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Rose Heaney and Megan Anne Arroll Jones, G. H. and Jones, B. H. (2005) “A comparison of teacher and student attitudes concerning use and effectiveness of web-based course management software”, Educational Technology & Society, Vol 8, No 2, pp 125-135 [online] http://www.ifets.info/journals/8_2/12.pdf Palmer, S. and Holt, D. (2009) “Staff and student perceptions of an online learning environment: Difference and development”, Australasian Journal of Educational Technology, Vol 24, No 3, pp 366-381. Schroeder, R. (2008) “Defining virtual worlds and virtual environments”, Journal of Virtual Worlds Research, Vol 1, No 1, [online] http://journals.tdl.org/jvwr/article/view/294/248. Smith, J. A. (1996) “Beyond the divide between cognition and discourse: using interpretative phenomenological analysis in health psychology”, Psychology and Health, Vol 11, pp 261-271. Smith, J. A. & Osborn, M. (2003) “Interpretative phenomenological analysis”, in J.A. Smith (Ed.), Qualitative psychology: a practical guide to research methods, London, Sage. University of Southern California (2011) “Using Kinect and OpenNI to Embody an Avatar in Second Life: Gesture & Emotion Transference”. [online] http://ict.usc.edu/projects/gesture_emotion_transference_using_microsoft_kinect_and_second_life_avatars/ Walker, V. L. (2009) “3D virtual learning in counselor education: Using Second Life in counselor skill development”, Journal of Virtual Worlds Research, Vol 2, No 1, [online] https://journals.tdl.org/jvwr/article/view/423/463. Warburton, S. (2008) “Six barriers to innovation in learning and teaching in MUVEs”, Liquid Learning, [online] http://warburton.typepad.com/liquidlearning/2008/07/six-barriers-to.html. Warburton, S. (2009) Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching, British Journal of Educational Technology, Vol 40, No 3, pp 414-426. 318
Introducing and Using Electronic Voting Systems in a Large Scale Project With Undergraduate Students: Reflecting on the Challenges and Successes Amanda Jefferies School of Computer Science, University of Hertfordshire, Hatfield, UK a.l.jefferies@herts.ac.uk Abstract: Electronic Voting Systems (EVS) have become a popular medium for encouraging student engagement in class-based activities and for managing swift feedback in formative and summative assessments. Since their early days of popularity and introduction some five or more years ago, the author’s UK based University has been successful in refining strategies for their use across individual academic Schools and Departments, as previously reported at ECEL (e.g. Lorimer and Hilliard, 2008). The focus of this paper is a reflection on the introduction of EVS with 300 first year undergraduate students in the School of Computer Science, within the context of a wider ‘change’ project in teaching and learning affecting the whole institution. The author examines what lessons can be learnt following this rapid scaling up of EVS activity both at a local level and more widely across an HE institution and in reflecting on the successes and challenges of this experience provides key indicators for success and useful support for others considering using EVS. The paper first considers the landscape of EVS use within the UK and then the specific introduction of EVS at her own institution, before exploring the issues in her own academic School around the latest phase of their introduction as part of an institution–wide project to review measures to support assessment and feedback. Keywords: electronic voting systems, change management, assessment, feedback, staff training, challenges, successes 1. Introduction to EVS at the University of Hertfordshire The University of Hertfordshire has supported the use of electronic voting systems (EVS) for some years since they originally started appearing as a piece of electronic technology to support teaching and learning around 2003 in the UK. Sometimes known as ‘clickers’, the technology grew in popularity in the U.S. where EVS had been used in a more routine manner as part of regular classroom activities in HE as well as across the broader education sector. There are a number of competing EVS systems available commercially but they all typically comprise four elements for working effectively; an electronic hand-set per student or group of students, a digital receiver to capture responses from the individual handsets, lecture presentation software into which questions can be embedded, typically based around the use of Powerpoint and with the facility to collate and present the responses in a variety of ways, and the associated hardware to present the questions i.e. a computer and digital projector. In our own early days of piloting them, sets of student handsets were available for lecturers to reserve for classroom use from the central learning support services. This requirement to pre-order the EVS was seen as rather unwieldy since time was required at the start and end of a class to first of all hand out the handsets and then collect them in again afterwards. This was not an insignificant commitment when there might be a class of over 100 students in an hour long lecture. Additionally the software and receiver were also required to be pre-ordered for each class. The developing practice of EVS and the design of questions for their in-class use was initially focussed on a small group of learning and teaching technology ‘enthusiasts’ (Moore, 1982) working across the different schools of the university. From this early interest in using the EVS for multiple choice questions (MCQ) and in-class quizzes, their use was taken up in local pockets of interest by those who saw an opportunity to increase interactivity in the classroom,(JISC 2005). This opportunity to engage more closely with student learning and focus the in-class activities around MCQs was particularly developed at the University of Hertfordshire by those teaching in the vocational health related subjects and with smaller class sizes, (Lorimer and Hilliard 2007). At the same time the pedagogy and practice of the use of EVS was being researched and reported from a variety of scenarios across UK based HE institutions (Draper and Brown 2004;Kennedy and Cutts 2005). Our institution’s initial success might therefore be described as having been built up through a successful ‘cottage industry’, where local EVS champions crafted their expertise with groups of students and developed a series of action research projects in the process. The resulting interest in the pedagogy into the use of EVS and its potential for use in social constructivist approaches to 319
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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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Francisco Perlas Dumanig et al. Stu
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Francisco Perlas Dumanig et al. in
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Francisco Perlas Dumanig et al. 3.6
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Do you see What I see? - Understand
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2.2 Deuteranopia Colin Egan et al.
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Colin Egan et al. Figure 5: HCBE's
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Figure 8a: Normal vision LogicWorks
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Researching in the Open: How a Netw
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Antonella Esposito previous edition
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Antonella Esposito However, beyond
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Antonella Esposito Moreno, M. A., F
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Gert Faustmann with an evaluation o
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Gert Faustmann come from the same s
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Gert Faustmann Figure 5: UML class
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Gert Faustmann The learner her/him
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Gert Faustmann (i.e. who has to pro
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Ana Mª Fernández-Pampillón et al
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Cognitive Communication 2.0 in the
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Sérgio André Ferreira et al. and
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Sérgio André Ferreira et al. is p
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Sérgio André Ferreira et al. Look
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Sérgio André Ferreira et al. In F
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To What Extent Does a Digital Audio
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Page 388 and 389: Acknowledgments Jana Kapounova et a
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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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