KCKS'2010 3rd day program

Key Competenc i es in the Knowledge Society 22 nd PROGRAM KCKS’2010

[object Object],[object Object],[object Object],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 2 2nd 10:30-11:00

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 11:00-11:20

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 11:20-11:40

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 11:40-12:00

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 12:00-12:20

[object Object],[object Object],[object Object],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”. WEDNESDAY 2 2nd 12:20-12:30

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 13:30-13:50

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 13:50-14:10

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 14:10-14:30

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 14:30-14:50

[object Object],[object Object],[object Object],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.) WEDNESDAY 2 2nd 14:50-15:10

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 15:10-15:30

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 16:00-16:20

[object Object],[object Object],[object Object],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. WEDNESDAY 2 2nd 16:20-16:40

[object Object],Send Tweets with #kcks2010 … and … See what others are tweeting: http://twitter.com/#search?q=%23kcks2010 WEDNESDAY 2 2nd 16:40-17:00

GREAT EVENT! ,[object Object],[object Object],[object Object],www.wcc2010.org

KCKS'2010 3rd day program

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KCKS'2010 3rd day program