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Antonios Andreatos knowledge space, called the Workplace Learning Context. LOs stored in the knowledge space, encoding the organisation's knowledge, are assigned a number of concepts from a domain-specific ontology in the form of metadata. The system keeps a historical <strong>learning</strong> profile for each employee based on tasks performed in the past; then it uses this profile to find and propose LOs related to competencies needed in order to successfully carry out future assigned tasks (Ley et al., 2008: p. 2103). Figure 2: Search results from the “Help” of OpenOffice suite are based on metadata From the above examples it comes out that a proper metadata assignment and process scheme can greatly facilitate the search of proper LOs, as well as, the construction of proper courses tailored to specific or personalised needs. But when it comes to OER from various sources, by various authors, made to cover different needs, with minimum and incompatible metadata, there is a problem. Τhere is a great difficulty to classify, search and recover LOs according to specific criteria; moreover, there is no uniformity, no quality guarantee, nothing. The following three figures show metadata concerning LOs about Stakeholder Analysis from three different repositories. As Andreatos & Katsoulis (2011) have noticed, there is also a lot of good quality educational LOs in New Media formats (flash content, presentations, webcasts, podcasts etc.), stored in general-purpose New Media sites such as YouTube. All resources stored in YouTube are accompanied by metadata information, as well as, statistics such as number of views, “likes” and “dislikes” and users' comments. Another important feature of YouTube is the projection of related videos. It is noticeable that famous universities and university professors maintain their own New Media channels (Figure 6). 28
Figure 3: LO metadata from EDNA repository Figure 4: LO metadata from Ideas repository Antonios Andreatos 29
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Proceedings of the 10 th European C
Page 3 and 4: Contents Paper Title Author(s) Page
Page 5 and 6: Paper Title Author(s) Page No. A Qu
Page 7 and 8: The Project Mobile Game Based Learn
Page 9 and 10: Extreme Scaffolding in the Teaching
Page 11 and 12: Malaysia); Tuomo Kakkonen (Universi
Page 13 and 14: Preface These Proceedings represent
Page 15 and 16: Mini Track Chairs Dr Antonios Andre
Page 17 and 18: Cornélia Castro is a PhD student i
Page 19 and 20: Manuel Frutos-Perez is the Leader o
Page 21 and 22: David Mathew works at the Centre fo
Page 23 and 24: Research interests include the inve
Page 25: Novita Yulianti is a PhD student at
Page 28 and 29: Samuel Adu Gyamfi et al. the develo
Page 30 and 31: Samuel Adu Gyamfi et al. completion
Page 32 and 33: Samuel Adu Gyamfi et al. interactio
Page 34 and 35: Survey of Teachers’ use of Comput
Page 36 and 37: Babatunde Alabi Alege and Stephen O
Page 42 and 43: Issues and Challenges in Implementi
Page 44 and 45: Hussein Al-Yaseen et al. 2000/2001
Page 46 and 47: Hussein Al-Yaseen et al. phase invo
Page 48 and 49: Hussein Al-Yaseen et al. Berthold,
Page 50 and 51: Antonios Andreatos Figure 1: Estima
Page 52 and 53: Antonios Andreatos exchange applied
Page 56 and 57: Figure 5: Video metadata from YouTu
Page 58 and 59: Antonios Andreatos The organisatio
Page 60 and 61: Constructing a Survey Instrument fo
Page 62 and 63: Jonathan Barkand The teacher demon
Page 64 and 65: Jonathan Barkand Indicator 2.3: Has
Page 66 and 67: References Jonathan Barkand Allen,
Page 68 and 69: 2. Pedagogical agents Orlando Belo
Page 70 and 71: Orlando Belo Type (Tp), the refere
Page 72 and 73: 3.3 The agent’s architecture Orla
Page 74 and 75: Some Reflections on the Evaluation
Page 76 and 77: Nabil Ben Abdallah and Françoise P
Page 82 and 83: Designing A New Curriculum: Finding
Page 84 and 85: Andrea Benn For this new course, it
Page 86 and 87: Andrea Benn Technology is already i
Page 88 and 89: Andrea Benn To bring about the co-o
Page 90 and 91: Latefa Bin Fryan and Lampros Stergi
Page 94 and 95: Faculty development Online course
Page 100 and 101: Alice Bird being reviewed under the
Page 102 and 103: 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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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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