Advances in E-learning: experiences and methodologies
"This book explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for s...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pa. [u.a.]
Information Science Reference
2008
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| Schriftenreihe: | Premier reference source
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for scholars in both academic and professional spheres"--Provided by publisher. |
| Beschreibung: | XXII, 396 S. Ill. |
| ISBN: | 9781599047560 9781599047584 |
Internformat
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| 650 | 4 | |a Continuing education |x Computer-assisted instruction | |
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Datensatz im Suchindex
| _version_ | 1804137560653430784 |
|---|---|
| adam_text | TABLE OF CONTENTS PREFACE XIV ACKNOWLEDGMENT XXI I CHAPTER I RAPAD: A
REFLECTIVE AND PARTICIPATORY METHODOLOGY FOR E-LEARNING AND LIFELONG
LEARNING 1 RAY WEHSTER, MURDOCH UNIVERSITY, AUSTRALIA CHAPTER 11 A
HEIDEGGERIAN VIEW ON E-LEARNING 30 SERGIO VASQUEZ BRON/MAN, ESCP-EAP
(EUROPEAN SCHOOL 0/ MANAGEMENT), FRANCE CHAPTER III PHILOSOPHICAL AND
EPISTEMOLOGICAL BASIS FOR BUILDING A QUALITY ONLINE TRAINING METHODOLOGY
46 ANTONIO MIGUEL SEOANE PARDO, UNIVERSIDAD DE SALAMANCA, SPAIN
FRANCISCO JOSE GARCIA PEFIALVO, UNIVERSIDAD DE SALAMANCA, SPAIN CHAPTER
IV E-MENTORING: AN EXTENDED PRACTICE, AN EMERGING DISCIPLINE 61 ANGELICA
RISQUEZ, UNIVERSITY 0/ LIMERICK, IRELAND CHAPTERV TRAINING TEACHERS FOR
E-LEARNING, BEYOND ICT SKILLS TOWARDS LIFELONG LEARNING REQUIREMENTS: A
CASE STUDY 83 OLGA DIEZ, CEAD SANTA CRUZ DE TENERIFE, SPAIN CHAPTERVI
THE ROLE OFINSTITUTIONAL FACTORS IN THE FORMATION OFE-LEARNING PRACTICES
96 RUTH HALPERIN, LONDON SCHOOL 0/ ECONOMICS, UK CHAPTERVII E-LEAMING
VALUE AND STUDENT EXPERIENCES: A CASE STUDY 112 KRASSIE PETROVA,
AUCKLAND UNIVERSITY O/TECHNOLOGY, NEW ZEALAND ROWENA SINCLAIR, AUCKLAND
UNIVERSITY O/TECHNOLOGY, NEW ZEALAND CHAPTER VIII INTEGRATING TECHNOLOGY
AND RESEARCH IN MATHEMATICS EDUCATION: THE CASE OF E-LEAMING 132
GIOVANNINA ALBANO, UNIVERSITA DI SALERNO, FTALY PIER LUIGI FERRARI,
UNIVERSITA DEI PIEMONTE ORIENTALE, FTALY CHAPTERIX AI TECHNIQUES FOR
MONITORING STUDENT LEAMING PROCESS 149 DAVID CAMACHO, UNIVERSIDAD
AUTONOMA DE MADRID, SPAIN ALVARO ORTIGOSA, UNIVERSIDAD AUTONOMA DE
MADRID, SPAIN ESTRELLA PULIDO, UNIVERSIDAD AUTONOMA DE MADRID, SPAIN
MARIA D. R-MORENO, UNIVERSIDAD DE ALCALA, SPAIN CHAPTERX KNOWLEDGE
DISCOVERY FROM E-LEAMING ACTIVITIES 173 ADDISSON SALAZAR, UNIVERSIDAD
POLITECNICA DE VALENCIA, SPAIN LUIS VERGARA, UNIVERSIDAD POLITECNICA DE
VALENCIA, SPAIN CHAPTERXI SWARM-BASED TECHNIQUES IN E-LEAMING:
METHODOLOGIES AND EXPERIENCES 199 SERGIO GUTIERREZ, UNIVERSITY CARLOS HF
0/ MADRID, SPAIN ABELARDO PARDO, UNIVERSITY CARLOS HF 0/ MADRID, SPAIN
CHAPTERXII E-LEAMING 2.0: THE LEAMING COMMUNITY 213 LUISA M REGUERAS,
UNIVERSITY 0/ VALLADOLID, SPAIN ELENA VERDU, UNIVERSITY 0/ VALLADOLID,
SPAIN MARIA A. PEREZ, UNIVERSITY 0/ VALLADOLID, SPAIN JUAN PABLO DE
CASTRO, UNIVERSITY O/VALLADOLID, SPAIN MARIA J. VERDU, UNIVERSITY 0/
VALLADOLID, SPAIN CHAPTER XIII TELEMATIC ENVIRONMENTS AND
COMPETITION-BASED METHODOLOGIES: AN APPROACH TO ACTIVE LEARNING 232
ELENA VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN LUISA M REGUERAS,
UNIVERSITY 0/ VALLADOLID, SPAIN MARIA J. VERDU, UNIVERSITY 0/
VALLADOLID, SPAIN JUAN PABLO DE CASTRO, UNIVERSITY 0/ VALLADOLID, SPAIN
MARIA A. PEREZ, UNIVERSITY 0/ VALLADOLID, SPAIN CHAPTERXIV OPEN SOUREE
LMS CUSTOMIZATION: A MOODIE STATISTICAL CONTROL APPLIEATION 250 MIGUEL
ANGEL CONDE, UNIVERSIDAD DE SALAMANCA, SPAIN CARLOS MUIIOZ MARTIN, CLAY
FORMACION INTERNACIONAL, SPAIN ALBERTO VELASCO FLORINES, CLAY FORMACION
INTERNACIONAL, SPAIN CHAPTERXV EVALUATION AND EFFEETIVE LEARNING:
STRATEGIE USE OFE-PORTFOIIO AS AN ALTERNATIVE ASSESSMENT AT UNIVERSITY
264 NURIA HERNIMDEZ, UNIVERSIDAD DE OVIEDO, SPAIN CHAPTERXVI FORMATIVE
ONLINE ASSESSMENT IN E-LEARNING 279 LZASKUN IBABE, UNIVERSITY 0/ THE
BASQUE COUNTRY, SPAIN JOANA JAUREGIZAR, QUA/ITY EVALUATION AND
CERTIFICATION AGENCY 0/ THE BASQUE UNIVERSITY SYSTEM, SPAIN CHAPTER XVII
DESIGNING AN ONLINE ASSESSMENT IN E-LEARNING 301 MARIA JOSE
RODRIGUEZ-CONDE, UNIVERSIDAD DE SALAMANCA, SPAIN CHAPTER XVIII QUALITY
ASSESSMENT OF E-FAEILITATORS 318 EVELYN GU//ETT, U21GLOBAI GRADUATE
SCHOOL/OR GLOBAL LEADERS, SINGAPORE CHAPTERXIX E-QUAL: A PROPOSAL TO
MEASURE THE QUALITY OFE-LEARNING COURSES 329 CE/IO GONR;ALO MARQUES,
INSTITUTO PO/ITECNICO DE TOMAR, PORTUGAL JOAO NOIVO, UNIVERSIDADE DO
MINHO, PORTUGAL COMPILATION OF REFERENCES 350 ABOUT THE CONTRIBUTORS 386
INDEX 394 DETAILED TABLE OF CONTENTS PREFACE XIV ACKNOWLEDGMENT XXII
CHAPTER I RAPAD: A REFLECTIVE AND PARTICIPATORY METHODOLOGY FOR
E-LEARNING AND LIFELONG LEAMING I RAY WEBSTER, MURDOCH UNIVERSITY,
AUSTRALIA THIS CHAPTER INTRODUCES RAPAD, A REFLECTIVE AND PARTICIPATORY
METHODOLOGY FOR E-IEAMING AND LIFELONG LEAMING. IT ARGUES THAT BY
ENGAGING IN A REFLECTIVE AND PARTICIPATORY DESIGN PROCESS FOR A
PERSONALIZED E- LEAMING ENVIRONMENT, INDIVIDUAL STUDENTS CAN ATTAIN A
CONCEPTUAL CHANGE IN UNDERSTANDING THE LEARNING AND E-IEARNING PROCESS,
ESPECIALLY THEIR OWN. STUDENTS USE A FRAMEWORK PROVIDED BY THE CONCEPT
OF A PERSONAL COGNITIVE OR LEAMING PROFILE AND THE DESIGN AND
DEVELOPMENT OF A PERSONALIZED E-IEAMING ENVIRONMENT (PELE) TO ENGAGE
WITH KEY ASPECTS OFTHEIR LEAMING. THIS RESULTS IN FLEXIBLE STUDENT
ALIGNMENT, A PROCESS BY WHICH STUDENTS ARE BETTER ABLE TO MATCH THEIR
LEAMING AND E-IEAMING CHARACTERISTICS AND REQUIREMENTS TO THE PRACTICES,
RESOURCES, AND STRUCTURES OF UNIVERSITIES IN THE EMERGING KNOWLEDGE
SOCIETY. THE USE OFWEB-BASED TECHNOLOGIES AND PERSONAL REFLECTION ENSURE
THAT RAPAD IS WELL-PLACED TO BE AN ADAPTIVE METHODOLOGY WHICH CONTINUES
TO ENHANCE THE PROCESS OF LIFELONG LEAMING. CHAPTER 11 A HEIDEGGERIAN
VIEW ON E-LEAMING 30 SERGIO VASQUEZ BRONFMAN, ESCP-EAP (EUROPEAN SCHOOL
0/ MANAGEMENT), FRANCE THIS CHAPTER INTRODUCES SOME IDEAS OF THE GERMAN
PHILOSOPHER MARTIN HEIDEGGER AND HOW THEY CAN BE APPLIED TO E-IEAMING
DESIGN. IT ARGUES THAT HEIDEGGERIAN THINKING (IN PARTICULAR THE
INTERPRETATION DONE BY HUBERT DREYFUS) CAN INSPIRE INNOVATIONS IN
E-IEAMING DESIGN AND IMPLEMENTATION BY PUTTING PRACTICE AT THE CENTER OF
KNOWLEDGE CREATION, WHICH IN THE CASE OF PROFESSIONAL AND CORPORATE
EDUCATION ARE REAL WORK SITUATIONS. IT ALSO POINTS OUT THE LIMITS OF
DISTANCE LEAMING IMPOSED BY THE NATURE OFHUMAN BEINGS. FURTHERMORE, THE
AUTHOR HOPE THAT HEIDEGGER IDEAS WILL NOT ONLY INFORM RESEARCHERS OF A
BETTER DESIGN FOR E-IEAMING PROJECTS, BUT ALSO ILLUMINATE PRACTITIONERS
ON HOW TO DESIGN E-IEAMING COURSES AIMED AT BRIDGING THE GAP BETWEEN
KNOWING AND DOING. CHAPTER III PHILOSOPHICAL AND EPISTEMOLOGICAL
BASIS FOR BUILDING A QUALITY ONLINE TRAINING METHODOLOGY 46 ANTONIO
MIGUEL SEOANE PARDO, UNIVERSIDAD DE SALAMANCA, SPAIN FRANCISCO JOSE
GARCIA PEFIALVO, UNIVERSIDAD DE SALAMANCA, SPAIN THIS CHAPTER OUTLINES
THE PROBLEM OF LAYING THE GROUNDWORK FOR BUILDING A SUITABLE ONLINE
TRAINING METHODOLOGY. IN THE FIRST PLACE, IT POINTS OUT THAT MOST
E-LEARNING INITIATIVES ARE DEVELOPED WITHOUT A DEFINED METHOD OR AN
APPROPRIATE STRATEGY. IT THEN CRITICALLY ANALYZES THE ROLE OFTHE
CONSTRUCTIVIST MODEL IN RELATION TO THIS PROBLEM, AFFIRMING THAT THIS
EXPLANATORY FRAMEWORK IS NOT A METHOD AND DESCRIBING THE PROBLEMS TO
WHICH THIS CONFUSION GIVES RISE. FINALLY, IT PROPOSES A THEORETICAL AND
EPISTEMOLOGICAL FRAMEWORK OF REFERENCE FOR BUILDING THIS METHODOLOGY
BASED ON GREEK PAIDEIA. THE AUTHORS PROPOSE THAT THE SEARCH FOR A
REFERENCE MODEL SUCH AS THE ONE DEVELOPED IN ANCIENT GREECE WILL ALLOW
US TO DEVELOP A METHOD BASED ON THE IMPORTANCE OF A TEACHING PROFILE
DIFFERENT FROM TRADITIONAL ACADEMIC ROLES AND WHICH WE CALL TUTOR.
IT HAS MANY SIMILARITIES TO THE FIGURES IN CHARGE OF MONITORING LEARNING
BOTH IN HOMERIC EPIC AND CLASSICAL GREECE. CHAPTERIV E-MENTORING: AN
EXTENDED PRACTICE, AN EMERGING DISCIPLINE 61 ANGELICA RISQUEZ,
UNIVERSITY 01LIMERICK, IRELAND THIS CHAPTER INTEGRATES EXISTING
LITERATURE AND DEVELOPMENTS ON ELECTRONIC MENTORING TO BUILD A
CONSTRUCTIVE VIEW OFTHIS MODALITY OF MENTORING AS A QUALITATIVELY
DIFFERENT CONCEPT FROM ITS TRADITIONAL FACE-TO-FACE VERSION. THE CONCEPT
OF E-MENTORING IS INTRODUCED BY LOOKING FIRST INTO THE EVASIVE NOTION OF
MENTORING. NEXT, SOME SALIENT E-MENTORING EXPERIENCES ARE IDENTIFIED.
THE CHAPTER GOES ON TO NOTE THE DIFFERENCES BETWEEN ELECTRONIC AND
FACE-TO-FACE MENTORING, AND HOW THE RELATIONSHIP BETWEEN MENTOR AND
MENTEE IS MODIFIED BY TECHNOLOGY IN UNIQUE AND DEFINITIVE WAYS. READERS
ARE ALSO PRESENTED WITH A COLLECTION OF BEST PRACTICES ON DESIGN,
IMPLEMENTATION, AND EVALUATION OF E-MENTORING PROGRAMS. FINALLY, SOME
PRACTICE AND RESEARCH TRENDS ARE PROPOSED. IN CONCLUSION, THE AUTHOR
DRAWS AN ELEMENTAL DISTINCTION BETWEEN BOTH MODALITIES OFMENTORING,
WHICH DEFINES E-MENTORING AS MORE THAN THE DEFECTIVE ALTERNATIVE TO
FACE-TO-FACE CONTACT. CHAPTERV TRAINING TEACHERS FOR E-LEARNING, BEYOND
ICT SKILLS TOWARDS LIFELONG LEARNING REQUIREMENTS: A CASE STUDY 83 GIGA
DIEZ, CEAD SANTA CRUZ DE TENERIFE, SPAIN THIS CHAPTER DESCRIBES AN
EXPERIENCE IN TEACHER TRAINING FOR E-LEARNING IN THE FIELD OF ADULT
EDUCATION. IT TAKES INTO ACCOUNT THE MODELS OFFERED BY FLEXIBLE LIFE
LONG LEARNING AS THE PROPER WAY TO DEVELOP TRAINING FOR TEACHERS IN
SERVICE, CONSIDERING THE ADVANTAGES OFBLENDED LEARNING FOR THE TARGET
AUDIENCE. THE CHAPTER DISCUSSES THE BALANCE BETWEEN MERE ICT SKILLS AND
PEDAGOGICAL COMPETENCES. IN THIS CONTEXT THE LEARNING DESIGN SHOULD
ALWAYS ALLOW THAT THE TEACHERS IN TRAINING INTEGRATE IN THEIR WORK ICT
SOLUTIONS THAT FIT TO THE DIDACTIC OBJECTIVES, RENEW TEACHING AND
LEARNING METHODOLOGY, FACILITATE COMMUNICATION, GIVE PLACE TO
CREATIVITY, AND ALLOW PUPILS TO LEAM AT THEIR OWN PACE. BY DOING SO,
THEY WILL BE CLOSER TO THE PROFILE OF A TUTOR ONLINE, AS A PRACTITIONER
THAT SUCCESSFULLY TAKES ADVANTAGES OF THE VIRTUAL ENVIRONMENTS FOR
COLLABORATIVE WORK AND LEAMING COMMUNICATION CHAPTERVI THE ROLE
OFLNSTITUTIONAL FACTORS IN THE FORMATION OFE-LEAMING PRACTICES 96 RUTH
HALPERIN, LONDON SEHOOL OF EEONOMIES, UK6 THIS CHAPTER EXPLORES
INSTITUTIONAL AND SOCIO-ORGANISATIONAL FACTORS THAT INFLUENCE THE
ADOPTION AND USE OF LEAMING MANAGEMENT SYSTEMS (LMS) IN THE CONTEXT OF
HIGHER EDUCATION. IT RELIES ON A LONGITUDINAL CASE STUDY TO DEMONSTRATE
THE WAYS IN WHICH A SET OF INSTITUTIONAL AND ORGANISATIONAL FACTORS WERE
DRAWN INTO THE FORMATION AND SHAPING OF E-IEAMING PRACTICES. FACTORS
FOUND TO FIGURE PREDOMINANTLY INCLUDE INSTITUTIONAL CONVENTIONS AND
STANDARDS, PRE-EXISTING ACTIVITIES AND ROUTINES, EXISTING RESOURCES
AVAILABLE TO THE INSTITUTION, AND, FINALLY, THE INSTITUTION S
ORGANISATIONAL CULTURE. THE ANALYSIS FURTHER SHOWS THAT SOCIO-
ORGANISATIONAL FACTORS MAY INFLUENCE E-LEAMING IMPLEMENTATION IN VARIOUS
WAYS, AS THEY BOTH FACILITATE AND HINDER THE ADOPTION OFTECHNOLOGY AND
ITS CONSEQUENT USE. IT IS ARGUED THAT INSTITUTIONAL PARAMETERS HAVE
PARTICULAR RELEVANCE IN THE CONTEXT OFHYBRID MODES OF E-IEAMING
IMPLEMENTATION, AS THEY ILLUMINATE THE TENSIONS INVOLVED IN INTEGRATING
TECHNOLOGICAL INNOVATION INTO AN ESTABLISHED SYSTEM. CHAPTERVH E-LEAMING
VALUE AND STUDENT EXPERIENCES: A CASE STUDY 112 KRASSIE PETROVA,
AUEKLAND UNIVERSITY OFTEEHNOLOGY, NEW ZEALAND ROWENA SINCLAIR, AUEKLAND
UNIVERSITY OFTEEHNOLOGY, NEW ZEALAND THIS CHAPTER FOCUSES ON
UNDERSTANDING HOW THE VALUE OF STUDENT LEAMING AND THE STUDENT LEAMING
EXPERIENCE COULD BE IMPROVED GIVEN PERTINENT ENVIRONMENTAL AND ACADEMIC
CONSTRAINTS OF AN E-IEAMING CASE. BELIEVING THAT A BETTER UNDERSTANDING
OF STUDENT BEHAVIOUR MIGHT HELP COURSE DESIGN, THE CHAPTER REVISITS THE
OUTCOMES OF TWO STUDIES OF E-IEAMING AND ANALYSES THEM FURTHER USING A
FRAMEWORK WHICH CONCEPTUALISES THE VALUE OF E-IEAMING FROM A STAKEHOLDER
PERSPECTIVE. THE MAIN OBJECTIVE OFTHE CHAPTER IS TO IDENTIFY SOME OF THE
IMPORTANT ISSUES AND TRENDS RELATED TO THE PERCEIVED E-LEAMING VALUE.
THE ANALYSIS OFTHE EMERGING AND FUTURE TRENDS INDICATES THAT IN THE
FUTURE BLENDING OF E-LEAMING AND FACE-TO- FACE LEAMING IS LIKELY TO
OCCUR NOT ONLY ALONG THE PEDAGOGICAL, BUT ALSO ALONG THE TECHNOLOGICAL
AND THE ORGANIZATIONAL DIMENSIONS OF E-LEAMING. THEREFORE, NEW BLENDED
LEAMING AND TEACHING MODELS SHOULD EMPHASISE FURTHER THE ALIGNMENT OF
LEAMING WITH WORK/LIFE BALANCE. CHAPTERVHI INTEGRATING TECHNOLOGY AND
RESEARCH IN MATHEMATICS EDUCATION: THE CASE OF E- LEAMING 132 GIOVANNINA
ALBANO, UNIVERSITA DI SALERNO, ITALY PIER LUIGI FERRARI, UNIVERSITA DEI
PIEMONTE ORIENTALE, ITALY THIS CHAPTER IS CONCEMED WITH THE INTEGRATION
OFRESEARCH IN MATHEMATICS EDUCATION AND E-LEAMING. WE PROVIDE AN
OVERVIEW OF RESEARCH ON LEAMING PROCESSES RELATED TO THE USE OF
TECHNOLOGY AND A SKETCH OF CONSTRUCTIVE AND COOPERATIVE METHODS AND
THEIR FEASIBILITY IN AN E-IEARNING PLATFORM. MOREOVER, WE INTRODUCE A
FRAMEWORK FOR DEALING WITH LANGUAGE AND REPRESENTATIONS TO INTERPRET
STUDENTS BEHAVIOURS AND SHOW EXAMPLES OF TEACHING ACTIVITIES. FINALLY
SOME OPPORTUNITIES FOR FUTURE RESEARCH ARE OUTLINED. WE HOPE TO
CONTRIBUTE TO OVERCOME THE CURRENT SEPARATION BETWEEN TECHNOLOGY AND
EDUCATIONAL RESEARCH, AS THEIR JOINT USE CAN PROVIDE MATCHLESS
OPPORTUNITIES FOR DEALING WITH MOST OF THE LEARNING PROBLEMS RELATED TO
MATHEMATICAL CONCEPTS AS WELL AS TO LINGUISTIC, METACOGNITIVE, AND
NONCOGNITIVE FACTORS. CHAPTERIX AI TECHNIQUES FOR MONITORING STUDENT
LEARNING PROCESS 149 DAVID CAMACHO, UNIVERSIDAD AUTONOMA DE MADRID,
SPAIN ALVARO ORTIGOSA, UNIVERSIDAD AUTONOMA DE MADRID, SPAIN ESTRELLA
PULIDO, UNIVERSIDAD AUTONOMA DE MADRID, SPAIN MARIA D. R-MORENO,
UNIVERSIDAD DE ALCALQ, SPAIN THE EVOLUTION OF NEW INFORMATION
TECHNOLOGIES HAS ORIGINATED NEW POSSIBILITIES TO DEVELOP PEDAGOGICAL
METHODOLOGIES THAT PROVIDE THE NECESSARY KNOWLEDGE AND SKILLS IN THE
HIGH ER EDUCATION ENVIRONMENT. THESE TECHNOLOGIES ARE BUHT AROUND THE
USE OF INTERNET AND OTHER NEW TECHNOLOGIES, SUCH AS VIRTUAL EDUCATION,
DISTANCE LEARNING, AND LONG-LIFE LEARNING. THIS CHAPTER FOCUSES ON
SEVERAL TRADITIONAL ARTIFICIAL INTELLIGENCE (AI) TECHNIQUES, SUCH AS
AUTOMATED PLANNING AND SCHEDULING, AND HOW THEY CAN BE APPLIED TO
PEDAGOGICAL AND EDUCATIONAL ENVIRONMENTS. THE CHAPTER DESCRIBES BOTH THE
MAIN ISSUES RELATED TO AI TECHNIQUES AND E-LEARNING TECHNOLOGIES, AND
HOW LONG-LIFE LEARNING PROCESSES AND PROBLEMS CAN BE REPRESENTED AND
MANAGED BY USING AN AI-BASED APPROACH. CHAPTERX KNOWLEDGE DISCOVERY FROM
E-LEARNING ACTIVITIES 173 ADDISSON SALAZAR, UNIVERSIDAD POLITECNICA DE
VALENCIA, SPAIN LUIS VERGARA, UNIVERSIDAD POLITECNICA DE VALENCIA, SPAIN
THIS CHAPTER PRESENTS A STUDY APPLIED TO THE ANALYSIS OF THE UTILIZATION
OF LEARNING WEB-BASED RESOURCES IN A VIRTUAL CAMPUS. A HUGE AMOUNT
OFHISTORICAL WEB LOG DATA FROM E-IEARNING ACTIVITIES, SUCH AS E-MAIL
EXCHANGE, CONTENT CONSULTING, FORUM PARTICIPATION, AND CHATS IS
PROCESSED USING A KNOWLEDGE DISCOVERY APPROACH. DATA MINING TECHNIQUES
AS C1USTERING, DECISION RULES, INDEPENDENT COMPONENT ANALYSIS, AND
NEURAL NETWORKS, ARE USED TO SEARCH FOR STRUCTURES OR PATTERNS IN THE
DATA. THE RESULTS SHOW THE DETECTION OF LEARNING STYLES OFTHE STUDENTS
BASED ON A KNOWN EDUCATIONAL FRAMEWORK, AND USEFUL KNOWLEDGE OF GLOBAL
AND SPECIFIC CONTENT ON ACADEMIC PERFORMANCE SUCCESS AND FAILURE. FROM
THE DISCOVERED KNOWLEDGE, A SET OFPRELIMINARY ACADEMIC MANAGEMENT
STRATEGIES TO IMPROVE THE E-IEARNING SYSTEM IS OUTLINED. CHAPTER XI
SWARM-BASED TECHNIQUES IN E-LEARNING: METHODOLOGIES AND EXPERIENCES 199
SERGIO GUTIERREZ, UNIVERSITY CARLOS III 0/ MADRID, SPAIN ABELARDO PARDO,
UNIVERSITY CARLOS III 0/ MADRID, SPAIN THIS CHAPTER PROVIDES AN OVERVIEW
OFTHE USE OF SWARM-INTELLIGENCE TECHNIQUES IN THE FIELD OF E-LEARNING.
SWARM INTELLIGENCE IS AN ARTIFICIAL INTELLIGENCE TECHNIQUE INSPIRED BY
THE BEHAVIOR OF SOCIAL INSECTS. TAKING INTO ACCOUNT THAT THE INTERNET
CONNECTS A HIGH NUMBER OF USERS WITH A NEGLIGIBLE DELAY, SOME OF THOSE
TECHNIQUES CAN BE COMBINED WITH SOCIOLOGY CONCEPTS AND APPLIED TO
E-LEARNING. THE CHAPTER ANALYZES SEVERAL OF SUCH APPLICATIONS AND
EXPOSES THEIR STRONG AND WEAK POINTS. THE AUTHORS HOPE THAT
UNDERSTANDING THE CONCEPTS USED IN THE APPLICATIONS DESCRIBED IN THE
CHAPTER WILL NOT ONLY INFORM RESEARCHERS ABOUT AN EMERGING TREND, BUT
ALSO PROVIDE WITH INTERESTING IDEAS THAT CAN BE APPLIED AND COMBINED
WITH ANY E-LEARNING SYSTEM. CHAPTERXII E-LEARNING 2.0: THE LEARNING
COMMUNITY 213 LUISA M REGUERAS, UNIVERSITY 0/ VALLADOLID, SPAIN ELENA
VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN MARIA A. PEREZ, UNIVERSITY 0/
VALLADOLID, SPAIN JUAN PABLO DE CASTRO, UNIVERSITY 0/ VALLADOLID, SPAIN
MARIA J. VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN NOWADAYS, MOST OF
ELECTRONIC APPLICATIONS, INCLUDING E-LEARNING, ARE BASED ON THE INTERNET
AND THE WEB. AS THE WEB ADVANCES, APPLICATIONS SHOULD PROGRESS IN
ACCORDANCE WITH IT. PEOPLE IN THE INTERNET WORLD HAVE STARTED TO TALK
ABOUT WEB 2.0. THIS CHAPTER DISCUSSES HOW THE CONCEPTS OFWEB 2.0 CAN BE
TRANSFERRED TO E-LEARNING. FIRST, THE NEW TRENDS OFTHE WEB (WEB 2.0) ARE
INTRODUCED AND THE WEB 2.0 TECHNOLOGIES ARE REVIEWED. THEN, IT IS
ANALYSED HOW WEB 2.0 CAN BE TRANSFERRED AND APPLIED TO THE LEARNING
PROCESS, IN TERMS OF METHODOLOGIES AND TOOLS, AND TAKING INTO ACCOUNT
DIFFERENT SCENARIOS AND ROLES. NEXT, SOME GOOD PRACTICES AND
RECOMMENDATIONS FOR E-LEAMING 2.0 ARE DESCRIBED. FINALLY, WE PRESENT OUR
OPINION, CONCLUSIONS, AND PROPOSALS ABOUT THE FUTURE TRENDS DRIVING THE
MARKET. CHAPTER XIII TELEMATIC ENVIRONMENTS AND COMPETITION-BASED
METHODOLOGIES: AN APPROACH TO ACTIVE LEARNING 232 ELENA VERDU,
UNIVERSITY 0/ VALLADOLID, SPAIN LUISA M REGUERAS, UNIVERSITY 0/
VALLADOLID, SPAIN MARIA J. VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN JUAN
PABLO DE CASTRO, UNIVERSITY 0/ VALLADOLID, SPAIN MARIA A. PEREZ,
UNIVERSITY 0/ VALLADOLID, SPAIN THIS CHAPTER PROVIDES AN OVERVIEW OF
TECHNOLOGY-BASED COMPETITIVE ACTIVE LEARNING. IT DISCUSSES COMPETITIVE
AND COLLABORATIVE LEARNING AND ANALYZES HOW ADEQUATE THE DIFFERENT
STRATEGIES ARE FOR DIFFERENT INDIVIDUAL LEARNING STYLES. FIRST OF ALL,
SOME CLASSIFICATIONS OF LEARNING STYLES ARE REVIEWED. THEN, THE CHAPTER
DISCUSSES COMPETITIVE AND COLLABORATIVE STRATEGIES AS ACTIVE LEARNING
METHODOLOGIES AND ANALYZES THEIR EFFECTS ON STUDENTS OUTCOMES AND
FEELINGS, ACCORDING TO THEIR LEARNING STYLES. NEXT, IT SHOWS HOW
NETWORKING TECHNOLOGY CAN MITIGATE THE POSSIBLE NEGATIVE ASPECTS. ALL
THE DISCUSSION IS SUPPORTED BY SIGNIFICANT STUDY CASES FROM THE
LITERATURE. FINALLY, AN INNOVATIVE SYSTEM FOR ACTIVE COMPETITIVE AND
COLLABORATIVE LEARNING IS PRESENTED AS AN EXAMPLE OF A TELEMATIC
VERSATILE LEARNING SYSTEM. CHAPTERXIV OPEN SOURCE LMS CUSTOMIZATION: A
MOODLE STATISTICAL CONTROL APPLICATION 250 MIGUEL ANGEL CONDE,
UNIVERSIDAD DE SALAMANCA, SPAIN CARLOS MUNOZ MARTIN, CLAY FORMACION
INTERNACIONAL, SPAIN ALBERTO VELASCO FLORINES, CLAY FORMACION
INTERNACIONAL, SPAIN THIS PAPER REFLECTS THE POSSIBILITY OF DOING
ADAPTATIONS ON A LEARNING MANAGEMENT SYSTEM (LMS) DEPENDING ON THE
NECESSITIES OF A COMPANY OR INSTITUTION. IN THIS CASE, ACEM ALLOWS THE
DEFINITION OF COURSE-LEVEL AND PLATFORM-LEVEL REPORTS AND THE AUTOMATIE
GENERATION OF CERTIFICATES AND DIPLOMAS FOR MOODLE LMS. THESE
ADAPTATIONS ARE INTENDED TO COMPLEMENT ALL THE DIFFERENT LEARNING
PLATFORMS BY CONTRIBUTING ADDED-VALUE FEATURES LIKE THE GENERATION OF
CUSTOMIZABLE DIPLOMAS AND CERTIFICATES AND REPORTS, WHICH ALLOW THE
OBTAINING INFORMATION ABOUT BOTH GRADES AND PARTICIPATION IN EVERY
ACTIVITY OF A COURSE. ALL THIS NECESSITIES ARE NOT PROVIDED BY DEFAULT.
CHAPTERXV EVALUATION AND EFFECTIVE LEARNING: STRATEGIE USE OF
E-PORTFOLIO AS AN ALTERNATIVE ASSESSMENT AT UNIVERSITY 264 NURIA
HERNIMDEZ, UNIVERSIDAD DE OVIEDO, SPAIN THIS CHAPTER ANALYSES EVALUATION
AS A STRATEGIE INSTRUMENT TO PROMOTE ACTIVE AND SIGNIFICANT LCARNING AND
HOW, IN THAT STRATEGY, THE USE OF ALTERNATIVE ASSESSMENT AND
TECHNOLOGY-AIDED LEARNING-AND-TEACHING PROCESSES COULD BE OF GREAT HELP.
THERE IS AN IMPORTANT MARGIN TO ALLOW THE TCACHERS TO DESIGN THE
ASSESSMENT IN A STRATEGIE MANNER AND MODIFY THE NATURE OFTHE STUDENTS
LEARNING ACTIVITIES. SO, THE CENTRAL QUESTION IS ANALYSING WHETHER THE
USE OF AN ELECTRONIC PORTFOLIO AS AN ASSESSMENT TOOL IN THE SUBJECT
INTERNATIONAL ECONOMIC RELATIONS, HAS BEEN USED STRATEGICALLY. IN
OTHER WORDS, IS THE TYPE OF DESIRED LEARNING REALLY BEING ACHIEVED? IS
SIGNIFICANT AND DEEP LEARNING BEING STIMULATED? IF NOT, WHAT KIND OF
LEARNING IS BEING STIMULATED? HOW SHOULD THE ASSESSMENT BE MODIFIED TO
ACHIEVE THE DESIRED RESULTS? TO HELP ANSWER ALL THESE QUESTIONS, WE HAVE
ANALYSED WHETHER THE ACTIVITIES AND PRODUCTS WHICH MAKE UP THE
INTERNATIONAL ECONOMIC RELATIONS PORTFOLIO FULFIL THE CONDITIONS THAT
CHARACTERISE A STRATEGIE EVALUATION. CHAPTERXVI FORMATIVE ONLINE
ASSESSMENT IN E-LEARNING 279 IZASKUN IBABE, UNIVERSITY OFTHE BASQUE
COUNTRY, SPAIN JOANA JAUREGIZAR, QUALITY EVALUATION AND CERTIFICATION
AGENCY OF THE BASQUE UNIVERSITY SYSTEM, SPAIN THIS CHAPTER PROVIDES AN
INTRODUCTION TO FORMATIVE ASSESSMENT, ESPECIALLY APPLIED WITHIN AN
ONLINE OR E-LEARNING ENVIRONMENT. THE CHARACTERISTICS OF FOUR STRATEGIES
OF ONLINE FORMATIVE ASSESSMENT CURRENTLY MOST WIDELY USED--ONLINE
ADAPTIVE ASSESSMENT, ONLINE SELF-ASSESSMENT, ONLINE COLLABORATIVE
ASSESSMENT, AND PORTFOLIO--ARE DESCRIBED. REFERENCES ARE MADE THROUGHOUT
RECENT RESEARCH ABOUT THE EFFECTIVENESS OF ONLINE FORMATIVE ASSESSMENT
FOR OPTIMIZING STUDENTS LEARNING. A CASE STUDY IN WHICH A COMPUTER-
ASSISTED ASSESSMENT TOOL WAS USED TO DESIGN AND APPLY SELF-ASSESSMENT
EXERCISES IS PRESENTED. THE CHAPTER EMPHASIZES THE IDEA THAT ALL TYPE OF
ASSESSMENT NEEDS TO BE CONCEPTUALIZED AS ASSESSMENT FOR LEARNING.
PRACTICAL ADVICES ARE DETAILED FOR THE PLANNING, DEVELOPMENT,
IMPLEMENTATION, AND REVIEW OF QUALITY FORMATIVE ONLINE ASSESSMENT.
CHAPTER XVII DESIGNING AN ONLINE ASSESSMENT IN E-LEAMING 301 MARIA JOSE
RODRIGUEZ-CONDE, UNIVERSIDAD DE SALAMANCA, SPAIN IN THIS CHAPTER WE
CARRY OUT ANALYSIS OF THE TERM ASSESSMENT, APPLIED OVER ALL THE
ELEMENTS WHICH CONSTITUTE THE ENVIRONMENT OF FORMATION (EVALUATION), AND
ALSO PARTICULARIZING IN THE ASSESSMENT OF THE LEARNING PROCESS,
DEVELOPED IN THE FRAME OFWHAT WE CALL E-LEARNING. THE PERSPECTIVE
GUIDING TEXT IS OF A METHODOLOGICAL AND PEDAGOGICAL NATURE. WE TRY TO
PLAN THE ASSESSMENT PROCESS IN ONLINE FORMATION ENVIRONMENTS DEALING IN
DEPTH WITH THE DIFFERENT ELEMENTS WHICH CONSTITUTE IT: OBJECTIVES AND
FUNCTIONS OF ASSESSMENT, ASSESSMENT CRITERIA AND INDICATORS, PEOPLE
INVOLVED AND ASSESSMENT AGENTS, SOFTWARE INSTRUMENTS AND TOOLS FOR THE
COLLECTION OF DATA, AND ANALYSIS OFTHE INFORMATION AND REPORTS. WE RAISE
A DISCUSSION ABOUT INSTITUTIONAL STRATEGIES FOR THE INCORPORATION OFTHIS
E-ASSESSMENT METHODOLOGY IN HIGHER EDUCATIONAL INSTITUTIONS AND COME TO
THE FINAL CONCLUSIONS ABOUT THE VALIDITY AND APPROPRIATENESS OF THE
E-LEARNING ASSESSMENT PROCESSES. CHAPTER XVIII QUALITY ASSESSMENT OF
E-FACILITATORS 3 18 EVELYN GULLETT, U21GLOBAL GRADUALE SCHOOLFOR GLOBAL
LEADERS, SINGAPORE ORGANIZATIONS, IN PARTICULAR HRITRAINING DEPARTMENTS,
STRIVE TO SET FORTH GOOD PRACTICES, QUALITY ASSURANCE, AND IMPROVEMENT
ON A CONTINUING BASIS. WITH THE CONTINUOUS GROWTH OF ONLINE UNIVERSITY
PROGRAMS, IT IS CRUCIAL FOR E-LEARNING ESTABLISHMENTS TO INCLUDE SERVICE
QUALITY ASSESSMENTS ALONG WITH MECHANISMS TO HELP E-FACILITATORS
CONSISTENTLY MAINTAIN THE HIGHEST QUALITY STANDARD WHEN LECTURING,
TEACHING, GUIDING, ADMINISTERING, AND SUPPORTING THE ONLINE LEARNER.
THIS CHAPTER DISCUSSES THE APPLICATION OF AN E-QUALITY ASSESSMENT MATRIX
(E-QAM) AS PART OF A QUALITY ASSESSMENT MODEL THAT PROMOTES CONTINUOUS
IMPROVEMENT OFTHE E-LEARNING ENVIRONMENT. THIS MODEL WILL SERVE AS A
TOOL FOR ONLINE UNIVERSITIES AND ORGANIZATIONS TO ACHIEVE A BASE
STANDARD OF CONSISTENT QUALITY THAT IS ESSENTIAL FOR PROGRAM
ACCREDITATION AND SATISFACTION OF GLOBAL CUSTOMERS. CHAPTERXIX E-QUAL: A
PROPOSAL TO MEASURE THE QUALITY OFE-LEARNING COURSES 329 CELIO GON9ALO
MARQUES, LNSTITUTO POLITECNICO DE TOMAR, PORTUGAL JOIIO NOIVO,
UNIVERSIDADE DO MINHO, PORTUGAL THIS CHAPTER PRESENTS A METHOD TO
MEASURE THE QUALITY OF E-LEARNING COURSES. AN INTRODUCTION IS FIRST
PRESENTED ON THE PROBLEMATICS OF QUALITY IN E-LEARNING EMPHASIZING THE
IMPORTANCE OF CONSIDERING THE 1EARNERS NEEDS IN ALL THE DEVELOPMENT AND
IMPLEMENTATION STAGES. NEXT SEVERAL PROJECTS ARE MENTIONED, WHICH ARE
RELATED TO QUALITY IN E-LEARNING, AND SOME OFTHE MOST IMPORTANT EXISTING
MODELS ARE DESCRIBED. FINALLY, A NEW PROPOSAL IS PRESENTED, THE E-QUAL
MODEL, WHICH IS STRUCTURED INTO FOUR AREAS: LEARNING CONTENTS, LEAMING
CONTEXTS, PROCESSES, AND RESULTS. WITH THIS CHAPTER, THE AUTHORS AIM,
NOT ONLY TO DRAW THE ATTENTION TO THIS COMPLICATED ISSUE BUT ABOVE ALL
TO CONTRIBUTE TO A HIGHER CREDIBILITY OF E-LEAMING PROPOSING A NEW MODEL
THAT STANDS OUT FOR ITS SIMPLICITY AND FLEXIBILITY FOR ANALYZING
DIFFERENT PEDAGOGICAL MODELS. COMPILATION OF REFERENCES 350 ABOUT THE
CONTRIBUTORS 386 INDEX 394
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TABLE OF CONTENTS PREFACE XIV ACKNOWLEDGMENT XXI I CHAPTER I RAPAD: A
REFLECTIVE AND PARTICIPATORY METHODOLOGY FOR E-LEARNING AND LIFELONG
LEARNING 1 RAY WEHSTER, MURDOCH UNIVERSITY, AUSTRALIA CHAPTER 11 A
HEIDEGGERIAN VIEW ON E-LEARNING 30 SERGIO VASQUEZ BRON/MAN, ESCP-EAP
(EUROPEAN SCHOOL 0/ MANAGEMENT), FRANCE CHAPTER III PHILOSOPHICAL AND
EPISTEMOLOGICAL BASIS FOR BUILDING A QUALITY ONLINE TRAINING METHODOLOGY
46 ANTONIO MIGUEL SEOANE PARDO, UNIVERSIDAD DE SALAMANCA, SPAIN
FRANCISCO JOSE GARCIA PEFIALVO, UNIVERSIDAD DE SALAMANCA, SPAIN CHAPTER
IV E-MENTORING: AN EXTENDED PRACTICE, AN EMERGING DISCIPLINE 61 ANGELICA
RISQUEZ, UNIVERSITY 0/ LIMERICK, IRELAND CHAPTERV TRAINING TEACHERS FOR
E-LEARNING, BEYOND ICT SKILLS TOWARDS LIFELONG LEARNING REQUIREMENTS: A
CASE STUDY 83 OLGA DIEZ, CEAD SANTA CRUZ DE TENERIFE, SPAIN CHAPTERVI
THE ROLE OFINSTITUTIONAL FACTORS IN THE FORMATION OFE-LEARNING PRACTICES
96 RUTH HALPERIN, LONDON SCHOOL 0/ ECONOMICS, UK CHAPTERVII E-LEAMING
VALUE AND STUDENT EXPERIENCES: A CASE STUDY 112 KRASSIE PETROVA,
AUCKLAND UNIVERSITY O/TECHNOLOGY, NEW ZEALAND ROWENA SINCLAIR, AUCKLAND
UNIVERSITY O/TECHNOLOGY, NEW ZEALAND CHAPTER VIII INTEGRATING TECHNOLOGY
AND RESEARCH IN MATHEMATICS EDUCATION: THE CASE OF E-LEAMING 132
GIOVANNINA ALBANO, UNIVERSITA DI SALERNO, FTALY PIER LUIGI FERRARI,
UNIVERSITA DEI PIEMONTE ORIENTALE, FTALY CHAPTERIX AI TECHNIQUES FOR
MONITORING STUDENT LEAMING PROCESS 149 DAVID CAMACHO, UNIVERSIDAD
AUTONOMA DE MADRID, SPAIN ALVARO ORTIGOSA, UNIVERSIDAD AUTONOMA DE
MADRID, SPAIN ESTRELLA PULIDO, UNIVERSIDAD AUTONOMA DE MADRID, SPAIN
MARIA D. R-MORENO, UNIVERSIDAD DE ALCALA, SPAIN CHAPTERX KNOWLEDGE
DISCOVERY FROM E-LEAMING ACTIVITIES 173 ADDISSON SALAZAR, UNIVERSIDAD
POLITECNICA DE VALENCIA, SPAIN LUIS VERGARA, UNIVERSIDAD POLITECNICA DE
VALENCIA, SPAIN CHAPTERXI SWARM-BASED TECHNIQUES IN E-LEAMING:
METHODOLOGIES AND EXPERIENCES 199 SERGIO GUTIERREZ, UNIVERSITY CARLOS HF
0/ MADRID, SPAIN ABELARDO PARDO, UNIVERSITY CARLOS HF 0/ MADRID, SPAIN
CHAPTERXII E-LEAMING 2.0: THE LEAMING COMMUNITY 213 LUISA M REGUERAS,
UNIVERSITY 0/ VALLADOLID, SPAIN ELENA VERDU, UNIVERSITY 0/ VALLADOLID,
SPAIN MARIA A. PEREZ, UNIVERSITY 0/ VALLADOLID, SPAIN JUAN PABLO DE
CASTRO, UNIVERSITY O/VALLADOLID, SPAIN MARIA J. VERDU, UNIVERSITY 0/
VALLADOLID, SPAIN CHAPTER XIII TELEMATIC ENVIRONMENTS AND
COMPETITION-BASED METHODOLOGIES: AN APPROACH TO ACTIVE LEARNING 232
ELENA VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN LUISA M REGUERAS,
UNIVERSITY 0/ VALLADOLID, SPAIN MARIA J. VERDU, UNIVERSITY 0/
VALLADOLID, SPAIN JUAN PABLO DE CASTRO, UNIVERSITY 0/ VALLADOLID, SPAIN
MARIA A. PEREZ, UNIVERSITY 0/ VALLADOLID, SPAIN CHAPTERXIV OPEN SOUREE
LMS CUSTOMIZATION: A MOODIE STATISTICAL CONTROL APPLIEATION 250 MIGUEL
ANGEL CONDE, UNIVERSIDAD DE SALAMANCA, SPAIN CARLOS MUIIOZ MARTIN, CLAY
FORMACION INTERNACIONAL, SPAIN ALBERTO VELASCO FLORINES, CLAY FORMACION
INTERNACIONAL, SPAIN CHAPTERXV EVALUATION AND EFFEETIVE LEARNING:
STRATEGIE USE OFE-PORTFOIIO AS AN ALTERNATIVE ASSESSMENT AT UNIVERSITY
264 NURIA HERNIMDEZ, UNIVERSIDAD DE OVIEDO, SPAIN CHAPTERXVI FORMATIVE
ONLINE ASSESSMENT IN E-LEARNING 279 LZASKUN IBABE, UNIVERSITY 0/ THE
BASQUE COUNTRY, SPAIN JOANA JAUREGIZAR, QUA/ITY EVALUATION AND
CERTIFICATION AGENCY 0/ THE BASQUE UNIVERSITY SYSTEM, SPAIN CHAPTER XVII
DESIGNING AN ONLINE ASSESSMENT IN E-LEARNING 301 MARIA JOSE
RODRIGUEZ-CONDE, UNIVERSIDAD DE SALAMANCA, SPAIN CHAPTER XVIII QUALITY
ASSESSMENT OF E-FAEILITATORS 318 EVELYN GU//ETT, U21GLOBAI GRADUATE
SCHOOL/OR GLOBAL LEADERS, SINGAPORE CHAPTERXIX E-QUAL: A PROPOSAL TO
MEASURE THE QUALITY OFE-LEARNING COURSES 329 CE/IO GONR;ALO MARQUES,
INSTITUTO PO/ITECNICO DE TOMAR, PORTUGAL JOAO NOIVO, UNIVERSIDADE DO
MINHO, PORTUGAL COMPILATION OF REFERENCES 350 ABOUT THE CONTRIBUTORS 386
INDEX 394 DETAILED TABLE OF CONTENTS PREFACE XIV ACKNOWLEDGMENT XXII
CHAPTER I RAPAD: A REFLECTIVE AND PARTICIPATORY METHODOLOGY FOR
E-LEARNING AND LIFELONG LEAMING I RAY WEBSTER, MURDOCH UNIVERSITY,
AUSTRALIA THIS CHAPTER INTRODUCES RAPAD, A REFLECTIVE AND PARTICIPATORY
METHODOLOGY FOR E-IEAMING AND LIFELONG LEAMING. IT ARGUES THAT BY
ENGAGING IN A REFLECTIVE AND PARTICIPATORY DESIGN PROCESS FOR A
PERSONALIZED E- LEAMING ENVIRONMENT, INDIVIDUAL STUDENTS CAN ATTAIN A
CONCEPTUAL CHANGE IN UNDERSTANDING THE LEARNING AND E-IEARNING PROCESS,
ESPECIALLY THEIR OWN. STUDENTS USE A FRAMEWORK PROVIDED BY THE CONCEPT
OF A PERSONAL COGNITIVE OR LEAMING PROFILE AND THE DESIGN AND
DEVELOPMENT OF A PERSONALIZED E-IEAMING ENVIRONMENT (PELE) TO ENGAGE
WITH KEY ASPECTS OFTHEIR LEAMING. THIS RESULTS IN FLEXIBLE STUDENT
ALIGNMENT, A PROCESS BY WHICH STUDENTS ARE BETTER ABLE TO MATCH THEIR
LEAMING AND E-IEAMING CHARACTERISTICS AND REQUIREMENTS TO THE PRACTICES,
RESOURCES, AND STRUCTURES OF UNIVERSITIES IN THE EMERGING KNOWLEDGE
SOCIETY. THE USE OFWEB-BASED TECHNOLOGIES AND PERSONAL REFLECTION ENSURE
THAT RAPAD IS WELL-PLACED TO BE AN ADAPTIVE METHODOLOGY WHICH CONTINUES
TO ENHANCE THE PROCESS OF LIFELONG LEAMING. CHAPTER 11 A HEIDEGGERIAN
VIEW ON E-LEAMING 30 SERGIO VASQUEZ BRONFMAN, ESCP-EAP (EUROPEAN SCHOOL
0/ MANAGEMENT), FRANCE THIS CHAPTER INTRODUCES SOME IDEAS OF THE GERMAN
PHILOSOPHER MARTIN HEIDEGGER AND HOW THEY CAN BE APPLIED TO E-IEAMING
DESIGN. IT ARGUES THAT HEIDEGGERIAN THINKING (IN PARTICULAR THE
INTERPRETATION DONE BY HUBERT DREYFUS) CAN INSPIRE INNOVATIONS IN
E-IEAMING DESIGN AND IMPLEMENTATION BY PUTTING PRACTICE AT THE CENTER OF
KNOWLEDGE CREATION, WHICH IN THE CASE OF PROFESSIONAL AND CORPORATE
EDUCATION ARE REAL WORK SITUATIONS. IT ALSO POINTS OUT THE LIMITS OF
DISTANCE LEAMING IMPOSED BY THE NATURE OFHUMAN BEINGS. FURTHERMORE, THE
AUTHOR HOPE THAT HEIDEGGER IDEAS WILL NOT ONLY INFORM RESEARCHERS OF A
BETTER DESIGN FOR E-IEAMING PROJECTS, BUT ALSO ILLUMINATE PRACTITIONERS
ON HOW TO DESIGN E-IEAMING COURSES AIMED AT BRIDGING THE GAP BETWEEN
"KNOWING" AND "DOING." CHAPTER III PHILOSOPHICAL AND EPISTEMOLOGICAL
BASIS FOR BUILDING A QUALITY ONLINE TRAINING METHODOLOGY 46 ANTONIO
MIGUEL SEOANE PARDO, UNIVERSIDAD DE SALAMANCA, SPAIN FRANCISCO JOSE
GARCIA PEFIALVO, UNIVERSIDAD DE SALAMANCA, SPAIN THIS CHAPTER OUTLINES
THE PROBLEM OF LAYING THE GROUNDWORK FOR BUILDING A SUITABLE ONLINE
TRAINING METHODOLOGY. IN THE FIRST PLACE, IT POINTS OUT THAT MOST
E-LEARNING INITIATIVES ARE DEVELOPED WITHOUT A DEFINED METHOD OR AN
APPROPRIATE STRATEGY. IT THEN CRITICALLY ANALYZES THE ROLE OFTHE
CONSTRUCTIVIST MODEL IN RELATION TO THIS PROBLEM, AFFIRMING THAT THIS
EXPLANATORY FRAMEWORK IS NOT A METHOD AND DESCRIBING THE PROBLEMS TO
WHICH THIS CONFUSION GIVES RISE. FINALLY, IT PROPOSES A THEORETICAL AND
EPISTEMOLOGICAL FRAMEWORK OF REFERENCE FOR BUILDING THIS METHODOLOGY
BASED ON GREEK PAIDEIA. THE AUTHORS PROPOSE THAT THE SEARCH FOR A
REFERENCE MODEL SUCH AS THE ONE DEVELOPED IN ANCIENT GREECE WILL ALLOW
US TO DEVELOP A METHOD BASED ON THE IMPORTANCE OF A TEACHING PROFILE
"DIFFERENT" FROM TRADITIONAL ACADEMIC ROLES AND WHICH WE CALL "TUTOR."
IT HAS MANY SIMILARITIES TO THE FIGURES IN CHARGE OF MONITORING LEARNING
BOTH IN HOMERIC EPIC AND CLASSICAL GREECE. CHAPTERIV E-MENTORING: AN
EXTENDED PRACTICE, AN EMERGING DISCIPLINE 61 ANGELICA RISQUEZ,
UNIVERSITY 01LIMERICK, IRELAND THIS CHAPTER INTEGRATES EXISTING
LITERATURE AND DEVELOPMENTS ON ELECTRONIC MENTORING TO BUILD A
CONSTRUCTIVE VIEW OFTHIS MODALITY OF MENTORING AS A QUALITATIVELY
DIFFERENT CONCEPT FROM ITS TRADITIONAL FACE-TO-FACE VERSION. THE CONCEPT
OF E-MENTORING IS INTRODUCED BY LOOKING FIRST INTO THE EVASIVE NOTION OF
MENTORING. NEXT, SOME SALIENT E-MENTORING EXPERIENCES ARE IDENTIFIED.
THE CHAPTER GOES ON TO NOTE THE DIFFERENCES BETWEEN ELECTRONIC AND
FACE-TO-FACE MENTORING, AND HOW THE RELATIONSHIP BETWEEN MENTOR AND
MENTEE IS MODIFIED BY TECHNOLOGY IN UNIQUE AND DEFINITIVE WAYS. READERS
ARE ALSO PRESENTED WITH A COLLECTION OF BEST PRACTICES ON DESIGN,
IMPLEMENTATION, AND EVALUATION OF E-MENTORING PROGRAMS. FINALLY, SOME
PRACTICE AND RESEARCH TRENDS ARE PROPOSED. IN CONCLUSION, THE AUTHOR
DRAWS AN ELEMENTAL DISTINCTION BETWEEN BOTH MODALITIES OFMENTORING,
WHICH DEFINES E-MENTORING AS MORE THAN THE DEFECTIVE ALTERNATIVE TO
FACE-TO-FACE CONTACT. CHAPTERV TRAINING TEACHERS FOR E-LEARNING, BEYOND
ICT SKILLS TOWARDS LIFELONG LEARNING REQUIREMENTS: A CASE STUDY 83 GIGA
DIEZ, CEAD SANTA CRUZ DE TENERIFE, SPAIN THIS CHAPTER DESCRIBES AN
EXPERIENCE IN TEACHER TRAINING FOR E-LEARNING IN THE FIELD OF ADULT
EDUCATION. IT TAKES INTO ACCOUNT THE MODELS OFFERED BY FLEXIBLE LIFE
LONG LEARNING AS THE PROPER WAY TO DEVELOP TRAINING FOR TEACHERS IN
SERVICE, CONSIDERING THE ADVANTAGES OFBLENDED LEARNING FOR THE TARGET
AUDIENCE. THE CHAPTER DISCUSSES THE BALANCE BETWEEN MERE ICT SKILLS AND
PEDAGOGICAL COMPETENCES. IN THIS CONTEXT THE LEARNING DESIGN SHOULD
ALWAYS ALLOW THAT THE TEACHERS IN TRAINING INTEGRATE IN THEIR WORK ICT
SOLUTIONS THAT FIT TO THE DIDACTIC OBJECTIVES, RENEW TEACHING AND
LEARNING METHODOLOGY, FACILITATE COMMUNICATION, GIVE PLACE TO
CREATIVITY, AND ALLOW PUPILS TO LEAM AT THEIR OWN PACE. BY DOING SO,
THEY WILL BE CLOSER TO THE PROFILE OF A TUTOR ONLINE, AS A PRACTITIONER
THAT SUCCESSFULLY TAKES ADVANTAGES OF THE VIRTUAL ENVIRONMENTS FOR
COLLABORATIVE WORK AND LEAMING COMMUNICATION CHAPTERVI THE ROLE
OFLNSTITUTIONAL FACTORS IN THE FORMATION OFE-LEAMING PRACTICES 96 RUTH
HALPERIN, LONDON SEHOOL OF EEONOMIES, UK6 THIS CHAPTER EXPLORES
INSTITUTIONAL AND SOCIO-ORGANISATIONAL FACTORS THAT INFLUENCE THE
ADOPTION AND USE OF LEAMING MANAGEMENT SYSTEMS (LMS) IN THE CONTEXT OF
HIGHER EDUCATION. IT RELIES ON A LONGITUDINAL CASE STUDY TO DEMONSTRATE
THE WAYS IN WHICH A SET OF INSTITUTIONAL AND ORGANISATIONAL FACTORS WERE
DRAWN INTO THE FORMATION AND SHAPING OF E-IEAMING PRACTICES. FACTORS
FOUND TO FIGURE PREDOMINANTLY INCLUDE INSTITUTIONAL CONVENTIONS AND
STANDARDS, PRE-EXISTING ACTIVITIES AND ROUTINES, EXISTING RESOURCES
AVAILABLE TO THE INSTITUTION, AND, FINALLY, THE INSTITUTION'S
ORGANISATIONAL CULTURE. THE ANALYSIS FURTHER SHOWS THAT SOCIO-
ORGANISATIONAL FACTORS MAY INFLUENCE E-LEAMING IMPLEMENTATION IN VARIOUS
WAYS, AS THEY BOTH FACILITATE AND HINDER THE ADOPTION OFTECHNOLOGY AND
ITS CONSEQUENT USE. IT IS ARGUED THAT INSTITUTIONAL PARAMETERS HAVE
PARTICULAR RELEVANCE IN THE CONTEXT OFHYBRID MODES OF E-IEAMING
IMPLEMENTATION, AS THEY ILLUMINATE THE TENSIONS INVOLVED IN INTEGRATING
TECHNOLOGICAL INNOVATION INTO AN ESTABLISHED SYSTEM. CHAPTERVH E-LEAMING
VALUE AND STUDENT EXPERIENCES: A CASE STUDY 112 KRASSIE PETROVA,
AUEKLAND UNIVERSITY OFTEEHNOLOGY, NEW ZEALAND ROWENA SINCLAIR, AUEKLAND
UNIVERSITY OFTEEHNOLOGY, NEW ZEALAND THIS CHAPTER FOCUSES ON
UNDERSTANDING HOW THE VALUE OF STUDENT LEAMING AND THE STUDENT LEAMING
EXPERIENCE COULD BE IMPROVED GIVEN PERTINENT ENVIRONMENTAL AND ACADEMIC
CONSTRAINTS OF AN E-IEAMING CASE. BELIEVING THAT A BETTER UNDERSTANDING
OF STUDENT BEHAVIOUR MIGHT HELP COURSE DESIGN, THE CHAPTER REVISITS THE
OUTCOMES OF TWO STUDIES OF E-IEAMING AND ANALYSES THEM FURTHER USING A
FRAMEWORK WHICH CONCEPTUALISES THE VALUE OF E-IEAMING FROM A STAKEHOLDER
PERSPECTIVE. THE MAIN OBJECTIVE OFTHE CHAPTER IS TO IDENTIFY SOME OF THE
IMPORTANT ISSUES AND TRENDS RELATED TO THE PERCEIVED E-LEAMING VALUE.
THE ANALYSIS OFTHE EMERGING AND FUTURE TRENDS INDICATES THAT IN THE
FUTURE BLENDING OF E-LEAMING AND FACE-TO- FACE LEAMING IS LIKELY TO
OCCUR NOT ONLY ALONG THE PEDAGOGICAL, BUT ALSO ALONG THE TECHNOLOGICAL
AND THE ORGANIZATIONAL DIMENSIONS OF E-LEAMING. THEREFORE, NEW BLENDED
LEAMING AND TEACHING MODELS SHOULD EMPHASISE FURTHER THE ALIGNMENT OF
LEAMING WITH WORK/LIFE BALANCE. CHAPTERVHI INTEGRATING TECHNOLOGY AND
RESEARCH IN MATHEMATICS EDUCATION: THE CASE OF E- LEAMING 132 GIOVANNINA
ALBANO, UNIVERSITA DI SALERNO, ITALY PIER LUIGI FERRARI, UNIVERSITA DEI
PIEMONTE ORIENTALE, ITALY THIS CHAPTER IS CONCEMED WITH THE INTEGRATION
OFRESEARCH IN MATHEMATICS EDUCATION AND E-LEAMING. WE PROVIDE AN
OVERVIEW OF RESEARCH ON LEAMING PROCESSES RELATED TO THE USE OF
TECHNOLOGY AND A SKETCH OF CONSTRUCTIVE AND COOPERATIVE METHODS AND
THEIR FEASIBILITY IN AN E-IEARNING PLATFORM. MOREOVER, WE INTRODUCE A
FRAMEWORK FOR DEALING WITH LANGUAGE AND REPRESENTATIONS TO INTERPRET
STUDENTS' BEHAVIOURS AND SHOW EXAMPLES OF TEACHING ACTIVITIES. FINALLY
SOME OPPORTUNITIES FOR FUTURE RESEARCH ARE OUTLINED. WE HOPE TO
CONTRIBUTE TO OVERCOME THE CURRENT SEPARATION BETWEEN TECHNOLOGY AND
EDUCATIONAL RESEARCH, AS THEIR JOINT USE CAN PROVIDE MATCHLESS
OPPORTUNITIES FOR DEALING WITH MOST OF THE LEARNING PROBLEMS RELATED TO
MATHEMATICAL CONCEPTS AS WELL AS TO LINGUISTIC, METACOGNITIVE, AND
NONCOGNITIVE FACTORS. CHAPTERIX AI TECHNIQUES FOR MONITORING STUDENT
LEARNING PROCESS 149 DAVID CAMACHO, UNIVERSIDAD AUTONOMA DE MADRID,
SPAIN ALVARO ORTIGOSA, UNIVERSIDAD AUTONOMA DE MADRID, SPAIN ESTRELLA
PULIDO, UNIVERSIDAD AUTONOMA DE MADRID, SPAIN MARIA D. R-MORENO,
UNIVERSIDAD DE ALCALQ, SPAIN THE EVOLUTION OF NEW INFORMATION
TECHNOLOGIES HAS ORIGINATED NEW POSSIBILITIES TO DEVELOP PEDAGOGICAL
METHODOLOGIES THAT PROVIDE THE NECESSARY KNOWLEDGE AND SKILLS IN THE
HIGH ER EDUCATION ENVIRONMENT. THESE TECHNOLOGIES ARE BUHT AROUND THE
USE OF INTERNET AND OTHER NEW TECHNOLOGIES, SUCH AS VIRTUAL EDUCATION,
DISTANCE LEARNING, AND LONG-LIFE LEARNING. THIS CHAPTER FOCUSES ON
SEVERAL TRADITIONAL ARTIFICIAL INTELLIGENCE (AI) TECHNIQUES, SUCH AS
AUTOMATED PLANNING AND SCHEDULING, AND HOW THEY CAN BE APPLIED TO
PEDAGOGICAL AND EDUCATIONAL ENVIRONMENTS. THE CHAPTER DESCRIBES BOTH THE
MAIN ISSUES RELATED TO AI TECHNIQUES AND E-LEARNING TECHNOLOGIES, AND
HOW LONG-LIFE LEARNING PROCESSES AND PROBLEMS CAN BE REPRESENTED AND
MANAGED BY USING AN AI-BASED APPROACH. CHAPTERX KNOWLEDGE DISCOVERY FROM
E-LEARNING ACTIVITIES 173 ADDISSON SALAZAR, UNIVERSIDAD POLITECNICA DE
VALENCIA, SPAIN LUIS VERGARA, UNIVERSIDAD POLITECNICA DE VALENCIA, SPAIN
THIS CHAPTER PRESENTS A STUDY APPLIED TO THE ANALYSIS OF THE UTILIZATION
OF LEARNING WEB-BASED RESOURCES IN A VIRTUAL CAMPUS. A HUGE AMOUNT
OFHISTORICAL WEB LOG DATA FROM E-IEARNING ACTIVITIES, SUCH AS E-MAIL
EXCHANGE, CONTENT CONSULTING, FORUM PARTICIPATION, AND CHATS IS
PROCESSED USING A KNOWLEDGE DISCOVERY APPROACH. DATA MINING TECHNIQUES
AS C1USTERING, DECISION RULES, INDEPENDENT COMPONENT ANALYSIS, AND
NEURAL NETWORKS, ARE USED TO SEARCH FOR STRUCTURES OR PATTERNS IN THE
DATA. THE RESULTS SHOW THE DETECTION OF LEARNING STYLES OFTHE STUDENTS
BASED ON A KNOWN EDUCATIONAL FRAMEWORK, AND USEFUL KNOWLEDGE OF GLOBAL
AND SPECIFIC CONTENT ON ACADEMIC PERFORMANCE SUCCESS AND FAILURE. FROM
THE DISCOVERED KNOWLEDGE, A SET OFPRELIMINARY ACADEMIC MANAGEMENT
STRATEGIES TO IMPROVE THE E-IEARNING SYSTEM IS OUTLINED. CHAPTER XI
SWARM-BASED TECHNIQUES IN E-LEARNING: METHODOLOGIES AND EXPERIENCES 199
SERGIO GUTIERREZ, UNIVERSITY CARLOS III 0/ MADRID, SPAIN ABELARDO PARDO,
UNIVERSITY CARLOS III 0/ MADRID, SPAIN THIS CHAPTER PROVIDES AN OVERVIEW
OFTHE USE OF SWARM-INTELLIGENCE TECHNIQUES IN THE FIELD OF E-LEARNING.
SWARM INTELLIGENCE IS AN ARTIFICIAL INTELLIGENCE TECHNIQUE INSPIRED BY
THE BEHAVIOR OF SOCIAL INSECTS. TAKING INTO ACCOUNT THAT THE INTERNET
CONNECTS A HIGH NUMBER OF USERS WITH A NEGLIGIBLE DELAY, SOME OF THOSE
TECHNIQUES CAN BE COMBINED WITH SOCIOLOGY CONCEPTS AND APPLIED TO
E-LEARNING. THE CHAPTER ANALYZES SEVERAL OF SUCH APPLICATIONS AND
EXPOSES THEIR STRONG AND WEAK POINTS. THE AUTHORS HOPE THAT
UNDERSTANDING THE CONCEPTS USED IN THE APPLICATIONS DESCRIBED IN THE
CHAPTER WILL NOT ONLY INFORM RESEARCHERS ABOUT AN EMERGING TREND, BUT
ALSO PROVIDE WITH INTERESTING IDEAS THAT CAN BE APPLIED AND COMBINED
WITH ANY E-LEARNING SYSTEM. CHAPTERXII E-LEARNING 2.0: THE LEARNING
COMMUNITY 213 LUISA M REGUERAS, UNIVERSITY 0/ VALLADOLID, SPAIN ELENA
VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN MARIA A. PEREZ, UNIVERSITY 0/
VALLADOLID, SPAIN JUAN PABLO DE CASTRO, UNIVERSITY 0/ VALLADOLID, SPAIN
MARIA J. VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN NOWADAYS, MOST OF
ELECTRONIC APPLICATIONS, INCLUDING E-LEARNING, ARE BASED ON THE INTERNET
AND THE WEB. AS THE WEB ADVANCES, APPLICATIONS SHOULD PROGRESS IN
ACCORDANCE WITH IT. PEOPLE IN THE INTERNET WORLD HAVE STARTED TO TALK
ABOUT WEB 2.0. THIS CHAPTER DISCUSSES HOW THE CONCEPTS OFWEB 2.0 CAN BE
TRANSFERRED TO E-LEARNING. FIRST, THE NEW TRENDS OFTHE WEB (WEB 2.0) ARE
INTRODUCED AND THE WEB 2.0 TECHNOLOGIES ARE REVIEWED. THEN, IT IS
ANALYSED HOW WEB 2.0 CAN BE TRANSFERRED AND APPLIED TO THE LEARNING
PROCESS, IN TERMS OF METHODOLOGIES AND TOOLS, AND TAKING INTO ACCOUNT
DIFFERENT SCENARIOS AND ROLES. NEXT, SOME GOOD PRACTICES AND
RECOMMENDATIONS FOR E-LEAMING 2.0 ARE DESCRIBED. FINALLY, WE PRESENT OUR
OPINION, CONCLUSIONS, AND PROPOSALS ABOUT THE FUTURE TRENDS DRIVING THE
MARKET. CHAPTER XIII TELEMATIC ENVIRONMENTS AND COMPETITION-BASED
METHODOLOGIES: AN APPROACH TO ACTIVE LEARNING 232 ELENA VERDU,
UNIVERSITY 0/ VALLADOLID, SPAIN LUISA M REGUERAS, UNIVERSITY 0/
VALLADOLID, SPAIN MARIA J. VERDU, UNIVERSITY 0/ VALLADOLID, SPAIN JUAN
PABLO DE CASTRO, UNIVERSITY 0/ VALLADOLID, SPAIN MARIA A. PEREZ,
UNIVERSITY 0/ VALLADOLID, SPAIN THIS CHAPTER PROVIDES AN OVERVIEW OF
TECHNOLOGY-BASED COMPETITIVE ACTIVE LEARNING. IT DISCUSSES COMPETITIVE
AND COLLABORATIVE LEARNING AND ANALYZES HOW ADEQUATE THE DIFFERENT
STRATEGIES ARE FOR DIFFERENT INDIVIDUAL LEARNING STYLES. FIRST OF ALL,
SOME CLASSIFICATIONS OF LEARNING STYLES ARE REVIEWED. THEN, THE CHAPTER
DISCUSSES COMPETITIVE AND COLLABORATIVE STRATEGIES AS ACTIVE LEARNING
METHODOLOGIES AND ANALYZES THEIR EFFECTS ON STUDENTS' OUTCOMES AND
FEELINGS, ACCORDING TO THEIR LEARNING STYLES. NEXT, IT SHOWS HOW
NETWORKING TECHNOLOGY CAN MITIGATE THE POSSIBLE NEGATIVE ASPECTS. ALL
THE DISCUSSION IS SUPPORTED BY SIGNIFICANT STUDY CASES FROM THE
LITERATURE. FINALLY, AN INNOVATIVE SYSTEM FOR ACTIVE COMPETITIVE AND
COLLABORATIVE LEARNING IS PRESENTED AS AN EXAMPLE OF A TELEMATIC
VERSATILE LEARNING SYSTEM. CHAPTERXIV OPEN SOURCE LMS CUSTOMIZATION: A
MOODLE STATISTICAL CONTROL APPLICATION 250 MIGUEL ANGEL CONDE,
UNIVERSIDAD DE SALAMANCA, SPAIN CARLOS MUNOZ MARTIN, CLAY FORMACION
INTERNACIONAL, SPAIN ALBERTO VELASCO FLORINES, CLAY FORMACION
INTERNACIONAL, SPAIN THIS PAPER REFLECTS THE POSSIBILITY OF DOING
ADAPTATIONS ON A LEARNING MANAGEMENT SYSTEM (LMS) DEPENDING ON THE
NECESSITIES OF A COMPANY OR INSTITUTION. IN THIS CASE, ACEM ALLOWS THE
DEFINITION OF COURSE-LEVEL AND PLATFORM-LEVEL REPORTS AND THE AUTOMATIE
GENERATION OF CERTIFICATES AND DIPLOMAS FOR MOODLE LMS. THESE
ADAPTATIONS ARE INTENDED TO COMPLEMENT ALL THE DIFFERENT LEARNING
PLATFORMS BY CONTRIBUTING ADDED-VALUE FEATURES LIKE THE GENERATION OF
CUSTOMIZABLE DIPLOMAS AND CERTIFICATES AND REPORTS, WHICH ALLOW THE
OBTAINING INFORMATION ABOUT BOTH GRADES AND PARTICIPATION IN EVERY
ACTIVITY OF A COURSE. ALL THIS NECESSITIES ARE NOT PROVIDED BY DEFAULT.
CHAPTERXV EVALUATION AND EFFECTIVE LEARNING: STRATEGIE USE OF
E-PORTFOLIO AS AN ALTERNATIVE ASSESSMENT AT UNIVERSITY 264 NURIA
HERNIMDEZ, UNIVERSIDAD DE OVIEDO, SPAIN THIS CHAPTER ANALYSES EVALUATION
AS A STRATEGIE INSTRUMENT TO PROMOTE ACTIVE AND SIGNIFICANT LCARNING AND
HOW, IN THAT STRATEGY, THE USE OF ALTERNATIVE ASSESSMENT AND
TECHNOLOGY-AIDED LEARNING-AND-TEACHING PROCESSES COULD BE OF GREAT HELP.
THERE IS AN IMPORTANT MARGIN TO ALLOW THE TCACHERS TO DESIGN THE
ASSESSMENT IN A STRATEGIE MANNER AND MODIFY THE NATURE OFTHE STUDENTS'
LEARNING ACTIVITIES. SO, THE CENTRAL QUESTION IS ANALYSING WHETHER THE
USE OF AN ELECTRONIC PORTFOLIO AS AN ASSESSMENT TOOL IN THE SUBJECT
"INTERNATIONAL ECONOMIC RELATIONS," HAS BEEN USED STRATEGICALLY. IN
OTHER WORDS, IS THE TYPE OF DESIRED LEARNING REALLY BEING ACHIEVED? IS
SIGNIFICANT AND DEEP LEARNING BEING STIMULATED? IF NOT, WHAT KIND OF
LEARNING IS BEING STIMULATED? HOW SHOULD THE ASSESSMENT BE MODIFIED TO
ACHIEVE THE DESIRED RESULTS? TO HELP ANSWER ALL THESE QUESTIONS, WE HAVE
ANALYSED WHETHER THE ACTIVITIES AND PRODUCTS WHICH MAKE UP THE
"INTERNATIONAL ECONOMIC RELATIONS" PORTFOLIO FULFIL THE CONDITIONS THAT
CHARACTERISE A STRATEGIE EVALUATION. CHAPTERXVI FORMATIVE ONLINE
ASSESSMENT IN E-LEARNING 279 IZASKUN IBABE, UNIVERSITY OFTHE BASQUE
COUNTRY, SPAIN JOANA JAUREGIZAR, QUALITY EVALUATION AND CERTIFICATION
AGENCY OF THE BASQUE UNIVERSITY SYSTEM, SPAIN THIS CHAPTER PROVIDES AN
INTRODUCTION TO FORMATIVE ASSESSMENT, ESPECIALLY APPLIED WITHIN AN
ONLINE OR E-LEARNING ENVIRONMENT. THE CHARACTERISTICS OF FOUR STRATEGIES
OF ONLINE FORMATIVE ASSESSMENT CURRENTLY MOST WIDELY USED--ONLINE
ADAPTIVE ASSESSMENT, ONLINE SELF-ASSESSMENT, ONLINE COLLABORATIVE
ASSESSMENT, AND PORTFOLIO--ARE DESCRIBED. REFERENCES ARE MADE THROUGHOUT
RECENT RESEARCH ABOUT THE EFFECTIVENESS OF ONLINE FORMATIVE ASSESSMENT
FOR OPTIMIZING STUDENTS' LEARNING. A CASE STUDY IN WHICH A COMPUTER-
ASSISTED ASSESSMENT TOOL WAS USED TO DESIGN AND APPLY SELF-ASSESSMENT
EXERCISES IS PRESENTED. THE CHAPTER EMPHASIZES THE IDEA THAT ALL TYPE OF
ASSESSMENT NEEDS TO BE CONCEPTUALIZED AS "ASSESSMENT FOR LEARNING."
PRACTICAL ADVICES ARE DETAILED FOR THE PLANNING, DEVELOPMENT,
IMPLEMENTATION, AND REVIEW OF QUALITY FORMATIVE ONLINE ASSESSMENT.
CHAPTER XVII DESIGNING AN ONLINE ASSESSMENT IN E-LEAMING 301 MARIA JOSE
RODRIGUEZ-CONDE, UNIVERSIDAD DE SALAMANCA, SPAIN IN THIS CHAPTER WE
CARRY OUT ANALYSIS OF THE TERM "ASSESSMENT," APPLIED OVER ALL THE
ELEMENTS WHICH CONSTITUTE THE ENVIRONMENT OF FORMATION (EVALUATION), AND
ALSO PARTICULARIZING IN THE ASSESSMENT OF THE LEARNING PROCESS,
DEVELOPED IN THE FRAME OFWHAT WE CALL E-LEARNING. THE PERSPECTIVE
GUIDING TEXT IS OF A METHODOLOGICAL AND PEDAGOGICAL NATURE. WE TRY TO
PLAN THE ASSESSMENT PROCESS IN ONLINE FORMATION ENVIRONMENTS DEALING IN
DEPTH WITH THE DIFFERENT ELEMENTS WHICH CONSTITUTE IT: OBJECTIVES AND
FUNCTIONS OF ASSESSMENT, ASSESSMENT CRITERIA AND INDICATORS, PEOPLE
INVOLVED AND ASSESSMENT AGENTS, SOFTWARE INSTRUMENTS AND TOOLS FOR THE
COLLECTION OF DATA, AND ANALYSIS OFTHE INFORMATION AND REPORTS. WE RAISE
A DISCUSSION ABOUT INSTITUTIONAL STRATEGIES FOR THE INCORPORATION OFTHIS
E-ASSESSMENT METHODOLOGY IN HIGHER EDUCATIONAL INSTITUTIONS AND COME TO
THE FINAL CONCLUSIONS ABOUT THE VALIDITY AND APPROPRIATENESS OF THE
E-LEARNING ASSESSMENT PROCESSES. CHAPTER XVIII QUALITY ASSESSMENT OF
E-FACILITATORS 3 18 EVELYN GULLETT, U21GLOBAL GRADUALE SCHOOLFOR GLOBAL
LEADERS, SINGAPORE ORGANIZATIONS, IN PARTICULAR HRITRAINING DEPARTMENTS,
STRIVE TO SET FORTH GOOD PRACTICES, QUALITY ASSURANCE, AND IMPROVEMENT
ON A CONTINUING BASIS. WITH THE CONTINUOUS GROWTH OF ONLINE UNIVERSITY
PROGRAMS, IT IS CRUCIAL FOR E-LEARNING ESTABLISHMENTS TO INCLUDE SERVICE
QUALITY ASSESSMENTS ALONG WITH MECHANISMS TO HELP E-FACILITATORS
CONSISTENTLY MAINTAIN THE HIGHEST QUALITY STANDARD WHEN LECTURING,
TEACHING, GUIDING, ADMINISTERING, AND SUPPORTING THE ONLINE LEARNER.
THIS CHAPTER DISCUSSES THE APPLICATION OF AN E-QUALITY ASSESSMENT MATRIX
(E-QAM) AS PART OF A QUALITY ASSESSMENT MODEL THAT PROMOTES CONTINUOUS
IMPROVEMENT OFTHE E-LEARNING ENVIRONMENT. THIS MODEL WILL SERVE AS A
TOOL FOR ONLINE UNIVERSITIES AND ORGANIZATIONS TO ACHIEVE A BASE
STANDARD OF CONSISTENT QUALITY THAT IS ESSENTIAL FOR PROGRAM
ACCREDITATION AND SATISFACTION OF GLOBAL CUSTOMERS. CHAPTERXIX E-QUAL: A
PROPOSAL TO MEASURE THE QUALITY OFE-LEARNING COURSES 329 CELIO GON9ALO
MARQUES, LNSTITUTO POLITECNICO DE TOMAR, PORTUGAL JOIIO NOIVO,
UNIVERSIDADE DO MINHO, PORTUGAL THIS CHAPTER PRESENTS A METHOD TO
MEASURE THE QUALITY OF E-LEARNING COURSES. AN INTRODUCTION IS FIRST
PRESENTED ON THE PROBLEMATICS OF QUALITY IN E-LEARNING EMPHASIZING THE
IMPORTANCE OF CONSIDERING THE 1EARNERS' NEEDS IN ALL THE DEVELOPMENT AND
IMPLEMENTATION STAGES. NEXT SEVERAL PROJECTS ARE MENTIONED, WHICH ARE
RELATED TO QUALITY IN E-LEARNING, AND SOME OFTHE MOST IMPORTANT EXISTING
MODELS ARE DESCRIBED. FINALLY, A NEW PROPOSAL IS PRESENTED, THE E-QUAL
MODEL, WHICH IS STRUCTURED INTO FOUR AREAS: LEARNING CONTENTS, LEAMING
CONTEXTS, PROCESSES, AND RESULTS. WITH THIS CHAPTER, THE AUTHORS AIM,
NOT ONLY TO DRAW THE ATTENTION TO THIS COMPLICATED ISSUE BUT ABOVE ALL
TO CONTRIBUTE TO A HIGHER CREDIBILITY OF E-LEAMING PROPOSING A NEW MODEL
THAT STANDS OUT FOR ITS SIMPLICITY AND FLEXIBILITY FOR ANALYZING
DIFFERENT PEDAGOGICAL MODELS. COMPILATION OF REFERENCES 350 ABOUT THE
CONTRIBUTORS 386 INDEX 394 |
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| indexdate | 2024-07-09T21:14:14Z |
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| spelling | Advances in E-learning experiences and methodologies Francisco J. García Peñalvo Hershey, Pa. [u.a.] Information Science Reference 2008 XXII, 396 S. Ill. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for scholars in both academic and professional spheres"--Provided by publisher. Internet in education Continuing education Computer-assisted instruction E-Learning (DE-588)4727098-6 gnd rswk-swf (DE-588)4151278-9 Einführung gnd-content E-Learning (DE-588)4727098-6 s DE-604 García-Peñalvo, Francisco J. Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016440616&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Advances in E-learning experiences and methodologies Internet in education Continuing education Computer-assisted instruction E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)4727098-6 (DE-588)4151278-9 |
| title | Advances in E-learning experiences and methodologies |
| title_auth | Advances in E-learning experiences and methodologies |
| title_exact_search | Advances in E-learning experiences and methodologies |
| title_exact_search_txtP | Advances in E-learning experiences and methodologies |
| title_full | Advances in E-learning experiences and methodologies Francisco J. García Peñalvo |
| title_fullStr | Advances in E-learning experiences and methodologies Francisco J. García Peñalvo |
| title_full_unstemmed | Advances in E-learning experiences and methodologies Francisco J. García Peñalvo |
| title_short | Advances in E-learning |
| title_sort | advances in e learning experiences and methodologies |
| title_sub | experiences and methodologies |
| topic | Internet in education Continuing education Computer-assisted instruction E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Internet in education Continuing education Computer-assisted instruction E-Learning Einführung |
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