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Sérgio André Ferreira et al. In Figure 9 the results of the resource at interaction level and the direct effects on the student’s activity are summarized. Twitter integration favours a multidirectional communication and an increase of the interaction between teacher-student, student-student and student-content. This leads to an upgrade of the level of cognitive communication from version 1.0 to 2.0. The findings corroborate the results obtained when applying this questionnaire to a smaller sample (Ferreira, Castro, & Andrade, 2011) and are aligned with other studies, namely: i) the positive effects on learning (Balanskat, Blamire, & Kefala, 2006; James, et al., 2006; Junco, et al., 2010) and ii) the relation between the use of technology and the student involvement in school activities (Balanskat, et al., 2006; Chen P., 2010; Junco, et al., 2010). Figure 9: Morphology of cognitive communication 2.0 in the context of a lecture For future studies, it is suggested i) to extend the sample in order to validate the questionnaire and to allow the study of correlations between variables and ii) to develop a more systemic way of research, integrating the issue of cognitive communication 2.0 in the context of the classroom in HIPLE context. References Balanskat, A., Blamire, R., and Kefala, S. (2006) The ICT Impact Report: A review of studies of ICT impact on schools in Europe, European Schoolnet in the framework of the European Commission’s ICT Cluster, Brussels, Belgium. Bennett, S., Maton, K., and Kevin, L. (2008) "The ‘digital natives’ debate: A critical review of the evidence", British Journal of Educational Technology, Vol. 39, No.5, pp. 775-786. Castañeda, L., and Soto, J. (2010) "Building Personal Learning Environments by using and mixing ICT tools in a professional way", Digital Education Review, No.18, pp. 9-25. Chen P., L. A. D. G. K. (2010) "Engaging online learners: the impact of web-based learning technology on college student engagement", Computers and Education, Vol 54, No.4, pp. 1222--1232. Elliot, T. (2011) "SAP web 2.0", [online], http://www.sapweb20.com/ (acessed on 20/05/2011). Ferreira, S. A., Castro, C., and Andrade, A. (2011). "Morfologia da Comunicação Cognitiva 2.0 em sala de aula no âmbito do Ensino Superior", In Proceedings of CISTI 2011 – 6ª Conferência Ibérica de Sistemas e Tecnologias de Informação, pp. 294-300, Chaves, Portugal, June. Figueiredo, A. D. (2009) "Estratégias e Modelos para a Educação Online", In G. L. Miranda (Ed.), Ensino Online e Aprendizagem, Lisboa, Relógio d´Água, pp. 33-55. Fuchs, C., Hofkirchner, W., Schafranek, M., Raffl, C., Sandoval, M., and Bichler, R. (2010) "Theoretical Foundations of the web: Cognition, Communication, and Co-Operation. Towards an Understanding of web 1.0, 2.0, 3.0", Future Internet, Vol. 2, No.1, pp. 41-59. Hu, W. (2011) "Mayer's SOI model" [online], http://www.personal.psu.edu/wxh139/SOI.htm (acessed on 20/05/2011). James, K. E., Burke, L. A., and Hutchins, H. M. (2006) "Powerful or Pointless? Faculty Versus Perceptions of PowerPoint Use in Business Education", Business Communication Quarterly, Vol. 69, No.4, pp. 374-396. Johnson, L., Smith, L. R., Willis, H., Levine, A., and Haywood, K. (2011) The 2011 Horizon Report, The New Media Consortium, Austin, Texas, USA. Jonassen, D., Howland, J., Moore, J., and Marra, R. (2003) Learning to solve problems with technology, Merril Prentice Hall, New Jersey. 254
Sérgio André Ferreira et al. Junco, R., Heiberger, G., and Loken, E. (2010) "The effect of Twitter on college student engagement and grades", Journal of Computer Assisted Learning, Vol. 27, No.2, pp. 1-14. Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., Chang, R. (2009) Educating the Net Generation – a handbook of findings for practice and policy, Australian Learning and Teaching Council, Melbourne. Kurilovas, E. (2007) "Digital library of educational resources and services: evaluation of components", [online], http://bit.ly/mz7UH1 (acessed on 20/05/2011). Nesbit, J. K. B. T. L. (2007) "Learning Object Review Instrument (LORI) Version 1.5", [online],http://bit.ly/laXZHE (acessed on 20/05/2011). Nokelainen, P. (2006) "An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students", Educational Technology and Society, Vol 9, No. 2, pp. 178-197. Pennsylvania State University (2010). Mayer's SOI model”, Available: http://www.personal.psu.edu/wxh139/SOI.htm (acessed on 20/05/2011). Prensky, M. (2001) "Digital Natives, Digital Immigrants", On the Horizon, Vol 9, Nº 5, pp.1-6. Tapscott, D., and Williams, A. D. (2008) Wikinomics: A Nova Economia das Multidões Inteligentes, Quidnovi, Lisboa. Vilelas, J. (2009). Investigação – O processo de construção o conhecimento, Edições Sílabo, Lisboa 255
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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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8. Finance resources Glenn Duckwort
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Glenn Duckworth was seen as being v
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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.
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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
Page 254 and 255: Gert Faustmann come from the same s
Page 256 and 257: Gert Faustmann Figure 5: UML class
Page 258 and 259: Gert Faustmann The learner her/him
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Page 262 and 263: Ana Mª Fernández-Pampillón et al
Page 272 and 273: Cognitive Communication 2.0 in the
Page 274 and 275: Sérgio André Ferreira et al. and
Page 276 and 277: Sérgio André Ferreira et al. is p
Page 278 and 279: Sérgio André Ferreira et al. Look
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
Page 296 and 297: Julia Fotheringham and Emily Alder
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
Page 324 and 325: Danny Glick and Roni Aviram most im
Page 326 and 327: Danny Glick and Roni Aviram opinion
Page 328 and 329: 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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