Sustaining TEL: From Innovation to Learning and Practice

1. Front Matter

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2. Section 1. Invited Papers

   1. Tackling HCI Challenges of Creating Personalised, Pervasive Learning Ecosystems

      • Judy Kay, Bob Kummerfeld

      Pages 1-16

3. Section 2. Full Papers

   1. Maintaining Continuity of Inquiry Learning Experiences across Contexts: Teacher’s Management Strategies and the Role of Technology

      • Stamatina Anastopoulou, Yang Yang, Mark Paxton, Mike Sharples, Charles Crook, Shaaron Ainsworth et al.

      Pages 17-29

   2. Ultra-Personalization and Decentralization: The Potential of Multi-Agent Systems in Personal and Informal Learning

      • Ali M. Aseere, David E. Millard, Enrico H. Gerding

      Pages 30-45

   3. Learning Spaces as Representational Scaffolds for Learning Conceptual Knowledge of System Behaviour

      • Bert Bredeweg, Jochem Liem, Wouter Beek, Paulo Salles, Floris Linnebank

      Pages 46-61

   4. Investigating Teachers’ Understanding of IMS Learning Design: Yes They Can!

      • Michael Derntl, Susanne Neumann, Dai Griffiths, Petra Oberhuemer

      Pages 62-77

   5. Task Performance vs. Learning Outcomes: A Study of a Tangible User Interface in the Classroom

      • Son Do-Lenh, Patrick Jermann, Sébastien Cuendet, Guillaume Zufferey, Pierre Dillenbourg

      Pages 78-92

   6. Content, Social, and Metacognitive Statements: An Empirical Study Comparing Human-Human and Human-Computer Tutorial Dialogue

      • Myroslava O. Dzikovska, Natalie B. Steinhauser, Johanna D. Moore, Gwendolyn E. Campbell, Katherine M. Harrison, Leanne S. Taylor

      Pages 93-108

   7. Authenticity in Learning Game: How It Is Designed and Perceived

      • Celso Gonçalves, Marie-Caroline Croset, Muriel Ney, Nicolas Balacheff, Jean-Luc Bosson

      Pages 109-122

   8. Orchestrating Learning Using Adaptive Educational Designs in IMS Learning Design

      • Marion R. Gruber, Christian Glahn, Marcus Specht, Rob Koper

      Pages 123-138

   9. Management of Assessment Resources in a Federated Repository of Educational Resources

      • Israel Gutiérrez Rojas, Derick Leony, Andrés Franco, Raquel M. Crespo, Abelardo Pardo, Carlos Delgado Kloos

      Pages 139-150

   10. Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study

       • Andreas Kaschig, Ronald Maier, Alexander Sandow, Mariangela Lazoi, Sally-Anne Barnes, Jenny Bimrose et al.

       Pages 151-166

   11. Demands of Modern PLEs and the ROLE Approach

       • Uwe Kirschenmann, Maren Scheffel, Martin Friedrich, Katja Niemann, Martin Wolpers

       Pages 167-182

   12. How to Share and Reuse Learning Resources: The ARIADNE Experience

       • Joris Klerkx, Bram Vandeputte, Gonzalo Parra, José Luis Santos, Frans Van Assche, Erik Duval

       Pages 183-196

   13. Towards Improved Support for Adaptive Collaboration Scripting in IMS LD

       • Florian König, Alexandros Paramythis

       Pages 197-212

   14. Providing Varying Degrees of Guidance for Work-Integrated Learning

       • Stefanie Lindstaedt, Barbara Kump, Günter Beham, Viktoria Pammer, Tobias Ley, Amir Dotan et al.

       Pages 213-228

   15. Automatic Detection of Local Reuse

       • Arno Mittelbach, Lasse Lehmann, Christoph Rensing, Ralf Steinmetz

       Pages 229-244

   16. Developing and Validating a Rigorous and Relevant Model of VLE Success: A Learner Perspective

       • Daniel Müller, Stefan Strohmeier

       Pages 245-259

   17. The Design of Teacher Assistance Tools in an Exploratory Learning Environment for Mathematics Generalisation

       • Darren Pearce-Lazard, Alexandra Poulovassilis, Eirini Geraniou

       Pages 260-275

   18. Representing the Spaces When Planning Learning Flows

       • Mar Pérez-Sanagustín, Davinia Hernández-Leo, Raúl Nieves, Josep Blat

       Pages 276-291

These proceedings of the ?fth European Conference on Technology Enhanced Learning (EC-TEL 2010) exemplify the highly relevant and successful research being done in TEL. Because of this greatwork,this year’s conference focused on “Sustaining TEL: From Innovation to Learning and Practice.” The last decade hasseensigni?cantinvestmentintermsofe?ortandresources(i.e.,time,people, and money) in innovating education and training. The time has come to make the bold step from small-scale innovation research and development to larg- scale and sustainable implementation and evaluation. It is time to show the world (i.e., government, industry, and the general population) that our ?eld has matured to the stage that sustainable learning and learning practices – both in schools and in industry – can be achieved based upon our work. ThepresentdayTEL communitynowfaces newresearchquestionsrelatedto large-scale deployment of technology enhanced learning, supporting individual learning environments through mashups and social software, new approaches in TEL certi?cation, and so forth. Furthermore, new approaches are required for the design, implementation, and use of TEL to improve the understanding and communication of educational desires and the needs of all stakeholders, ranging from researchers, to learners, tutors, educational organizations, companies, the TEL industry, and policy makers. And the TEL community has taken up this challenge. As one can see in this volume, in its ?fth year the conference was once more able to assemble the most prominent and relevant research results in the TEL area. The conference generatedmorethan150submissionswhichdemonstratesaverylivelyinterestin the conference theme, thus signi?cantly contributing to the conference’s success.

• Bayesian network
• collaborative learning
• communities of practice
• context-aware systems
• data mining
• e-learning
• games
• information retrieval
• knowledge
• knowledge base
• knowledge discovery
• modeling
• multi-agent system
• natural language
• proving

• Fraunhofer Institute for Applied Information Technology FIT, Schloss Birlinghoven, Sankt Augustin, Germany

  Martin Wolpers, Maren Scheffel

• Centre for Learning Sciences and Technologies, Open Universiteit Nederland, Heerlen, The Netherlands

  Paul A. Kirschner

• Know-Center, Graz, Austria

  Stefanie Lindstaedt

• School of Computing, University of Leeds, Leeds, United Kingdom

  Vania Dimitrova

Policies and ethics