page 274 and 275: Sérgio André Ferreira et al. and
Page 278 and 279: Sérgio André Ferreira et al. Look
Page 280 and 281: Sérgio André Ferreira et al. In F
Page 282 and 283: To What Extent Does a Digital Audio
Page 284 and 285: Rachel Fitzgerald consideration of
Page 286 and 287: Rachel Fitzgerald understand, altho
Page 288 and 289: Rachel Fitzgerald Although this is
Page 290 and 291: Rachel Fitzgerald “The survey was
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
Page 300 and 301: Blended Learning at the Alpen-Adria
Page 302 and 303: Gabriele Frankl and Sofie Bitter to
Page 304 and 305: Figure 4 Moodle usage among the AAU
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Page 310 and 311: Evaluating the use of Social Networ
Page 312 and 313: Elaine Garcia et al. The process by
Page 314 and 315: 4.3 Data analysis Elaine Garcia et
Page 316 and 317: Elaine Garcia et al. issues of priv
Page 318 and 319: 8. Conclusions and recommendations
Page 320 and 321: Elaine Garcia et al. Nabi, A. (2011
Page 322 and 323: Danny Glick and Roni Aviram univers
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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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