Proceedings of theProceedings of the12th European Conference

one Learninge-Learning

SKEMA Business SchoolSophia Antipolis

FranceFrance30-31 October 2013

Volume Two

Edited byMlanie Ciussi and Marc AugierMlanie Ciussi and Marc Augier

A conference managed by ACPI, UKwww.academic-conferences.org

Proceedings of the 12th European Conference

on e-Learning ECEL 2013

SKEMA Business School Sophia Antipolis, France

30-31 October 2013

Edited by Mlanie Ciussi

and Marc Augier

Copyright The Authors, 2013. All Rights Reserved.

No reproduction, copy or transmission may be made without written permission from the individual authors.

Papers have been double-blind peer reviewed before final submission to the conference. Initially, paper abstracts were read and selected by the conference panel for submission as possible papers for the conference.

Many thanks to the reviewers who helped ensure the quality of the full papers.

These Conference Proceedings have been submitted to Thomson ISI for indexing. Please note that the process of indexing can take up to a year to complete.

Further copies of this book and previous years proceedings can be purchased from http://academic-bookshop.com

E-Book ISBN: 978-1-909507-84-5 E-Book ISSN: 2048-8645 Book version ISBN: 978-1-909507-82-1 Book Version ISSN: 2048-8637 CD Version ISBN: 978-1-909507-85-2 CD Version ISSN: 2048-8637

Published by Academic Conferences and Publishing International Limited Reading UK 44-118-972-4148 www.academic-publishing.org

Contents

Paper Title Author(s) Page No.

Preface v

Committee vi

Biographies ix

When Computers Will Replace Teachers and Counsellors: Heaven and Hell Scenarios

Aharon (Roni) Aviram and Yoav Armony 1

Planning and Implementing a new Assessment Strategy Using an e-Learning Platform

Rosalina Babo and Ana Azevedo 8

Authentic Learning in Online Environments Transforming Practice by Capturing Digital Moments

Wendy Barber, Stacey Taylor and Sylvia Buchanan

17

Signature Based Credentials, an Alternative Method for Validating Student Access in e-Learning Systems

Orlando Belo, Paulo Monsanto and Anlia Loureno

24

Two-way Impact: Institutional e-Learning Policy/Educator Practices in Creative Arts Through ePortfolio Creation

Diana Blom, Jennifer Rowley, Dawn Bennett, Matthew Hitchcock and Peter Dunbar-Hall

33

Automated Evaluation Results Analysis With Data Mining Algorithms

Farida Bouarab-Dahmani and Razika Tahi 41

Language e-Learning Based on Adaptive Decision-Making System

Vladimr Brad and Cyril Klime 48

Barriers Engaging With Second Life: Podiatry Students Development of Clinical Decision Making

Margaret Bruce, Sally Abey, Phyllis Waldron and Mark Pannell

58

Tasks for Teaching Scientific Approach Using the Black Box Method

Martin Cpay and Martin Magdin 64

Blended Learning as a Means to Enhance Students Motivation and to Improve Self-Governed Learning

Ivana Cechova and Matthew Rees 71

Strategies for Coordinating On-Line and Face-To-Face Components in a Blended Course for Interpreter Trainers

Barbara Class 78

iBuilding for Success? iBooks as Open Educational Resources in Built Environment Education

David Comiskey, Kenny McCartan and Peter Nicholl

86

Facilitation of Learning in Electronic Environments: Reconfiguring the Teachers Role

Faiza Derbel

94

Effect of e-Learning on Achievement and Interest in Basic General Mathematics Among College of Education Students in Nigeria

Foluke Eze 101

Self-Organization of e-Learning Systems as the Future Paradigm for Corporate Learning

Gert Faustmann

106

An Online Tool to Manage and Assess Collaborative Group Work

Alvaro Figueira and Helena Leal

112

Design 4 Pedagogy (D4P): Designing a Pedagogical Tool for Open and Distance Learning Activities

Olga Fragou and Achilles Kameas 121

The Affordances of 4G Mobile Networks Within the UK Higher Education Sector

Elaine Garcia, Martial Bugliolo, and Ibrahim Elbeltagi

131

An Integral Approach to Online Education: An Example Jozef Hvorecky 139

i

Paper Title Author(s) Page No.

Scaffolding in e-Learning Environment Antonn Janak

149

Planning for Success in Introducing and Embedding Technology to Enhance Learning

Amanda Jefferies and Marija Cubric 156

Adopting Blended Learning Practical Challenges and Possi-ble Solutions for Small Private Institutions

Olga Kandinskaia 164

Evaluation of e-Learning Courses for Lifelong Learning Jana Kapounova, Milan Majdak and Pavel Novosad

173

Interuniversity Collaborative Learning With Wiki Toolsets Elisabeth Katzlinger and Michael Herzog 184

Something for Everyone: MOOC Design for Informing Dementia Education and Research

Carolyn King, Jo-Anne Kelder, Rob Phillips, Fran McInerney, Kathleen Doherty, Justin Walls, Andrew Robinson and James Vickers

191

Collaborative Learning Environment for Discussing Topic Explanation Skill Based on Presentation Slide

Tomoko Kojiri, Hayato Nasu, Keita Maeda, Yuki Hayashi and Toyohide Watanabe

199

Learning Potentials of e-Assessments: Developing Multiple Literacies Through Media Enhanced Assessment

Christopher Knitz, Jakob Diel and Jrgen Cleve

209

Methodology for Creating Adaptive Study Material Kateina Kostolnyov and Jana armanov 218

Using Twitter, Blogs and Other Web 2.0 Technologies and Internet Resources to Enhance Arabic as a Foreign-Language Reading Skills

Blair Kuntz

224

The use of Social Networks by Universities for Communication at Institutional Level

Wolfram Laaser, Julio Gonzalo Brito and Eduardo Adrin Toloza

231

Developing Active Collaborative e-Learning Framework for Vietnams Higher Education Context

Long Le, Hao Tran and Axel Hunger 240

Telepresence as Educational Practice in the Third Teaching-Room a Study in Advanced Music Education

Karin Tweddell Levinsen, Rikke rngreen and Mie Buhl

250

An Empirical Study on Faculty Perceptions and Teaching Practices of Wikipedia

Josep Llads, Eduard Aibar, Maura Lerga, Antoni Meseguer and Juli Minguillon

258

How to Motivate Adult Learners Through e-Learning: Some key Insights From Research Case Studies

Kevin Lowden, Rahela Jurkovi and Peter Mozelius

266

Training Teachers to Learn by Design, Through a Community of Inquiry

Katerina Makri, Kyparisia Papanikolaou, Athanasia Tsakiri and Stavros Karkanis

274

Usefulness of Feedback in e-Learning From the Students Per-spective

Mara-Jess Martnez-Argelles, Dolors Plana-Erta, Carolina Hintzmann-Colominas, Marc Badia-Mir and Josep-Maria Batalla-Busquets

283

Trust as an Organising Principle of e-Learning Adoption: Rec-onciling Agency and Structure

Jorge Tiago Martins and Miguel Baptista Nunes 293

Smart Environments for Learning Multi-Agent Systems Approach

Peter Mikulecky 304

Assessment of Virtual Learning Environments by Higher Education Teachers and Students

Lusa Miranda, Paulo Alves and Carlos Morais 311

Learning by Building the Lunarstorm Generation Constructing Their own ePortfolios

Peter Mozelius 319

Learning and Instruction in the Digital Age Antoinette Muntjewerff 323

ii

Paper Title Author(s) Page No.

Effectiveness of Instructional Suggestions for Note-Taking Skills in a Blended Learning Environment

Minoru Nakayama, Kouichi Mutsuura and Hiroh Yamamoto

333

Evaluation of Massive Open Online Courses (MOOCs) From the Learners Perspective

Bernard Nkuyubwatsi 340

In the Presence of Technology Teaching in Hybrid Synchronous Classrooms

Anne-Mette Nortvig 347

Searching for the Ideal CLIL Course Design Jarmila Novotn and Lenka Prochzkov 354

[Teaching Desktop] Video Conferencing in a Collaborative and Problem Based Setting

Rikke rngreen and Per Mouritzen 360

Challenging Pre-Service Teachers on Collaborative Authoring of Learning Designs in a Blended Learning Context

Kyparisia Papanikolaou and Evangelia Gouli 369

Technology-Enhanced-Learning and Student-Centeredness in a Foreign Language Military Class a Case Study

Maria-Magdalena Popescu, Ruxandra Buluc, Luiza-Maria Costea and Speranza Tomescu

378

The Disruptive Potential of e-Learning in Academe and Beyond: A Futuristic Perspective

Ali Raddaoui 386

What Really Happens When Educators Make and Evaluate TEL Innovations?

Claire Raistrick 393

A Reality Check on Student Mobile Adoption and Content Creation in Resource-Constrained Environments

Patient Rambe and Liezel Nel

401

Student Perceptions on the Usefulness of Educational Technologies at a South African University

Patient Rambe and Liezel Nel 411

Digital Services Governance With AGIMUS David Reymond 420

Functional Architecture of a Service-Oriented Integrated Learning Environment

Danguole Rutkauskiene, Rob Mark, Ramunas Kubiliunas and Daina Gudoniene

431

Using Social Network VKontakte for Studying Sociology Daniyar Sapargaliyev and Assel Jetmekova 440

Automatic Creation of Semantic Network of Concepts in Adaptive e-Learning

Emilie eptkov 447

Gathering the Voices: Disseminating the Message of the Holocaust for the Digital Generation

Angela Shapiro, Brian McDonald and Aidan Johnston

457

Monitoring the Concept of e-Learning in Mind Maps of University Students

Ivana imonov 463

Impact of Internet Usage on Students Academic Performance Florica Tomos, Christopher Miller, Paul Jones, Ramdane Djebarni, Oshisanya Oluwaseyi Olubode, Peter Obaju-Falade, Henrietta Eleodimuo Nkiruka and Tejaswi Asmath

470

An International Approach to Creative Pedagogy and Students Preferences of Interactive Media

Florica Tomos, Peter Mozelius, Olga Shabalina, Oana Cristina Balan, Christos Malliarakis, Christopher Miller, David Turner and Paul Jones

479

The Influence of the Approach gap Between Students and Teachers e-Learning Preferences

Nazime Tuncay 488

Tutoring and Automatic Evaluation of Logic Proofs Karel Vaculk, Lubomr Popelnsk, Eva Mrkov and Juraj Juro

495

The Global Classroom Video Conferencing Model and First Evaluations

Charlotte Lrke Weitze, Rikke rngreen and Karin Levinsen

503

iii

Paper Title Author(s) Page No.

Social Media as an Educational Tool: Students Perspectives and Usage

Jan Wiid, Michael Cant and Corinne Nell 511

Teaching GHG Reduction for the Food Industry to Adult Learners Using Blended Learning

Stephen Wilkinson, Duncan Folley, Cathy Barnes, Philip Richard Scott and Quintan Thornton

521

E-Learning and Life-Long Learning: A Descriptive Case Study From a Teacher Educators Perspective: 1995-2013

Eleanor Vernon Wilson 531

Can e-Learning Identify Poor Performers in Medical School? Hitomi Yukawa, Raoul Breugelmans, Takashi Izumi and Miki Izumi

537

A Novel Approach to e-Learning: Yasar University e-Learning System (YES)

Ibrahim Zincir, Melih Zeytinoglu, Ahmed Rana and Samsun Basarici

546

PHD Papers 553

Cultural Differences in Students Perceptions Towards Online Learning Success Factors

Armando Corts and Elena Barbera 555

Visual Analytics by Animations in Higher Education Jan Gryk 565

Strategies for Digital Inclusion - Towards a Pedagogy for Embracing Student Diversity With Online Learning

Baylie Hart Clarida, Milena Bobeva, Maggie Hutchings and Jacqui Taylor

573

GeoGebra in Teaching Linear Algebra Veronika Havelkov 581

E-Learning Based Preparation for Educational Activities Outside of School

Ji Hoffman 590

Machine and Social Intelligent Peer-Assessment Systems for Assessing Large Student Populations in Massive Open Online Education

Cristian Jimenez-Romero, Jeffrey Johnson and Ricardo De Castro

598

Virtual Guide as a Means of a Tailored Tour of an Educational Exhibition

Lukas Najbrt 608

Online Interactive Module for Teaching a Computer Programming Course

Aisha Othman, Crinela Pislaru and Ahmed Impes

617

The Highs and Lows of Ubiquitous Mobile Connectivity - Investigating Students' Well-Being

Michele Salvagno 626

Non Academic Papers 635

Development of a Fully Integrated Global Learning System in a Regulated Environment

Chuck Sigmund, Doug Wallace and Terry Kliever

637

PAOK ICT Network for Upper Secondary Education Riikka Vanninen, Matleena Laakso and Minna Helynen

643

Work In Progress Papers 647

Challenges in Medical Education by e-Learning Elena Taina Avramescu, Dorin Popescu, George Ionescu and Georgios Antonopoulos

649

Activity-Based Choice of Connection and Device in e/m-Learning

Cristina De Castro 354

The Digital Carrot and Survival Stick for Increased Learning and Teaching Agility

Sue Greener and Piers MacLean 659

Paradigm Shift - Engaging Academics in Social Media - the Case of Bournemouth University

Irma Kalashyan, Diyana Kaneva, Sophie Lee, David Knapp, Gelareh Roushan and Milena Bobeva

662

iv

Paper Title Author(s) Page No.

A Global Approach to Graduate Education and Research Training

Barbara Moser-Mercer and Barbara Class 666

OLAREX: Initiating Secondary Schools Teachers Into Online Labs Experience For Teaching

Ramona Georgiana Oros, Andreas Pester and Olga Dziabenko

670

Promoting Staff Engagement With Social Networking in High-er Education

Rebecca Rochon and John Knight

673

v

Preface

These Proceedings represent the work of contributors to the 12th European Conference on e-Learning, ECEL 2013, hosted this year by SKEMA Business School, Sophia Antipolis, France. The Conference Chair is Dr Mlanie Ciussi, and the Programme Chair is Dr Marc Augier, both from SKEMA Business School, Sophia Antipolis, France.

The conference will be opened with a keynote address by Prof Steven Warburton, Head of Department of Technology En-hanced Learning, University of Surrey, UK, on the topic ofUncertain futures: adapting to rapid change through patterns and analytics. The second day will be opened by Dr Viktor Drfler, Director of the Management Development Programme, Man-agement Science Department, University of Strathclyde Business School, Glasgow, United Kingdom on the topic of "Passion-ate Learners: Lifelong Learning in a Flux".

As usual the papers range across a very wide spectrum of issues, all of which are pertinent to the successful use of e-Learning applications. It is clear that the role being played by e-Learning in the pedagogical process is considerable and that there is still ample scope for further development in this area.

The ECEL Conference constitutes a knowledge hub for individuals to present their research findings, display their work in progress and discuss conceptual advances in many different branches of e-Learning. At the same time, it provides an impor-tant opportunity for members of the EL community to come together with peers, share knowledge and exchange ideas.

With an initial submission of 160 abstracts, after the double blind, peer review process there are 68 academic papers, 9 Phd Papers, 7 Work in Progress papers and 2 non academic papers in these Conference Proceedings. These papers reflect the truly global nature of research in the area with contributions from Australia, Austria, Canada, Croatia, Cyprus, Czech Republic, Denmark, Finland, France, Germany, Greece, Israel, Italy, Japan, Kazakhstan, Lithuania, Nigeria, Portugal, Romania, Slovakia, South Africa, Spain, Sweden, Switzerland, The Netherlands, Tunisia, Turkey, UK, USA, and Vietnam.

A selection of papers those agreed by a panel of reviewers and the editor will be published in a special conference edition of the EJEL (Electronic Journal of e-Learning www.ejel.org ).

I wish you a most interesting conference.

Mlanie Ciussi, Conference Chair

and

Marc Augier Programme Chair

October 2013

vi

ConferenceCommitee

Conference Executive

Dr Mlanie Ciussi, SKEMA Business School, Sophia Antipolis, France

Mini track Chairs

Dr Mlanie Ciussi, SKEMA Business School, Sophia Antipolis, France Jorge Tiago Martins, University of Sheffield, UK Dr Jana Kapounova, University of Ostrava, Czech Republic Prof. Ali H. Raddaoui, University of Wyoming in Laramie , USA Dr Kim C. Long, Wiley College, Texas, USA Dr Rikke Orngreen, Aalborg University, Denmark Dr Marc Augier, SKEMA Business School, Sophia Antipolis, France Committee members

The conference programme committee consists of key people in the e-learning community around the world. The following people have confirmed their participation:

Ariffin Abdul Mutalib (Universiti Utara Malaysia, Malaysia); Dr. Siti aishah Abdullah (University Technology Mara, Kelantan, Malaysia); Babajide Abidogun (Faculty of Education, University of Plymouth, South Africa); Dr Wilfried Admiraal (Leiden Uni-versity, Leiden, The Netherlands); Associate Professor Dr Zainal Abidin Akasah (Universiti Tun Hussein Onn Malaysia, Malay-sia); Dr Ali Alawneh (Philadelpia University, Jordan); Shafqat Ali (University of Western Sydney, Australia); Prof. Dr. Maizam Alias (Universiti Tun Hussein Onn, Malaysia); Professor, Dr Abdallah Al-Zoubi (Princess Sumaya University for Technology, Jordan); Prof Antonios Andreatos (Hellenic Air Force Academy, Greece); Dr. Anca-Olga Andronic (Faculty of Psychology and Educational Sciences, Spiru Haret University, Romania); Dr. Razvan-Lucian Andronic (Spiru Haret University, Romania); Dr. Alla Anohina (Riga Technical University, Latvia); Sara Archard (University of Waikato, Hamilton, New Zealand); Ezendu Ariwa (London Metropolitan University, Uk); Professor Mohamed Arteimi (Libyan Academy of Graduate studies, Tripoli, Libya); Dr William Ashraf (University of Sussex, UK); Dr Bunyamin Atici (Firat University, Turkey); Marc Augier (SKEMA Business School , France); Stephanos Avakian (Brighton Business School, University of Brighton,, UK); Dr Anders Avdic (Orebro University, Swe-den); Simon Bachelor (Gamos, Reading, UK); Prof Alina Badulescu (University of Oradea, Romania); Dr Nimalathasan Balasundaram (University of Jaffna, Sri Lanka); Dr Joan Ballantine (University of Ulster, UK); Dr Trevor Barker (University of Hertfordshire, UK); Dr Josep-Maria Batalla (Universitat Oberta de Catalunya, Spain); Catherine Beaton (Rochester Institute of Technology, USA); Hans J.A Beldhuis (University of Groningen, The Netherlands); Professor Orlando Belo (University of Minho Campus de Gualtar, Portugal); Dr David Benito (Public University of Navarre, Pamplona, Spain); Andrea Benn (University of Brighton, UK,); Yongmei Bentley (University of Bedfordshire, UK); Daniel Biella (University of Duisburg-Essen, Germany); Dr Radu Bilba (George Bacovia University,, Romania); Eric Bodger (University of Winchester, UK); Dr. Tharrenos Bratitsis (Univer-sity of Western Macedonia, Greece); Dr Ann Brown (CASS Business School, London, UK); Dr Mark Brown (Massey University, Palmerston North, New Zealand); Mel Brown (Plymouth College of Art, UK); Giuseppe Cannavina (University of Sheffield, UK); James Carr (University of Newcastle, UK); Maggie Carson (Edinburgh University, UK); DR Antonio Cartelli (University of Cassino,, Italy); Rommert Casimir (Tilburg University , The Netherlands ); Dr Ivana Cechova (University of Defence, Czech Re-public); Maria Celentano (University of Lecce, Italy); Dr Valentina Chappell (Friends University, USA KS,); Athina Chatzigavriil (LSE, UK); Dr Phaik Kin Cheah (University Tunku Abdul Rahman, Malaysia); Dr Esyin Chew (University of Glamorgan, UK); Dr Satyadhyan Chickerur (B V Bhoomaraddi College of Engineering and Technology, Hubli, India.); Dr Lucian Ciolan (University of Bucharest, Romania); Dr Melanie Ciussi (SKEMA Business School, Sophia Antipolis, France); Dr Barbara Class (University of Geneva, Switzerland); Prof. Dr. Jrgen Cleve (Wismar University, Germany,); Dr Lynn Clouder (Coventry University, UK); David Comiskey (University of Ulster, Northern Ireland,); Professor Thomas Connolly (University of West of Scotland, UK); Prof Grainne Conole (University of Leicester, UK, www.e4innovation.com); Sarah Cornelius (University of Aberdeen, UK); Dr Marija Cubric (University of Hertfordshire, UK,); Ken Currie (Edinburgh University, UK); Dr Valentina Dagiene (Vilnius University, Lithuania); Mark De Groot (Leeds Metropolitian University, UK); Antonio De Nicola (ENEA, Italy, Italy); Prof/Dr Carmen De Pablos Heredero (Rey juan Carlos University, Spain); Dr. Rajiv Dharaskar (GH Raisoni College of Engineering, Nagpur, India); Prof Vicenzo Di Lecce (Politecnico di Bari, Italy); Martina Doolan (University of Hertfordshire, UK); Dr Yanqing Duan (Univer-sity of Luton, UK); Dr Jane Eberle (Emporia State University, USA); Dr Colin Egan (University of Hertfordshire, Hatfield, UK); Dr. Ibrahim M. Elbeltagi (Plymouth University, UK); Dr Bulent Gursel Emiroglu (Eskisehir Yolu 20.km. Baglica Mevkii, Turkey); Foluke Eze (Federal College Of Education(Technical), Nigeria); Prof Liz Falconer (University of the West of England Bristol, UK,); Prof Gert Faustmann (Berlin School of Economics and Law, Germany, www.hwr-berlin.de); Prof Corona Felice (Faculty of Medicine and Surgery, University of Salerno, Italy); Rachel Fitzgerald (University of Northampton, UK,); Prof. Andrea Floros (Ionian University, Greece); Duncan Folley (Leeds Metropolitian University, UK); Dr Gabriele Frankl (Alpen-Adria-Universitt

vii

Klagenfurt, Krnten,); Dan-Adrian German (Indiana University School of Informatics and Computing, USA,); Prof Itana Gime-nes (Universidade Estadual de Maring, Brazil); Dr. Katie Goeman (University of Leuven, Belgium (KU Leuven)., Belgium); Jetse Goris (University of Groningen, The Netherlands); DR Susan Greener (University of Brighton, UK); Dr. Michael Grosch (Karlsruhe Institute of Technology, Germany); David Guralnick (Columbia University and Kaleidoscope Learning, New York, USA); Dr Richard Hall (De Monfort University, Leicester, UK); Patricia Harvey (Greenwich University, London, UK); Thanos Hat-ziapostolou (International faculty of the university of sheffield, Greece); Dr Tali Heiman (The Open University, Israel); Alan Hilliard (University of Hertfordshire, Hatfield, UK); Uwe Hoppe (Bildungswerk der Schsischen Wirtschaft gGmbH, Germany); Dr Md. Fokhray Hossain (Daffodil International University (DIU), Bangladesh); Rob Howe (The University of Northampton, UK,); Stefan Hrastinski (KTH Royal Institute of Technology, Sweden); Dr Maggie Hutchings (Bournemouth University, England, UK); Dr. Eun Hwang (Indiana University of Pennsylvania, USA); Balde Idiatou (Noble Group Organised Solutions, Guinea); Dr. Olimpius Istrate (University of Bucharest, Romania,); Dr Antonin Jancarik (Faculty of education, Charles University, Czech Re-public); Amor Jebali (University of Manouba, Tunisia); Dr Amanda Jefferies (University of Hertfordshire, Hatfield, UK); Runa Jesmin (Global Heart Forum, UK); Dr John Jessel (Goldsmiths, University of London, United Kingdom,); Aidan Johnston (Uni-versity of Strathclyde, UK); Geraldine Jones (University of Bath, UK); Paul Jones (University of Plymouth, UK); Dr Jowati Juhary (National Defence University of Malaysia, Malaysia); Dr Michail Kalogiannakis (University of Crete, Faculty of Education, Crete); Clifton Kandler (University of Greenwich, UK); Catherine Kane (Trinity College Dublin, Ireland); Jana Kapounova (Uni-versity of Ostrava, Czech Republic); Dr. Elisabeth Katzlinger (Johannes Kepler University, Austria); Dr Andrea Kelz (University of Applied Sciences Burgenland,Campus Pinkafeld, Austria); Kaido Kikkas (Estonian IT College + Tallinn University, Estonia,); John Knight (Bucks New University, UK,); Dr Jasna Kuljis (Brunel University, UK); Prof Sunaina Kumar (Indira Gandhi National Open University, New Delhi, India); Dr. Swapna Kumar (University of Florida, USA); Blair Kuntz (University of Toronto, Can-ada); Professor Eugenijus Kurilovas (Vilnius Gediminas technical university / institute of mathmatics and informatics of Vinius University, Lithuania); Eleni Kyza (Cyprus University of Technology, Lemesos, Cyprus); Dr Yacine Lafifi (LabSTIC Laboratory, Guelma University, Algeria); Dr Maria Lambrou (University of the Aegean Business School, Greece); Andy Lapham (Thames Valley University, UK); Dr Mona Laroussi (Institut National des Sciences Appliques et de la Technologie, Tnis and Lille, Tuni-sia); Jake Leith (University of Brighton, United Kingdom,); Kate Lennon (Glasgow Caledonian University, UK); Mariana Lilley (University of Hertfordshire, UK); Dr Jorgen Lindh (Jonkoping International Business School, Sweden); Dr. Gi-Zen Liu (National Cheng Kung University, Taiwan); Dr Ying Liu (Cambridge University, UK); Dr. Kim Long (Wiley College, USA,); Jenny Lorimer (University of Hertfortshire, UK); Ana Loureiro (Politechnic Institute of Santarem - School of Education, Portugal); Prof Sam Lubbe (University of South Africa, South Africa); Dr Robert Lucas (Keylink Computers Ltd, Kenilworth, UK); Dr Nick Lund (Manchester Metropolitan University, UK); Prof Zdena Lustigova (Charles University in Prague, Czech Republic); Dr Martin Magdin (Constantine the Philosopher University in Nitra, Faculty of Natural Sciences, Slovakia); Adnan Mahmood (University of Jinan, China); Dr. Chittaranjan Mandal (Dept of Computer Sc & Engg, IIT Kharagpur , India); Augostino Marengo (University of Bari, Italy); Dr Lindsay Marshall (Newcastle University, United Kingdom,); Dr Maria J Martinez-Arguelles (Universitat Oberta de Catalunya, Spain); David Mathew (University of Bedfordshire, England,); Erika Mechlova (University of Ostrava, Czech Re-public); Dr. Cherifa Mehadji (University of Strasbourg, France); Rosina Merry (the school of Education The Universityof Waika-tio, New Zealand);Linda Joy Mesh (Universita degli Studi di Siena, Italy); Jaroslava Mikulecka (Universityof Hradec Kralove, Czech Republic);Dr PeterMikulecky(Universityof Hradec Kralove, Czech Republic);Mike Mimirinis (Middlesex University, Lon-don, UK); Julia Mingullon (Universitat oberta de catalunya, Spain); Dr Ali Moeini (University of Tehran, Iran); Dr Jonathan Mo-izer(PlymouthUniversity, UK);Johann Moller (University of SouthAfrica (UNISA), South Africa); Dr. Begona Montero-Fleta (Universitat Politecnica de Valencia,Spain); Prof Lina Morgado (Universidade Aberta, Portugal); Kate Mottram (Coventry Uni-versity, UK,); Peter Mozelius (Stockholm University,Department of Computer and Systems Sciences, Sweden,); Prof Ra-douaneMrabet (ENSIA, Morocco); Dr Antoinette Muntjewerff (University of Amsterdam Faculty of Law,Netherlands); DrMi-noru Nakayama (Tokyo Institute of Technology, Japan); Dr Michaela Nettekoven (WU Vienna University of Economics and Business, Austria); Dr PaulNewbury (University of Sussex, UK); Professor Julian Newman (GlasgowCaledonianUniversity,UK); Emanuela-Alisa Nica (Center for Ethics and Health Policy and ,PetreAndrei University from Iasi, Romania); Dr Chetsada Noknoi (Thaksin University, Songkhla, Thailand);Dr Abel Nyamapfene (University of Exeter, UK); Sinead ONeill (Waterford Institute of Technology ,Ireland); Ass. Prof. Dr Birgit Oberer (Kadir Has University, Turkey); Dr MaruffAkinwale Oladejo (Federal College of Education (Special), Nigeria); DR Kamila Olsevicova (Univeristyof Hradec Kralove, Czech Republic); Laurence Olver (Brighton Business School, University of Brighton, UK); Rikke Orngreen (Aalborg University, Denmark); Dr Abdul Jalil Othman (Faculty of Education, University of Malaya ,Malaysia); Dr Kutluk Ozguven (International University of Sarajevo, Turkey); Dr Ecaterina Pacurar Giacomini (Louis Pasteur University, France); Dr. Alessandro Pagano (Universityof Bari, Italy); Vasileios Paliktzoglou (University of eastern Finland, Finland); Dr StefaniePanke (University of Ulm, Germany); George Papadopoulos (University of Cyprus, Cyprus); Prof Kyparisia Papanikolaou (School of Pedagogical and Technological Education, Greece); Dr.Iraklis Paraskakis (South East European Research Centre (SEERC)Research Centre of the Universityof Sheffiled, Thessaloniki,Greece); Dr AngieParker (Anthem College Online, USA); Paul Peachey (University of Glamorgan, Treforest, UK); Dr Arna Peretz (Ben Gurion Univeristy of the Negev, Israel); Dr. Carmen Perez-Sabater (Universitat Politecnica de Valencia, Spain); Christine Perry(Universityof the Westof England, Bristol,UK); Dr. DonatellaPersico (IstitutoTecnologie Didattiochje-Consiglio Nazionale Ricerche,Genova, Italy); Dr Christopher Perumalla (University of Toronto, Canada); Professor Pit Pichappan (Annamalai Uni-versity, India); Prof Mrio Pinto (Polytechnic Instituteof Porto, Portugal); Professor Selwyn Piramuthu (University of Florida, Gainesville, USA); Dr Michel Plaisent (University of Quebec inMontreal, Canada); LubomirPopelinsky (Masaryk University,

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Czech Republic); Dr Maria Magdalena Popescu (Carol I National Defence University, Bucharest,Romania); Dr Francesca Pozzi (ITD-CNR, Italia);Andy Pulman (Bournemouth University, UK); Dr Muhammad Abdul Qadir (Mohammad Ali Jinnah University, Islamabad, Pakistan); Prof Ricardo Queirs (ESEIG/KMILT & CRACS/INESC, Portugal);Susannah Quinsee (City Univer-sity,London, UK); Prof AliRaddaoui (University of Wyoming, Wyoming); Abdul Rafay (Asia Pacific University College of Tech-nology & Innovation, Malaysia);Dr Liana Razmerita (Copenhagen Business School, Denmark);Hugo Ribeiro (University of Porto, Portugal); Dr Bart Rienties (University of Surrey, UK,);Dr Eleni Rossiou (University of Macedonia, Greece); Dr Florin Salajan (North Dakota State University, Canada); David Sammon (University College Cork, Ireland); Marie Sams (Coventry University, England,); Gustavo Santos (University of Porto, Portugal);Prof Vitor Santos (University of Trs-os-Montese Alto-Douro (UTAD), Portugal,); Dr Venkat Sastry (Defence College of Management and Technology, Cranfield University, UK); Dr Guy Saward (University of Hertfordshire, UK); Brian Sayer (University of London,UK); Prof. Jeanne Schreurs (Hasselt Univer-sity, Diepenbeek, belgium); Dr Jane Secker (London School of Economics,UK); Drfabio Serenell i (Universit degli Studi Milano Bicocca, Italia,); Dr NimaShahidi (Islamic Azad University-Noorabad Mamasani Branch, Iran,); Zaffar Ahmed Shaikh (IBA Kara-chi, Pakistan); Angela Shapiro (Glasgow Caledonian University, UK); Dr Michael Shoukat (UMUC, USA); AileenSibbald (Napier University, Scotland,UK); Dr Petia Sice (University of Northumbria, Newcastle-upon-Tyne, UK); Prof Ali Simsek (Anadolu Uni-versity, Turkey); Dr Gurmeet Singh (The Universityof The South Pacific, Suva , Fiji, Fiji); Professor Cees Th.Smit Sibinga (Aca-demic institute for the international development of transfusion medicine, The Netherlands); Alisdair Smithies (Manchester Medical School, UK); Dr Keith Smyth (Napier University, Edinburgh, UK); Bent Soelberg (Copenhagen Business School, Den-mark); Yeong-Tae Song (Towson University, Maryland, USA);DrMichael Sonntag (FIM, Johannes Kepler University,Linz, Aus-tria);Dr Sonia Sousa(Tallinn University,Estonia,); Dr Rumen Stainov (University of Applied Sciences, Fulda, Germany); Dr. John Stav (Sor-Trondelag UniversityCollege, Norway);Iain Stewart (Glasgow Caledonian University, Scotland); Caroline Stockman (University of Leuven,Belgium,); Mag. Dr.Thomas Strasser (Vienna University of Education, Austria); Karen Strickland (Edin-burgh Napier University, Scotland,); Dr Amanda Sykes (University of Glasgow,United Kingdom); DrRoxana Taddei (Universit Clermont Ferrand 2,Montpellier, France); Yana Tainsh (University of Greenwich,, UK); Bndicte Talon (Universit du Littoral, France); Marian Theron (False Bay College, Tokai, South Africa); Dr. John Thompson (Buffalo State College, USA); Dr Claudine Toffolon (Universitdu Mans-IUT deLaval, France); Florica Tomos (South Wales University, Wales, UK); Dr Eulalia Torras-Virgili (OpenUniversity of Catalonia, Spain); Dr. Melih Turgut (Eskisehir Osmangazi University, Turkey); Christopher Turner (Univer-sity of Winchester,UK);Karin Tweddell Levinsen (Aalborg University, Denmark); DrAimilia Tzanavar (University of Nicosia, Cy-prus); Prof Huseyin Uzunboylu (Near East University, Cyprus); Dr LindaVan Ryneveld (Tshwane University of Technology, Pre-toria, South Africa); Professor Carlos Vazde Carvalho (Porto Polytechnic, Portugal); Prof Andreas Veglis (Aristotle University of Thessaloniki, Greece); Dr Steven Verjans (Open Universiteit of The Netherlands,The Netherlands); Anne Villems (University of Tartu, Estonia); Bruno Warin (Universit du Littoral, Calais, France); Fahad Waseem (University of Northumbria, Middles-brough, UK); Garry Watkins (University of Central Lancashire,UK); Jaap Westerhijs (University of Groningen, Netherlands); Dr Anne Wheeler (Aston University, UK); Nicola Whitton (Manchester Metropolitan University, UK); Roy Williams (University of Portsmouth, UK); Dr Shirley Williams (University of Reading, UK); Dr Katherine Wimpenny (Coventry University, England,); Prof StanislawWrycza (University of Gdansk, Poland); Rowena Yeats (University of Birmingham, UK); Dr Panagiotis Zaharias (Open University of Cyprus, Greece); Dr/ProfQinglong Zhan (Tianjin Universityof Technology and Education, China); Mingming Zhou (Nanyang Technological University, Singapore); Chris Zielinski (External relations and Governing Bodies,World Health Organization, Geneva, Switzerland); Anna Zoakou (Ellinogermaniki Agogi, Greece)

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Biographies

Conference Chair

Dr Mlanie Ciussi is Professor of Education & ICT at SKEMA Business School, France, and also responsi-ble for SKEMAs Innovative Teaching and Learning projects, as well as a a researcher at I3M (Informa-tion and Communication Science). Her PhD focused on networks and communities of practice in virtual learning environments. A related domain of expertise is Mobile Learning, where she won the Apple Re-search & Technology Support programme prize in 2011. Melanie was also project head for a 2-year se-rious games initiative sponsored by the French ministry of research. Mlanie was previously employed by French Riviera Chamber of Commerce where she was responsible for e-learning. She holds Masters

Degrees in Marketing (1996) and Training & Multimedia (2002). Before moving into research, she worked for Marks and Spencer for 3 years as Assistant Personnel Manager across Scotland and Belgium.

Programme Chair

Dr Marc Augier is the chair of the Organization and Information systems department at SKEMA Business School. He is also a Professor in Management ofInformation Systems in SKEMA Business School since 2001 and has a Doctorate (2005) in Information and Communication Science. His research focuses on the relationship between science, technology and society, centered on the implication of the usage of IT technology in pedagogy. Therefore he is interested in Digital documents and libraries, Online Communi-ties, hypertext as a knowledge representation tool and Free Software. Before joining SKEMA he worked in IT and consulting companies like IBM and Accenture. He has a solid background in computer science with a Masters degree from CESTI (1985).

Keynote Speakers

Dr Viktor Drfler gained masters degrees in Mathematical Engineering, International Business Rela-tions, Engineering Education and an MBA from Hungarian universities. He holds a PhD in Management Science from the Strathclyde University, Glasgow, UK. Before joining Strathclyde University, he worked as lecturer in managerial decision making, creative problem solving and information management at the Budapest University of Technology and Economics, Hungary. Simultaneously he was an independ-ent software development consultant specializing in intelligent systems. Viktors research is focused on two interrelated areas: the first covers the modelling of personal knowledge and knowledge increase in

an organizational context; the second covers knowledge-based expert systems, in particular the Doctus KBS (www.doctuskbs.com), and related intelligent applications such as intelligent corporate portals and e-learning systems. Vik-tors research into personal knowledge informs his software development; using Doctus to support decision takers, in turn, helps him advance his research about knowledge. Viktors research, software development and consultancy are synthesized in his teaching. In his most recent research Viktor modelled levels of personal knowledge, with particular focus on the high-est level of knowledge, for which he conducted 20 in-depth research interviews, including 17 with Nobel Laureates.

Professor Steven Warburton is the Head of Department of Technology Enhanced Learning at the Univer-sity of Surrey and an Associate Research Fellow at Kings Learning Institute, Kings College London. He is also a Fellow at the Centre for Distance Education at the University of London International Programmes where he leads work within the research strategy group and chairs the annual Research and Innovation in Distance and Elearning Conference. He has worked on a range of national and European projects that have included: the development a methodology for abstracting design patterns through shared expert practice; explorations of teaching practice in virtual worlds; developing pattern languages in the domains of digital identity and social media tools. More recently he has been working on digital competences and digital fluency, mobile learning, digital publishing models, open educational resources and educational analytics.

Mini Track Chairs

Dr Marc Augier is the chair of the Organization and Information systems department at SKEMA Business School. He is also a Professor in Management of Information Systems in SKEMA Business School since 2001 and has a Doctorate (2005) in Information and Communication Science. His research focuses on the relationship between science, technology and society, centered on the implication of the usage of IT technology in pedagogy. Therefore he is interested in Digital documents and libraries, Online Communi-ties, hypertext as a knowledge representation tool and Free Software. Before joining SKEMA he worked in IT and consulting companies like IBM and Accenture. He has a solid background in computer science

with a Masters degree from CESTI (1985).

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Dr Jana Kapounova is an associate professor at the Department of ICT, University of Ostrava in the Czech Republic. She teaches Educational Technology, ICT in Education and eLearning. She studied ICT in Education and holds bachelor, masters and Ph.D degrees. Her research field is eLearning and the evaluation of its quality. With her Ph.D students she works on the problem of approaches to personal-ised learning in different situations (at school, LLL, extracurricular activities etc.).

Dr Rikke Orngreen is Associate Professor (PhD) at the IT and Learning Design Lab in the Department of Philosophy and Learning, Aalborg University, Denmark. Her primary research interests are methods, tools and processes in the development, implementation and evaluation of IT supported learning and teaching processes. Of particular interest is the use of digital video conferencing and methods that sup-port creative and reflective learning processes, as various co-production tools. Her research focuses on both the actual situation as it unfolds as well as on how to facilitate the learners, teachers competence

development, as well as the organizational setup.

Dr. Ali H. Raddaoui, Graduate of Indiana University of Bloomington, Fulbright Fellow, Associate Profes-sor of Applied Linguistics and Arabic at the University of Wyoming in Laramie. Taught English, French and Arabic in UK, Tunisia, Saudi Arabia, the UAE, and the USA. Areas of interest and publication: Teaching English as a Foreign/second Language; Teaching Arabic as a Foreign Language; Web 2.0 and education 2.0; best practices in language teaching and learning; ICT and language evolution; intercultural locution; translation, and creative writing.

Jorge Tiago Martins is a Lecturer in Organisational Informatics at the Information School, University of Sheffield, UK. He is a member of the Information Systems (IS) and Knowledge and Information Manage-ment (KIM) Research Groups. He is the author of circa 15 refereed articles published in books, academic conferences and academic journals. His research interests include educational informatics and the man-agement and use of information technology in complex organisations, with particular emphasis on struc-tures, cultures, work practices, behaviour, and change.

Biographies of Presenting Authors

Sally Abey, since working with the University of Plymouth, has developed an interest in the use of mobile devices in the area of teaching and learning. She is registered as a PhD student to carry out action research into the placement area.

Paulo Alves Ph.D. in Technology and Information Systems, University of Minho, Portugal, and Master in Multimedia Tech-nology from the University of Porto, Portugal. Is e-learning coordinator and professor at the Polytechnic Institute of Bragana. The research interests include: e-learning, web development and multimedia.

Roni Aviram is Chair, Center for Futurism in Education, Ben-Gurion University, Israel. He is interested in the impact of ICT on education and society and its optimization in the light of Humanistic values, and in structuring theoretical and practical change processes in education. He has led R&D projects dedicated to designing virtual LLL environments for enhancing hu-man development.

Rosalina Babo is a Coordinator Professor at the School of Accounting and Administration of Porto, Polytechnic Institute of Porto, Portugal. She is head of the Information Systems Department and was a member of the university scientific board for 12 years (2000-2012). E-Learning is one of her main areas of research.

Wendy Barber is the Director of the B.Ed. Program at the University Of Ontario Institute Of Technology in Oshawa, Canada. Her research interests lie in Health and Physical Education, and Creating Online Communities. Dr. Barber is a passionate ad-vocate for teacher education, teaches Authentic Assessment and Adult Education, and Psychological Foundations in Digital Technology.

Raymond Bell works as a senior lecturer in Mental Health at Coventry University. His clinical background includes clinical nurse specialist of community psychiatry, clinical manager of community mental health teams, early intervention and asser-tive outreach teams. Raymond has developed a Mental Health Wellbeing pack at Coventry University which has been inte-grated into the pastoral care of Facility of Health and Life Science student nurses.

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Orlando Belo is an associate professor in the Department of Informatics of Minho University, Portugal. He is also a member of the ALGORITMI R&D Centre in the same university, working in Business Intelligence, with particular emphasis on data warehousing systems, OLAP, and data mining. His main research topics are related to data warehouse design, implementa-tion and tuning, ETL services, and distributed multidimensional structures processing.

Diana Blom teaches music at the University of Western Sydney where she is Associate Professor. A published composer and pianist, research focuses on university music performance (inter-arts collaboration, assessment, interpretation) and the artist as academic. The five authors are a grant team researching the roles of ePortfolio and the creative arts in four Australian universities.

Farida Bouarab-Dahmani is a senior lecturer in computer science in the computer science department of Tizi Ouzou Universi-ty, Algeria. She has a doctorate and HDR in knowledge representation and evaluation process for e-learning. Her research is largely related to computer science use in the education field such as: assessment, domain modeling, competency based ap-proach, educational data mining, e-learning.

Vladimr Brad is an assistant professor at the Department of informatics and computers, Faculty of Science, University of Ostrava, Czech Republic. He teaches the English language focused on informatics. He also studies a PhD programme aiming at promoting and enhancing e-learning environment for language education.

Margaret Bruce has been enthusiastically involved in podiatric education for more than 25 years, mostly spent at the Univer-sity of Plymouth. She has been engaged in the development, organisation and delivery of the curriculum and am focused on supporting learning in practice.

Sylvia Buchanan holds an Honours degree in Fine Art from York University in Toronto and completed a Master of Education degree in Digital Technology at the University Of Ontario Institute of Technology in Oshawa. Soon after, she obtained a graphic design diploma at the Digital Arts & Technology Training Institute in Sydney.

Martial Bugliolo, BA(Hons), is Design for Games Programme Leader and Extended Diploma in Interactive Media Course Lead-er at Plymouth College of Art. He is currently researching, investigating and developing areas such as blended learning and elearning to identifying future technologies and how to enhance them to suit curriculum planning and delivery to support students needs.

Mie Buhl, Professor, at Aalborg University, Copenhagen. Her research revolves around media, ICT and visual culture, with a particular emphasis on university education, teacher training and primary school. In this field she explores innovative designs of educational settings, in particular video and telepresence. She is one of the co-founders of Danish research in Visual Cul-ture in education..

Martin Cpay is Assistant Professor in the Department of Computer Science, Constantine the Philosopher University in Nitra, specializing mainly in the theory of teaching informatics subjects, programming, behavioral of students in e-environment, and constructivist method of teaching informatics. He participates in the projects aimed at the usage of new competences in teaching and dealing with learning/teaching in virtual environment using e- learning courses.

Ivana echov, Ph.D graduated from the Faculty of Arts at Masaryk University with specializations in pedagogy, English and Russian language. She has worked as Head of Research and Deputy Head of the Language Department. Currently she works as a senior lecturer at the University of Defence. In 2010 she completed her Ph.D. degree.

Barbara Class is pedagogical advisor in distance learning issues at the University of Geneva, Interpreting Department since 2004. Her research interests include using technology for pedagogical purposes, tutoring support, active and collaborative learning in blended settings.

Jrgen Cleve is professor of computer science at the University of Applied Sciences in Wismar (Germany). His fields are artifi-cial intelligence and data mining. He is the head of the e-learning centre at Wismar University.

David Comiskey is a lecturer in Architectural Technology at the University of Ulster. He is passionate about the use of tech-nology in education and has received awards for embedding the use of technology in his teaching and learning. He was re-cently awarded a Distinguished Teaching Fellowship from the University of Ulster.

Armando Corts is PhD candidate and researcher at the eLearn Center of the Open University of Catalonia. Prior to doctoral studies, he worked as an instructional designer at the University of Barcelona and the Online Business School; he has been

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teaching in online courses for 10 years. Armandos research interests focus on understanding success factors in online teach-ing and learning in higher education.

Cristina De Castro graduated in Mathematics and received a PhD in Electronics and Computer Science. She is a researcher at IEIIT-CNR, National Research Council of Italy, Bologna, Italy. Her research themes are Smart Navigation and e/m-learning methodologies and architectures.

Faiza Derbel is Assistant Professor of English and Linguistics at the Facult des Lettres, Arts et Humanits, University of Manouba, Tunisia. She teaches graduate and undergraduate courses in various areas of Applied Linguistics and is currently conducting research on technology and language pedagogy, teacher cognition, and collaborative intercultural communica-tion.

Jakob Diel is working as scientific assistant at the e-learning centre at the University of Applied Sciences in Wismar, Germany. In this context he is developing and organizing online courses and the practical implementation of video based e-assessments.

Foluke Eze is running a doctorate programme in the faculty of Education, University of Nigeria Nsukka. She has been a lectur-er in Federal College of Education (Technical) Omoku, Rivers state, Nigeria since 2001. Previously, she had taught further and general mathematics at both junior and senior secondary school for 2years.

Gert Faustmann studied Information Technology at the Technical University Berlin. From 1992 to 2001 he was a software developer (Siemens AG), researcher (Fraunhofer Institute for Software and Systems Engineering) and consultant ( debis - later T-Systems). He is now professor in the division of business information systems at Berlin School of Economics and Law.

lvaro Figueira is a lecturer at Faculty of Sciences, University of Porto, and has been interested in e-learning, web-based learning, standards in education, and information mining. Lately, he has been serving as the FCUPs coordinator in respect to e-learning. Prof. Figueiras current research interests are in the area of learning analytics related with collaborative work.

Olga Fragou is an Instructional Designer in Educational Content, Methodology and Technology Lab, at Hellenic Open Universi-ty and is Head of the Learning Activities Team. During 2005-2008 she worked as a PhD researcher in the Educational Tech-nology Laboratory, University of Athens. She also has working experience in programs of adult education and European Pro-jects.

Michelle French is a Lecturer in the Department of Physiology at the University of Toronto in Canada. She is interested in methods to foster student learning, critical thinking and communication skills. Michelle has received several teaching awards including an Excellence in Life Sciences Award: Undergraduate Teaching from the Faculty of Medicine at U of T.

Elaine Garcia is Head of Blended Learning and Digital Development at Plymouth College of Art, Associate Lecturer at Plym-outh University Business School and undertaking a part time PhD considering use of blogs in teaching and learning. Research interests include Web 2.0, Social Media, Blended and Technology Enhanced Learning, Blogs and Teaching and Learning.

Jan Geryk is a PhD student of Computer Systems and Technologies at the Faculty of Informatics, Masaryk University Brno, Czech Republic. Jan has been employed as the university information system developer for more than 6 years. He is experi-enced in database systems and perl programming and his research interests include machine learning, data mining, especially educational data mining, and visual analytics.

Nina Raphaela Godson is a senior lecturer/leader in Clinical Skills at Coventry University with a background of medical nurs-ing. She has studied to Masters level in Clinical Education. She has published several books including a chapter on E-learning in Nurse Education and has developed interactive E-learning resources on Infection Prevention and Cardiopulmonary Resus-citation for pre-registration student nurses.

Sue Greener is Principal Lecturer at the University of Brighton Business School teaching Learning & Development, HRM, Busi-ness Context and Research Methods and has received a Teaching Excellence award from the University. She researches, ad-vises and supervises in the fields of e-learning strategy, Technology Enhanced Learning and reflective learning. She is Editor of the academic journal Interactive Learning Environments, published by Routledge.

Baylie Hart Clarida is a first year PhD student at Bournemouth University in the UK, studying strategies for digital inclusion focusing on diverse students. She is a qualified teacher and has a BA (Hons) degree in Education and a Masters degree in ICT and Education.

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Veronika Havelkov is a PhD Student at Charles University in Prague and lecturer of seminars Use the GeoGebra in the Teaching of Mathematics, Mathematical Software, Computer as an Assistant (not only) in the Teaching of Mathematics. Dissertation topic is The Phenomena Influencing the Efficiency of the Use of Dynamic Mathematics.

Michael A. Herzog is full professor for Business Management and IT at Magdeburg-Stendal University. His research is con-cerned with mobile systems, RFID-technology, knowledge management and e-learning. He founded several international operating IT-enterprises concerning media technology and software development. Michael holds a PhD in information sys-tems and master's degree in computer science from Technische Universitt Berlin.

Jiri Hoffmann is currently in his second year as a PhD candidate at the Department of Information and Communication Tech-nologies at the University of Ostrava, Czech Republic. His main research activity is focused on technological competencies and out of school activities.

Jozef Hvorecky graduated PhD. in Computer Programming at the Academy of Sciences in Moscow. He is Professor of Com-puter and Information Sciences at School of Management in Bratislava, Slovakia. He is also Honorary Lecturer of the Universi-ty of Liverpool. His research interests cover introductory programming courses, university management, and knowledge management.

Gloria Otito Izu holds a Bachelor Degree in Biology Education, a Researcher with Colleges of Education Academic Staff Union, Nigeria. Her research focuses on e-learning and science teaching methodologies.

Antonin Jancarik works as a senior lecturer in the Department of Mathematics and Mathematics Education, Faculty of Educa-tion, Charles University in Prague. He is working in the areas of algebra, use of ICT in mathematics education and game theo-ry.

Amanda Jefferies is a Reader in Technology Enhanced Learning at the University of Hertfordshire, where she leads the Tech-nology Supported Learning Research group. Her interests relate to students experiences of using technology to support their learning and the development of supportive pedagogies. She was awarded a UK National Teaching Fellowship in 2011.

Cristian Jimenez Romero has a Degree in computer science and data systematization, University Antonio Nario, Colombia. Further BSc-Honours degree with emphasis in biological psychology and artificial intelligence from the Open University, UK. Cristian has worked as software engineer at Nokia-Siemens-Networks. He is currently doing PhD, at the Complexity science department, faculty of computing and mathematics, OU. Thesis Intelligent assessment systems applied to massive open online education"

Olga Kandinskaia is Assistant Professor of Finance and Director of Blended Learning at the CIIM (Cyprus International Insti-tute of Management). She has 20 years of experience in teaching F2F courses in Cyprus, UK and Russia, and 3 years of experi-ence with online/blended courses. Olga has an extensive record of publications, which include two books.

Elisabeth Katzlinger is assistant professor at the Department of Data Processing in Social Sciences, Economics and Business, Johannes Kepler University Linz (JKU), Austria. She has degrees in business administration and business education. Her re-search focus is in business education and technology enhanced learning. Early childhood education and game-based learning are another research interests

Carolyn King is the Understanding Dementia Massive Open Online Course co-ordinator, a lecturer in the School of Medicine at the University of Tasmania, and a Wicking Centre Research Associate. She has a PhD in Neuroscience and her research interests include the biology of dementia, therapeutic approaches in dementia, as well as the scholarship of learning.

Tomoko Kojiri received the B.E., M.E., and Ph.D. degrees from Nagoya University, Japan, in 1998, 2000, and 2003, respective-ly. From 2003 to 2007, she was a research associate at Nagoya University. From 2007 to 2011, she was an assistant professor in Nagoya University. Since 2011, she has been an associate professor at Kansai University, Japan.

Katerina Kostolanyova works in the Faculty of Education, Institute of Information and Communication Technologies, Ostrava in Czech Republic. She specializes in eLearning technology, especially adaptive eLearning. Her further professional growth focuses on students learning styles in the e-Learning environment. She is an author and co-author of almost forty profes-sional articles and ten e-contents.

Blair Kuntz has been the near and Middle Eastern Studies librarian at the University of Toronto library since 2003. Before this, he studied Arabic for Foreigners at the Balamand University in Lebanon and Birzeit University in Ramallah, Palestine. He has also studied Farsi and Turkish at the School of Continuing Studies of the University of Toronto.

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Matleena Laakso (M.Ed.) works as an Educational Developer at PAOK - ICT Network for Tampere Region Upper Secondary Education, in Finland. Her main competences are e-learning, social media in education, and mobile learning. She has previ-ously worked as an expert in problem-based and cooperative learning. Twitter: @matleenalaakso

Wolfram Laaser is currently a consultant for Worldwide Education, Austria. Formerly he was Academic Director at Fern Uni-versity Hagen, Germany. He was consultant for the ELBEP EU Grundtvig Project 2008/2009 and on the International Panel, Higher Education Distance Learning in Portugal, 2009. His field of expertise is the development of multimedia courseware.

Karin Tweddell Levinsen is Associate Professor at Aalborg University, Copenhagen. Her research circle around design for teaching and learning that involves IT in various forms and modalities, and emerging educational performance and practice. Therefore formal and informal learning contexts, digital literacy, teachers competences, class room practice and process management are intertwined with design for teaching and learning.

Katerina Makri holds a Phd in the area of eLearning and teacher education. With a background in humanities and experience in teacher training and facilitation of teacher online communitites, she currently works as an associate at ASPETE (School of Technological and Pedagogical Education) and at the School of Philosophy of the University Of Athens, Greece.

Brian McDonald is Lecturer and Programme Leader in Games Software Developmen t. He teaches Video Game Graphics at Glasgow Caledonian University and has organised the Glasgow site of the Global Game Jam. He participated in and hosted Jamming for Small Change, MolyJam, Culture Hack and Gathering the Voices Jams. His research interests include Computer Graphics and Student Engagement with Software Development.

Peter Mikulecky, PhD, is full professor of Managerial Informatics at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. Head of the Department of Information Technologies, Director of Doctoral Study Pro-grammes. The areas of his main scientific focus are: Intelligent Environments, Ambient Intelligence, Artificial Intelligence, Knowledge Management, Intelligent Systems, and their applications.

Lusa Miranda - Ph.D. in Education in the area of Educational Technology and Master in Educational Technology, University of Minho, Portugal. Is Professor at the Polytechnic Institute of Bragana. The research interests include: educational technology and e-learning.

Carlos Morais - Ph.D. in Education in the area of Teaching Methodology of Mathematics and Master in in Educational Tech-nology, University of Minho, Portugal. Is researcher at ICCS-Research Centre for Child Studies, University of Minho, Portugal. Is Professor at the Polytechnic Institute of Bragana. The research interests include: educational technology, ICT applied to mathematics.

Per Mouritzen Implementation and evaluation of IT supported learning with focus on video supported learning and vide-oconference for cross campus teaching. Research focus on: video and videoconference development in teaching at higher education, including cross campus.

Peter Mozelius has been employed since 1999 as a teacher for the Stockholm University and the Royal Institute of Technolo-gy at the Department of Computer and Systems Sciences (DSV) in Kista, Sweden. He is currently working as an IT-Pedagogue and researcher. His research interests are in the fields of e-learning, game-based learning and ICT4D.

Antoinette Muntjewerff is Assistant Professor General Legal Theory University of Amsterdam. Studied Educational Science (MSc) and Law (LL.M.). PhD research involved theoretical and empirical studies into legal case solving and structured design of instructional environments. Her research is in modelling legal knowledge and legal reasoning for developing electronic materials for learning the law.

Luk Najbrt is a PhD student in the Department of ICT, University of Ostrava in Czech Republic. He works as a designer of educational audiovisual projects. Under the program of the Department of ICT, he is trying to extend the personalized learn-ing field to the museum area, and has had several successful projects for museums and lifelong learning.

Minoru Nakayama is a professor at Human System Science and CRADLE, Tokyo Institute of Technology, Japan. He graduated from Tokyo Gakugei University in 1983 and completed the M.E. program in 1985, and received a Dr. of Eng. degree from To-kyo Institute of Technology in 1989. His research concerns educational technology.

Corinne Nell is a lecturer in the Department of Marketing and Retail Management at the University of South Arica (UNISA). She worked in the retail sector in South Africa for many years and developed an interest in retailing. Academic interests in-

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clude retailing with a specific focus on Visual merchandising and store atmospherics, consumer behaviour, social media and consumers perception.

Bernard Nkuyubwatsi is a PhD student at University of Leicester. He is researching OER, OEP and MOOCs for widening partic-ipation in Rwandan higher education. He was a faculty member at Kigali Health Institute and a member of the Task Force and Working Group on the University of Rwanda College of Open and Distance Learning.

Anne-Mette Nortvig is a PhD student at Aalborg University Copenhagen with a project concerning the role of e-learning in the development of professional identity in professional bachelor programmes with a case from physiotherapy e-learning program. She is a member of the ResearchLab: IT, Learning and Design in Copenhagen.

Jarmila Novotn is Professor at Charles University in Prague, Faculty of Education, Czech Republic; Her main fields of interest are Didactical conditions of transformation of students models of activities when grasping knowledge and skills; and Transfer of research results into practice.

Smart Odunayo Olugbeko holds a Master Degree in Language Education, a Senior Lecturer at Adeyemi College of Education, Ondo, Nigeria, where he teaches curriculum and language methodology courses

Ramona Georgiana Oros PhD degree in engineering and master in international business administration, working as junior researcher at Carinthia University of Applied Sciences in the field of remote technologies and online labs. Active part in sev-eral international projects like EICL, E-pragmatic, eScience, IC-op regarding e-learning and development of online laborato-ries.

Aisha Othman is currently a PhD student at the University of Huddersfield, UK. She has graduated the MSc course in Infor-mation System Management at the University of Huddersfield and was awarded BSc degree from University of Omer AL-mukhtar, Libya. Her main research interests are on adaptive e-learning, simulations, virtual environments, asynchronous in-teraction, multimedia, online education.

Kyparisia Papanikolaou is Assistant professor at the Department of Education, School of Pedagogical and Technological Edu-cation (ASPETE), since 2008. Her primary research interests focus on the design of web-based adaptive learning environ-ments (INSPIRE, MyProject), web-based education and blended learning, computer science education and teacher profes-sional development focusing on Technology Enhanced Learning.

Maria Magdalena Popescu is an associate professor at Carol I National Defence University in Bucharest, Romania. With an ESL major, an MA in British Cultural Studies, and a PhD in Humanities, she is one of the military English blended learning initi-ators in the Romanian military. She has participated in two European funded projects-GALA.NoE game and learning alliance and GEL-game enhanced learning.

Claire Raistrick is a Senior Teaching Fellow at University of Warwick and an educational researcher in the Department of Edu-cational Research at Lancaster University where she is a doctoral candidate (PhD in e-research in TEL). She is Principal Inves-tigator researching educators self-evaluative practices when making technology enhanced learning innovations.

Patient Rambe (PhD.) is a Postdoctoral Research Fellow in the Department of Computer Science and Informatics and a for-mer Assistant Director of International Academic Projects at the University of the Free State, South Africa. His research inter-est is the innovative pedagogical use of social media and appropriation of emerging Web-based technologies in resource-constrained academic environments.

David Reymond Is Associate Professor at the University of Toulon. He works in the informetrics discipline, and he is special-ized in webometrics. From 2009 to 2013 he was attached to the Mission Numrique pour l'Enseignement Suprieur (MINES) to assist the Ministry in the construction of a tool aimed to provide indicators of digital services usages.

Gelareh Roushan-Easton is the Associate Dean for Education in the Business School and theme leader for Technology En-hanced Learning (TEL) in Bournemouth Universitys Centre for Excellence in Learning. She is an avid enthusiast of TEL and believes emerging technologies offer innovative approaches in engaging students in learning.

Danguole Rutkauskiene is Associate Professor within the Department of Multimedia Engineering at Informatics faculty at Kaunas University of Technology, President of National Association of Distance Education. Member of EADTU Management Committee, researcher in Advance Learning technologies, e-methodology, coordinator of great number of scientific projects; author and co-author of 26 books and 153 scientific publications.

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Michele Salvagno is a PhD student in psychology at Bournemouth University (UK). He has a Degree in Psychology (University of Padua, Italy) and a Degree in Psychotherapy. He has worked for years as a teacher and tutor in e-learning projects. His research interests include psychological issues and practices to foster well-being in online learning contexts.

Daniyar Sapargaliyev is deputy director of the Center for research and development at International Academy of Business in Almaty. He received his PhD from Eurasian National University. His research interests include mobile learning and using mo-biles in education. He has written articles in refereed books, journals and conference papers.

Emilie eptkov has been teaching the theory of databases, information systems, and web programming at university and has participated in several national research projects in the area. She is currently working in the introduction of semantic network of terms in adaptive e-learning system.

Angela Shapiro, Senior Lecturer adopts academic literacies pedagogy, working with students from the School of Engineering and Built Environment, Glasgow Caledonian University. She is a founding member of the Gathering the Voices Association. Her research interests are evaluating the effectiveness of online learning in supporting students and eLearning approaches in teaching about the Holocaust.

Ivana Simonova, PhD, has been at the Faculty of informatics and Management, University of Hradec Kralove, CR, since 1997. Research focus on ICT-supported process of instruction, distance education. Latest research projects: Evaluation of modern technologies contributing towards forming and development university students competences; A flexible model of the ICT supported educational process reflecting individual learning styles

Florica Tomos - BSc (Econ), Diploma in Management & Semiotics, PGC (MA) Management & PD, PGD Accountancy & Costs, PGCE /MSc. Educ. (50%), PhD Student HP Lecturer Business Research, South Wales University, Wales, the United King-dom.

Nazime Tuncay has a degree in Mathematics and Computer Education, MSC in Applied Mathematics and Computer Science and PhD in Computer Education and Instructional Technology Department in Near East University in North Cyprus. Her re-search interests include e-education, u-education, virtual education, vocational education, game-based education, special education, web tools and distance education.

Karel Vaculk is a PhD student of Informatics at the Faculty of Informatics Masaryk University Brno, Czech Republic. His re-search interests include graph mining and educational data mining. He is a member of Knowledge Discovery Lab FI MU.

Stephen Wilkinson is a Principal Lecturer and Teacher Fellow at Leeds Met University; he is the course leader for the Masters in Advanced Engineering management. He has a Masters in Blended and online Education (BOE) and has co-authored 2 books in the field of Manufacturing Technology. His research has covered many areas from augmented reality in surgery to automa-tion and control of manufacturing systems.

Eleanor Vernon Wilson is an Associate Professor of Curriculum, Instruction and Special Education in the Curry School of Edu-cation at the University of Virginia. Her primary teaching and research activities focus on preparing elementary pre-service candidates for classrooms, both in the US and internationally. She currently directs a study abroad program for pre-service students in the UK.

Hitomi Yukawa is a member of staff of the e-learning section of the Medical Education Promotion Center, Tokyo Medical University, Japan.

Ibrahim Zincir is a lecturer in the Department of Computer Engineering at Yasar University in Izmir, Turkey. His main re-search and teaching areas are data mining, mobile network security and web programming. Dr Zincir holds BSc from Middle East Technical University (METU), Turkey, and MSc and PhD from University of Plymouth, UK.

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LearningandInstructionintheDigitalAge

AntoinetteMuntjewerffUniversityofAmsterdam,Amsterdam,TheNetherlandsmuntjewerff@uva.nlAbstract:Tobecomeaprofessionalapersonhastoacquireknowledgeandskills.Thetransferofthespecificknowledgeand skills is organized and accredited within an institution as a school or a university. How people learn and whatinstitutionscandotoenhancelearningisthemajorfocusofresearchinthefieldoflearningandinstruction.Thedesignofprocessesandresourcesforfacilitatinglearningistheobjectofresearchofinstructionaltechnology.Workinginthefieldof instructional technology for25yearsandhavingdesigned threemajorapplications for learning legal tasksassolvinglegalcases(legalassessment),structuringandanalyzingdecisionsby judgesandselectingandstatingfacts,wenowtaketheopportunity todescribewhatwe think isamajor issue in learningand instruction in theDigitalAge,an issue thatshould be themain focus in developing instructionalmaterials.We state that in designing instructionalmaterials it isimportant towork in a principled and structuredway. Thismay sound as a truism, however,we think it cannot beemphasized enough that using an explicitmethodology for design can contribute to theory formation in the field oflearningandinthefieldofinstruction,itmayalsosupporttheoryformationinthedomainatstake,inourcaselaw,anditmayresultinmaterialsthatareproperlyevaluatedandassuchimproveinstructionandenhancelearning.InthispaperwedescribeamethodologyforthedesignofresourcesforeffectivelearningintheDigitalAge.Weillustratethemethodologybydescribingthedesignofourcoachingsystemforlearninglegalcasesolving.Keywords:learning,instruction,instructionaldesign,instructionaldesignmethodology,instructionaltechnology,legaleducation

1. IntroductionTobecomeaprofessionalapersonhas toacquire certainknowledgeand skills (Ericssonet.al.2006).Oneneeds to learn the State of the Art of the knowledge (concepts, theories, standard problems and theirsolutions)andthewaysinwhichnewknowledgeisacquiredinthefield(methods).Thetransferofknowledgeand skills is organized and accreditedwithin institutions as schools and universities. So, for example, lawstudents go to university to learn to become a legal professional, and the universities organize that thislearningtakesplace.Howpeoplelearnandwhatinstitutionscandotoenhancelearningisthemajorfocusofresearchinthefieldoflearningandinstruction.Thedesignofprocessesandresourcesforfacilitatinglearningistheobjectofresearchof instructionaltechnologyoreducationaltechnology. Instructionaltechnologycanbedescribedasthetheoryandpracticeofdesign,development,utilization,management,andevaluationofprocessesand resources for facilitating learningand improvingperformance (RandyGarrisonandAnderson2003). There are many theories on learning and many theories on instruction (see, for instance,http://tip.psychology.org/theories.html forbriefsummariesof50majortheoriesof learningand instruction,seealso,forinstance,Leonard2002).Thesetheoriesdifferonmanyissues.However,oneofthemainsharedstatementsmade is that themajorgoalof instruction is toenhanceefficientandeffective learning.Merrill(2007)being inthefieldof instructionaltechnologyforfortyyearsandfoundingfatherofcomputerassistedinstruction,statesthatthefirstprinciplesofinstructionareandremain:activation,demonstration,applicationand integration.Amajormetaanalysisof instructionalresearchoutcomesbyHattie(2008,2012)showsthatoneofthemajorfactorsineffectivelearningisrelatedtofeedback.Keepinginmindthisinfactsimplestartingpointthatinstructionisdesignedtofacilitatelearningandconfrontedwiththevarietyoflearningtheoriesandtheorieson instructionwe think it is important that instructionalmaterialsaredesigned inaprincipledandstructuredway tobeable to supportboth theory formationand theevaluationofmaterials tobeable toselect thosematerials that really enhance learning.Working in the fieldof instructional technology for25yearsandhavingdesignedthreemajorapplicationsfor learning legaltasksassolving legalcases(PROSAseeMuntjewerff,2000,MuntjewerffandBreuker,2001),structuringandanalyzingdecisionsbyjudges(CASEseeMuntjewerff,2011)andselectingandstatingfacts(eSeeMuntjewerffandDeTombe,2004),wenowtaketheopportunity to describe the issue that should be themain focus in developing instructionalmaterials. Indesigninginstructionalmaterialsitisimportanttoworkinaprincipledandstructuredway.Wethinkitcannotbeemphasizedenoughthatusinganexplicitmethodologyfordesigncancontributetotheoryformationinthefieldoflearningandinstruction;itmayalsosupporttheoryformationinthedomainatstake,inourcaselaw,andmayresultinmaterialsthatareproperlyevaluatedandassuchimproveinstructionandenhancelearning

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We describe amethodology for the design of resources for effective learning in the Digital Age.WewillillustratethemethodologyonthebasisofthedesignofourcoachingsystemforlearningtosolvecasesPROSA.PROSAhasbeendesignedusingourprincipledandstructureddesignmethodology.WewillonlyusePROSAhere for illustrating themethodology.The focusofourpaper isour statement that todesignmaterials forinstructionthatenhancelearningandtocontributetotheoryformation,itisrequiredtoworkinaprincipledandstructuredway,thatistouseanexplicitmethodology.

2. Learning,instructionandtechnologyThere aremany theories on learning andmany theories on instruction and these theories differ onmanyissues.However,oneofthemainsharedstatementsmadeisthatthemajorgoalofinstructionistoenhanceefficientandeffectivelearning.

facilitationoflearningistheonlyproperendofteaching(Ausubel,1967).

deliberatemanipulationoflearningprocessesbysomeexternalagencyfor

thepurposeofenhancinglearningoutcomes(Ausubel,1967)

The design of processes and resources for facilitating learning is the object of research of instructionaltechnology. Instructional technology can be described as the theory and practice of design, development,utilization,management, and evaluation of processes and resources for facilitating learning and improvingperformance(RandyGarrisonandAnderson2003).Westatethattheobjectiveofinstructionaltechnologyistofacilitateeffectiveandefficientlearningandthatthemeanstoreachthisobjectiveisbyinstruction(teaching).However,thisiseasiersaidthandone.Ifwehaveacloser lookatthethreeconstituentelementsbeing learning, instructionandtechnologywemightsaythateachof theseelements involvesmany issuesand isa sourceofdifficultiesandproblems. Ifwe lookat theconstituent learning themainproblemhere is that therearemany theorieson learning.See, forexample,http://tip.psychology.org/theories.htmlandhttp://www.cloudnet.com/~edrbsass/edlea.htmwhichlistanddescribemanydifferentlearningtheories.Abasicinventoryoflearningtheoriesshowsthefollowingapproaches(seeMuntjewerff,2000):

behaviorism cognitiveapproach informationprocessingapproach symbolmanipulationtheory connectionism situatedcognitionThemainquestioninthefieldoflearningstillremainshowdowelearn?.Ifwe look at the constituent instructionwe see the same aswith learning. There aremany theories oninstruction.Seeforexamplehttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htmand http://www.edtech.vt.edu/edtech/id/models/ which list and describe many different instructionaltheories. However, matters are even more complicated here because of the interrelation with learning.Instruction isdependenton the learning theory that is adapted. Tomakematters evenmore complicatedthereisalsoarelationbetweentheinstructionaltheorychosenandtheinstructionaldesignrequirementsthathave to be met. There are different instructional aspects (cognitive, affective, organizational) and manydifferent instructional variables (actors, content, presentation) that have to be taken into account whendesigninginstructionforeffectiveandefficientlearning.Ifwelookattheconstituenttechnologywedifferentiatebetweengeneraltechnologyappliedtolearningandinstructionandtechnologyspecificallydevelopedforlearningandinstruction.General technology such as: (streaming) video/film/photo, sound/light, print (books), software (office,programming, email, browsers, games), hardware (computers, mobile phones, (intelligent) whiteboards,beamers,overhead,video/soundrecordersandplayers),semanticweb,wiki.

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Specific technology such as: courseware (computer assisted instruction, intelligent tutoring systems),electronic learning environments, educationalmodeling languages, coursemanagement systems, learningobjectsandmetadata,eportfolios,smarteboards.Thepointwewanttomakeisthatindesigninginstructionforeffectiveandefficientlearningmanydecisionshavetobemadeonlearning,instructionandtechnologyandtheirinterrelations.Howcanwepreventnottoget lost?How canwe contribute to theory construction and testing of learning theories and instructionaltheories? How can we evaluate instruction and instructional materials to be able to conclude that theobjective facilitateeffectiveandefficient learninghasbeenachieved? Inouropinionananswer to thesequestionsmightbebywayofaprincipledandstructureddesignapproach.Inthenextparagraphwedescribeourmethodologyforthedesignofresourcesforeffective learning intheDigitalAge.

3. AmethodologyforthedesignofresourcesforeffectivelearningIndesigninginstructionmanydecisionshavetobemade.Thesedesigndecisionsinvolvetopicsasthelearninggoal,howtoreachthatgoal,whatthestudentshavetodo,howthingsareexplainedwhenthingsgowrong,howtopresentthesubjectmatterandtheproblemsituations,howtokeeptrackofwhatthestudentisdoing(monitoring),howtobridgethegapfromtheanalysisofthemistaketotheinstruction(thereaction),howtoreacttowhatthestudentisdoing,howtocommunicatewiththestudentetc..Althoughmanyauthorsstresstheimportanceofdesigninginstructiononthebasisofatheoryonlearningandinstruction(see,forexample,Gagn,1965;Ausubel,1968;Merrill,1983;Gagn,BriggsandWager,1992),(legal)educationalpracticeoftenlacksthistheoreticalfoundation.Thedesignresultingfromsuchanunfoundedapproach isbasedonadhocandintuitivedecisionsandthereforemakesitimpossibletoaccountformistakesanddifficultiesarisingfromrealizing thedesign.The same is true for thedesignofcomputerassisted instructionor intelligent tutoringsystems(see,forexample,Reichgelt,Shadbolt,Paskiewicz,WoodandWood,1993).

Clearly, one of themost important design decisions in the implementation of an IntelligentTutoring System is the choice of the teaching strategy according towhich the system tutors.Unfortunately,mostof thework in Intelligent Tutoring Systemshas ignored thepsychologicalliteratureoneffectiveinstruction.(Reichgeltetal.,1993,p.239).

Itmaybeeventruerforthedesignoflearningenvironments.Manyofthesocalledlearningenvironmentsdonotenhanceeffectiveandefficientlearningatall(seeMuntjewerffandLeijen,2005).Thereforewestressthe importanceofaprincipledandstructureddesignapproach.Theprincipledapproachseestotheneedoftheorydevelopmentonlearningandinstruction,combinedwithdevelopmentoftheoriesofthedomaintobelearned.Besidesthatitisnecessarytolearnfromearlierworkinthefieldoflearningandinstruction.SeeforexampleMerrill(2007)whohasbeenactiveinthefieldofcomputerassistedinstructionforover40years.HestatesthatasfaraslearningandinstructionareconcernedweareconfrontedwithwhathecallsthefirstprinciplesofinstructionMerrill (2007)being in the fieldof instructional technology for fortyyearsand founding fatherofcomputerassisted instruction,states that the firstprinciplesof instructionareand remain:activation,demonstration,applicationand integration.Amajormetaanalysisof instructionalresearchoutcomesbyHattie(2008,2012)showsthatoneofthemajorfactorsineffectivelearningisrelatedtofeedback.Principledandstructureddesignindicatesthatalldecisionsthataremadeduringthedesignprocessshouldbemadeexplicit.Asfaraslearningandinstructionareconcernedweshouldselectalearningtheoryandsticktoit.Selectamatching instructionaltheoryandstickto it.Selectamatching instructionaldesignapproachandsticktoit(seeforexample,Merrill(2007,1983)instructionaldesignmodelhttp://id2.usu.edu/id2/index.htm;Merrinboer,ClarkanddeCroock(2002);Muntjewerff2009,2003,2000).Inprincipledandstructureddesigntheprincipleddesignpartsees to the requirement thatdesignof resourcesshouldbebasedon theoriesoflearning and instruction and on domain theories. Structured design involves the process of realizing thematerialsforeffectiveandefficientlearningbydecomposingthedesigntaskintosubtaskswhichareplacedinafixedorderwithinputandoutputrelations(seeFigure1).

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3.1 PrincipleddesignTomakeandjustifydecisionswearguethattheinstructionaldesigndecisionsshouldbebasedoninstructionaltheory,whereaproperinstructionaltheory,inturn,shouldbebasedonatheoryoflearning.Adoptingglobal,but related, theorieson learning and instructionmayofferprescriptions for arrangingpractical instructionresultinginacoherentandconsistentinstructionalmodel.Teachingshouldaimatfacilitatinglearning.Althoughthismayseemratherobvious,evenatruism,itclaimsacloserelationbetweenamodeloflearningandaninstructionalmodel.Atheoryoflearningasbasisandguidelinehasrelevanceforthedesignoftheinstruction.Tounderstandthelearning processes enables the discovery of the most effective methods of manipulating these learningprocesses.Therefore, tobeable toarrangepractical instructionon thebasisof relationsbetween learningprocesses and instructional activities it isnecessary to select a theoretical framework thatdescribes theserelations as explicitly as possible. However, learning theories differwith regard to their view on learningprocesses,andinstructionaltheoriesdifferwithregardtoprescriptionsonarranginginstruction.Wethereforeformulatethefollowingcriteriaforselectingthetheoreticalbasis.principleddesign structureddesign

basicresearch learningtheories domaintheories analysismodelconstruction domainmodel instructionalmodel

design

appliedresearch construction

materialconstructionevaluation

evaluation

integrationresearch implementationcurriculum

classification ToolBox WorkBench

Figure1:Principledandstructureddesign

Inouropinionatheoreticalbasisshouldindicate:anexplicitdescriptionoflearning,anexplicitdescriptionoftherelationbetweenlearningandinstruction,anexplicitdescriptionofhowtoarrangeinstructiontoenhanceand support learning, an explicit description of the relation betweenmotivational issues and learning, anexplicitdescriptionofhowtoarrangeconditionsintheinstructioninsuchawaythatmotivationalissuesaretaken into account. Principled design involves three interrelated research streams: basic research, appliedresearch and integration research (see Table1).Basic research is concernedwithdevelopingwellfoundedmodelsofknowledgeand reasoning tobe learned,examining thedifficultieswithacquiringknowledgeandskillsandfindingremediestoenhanceeffectiveandefficientlearningoftheknowledgeandskills.

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Table1:Principledandstructureddesignapproach

basicresearch modelconstruction theoreticalresearch domainview

knowledgeengineeringview

empiricalresearch

appliedresearch materialsconstruction

remedies

instructionalmodel

evaluation

integration classification

selection

ToolBox

Workbench

Appliedresearch isconcernedwithconstructingapplications for learning.Whereastructureddesignguidesthe process in such a way that difficulties andmistakes encountered during the design processmay beaccountedfor.Integrationresearchisconcernedwithlistingexistingmaterialsusingaclassificationandtomakeapplicationsavailablefor(re)useinwhatisreferredtoasaToolBoxforlearning.Westate that thesematerialsshouldbeplanned,designedandevaluated inawellfoundedandstructuredway.

3.1.1 Basicresearch

Theaimofthebasicresearchpartisto(re)constructexplicitmodelsofknowledgeandreasoningtobeappliedinmaterialsforlearning.Thesemodelsare(re)constructedbywayofboththeoreticalandempiricalresearch.Inthetheoreticalresearchcomponentweexplore,conceptualizeandspecifyknowledgeandreasoningtobeable to (re) construct explicitmodels of knowledge and reasoning. In the empirical research componentstudiesarecarriedouttoacquireinsightinthewaypractitionersandscientistshandleknowledgeandinthewaytheyuseknowledgegivenaspecifictask.Besidesthatstudiesarecarriedouttoacquireinsightinthewaystudentshandle knowledge and apply this knowledge inperforming a task. Theoutcomes give indicationsaboutspecificdifficulties inacquiringandusingknowledge.Within thetheoreticalresearchcomponent twoperspectives are taken: a domain perspective and a knowledge engineering perspective. The domainperspective is thatdifferentdomain sources are examined to specifymodelsof knowledge and reasoning.These sources are empirical research, educational practice and theoretical researchwithin the domain athand.TheknowledgeengineeringperspectivewithinArtificial Intelligenceresearchaimsatconstructingmodelsofknowledgeandreasoning.Ast