=Paper=
{{Paper
|id=Vol-1093/preface
|storemode=property
|title=None
|pdfUrl=https://ceur-ws.org/Vol-1093/preface.pdf
|volume=Vol-1093
}}
==None==
https://ceur-ws.org/Vol-1093/preface.pdf
Doctor al Consor tium
at the
Eur opean Confer ence on Technology Enhanced
Lear ning 2013
Paphos, Cypr us, September 17–18, 2013
Doctoral Consortium Chairs
Katherine Maillet, Institut Mines-Télécom, Télécom Ecole de Management, France
Tomaž Klobučar, Institut “Jožef Stefan”, Slovenia
Programme Committee
Luis Anido Rifon Ralf Klamma
Merja Bauters Tomaž Klobučar
Lorenzo Cantoni Milos Kravcik
Mohamed Amine Chatti Elise Lavoué
John Cook Andreas Lingnau
Raquel M. Crespo García Katherine Maillet
Paul de Bra Kati Mäkitalo-Siegl
Carlos Delgado Kloos Wolfgang Nejdl
Stavros Demetriadis Roger Nkambou
Michael Derntl Viktoria Pammer
Stefan Dietze Abelardo Pardo
Yannis Dimitriadis Kai Pata
Juan Manuel Dodero Eric Ras
Jon Dron Christoph Rensing
Benedict Du Boulay Miguel Rodriguez-Artacho
Erik Duval Demetrios Sampson
Martin Ebner Judith Schoonenboom
Carmen Fernández-Panadero Mike Sharples
Christian Glahn Bernd Simon
Monique Grandbastien Sergey Sosnovsky
Andrina Granić Stefan Trausan-Matu
David Griffiths Katrien Verbert
Marcia Håkansson Lindqvist Armin Weinberger
Michael Kickmeier-Rust Wim Westera
Barbara Kieslinger
ii
Foreword
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-of-
the 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.
Katherine Maillet
Tomaž Klobučar
iii
Table of Contents
Towards a Framework for Analytics-driven Domain-specific Mashup Environments 1
Michael Aram
A Design-based Study of Citizen Inquiry for Geology 7
Maria Aristeidou
Understanding and Supporting Intersubjective Meaning Making in Socio-Technical 14
Systems: A Cognitive Psychology Perspective
Sebastian Dennerlein
An Investigation into Best Practices for E-learning Implementation in Higher 20
Education
Latefa Bin Fryan
The Uptake and Use of Digital Technologies in Two Schools Working in a 1:1 30
Computer Initiative
Marcia J. P. Håkansson Lindqvist
Exploring Students’ Experience of Project-based Learning in an Instructional Design 37
Course
Ioana Hartescu
Using Action Research Approach to Develop Teachers` Digital Skills: the Initial 43
Framework
Agnese Karaseva
DIAPLASIS: Development Of An Online School-Family Collaboration Platform For 51
Intervention With At-Risk Students
Alexandros Kofteros
Iranian EFL Teachers’ Perspectives on their Use of ICT in their Teaching Practices: A 57
Multiple Case Study
Parivash Mozafari
Helping Educators to Orchestrate Learning Situations Involving Multiple Physical and 65
Virtual Spaces
Juan A. Muñoz-Cristóbal
World Wide Web in the Service of Schooling: Semantic Web as a Solution for 71
Language Teaching in Cypriot Secondary Education
Chrystalla Neofytou
Using Eye Tracking and Electroencephalography to Assess and Evaluate Students’ 79
Cognitive Dimensions
Efi A. Nisiforou
Using Social Technologies in Computer Assisted Language Learning: Development of 87
a Theoretical and Methodological Framework
Antigoni Parmaxi
iv
Mobile Learning Contexts for Problem-solving Competence Assessment at Higher 93
Education
Alex Rayón
Foundations for an e-Textbook: A Textbook Metaphor for Educational Content 101
Aggregation
Veronika Rogalevich
Adaptive Support for Educational Question Answering 109
Ivan Srba
Immersive Virtual Reality, Presence and Engagement: What is the Pedagogic Value of 115
Immersive Virtual Worlds?
Jane Stone
v