Towards Ubiquitous Learning

Mario  Munoz-Organero

Towards Ubiquitous Learning

Lecture Notes in Computer Science, 2011

Lecture Notes in Computer Science 6964 Commenced Publication in 1973 Founding and Former Series Editors: Gerhard Goos, Juris Hartmanis, and Jan van Leeuwen Editorial Board David Hutchison Lancaster University, UK Takeo Kanade Carnegie Mellon University, Pittsburgh, PA, USA Josef Kittler University of Surrey, Guildford, UK Jon M. Kleinberg Cornell University, Ithaca, NY, USA Alfred Kobsa University of California, Irvine, CA, USA Friedemann Mattern ETH Zurich, Switzerland John C. Mitchell Stanford University, CA, USA Moni Naor Weizmann Institute of Science, Rehovot, Israel Oscar Nierstrasz University of Bern, Switzerland C. Pandu Rangan Indian Institute of Technology, Madras, India Bernhard Steffen TU Dortmund University, Germany Madhu Sudan Microsoft Research, Cambridge, MA, USA Demetri Terzopoulos University of California, Los Angeles, CA, USA Doug Tygar University of California, Berkeley, CA, USA Gerhard Weikum Max Planck Institute for Informatics, Saarbruecken, Germany

Carlos Delgado Kloos Denis Gillet Raquel M. Crespo García Fridolin Wild Martin Wolpers (Eds.) Towards Ubiquitous Learning 6th European Conference on Technology Enhanced Learning, EC-TEL 2011 Palermo, Italy, September 20-23, 2011 Proceedings 13

Lecture Notes in Computer Science Commenced Publication in 1973 Founding and Former Series Editors: Gerhard Goos, Juris Hartmanis, and Jan van Leeuwen Editorial Board David Hutchison Lancaster University, UK Takeo Kanade Carnegie Mellon University, Pittsburgh, PA, USA Josef Kittler University of Surrey, Guildford, UK Jon M. Kleinberg Cornell University, Ithaca, NY, USA Alfred Kobsa University of California, Irvine, CA, USA Friedemann Mattern ETH Zurich, Switzerland John C. Mitchell Stanford University, CA, USA Moni Naor Weizmann Institute of Science, Rehovot, Israel Oscar Nierstrasz University of Bern, Switzerland C. Pandu Rangan Indian Institute of Technology, Madras, India Bernhard Steffen TU Dortmund University, Germany Madhu Sudan Microsoft Research, Cambridge, MA, USA Demetri Terzopoulos University of California, Los Angeles, CA, USA Doug Tygar University of California, Berkeley, CA, USA Gerhard Weikum Max Planck Institute for Informatics, Saarbruecken, Germany 6964 Carlos Delgado Kloos Denis Gillet Raquel M. Crespo García Fridolin Wild Martin Wolpers (Eds.) Towards Ubiquitous Learning 6th European Conference on Technology Enhanced Learning, EC-TEL 2011 Palermo, Italy, September 20-23, 2011 Proceedings 13 Volume Editors Carlos Delgado Kloos Universidad Carlos III de Madrid Avenida Universidad 30, 28911 Leganés (Madrid), Spain E-mail: cdk@it.uc3m.es Denis Gillet École Polytechnique Fédérale de Lausanne 1015 Lausanne, Switzerland E-mail: denis.gillet@epfl.ch Raquel M. Crespo García Universidad Carlos III de Madrid Avenida Universidad 30, 28911 Leganés (Madrid), Spain E-mail: rcrespo@it.uc3m.es Fridolin Wild The Open University Walton Hall, Milton Keynes, MK7 6AA, UK E-mail: f.wild@open.ac.uk Martin Wolpers Fraunhofer Institute for Applied Information Technology (FIT) Schloss Birlinghoven, 53754 Sankt Augustin, Germany E-mail: martin.wolpers@fit.fraunhofer.de ISSN 0302-9743 e-ISSN 1611-3349 ISBN 978-3-642-23984-7 e-ISBN 978-3-642-23985-4 DOI 10.1007/978-3-642-23985-4 Springer Heidelberg Dordrecht London New York Library of Congress Control Number: 2011935864 CR Subject Classification (1998): H.4, H.3, I.2, C.2, H.5, J.1 LNCS Sublibrary: SL 2 – Programming and Software Engineering © Springer-Verlag Berlin Heidelberg 2011 This work is subject to copyright. 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Typesetting: Camera-ready by author, data conversion by Scientific Publishing Services, Chennai, India Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Preface These are the proceedings of the sixth edition of the European Conference on Technology-Enhanced Learning (EC-TEL). The conference was held in the beautiful bay of Mondello close to Palermo (Italy) during September 20–23, 2011. EC-TEL is now an established conference and the main reference in technologyenhanced learning in Europe and worldwide. Previous editions of the conference have been held in Crete, Greece (2006 and 2007), Maastricht, The Netherlands (2008), Nice, France (2009), and Barcelona, Spain (2010). This year’s edition was devoted to ubiquitous learning understood from the widest point of view. EC-TEL 2011 pushed further the ubiquitous learning paradigm by not only tackling the challenges of exploiting new trendy devices in various contexts, but also by investigating ways to meet and support formally and informally the learners in their learning playgrounds and social environments thanks to innovative scenarios. EC-TEL has been as always very competitive. For the 2011 edition, 158 paper submissions were received from which 30 were selected as full papers. This makes an acceptance rate of 19%. In addition, 12 papers were presented as short papers and there were 8 posters. There were many interesting papers on topics such as Web 2.0 and social media, recommender systems, learning analytics, collaborative learning, interoperability of tools, etc. Two first-class keynote speakers were present at the conference and their ideas are also reflected in these proceedings. Chris Dede of the Graduate School of Education of Harvard University gave a talk to present the perspective from the US with the title “Emerging Technologies, Ubiquitous Learning, and Educational Transformation.” From Europe, Carlo Perrotta of Futurelab, UK, gave a talk about “Ubiquitous Learning vs. the Value of Boundaries: Reflections on Five Years of ‘Innovation in Education’.” It is now tradition to have the European Commission present the expectations of forthcoming calls of the Framework Programme. This year, as well, Javier Hernández Ros, new Head of Unit of Cultural Heritage and Technology-Enhanced Learning at the European Commission, gave a talk about the Framework Programme and its forthcoming eighth call. A number of thought-provoking workshops were organized prior to the main conference. Twenty-five workshop proposals were received, from which ten were selected. An additional workshop about “Technology-Enhanced Learning for Mathematics and Science” was held in the memory of Erica Melis of DFKI, who recently passed away, as a tribute to her active engagement in the field. There were many other highlights at the conference: – The Doctoral Consortium, which plays a key role in the education of future PhDs in the field VI Preface – The Industry Track, where representatives of industry presented their vision of the field in two interesting panel sessions: “Learning in the Cloud” and “Learning and Social Networks.” This conference was made possible thanks to the help of many enthusiastic people. On the one hand, all the researchers from academia and industry who submitted papers, posters, and demos to the conference. Without them, there would not be any conference. We hope that those papers did not find their way into the conference, because of its incredibly high standards, will have the opportunity to see the light elsewhere. Thanks are due also to the Program Committee, who did an excellent job in the paper selection process and provided valuable feedback for improving the papers. Special thanks go to Mario Allegra and his team at the CNR Institute for Educational Technology in Palermo for the excellent local organization. Also many thanks to the Chairs of the diﬀerent committees that formed the conference organization for an excellent and smooth collaboration. Partial support was received from the STELLAR Network of Excellence, the Spanish Ministry of Science and Innovation, Desire2Learn, the UNIR University and the Universidad Carlos III de Madrid. Additionally, thanks are also due to many other supporting institutions, namely: the European Association of Technology-Enhanced Learning EATEL, the Fraunhofer Institut FIT, the EPFL, the eMadrid research project of the region of Madrid, the ROLE project of the European Commission, and the Spanish Association TELSpain. For handling the organization of submitted papers, the handy system EasyChair was used. Above all we would like to thank you, the reader of these proceedings and possibly also participant of the conference, because it is you who can harness the advances reported in these proceedings and take them to the next level. September 2011 Carlos Delgado Kloos Denis Gillet Raquel M. Crespo Garcı́a Fridolin Wild Martin Wolpers Organization Executive Committee General Chair Martin Wolpers Fraunhofer FIT, Germany Program Chairs Carlos Delgado Kloos Denis Gillet Universidad Carlos III de Madrid/eMadrid/TelSpain, Spain École Polytechnique Fédérale de Lausanne, Switzerland Local Organization Chair Mario Allegra Istituto per le Tecnologie Didattiche, Italy Workshop Chair Stefanie Lindstaedt Know-Center Graz, Austria Poster and Demo Chair Fridolin Wild Dissemination Chair Abelardo Pardo Industrial Session Chair Daniel Burgos The Open University, UK Universidad Carlos III de Madrid/eMadrid/TelSpain, Spain ATOS/International University of La Rioja/TELspain, Spain Doctoral Consortium Chairs Katherine Maillet Télécom SudParis, France Mike Sharples University of Nottingham, UK Publication Chair Raquel M. Crespo Garcı́a Universidad Carlos III de Madrid, Spain VIII Organization Program Committee Heidrun Allert Charoula Angeli Luis Anido Rifón Sylvester Arnab Inmaculada Arnedillo-Sánchez Juan I. Asensio-Pérez Nicolas Balacheﬀ Francesco Bellotti Adriana Berlanga Carl Blesius Katrin Borcea-Pfitzmann Bert Bredeweg Francis Brouns Peter Brusilovsky Daniel Burgos Rafael A. Calvo Lorenzo Cantoni Linda Castañeda Manuel Castro Mohamed Amine Chatti Giuseppe Chiazzese Agnieszka Chrzaszcz Raquel M. Crespo Garcı́a Ulrike Cress Alexandra Cristea Laura Czerniewicz Giorgio Dabormida Paul De Bra Carlos Delgado Kloos Christian Depover Michael Derntl Philippe Dessus Darina Dicheva Stefan Dietze Pierre Dillenbourg Yannis Dimitriadis Vania Dimitrova Christian-Albrechts-Universität zu Kiel, Germany University of Cyprus, Cyprus Universidade de Vigo, Spain The Serious Games Institute, UK Trinity College Dublin, Ireland University of Valladolid, Spain CNRS, France University of Genoa, Italy Open Universiteit, The Netherlands Harvard Medical School, USA Technische Universität Dresden, Germany University of Amsterdam, The Netherlands Open Universiteit, The Netherlands University of Pittsburgh, USA ATOS Origin Research & Innovation, Spain University of Sydney, Austria Università della Svizzera italiana, Italy University of Murcia, Spain UNED, Spain Informatik 5 - RWTH Aachen, Germany CNR, Italy A.G.H. University of Science and Technology, Poland Universidad Carlos III de Madrid, Spain Knowledge Media Research Center, Germany University of Warwick, UK Centre for Educational Technology, South Africa ELGI, Italy Eindhoven University of Technology, The Netherlands Universidad Carlos III de Madrid, Spain Université de Mons-Hainaut, France RWTH Aachen University, Germany LSE, Grenoble, France Winston-Salem State University, USA Knowledge Media Institute, Open University, UK EPFL, Switzerland University of Valladolid, Spain University of Leeds, UK Organization Peter Dolog Hendrik Drachsler Jon Dron Benedict Du Boulay Erik Duval Martin Ebner Marta Enrech Larrea Al Essa Dieter Euler Baltasar Fernández-Manjón Carmen Fernández-Panadero Christine Ferraris Dragan Gasevic Denis Gillet Fabrizio Giorgini Christian Glahn Monique Grandbastien David Griﬃths Begona Gros Christian Guetl Joerg Haake Andreas Harrer Anne Helsdingen Davinia Hernández-Leo Knut Hinkelmann Ulrich Hoppe Emmanuel Jamin Patrick Jermann Sanna Järvelä Marco Kalz Nikos Karacapilidis Michael Kickmeier-Rust Barbara Kieslinger Paul Kirschner Ralf Klamma Joris Klerkx Tomaž Klobučar Rob Koper Nicole Kraemer Milos Kravcik Barbara Kump IX Aalborg University, Denmark Open Universiteit, The Netherlands Athabasca University, Canada University of Sussex, UK K.U.Leuven, Belgium University of Graz, Austria Universitat Oberta de Catalunya, Spain Desire2Learn, Canada Universität St. Gallen, Switzerland Universidad Complutense de Madrid, Spain Universidad Carlos III de Madrid, Spain Université de Savoie - Equipe Scénarios, France Athabasca University, Canada Swiss Federal Institute of Technology in Lausanne (EPFL), Switzerland Giunti Labs, Italy Open Universiteit, The Netherlands LORIA, UHP Nancy1, France University of Bolton, UK Universitat Oberta de Catalunya, Spain Graz University of Technology, Austria FernUniversität in Hagen, Germany Catholic University Eichstätt-Ingolstadt, Germany CELSTEC OUNL, The Nertherlands Universitat Pompeu Fabra, Spain University of Applied Sciences Northwestern Switzerland FHNW University Duisburg-Essen, Germany ATOS, Spain Ecole Polytechnique Fédérale de Lausanne, Switzerland University of Oulu, Finland Open Universiteit, The Netherlands University of Patras, Greece University of Graz, Austria Centre for Social Innovation, Austria Open Universiteit, The Netherlands RWTH Aachen University, Germany Katholieke Universiteit Leuven, Belgium Jozef Stefan Institute, Slovenia Open Universiteit, The Netherlands University Duisburg-Essen, Germany RWTH Aachen, Germany TU Graz, Austria X Organization Susanne Lajoie Lydia Lau Eﬃe Lai-Chong Law Teemu Leinonen Tobias Ley Stefanie Lindstaedt Andreas Lingnau Martin Llamas-Nistal Rose Luckin George Magoulas Katherine Maillet Russell Meier Martin Memmel Riichiro Mizoguchi Paola Monachesi Pablo Moreno-Ger Pedro J. Muñoz Merino Mario Muñoz-Organero Rob Nadolski Ambjorn Naeve Wolfgang Nejdl Roumen Nikolov Roger Nkambou Viktoria Pammer Abelardo Pardo Jan Pawlowski Eric Ras Uwe Riss Miguel Rodrı́guez-Artacho Vicente Arturo Romero Zaldivar Maren Scheﬀel Tammy Schellens Hans-Christian Schmitz Judith Schoonenboom Peter Scott Mike Sharples Bernd Simon Peter Sloep Marcus Specht Slavi Stoyanov Jaime Sánchez McGill University, Canada University of Leeds, UK University of Leicester, UK Aalto University School of Art and Design, Finland Tallinn University, Estonia Know-Center Graz, Austria University of Strathclyde, UK University of Vigo, Spain The London Knowledge Lab, UK Birkbeck College, UK Institut Telecom Sudparis, France Milwaukee School of Engineering, USA DFKI GmbH, Germany University of Osaka, Japan Utrecht University, The Netherlands Universidad Complutense de Madrid, Spain Universidad Carlos III de Madrid, Spain Universidad Carlos III de Madrid, Spain CELSTEC OUNL, The Netherlands Royal Institute of Technology, Sweden L3S and University of Hannover, Germany Sofia University, Bulgaria Université du Québec À Montréal (UQAM), Canada Know-Center, Austria Universidad Carlos III de Madrid University of Jyväskylä, Finland Public Research Centre Henri Tudor, France SAP AG, SAP Research, Germany UNED, Spain Atos, Spain Fraunhofer Institute for Applied Information Technology FIT, Germany Ghent University, Belgium Fraunhofer FIT.ICON, Germany VU University Amsterdam, The Netherlands Open University, UK University of Nottingham, UK Wirtschaftsuniversität Wien, Austria Open Universiteit, The Netherlands Open Universiteit, The Netherlands Open Universiteit, The Netherlands University of Chile, Chile Organization Pierre Tchounikine Stefaan Ternier Stefan Trausan-Matu Martin Valcke Jan Van Bruggen Christine Vanoirbeek University of Grenoble, France Open Universiteit, The Netherlands “Politehnica” University of Bucharest, Romania Ghent University, Belgium Open Universiteit, The Netherlands Ecole Polytechnique Federale Lausanne, Switzerland K.U.Leuven, Belgium University of Leeds, UK University of Education Freiburg, Germany Open Universiteit, The Netherlands The Open University, UK Knowledge Media Research Center, Germany Fraunhofer Institute of Applied Information Technology, Germany IMC AG, Germany Katrien Verbert Aisha Walker Gerhard Weber Wim Westera Fridolin Wild Katrin Wodzicki Martin Wolpers Volker Zimmermann Additional Reviewers Börner, Dirk Dascalu, Mihai Di Serio, Angela Fazeli, Soude Hsiao, I-Han XI Kleanthous, Styliani Lorenz, Anja Rebaque, Pablo Rebedea, Traian Rega, Isabella Schirru, Rafael Sie, Rory Tardini, Stefano Ziebarth, Sabrina Table of Contents Invited Papers Emerging Technologies, Ubiquitous Learning, and Educational Transformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chris Dede 1 Ubiquitous Learning vs. the Value of Boundaries: Reflections on Five Years of ‘Innovation in Education’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carlo Perrotta 9 Full Papers The MIROR Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anna Rita Addessi and Gualtiero Volpe CROKODIL - A Platform for Collaborative Resource-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mojisola Anjorin, Christoph Rensing, Kerstin Bischoﬀ, Christian Bogner, Lasse Lehmann, Anna Lenka Reger, Nils Faltin, Achim Steinacker, Andy Lüdemann, and Renato Domı́nguez Garcı́a Remote Collaborative Multi-user Informal Learning Experiences: Design and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ernesto Arroyo, Valeria Righi, Roger Tarrago, Patricia Santos, Davinia Hernández-Leo, and Josep Blat Automatic Identification of Tag Types in a Resource-Based Learning Scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Doreen Böhnstedt, Lasse Lehmann, Christoph Rensing, and Ralf Steinmetz QuizMap: Open Social Student Modeling and Adaptive Navigation Support withTreeMaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peter Brusilovsky, I-Han Hsiao, and Yetunde Folajimi Unsupervised Auto-tagging for Learning Object Enrichment . . . . . . . . . . . Ernesto Diaz-Aviles, Marco Fisichella, Ricardo Kawase, Wolfgang Nejdl, and Avaré Stewart Educational Change through Technology: A Challenge for Obligatory Schooling in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anusca Ferrari, Romina Cachia, and Yves Punie 15 29 43 57 71 83 97 XIV Table of Contents Activity-Based Learner-Models for Learner Monitoring and Recommendations in Moodle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Beatriz Florian, Christian Glahn, Hendrik Drachsler, Marcus Specht, and Ramón Fabregat Gesa Towards Responsive Open Learning Environments: The ROLE Interoperability Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sten Govaerts, Katrien Verbert, Daniel Dahrendorf, Carsten Ullrich, Manuel Schmidt, Michael Werkle, Arunangsu Chatterjee, Alexander Nussbaumer, Dominik Renzel, Maren Scheﬀel, Martin Friedrich, Jose Luis Santos, Erik Duval, and Eﬃe L-C. Law Deriving Knowledge Profiles from Twitter . . . . . . . . . . . . . . . . . . . . . . . . . . . Claudia Hauﬀ and Geert-Jan Houben Orchestration Signals in the Classroom: Managing the Jigsaw Collaborative Learning Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Davinia Hernández-Leo, Raul Nieves, Ernesto Arroyo, Andrea Rosales, Javier Melero, Pau Moreno, and Josep Blat Adult Self-regulated Learning through Linking Experience in Simulated and Real World: A Holistic Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sonia Hetzner, Christina M. Steiner, Vania Dimitrova, Paul Brna, and Owen Conlan Can Erroneous Examples Help Middle-School Students Learn Decimals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seiji Isotani, Deanne Adams, Richard E. Mayer, Kelley Durkin, Bethany Rittle-Johnson, and Bruce M. McLaren Simulating LEGO Mindstorms Robots to Facilitate Teaching Computer Programming to School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Torsten Kammer, Philipp Brauner, Thiemo Leonhardt, and Ulrik Schroeder Adaptive Domain-Specific Support to Enhance Collaborative Learning: Results from Two Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anastasios Karakostas and Stavros Demetriadis On the Way to a Science Intelligence: Visualizing TEL Tweets for Trend Detection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peter Kraker, Claudia Wagner, Fleur Jeanquartier, and Stefanie Lindstaedt Adding Weights to Constraints in Intelligent Tutoring Systems: Does It Improve the Error Diagnosis? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nguyen-Thinh Le and Niels Pinkwart 111 125 139 153 166 181 196 210 220 233 Table of Contents Evaluation of Social Media Collaboration Using Task-Detection Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Johannes Moskaliuk, Nicolas Weber, Hermann Stern, Joachim Kimmerle, Ulrike Cress, and Stefanie Lindstaedt XV 248 Framework for Contextualized Learning Ecosystems . . . . . . . . . . . . . . . . . . Mario Muñoz-Organero, Gustavo A. Ramı́rez, Pedro J. Muñoz-Merino, and Carlos Delgado Kloos 260 On the Use of Learning Object Metadata: The GLOBE Experience . . . . . Xavier Ochoa, Joris Klerkx, Bram Vandeputte, and Erik Duval 271 GLUE!-PS: A Multi-language Architecture and Data Model to Deploy TEL Designs to Multiple Learning Environments . . . . . . . . . . . . . . . . . . . . . Luis Pablo Prieto, Juan Ignacio Asensio-Pérez, Yannis Dimitriadis, Eduardo Gómez-Sánchez, and Juan Alberto Muñoz-Cristóbal Automatic Assessment of Collaborative Chat Conversations with PolyCAFe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traian Rebedea, Mihai Dascalu, Stefan Trausan-Matu, Gillian Armitt, and Costin-Gabriel Chiru 285 299 Monitoring Pattern-Based CSCL Scripts: A Case Study . . . . . . . . . . . . . . . Marı́a Jesús Rodrı́guez-Triana, Alejandra Martı́nez-Monés, Juan Ignacio Asensio-Pérez, Iván Manuel Jorrı́n-Abellán, and Yannis Dimitriadis 313 Automatic Discovery of Complementary Learning Resources . . . . . . . . . . . Vicente Arturo Romero Zaldivar, Raquel M. Crespo Garcı́a, Daniel Burgos, Carlos Delgado Kloos, and Abelardo Pardo 327 Usage Pattern Recognition in Student Activities . . . . . . . . . . . . . . . . . . . . . Maren Scheﬀel, Katja Niemann, Abelardo Pardo, Derick Leony, Martin Friedrich, Kerstin Schmidt, Martin Wolpers, and Carlos Delgado Kloos 341 Cross-Lingual Recommendations in a Resource-Based Learning Scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sebastian Schmidt, Philipp Scholl, Christoph Rensing, and Ralf Steinmetz Student Behavior in Error-Correction-Tasks and Its Relation to Perception of Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lenka Schnaubert, Eric Andrès, Susanne Narciss, Anja Eichelmann, George Goguadze, and Erica Melis 356 370 XVI Table of Contents Adaptable and Reusable Query Patterns for Trace-Based Learner Modelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lemya Settouti, Nathalie Guin, Vanda Luengo, and Alain Mille 384 Learning Analytics at Large: The Lifelong Learning Network of 160,000 European Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ergang Song, Zinayida Petrushyna, Yiwei Cao, and Ralf Klamma 398 Simulating Learning Networks in a Higher Education Blogosphere At Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fridolin Wild and Steinn E. Sigurdarson 412 Short Papers Orchestration and Feedback in Lab Sessions: Improvements in Quick Feedback Provision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Israel Gutiérrez Rojas, Raquel M. Crespo Garcı́a, and Carlos Delgado Kloos Using Online Digital Technologies to Build Knowledge: Lessons Learned from Three Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marie Joubert On Psychological Aspects of Learning Environments Design . . . . . . . . . . . Miloš Kravčı́k and Ralf Klamma 424 430 436 Evaluating Adaptive Work-Integrated Learning Systems: From the Lab to the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Barbara Kump, Tobias Ley, and Stefanie Lindstaedt 442 Implicit and Explicit Memory in Learning from Social Software: A Dual-Process Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tobias Ley, Stefan Schweiger, and Paul Seitlinger 449 Orchestrating Learning Activities in 3D Virtual Worlds: IMS-LD in Open Wonderland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . David Maroto, Derick Leony, Carlos Delgado Kloos, Marı́a Blanca Ibáñez, and José Jesús Garcı́a Rueda The Eﬀect of Dynamic Computerized Scaﬀolding on Collaborative Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inge Molenaar, Carla van Boxtel, and Peter Sleegers 455 461 Table of Contents XVII Verifying a Quantitative Model of Communities of Practice in a Computer Users’ Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nicolae Nistor and Monika Schustek 467 Help-Seeking in Communities of Practice: Design and Evaluation of a Help System Supporting Knowledge Sharing . . . . . . . . . . . . . . . . . . . . . . . . . Nicolae Nistor, Silke Schworm, and Matthias Werner 471 Educational Technology and Culture: The Influence of Ethnic and Professional Culture on Learners’ Technology Acceptance . . . . . . . . . . . . . Nicolae Nistor, Armin Weinberger, Ciprian Ceobanu, and Jan Oliver Heymann Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Birgit Schmitz, Roland Klemke, Michael Totschnig, André Czauderna, and Marcus Specht Integrating Social Media and Semantic Structure in the Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Eline Westerhout, Thomas Markus, Vlad Posea, and Paola Monachesi 477 483 489 Poster Papers Role-Playing Game for the Osteopathic Diagnosis . . . . . . . . . . . . . . . . . . . . Pierre Bénech, Valérie Emin, Jana Trgalova, and Eric Sanchez 495 M-Learning Manager: An Emerging Profession . . . . . . . . . . . . . . . . . . . . . . . Fabrizio Giorgini 501 Self-regulated Learners and Collaboration: How Innovative Tools Can Address the Motivation to Learn at the Workplace? . . . . . . . . . . . . . . . . . . Teresa Holocher-Ertl, Claudia Magdalena Fabian, Melody Siadaty, Jelena Jovanović, Kai Pata, and Dragan Gasevic 506 Active Learning for Technology Enhanced Learning . . . . . . . . . . . . . . . . . . Artus Krohn-Grimberghe, Andre Busche, Alexandros Nanopoulos, and Lars Schmidt-Thieme 512 A Model for Assessing the Success of Virtual Talent Communities . . . . . . Daniel Müller, Anke Diederichsen, Christian Gasper, and Stefan Strohmeier 519 Towards the Prediction of User Actions on Exercises with Hints Based on Survey Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pedro J. Muñoz-Merino, Abelardo Pardo, Mario Muñoz-Organero, and Carlos Delgado Kloos 525 XVIII Table of Contents Analyzing 5 Years of EC-TEL Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . Wolfgang Reinhardt, Christian Meier, Hendrik Drachsler, and Peter Sloep 531 Growing beyond Innovators – ICT-Based School Collaboration in eTwinning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Riina Vuorikari, Anne Gilleran, and Santi Scimeca 537 Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543

This introduction to frame and contextualize report A/44/599, here presented as typical entry record of an Annotated Chronology anthology of UN Resolutions and Reports Concerning Israel, formatted with the following field: Year, Entry, (1) Date: DD/MM/YYYY , (2) Bibliographic citation, according to UN standard, (3) Title, topics and historical context (4) Content, quotation, resume, (5) Link and sources, URL [data access DD/MM/YYYY ] (6) Annotations Within UN text corpus, reports are among the most common documents implemented by Organization’s bodies, such as committees, commissions, boards, councils and conferences, redacted in order to referring on their work. The one hereby presented belongs to the UN Secretary-General on the work of the Special Committee to Investigate Israeli Practices Affecting the Human Rights of the Population of the Occupied Territories, and was published on 12th October 1989. Data and testimonials recorded and witnessed by this document cover a period between 26 August 1988, the date of the adoption of the twentieth report of the Special Committee, and 25 August 1989, and it contains detailed oral and written testimonies on incidents linked with uprising of the Palestinian population against Israeli occupation. It consists in a list of evidences and depositions focused about condition for administration of justice, treatment of civilians affected by harassment and physical ill-treatment, collective punishment, homicides, houses demolitions and sealings, expulsions, economic and social abuses, measures affecting fundamental freedom of movement, religion, of expression, of association, of education, with evident double standard among Israeli citizens and Palestinians in justice administration and treatment of detainees. About homicides, reader is informed of 215 cases exposed in a scheme with nominatives, ages (when available) and synthetic description of events took to the victim’s death: for an arch of time between 1st April and 24th August 1989, c’est à dire 215 causalities in 146 days. Victim’s age analysis evinced 66 under 18 years old minors, with one 3 years old girl killed by israelian troops firing at stone throwing crowds. Demolitions and sealing of homes as collective punishment is witnessed in this report, and these attestations result according to B'tselem general report description, with a context, since the beginning of the al-Aqsa intifada, of IDF demolishing 628 housing units, which were home to 3983 persons left homeless, as a punitive measure because of the acts of 333 Palestinians: on average, twelve innocent people lost their home for every person suspected of participation in attacks against Israel. Almost half of the homes demolished, 295 or 47%, were never home to anyone suspected of involvement in attacks against Israelis, but as a result to these demolitions 1286 persons lost their homes even though according to Israeli officials they should not have been punished. Deepening the topic, the declared purpose of the punitive house demolitions is to deter potential attackers by harming the relatives of Palestinians suspected of carrying out attacks against Israel. Over the last four years Israel has demolished 4100 Palestinian homes in the occupied territories: about 60% of the demolitions were carried out in the framework of what Israel calls “clearing operations”. 25% were destroyed because Israel claims they were built without permit. The remaining 15% were demolished as a means of punishment to the families and neighbors of Palestinians suspected of involvement in carrying out attacks against Israelis. Israel has demolished Palestinian houses as a punitive measure since the beginning of the occupation in 1967, with an extension of demolishing actions which varied year in year. • From 1967 to December 1987 Israel demolished or sealed at least 1387 homes, most in the first few years following occupation of the West Bank and Gaza Strip. • From 1988 to 1992, Israel completely demolished 431 housing units and partially demolished 59. • From 1993 to 1997 they completely demolished 18 housing units and partially demolished 3. • From 1998 to October 2001 no house unit were demolished or sealed as punishment. • In the course of current intifada, Israel renewed the use of punitive house demolitions in unprecedent portions: from October 2001 to 20 September 2004 628 homes were destroyed, and the official decision to renew the policy of punitive demolitions was made at a meeting of the Political-Security Cabinet on 31st July 2002, about 9 months after the policy began in practice. According to Martin Carroll , “ although there may be occurrences in which such action may satisfy peculiar requirements, there can be little doubt that in the majority of cases demolitions are in violation of international law, in particular it is in violations of Fourth Geneva Convention article 33 which clearly prohibits the punishment of innocent people for the acts of others, and article 53which forbids to demolish a house belonging to a protected person in a n occupied territory merely because the owner or tenant is suspected of rendering assistance to saboteurs , and it’s since 1971 that U.N. General Assembly Resolution 2851 (XXXVI), commended the Special Committee’s report and “[s]trongly call[ed] upon Israel to rescind forthwith all measures and to desist from all policies and practices as … [t]he destruction and demolition of villages quarters and houses. ” This is the context where reader should frame records report within A/44/599. Other addictions and commentaries are reported in conclusive annotations.

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