Table of Contents

• Making Sense of MOOCs: The Evolution of Online Learning in Higher EducationStamenka Uvalic-Trumbic, Sir John Daniel. 1-4 [doi]
• Analysing the Impact of Built-In and External Social Tools in a MOOC on Educational TechnologiesCarlos Alario-Hoyos, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Hugo A. Parada G., Mario Muñoz Organero, Antonio Rodríguez-de-las-Heras. 5-18 [doi]
• Using a 3D Online Game to Assess Students' Foreign Language Acquisition and Communicative CompetenceAnke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Concepción Valero-Franco. 19-31 [doi]
• Analysis of Learners' Fieldtrip Talk during a Collaborative Inquiry TaskCanan Tosunoglu Blake, Eileen Scanlon, Alison Twiner, Trevor D. Collins, Ann C. Jones, Lucinda Kerawalla. 32-42 [doi]
• Teaching Low-Functioning Autistic Children: ABCD SWMaria Claudia Buzzi, Marina Buzzi, Beatrice Rapisarda, Caterina Senette, Maurizio Tesconi. 43-56 [doi]
• Pervasive Interventions to Increase Pro-environmental Awareness, Consciousness, and Learning at the WorkplaceDirk Börner, Marco Kalz, Stefaan Ternier, Marcus Specht. 57-70 [doi]
• 3D Interactive Applications on Tablets for Preschoolers: Exploring the Human Skeleton and the SensesAntonia Cascales, Isabel Laguna, David C. Pérez López, Pascual Perona, Manuel Contero. 71-83 [doi]
• NLP-Based Heuristics for Assessing Participants in CSCL ChatsCostin-Gabriel Chiru, Traian Rebedea, Stefan Trausan-Matu. 84-96 [doi]
• Research Evidence on the Impact of Technology-Enhanced Collaboration Scripts on Learning - A Contribution toward a Script Theory of Guidance in CSCLStavros N. Demetriadis. 97-110 [doi]
• An Environment to Support Collaborative Learning by ModdingSébastien George, Élise Lavoué, Baptiste Monterrat. 111-124 [doi]
• When One Textbook Is Not Enough: Linking Multiple Textbooks Using Probabilistic Topic ModelsJulio Guerra, Sergey A. Sosnovsky, Peter Brusilovsky. 125-138 [doi]
• Research on Collaborative Planning and Reflection - Methods and Tools in the Metafora ProjectAndreas Harrer, Kerstin Pfahler, Reuma De Groot, Rotem Abdu. 139-150 [doi]
• Understanding and Supporting Reflective Learning Processes in the Workplace: The CSRL ModelBirgit R. Krogstie, Michael Prilla, Viktoria Pammer. 151-164 [doi]
• Rhythm Reading Exercises with PWGLMika Kuuskankare, Vesa Norilo. 165-177 [doi]
• Which User Interactions Predict Levels of Expertise in Work-Integrated Learning?Tobias Ley, Barbara Kump. 178-190 [doi]
• Motivating Students or Teachers? - Challenges for a Successful Implementation of Online-Learning in Industry-Related Vocational TrainingNils Malzahn, Tina Ganster, Nicole Sträfling, Nicole C. Krämer, Heinz Ulrich Hoppe. 191-204 [doi]
• Shared Annotations: The Social Side of Exam PreparationAndrea Mazzei, Jan Blom, Louis Gomez, Pierre Dillenbourg. 205-218 [doi]
• Interdisciplinary Cohesion of TEL - An Account of Multiple PerspectivesPhilip Meyer, Sebastian Kelle, Thomas Daniel Ullmann, Peter Scott, Fridolin Wild. 219-232 [doi]
• Learning Design Studio: Educational Practice as Design Inquiry of LearningYishay Mor, Orit Mogilevsky. 233-245 [doi]
• Usage Context-Boosted Filtering for Recommender Systems in TELKatja Niemann, Martin Wolpers. 246-259 [doi]
• Design Principles for Competence Management in Curriculum DevelopmentKai Pata, Kairit Tammets, Mart Laanpere, Vladimir Tomberg. 260-273 [doi]
• An Investigation of Two Methods for the Technological Mediation of Collaborative Peer Feedback in Higher EducationAndria Pavlou, Eleni A. Kyza. 274-287 [doi]
• Virtual Labs in Engineering Education: Modeling Perceived Critical Mass of Potential Adopter TeachersRaghu Raman, Krishnashree Achuthan, Prema Nedungadi. 288-300 [doi]
• Qualitative and Quantitative Evaluation of an Adaptive Course in GALEVinicius Faria Culmant Ramos, Paul De Bra, Geraldo Xexéo. 301-313 [doi]
• Evaluating the Use of Open Badges in an Open Learning EnvironmentJosé Luis Santos, Sven Charleer, Gonzalo Parra, Joris Klerkx, Erik Duval, Katrien Verbert. 314-327 [doi]
• Not Interested in ICT? A Case Study to Explore How a Meaningful m-Learning Activity Fosters Engagement among Older UsersPatricia Santos, Mara Balestrini, Valeria Righi, Josep Blat, Davinia Hernández Leo. 328-342 [doi]
• Exploring LogiAssist - The Mobile Learning and Assistance Platform for Truck DriversMaren Scheffel, Uwe Kirschenmann, Andreas Taske, Katja Adloff, Maik Kiesel, Roland Klemke, Martin Wolpers. 343-356 [doi]
• Designing a Mobile Learning Game to Investigate the Impact of Role-Playing on Helping BehaviourBirgit Schmitz, Stefaan Ternier, Marco Kalz, Roland Klemke, Marcus Specht. 357-370 [doi]
• Designing MOOCs for the Support of Multiple Learning StylesFranka Grünewald, Christoph Meinel, Michael Totschnig, Christian Willems. 371-382 [doi]
• Supporting Citizen Inquiry: An Investigation of Moon RockEloy D. Villasclaras-Fernández, Mike Sharples, Simon Kelley, Eileen Scanlon. 383-395 [doi]
• Affective Metacognitive Scaffolding and Enriched User Modelling for Experiential Training Simulators: A Follow-Up StudyGudrun Wesiak, Adam Moore, Christina M. Steiner, Claudia Hauff, Conor Gaffney, Declan Dagger, Dietrich Albert, Fionn Kelly, Gary Donohoe, Gordon Power, Owen Conlan. 396-409 [doi]
• Teaching Logic through Web-Based and Gamified Quizzing of Formal ArgumentsPeter Øhrstrøm, Ulrik Sandborg-Petersen, Steinar Thorvaldsen, Thomas Ploug. 410-423 [doi]
• The Student-Role in the One-to-One Computing Classroom: Tensions between Teacher-Centred Learning and Student-Centred LearningPeter Bergström, Stina Årebrand. 424-429 [doi]
• A Mobile Learning Community of Practice: Facilitating Conceptual Shifts in PedagogyThomas Cochrane, Laurent Antonczak. 430-435 [doi]
• Using Smartphones and QR Codes for Supporting Students in Exploring Tree SpeciesJohan Eliasson, Ola Knutsson, Robert Ramberg, Teresa Cerratto Pargman. 436-441 [doi]
• Using Educational Domain Models for Automatic Item Generation Beyond Factual Knowledge AssessmentMuriel Foulonneau, Eric Ras. 442-447 [doi]
• Towards an Integrated Learning Design EnvironmentDavinia Hernández Leo, Jonathan Chacón, Luis Pablo Prieto, Juan I. Asensio-Pérez, Michael Derntl. 448-453 [doi]
• A Modeling Language to Describe Reusable Learning Processes to Achieve Educational Objectives in Serious GamesEike M. Hirdes, Jan Marco Leimeister. 454-459 [doi]
• Motivational and Affective Aspects in Technology Enhanced Learning: Topics, Results and Research RouteTeresa Holocher-Ertl, Christine Kunzmann, Lars Müller, Verónica Rivera-Pelayo, Andreas P. Schmidt. 460-465 [doi]
• A Case Study of Interactive Tabletops in Education: Attitudes, Issues of Orientation and Asymmetric CollaborationAndri Ioannou, Maria Christofi, Christina Vasiliou. 466-471 [doi]
• What Happened to the Crossdisciplinarity of Technology-Enhanced Learning in 2004?Marco Kalz. 472-477 [doi]
• A Six-Step Guide to Persuasive LearningKarina Dyrby Kristensen. 478-483 [doi]
• Scaling Informal Learning: An Integrative Systems View on Scaffolding at the WorkplaceTobias Ley, John Cook, Sebastian Dennerlein, Milos Kravcik, Christine Kunzmann, Mart Laanpere, Kai Pata, Jukka Purma, John Sandars, Patricia Santos, Andreas P. Schmidt. 484-489 [doi]
• Active Learners: Redesigning an Intelligent Tutoring System to Support Self-regulated LearningYanjin Long, Vincent Aleven. 490-495 [doi]
• Answering Confucius: The Reason Why We ComplicateBernardo Pereira Nunes, Stella Pedrosa, Ricardo Kawase, Mohammad Alrifai, Ivana Marenzi, Stefan Dietze, Marco Antonio Casanova. 496-501 [doi]
• Creating Awareness of Emergency Departments Healthcare Values Using a Serious GameClaudia Ribeiro, João Madeiras Pereira, José Luis Borbinha. 502-507 [doi]
• Serious Games Adoption in Organizations - An Exploratory AnalysisJohann c. k. h. Riedel, Yanan Feng, Aida Azadegan. 508-513 [doi]
• LIM App: Reflecting on Audience Feedback for Improving Presentation SkillsVerónica Rivera-Pelayo, Emanuel Lacic, Valentin Zacharias, Rudi Studer. 514-519 [doi]
• Applying the Widget Paradigm to Learning Design: Towards a New Level of User AdoptionBernd Simon, Michael Aram, Frans Van Assche, Luis E. Anido-Rifón, David Griffiths, Manuel Caeiro Rodríguez. 520-525 [doi]
• Identifying Problem-Based Scaffolding Patterns in an Online Forum for Construction ProfessionalsKairit Tammets, Mart Laanpere, Tobias Ley, Kai Pata. 526-531 [doi]
• Learning, Learning Analytics, Activity Visualisation and Open Learner Model: Confusing?Susan Bull, Michael D. Kickmeier-Rust, Ravi K. Vatrapu, Matthew D. Johnson, Klaus Hammermueller, William Byrne, Luis Hernandez-Munoz, Fabrizio Giorgini, Gerhilde Meissl-Egghart. 532-535 [doi]
• ARLearn - Open Source Mobile Application Platform for LearningDirk Börner, Stefaan Ternier, Roland Klemke, Birgit Schmitz, Marco Kalz, Bernardo Tabuenca, Marcus Specht. 536-539 [doi]
• SynC-LD: Synchronous Collaborative IMS Learning Design Authoring on the WebMichael Derntl, Petru Nicolaescu, Bezunesh Terkik, Ralf Klamma. 540-543 [doi]
• Blending Evidence and Users for TEL: An OvertureTania Di Mascio, Rosella Gennari, Pierpaolo Vittorini. 544-547 [doi]
• An Intelligent Tutoring System to Evaluate and Advise on Lexical Richness in Students WritingsJesús Miguel García Gorrostieta, Samuel González López, Aurelio López-López, Maya Carrillo. 548-551 [doi]
• A Tool to Aid Institutions Recognize Their Employees Competences Acquired by Informal LearningFrancisco J. García-Peñalvo, Valentina Zangrando, Alicia García Holgado, Miguel Ángel Conde González, Antonio M. Seoane-Pardo, Marc Alier Forment, Nikolas Galanis, Jordi López, José Janssen, Francis Brouns, Anton Finders, Adriana J. Berlanga, Peter B. Sloep, Dai Griffiths, Mark Johnson, Elwira Waszkiewicz, Aleksandra Mykowska, Miroslav Minovic, Milos Milovanovic, Maria Arcelina Marques, Maria C. Viegas, Gustavo Ribeiro Alves. 552-555 [doi]
• Engaging Learning Technologies for the Classroom of TomorrowFabrizio Giorgini, Peter Reimann. 556-559 [doi]
• Signal Orchestration System for Face-to-Face Collaborative Learning FlowsDavinia Hernández Leo, Raúl Nieves, Juan Pablo Carrascal, Josep Blat. 560-564 [doi]
• GLUEPS-AR: A System for the Orchestration of Learning Situations across Spaces Using Augmented RealityJuan Alberto Muñoz-Cristóbal, Luis Pablo Prieto, Juan I. Asensio-Pérez, Iván M. Jorrín-Abellán, Alejandra Martínez-Monés, Yannis A. Dimitriadis. 565-568 [doi]
• Virtual Afghan Village as a Low-Cost Environment for Training Cultural Awareness in a Military ContextEkaterina Prasolova-Førland, Mikhail Fominykh, Ramin Darisiro. 569-572 [doi]
• etiquetAR: Tagging Learning ExperiencesMar Pérez-Sanagustín, Alejandro Martínez, Carlos Delgado Kloos. 573-576 [doi]
• Tracking a Collaborative Web2.0 E-Learning EnvironmentBénédicte Talon, Insaf Kerkeni, Sabra Tliche, Henda Bélaïd Ajroud. 577-580 [doi]
• MentorChat: A Teacher-Configurable Conversational Agent That Promotes Students' Productive TalkStergios Tegos, Stavros N. Demetriadis, Anastasios Karakostas. 581-584 [doi]
• nQuire for the OpenScience Lab: Supporting Communities of Inquiry LearningEloy D. Villasclaras-Fernández, Mike Sharples, Simon Kelley, Eileen Scanlon. 585-588 [doi]
• On Self-adapting Recommendations of Curricula for an Individual Learning ExperienceSebastian Bab, Luise Kranich. 589-590 [doi]
• A Generative Computer Language to Customize Online Learning AssessmentsAntonio Balderas, Ivan Ruiz-Rube, Juan Manuel Dodero, Manuel Palomo-Duarte, Anke Berns. 591-592 [doi]
• Monitoring Learning in Children with AutismValentina Bartalesi, Maria Claudia Buzzi, Marina Buzzi, Barbara Leporini, Caterina Senette. 593-594 [doi]
• From Geocaching to Mobile Persuasive Learning - Motivating the Interest in the Life and Work of Danish Author Kaj MunkLasse Burri Gram-Hansen, Sandra Burri Gram-Hansen, Peter Øhrstrøm. 595-596 [doi]
• Detecting Discourse Creativity in Chat ConversationsCostin-Gabriel Chiru, Traian Rebedea. 597-598 [doi]
• IEEE-IST Academic: A Web-Based Educational Resources Case-StudyAna Moura Santos, Rui Costa. 599-600 [doi]
• Semantic Social Sensing for Improving Simulation Environments for LearningVania Dimitrova, Christina M. Steiner, Dimoklis Despotakis, Paul Brna, Antonio Ascolese, Lucia Pannese, Dietrich Albert. 601-602 [doi]
• A Methodological Proposal to Design a Trace-Based System to Qualify Cognitive Features Inscribed in Digital Learning ResourcesFrançoise Greffier, Federico Tajariol. 603-604 [doi]
• Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning AnalyticsCecilie Hansen, Valérie Emin, Barbara Wasson, Yishay Mor, María Jesús Rodríguez-Triana, Mihai Dascalu, Rebecca Ferguson, Jean-Philippe Pernin. 605-606 [doi]
• Learning Instructional Design in a Project-Based, Technology-Enhanced CourseIoana Hartescu. 607-608 [doi]
• Enriching the Web for Vocabulary LearningRóbert Horváth, Marián Simko. 609-610 [doi]
• Digital Didactical Designs in iPad-ClassroomsIsa Jahnke, Lars Norqvist, Andreas Olsson. 611-612 [doi]
• A Hybrid Multi-recommender System for a Teaching and Learning Community for the Dual System of Vocational Education and TrainingXi Kong, Susanne Boll, Wilko Heuten. 613-614 [doi]
• Reflective Learning in the Workplace: The Role of EmotionBirgit R. Krogstie, Monica Divitini. 615-616 [doi]
• Design and Implementation of Conversational Agents for Harvesting Feedback in eLearning SystemsKarsten Øster Lundqvist, Guy Pursey, Shirley Williams. 617-618 [doi]
• A Context Modelling System and Learning Tool for Context-Aware Recommender SystemsChristos Mettouris, Achilleas Achilleos, George Angelos Papadopoulos. 619-620 [doi]
• Sharing the Burden: Introducing Student-Centered Orchestration in Across-Spaces Learning SituationsJuan Alberto Muñoz-Cristóbal, Luis Pablo Prieto, Juan I. Asensio-Pérez, Iván M. Jorrín-Abellán, Alejandra Martínez-Monés, Yannis A. Dimitriadis. 621-622 [doi]
• Virtual Communities of Practice in Academia: Automated Analysis of Collaboration Based on the Social Knowledge-Building ModelNicolae Nistor, Mihai Dascalu, Stefan Trausan-Matu, Dan Mihaila, Beate Baltes, George Smeaton. 623-624 [doi]
• Transforming the Campus into a Digitally Augmented Learning Space Using etiquetARMar Pérez-Sanagustín, Javier Melero, Davinia Hernández Leo, Carlos Delgado Kloos, Josep Blat. 625-626 [doi]
• Detecting Implicit References in Chats Using SemanticsTraian Rebedea, Gabriel-Marius Gutu. 627-628 [doi]
• Learning with E-Flashcards - Does It Matter?Inga Saatz, Andrea Kienle. 629-630 [doi]
• Interdisciplinary Knowledge Creation in Technology - Enhanced LearningEileen Scanlon, Grainne Conole, Gill Clough, Canan Tosunoglu Blake. 631-632 [doi]
• Evaluating System Functionality in Social Personalized Adaptive E-Learning SystemsLei Shi, Malik Shahzad Kaleem Awan, Alexandra I. Cristea. 633-634 [doi]
• JACK Revisited: Scaling Up in Multiple DimensionsMichael Striewe, Michael Goedicke. 635-636 [doi]
• Evaluating Relevance of Educational Resources of Social and Semantic WebDavide Taibi, Giovanni Fulantelli, Stefan Dietze, Besnik Fetahu. 637-638 [doi]
• Designing Computational Systems for Serendipity in LearningMaria Taramigkou, Fotis Paraskevopoulos, Efthimios Bothos, Dimitris Apostolou, Gregoris Mentzas. 639-640 [doi]
• Designing Scalable Informal Learning Solutions with Personas: A Pilot Study in the Healthcare SectorStefan Thalmann, Vanessa Borntrager, Tamsin Treasure-Jones, John Sandars, Ronald Maier, Kathrin Widmann, Micky Kerr. 641-642 [doi]
• Enabling Educators to Design Serious Games - A Serious Game Logic and Structure Modeling LanguageNiroshan Thillainathan, Holger Hoffmann, Eike M. Hirdes, Jan Marco Leimeister. 643-644 [doi]
• Re-engineering the Uptake of ICT in SchoolsFrans Van Assche, Bernd Simon, Michael Aram, Jean-Noel Colin, Hoang Minh Tien, Dai Griffiths, Kris Popat, Luis E. Anido-Rifón, Manuel Caeiro Rodríguez, Juan M. Santos-Gago, Will Ellis, Joris Klerkx. 645-646 [doi]