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E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 26, 2009 Volume 2009, Number 1

Editors

Theo Bastiaens; Jon Dron; Cindy Xin

File: Table of Contents

File: Cover & Title Pages

File: Cover & Title Pages

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Table of Contents

Number of papers: 596

  1. Authentic Assessment and the Internet: Contributions within Knowledge Networks

    Matthew Allen, Curtin University of Technology, Australia

    This paper identifies the importance of assessment for student learning, especially ‘authentic assessment’. While recognising that authenticity can be judged against the alignment of assessment... More

    pp. 1505-1510

  2. Adding Audio Into Seminar

    Jeanette Andrade & Anne Prejean, Kaplan Online University, United States

    Since September 2008, an audio over chat application has been added to hourly seminar sessions in Nutritional Biochemistry for nutrition majors. We used to spend more than 20% of our time in... More

    pp. 1511-1516

  3. Graduates from an Online Certificate Program and Their Experiences Related to Engagement Practices

    Lorraine Angelino, Lander University, United States; Frankie Keels Williams, Mississippi State, United States

    Abstract: The number of students taking online courses increased 146% from fall 2002 through fall 2007. As the number of students taking online courses continues to increase, institutions of... More

    pp. 1517-1526

  4. A Web Accessibility Auditing Instrument to Assist Novice Evaluators

    Christopher Bailey & Elaine Pearson, Teesside University, United Kingdom

    The ubiquitous nature of the internet and the diversity of user groups means that established techniques for accessibility evaluation may need to evolve in order to be effective. This paper... More

    pp. 1527-1531

  5. KDKA a 21st Century e-learning Model

    Fawzi BenMessaoud, Chancellor University, United States

    Instructional design and the sophistication of the LCMS are no longer sufficient to proclaim the success of e-learning in the true transfer of information and knowledge between learners and the... More

    pp. 1532-1533

  6. From Just-in-Case to Just Enough: Redesigning Software Training Materials According to the Principles of Minimalism

    Ruby Bohannon, University of North Texas, United States

    Learning new software applications can be daunting enough for some adult learners but when confusing materials are added to the mix it can increase to their frustration. This paper explores... More

    pp. 1534-1538

  7. An open-source software audioblog for online learning: LANGblog

    Federico Borges & David Trelles, Universitat Oberta de Catalunya, Spain

    LANGblog is an audioblog where online students can practise their oral skills by means of asynchronous posts of audio and video. At the conference we will briefly state the needs that originated... More

    pp. 1539-1542

  8. Does perceived importance of reflection influences the extent of in-depth reflection?

    Jean Claude Callens, KULeuven & KATHO, Belgium; Jan Elen, KULeuven, Belgium

    In this contribution a study on the combined effects of two approaches to reflect and the perceived importance of reflection on in-depth reflection is reported. 37 pre-service teachers... More

    pp. 1543-1548

  9. Implications for ID practice of Instructional Designers' Cultural Identities

    Katy Campbell, University of Alberta, Canada; Richard Schwier, University of Saskatchewan, Canada; Heather Kanuka, UNiversity of Alberta, Canada; Abtar Kaur, Open UNiversity Malaysia, Malaysia; Okhwa Lee, Chungbuk National University, Korea (South); Zoraini Wati Abas, Open University Malaysia, Malaysia; Rozinah Binti Jamaludin, Universiti Sains Malaysia, Malaysia; Zehra Ozdilek, Uludag University, Turkey; Siew-Mee Barton, Deakin University, Australia; Denis Berthiaume, Université de Lausanne, Switzerland; Moketsi Sesemane, Tshwane University of Technolog, South Africa; Meifeng Lui, Beijing National University, China

    Are there social and political purposes for design that are culturally based? A growing body of research is concerned with the design of culturally-appropriate learning resources and environments, ... More

    pp. 1549-1552

  10. Technologies for Tertiary Education Preparation for Global Sustainability, Pandemics and International Finance Global Recession

    Stephen Carey, University of British Columbia, Canada

    Abstract: The Current Global Recession, Global warming and Pandemic require rapid interdisciplinary global responses for Sustainability and a rethinking of university networks and preparation ... More

    pp. 1553-1560

  11. Virtual Patients Facilitating Pre-clinical Year Students’ Contextualised Learning of Basic and Clinical Sciences

    Sunhea Choi, Mattew Hammerton, Elizabeth Ault, Mimi Lee, Jean-Remy Duboc & Trevor Bryant, University of Southampton, United Kingdom

    The University of Southampton Medical School’s move toward patient-centred and technology-enhanced learning has led the School to the development of different types of virtual patients, two of... More

    pp. 1561-1562

  12. Providing the Digital Learning Platform and Developing the Electronic Books for Independent Learners in the Web-Based Instruction System

    Kuei-Chih Chuang, Wei-ren Chang, Ming-Ci Lee & Jesse Chen, National Yunlin University of Science and Technology, Taiwan

    The purpose of this study is to explore the combination of digital learning platform and electronic books (e-books) in the web, and to provide a perfect online learning environment. The digital... More

    pp. 1563-1570

  13. A method for Software Engineering Computer-Aided instruction

    Febe Angel Ciudad Ricardo, University of Computer Science, Cuba

    The Software Engineering (SWE) teaching methods continue being at the present time a topic of world concern for the Computer Science Higher Education, not imposed alone for the new technologies,... More

    pp. 1571-1579

  14. Event-Triggered Rule Processing in a Collaborative Learning Environment

    Jeff DePree, Stanley Su & Xuelian Xiao, University of Florida, CISE Dept., United States

    When conducting team projects, it is often difficult to insure that the work is fairly distributed among the team members and intelligently scheduled over the allotted time. The processes are... More

    pp. 1580-1586

  15. The value of serious gaming for stimulating attitudes

    Koen DePryck, CVO Antwerpen-Zuid, Belgium

    Competences consist of a mixture of knowledge (content), skills and attitudes. The bulk of e-learning is focused on content and skills and many, if not most teachers would agree that ICT may play... More

    pp. 1587-1588

  16. Assessment of the potential of webcamming for language instruction via videoconferencing facilities

    Christine Develotte, INRP, France; Nicolas Guichon, Université Lyon 2, France; Caroline Vincent, ENS-LSH, Lyon, France

    This paper will explore how teachers in training learn the skills necessary to deal with the complexities of teaching with a synchronous multimodal setup. Both communicational and pedagogical... More

    pp. 1589-1596

  17. Staggered Tasks

    Bernadette Dilger & Rasmus Pechuel, University of Cologne, Germany

    With the concept of staggered tasks we face specific challenges in designing competence based assessments. We aim for curricular and professional validity and the integration of Information and... More

    pp. 1597-1602

  18. Transforming the Walls of the Classroom

    Reuben Dlamini, Ohio University, United States

    The power of informal learning has been overlooked for a long time by educators who are eager to teach and turn students into information databases. Like Winston Churchill said, “Personally, I am... More

    pp. 1603-1611

  19. Adventure Learning 2.0: Transformational Online Learning Design through Principles, Practice, and Community

    Aaron Doering & Charles Miller, University of Minnesota, United States

    This paper describes an evolution of the adventure learning framework for online learning that is a result of numerous online programs, over six years of research, and millions of students using... More

    pp. 1612-1617

  20. Transforming distant pedagogical learning to web based collaborative system: an Intelligent Tutoring Systems Architecture

    Yetunde Folajimi, University of British Columbia, Canada

    Web-based learning is an important paradigm for supporting flexible, constructive and innovative teaching and learning in a matured learning environment. It is important to demonstrate the... More

    pp. 1618-1622


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