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Anne Jelfs and Chetz Colwell We work together taking the role of observer and facilitator alternatively depending on whether the person is disabled when Chetz takes the role of facilitator, or non-disabled where Anne is the facilitator. This method almost replicates the approach suggested by Craven and Booth (2005) ‘Ideally the session should include a facilitator and an observer.The facilitator sits next to the participant and directs the testing while the observer watches the process remotely either through a one-way mirror, or by using a video to record the session which the observer watches in another room. This method enables the observer to concentrate fully on what the participant is doing and saying, rather than on the actual running of the experiment.’ (pp 187-188). While participants complete the tasks, they are observed and prompted as appropriate. We use probing questions to uncover reasons for particular actions and perceptions of what the participant expects to find. Tamler (2001) suggests that a good example of a question is ‘when you were selecting that file what were you expecting’ rather than ‘why did you select that file’ which makes the user feel that they need to justify their behaviour. We also give some feedback as the student progresses because they are working as co-evaluators and not purely in isolation so we might say something like ‘this is just the sort of thing we need to hear or your information will be very useful to the developers. Notes are taken by the observer concerning critical incidents, participants’ comments and relevant actions. Participants are not given a time limit to complete each task. Finally we use a pre-prepared interview schedule at the end of the session to find out about their opinions and preferences concerning the websites and to allow them to give any other views they might have. The interview can also be seen as a de-brief where we might explain further about the work we are conducting. 4. Analysis and report We do task based analysis – how users tackled the tasks and where the major difficulties arose. The observer’s notes are invaluable in guiding the analysis as one hour of video tape has been reported to take at least 5 hours of analysis, or even a day or more (Preece et al 1994, p620). From both the observer’s notes and the videos we are then able to write a joint report for the developers. 5. Conclusion This method of working together has proved invaluable to the developers as it give them a report where they can apply our recommendations knowing that we have discussed our findings and we are recommending the optimum solution for all users. If points remain which are inaccessible then these are highlighted, so that statements can be made on the module website. It is imperative that disabled students are made aware of any potential areas that are inaccessible for particular types of student or supporting software. References Ardito, C., Costabile, M. De Marsico, R. Lanzilotti, S.,Levialdi, T., Roselli, V. Rossano (2006) An Approach to Usability Evaluation of e-Learning Applications. http://www.di.uniba.it/~ivu/papers/2006/UAIS2006_Arditoetal.pdf (accessed 09.06.11) BS 8878: Web accessibility. Code of Practice http://shop.bsigroup.com/en/ProductDetail/?pid=000000000030180388 (accessed 09.06.11) Byerley, S. and Chambers, M.B. (2002) Accessibility and usability of web-based library databases for non-visual users. Library Hi Tech vol 20: 2, pp169-178 Colwell, C., Jelfs, A. & Mallett, E. (2005) Initial requirements of deaf students for video: lessons learned from an evaluation of a digital video application. Learning, Media and Technology, Vol. 30, No. 2, July, 201–217 Cooper, M., Colwell, C. and Jelfs, A. (2007) ‘Embedding accessibility and usability: considerations for e-learning research and development projects', ALT-J, Vol 15, No. 3, 231 – 245 Crowther, M.S., Keller, C.C. and Waddoups G.L. (2004) Improving the quality and effectiveness of computermediated instruction through usability evaluations. British Journal of Educational Technology Vol 35: 3 pp 289–303 Hertzum, M. Hansen, K.D. and Andersen, H. (2009) Scrutinising usability evaluation: does thinking aloud affect behaviour and mental workload? Behaviour & Information Technology 28:2 pp 165-181 HEFCE (2010) Student perspectives on technology – demand, perceptions and training needs. Report to HEFCE by NUS Hix, D. and Hartson, H.R. (1993) Developing user interfaces: Ensuring usability through product and process Wiley & sons, New York 330
Anne Jelfs and Chetz Colwell Hughes & Parkes (2003) Trends in the use of verbal protocol analysis in software engineering research Behaviour and Information Technology. Vol 22: 2 pp127-140 Ihamäki, H and Vilpola, I. (2004) Usability of a Virtual Learning Environment Concerning Safety at work. http://www.ejel.org (accessed 09.06.11) Jefferies, A. and Hyde, R. (2009) Listening to the Learners’ Voices in HE: how do students reflect on their use of technology for learning? Electronic Journal of e-learning, Vol 7, 2 pp119-126 Joynes, G. (2000) An evaluation model for supporting higher education lecturers in the integration of new learning technologies, Educational Technology and Society, 3(4) 56–65. Kelly, B., Phipps, L. and Swift, E. (2004) Developing A Holistic Approach For E-Learning Accessibility, Canadian Journal of Learning and Technology, Vol. 30, Issue 3. Light, A. (2006) Adding method to meaning: a technique for exploring peoples’ experience with technology. Behaviour and Information Technology 25:2 pp175-187 Newman, W. and Lamming, M. (1995) Interactive System Design Addison-Wesley Educational Publishers inc. Nielsen, J. (1994) Heuristic evaluation, in: J. Nielsen & R. L. Mack (eds) Usability inspection methods (New York, Wiley), pp 25–62. Preece, J. (1994) Human Computer Interaction Addison-Wesley Educational Publishers inc. Quality Assurance Agency for Higher Education (2010) Code of Practice – Section 3 Disabilities http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section3/Section3Disabilities2010.pdf (accessed 18.03.11) Sheard, J. & Markham, S. (2005) Web-based learning environments: developing a framework for evaluation, Assessment & Evaluation in Higher Education 30(4), 353–368 Tamler, H. M. (2001). High-tech vs. high-touch: Some limits of automation in diagnostic usability testing. In HT Consulting, http://www.htamler.com/papers/techtouch/ (accessed 09.06.11) Turnbow, D., Kasianovitz, K. and Snyder, L. (2005) Usability testing for web redesign: a UCLA case study. OCLC Systems & Services, Vol. 21 Iss: 3, pp.226 - 234 Van Schaik, P. (1999) Involving users in the specification of functionality using scenarios and model-based evaluations. Behaviour and Information Technology Vol 18, 6 pp 455-466 Web Accessibility Initiative (2010) www.w3.org/WAI (accessed 18.03.11) Wright, P. C. & Monk, A. F. (1991) A cost effective evaluation method for use by designers, International Journal of Human-Computer Studies, 35, 891–912. Yates, R. (2005) ‘Web site accessibility and usability: towards more functional sites for all’ Campus-Wide Information Systems Vol 22, No. 4 pp180-188 331
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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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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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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
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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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Page 326 and 327: Danny Glick and Roni Aviram opinion
Page 328 and 329: Danny Glick and Roni Aviram Bernard
Page 330 and 331: Andrea Gorra and Ollie Jones to hel
Page 332 and 333: Andrea Gorra and Ollie Jones Howeve
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Page 336 and 337: Andrea Gorra and Ollie Jones Studen
Page 338 and 339: Rose Heaney and Megan Anne Arroll A
Page 340 and 341: Rose Heaney and Megan Anne Arroll l
Page 342 and 343: Rose Heaney and Megan Anne Arroll
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Page 346 and 347: Amanda Jefferies learning was furth
Page 348 and 349: Amanda Jefferies way in which the o
Page 350 and 351: Amanda Jefferies their teaching mat
Page 352 and 353: A Methodology for Incorporating Usa
Page 354 and 355: Anne Jelfs and Chetz Colwell To try
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Page 360 and 361: John Jessel 2.1 An outline framewor
Page 362 and 363: John Jessel teachers who agreed to
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Page 366 and 367: Mutlimodal Teaching Through ICT Edu
Page 368 and 369: Paraskevi Kanari and Georgios Potam
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Page 372 and 373: Rosario Kane-Iturrioz Regarding lan
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Page 378 and 379: Rosario Kane-Iturrioz When compared
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Page 382 and 383: Jana Kapounova et al. eLearning is
Page 384 and 385: Jana Kapounova et al. Each dimensio
Page 386 and 387: Jana Kapounova et al. project, conn
Page 388 and 389: Acknowledgments Jana Kapounova et a
Page 390 and 391: Andrea Kelz skills and competences
Page 392 and 393: Andrea Kelz web-based activities in
Page 394 and 395: Andrea Kelz system. Most other univ
Page 396 and 397: Open Courses: The Next big Thing in
Page 398 and 399: Kaido Kikkas et al. However, in the
Page 400 and 401: Kaido Kikkas et al. generation of w
Page 402 and 403: Kaido Kikkas et al. Occasional gue
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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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