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Digital Systems for Open Access to Formal and Informal Learning : Research from CELDA 2012.

By: Sampson, Demetrios G.
Contributor(s): Ifenthaler, Dirk | Isaias, Pedro | Spector, J. Michael.
Material type: TextTextSeries: eBooks on Demand.Publisher: Cham : Springer, 2014Copyright date: ©2014Edition: 1st ed.Description: 1 online resource (346 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9783319022642.Subject(s): Educational technology -- CongressesGenre/Form: Electronic books.Additional physical formats: Print version:: Digital Systems for Open Access to Formal and Informal Learning : Research from CELDA 2012DDC classification: 371.334 LOC classification: L1-991Online resources: Click here to view this ebook.
Contents:
Intro -- Acknowledgements -- Contents -- Contributors -- Chapter 1 -- Digital Systems for Open Access to Formal and Informal Learning -- 1 Digital Systems for Open Access to Formal and Informal Learning: An Overview -- References -- Part I -- Open Access to Formal and Informal Learning: Theory and Practice -- Chapter 2 -- The Open Discovery Space Portal: A Socially-Powered and Open Federated Infrastructure -- 1 Introduction -- 2 Requirements of the ODS Portal -- 2.1 Terminology -- 2.2 Users -- 2.3 Functional Requirements -- 2.4 Non-Functional Requirements -- 3 Related Work -- 4 The ODS Portal Architecture -- 4.1 Overview -- 4.2 Components -- 5 Implementation of the Ods Portal -- 6 Conclusions and Future Work -- References -- Chapter 3 -- The Evolution of University Open Courses in Transforming Learning: Experiences from Mainland China -- 1 The Evolution Route of University Open Courses in the Past 20 Years -- 2 The Initiation of Open Educational Resources -- 2.1 The Most Popular Project with Free Online Course Materials in Higher Education: MIT OpenCourseWare -- 2.2 The Most Influential National Program to Promote Curriculum Quality through Open Course: National Pilot Curriculum in China -- 3 The Popularization of Lecture Video Clips Through Internet -- 3.1 Illumination of Flipped Classes via Using Educational Video Clips: Khan Academy -- 3.2 The Pool of Lecture Video Clips of Elite Universities: iTunes U -- 3.3 The National Program of Lecture Video Clips: Quality Video Open Course in China -- 4 The Prevalence of Massive Open Online Courses -- 4.1 The Threshold of MOOCs in Elite Universities -- 4.2 The Response to MOOCs from Chinese Industry -- 5 The Implication of Open Courses in Transforming Learning -- 5.1 The Framework for Watching Open Courses -- 5.2 The Coupling of Learning And Teaching Process In Open Courses.
5.3 The Positive Reaction to MOOCs from the Chinese Government -- References -- Chapter 4 -- Massive Open Online Courses (MOOCs) and Massively Multiplayer Online Games (MMOGs): Synergies and Lessons to Be Learned -- 1 Introduction -- 2 MMOGs and MOOCs: Synergies -- 3 Learning Processes, Practices, and Pedagogies -- 4 Engagement and Immersion -- 4.1 Networks, Groups, and Interactions -- 4.2 Structure, Freedom, and Control -- 4.3 Assessment of Learning -- 5 Discussion and Conclusions -- References -- Chapter 5 -- Supporting Open Access to Teaching and Learning of People with Disabilities -- 1 Introduction -- 2 Requirements of the Inclusive Learning Portal -- 2.1 Terminology -- 2.2 Users -- 2.3 Functional Requirements -- 2.4 Nonfunctional Requirements -- 3 Related Work -- 4 The Inclusive Learning Portal Architecture -- 4.1 Overview -- 4.2 Components -- 5 Implementation of the Inclusive Learning Portal -- 6 Conclusions -- References -- Chapter 6 -- Development of Visualization of Learning Outcomes Using Curriculum Mapping -- 1 Background -- 2 Outline of NBAS -- 3 Visualization of Learning Outcomes -- 4 Examination of How Far it is Possible for Teachers on Major Programmes to Understand Learning Outcomes -- 4.1 Participants and Survey Period -- 4.2 Procedure -- 4.3 Results -- 5 Possibility of Comprehension by Students -- 5.1 Participants and Survey Period -- 5.2 Procedure -- 5.3 Results -- 6 Discussion -- References -- Chapter 7 -- Assessing Student Learning Online -- Overcoming Reliability Issues -- 1 Introduction -- 2 Input and Output -- 3 Assessment -- 3.1 Types of Assessment -- 3.2 Informal and Formal Assessment -- 3.3 Exploring Online Assessment Options -- 3.4 Assessment Reliability -- 4 Boosting Online Assessment Reliability -- 4.1 Time and Resources -- 4.2 In-Person and Virtual Proctoring -- 5 Assessing Capped Regional Online Courses.
5.1 Common Measures -- 5.2 Virtual Interaction -- 5.3 Virtual Presentations -- 5.4 Performance Pontification -- 5.5 Evaluating Audio and Video -- 5.6 Technological Factors -- 5.7 Student Media Preferences -- 5.8 Student Technology Perception -- 5.9 Impact of Digital Output -- 6 Assessing Massive Open Online Courses -- 7 Conclusion -- References -- Chapter 8 -- Theorizing Why in Digital Learning: Opening Frontiers for Inquiry and Innovation with Technology -- 1 Introduction -- 1.1 Scenario: University Student -- 1.2 Scenario: High School Teacher -- 1.3 Scenario: Instructional Designer -- 1.4 Scenario: Teacher Librarian -- 1.5 Scenario: Professional Psychologist -- 1.6 Scenario: Lawyer -- 2 Digital Learning Evolves -- 2.1 E-Learning and Digital Learning -- 2.2 Innovation and Practice -- 2.3 Historical and Social Narratives -- 2.4 Openness and Education -- 2.5 Into the Future -- 3 Cognitive Engagement -- 3.1 Ubiquitous Distraction? -- 3.2 The Search Paradigm -- 3.3 Dimensions of Why -- 3.4 Questioning and Reflective Practice -- 4 Consequences -- References -- Part II -- Open Access to Formal and Informal Learning: Methods and Technologies -- Chapter 9 -- Mobile Language Learners as Social Networkers -- A Study of Mobile Language Learners' Use of LingoBee -- 1 Introduction -- 2 Literature Review -- 2.1 Mobile Learning, Social Media and Open Access -- 3 LingoBee Mobile App -- 4 User Studies -- 5 Method -- 6 Lingobee Users as Social Networkers -- 7 Implications for Learning -- 8 Summary -- References -- Chapter 10 -- A Mobile Location-Based Situated Learning Framework for Supporting Critical Thinking: A Requirements Analysis Study -- 1 Introduction -- 2 Literature Review -- 2.1 Context-Aware and Location-Based Mobile Learning -- 2.2 Situated Learning -- 2.3 Critical Thinking -- 3 The Situated Learning Problem Domain -- 4 Research Methodology.
4.1 Phase One: Requirements Gathering -- 4.2 Findings -- 4.3 Phase Two: Theoretical Framework Development -- 5 Conclusion and Future Work -- References -- Chapter 11 -- Developing Technological and Pedagogical Affordances to Support the Collaborative Process of Inquiry-Based Science Education -- 1 Introduction -- 2 Key Stages of a Dialogic Inquiry Process in Science -- 2.1 Approaches to Inquiry Processes -- 2.2 Stages of Inquiry Processes -- 3 Key Aspects of Learning to Learn Together -- 4 The Web-Based Learning Environment: Metafora -- 5 Objectives and Research Questions -- 6 Method -- 6.1 Participants -- 6.2 Procedure -- 6.3 Data Collection -- 7 Findings -- 7.1 How Does the Visual Language Help Students to Solve the Challenge Using Key Scientific Processes? -- 7.2 How Does the Visual Language Stimulate Discussion and Reflection About Scientific Processes? -- 7.3 Does the Visual Language Help Students to Develop Group Learning Processes? -- 8 Conclusions -- References -- Chapter 12 -- Learning in or with games? -- Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motiva Theory -- 1 Introduction -- 2 The Promise of DLGs -- 3 Learning in Conventional Entertainment Games -- 3.1 A Learning and Instruction Theory Perspective -- 3.2 An Emotion Theory Perspective -- 3.3 A Motivation Theory Perspective -- 4 Quality Criteria for DLGs -- 5 Applications and Significance -- 6 DLGs and the Agenda of Open Access -- References -- Chapter 13 -- Digital Game-Based Learning in the Context of School Entrepreneurship Education: Proposing a Framework for Evaluating the Effectiveness of Digital Games -- 1 Introduction -- 2 Theoretical Background -- 2.1 Entrepreneurship-Related Goals and Objectives at Different Levels of Education -- 2.2 Digital Game-Based Learning as a Means for Supporting School Entrepreneurship Education.
2.3 Approaches to the Evaluation of Entrepreneurship Education Programs -- 3 Literature Review -- 3.1 Outcomes of Game-Supported Entrepreneurship Education Interventions -- 3.2 Existing Frameworks for Evaluating Game-Supported Entrepreneurship Education -- 4 A Framework for Evaluating Game-Supported School Entrepreneurship Education -- 5 Discussion -- References -- Chapter 14 -- Stimulating Learning via Tutoring and Collaborative Simulator Games -- 1 Introduction -- 1.1 Background -- 2 Promoting Learning by Tutoring Support Tools -- 2.1 Tutorial Supporting Tools -- 2.2 Requirements and Specifications of a Tutorial Tool -- 2.3 wikiLUA -- 2.4 Test and Validation -- 2.5 Assessment of the Experience's Impact on Student's Learning -- 2.6 Assessment of the Experience's Impact on University Teaching Performance -- 3 Promoting Learning with Simulating Games -- 3.1 Role-Playing: Promoting Active and Meaningful Knowledge -- 3.2 The Didactic Market Simulator -- 3.3 Purpose of the Didactic Market Simulator -- 3.4 Test and Validation -- 3.5 Assessment of the Experience's Impact on Student's Learning -- 3.6 Assessment of the Experience's Impact on Employers -- 4 Conclusions -- References -- Chapter 15 -- A Methodology for Organizing Virtual and Remote Laboratories -- 1 Introduction -- 2 Review of Existing Repositories of Virtual and Remote Laboratories -- 2.1 Description of Existing Repositories of Virtual and Remote Laboratories -- 2.2 Comparative Analysis and Outcomes -- 3 Big Ideas of Science: A Complementary Way for Organizing Virtual and Remote Laboratories -- 3.1 Definition -- 3.2 Review of Existing Sets of Big Ideas of Science -- 3.3 Proposed Set of Big Ideas of Science -- 4 The Proposed Methodology for Organizing Virtual and Remote Laboratories -- 4.1 Overview -- 4.2 Full Element Set -- 5 Conclusions -- References -- Chapter 16.
Creative Collaboration in a 3D Virtual World: Conducting Educational Activities, Designing Environments, and Preserving Results.
Summary: Presenting cutting-edge research papers from the CELDA 2012 conference, this collection offers multi-disciplinary, peer-reviewed coverage of the latest innovations in the use of digital systems and technologies to enhance both formal and informal learning.
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Intro -- Acknowledgements -- Contents -- Contributors -- Chapter 1 -- Digital Systems for Open Access to Formal and Informal Learning -- 1 Digital Systems for Open Access to Formal and Informal Learning: An Overview -- References -- Part I -- Open Access to Formal and Informal Learning: Theory and Practice -- Chapter 2 -- The Open Discovery Space Portal: A Socially-Powered and Open Federated Infrastructure -- 1 Introduction -- 2 Requirements of the ODS Portal -- 2.1 Terminology -- 2.2 Users -- 2.3 Functional Requirements -- 2.4 Non-Functional Requirements -- 3 Related Work -- 4 The ODS Portal Architecture -- 4.1 Overview -- 4.2 Components -- 5 Implementation of the Ods Portal -- 6 Conclusions and Future Work -- References -- Chapter 3 -- The Evolution of University Open Courses in Transforming Learning: Experiences from Mainland China -- 1 The Evolution Route of University Open Courses in the Past 20 Years -- 2 The Initiation of Open Educational Resources -- 2.1 The Most Popular Project with Free Online Course Materials in Higher Education: MIT OpenCourseWare -- 2.2 The Most Influential National Program to Promote Curriculum Quality through Open Course: National Pilot Curriculum in China -- 3 The Popularization of Lecture Video Clips Through Internet -- 3.1 Illumination of Flipped Classes via Using Educational Video Clips: Khan Academy -- 3.2 The Pool of Lecture Video Clips of Elite Universities: iTunes U -- 3.3 The National Program of Lecture Video Clips: Quality Video Open Course in China -- 4 The Prevalence of Massive Open Online Courses -- 4.1 The Threshold of MOOCs in Elite Universities -- 4.2 The Response to MOOCs from Chinese Industry -- 5 The Implication of Open Courses in Transforming Learning -- 5.1 The Framework for Watching Open Courses -- 5.2 The Coupling of Learning And Teaching Process In Open Courses.

5.3 The Positive Reaction to MOOCs from the Chinese Government -- References -- Chapter 4 -- Massive Open Online Courses (MOOCs) and Massively Multiplayer Online Games (MMOGs): Synergies and Lessons to Be Learned -- 1 Introduction -- 2 MMOGs and MOOCs: Synergies -- 3 Learning Processes, Practices, and Pedagogies -- 4 Engagement and Immersion -- 4.1 Networks, Groups, and Interactions -- 4.2 Structure, Freedom, and Control -- 4.3 Assessment of Learning -- 5 Discussion and Conclusions -- References -- Chapter 5 -- Supporting Open Access to Teaching and Learning of People with Disabilities -- 1 Introduction -- 2 Requirements of the Inclusive Learning Portal -- 2.1 Terminology -- 2.2 Users -- 2.3 Functional Requirements -- 2.4 Nonfunctional Requirements -- 3 Related Work -- 4 The Inclusive Learning Portal Architecture -- 4.1 Overview -- 4.2 Components -- 5 Implementation of the Inclusive Learning Portal -- 6 Conclusions -- References -- Chapter 6 -- Development of Visualization of Learning Outcomes Using Curriculum Mapping -- 1 Background -- 2 Outline of NBAS -- 3 Visualization of Learning Outcomes -- 4 Examination of How Far it is Possible for Teachers on Major Programmes to Understand Learning Outcomes -- 4.1 Participants and Survey Period -- 4.2 Procedure -- 4.3 Results -- 5 Possibility of Comprehension by Students -- 5.1 Participants and Survey Period -- 5.2 Procedure -- 5.3 Results -- 6 Discussion -- References -- Chapter 7 -- Assessing Student Learning Online -- Overcoming Reliability Issues -- 1 Introduction -- 2 Input and Output -- 3 Assessment -- 3.1 Types of Assessment -- 3.2 Informal and Formal Assessment -- 3.3 Exploring Online Assessment Options -- 3.4 Assessment Reliability -- 4 Boosting Online Assessment Reliability -- 4.1 Time and Resources -- 4.2 In-Person and Virtual Proctoring -- 5 Assessing Capped Regional Online Courses.

5.1 Common Measures -- 5.2 Virtual Interaction -- 5.3 Virtual Presentations -- 5.4 Performance Pontification -- 5.5 Evaluating Audio and Video -- 5.6 Technological Factors -- 5.7 Student Media Preferences -- 5.8 Student Technology Perception -- 5.9 Impact of Digital Output -- 6 Assessing Massive Open Online Courses -- 7 Conclusion -- References -- Chapter 8 -- Theorizing Why in Digital Learning: Opening Frontiers for Inquiry and Innovation with Technology -- 1 Introduction -- 1.1 Scenario: University Student -- 1.2 Scenario: High School Teacher -- 1.3 Scenario: Instructional Designer -- 1.4 Scenario: Teacher Librarian -- 1.5 Scenario: Professional Psychologist -- 1.6 Scenario: Lawyer -- 2 Digital Learning Evolves -- 2.1 E-Learning and Digital Learning -- 2.2 Innovation and Practice -- 2.3 Historical and Social Narratives -- 2.4 Openness and Education -- 2.5 Into the Future -- 3 Cognitive Engagement -- 3.1 Ubiquitous Distraction? -- 3.2 The Search Paradigm -- 3.3 Dimensions of Why -- 3.4 Questioning and Reflective Practice -- 4 Consequences -- References -- Part II -- Open Access to Formal and Informal Learning: Methods and Technologies -- Chapter 9 -- Mobile Language Learners as Social Networkers -- A Study of Mobile Language Learners' Use of LingoBee -- 1 Introduction -- 2 Literature Review -- 2.1 Mobile Learning, Social Media and Open Access -- 3 LingoBee Mobile App -- 4 User Studies -- 5 Method -- 6 Lingobee Users as Social Networkers -- 7 Implications for Learning -- 8 Summary -- References -- Chapter 10 -- A Mobile Location-Based Situated Learning Framework for Supporting Critical Thinking: A Requirements Analysis Study -- 1 Introduction -- 2 Literature Review -- 2.1 Context-Aware and Location-Based Mobile Learning -- 2.2 Situated Learning -- 2.3 Critical Thinking -- 3 The Situated Learning Problem Domain -- 4 Research Methodology.

4.1 Phase One: Requirements Gathering -- 4.2 Findings -- 4.3 Phase Two: Theoretical Framework Development -- 5 Conclusion and Future Work -- References -- Chapter 11 -- Developing Technological and Pedagogical Affordances to Support the Collaborative Process of Inquiry-Based Science Education -- 1 Introduction -- 2 Key Stages of a Dialogic Inquiry Process in Science -- 2.1 Approaches to Inquiry Processes -- 2.2 Stages of Inquiry Processes -- 3 Key Aspects of Learning to Learn Together -- 4 The Web-Based Learning Environment: Metafora -- 5 Objectives and Research Questions -- 6 Method -- 6.1 Participants -- 6.2 Procedure -- 6.3 Data Collection -- 7 Findings -- 7.1 How Does the Visual Language Help Students to Solve the Challenge Using Key Scientific Processes? -- 7.2 How Does the Visual Language Stimulate Discussion and Reflection About Scientific Processes? -- 7.3 Does the Visual Language Help Students to Develop Group Learning Processes? -- 8 Conclusions -- References -- Chapter 12 -- Learning in or with games? -- Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motiva Theory -- 1 Introduction -- 2 The Promise of DLGs -- 3 Learning in Conventional Entertainment Games -- 3.1 A Learning and Instruction Theory Perspective -- 3.2 An Emotion Theory Perspective -- 3.3 A Motivation Theory Perspective -- 4 Quality Criteria for DLGs -- 5 Applications and Significance -- 6 DLGs and the Agenda of Open Access -- References -- Chapter 13 -- Digital Game-Based Learning in the Context of School Entrepreneurship Education: Proposing a Framework for Evaluating the Effectiveness of Digital Games -- 1 Introduction -- 2 Theoretical Background -- 2.1 Entrepreneurship-Related Goals and Objectives at Different Levels of Education -- 2.2 Digital Game-Based Learning as a Means for Supporting School Entrepreneurship Education.

2.3 Approaches to the Evaluation of Entrepreneurship Education Programs -- 3 Literature Review -- 3.1 Outcomes of Game-Supported Entrepreneurship Education Interventions -- 3.2 Existing Frameworks for Evaluating Game-Supported Entrepreneurship Education -- 4 A Framework for Evaluating Game-Supported School Entrepreneurship Education -- 5 Discussion -- References -- Chapter 14 -- Stimulating Learning via Tutoring and Collaborative Simulator Games -- 1 Introduction -- 1.1 Background -- 2 Promoting Learning by Tutoring Support Tools -- 2.1 Tutorial Supporting Tools -- 2.2 Requirements and Specifications of a Tutorial Tool -- 2.3 wikiLUA -- 2.4 Test and Validation -- 2.5 Assessment of the Experience's Impact on Student's Learning -- 2.6 Assessment of the Experience's Impact on University Teaching Performance -- 3 Promoting Learning with Simulating Games -- 3.1 Role-Playing: Promoting Active and Meaningful Knowledge -- 3.2 The Didactic Market Simulator -- 3.3 Purpose of the Didactic Market Simulator -- 3.4 Test and Validation -- 3.5 Assessment of the Experience's Impact on Student's Learning -- 3.6 Assessment of the Experience's Impact on Employers -- 4 Conclusions -- References -- Chapter 15 -- A Methodology for Organizing Virtual and Remote Laboratories -- 1 Introduction -- 2 Review of Existing Repositories of Virtual and Remote Laboratories -- 2.1 Description of Existing Repositories of Virtual and Remote Laboratories -- 2.2 Comparative Analysis and Outcomes -- 3 Big Ideas of Science: A Complementary Way for Organizing Virtual and Remote Laboratories -- 3.1 Definition -- 3.2 Review of Existing Sets of Big Ideas of Science -- 3.3 Proposed Set of Big Ideas of Science -- 4 The Proposed Methodology for Organizing Virtual and Remote Laboratories -- 4.1 Overview -- 4.2 Full Element Set -- 5 Conclusions -- References -- Chapter 16.

Creative Collaboration in a 3D Virtual World: Conducting Educational Activities, Designing Environments, and Preserving Results.

Presenting cutting-edge research papers from the CELDA 2012 conference, this collection offers multi-disciplinary, peer-reviewed coverage of the latest innovations in the use of digital systems and technologies to enhance both formal and informal learning.

Description based on publisher supplied metadata and other sources.

Author notes provided by Syndetics

<p> Demetrios G. Sampson (Department of Digital Systems, University of Piraeus & Informatics and Telematics Institute, Centre for Research and Technology - Hellas, Greece, sampson@iti.gr) has received a Diploma in Electrical Engineering from the Democritus University of Thrace, Greece in 1989 and a Ph.D. in Electronic Systems Engineering from the University of Essex, UK in 1995. He is a Full Professor of Digital Systems for Learning and Education at the Department of Digital Systems, University of Piraeus, Greece and a Research Fellow at the Information Technologies Institute (ITI), Centre of Research and Technology Hellas (CERTH). He is the Founder and Director of the Advanced Digital Systems and Services for Education and Learning (ASK) since 1999. He is the co-author of more than 312 publications in scientific books, journals and conferences with at least 1400 known citations (h-index: 20). He has received 6 times Best Paper Award in International Conferences on Advanced Learning Technologies. He is a Senior and Golden Core Member of IEEE and he was the elected Chair of the IEEE Computer Society Technical Committee on Learning Technologies (2008-2011). He is Co-Editor-in-Chief of the Educational Technology and Society Journal (impact factor 1.171, 2012). He is also a Member of the Steering Committee of the IEEE Transactions on Learning Technologies, Member of the Editorial Board of 22 International/National Journals and a Guest Co-Editor in 26 Special Issues of International Journals. His participation in the organization of scientific conferences involves: General and/or Program Committee Chair in 35 International Conferences, Program Committees Member in 345 International/National Scientific Conferences. He has been a Keynote/Invited Speaker in 51 International/National Conferences. He has been project director, principle investigator and/or consultant in 65 R&D projects with external funding at the range of 14 Million e (1991-2016).nbsp; He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012).</p> <p> Dirk Ifenthaler (Deakin University, Australia, dirk@ifenthaler.info) is the Director, Centre for Research in Digital Learning at Deakin University. His previous roles include Manager of Applied Research and Learning Analytics at Open Universities Australia, Affiliate Research Scholar at the University of Oklahoma, USA, and Interim Department Chair and Professor for Educational Science at the University of Mannheim, Germany. Professor Ifenthaler was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, the University of Oklahoma, USA. Dirk''s background is in cognitive psychology, educational technology, statistics, and teacher education. He developed automated and computer-based methodologies for the assessment, analysis, and feedback of graphical and natural language representations. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers. Dirk is the Editor-in-Chief of Technology, Knowledge and Learning and a member of the Editorial Board for Educational Technology Research and Development. He is the 2013-2014 President for the AECT (Association for Educational Communications and Technology) Division Design and Development, 2013-2014 Chair for the AERA (American Educational Research Association) Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA). Dirk received the 2012 Outstanding Journal Article Award by AECT, 2009 Outstanding Reviewer Award for Educational Technology Research and Development and the 2006 Outstanding Dissertation Award by the University of Freiburg, Germany.</p> <p> Pedro Isaias (Universidade Alberta, Portugal, pisaias@uab.pt) is an associate professor at Universidade Aberta (Portuguese Open University) in Lisbon, Portugal, responsible for several courses and director of the master degree program in Electronic Commerce and Internet since its start in 2003. He is co-founder and president of IADIS - International Association for Development of the Information Society, a scientific non-profit association. He holds a PhD in Information Management (in the speciality of information and decision systems) from the New University of Lisbon. Author of several books (both as author/co-author and editor/co-editor), journal and conference papers, and research reports, all in the information systems area, he has headed several conferences and workshops within the mentioned area. He has also been responsible for the scientific coordination of several EU funded research projects. He is co-editor of the Interactive Technologies and Smart Education (ITSE) Journal, the editor of the IADIS Journal on WWW/Internet (IJWI) and the co-editor of the IADIS Journal on Computer Science and Information Systems (IJCSIS). He is also member of the editorial board of several journals and program committee member of several conferences and workshops. At the moment he conducts research activity related to Information Systems in general, E-Learning, E-Commerce and WWW related areas.</p> <p> J. Michael Spector (University of North Texas, USA, mike.spector@unt.edu) is Chair of Learning Technologies in the College of Information at the University of North Texas. His recent research is in the areas of intelligent support for instructional design, system dynamics based learning environments, assessing learning in complex domains, distance learning, and technology integration in education. Dr. Spector served on the International Board of Standards for Training, Performance and Instruction (IBSTPI) as Executive Vice President; he is on the Executive Committee of the IEEE Learning Technology Technical Committee and is Past-President of the Association for Educational and Communications Technology (AECT). He is the editor of the Development Section of Educational Technology Research & Development, and he serves on numerous other editorial boards. He co-edited the third and fourth editions of the Handbook of Research on Educational Communications and Technology, and has more than 100 journal articles, book chapters and books to his credit.</p>

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