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8. Conclusion Linda Martin et al. The pilot project aimed to developing greater engagement and as a result enhance student academic achievement. Early findings suggest that where students have engaged with the process they have enjoyed and benefitted from the interaction. There are also indications that their confidence has increased and they have appreciated being able to see the work of other students as a means of locating the quality of their own work. The project will continue into a second phase but will only be used with level 1 students in order to address concerns that unreliability of marking may impact on a student’s overall degree classification. It will also only be used in two of the four possible modules at level 1 so the students can focus on the quality of their assessments rather than it becoming an administrative burden. Other peer assessment tools will be considered for use and formative self assessment will be introduced at level two to observe whether students have developed skills which are beneficial to their own learning and development. The pilot has provided a valuable insight into how students approach learning and assessment which has wider implications for programme development and as the pilot continues, further consideration will be given to the relationship between work and study which underpins Foundation Degrees. References Bamberger, P.A., Erev, I., Kimmel, M. & Oref-Chen, T. (2005) Peer assessment, individual performance and contribution to group processes: the impact of rater anonymity, Group and Organization Management, 30, (4): 344-377 Bass, R. (2010) The rise of social learning as a bridge to expertise presented at The Pedagogical Research in Higher Education Conference, Liverpool Hope University, 25 th October. Brew, A. (1999) Towards autonomous assessment: using self-assessment and peer assessment, in S. Brown and A. Glasner (eds) Assessment Matters in Higher Education: choosing and using diverse approaches, Buckingham: Society for Research into Higher Education & Open University Press. Cho, K. & C. D. Schunn (2003) Validity and Reliability of Peer Assessments with a Missing Data Estimation Technique, Proceedings of ED-Media, Honolulu, Hawaii, USA. Coates, H (2005) The value of student engagement for higher education quality assurance, Quality in Higher Education, 11 (1): 25-36. Coates, H. (2007) A model of online and general campus based student engagement, Assessment and Evaluation in Higher Education, 32 (2): 121-141. Coleman, I (2006) A Study using Formative Assessment Feedback in Physiology and Pharmacology to Encourage Engagement (see Case Studies section of www.open.ac.uk/fast) DeNisi, A.S. & Stevens, G. (1991) Profiles of performance, performance evaluation and personnel decisions, Academy of Management Review, 24: 592-602. Fredericks, J. A. Blumenfeld, P. C. and Paris, A. H. (2004) School engagement: potential of the concept, state of the evidence, Review of Educational Research, 74 (1): 59-109. Gellin, A. (2003) The effect of undergraduate student involvement on critical thinking: A Meta- Analysis of the Literature, 1991 – 2000, Journal of College Student Development, 44 (6): 746-762. Harper, S. R. & Quaye, S. J. (2009) Student Engagement in Higher Education, London, Routledge. Henri, F. (1992) Computer conferencing and content analysis, in A. R. Kaye, Collaborative Learning Through Computer Conferencing, Berlin, Springer-Verlag. Jankowska, M. & Atlay, M. (2008) Use of creative space in enhancing students’ engagement, Innovations in Education and Teaching International, 45 (3): 271-279. Kelly, D., Baxter,J. & Anderson, A. (2010), Engaging first-year students through online collaborative assessments, Journal of Computer Assisted Learning, 26: 535–548. Krause, K-L. (2005) Engaged, inert or otherwise occupied? Deconstructing the 21 st century undergraduate student, Keynote paper presented at the Sharing Scholarship in Learning and Teaching: Engaging Students Symposium, James Cook University, Townsville, 21-22 September. Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K. and Hayek, J. C. (2007) Piecing Together the Student Success Puzzle: Research, Propositions and Recommendations, ASHE Higher Education Report, 32, 5, San Francisco, Jossey- Bass. Laird, T. & Kuh, G. (2005) Student experiences with information technology and their relationship to other aspects of student engagement, Research in Higher Education, 46, (2): 211-33. Lindblom-ylänne, S., Pihlajamäki, H. & Kotkas, T. (2006) Self-, peer- and teacher-assessment of student essays, Active Learning in Higher Education, 7, 1: 51-62. Low Pay Commission (2011) National Minimum Wage Low Pay Commission Report 2011, accessed at: http://www.lowpay.gov.uk/lowpay/report/pdf/Revised_Report_PDF_with_April_date.PDF, [last accessed 20 June 2011] 454
Linda Martin et al. Mansell, J, (2011) Bristol care home: a failure on every level, The Guardian, accessed at: http://www.guardian.co.uk/commentisfree/2011/jun/01/bristol-care-home-failure-every-level, [last accessed 20 June 2011] Meyer, J. H. F. and Ward, S. C. and Latreille, P. (2009) Threshold concepts and metalearning capacity, International Review of Economics Education., 8 (1), 132-154 Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education, Assessment and Evaluation in Higher Education, 35 (5): 501-517. Normann, R. (2000) Service Management: strategy and leadership in service business, 3 rd edition, Chichester: Wiley. McInnes, C. (2003) New realities of the student experience: How should universities respond? Paper presented at the European Association for Institutional Research 25 th Annual Conference, Limerick. Par, D. & Joordens, S. (2008) Peering into large lectures: examining peer and expert mark agreement using peerScholar, an online peer assessment tool, Journal of Computer Assisted Learning, 24, 6, 526-540. Pascarda, E. T. & Terenzini, P. T. (2005) How College Affects Students: a third decade of research, vol 2, San Francisco: Jossey-Bass. Race, P. (1998) Practical Pointers in Peer Assessment, in S. Brown (ed) Peer Assessment in Practice, (SEDA paper 102) Birmingham: SEDA. Race, P (2001) A Briefing Document on Self, Peer and group Assessment, LTSN Generic Centre. Reilly, R.R. & Chao, G. (1982) Validity and fairness of some alternative employee selection procedures, Personnel Psychology, 78: 113-123 Sadler, D. R. (2010) Beyond feedback: developing student capability in complex appraisal, Assessment and Evaluation in Higher Education, 35 (5): 535-550. Salmon, G. (2000) E-moderating, London: Kogan Page. Skills for Care (2008) The Sector Qualification Strategy - Implications for employers, accessed at www.skillsforcare.org.uk%2Fnmsruntime%2Fsaveasdialog.aspx%3FlID%3D208%26sID%3D145&rct=j&q= The%20Sector%20Qualification%20Strategy%20- %20Implications%20for%20employers&ei=_mz_TZqaFo2yhAfMltSjCw&usg=AFQjCNFio4Er59rDUbiJ75uN 1TudQVoz8g&sig2=Ql1r5FMnGqIZjgmAfov1LQ&cad=rja, [last accessed 20 June 2011] Tross, S. A., Harper, J. P., Osherr, L. W. and Kneidinger, L. M. (2000) Not just the usual cast of characteristics: using personality to predict college performance and retention, Journal of College Student Development, 41 (3): 325-336. van der Pol, J, van den Berg, B, Admiraal, W, & Simons, P (2008) The nature, reception, and use of online peer feedback in higher education, Computers & Education, 51, 4: 1804-1817. Vickerman, P (2009) Student perspectives on formative peer assessment: an attempt to deepen learning?, Assessment & Evaluation in Higher Education, 34 (5): 221- 230. Yang, Y. (2010) Students’ reflection on online self-correction and peer review to improve writing', Computers & Education, 55, (3): 1202-1210. Yorke, M. (2006) Student engagement: deep, surface or strategic? Keynote address delivered at the 9 th Pacific Rim First Year in Higher Education Conference: Engaging Students. Griffith University, Gold Coast, Australia 12-14 July Zepke. N. & Leach, L. (2010) Improving student engagement: ten proposals for action, Active Learning in Higher Education, 11, (3): 167-177. 455
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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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Paraskevi Kanari and Georgios Potam
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Rosario Kane-Iturrioz Regarding lan
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Rosario Kane-Iturrioz Figure 2: Exa
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Rosario Kane-Iturrioz Tests very us
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Rosario Kane-Iturrioz When compared
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Rosario Kane-Iturrioz Although the
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Jana Kapounova et al. eLearning is
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Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
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Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
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Andrea Kelz web-based activities in
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Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
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Kaido Kikkas et al. However, in the
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Kaido Kikkas et al. generation of w
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Kaido Kikkas et al. Occasional gue
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John Knight and Rebecca Rochon guid
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Evaluation of Quality of Learning S
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Eugenijus Kurilovas et al. Essalmi
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Eugenijus Kurilovas et al. (LOs), l
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Eugenijus Kurilovas et al. Then hie
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Eugenijus Kurilovas et al. If we lo
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Models of eLearning: The Developmen
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Stella Lee et al. Converging (AC a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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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
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
Page 470 and 471: Marie Martin and Michaela Noakes wa
Page 472 and 473: Marie Martin and Michaela Noakes Th
Page 474 and 475: Marie Martin and Michaela Noakes is
Page 476 and 477: Linda Martin et al. across the sect
Page 478 and 479: Linda Martin et al. confidence. Alt
Page 482 and 483: Personalized e-Feedback and ICT Mar
Page 484 and 485: Maria-Jesus Martinez-Argüelles et
Page 486 and 487: Source: Own elaboration from survey
Page 492 and 493: 1.1 Semantic dimension Maria-Jesús
Page 494 and 495: 2. Methodology Maria-Jesús Martín
Page 496 and 497: Maria-Jesús Martínez-Argüelles e
Page 498 and 499: Maria-Jesús Martínez-Argüelles e
Page 500 and 501: David Mathew members of staff frigh
Page 502 and 503: David Mathew disclose this informat
Page 504 and 505: David Mathew baboon smells the wate
Page 506 and 507: Peter Mikulecky framing learning, p
Page 508 and 509: Peter Mikulecky inhabitants or work
Page 510 and 511: Acknowledgements Peter Mikulecky Th
Page 512 and 513: Karen Hughes Miller and Linda Leake
Page 518 and 519: An Analysis of Collaborative Learni
Page 520 and 521: 2.3 Flexible and accessible learnin
Page 522 and 523: 3.1 Definition of case study Peter
Page 524 and 525: Peter Mkhize et al. Basically, soci
Page 526 and 527: Peter Mkhize et al. you’ve got yo
Page 528 and 529: 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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