Mini Tracks – Calls for Papers

e-Assessment
Game and Simulation Based Learning

ECEL 2010 Mini-Track em Português/Espanhol

ePortfolios

Evaluating Virtual Learning Environments

Undergraduate Teaching and Learning in a Networked Environment

Personalised eLearning

Mini Track on Game and Simulation Based Learning

Track Chair: Carlos Vaz de Carvalho, Instituto Superior de Engenharia do Porto, Portugal

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Carlos Vaz de Carvalho

A game can be instantiated for learning as it involves mental (and sometimes physical) stimulation and develops practical skills - it forces the player to decide, to choose, to define priorities, to solve problems, etc. Games can also be social environments, sometimes involving large distributed communities. They imply self-learning abilities (players are often required to seek out information to master the game itself), allow transfer of learning from other realities and are inherently experiential with the engagement of multiple senses.

For this mini-track we expect theoretical and practical approaches to the use of simulation and games for learning in its multiple forms:

For mini track submission details, see the call for papers page

Mini Track on e-Assessment

Track Chair: Paul Peachey, University of Glamorgan, Wales

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Paul Peachey

Formal learning requires formal assessment in order to satisfy the needs of a particular award. With more and more institutions engaging in e-learning options then there is a clear requirement for e-learning assessment. The Open University (UK) has been engaged in innovative e-assessment since the 1980s with its innovative ‘Computer Marked Assessment’ (CMA) initiative. However, the phenomenal growth of the Internet offers the opportunity for further innovative thinking in this field. This mini-track therefore calls for papers that relate to e-assessment in any particular format from computer marked assessment technology to online based assessment processes. How effective is e-assessment in terms of satisfying its commitment to learning objectives? Can e-assessment be made fairer than traditional systems? Can e-assessment reduce tutor workloads without necessarily compromising the quality? Does e-assessment increase (or indeed, decrease) the threat of plagiarism? And so on. This mini-track invites debate and/or case study material from both academics and practitioners.

Research issues as follows are of special interest:

For mini track submission details, see the call for papers page

Mini Track ECEL 2010 Mini-Track em Português/Espanhol

Track Chair: Paula Escudeiro, Instituto Superior de Engenharia do Porto, Portugal

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Paula Escudeiro

A Conferência Europeia sobre e-Learning (ECEL) é um evento anual que tem estado na vanguarda da revolução dos processos de Ensino/Aprendizagem suportados por tecnologia. Pretende reunir investigadores, docentes e outras pessoas em áreas relacionadas com o e-Learning que procuram conjugar a investigação de ponta com a prática e com aplicações da vida real.

Atendendo ao desenvolvimento do e-learning nos países de língua Portuguesa e Espanhola, a conferência ECEL abre pela primeira vez a hipótese de publicação nessas línguas. Assim, convidamos à apresentação de iniciativas, ideias e produtos na 9 ª Conferência Europeia sobre e-Learning - ECEL 2010 que terá lugar no Porto, em Portugal. Em particular, procuramos trabalhos que digam especificamente respeito à realidade do e-learning nos países Ibéricos e Latino-Americanos.

Os tópicos de interesse são apresentados na seguinte lista não exaustiva:

Submissão do resumo: O resumo deve ser enviado em Espanhol / Português, através do formulário da Conferência. O resumo será avaliado pelos membros da Comissão Científica com domínio dessas línguas. Todas as outras comunicações com a organização da conferência serão feitas em Inglês.

Resumo: O resumo deve ter um mínimo de 300 e um máximo de 500 palavras, com cinco palavras-chave e deverá ser enviado até 15 de Abril de 2010. Leia a secção “Abstract guidelines” no site antes de enviar.

Submissão da versão final: Através do formulário de submissão on-line. Certifique-se que preenche todas as secções pertinentes do formulário, incluindo a mini-track a que o resumo se destina, o título proposto para o artigo, os nomes completos e os endereços de e-mail todos os autores e um endereço postal e número de telefone de pelo menos um autor. Por favor, indique claramente se o autor de contacto não é o autor principal.

Artigo completo: Quando o resumo foi aceite deverá enviar um artigo com o máximo de 5.000 palavras, incluindo resumo, palavras-chave e referências (regras de referenciação Harvard). Data de submissão: 3 de Junho de 2010. Os trabalhos devem ser apresentados como. doc ou. rtf e enviados como anexos por e-mail para a gestora da conferência, Julia Hawkins.

Nota: O resto da conferência será integralmente em Inglês

Mini Track on ePortfolios

Track Chair: Mark Brown, Massey University, New Zealand

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Mark Brown

Over the past 12 months significant ePortfolio activity has continued throughout the world at all levels of education. Europe is no exception and the open source ePortfolio system Mahara has established a strong following. Since its creation in 2001 EIfEL has made Europe an important hub and leader of ePortfolio activity and this Mini Tack aims to build on the momentum already established by the EIfEL community.

Importantly the Mini Track acknowledges that portfolios are nothing new in education. Zeichner and Wray (2001) identify three different types of portfolio: (a) a ‘learning portfolio’ which documents student’s learning over time, (b) a ‘credential portfolio’ which is used for registration or certification purposes, and (c) a ‘showcase portfolio’ which students can present to prospective employers. An ePortfolio can be designed to fulfill one or all of these roles and is essentially an online collection of digital artifacts and reflections that learners can use for different purposes depending on the purpose and audience.

The benefits of ePortfolios are many and varied. A perceived strength of ePortfolios is their ability to place more ownership of growth in the hands of the learner. In particular, the ePortfolio offers greater opportunity for students to highlight their strengths and provide authentic evidence of life-long and life-wide learning. They also offer potential for students to document a broader range of attributes and dispositions than simply meeting conventional learning outcomes. Despite these benefits, and a rapidly growing body of literature on ePortfolios in the wider context of life-long learning, many questions remain over their use in educational settings.

Research issues as follows are of special interest:

For mini track submission details, see the call for papers page

Mini Track: Evaluating Virtual Learning Environments

Track Chair: Neal Sumner, City University London, UK

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Neal Sumner

With the advent of web2.0 tools and other new technologies, as well as changes to the VLE software, many institutions are now considering whether to continue to invest in VLEs or whether to develop other technologies.  Are VLEs still relevant? Do they serve a specific purpose for staff and students that is not met by newer technologies? How can institutions be responsive and flexible to utilise the benefits of new technologies when these are constantly changing. This strand considers different institutional approaches to evaluating VLEs as well as examples of models and frameworks for the introduction of new technologies.

Research issues as follows are of special interest:

For mini track submission details, see the call for papers page

Mini Track: Undergraduate Teaching and Learning in a Networked Environment

Track Chair: Abel  Nyamapfene, University of Exeter, UK

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Abel  Nyamapfene,

The advent of the networked world, as exemplified by the Internet and the World Wide Web (WWW), has brought about huge transformations in undergraduate learning and teaching. For instance, whereas a decade or two ago face-to-face lectures and tutorials were dominant in undergraduate learning and teaching, these two forms of instruction are now routinely augmented by online  learning resources supplied through dedicated course web pages and virtual learning environments like Blackboard and WebCT. In addition, the traditional relationship between the lecturer and the student whereby the lecturer was viewed as the main source of content is increasingly coming under strain as the Internet now gives the student access to external sources of information within and outside of the student’s own institution, including content from competing educational institutions as well.

Naturally, as these changes in undergraduate teaching and learning are taking place, a lot of questions have arisen. For instance, do these changes signify the demise of traditional face-to-face teaching, and what is the new role of the lecturer? With regard to assessment, do the traditional forms of assessment still work, and how can we integrate the assessment process into the learning process? With regard to learning delivery, which pedagogies are suitable in this learning environment, and how is student engagement to be measured and evaluated? Should a classroom attendance policy be in place, and in any case, does classroom attendance still have a role to play in the process of learning?  In this new environment, where and when is learning taking place, and what techniques should the lecturer use to ensure that it does take place? Also, whereas it has been previously established that learning takes place effectively in environments where there is a strong sense of community, characterised by significant levels of trust and communication between lecturers and students, how are we to establish effective learning communities in this environment?

Suggested topics include but are not limited to:

For mini track submission details, see the call for papers page

Mini Track: Personalised eLearning

Track Chair: Jana Kapounova, University of Ostrava, Czech Republic

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Jana Kapounova

eLearning in its classical form does not satisfy requirement of modern education. New model of learning is based on a new paradigm – personalised learning environment. Personalised eLearning means an automated way of teaching which adapts to different qualities of learners. There are many factors that can influence quality in eLearning. They can comprise aspects as flexibility and adaptability. These features include location where to study, time when to study, study forms (full time, part time), etc., but also other individual learner’s needs, characteristics and requirements as learning styles, motivation, etc. Modern eLearning environment and LMS (Learning Management Systems) enable to offer a personalised learning experience. Adaptive algorithms help learners to find their optimal learning model.

Suggested topics include but are not limited to:

For mini track submission details, see the call for papers page

Updated 29 July 2010