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John Jessel ‘“reduce the clicks” is my motto’. Uniformity of pathways was considered as important, colour coding often helping. When designing pages it was felt that ‘it has to be obvious to the pupils as to how it should work’ and ‘scrolling horizontally is a no no’, vertical scrolling being more manageable. Reliability - Rather than this being a matter of the technology breaking down, the concern was with planning methods of working in sufficient detail so that learning outcomes can be achieved in a dependable way. Where the methods are innovative and carry a higher level of risk, backup strategies were included for achieving the objectives. Inter-institutional comparison - Because the trainers worked across schools that were known to each other there was interest in how other institutions were approaching particular curriculum areas and solutions to common problems were shared. In one instance a teacher from one school visited the school where the trainer taught to see particular methods in action. Although this could have been a recipe for uniformity, it was felt that one institution was never a blueprint of what happened in another and so this was regarded as a form of enrichment. Ownership - The need for teachers to take ownership and negotiate and augment aims to serve their interests was considered essential at many different levels: ‘rather like a lesson plan innovation is developed within an institution’ (teacher); [Innovation is] ‘something you develop yourself and have control over rather than have it thrust upon you’. 5. Summary and conclusion Although the VLE in secondary education may have the potential to enhance learning, effective uptake may not occur automatically. One reason for this is that VLE technologies make innovative demands on practice – both by learners as well as teachers. Innovation within the school setting is something that does not occur in isolation and has to be considered along with other initiatives, changes and demands occurring within that context. Innovation has its costs: it became clear that time was needed to identify and adapt suitable resource, to structure content and develop new ways of working This can also involve the kind of detail expressed in the form of the general principle that emerged from the workshops. Much of the work associated with development appears ‘invisible’ in that it is done in advance of the use of the technology. The use of the VLE has implications for the role of the teacher and the learner. The work highlighted the fact that the teacher was not solely instrumental in passing on an established body of knowledge. Teachers acted as facilitators bringing together curriculum, teaching and technical experience in a jointly creative enterprise. It is also likely that a certain amount of inertia can be involved in the adoption of new technologies as evidenced by the move away from assumptions of the VLE as a storage and administrative system towards a more participative learning medium. Insofar that a curriculum can be viewed in not only in terms of learning outcomes but also in terms of the means and wider learning context there are implications regarding the impact of VLE technologies. The work connected with writing news reports illustrates, for example, how, on the one hand, technology can be used to enhance existing curriculum objectives, while, on the other, technology can be used to transform an existing curriculum and introduce new challenges. References Bakhtin, M.M. (1981) The Dialogic Imagination: Four Essays by M.M. Bahktin, Ed. M. Holquist, Austin, University of Texas Press. Bloom, B.S. (1956) Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain, New York, David McKay Co. Inc. Brown, J.S., Collins, A., and Duguid, P. (1989) “Situated Cognition and the Culture of Learning, Educational Researcher, Vol. 18, pp 32-42. Crook, C. (2001) “The Social Character of Knowing and Learning: Implications of Cultural Psychology for Educational Technology”, Technology, Pedagogy and Education, Vol. 10, No. 1, pp 19-36. DfES (2005) “Harnessing Technology – Transforming Learning and Children’s Services”, [online], Department for Education and Skills, www.dscf.gov.uk/publications/e-strategy. DfE (2010) “The Importance of Teaching: Schools White Paper”, [online], Department for Education, www.education.gov.uk/b0068570/the-importance-of-teaching/. Jonassen, D.H. (1994) “Thinking Technology: Toward a Constructivist Design Model”, Educational Technology, Vol. 34, No. 4, April, pp 34-37. Knowles, M. S. (1977) The Modern Practice of Adult Education: Andragogy Versus Pedagogy (Eighth ed.), New York, Association Press. 338
John Jessel Kukla, A. (2000) Social Constructivism and the Philosophy of Science, London, Routledge. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge, Cambridge University Press. Ofsted (2009) “Virtual Learning Environments: An Evaluation of their Development in a Sample of Educational Settings”, [online], Ofsted, www.ofsted.gov.uk. Selwyn, N. (2008) “Education 2.0? Designing the Web for Teaching and Learning”, Teaching and Learning Research Program, London: Institute of Education, [online], www.tlrp.org.tel. UCISA (2008) “2008 Survey of Technology Enhanced Learning in Higher Education in the UK”, [online], Universities and Colleges Information Systems Association, www.ucisa.ac.uk/publications/tel_survey.aspx. UCISA, (2010) “2010 Survey of Technology Enhanced Learning in Higher Education in the UK”, [online], Universities and Colleges Information Systems Association, www.ucisa.ac.uk/groups/ssg/surveys.aspx. Vygotsky, L. (1978) Mind in Society, Cambridge MA, Harvard University Press. Wells, G. (1999) “Language and Education: Reconceptualising Education as Dialogue”, Annual Review of Applied Linguistics, Vol. 19, pp 135-155. Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity, Cambridge, Cambridge University Press. 339
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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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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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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
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Page 346 and 347: Amanda Jefferies learning was furth
Page 348 and 349: Amanda Jefferies way in which the o
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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
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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
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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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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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