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Stella Lee et al. knowledge. Meta knowledge in terms of key study skills for studying programming have been selected as: note taking skill, reflection and discussion skill, conceptualization skill, and problem solving skill. For example, within the “Watching” activity, the key study skill we emphases is “note taking”. Learners can choose to access this supplementary material at any given time during his/her study. The design consideration is that the key study skills appear as an unobtrusive interface that sits on the upperright-hand-corner of the main content. Learners can choose to engage and learn how the “note taking” skill helps with the “watching” activity (i.e. how to take better notes while watching a tutorial video online and what are the appropriate tool to use for note taking), or he/she can just ignore it and carry on with watching the YouTube tutorial video on its own. One pre-test has been developed with 25 questions for domain-knowledge and 20 questions for meta-knowledge (study skills). In this test we are looking at two types of data: Test score for the domain-knowledge - to gauge how much a student has already know about control structures in java programming prior to this unit. This test score will be compared to the post-test domain-knowledge test score. Test score for meta-knowledge (study skills) - to gauge a student’s study skill competency. This is more of a self-report rather than an objective measurement of specific study skills. This test score will be compared to the post-test meta-knowledge test score to identify whether the study skills provided help improve students’ overall study strategies and make them aware of certain metalevel skills. Similar to the pre-test, one post test is available with 25 questions for domain knowledge and 20 questions for meta-knowledge (study skills). It is designed to measure the efficacy of each learning mode. Questions are generated based on the content from select mode of each learning concept. For each answer, the system will then give feedback and suggestions according to the test results, and direct the student to focus more in the learning mode in which the student is weak. The aim is to help learners to become more efficient and aware in self-monitoring their learning. It is intended that there will be an end-of-unit survey and a follow-up structured interviews with 6-10 participants two weeks upon the completion of the study. The survey aims to measure learner experience, usability, user satisfaction and perceived controllability of the system. At the end of the survey, we will invite participants to take part in a 40-min structured interview using Adobe Connect. Participation in the interview is entirely voluntary and has no effect on their grades. The purpose of the interview is to discover more details about the learners’ attitudes and impression about the experiment, and give learners a chance to elaborate on the survey results. Questions will also be geared towards whether they find the system and the options provided helpful, in both the domain specific content as well as the meta-cognitive activities, i.e., study skills. 3.3 Research questions This study was designed to answer the following research questions: How would the two named learning theories, ELT and SRL, be useful in the production of constructive adaptive system? How might such a system be tested and evaluated in a real context? What are the effects of such a system on: Domain-knowledge competency Meta-knowledge competency What are the effects of such a system on: Learners’ experience System usability User satisfaction Perceived controllability 394
3.4 Modeling approach Stella Lee et al. The form of modeling we used is a learner-directed model. A learner initiated system as a system that places full learning control in the hands of the learner. The system does not automatically adapt or assign any differentiated content to the learner(Marzano, 1992). Simply put, the system serves a suggested guide to the learner where he/she can accept or reject the suggestions. This approach enables personal autonomy, active involvement and engagement with the content and serves as a motivational factor for online learning. For learning styles, learners will self-select from the multiple learning content representations, so there is no need for an automated system intervention. For prior knowledge and skills, the comparisons of the pre-test and post-test results will inform the system as to what to recommend and adapt at the end. If the post-test results indicate a deficiency in certain domain knowledge area, then the system will provide appropriate feedback to the students. It is not so much a specific prescription; rather, it is used as reference guide. 4. Example of the course Prototype of the eLearning system has been developed in Moodle (an open source Learning Management System) providing alternative content for Unit 3 of the course for our study. Traditionally, Unit 3, similar to the rest of the course, is written in a linear, textual format with heavy reference to the textbook. Currently, after the redesigned of the unit, unit 3 composes of five learning concepts and each concept starts with the same home page interface that present the four modes of learning. The five learning concepts are: If-Else Statement; Loops; Break, Continue, and Return; Switch, Try-Catch- Finally, and Labels; and Recursion. Figure 2 below illustrates the Unit 3 layout design for the course while Figure 3 shows the home page of each learning concepts. Figure 2: Unit 3 home page as viewed by students entering into the experiment Once a student access the learning concept home page, a circular wheel interface with four quadrants will be presented to them. Each quadrant is linked to a different but comparable learning activity based on Kolb’s experiential learning cycle: experiencing, reflecting, thinking and acting. For instance, the experiencing, the learning activity is presented as a series of tutorial videos on YouTube on how to program If-Statements (see figure 4). 395
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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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Amanda Jefferies way in which the o
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Amanda Jefferies their teaching mat
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A Methodology for Incorporating Usa
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Anne Jelfs and Chetz Colwell To try
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Anne Jelfs and Chetz Colwell We wor
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The Virtual Learning Environment -
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John Jessel 2.1 An outline framewor
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John Jessel teachers who agreed to
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John Jessel ‘“reduce the clicks
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Mutlimodal Teaching Through ICT Edu
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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 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
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 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
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
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Page 444 and 445: Birgy Lorenz et al. 135 students p
Page 446 and 447: Birgy Lorenz et al. The experts' st
Page 448 and 449: Birgy Lorenz et al. Akdeniz, Y. (19
Page 450 and 451: Arno Louw programmes, and within th
Page 452 and 453: Arno Louw It should be clearly stat
Page 454 and 455: Arno Louw somewhat an unwritten con
Page 456 and 457: Arno Louw Lecturers assume that le
Page 458 and 459: A treasure hunt has to be done to f
Page 460 and 461: How to Represent a Frog That can be
Page 462 and 463: Robert Lucas Occasionally we will a
Page 464 and 465: Robert Lucas Note the need to creat
Page 466 and 467: Robert Lucas Figure 5: A model of a
Page 468 and 469: 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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