kcks'2010 3rd day program

Key Competencies in the Knowledge Society

22nd

PROGRAM

KCKS’2010

Ms Ann Elizabeth Wilson, Autonomous University Of Barcelona, Faculty Of Education, SPAINFerran Ruiz Tarragó and Ann Elizabeth Wilson – THEME:Educational Management Challenges for the 21st Century

While demands for large scale improvements in education systems

increase worldwide, education system structures continuously fail

to meet, or even make notable advancements, toward these

demands. Inseparable from this problem is the very similar way in

which education systems are managed. Educational managerial

structures have become so universal, perpetual, and therefore,

deeply ingrained in society, that they remain almost entirely

unchallenged; this encourages the misleading, nearly

unquestioned assumption that managers are not responsible for

educational failures and that teachers are at fault. This paper

argues that the core of most educational problems lie within

current educational management structures. It calls for a complete

rethinking and rebuilding of such structures in order to aid

educational systems in reaching their full potential, therefore

helping students within these systems fully develop 21 st century

skills and meet future global challenges.

WEDNESDAY 22nd 10:30-11:00

Patricia Alejandra Behar, Federal University Of Rio Grande Do Sul, BRAZILMagalí Teresinha Longhi, Patricia Alejandra Behar and Magda Bercht – FULL:In Search of the Affective Subject Interacting in the ROODA Virtual Learning Environment

This paper examines elements from Piaget’s and Scherer’s theories that

are able to offer subsidies for the specification of the affective

aspects involved in Virtual Learning Environments (VLE). The

affective dimension is characterized by the moods manifested

during interactions in virtual space by affective portion of

psychological subject. To figure moods out is a way to personalize

the pedagogical activities and to understand the student’s actions

and competence.


Patricia Alejandra Behar, Federal University Of Rio Grande Do Sul, BRAZIL Sílvio César Cazella, Eliseo Berni Reategui and Patrícia Behar – FULL:Recommendation of Learning Objects Applying Collaborative Filtering and Competencies

This paper presents a recommender system for learning objects which

uses a collaborative filtering mechanism based on competencies.

The model enables students to receive recommendations of

learning objects automatically, according to students’ interests but

also according to competencies that have to be developed. The

prototype implemented was able to recommend relevant contents

to students, aiming at helping them in the development of

competencies. The paper also presents a couple of experiments

showing that the recommender system has a good level of

accuracy for the suggestions made.


Pat Reynolds, King College London UNITED KINGDOMSteven Suman, Ardavan Amini, Bruce Elson and Pat Reynolds – FULL:Design & Development of Virtual Learning Environment using Open Source Virtual World Technology

Today’s digital era, dynamic teaching and learning in higher education

has moved from traditional class room, face-to face learning

environments to more interactive and collaborative environments,

due to a demand for online-distance learning from students, and

the desire from academic institutes to promote and deliver

courses across the globe. Advancement in open source virtual

learning platforms technology, enables the development of

flexible online learning environments to exist that can be accessed

anywhere, anytime and in anyplace by students, hence enabling

academics and academic institutes to teach and increase their

market across the globe. Authors of this paper had the

opportunity to work on the design and development of a flexible

virtual learning environment within the dentistry sector part of the

IVIDENT (virtual dental school) UK Higher Education Funding

Council project at Kings College London. This paper will focus on

the design and the development of virtual learning environment

for the IVIDENT project, using advanced technological open source

virtual world platforms.


Assoc. Professor Said Hadjerrouit, University Of Agder, NORWAYSaid Hadjerrouit – FULL:A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources

The New National Curriculum in Norway from 2006 recommends that

teachers and students acquire a high degree of digital literacy in

school education. One way to foster digital literacy is to train

teachers to design and critically evaluate digital learning resources

(DLRs). However, little research has been done as to which design

principles and evaluation criteria are suitable for DLRs. This work

proposes a theoretical framework, along with a case study, for

designing and evaluating DLRs. The article draws on research in

learning theory, pedagogical usability criteria, and context of use.

The paper reports on the implications of the framework for the

design and evaluation of DLRs.


Assoc. Professor Andy Schaer, Imedias,University Of Applied Sciences, School Of Teacher Education, Institute O, SWITZERLANDAndy Schaer – SHORT:More for Less - Live Systems Learning

The Input aims to show the implications of Cloud Computing for

learning and working and will discuss how schools’ ICT concepts

and media competences might look like. But local, affordable

solutions will be considered as well. Particularly in the absence of

the financial means necessary to purchase expensive hardware

and networks, local solutions could be favoured. For these

purposes the School for Teacher Education at the University of

Applied Sciences Northwestern Switzerland has developed the

”Lernstick”.


Dr Katina Zammit, University Of Western Sydney, AUSTRALIAKatina Zammit – FULL:Working with wikis: Collaborative writing in the 21st century

Students in primary schools have been asked to construct both written

and multimodal texts for assessment purposes for many years.

However these texts have been created on paper usually as

individual project. This paper reports on a multiliteracies project

involving students collaboratively creating a multimodal

information report using the affordances of a wiki. Students found

the experience very rewarding, rating the change to the process of

learning, the content (Antarctica) and the use of technology as the

best aspects. Working with wikis provided the opportunity for

students to engage with 21 st century literacy practices. It also

provided a space in the classroom to trial changes to a

conventional pedagogy, curriculum and assessment practices.


Mr Christian Schmidt, University Of Education Weingarten, GERMANYMathias Krebs, Christian Schmidt, Michael Henninger, Matthias Ludwig, and Wolfgang Müller: FULLAre Wikis and Weblogs an appropriate approach to foster collaboration, reflection and students’ motivation?

There are a few hints (e.g. PISA) that today’s’ German school system

could be improved to prepare students for their future

(professional) lives in an adequate way. To meet the requirements

of today’s society, education has to change to become a life-long

learning process. E-Learning provides opportunities for this

purpose. In this paper two studies at the University of Education

Weingarten are presented, which investigate the impact of wikis

and weblogs on students’ learning processes. While the first one

investigates the impact of weblogs on students’ motivation and

reflection processes, the second one concentrates on

collaboration and knowledge sharing by utilizing wikis for

mathematical projects.


Patricia Alejandra Behar, Federal University Of Rio Grande Do Sul, BRAZILSilvia Batista, Patricia Behar and Liliana Passerino – FULL:Use of Graph2Go in m-learning: a view from the pedagogical model

Characteristics such as interactivity, mobility, reaching a higher number

of people, learning in real contexts, among others, are considered

advantages of using mobile devices in education. M-learning

(mobile learning) can favor learning, not only in distance learning,

but also in face to face and blended learning. This paper

particularly focuses on mathematical learning, considering it can

benefit from m-learning potential in several educational

modalities. However, this requires structured actions and, in this

sense, development of pedagogical models is important. Such

models serve as base for the knowledge building process through

organized actions, with defined objectives and established

strategies to reach them. Within this context, this paper presents a

pedagogical model that was built and applied in a pilot study for

mathematical learning using Graph2Go in college students.


Mr Michal Barla, Slovak University Of Technology SLOVAKIAMarián Šimko, Michal Barla and Mária Bieliková – FULL:ALEF: A Framework for Adaptive Web-based Learning 2.0

State-of-the-art learning management systems provide their stake-

holders with many features coming from Web 2.0 paradigm, but

often ignore the need for personalization and adaptation during

the learning. More, learning activities are often fragmented – a

student needs to make a decision whether he or she wants to take

questions or read explanatory materials. In addition, majority of

current solutions do not provide a truly interactive environment,

where students are allowed to participate in content creation and

maintenance. In this paper, we address these issues by proposing

and developing a framework for Adaptive Web-based Learning 2.0.

We describe basic requirements for such a framework and provide

an overview of all its important underlying models and

functionality.


Johannes Magenheim, University Of Paderborn, GERMANYJohannes Magenheim, Wolfgang Reinhardt, Alexander Roth, Matthias Moi and Dieter Engbring – FULL:Integration of a Video Annotation Tool into a coactive Learning and Working Environment

In this paper we describe pedagogic scenarios where the use of a video

annotation tool could be of added value to the students’ overall

learning process. Furthermore, we introduce ViLM, a platform-

independent tool for annotating videos collaboratively or on its

own and how we integrated the tool in our university’s LMS.

Finally, we characterise potential research opportunities and

learning scenarios where the tool may successfully be applied.)


Carlos Delgado Kloos, Departamento de Ingeniería Telemática, Universidad Carlos III, SPAINMaría Blanca Ibáñez, Raquel M. Crespo and Carlos Delgado Kloos – FULL:Assessment of knowledge and competencies in 3D virtual worlds: a proposal

Digital natives demand a more active approach to learning. Moreover,

the acquisition and assessment of competencies, rather than the

mere transmission of information, is becoming more relevant in

the Knowledge Society. 3D virtual worlds are a promising

environment to meet both of these requirements. In a 3D virtual

world, learners are immersed in a rich environment that allows

them to have an active experience through their avatars and

interaction devices. The learning process in traditional learning

management systems has been widely studied, but there is

relatively little literature about the use of 3D virtual worlds for

learning, although the expectations are high and the possibilities

opened immense. This paper focuses on an important part of the

teaching and learning process: the assessment. Our aim is to

present a set of techniques adapted to this novel 3D medium that

allows assessing knowledge, skills, and competencies by using the

elements inherent to 3D virtual worlds (avatars, synthetic

characters, smart objects) and take advantage of the new

dimension introduced.


Dr Miroslava Cernochova, Charles University In Prague, Faculty Of Education, CZECH REPUBLICMiroslava Cernochova – FULL:Teaching practice from the perspective of ICT student teachers at the Faculty of Education, Charles University in Prague

The author worked for some years as a coordinator, methodology

consultant and supervisor of teaching practice of ICT student

teachers at the Faculty of Education in Prague. In her paper she

summarizes experiences and data collected by questionnaires

during years 2004-2008 by student teachers within their teaching

practice on subjects related to Computer Science, Informatics and

ICT Education in Czech Basic and Secondary Schools. The results

came out of evaluative questionnaires and comments published in

on-line support. A video-record will form a part of the paper

presentation.


Dr Andrew Fluck, University Of Tasmania, AUSTRALIAAndrew E Fluck – FULL:eExaminations development and acceptance

Over three years students at the University of Tasmania have

participated in eExaminations where they have responded to

examination questions using computers. Over these three years

they have made the transition from using institutional computers

in laboratories to using personally owned laptops in a traditional

examination hall. This innovation and transition have been

paralleled and enabled by the development of a modified live

operating system which preserves the fairness of the assessment

process. The technical developments depended upon social

innovation engineering efforts necessitated by the range of

adopters amongst students and faculty. National recognition was

achieved for this method which is being adopted more widely

worldwide. The technical materials are available for download

from www.eExams.org.


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