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Kaido Kikkas et al. However, in the Estonian context we can not speak about “massive open online courses” because the number of non-credit participants that enroll to the courses is typically rather small. Therefore we will use the term “open course” in this paper. 3. The Wikiversity experience In our case we have used Wikiversity to provide open courses. Wikiversity is one of the projects under Wikimedia Foundation that also governs Wikipedia. It is somewhat less structured than Wikipedia, supporting learning communities, their learning resources and learning activities. In our courses Wikiversity is typically used for course syllabus, participant enrolment and learning resources. All the participants have their personal blogs to submit their course assignments. This kind of use of wikis and blogs is inspired by open courses organized by David Wiley (2007) and Teemu Leinonen (Leinonen, Vaden and Suoranta, 2009). We claim that in our daily teaching practice, open courses have evolved beyond the initial experimentation phase and reached the high level of scalability. From 2009 to 2011, we have run (separately from each other) more than 20 full-scale open courses in three different higher education institutions in Estonia: Social Software and Network Communities (SSNC), 4 ECTS M.Sc. course with 226 participants (total for all years). Ethics and Law in New Media (ELNM), 5 ECTS international M.Sc. course with 44 participants. Ethical, Social and Professional Aspects of Information Technology (ESPAIT), a 4 ECTS introductory-level B.Sc. course with 161 participants Standards and Specifications for eLearning Tools (SSET), 4 ECTS M.A. course with 20 participants Learning Environments and Learning Networks (LELN), 3 ECTS M.A. course with 28 participants. Creating Digital Learning Resources (CDLR), 3 ECTS M.A. course with 29 participants Working with Sources, Referencing and Reference Management in ELearning (WSRRME), a 10 - week, 100% online professional development course for teachers and educational technologists, 38 participants. Creating and Using Open Educational Resources (CUOER), a 10-week, 100% online course for teachers and educational technologists, 31 participants. Didactics of Informatics, a 4 ECTS M.A. course with 42 participants. Basics of Instructional Design, a 3 ECTS M.A. course with 45 participants. Active learning in Informatics Lessons, a 3 ECTS M.A. course with 26 participants. Professional Development with ePortfolio, a 12-week. 100% online professional development course for teachers, 12 participants M-Learning, 12 week long 100% online professional development course for teachers, 10 participants As Wikiversity-based courses can be run in a variety of ways, the brief descriptions of two possible approaches used by us wll follow below. 3.1 Approach 1: Wiki-centred course designs Each student was expected to have a blog (RSS feed for posts was required – both free services like Blogger or WordPress and standalone installations were allowed), a Skype account and an e-mail address. Also at the SSNC and ELNM courses, they also needed a wiki space (either using a free service like Wikidot.com or setting up their own) for teams of 4-5. 372
Kaido Kikkas et al. A typical task set included weekly 'lecture' texts (1 or 2 per week; available from the course page at Wikiversity), a weekly blogging task at the end of the lecture text (to be completed by the next Monday noon) and a weekly Skype text chat meeting (at SSNC and ELNM; lasting typically 1-1.5 hours). In addition, everyone was to post to the course forum following the weekly topic, but this task did not have fixed weekly regimen. Finally, the SSNC and ELNM had to write a wiki-based group paper and review another group's work (as an individual blog post). The SSNC and ELNM courses lacked formal examination, the ESPAIT featured an optional written exam (a 'backup' option for less active people or also an extra way to raise the grade – but it was possible to earn the highest grade without it). Thus, the SSNC and ELNM did not have the 'end rush' at all, while at the ESPAIT it was much milder than is typically seen at traditional courses. The exact graduation systems varied somewhat by course, but a typical one consisted of: 40% - the wiki-based group paper (or in the case of ESPAIT, a written exam essay) 35% - blogging tasks (typically compact pieces of opinion, ~1 page each) 25% - forum posts (of substance – the 'me too!'-type and offtopic were typically not counted in) 10% - weekly Skype chats (for consulting as well as community building). Note: the course point system featured a ~10% surplus, designed to give students some choice. 3.2 Approach 2: Blog-centred course designs These courses were organized as blogging seminars with weekly topics and assignments. New assignments were given every Monday, the students had to write a blog post by the end of the week. In addition to Wikiversity, a course blog was used in all courses. Wikiversity was used for course syllabus and enrolments while weekly assignments and summaries were published in the course blog. The 10-week online courses WSRRME and CUOER included a video conference during the first and the last week of the course. Weeks 5 and 10 were left without assignments so that people could complete the assignments they had not managed to do in time. In case of Master level courses there were also 4...6 classroom meetings during the course. Besides individual blogging, the Master level courses required substantial group work. Students typically used a shared blog, a wiki or Google Docs to complete the group assignment. To emphasize openness, the learning environment consisted mostly of tools that were open source or provided with free hosting. The course blog was hosted at WordPress.com, the learning resources were published at LeMill and SlideShare and links were shared through Delicious. In the CUOER course also Skype was used for text chat. In 2010 it was decided to use Twitter instead of Skype for rapid communication. However, in Estonian context Twitter is not still actively used by the educational community. Another service that was added in 2010 was Mendeley, used to share references to research papers. The only closed tool used during the courses was FlashMeeting that was used for video conferences in the WSRRME and CUOER courses. A complicated issue in open courses is to manage the list of participants and to aggregate all their blog posts. In the first courses, Wikiversity was used for course enrolments and blog posts were aggregated using Pageflakes. This required a lot of manual work from the facilitator. That led us to design and develop the EduFeedr tool that handles course enrolments, manages assignments and aggregates all the blog posts (Põldoja, 2010). Since 2010 EduFeedr has been used for managing the courses and Wikiversity is used only for course syllabus that can be collaboratively edited. 4. Discussion To start with, we have to agree with Seely Brown and Adler (2008) in that the world is becoming both flat (in that the virtual communication has eliminated many obstacles by reaching almost any place in the world) and spiky (in that the local level of productivity and innovation will determine the success of a location, and the differences will increase). Thus, it is necessary to not only supply the next 373
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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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Rose Heaney and Megan Anne Arroll J
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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 360 and 361: John Jessel 2.1 An outline framewor
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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 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 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
Page 410 and 411: Eugenijus Kurilovas et al. (LOs), l
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
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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
Page 432 and 433: Jake Leith et al. For the summative
Page 434 and 435: Sophisticated Usability Evaluation
Page 436 and 437: Stephanie Linek and Klaus Tochterma
Page 442 and 443: Social Networks, eLearning and Inte
Page 444 and 445: Birgy Lorenz et al. 135 students p
Page 446 and 447: 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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