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Andrea Kelz system. Most other universities taking part in the survey also use open source solutions such as ILIAS or some kind of combination of in-house and open source learning management systems. While competence building in e-learning and blended learning at universities still mostly takes place autonomously, the following universities are jointly offering a nationwide “E-Learning Certificate”: the Universities of Innsbruck, Salzburg, Linz, Graz and Klagenfurt; the University of Business Administration Vienna, the Medical University Graz, the University of Arts in Linz, the Universities of Applied Sciences of Upper Austria, Salzburg, Vorarlberg and Kufstein, the University College Tyrol, the Education Service Tyrol and the Management Centre Innsbruck. The course programme consists of three modules which are offered at beginners’ and advanced levels. Module 1 comprises media didactics in teaching at universities (use of media in teaching, installation and use of e-learning courses in LMS systems and collaborative e-learning), module 2 focuses on media production (digital photography, e-learning and law, e-learning and web 2.0) and module 3 covers questions such as media organisation and e-moderation. If participants have completed all three modules at a minimum of two course providers within 18 months they can apply for an e-learning certificate. The certificate course is understood as a professional development instrument and is offered free of charge. For further information please go to http://www.zertifikat-elearning.at/?home=1. Finally, the Austrian Federal Ministry of Education, Arts and Culture defined the pedagogical and didactical use of IT (especially EPICT) as one of several innovative and integrative principles. Taking account of the principle is demanded in all areas of further education and training and supported by specific initiatives. EPICT – the European Pedagogical ICT Licence – is a comprehensive, flexible and efficient in-service training course introducing a European quality standard for the continued professional development of teachers in the pedagogical integration of information, media and communication technologies (ICT) in education. The European Pedagogical ICT Licence can be acquired after successful completion of a minimum of eight modules of which four are compulsory and four can be chosen out of ten optional modules. The obligatory modules focus on understanding the pedagogical role of ICT in teaching, acquiring basic ICT skills, searching and communicating with internet tools, creating and sharing content, and understanding the requirements of bringing innovation to schools and universities. For further information please go to http://www.epict.org/. 7. Conclusion We have been witnessing a paradigm change in higher education for quite some time now and like in most other universities ICT has become integrated into all courses of our degree programmes. However, as ICT needs to be more than the technology itself and the content it carries, it is not sufficient to provide technical support and technical training to both students and teachers. As students and teachers act in both face-to-face and virtual classroom situations they have to build new learning and teaching concepts. Students need to become more autonomous learners and teachers need to develop the skills to teach blended learning courses effectively. In view of the importance of a successful long-term, campus-wide, blended learning strategy we constantly have to review and analyse the development of our own blended learning practices. The factors critical to the success of blended learning approaches are definitely sufficient training and continual support of the concerned students, teachers and administrators at all levels. Students and teachers do not necessarily mind change but being made to change and become blended learning students and teachers in a new learning and teaching environment turned out to be quite a challenge. So far there has been no direct reward or motivation for members of the teaching staff to make the effort to incorporate ICT and blended learning activities into their courses. The primary incentives have been intrinsic rewards such as personal professional development in terms of teaching techniques, positive student feedback and peer recognition. The main problems which still need to be solved don’t concern the implementation of a blended learning approach in terms of ICT, changing learning environments and roles of the students and teachers, but the impact of blended learning on teacher workload. Compared to traditional teaching blended learning designs involve more time to develop activities and proper course materials. So the next question to be tackled is how the teachers’ workload can be measured effectively when it comes to the preparation of online materials and blended learning activities. With many teachers there’s still a sort of unwillingness to experiment with innovation and the possibilities the use of ICT offers as they do not only lack time but also some sort of extrinsic motivation. We have to find a way to encourage more faculty members and freelancers to develop web-based activities. Financial incentives are being discussed at the moment, but so far we haven’t found any real solution to the problem. 368
Andrea Kelz Within the last seven years it has proved that the use of ICT requires a continuous process of development of competencies online teachers should have and demands professional preparation and proper pedagogical and didactical training. Face-to-face teaching has remained central in our still campus-based institution and blended learning is mainly received as distance learning, enriched by ICT, supplementing on-campus degree programmes. In future even more emphasis will have to be put on the pedagogy and didactics of blended learning as some teachers unfortunately still think that it is possible to simply transfer their teaching material and activities used in the classroom to the web. Many teachers still have to learn how to cope with the role of becoming facilitators in the learning process and have to realize that a learning management system is more than a digital library to store and provide learning materials. Only then they will stop to wonder why no one uses the discussion forums they provided in their courses. References Apel, Heino et al (2003) Online Lehren. Planung und Gestaltung netzbasierter Weiterbildung, Bertelsmann, Bielefeld. EvaSys – Education Survey Automation Suite (2011) [online], Electric Paper Official Website, http://www.electricpaper.biz/products/evasys-education.html. European Pedagogical ICT Licence (2011) [online], EPICT Official Website, http://www.epict.org/concept.shtml. Forum Neue Medien Austria (2011) [online], FNM Official Website, http://www.fnm-austria.at/Home/Home/. Garrison, D. Randy and Vaughan, Norman D. (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines, John Wiley & Sons, San Francisco. Gierke, Christiane et al (2003) Vom Trainer zum E-Trainer. Neue Chancen für den Trainer von morgen, GABAL, Offenbach. ILIAS Open Source e-Learning (2011) [online], ILIAS Official Website, http://www.ilias.de/docu/goto_docu_cat_580.html. Kelz, A. (2008) “E-Learning Strategies in Technical Part-Time Studies – Constructivist and Collaborative Approaches to Learning and Teaching”, 7 th European Conference on e-Learning, Volume 1, APL, Reading, pp 557-563. Reinmann-Rothmaier, Gabi (2003) Didaktische Innovation durch Blended Learning. Leitlinien anhand eines Beispiels aus der Hochschule. Huber Psychologie Praxis. Lernen mit neuen Medien, Verlag Hans Huber, Bern. Smith, T. C. (2005) “Fifty-One Competencies for Online Instruction”, [online], The Journal of Educators Online, Volume 2, Number 2, July 2005, http://www.thejeo.com/Ted%20Smith%20Final.pdf. Walitsch, M. (2008) “Successful Blended Learning Concept for Non-Traditional University Access in Austria”, Proceedings of the IADIS International Conference on e-Learning 2009, Algarve, Portugal 17-20 June 2009, pp 253-256. Zertifikat eLearning (2011) [online], Official Website, http://www.zertifikat-elearning.at/?home=1. 369
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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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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Elaine Garcia et al. Nabi, A. (2011
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Danny Glick and Roni Aviram univers
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Danny Glick and Roni Aviram most im
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Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
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Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
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Andrea Gorra and Ollie Jones Figure
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Andrea Gorra and Ollie Jones Studen
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Rose Heaney and Megan Anne Arroll A
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Rose Heaney and Megan Anne Arroll l
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Rose Heaney and Megan Anne Arroll
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Page 346 and 347: Amanda Jefferies learning was furth
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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 358 and 359: The Virtual Learning Environment -
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 376 and 377: Rosario Kane-Iturrioz Tests very us
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 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
Page 404 and 405: John Knight and Rebecca Rochon guid
Page 406 and 407: Evaluation of Quality of Learning S
Page 408 and 409: Eugenijus Kurilovas et al. Essalmi
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Page 412 and 413: Eugenijus Kurilovas et al. Then hie
Page 414 and 415: Eugenijus Kurilovas et al. If we lo
Page 416 and 417: Models of eLearning: The Developmen
Page 418 and 419: Stella Lee et al. Converging (AC a
Page 420 and 421: Stella Lee et al. knowledge. Meta k
Page 422 and 423: Stella Lee et al. Figure 3: Home pa
Page 424 and 425: Stella Lee et al. Azevedo, R., Crom
Page 426 and 427: Jake Leith et al. opportunities ble
Page 428 and 429: Jake Leith et al. Data was collecte
Page 430 and 431: Jake Leith et al. their informal sk
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Page 434 and 435: Sophisticated Usability Evaluation
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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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