Doctor al Consor tium at the Programme Committee Luis Anido Rifon Merja Bauters Lorenzo Cantoni Mohamed Amine Chatti John Cook Raquel M. Crespo García Paul de Bra Carlos Delgado Kloos Stavros Demetriadis Michael Derntl Stefan Dietze Yannis Dimitriadis Juan Manuel Dodero Jon Dron Benedict Du Boulay Erik Duval Martin Ebner Carmen Fernández-Panadero Christian Glahn Monique Grandbastien Andrina Granić David Griffiths Marcia Håkansson Lindqvist Michael Kickmeier-Rust Barbara Kieslinger
Tomaž Klobučar Milos Kravcik Elise Lavoué Andreas Lingnau Katherine Maillet Kati Mäkitalo-Siegl Wolfgang Nejdl Roger Nkambou Viktoria Pammer Abelardo Pardo Kai Pata Eric Ras Christoph Rensing Miguel Rodriguez-Artacho Demetrios Sampson Judith Schoonenboom Mike Sharples Bernd Simon Sergey Sosnovsky Stefan Trausan-Matu Katrien Verbert Armin Weinberger Wim Westera These are the proceeding of the Doctoral Consortium at the European Conference on Technology Enhanced Learning 2013. The annual EC-TEL Doctoral Consortium has been bringing together Ph.D. students working on topics related to technology enhanced learning (TEL), supporting and inspiring them during their ongoing research efforts since 2006. Over the years, the event has been recognized in the TEL community as an excellent opportunity for doctoral students to present and discuss their Ph.D. work and to get valuable personalized feedback about their research from distinguished researchers in the field in an interdisciplinary and international atmosphere.
The proceedings include 17 accepted papers. Students were asked to specifically address the following points in their papers about their doctoral work: to concisely present their research question, their current knowledge of the problem domain, the applied research methodology and current status of results, as well as a discussion about how the their suggested solution is different, new, or better as compared to existing approaches.
The papers were selected according to the possible benefit the doctoral students could get from their participation at the doctoral consortium in terms of refinement or consolidation of their research work. Submitting and selecting papers initiated the process. Each paper was then given an in-depth, formative review by at least two members of the ECTEL Conference programme committee and two Ph.D. students selected to participate at the Doctoral Consortium. The participants presented their research at the Doctoral Consortium where they got additional feedback from academics and experts in the audience. The written and oral reviews provided essential references for the doctoral students. Feedback served not only to improve the initial manuscripts, but also to help guide the doctoral students to better direct or focus the organisation of their work towards completing their doctoral research. The final versions of the papers included in these proceedings incorporate the input from the complete review process. The student papers provide an insight into the current issues of concern in TEL research and range widely from those investigating research in classrooms to those designing and trialling new technological approaches to enhance learning in both formal and informal settings. Some of the topics covered include, for example, an online school-family collaboration platform, use of social and mobile learning technologies, development of teacher skills, or learning orchestration. We would like to thank all the doctoral students for their commitment to advancing the state-ofthe art in the research field of TEL. We would also like to thank all of the reviewers whose precious time has been so instrumental in giving professional guidance to the doctoral students. Finally, we would like to thank the organizers of the EC-TEL 2013 for making the event in Paphos such a nice experience.
The Doctoral Consortium at EC-TEL is supported by the European Association of Technology Enhanced Learning (EATEL) (http://www.ea-tel.eu/). EATEL aims to build early researcher capacity through doctoral schools and consortia.
Tomaž Klobučar Understanding and Supporting Intersubjective Meaning Making in Socio-Technical Systems: A Cognitive Psychology Perspective Sebastian Dennerlein An Investigation into Best Practices for E-learning Implementation in Higher Education Latefa Bin Fryan The Uptake and Use of Digital Technologies in Two Schools Working in a 1:1 Computer Initiative Marcia J. P. Håkansson Lindqvist Exploring Students’ Experience of Project-based Learning in an Instructional Design Course Ioana Hartescu Using Action Research Approach to Develop Teachers` Digital Skills: the Initial Framework Agnese Karaseva DIAPLASIS: Development Of An Online School-Family Collaboration Platform For Intervention With At-Risk Students Alexandros Kofteros Iranian EFL Teachers’ Perspectives on their Use of ICT in their Teaching Practices: A Multiple Case Study Parivash Mozafari Helping Educators to Orchestrate Learning Situations Involving Multiple Physical and Virtual Spaces Juan A. Muñoz-Cristóbal World Wide Web in the Service of Schooling: Semantic Web as a Solution for Language Teaching in Cypriot Secondary Education Chrystalla Neofytou Using Eye Tracking and Electroencephalography to Assess and Evaluate Students’ Cognitive Dimensions Efi A. Nisiforou Using Social Technologies in Computer Assisted Language Learning: Development of a Theoretical and Methodological Framework Antigoni Parmaxi 1 7 14 20 30 37 43 51 57 65 71 79 87 Mobile Learning Contexts for Problem-solving Competence Assessment at Higher Education Alex Rayón Foundations for an e-Textbook: A Textbook Metaphor for Educational Content Aggregation Veronika Rogalevich Adaptive Support for Educational Question Answering Ivan Srba Immersive Virtual Reality, Presence and Engagement: What is the Pedagogic Value of Immersive Virtual Worlds? Jane Stone