Technology Enhanced Learning: Quality of Teaching and Educational Reform: 1st International Conference, TECH-EDUCATION 2010, Athens, Greece, May ... in Computer and Information Science)

✍ Scribed by Miltiadis D. Lytras, Patricia Ordonez De Pablos, David Avison, Janice Sipior, Qun Jin, Walter Leal, Lorna Uden, Michael Thomas, Sara Cervai, David G. Horner

• Publisher: Springer
• Year: 2010
• Tongue: English
• Leaves: 723
• Edition: 1st Edition.
• Category: Library

✦ Synopsis

This volume constitutes the refereed proceedings of the First International Conference on Reforming Education, Quality of Teaching and Technology Enhanced Learning, TECH-EDUCATION 2010, held in Athens, Greece, in May 2010, as a part of the World Summit on the Knowledge Society Conference Series. The 100 revised full papers presented were carefully reviewed and selected from 194 submissions. The topics addressed include - but are not limited to - quality of the education; technology enhanced learning; strategies for the education of the 21st century; collaborative, constructivist, pedagogical, teaching approaches; formal, informal, professional, corporate and lifelong learning perspectives; the contribution of education to sustainable development.

✦ Table of Contents

Cover......Page 1
Communications
in Computer and Information Science 73......Page 2
Technology
Enhanced Learning......Page 3
ISBN-10 3642131654......Page 4
Preface......Page 5
Organization......Page 10
Table of Contents......Page 18
A Bit of Moodle’s History, Aims and Philosophy......Page 27
Moodle’s Success......Page 28
The New Wiki of the Emperor......Page 29
Online Learning Outside the LMS?......Page 30
The Upcoming Moodle: Moodle 2.0......Page 31
IMS LTI a Interoperability Standard Designed to Mash Up Online Tools for Learning Purposes......Page 32
The Way in: How to Make Moodle More Receptive to External Tools?......Page 33
Way Out. From Moodle to the Outside World......Page 34
Conclusions and Further Work......Page 35
References......Page 36
Introduction......Page 37
Background......Page 38
Overview Architecture......Page 39
Implementation Issues......Page 40
References......Page 41
Introduction......Page 44
Methodology......Page 45
Findings......Page 46
Discussion......Page 50
Conclusions......Page 51
References......Page 53
Introduction......Page 54
Definition and Assessment of Knowledge......Page 55
Research Design......Page 56
Analysis of Levels of Difficulty......Page 58
Analysis of the Time Differences between the Two Periods......Page 59
References......Page 60
Introduction: Language Attrition and the Power Struggle......Page 62
Computer Assisted Language Learning: A Brief History......Page 63
The Internet and Social Justice......Page 64
Conclusion......Page 65
References......Page 66
Introduction......Page 68
Overview of the Simulation’s Dynamics......Page 69
Simulation Adaptation......Page 71
Validation......Page 72
Conclusions......Page 73
References......Page 74
Introduction......Page 76
Methodology and Proceedings......Page 78
Conclusions and Research Outlets......Page 79
References......Page 80
Education Providers Are Encouraged to Implement Quality Management; The Existing Standards and Frameworks Focus More on Upstream Phases Than on Educational Services Delivery......Page 81
ISO/IEC 20000 Is a Management System Standard Addressing IT Services, Widening Its Scope to “non IT” Service Management......Page 83
Applying ISO/IEC 20000 to Educational Services Requires a First Step of Guidance Formalization......Page 84
ISO/IEC 20000 Standard Is Compliant with European Standard Guidelines and May Provide Useful Guidance for Educational Services Management......Page 85
References......Page 86
Software Requirements......Page 87
Initial Configuration......Page 88
References......Page 90
Introduction: Virtual Reality in Education......Page 91
Scenes Description of Mii School......Page 92
Animation......Page 94
Blender Game Engine......Page 95
Satisfaction Results......Page 96
References......Page 97
Introduction......Page 99
KP-Lab System......Page 100
KP-Lab Platform......Page 101
KP-Environment......Page 102
Analytical Tools......Page 103
Conclusion......Page 104
References......Page 105
Introduction: Research Motivation......Page 106
The HMCD Learning Framework......Page 107
Research Hypotheses......Page 109
References......Page 110
Introduction......Page 111
Online Oratory vs. (Traditional) Speech Techniques......Page 112
Online Oratory Step by Step......Page 115
References......Page 116
Introduction......Page 118
Structure and Description......Page 119
Methodology......Page 121
Results and Discussions......Page 126
References......Page 128
Introduction......Page 129
Statement of the Problem......Page 130
Research Method......Page 131
Findings......Page 132
Conclusion and Recommendation......Page 133
References......Page 134
Introduction......Page 136
SOA Approach in Education......Page 137
Moodle Web Services Layer......Page 138
Backoffice Tool Main Features......Page 139
Conclusions......Page 141
References......Page 142
Introduction......Page 143
Starting a Scenario......Page 144
Extensions......Page 145
The Rationale of Using Digital Systems......Page 146
Underlying Learning Theories......Page 147
Didactic Contract......Page 148
References......Page 149
Introduction......Page 150
Metodology......Page 151
Conclusion......Page 152
References......Page 153
Introduction......Page 154
"Business Management Simulation Game" Course......Page 155
Research Rationale......Page 156
Methodology......Page 157
Conclusions......Page 158
References......Page 159
Introduction......Page 160
Our Postulates......Page 161
The VOLARE Methodology......Page 162
Evidence of the Pedagogical Validity of Videolectures......Page 163
Discussion and Conclusions......Page 164
References......Page 165
Introduction......Page 167
Interaction......Page 168
Background of Summarization......Page 169
Summarization System Architecture......Page 170
Considerations......Page 171
References......Page 172
Research Context......Page 174
Research Design......Page 175
Sample......Page 176
Results Advance......Page 177
References......Page 180
Introduction......Page 182
Considering LCTL in the TELL Context......Page 183
TELL and Modern Greek: The “filoglossia+” Courseware......Page 184
Structure and Components......Page 185
Technologies and Tools......Page 187
Conclusion......Page 188
References......Page 189
Introduction......Page 190
Learning Outcomes of DSP Module......Page 191
Components of the Project-Based Module......Page 192
Performance Evaluation......Page 193
Questionnaire......Page 194
Conclusion......Page 195
Introduction......Page 196
The Process of the Classes......Page 197
The First Class Period......Page 198
The Second Class Period......Page 199
References......Page 201
What Is Sustainable Development?......Page 202
What Is Education for Sustainable Development?......Page 204
Strategies and Instruments for Education for Sustainable Development......Page 205
Collaboration......Page 208
Disciplinary and Interdisciplinary Approaches......Page 209
Further Innovation: SUPPORT and CO$_2$nnect......Page 210
Summary......Page 212
References......Page 213
Introduction......Page 214
Automated Student Feedback: A Case Study......Page 215
Conclusions and Recommendations......Page 219
References......Page 220
Introduction......Page 221
Learning Community Deployment Context......Page 222
Deployment Design......Page 223
Discussion of Evaluation Results......Page 224
Conclusions......Page 226
References......Page 227
Introduction......Page 228
The Scholarship of Teaching and Learning......Page 229
Classroom Research about Student Questioning......Page 230
Strategies to Enhance Students’ Questioning......Page 231
References......Page 233
Introduction......Page 235
Theoretical Framework: ICT and Student Performance......Page 236
Hypothesis and Methodology......Page 237
Empirical Model and Data......Page 238
Results and Discussion......Page 240
References......Page 241
Introduction......Page 242
State of the Art......Page 243
Discussion......Page 246
Conclusions......Page 247
Reasons for Failure......Page 249
Why Weekly Assessment......Page 250
Our Method......Page 251
The Weekly Assessment......Page 252
Our Outcomes with Weekly Assessment......Page 253
References......Page 254
Introduction......Page 256
Theoretical Background......Page 257
The PBL Approach......Page 258
The Survey Design......Page 259
Survey Results and Discussion......Page 260
Conclusion......Page 261
References......Page 262
Teamworks......Page 263
Resources for Learning: The Case and the Collaborative Work Platform......Page 265
Methodology......Page 266
Conclusions......Page 267
References......Page 268
Theoretical Background......Page 270
Nature of Research Problem and Outline of the Methodology......Page 271
Research Problems Identified in the Initial Stages of the Project......Page 273
Results from Research in Progress......Page 274
References......Page 276
Introduction......Page 278
‘Virtual Learning-by-Doing’ Using Business Simulation......Page 279
Methods: Course Design and Variables......Page 280
Results......Page 281
Discussion......Page 282
References......Page 283
The Project......Page 285
Training......Page 288
Conclusion......Page 289
Future Work......Page 290
Introduction......Page 291
Acceptance Theories and the UTAUT......Page 292
A European Perspective on the Acceptance and Use of Technology......Page 293
Research Model and Hypotheses......Page 294
Results, Conclusions and Future Work......Page 295
References......Page 296
Introduction......Page 297
Critical Information......Page 298
Monitoring CSCL......Page 300
References......Page 302
Introduction......Page 304
Research Context......Page 305
Data Analysis......Page 306
Results and Discussion......Page 307
References......Page 309
Introduction......Page 311
Literature Review......Page 312
Threat Analysis......Page 313
Discussions......Page 315
Reference......Page 316
Introduction......Page 318
Current and Future Challenges......Page 319
An Employability Concept and Framework......Page 320
Preparation for Employment......Page 322
Transition from Education to Work......Page 323
Stay in Employment and Progress in Career......Page 324
References......Page 325
Introduction......Page 327
Research Model and Hypotheses......Page 328
Data Analysis......Page 329
References......Page 332
Introduction......Page 334
Interaction and LMS......Page 335
Course Description......Page 336
Research Methodology......Page 337
Data Analysis and Results......Page 338
Conclusions and Discussion of Results......Page 339
References......Page 340
Introduction......Page 342
The Virtual Museum......Page 344
Evaluation......Page 346
References......Page 348
Introduction......Page 350
The Quality of Education and Training on Project Management: Research Methodology......Page 351
Research Results and Analysis......Page 352
Conclusions......Page 355
References......Page 356
Introduction......Page 357
ICT and the Education of Students with Special Educational Needs......Page 358
Research Background......Page 359
Results......Page 360
Final Considerations......Page 361
References......Page 362
Introduction......Page 364
Description of the Framework......Page 365
The Realism of the Simulation......Page 367
Users’ Feedbacks......Page 368
Conclusions and Future Work......Page 369
References......Page 370
Introduction......Page 371
Functions of the Academic Advisor at the UOC......Page 372
Internal Organization of the Advisorial System......Page 373
Tools for Online Academic Advising......Page 374
Concluding Remarks......Page 375
References......Page 376
Introduction......Page 377
Concept Map......Page 378
ISO-IEC 19796-3......Page 379
Course Evaluation Study in Europe......Page 380
Shared-Teaching Course Evaluation......Page 381
References......Page 382
Introduction......Page 383
New Technologies and the Evolution of Educational Environments......Page 384
The System Identification Course......Page 385
Virtual Laboratories......Page 386
Students' Opinions......Page 387
Concluding Remarks......Page 389
The Background......Page 390
Problems of Teacher Training Colleges......Page 392
New Approach to Educate Vocational Teachers......Page 395
Results and Conclusions......Page 398
References......Page 399
Introduction: Project Overview......Page 400
Quality of the Consortium: Institutions Involved......Page 402
Workplan......Page 403
References......Page 404
Introduction......Page 405
Related Research......Page 406
The Process......Page 407
Empirical Scenario......Page 408
Experimental Results......Page 409
Adjustments Derived from the Survey......Page 410
Conclusions and Future Work......Page 411
Introduction......Page 413
From Literacy to Multiliteracies: The (R) Evolution of the Digital Literacy Concept and the Identification of Its Dimensions and Components......Page 415
Digital-ICT Literacy: A Central Curricular Concept......Page 416
Dimensions, Components, Traits and Characteristics of Digital-ICT Literacy......Page 418
The Status of Digital ICT Literacy in the Educational Policy of the Spanish Government......Page 420
References......Page 421
Web2 and eLearning 2. Terminology and Definitions......Page 423
Supporting the Teaching of ICT Design for All by Web 2.0 Technology......Page 425
Pedagogical Approach (General Guidelines)......Page 427
Ways to Use the New Methods of Communication Offered by Web 2.0 in Order to Support Students as They Learn about Design for All......Page 429
References......Page 430
Introduction......Page 431
Research Methods......Page 432
Research Data Analysis and Results......Page 433
References......Page 435
Introduction......Page 437
On Line Communities......Page 438
The Workbook Service......Page 440
The Workbook of Online Communities......Page 441
References......Page 443
Theoretical Background......Page 444
Outcomes......Page 446
Conclusions......Page 449
References......Page 450
EduSHARE System Description......Page 451
MobiSHARE......Page 452
EduSHARE Description......Page 453
References......Page 456
Introduction......Page 457
Objectives of the Distance Learning Initiative......Page 458
Emerging Results......Page 459
From “Esperto” to “Elle3”: What Type of Evolution?......Page 461
References......Page 463
Introduction and Background......Page 465
E-Learning Frameworks......Page 466
Frameworks and LMS......Page 467
Beehive – A Framework Approach......Page 468
PatMan – A Proxy Approach......Page 469
Conclusions and Future Research......Page 470
References......Page 471
Introduction......Page 472
Technology Enhanced Learning and Teaching......Page 473
Learning Management System......Page 474
Digital Library and Information System......Page 475
Working Model......Page 476
Conclusion......Page 477
Introduction......Page 478
Teaching and Learning Theories......Page 479
Analysis and Discussions......Page 481
References......Page 484
Introduction......Page 485
Research on ICT in Schools......Page 486
More Detailed Analysis......Page 487
Next Step......Page 488
System Dynamics and Simulation......Page 489
References......Page 491
Introduction......Page 493
Related Work......Page 494
Stages of Developing the Student Development Program......Page 495
Evaluation and Challenges......Page 497
References......Page 498
Introduction......Page 500
Background......Page 501
Teaching in Fragile Contexts......Page 503
Quality versus Quantity......Page 504
Conclusion......Page 505
References......Page 506
Introduction......Page 508
Reusability Factors......Page 509
Reusability Indicator......Page 510
Results......Page 511
Merlot Case Study......Page 512
References......Page 513
Introduction......Page 515
A Multiliteracies Pedagogical Framework......Page 516
Methodology......Page 517
Findings......Page 518
References......Page 519
Introduction......Page 521
“New” Learners: Who Are They?......Page 522
Teachers – Students Relationships: What “New” Dynamics?......Page 524
What “Novelties” in the Educational Approaches?......Page 525
Conclusive Remarks......Page 526
References......Page 527
Introduction......Page 529
The Structure of the Competence Ontological Model......Page 530
How to Use the Ontology Model for E-Learning......Page 532
Conclusions......Page 534
References......Page 535
Introduction......Page 536
SERVQUAL and Zone of Tolerance......Page 537
Construct Validity......Page 538
Reliability Analysis and Model Verification......Page 539
Results of Analysis......Page 540
Conclusion......Page 541
References......Page 542
Introduction......Page 543
Technical Architecture of the eSocialClasroom......Page 544
Social Benefits......Page 546
Educational Benefits for the Students......Page 547
Conclusions......Page 549
References......Page 550
Introduction......Page 551
The Programme in Technology-Enhanced Learning......Page 553
A Process-Oriented Model......Page 556
Conclusion......Page 558
References......Page 559
Introduction......Page 560
Related Works......Page 562
Integrating IRT Analysis in Dokeos LMS......Page 563
The Proposed Item Analysis Methodology......Page 564
References......Page 567
Introduction......Page 570
Population and Sample......Page 571
Category 1: Assessment of Personal Interviews with the Child's Tutor''......Page 572<br>Category 2:Assessment of Meetings with the Child's Class Group''......Page 573
Conclusions......Page 575
Introduction......Page 577
Methodology......Page 579
Types of Attack......Page 580
Vulnerable Application......Page 581
Conclusions and Future Work......Page 582
Introduction......Page 584
Interactive Games for Training in Decision Making......Page 585
Design of the Game......Page 586
Playing the Game......Page 587
Assessment of the Design and Future Work......Page 588
References......Page 589
Introduction......Page 591
Methodology......Page 593
Using the System......Page 595
Conclusions......Page 596
References......Page 597
Introduction......Page 598
Principal’s Role......Page 599
Total Quality Management......Page 600
Blake – Mouton’s Manager......Page 601
A Proposal of an Organizational Plan of School Units in Primary Education......Page 602
Investigation of School Culture......Page 603
Team Management......Page 604
The Implementation......Page 605
References......Page 606
Introduction......Page 609
Supporting the Evolution of VCoP with Social Software......Page 610
A VCoP of Spanish Rural Schools......Page 611
Discussion......Page 613
Conclusions......Page 614
References......Page 615
Introduction......Page 616
Union Catalogs of Digital Libraries......Page 617
A Union Catalog of Metadata of Learning Objects......Page 618
Some Steps to Follow......Page 619
References......Page 620
Introduction......Page 621
Empirical Study......Page 622
Data Collection Tool......Page 623
Questionnaires Analysis......Page 624
Conclusions......Page 626
References......Page 627
Introduction......Page 628
Technology-Mediated Learning......Page 629
The B2C Model for Learning Based on Technology and Group-Work......Page 630
Components of the Model......Page 631
Implementations of the Model......Page 632
Preliminary Results and Discussion......Page 633
References......Page 634
Introduction......Page 636
Collaborative Software......Page 637
Research and Education Networks in Europe and in Greece......Page 638
ICT Induced Training for Professional Development......Page 639
VC and KM in In-Service Teacher Distance Lifelong Training and Development......Page 640
Impact of VC and KM on the Teachers, the Society, and the Economy......Page 642
References......Page 643
Introduction......Page 646
State of the Art......Page 647
The APEINTA Project......Page 648
References......Page 650
Introduction......Page 651
Background......Page 652
Methodology......Page 653
Evaluation......Page 655
Conclusion......Page 656
References......Page 657
Introduction......Page 658
Participating Sample......Page 659
Technical Test of ICT: KE......Page 660
Challenging Resolution: General Results......Page 662
Conclusion......Page 663
References......Page 664
Introduction......Page 665
State of the Art......Page 666
Overview Architecture......Page 667
Implementation Issues......Page 668
References......Page 669
Service Learning......Page 672
International Service for Design Students......Page 673
Course Description......Page 674
Course Framework......Page 675
Reflections and Further Recommendations......Page 676
Construction Experience and First Aid Training......Page 677
Measures of Success and Further Studies......Page 678
References......Page 679
Introduction......Page 680
The University Teachers' Point of View: Training at the Blanquerna School of Teachers......Page 681
The Students' Point of View: Methodological Approach of a Core Subject in the Teacher Training Diploma Course (Sociology of Education)......Page 682
The Teachers' Point of View: Practicum and End-of-Course Assignment......Page 684
Introduction......Page 687
Student Satisfaction......Page 688
Results of Satisfaction Measurement......Page 689
References......Page 691
Introduction......Page 693
Solving the Problem of WEB-Based Optimization......Page 694
Optimization Framework Design......Page 696
Interfaces Offered......Page 697
Application Server......Page 698
Conclusion......Page 699
References......Page 700
Higher Education in Ireland......Page 701
Project Background......Page 702
Undertake Specific Market Research Using Focus Groups......Page 703
Market Research......Page 704
Barriers to Taking Up Further Learning......Page 705
References......Page 706
Introduction......Page 707
Easy Teaching and Easy Learning......Page 708
Quick and Correct Grasping of the Concept......Page 709
GeoGebra - An Interactive Learning Environment......Page 711
GeoGebra Is an Open Source for Teaching and Learning for All......Page 712
References......Page 713
Analysis and Results......Page 714
Recommendations......Page 715
Teaching for Multiple Intelligences in Undergraduate Education......Page 716
Results......Page 718
Discussion......Page 719
Recruitment and Rotation of the Trainers in the Lifelong Learning Context......Page 720
Author Index......Page 721