14 June 2013 – Friday Morning

  • Plenary Session 2
  • Break
  • Parallel Sessions D
  • Lunch

09:00 – 10:00 Plenary Session 2

Opening up Education: an European Commission Initiative to Improve Access, Equity and Quality of Learning through Digital Technologies

Ana Carla Pereira, Head of Unit at European Commission, Directorate-General Education and Culture

Disruptive Education

June Breivik, Norwegian Business School, Norway

10:00 – 10:15 Break

10:15 – 11:45 Parallel Sessions D

Session D1
ICT Supported Learning: Methodology, Concept and Practice

Chair: Costas Tsolakidis, University of the Aegean, Greece

Concept Learning via SMS Delivery at the University Level

Yaacov Katz, Bar-Ilan University, Israel

Achievements of Learning Design in Multi-Agent Multi-Language Intelligent Systems – The I-Tutor Approach

Denes Zarka, Budapest University of Technology and Economics, Hungary

Teacher Version 3.0

Lotte Noerregaard, Liselotte Strarup Nielsen, Niels Brock Business College Copenhagen, Denmark

Learning Quality for Romanian Students at-risk – The Experience of an Education Priority Areas Project

Angela Tesileanu, Institute for Educational Sciences, Romania

Session D2
Social Web and Collaborative Learning

Chair: Deborah Arnold, University of Burgundy, France

Enhancing the Learning Experience through Virtual Team Teaching

Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg, Germany, Stella Porto, University of Maryland University College, United States of America

Aligning Online Discussions with Bloom’s Criteria for Higher Order Thinking

Conna Condon, United States of America, Mehraz Boolaky, University of Liverpool, United Kingdom

“The I in Wikis” – Examining how Creativity, Cohesion and Well-Being are Expressed in Student Collaborative Projects

Hannah Barton, Dun Laoghaire Institute of Art, Design and Technology, Ireland

Session D3
E-Learning Policy and Strategy Issues

Chair: Ingeborg Boe, Ingeborg Bo Consult, Norway

ICT and Education: Lessons Learned from the Lifelong Learning Programme and Future European Initiatives

Eva Birinyi, Peter Birch, Audiovisual and Culture Executive Agency – EACEA, Belgium

The Scientix Observatory: Online Communication Channels with Teachers and Students – Benefits, Problems and Recommendations

Agueda Gras-Velazquez, Barbara Schwarzenbacher, Evita Tasiopoulou, Maite Debry, Mathilde Bargoin, European Schoolnet – EUN, Belgium, Irina Kudenko, Myscience, United Kingdom, Maria Isabel Hernandez Rodriguez, Autonomus University of Barcelona, Spain

Fostering a Stakeholder Model in Online Learning to Promote Informed Social Engagement

Kathleen Deery, University of Wisconsin-Stout, Dennis Deery, Irish Rose Consulting, United States of America

Poster Session D4

Chair: Thomas Fischer, MENON Network, Belgium

D2L vs. Ning: Teacher Perceptions of the Instructional Effectiveness of Text vs. Video-based Reflections in Online Graduate Course Environments

Maria D. Avgerinou, The Hellenic Open University, Greece

Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management

Jorge Leon Martinez, Edith Tapia Rangel, Universidad Nacional Autonoma de Mexico – UNAM, Mexico

A Gamification Plan Design Experience for Promoting Engagement and Active Learning in an Undergraduate Level Computational Science Course

Carlos Lizarraga-Celaya, Sara Loreli Diaz-Martinez, Universidad de Sonora, Mexico

Learning by Using Themes from Students’ Area of Interest

Deniz Canca, Bogazici University – YTU, Sertel Altun, Yildiz Technical University, Turkey

Reaching the Goal of Academic Success for Online Students: A Psycho-Social Perspective

Borge Stromgren, Oslo and Akershus University College of Applied Sciences, Blake W. Miller, NKI Nettstudier, Norway

Phrasal Verbs for Business Professionals: Exploring Learners’ Engagement through the Lexical Set Strategy

Carol Perez, Liliana Cuesta, Universidad de La Sabana, Colombia

Student Involvement in Educational Planning as a Key Factor of Student Satisfaction

Olga Grishina, Elena Sidorova, Russian Plekhanov University of Economics, Russian Federation

A MOOC to Break the Digital Divide: Ibervirtual UNED COMA “Basic Digital Competences”

Angeles Sanchez-Elvira Paniagua, Universidad Nacional de Educacion a Distancia – UNED, Myriam Resa Lopez, Centro Superior de Ensenanza Virtual – CSEV, Spain, Reyna Hiraldo Trejo, Universidad Abierta para Adultos – UAPA, Dominican Republic

Workshop Session D5

ICDE-EDEN Joint Workshop on Open and Distance Learning Futures: The Increasing Societal Impact of Online Education, Demanding Leadership for Change

Antonio Moreira Teixeira, Universidade Aberta, Portugal, Gard Titlestad, International Council for Open and Distance Education – ICDE, Norway

The growing need for education clearly outstrips the capability to respond in ways that are efficient and sustainable using traditional formats. Open, distance and online learning may be the only way of meeting current societal needs, increasing costs and students’ expectations. However, institutions need to change in order to be able to embrace this challenge. Leadership will be critical in this process. To contribute to the discussion, ICDE and the EDEN Fellows, as the European think tank for distance and eLearning, organize a workshop on how increasing societal impact of online education calls for leadership for change. The output of the workshop will be presented in a panel discussion to be held at the SCOP 2013 meeting, Leadership for change in the Time of Openness.

Workshop Session D6

Anchor your Learning and Make it Last!

Alan Bruce, Universal Learning Systems, Ireland, Lucia-Elena Petrescu, Anca Cristina Colibaba, EuroEd Foundation, Romania

Durable education and lifelong learning are based on learners’ motivation as much as on their satisfaction. Brain studies have shown that learners’ motivation is directly connected to reward (both intrinsic and extrinsic) and that study satisfaction is the result of the dynamics between the two. Traditional educational approach still prioritises information quantity over its potential for exploitation in real-life contexts which is one of the major causes for students’ demotivation. MyStory project has developed a series of materials which can be easily valorised to motivate learners engaged in the study of various subjects (history, art, medicine, active citizenship). Placing learning in real-life situations activates students’ orientation systems and encourages them to filter their own intake and output. “Let every eye negotiate for itself and trust no agent.” The workshop will thus present and discuss the issue of enhancing student motivation through school education so as to raise awareness on individual leaning needs and contextualised use of knowledge and abilities prior graduation.

Session D7 – The NADE Strand of Sessions D7-F7 10:15 – 15:15 “Disruptive Education”

BI Business School, Flipped Class

Oystein Johannessen, Qin AS, Njal Foldnes, Norwegian Business School, Norway

Worklife, Skills and Education

11:45 – 12:45 Lunch

Lunch Served in the Cafeteria of “Frederikke” building