Sixth International Conference on

e-Learning and Innovative Pedagogies
Sexto Congreso Internacional de

Aprendizaje y Cibersociedad
14–15 NOVEMBER 2013 | UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA (UNED)MADRID, SPAIN | UBI-LEARN.COM | APRENDIZAJE-CIBERSOCIEDAD.COM
The conference is being held in English, Spanish and Portuguese.

INTERNATIONAL CONFERENCE ON
E-LEARNING AND INNOVATIVE PEDAGOGIESCONGRESO INTERNACIONAL DE APRENDIZAJEY CIBERSOCIEDAD
UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIAMADRID, SPAIN

14-15 NOVEMBER 2013
WWW.UBI-LEARN.COM
WWW.APRENDIZAJE-CIBERSOCIEDAD.COM

Sixth International Conference on e-Learning and Innovative Pedagogies
Sexto Congreso Internacional de Apredizaje y Cibersociedad
www.ubi-learn.com
www.aprendizaje-cibersociedad.com
First published in 2013 in Champaign, Illinois, USA
by Common Ground Publishing LLC
www.commongroundpublishing.com© 2013 Common Ground Publishing
All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the applicable copyrightlegislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries,
please contact support@commongroundpublishing.com.

TABLE OF CONTENTS
Welcome Letter ......................................................................................................................................... 1
About Common Ground ............................................................................................................................. 2
The e-Learning and Innovative Pedagogies Knowledge Community .............................................................. 3

The International Advisory Board for the e-Learning and Innovative Pedagogies Community ....................... 9
Comité Asesor Internacional de la Comunidad de Apredizaje y Cibersociedad ........................................... 9
The Ubiquitous Learning Journal and the e-Learning and Innovative Pedagogies Book Series ....................... 10International Award For Excellence........................................................................................................ 12
Submission Process ............................................................................................................................ 13
Submission Timeline ............................................................................................................................ 13
Journal Subscriptions, Hybrid Open Access, Additional Services............................................................. 14
The e-Learning and Innovative Pedagogies Book Imprint ........................................................................ 16
The e-Learning and Innovative Pedagogies Book Series ......................................................................... 18
TEXTOS: Revista Internacional de Aprendizaje y Cibersociedad y la Colección de Libros .............................. 19
The e-Learning and Innovative Pedagogies Conference .............................................................................. 25
Conference Program and Schedule .......................................................................................................... 27

Daily Schedule .................................................................................................................................... 28
Conference Highlights .......................................................................................................................... 29
Plenary Speakers................................................................................................................................. 30
Graduate Scholars............................................................................................................................... 31
Schedule of Sessions........................................................................................................................... 33
List of Participants ............................................................................................................................... 50
Scholar ................................................................................................................................................... 53
Notes...................................................................................................................................................... 55

e-Learning Conference, 2013

1

Dear Delegate,
Welcome to the Sixth e-Learning Conference.
This conference investigates the uses of technologies in learning, including devices with sophisticatedcomputing and networking capacities which are now pervasively part of our everyday lives. The conference
explores the possibilities of new forms of learning, but in a wider range of places and times than wasconventionally the case for education. e-Learning, however does not necessarily spawn pedagogicalinnovation. Technology-mediated learning can be used to deliver content and assessment in ways that
reproduce traditional ‘transmission’ and memorization-based modes of learning. In this case, e-learning
may have the virtue of being more efficient, whilst reinforcing traditional pedagogies. On the other hand, eLearning also opens up new opportunities for learning, new ‘affordances’ which spawn innovative
pedagogies. These fundamental questions are addressed by this conference and its companion journal.
We are pleased to hold this year’s conference in Madrid, Spain, at the Universidad Nacional de Educacióna Distancia. UNED’s mission to provide opportunities for education at a distance has resulted in one of thelargest virtual course catalogues in Spain, as well as the largest student population in Spain with over
200,000 students enrolled. The e-Learning Conference is proud to partner with UNED, and to continue theconversation of the meaning of contemporary learning and education. By way of background, thisconference has evolved from e-Learning Symposia held in Melbourne, Australia in 2006 and 2007,
connected with the International Conference on Learning. Past conferences have been held in Chicago,
Boston, Vancouver, Berkeley, and Champaign.
We hope you will be able to join us at next year’s conference to be held 3-4 October 2014 at Pacific
University in Portland, Oregon, USA.
In addition to organizing this conference, Common Ground publishes papers from the e-Learning
Conference at http://ubi-learn.com/publications/journal. Common Ground also organizes conferences andpublishes journals in other areas of critical intellectual human concern, including diversity, learning, social
sciences and technology, to name several. Our aim is to create new forms of knowledge community, where
people meet in person and also remain connected virtually, making the most of the potentials for accessusing digital media. We are also committed to creating a more accessible, open and reliable peer review
process.
This is the longer story of the e-Learning Conference. The shorter story is the phenomenal amount of workthat has been done by our Common Ground colleagues in preparation for this conference. I especiallywould like to thank Raquel Jimenez Palomino, Ana Quintana, Rachael Arcario, Homer Stavely, and Karim
Gherab-Martin. In addition to our Common Ground colleagues this conference has had tremendous
support from our host University and we would also like to acknowledge the hard work done by Francisco
Alvarez, Daniel Domínguez, and Rocio Lara.
We wish you all the best for this conference, and hope it will provide you every opportunity for dialogue withcolleagues from around the corner and around the world.
Yours Sincerely,

Bill Cope
Director, Common Ground Publishing
Professor, Education Policy, Organization, and Leadership
University of Illinois, Urbana-Champaign, USA2e-Learning Conference, 2013

ABOUT COMMON GROUND
Our Mission
Common Ground Publishing aims to enable all people to participate in creating collaborative knowledge
and to share that knowledge with the greater world. Through our academic conferences, peer-reviewed
journals and books, and innovative software, we build transformative knowledge communities and provide
platforms for meaningful interactions across diverse media.

Our Message
Heritage knowledge systems are characterized by vertical separations—of discipline, professional
association, institution, and country. Common Ground identifies some of the pivotal ideas and challenges of
our time and builds knowledge communities that cut horizontally across legacy knowledge structures.
Sustainability, diversity, learning, the future of the humanities, the nature of interdisciplinary, the place of thearts in society, technology’s connections with knowledge, the changing role of the university—these are
deeply important questions of our time which require interdisciplinary thinking, global conversations, andcross-institutional intellectual collaborations. Common Ground is a meeting place for these conversations,shared spaces in which differences can meet and safely connect—differences of perspective, experience,
knowledge base, methodology, geographical or cultural origins, and institutional affiliation. We strive tocreate the places of intellectual interaction and imagination that our future deserves.

Our Media
Common Ground creates and supports knowledge communities through a number of mechanisms andmedia. Annual conferences are held around the world to connect the global (the international delegates)with the local (academics, practitioners, and community leaders from the host community). Conference
sessions include as many ways of speaking as possible to encourage each and every participant toengage, interact, and contribute. The journals and book series offer fully-refereed academic outlets forformalized knowledge, developed through innovative approaches to the processes of submission, peer
review, and production. The knowledge community also maintains an online presence—throughpresentations on our YouTube channel, monthly email newsletters, as well as Facebook and Twitter feeds.
And Common Ground’s own software, Scholar, offers a path-breaking platform for online discussions andnetworking, as well as for creating, reviewing, and disseminating text and multi-media works.

e-Learning Conference, 20133

THE E-LEARNING AND INNOVATIVE PEDAGOGIES KNOWLEDGE COMMUNITY
The e-Learning and Innovative Pedagogies knowledge community is dedicated to the concept of
independent, peer-led groups of scholars, researchers, and practitioners working together to build bodies
of academic knowledge related to topics of critical importance to society at large. Focusing on theintersection of academia and social impact, the e-Learning and Innovative Pedagogies knowledge
community brings an interdisciplinary, international perspective to discussions of new developments in thefield, including research, practice, policy, and teaching.

Themes

Theme 1: Pedagogies
On the microdymamics of learning in and through digital technologies and social media.
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New learning supported by new technologies: challenges and successes
Old learning using new technologies, for better or for worse
Traditional (didactic, mimetic) and new (transformative, reflexive) pedagogies, with and without
new technology
Changing classroom discourse in the new media classroom
Peer to peer learning: learners as teachers
From hierarchical to lateral knowledge flows, teaching-learning relationships
Supporting learner diversity
Beyond traditional literacy: reading and writing in a multimodal communications environment
Digital readings: discovery, navigation, discernment and critical literacy
Metacognition, abstraction, and architectural thinking: new learning processes in newtechnological environments
Formative and summative assessment: technologies in the service of heritage and newassessment practices
Evaluating technologies in learning
Shifting the balance of learning agency: how learners become more active participants in theirown learning
Recognizing learner differences and using them as a productive resource
Collaborative learning, distributed cognition and collective intelligence
Mixed modes of sociability: blending face to face, remote, synchronous and asynchronous
learning
New science, mathematics and technology teaching
Technology in the service of the humanities and social sciences
The arts and design in a techno-learning environment

Theme 2: Institutions
On changing the institutional forms of education—classroom, schools and learning communities—in the context of ubiquitous computing.
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Blurring the boundaries of formal and informal learning
Times and places: lifelong and lifewide learning
Always ready learnability, just in time learning, and portable knowledge sources
Educational architectures: changing the spaces and times
Educational hierarchies: changing organizational structures
Student-teacher relations and discourse
Sources of knowledge authority: learning content, syllabi, standards
Schools as knowledge producing communities
Planning and delivering learning digitally
Teachers as curriculum developers
Teachers as participant researchers and professional reflective practice4e-Learning Conference, 2013

Theme 3: Technologies
On new learning devices and software tools.
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Ubiquitous computing: devices, interfaces and educational uses
Social networking technologies in the service of learning
Digital writing tools; wikis, blogs, slide presentations, websites, and writing assistants
Designing meanings in the new media: podcasts; digital video, and digital imaging
Supporting multimodality: designing meanings which cross written, oral, visual, audio, spatial,
and tactile modes
Learning management systems
Learning content and metadata standards
Designed for learning: new devices and new applications
Usability and participatory design: beyond technocentrism
Learning to use and adapt new technologies
Learning through new technologies

Theme 4: Social Transformations
On the social transformations of technologies, and their implications for learning.
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Learning technologies for work, civics and personal life
Ubiquitous learning in the service of the knowledge society and knowledge economy
Ubiquitous learning for the society of constant change
Ubiquitous diversity in the service of diversity and constructive globalism
Inclusive education addressing social differences: material (class, locale), corporeal (age, race, sex
and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender,family, affinity and persona)
Changing the balance of agency for a participatory culture and deeper democracy
From one to many, to many to many: changing the direction of knowledge flows
Beyond the traditional literacy basics: new media and synaesthetic meaning-making

Scope and Concerns
First we called it ‘computers in education’. Then it was the World Wide Web. Then it was the reincarnation
the Internet in the form Web 2.0 and social media. For a long time, we educators have lived withenthusiastic talk about the implications of technology in learning. Sometimes the talk has been plausible. At
other times the results of using technology in learning have been disappointing.
For all the hyperbole, education is in many sites and many ways still relatively unchanged—the relations ofteachers to students, students to each other and students to knowledge—and this is the case even whentechnology is used. For instance, if the print textbook becomes an e-book, do the social relations ofknowledge and learning actually change? If the pen-and-paper test is mechanized, does this change ourassessment systems?
Technology, in other words, can and often does reproduce and reinforce traditional, didactic relationshipsof learning. However, today’s information and communications technologies also offer affordances which inmany ways we have barely yet explored. These possibilities we call a ‘new learning’, and ‘transformative
pedagogy’.
How then, can we create and use technologies that push the boundaries of the learning experience,
engage students more deeply and produce learning outcomes that live up to the high expectations ofcitizens, governments and workplaces in the twenty-first century? For this reason, in this knowledge
community, we want to focus not just on e-learning, but the pedagogical innovations that we hope elearning environments might support. In this agenda, the ideas and practices of ‘ubiquitous learning’suggest a wide range of possibilities.

From Ubiquitous Computing to Ubiquitous Learning
At first glance, it is the machines that make ubiquitous learning different from heritage classroom and bookoriented approaches to learning. These appearances, however, can deceive. Old learning can be done on
new machines. Using new machines is not necessarily a sign that ubiquitous learning has arrived. Somefeatures of ubiquitous learning are not new—they have an at times proud and at times sorry place in thehistory of educational innovation, stretching back well before the current wave of machines.
However, there is an obvious link between ubiquitous learning and ubiquitous computing. The term
‘ubiquitous computing’ describes the pervasive presence of computers in our lives. Personal computers,
laptops, tablets and smart phones have become an integral part of our learning, work and community lives,to the point where, if you don’t have access to a computer networked with reasonable bandwidth you canbe regarded as disadvantaged, located as a ‘have not’ on the wrong side of the ‘digital divide’. Meanwhile,
many other devices are becoming more computer-like (in fact, more and more of them are computers or
have computing power built in): televisions, global positioning systems, digital music players, personal
digital assistants, cameras and game consoles, to name a few. These devices are everywhere. They aree-Learning Conference, 20135getting cheaper. They are becoming smaller and more portable. They are increasingly networked. This is
why we find them in many places in our lives and at many times in our days. The pervasive presence of
these machines is the most tangible and practical way in which computing has become ubiquitous.
Importantly for education, the machines of ubiquitous computing can do many of the things that pens andpencils, textbooks and teacher-talk did for learners in an earlier era. They can do these things the same,and they can do them differently.
Does ubiquitous computing lay the groundwork for ubiquitous learning? Does it require us to make a shift inour educational paradigms?
It may, however, the approach of this knowledge community is more conditional than this. To reiterate,‘ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital
media’. The qualifications in this statement are crucial. ‘Made possible’ means that there is no directly
deterministic relationship between technology and social change. Digital technologies arrive and almost
immediately, old pedagogical practices of didactic teaching, content delivery for student ingestion andtesting for the right answers are mapped onto them and called a ‘learning management system’.
Something changes when this happens, but disappointingly, it does not amount to much.
And another qualifier: ‘affordance’ means you can do some things easily now, and you are more inclined to
do these things than you were before simply because they are easier. You could do collaborative andinquiry learning in a traditional classroom and heritage institutional structures, but it wasn’t easy.
Computers make it easier. So, the new things that ubiquitous computing makes easier may not inthemselves be completely new—modes of communication, forms of social relationship or ways of learning.
However, just because the new technology makes them easier to do, they become more obviously worth
doing than they were in the past. Desirable social practices which were at times against the grain for theiridealistic impracticality, become viable. The technology becomes an invitation to do things better, often inways that some people have been saying for a long time they should be done.
Following are just a few of the characteristic moves of ubiquitous learning that this knowledge community
addresses in its various discussion forums. Participants may agree or disagree with these, or choose to
add more.

Move 1: To blur the traditional institutional, spatial and temporal boundaries of education.
In the heritage educational institutions of our recent past, learners needed to be in the same place at thesame time, doing the same subject and staying on the same page. The classroom was an informationarchitecture, transmitting content, one to many: one textbook writer to how every many thousands oflearners; one teacher to thirty something children or one lecturer to one hundred and something university
students. The spatial and temporal simultaneity of this information and knowledge system practically madesense.
Today, in the era of cheap recording and transmission of any textual, visual and audio content anywhere,
such classrooms are less needed. Education can happen anywhere, anytime. Long traditions of ‘distanceeducation’ and ‘correspondence schools’ mean that these ideas are far from novel. The only difference
now is that ubiquitous computing renders anachronistic and needlessly expensive for many educational
purposes the old information architecture of the classroom, along with its characteristic forms of discourseand social relationships to knowledge. Even the problem of duty of care for children is surmountable withmobile phones and global positioning devices. Knowing the location of a child in a classroom was never
better than the one meter margin of error of GPS devices.
And another problem with the old classroom: the idea was that this was preparation for life, enough toassume whatever one’s lot would be, and the rest could be left to experience. Today, everything ischanging so rapidly that today’s education easily becomes tomorrow’s irrelevance. So, there have been
moves to make ongoing training and formally accredited education ‘lifelong and lifewide’. For people inwork and with families, not able to commute to an institution or able to schedule their time easily,ubiquitous computing can be a conduit for education beyond the traditional spatial and institutionalboundaries. Coming together in specific times and places will, of course, remain important, but what we will
choose to do when we come together may be different from what happens in classrooms today—these
may be special times to focus, on face-to-face planning, collaborative work and community building.
Then there’s the new pervasiveness of pedagogy in spaces of informal and semi-formal learning—help
menus, ‘intuitive interfaces’, game-like staged learning, and ‘over-the-shoulder-learning’ from friends andcolleagues. This kind of learning only ever needs to be just in time and just enough. It is now integral to ourlifeworlds, a survival skill in a world of constant change.

Move 2: To shift the balance of agency.
In the traditional classroom, the teacher and blackboard were at the front of the room. The learners sat instraight rows, listened, answered questions one at a time, or quietly read their textbooks and did their workin their exercise books. Lateral student-student communication was not practicable, or even desirable
when it could be construed as cheating. Underlying this arrangement was a certain kind of discipline (listen
to the teacher, read authority into the textbook), and a particular relationship to knowledge (here are thefacts and theories you will need to know, the literature which will elevate and the history which will inspire).
This kind of education made a certain kind of sense for a certain kind of world, a world where supervisors
at work shouted orders or passed down memos in the apparent productive interests of the workers, where6e-Learning Conference, 2013

the news media told the one main story we were meant to hear, and where we all consumed identicalmass-produced goods because engineers and entrepreneurs had decided what would be good for us.
Authors wrote and the masses read; television companies produced and audiences watched; politicalleaders led and the masses followed; bosses bossed and the workers did as they were told. We lived in aworld of command and compliance.
Today, the balance of agency has shifted in many realms of our lives. Employers try to get workers to form
self-managing teams, join the corporate ‘culture’ and buy into the organization’s vision and mission. Now
the customer is always right and products and services need to be customized to meet their particular
practical needs and aesthetic proclivities. In the new media, ubiquitous computing has brought about
enormous transformations. There’s no need to listen to the top forty when you can make your own playlist
on your iPod. There’s no need to take on authority the encyclopedia entry in Wikipedia when you, thereader, can talk back, or at least watch other people’s arguments about the status of knowledge. There’s
no need to take the sports TV producer’s camera angles when you can chose your own on interactive
television. There’s no need to watch what the broadcast media has dished up to you, when you canchoose your own interest on YouTube, comment on what you’re watching and, for that matter, make andupload your own TV. There’s no need to relate vicariously to narratives when you can be a player in a video
game. This new order applies equally well to learning. There is no need to be a passive recipient oftransmitted knowledge when learners and teachers can be collaborative co-designers of knowledge.
Instead, there are many sources of knowledge, sometimes problematically at variance with each other, andwe have to navigate our way around this. There are many sites and modalities of knowledge, and we needto get out there into these to be able to make sense of things for ourselves. There may be widely accepted
and thus authoritative bodies of knowledge to which we have to relate, but these are always uniquely
applied to specific and local circumstances—only we can do this, in our own place and at our own time. In
this environment, teachers will be required to be more knowledgeable, not less. Their power will be in theirexpertise and not in their control or command routines.

Move 3: To recognize learner differences and use them as a productive resource.
Modern societies used to value uniformity: we all read the same handful of newspapers and watched thesame television channels; we all consumed the same products; and if we were immigrant, or indigenous, orof an ethnic minority, we needed to assimilate so we could all comfortably march to the same national beat.
And so it was in schools: everyone had to listen to the teacher at the same time, stay on same message on
the same the page, and do the same test at the end to see whether they had learnt what the curriculum
expected of them. Today there are hundreds of television channels, countless websites, infinite productvariations to suit one’s own style, and if you are immigrant or indigenous or a minority, your difference is an
aspect of our newfound cosmopolitanism.
This is all part of a profound shift in the balance of agency. Give people a chance to be themselves and you
will find they are different in a myriad of ways: material (class, locale), corporeal (age, race, sex andsexuality, and physical and mental characteristics) and symbolic (culture, language, gender, family, affinityand persona).
In sites of learning today, these differences are more visible and insistent than ever. And what do we doabout them? Ubiquitous learning offers a number of possibilities. Not every learner has to be on the same
page; they can be on different pages according to their needs. Every learner can connect the general andthe authoritative with the specifics and particulars of their own life experiences and interests. Every learnercan be a knowledge maker and a cultural creator, and in every moment of that making and creating theyremake the world in the timbre of their own voice and in a way which connects with their experiences.
Learners can also work in groups, as collaborative knowledge makers, where the strength of the group’s
knowledge arises from their ability to turn to productive use the complementarities that arise from theirdifferences.
In this context, teacher will need to be engaged members of cosmopolitan learning communities and codesigners, with learners, of their learning pathways.

Move 4: To broaden the range and mix of representational modes.
Ubiquitous computing records and transmits meanings multimodally—the oral, the written, the visual andthe audio. Unlike previous recording technologies, these representational modes are reduced to the same
stuff in the manufacturing process, the stuff of zeros and ones. Also, like never before, there is next to nocost in production and transmission of this stuff.
Now, anyone can be a film-maker, a writer who can reach any audience, an electronic music maker, aradio producer. Traditional educational institutions have not managed to keep up this proliferation of media.
But, if educators have not yet made as much as they could of the easy affordances of the new media, thestudents often have. When educators do catch up, the learning seems more relevant, and powerful, andpoignant. Educators will need to understand the various grammars of the multiple modes of meaning
making that the digital has made possible, in the same depth as traditional alphabetic and symbolic forms.

Move 5: To develop conceptualizing capacities.
The world of ubiquitous computing is full of complex technical and social architectures that we need to beable to read in order to be a user or a player. There are the ersatz identifications in the form of file names
and thumbnails, and the navigational architectures of menus and directories. There is the semantic tagging

e-Learning Conference, 20137of home-made folksonomies, the formal taxonomies that define content domains, and the standards which
are used to build websites, drive web feeds, define database fields and identify document content.
These new media need a peculiar conceptualizing sensibility, sophisticated forms of pattern recognitionand schematization. For these reasons (and for other, much older, good educational reasons as well),ubiquitous learning requires higher-order abstraction and metacognitive strategies. This is the only way tomake one’s way through what would otherwise be the impossibilities of information quantity. Teachers thenneed to become masterful users of these new meaning making tools, applying the metalanguage they andtheir learners need alike in order to understand their affordances.

Move 6: To connect one’s own thinking into the social mind of distributed cognition andcollective intelligence.
In the era of ubiquitous computing, you are not what you know already but what you can potentially know,
the knowledge that is at hand because you have a device in hand. Even in the recent past, we had libraries
on hand, or experts we could consult. Cognition has always been distributed and intelligence collective.
The most remarkable technology of distributed cognition is language itself.
However, today there is an immediacy, vastness and navigability of the knowledge that is on hand andaccessible to the devices that have become more directly an extension of our minds. Those who used toremember telephone numbers will notice that something happens to their minds when the numbers theyneed are stored on the mobile phone—the phone remembers for you. It becomes an indispensable
extension of your mind. This should spell doom for the closed book exam. Educators will need to create
new measures to evaluate learners’ capacities to know how to know in this new environment.

Move 7: To build collaborative knowledge cultures.
Ubiquitous computing invites forms of social reflexivity which can create ‘communities of practice’ tosupport learning. In the ubiquitous learning context, teachers harness the enormous lateral energies ofpeer-to-peer knowledge making and the power of collective intelligence. This builds on thecomplementarity of learner differences—experience, knowledge, ways of thinking and ways of seeing.
Learners also involve people who would formerly have been regarded as outsiders or even out-of-bounds
in the learning process: parents and other family members, critical friends or experts.
Digital workspaces built upon social networking technologies are ideal places for this kind of work, at once
simple and highly transparent when it comes to auditing differential contributions. Teachers need higher
order skills to build learning communities that are genuinely inclusive, such that all learners reach theirpotential.
Each of these moves explores and exploits the potentials of ubiquitous computing. None, however, is apedagogical thought or social agenda that is new to the era of ubiquitous computing. The only difference
today is that there is now no practical reason not to make any of these moves. The affordances are there,
and if we can, perhaps we should. When we do, we may discover that a new educational paradigm begins
to emerge. And as this paradigm emerges, we might also find educators take a leading role ontechnological innovation.
The journey of ubiquitous learning is only just beginning. As we take that journey, we need to develop
breakthrough practices and technologies that allow us to reconceive and rebuild the content, processes
and human relationships of teaching and learning.

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e-Learning Conference, 2013Engaging in the Community

Present and Participate in the Conference
You have already begun your engagement in the community by attending the conference, presenting yourwork, and interacting face-to-face with other members. We hope this experience provides a valuable
source of feedback for your current work and the possible seeds for future individual and collaborative
projects, as well as the start of a conversation with community colleagues that will continue well into the
future.

Publish Journal Articles or Books
We encourage you to submit an article for review and possible publication in Ubiquitous Learning: An
International Journal. In this way, you may share the finished outcome of your presentation with otherparticipants and members of the e-Learning and Innovative Pedagogies community. As a member of thecommunity, you will also be invited to review others’ work and contribute to the development of thecommunity knowledge base as an Associate Editor. As part of your active membership in the community,
you also have online access to the complete works (current and previous volumes) of Ubiquitous Learning:
An International Journal and to the book series. We also invite you to consider submitting a proposal for thebook series.

Engage through Social Media
There are several methods for ongoing communication and networking with community colleagues:
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Email Newsletters: Published monthly, these contain information on the conference andpublishing, along with news of interest to the community. Contribute news or links with a subject
line ‘Email Newsletter Suggestion’ to support@ubi-learn.com.
Scholar: Common Ground’s path-breaking platform that connects academic peers from aroundthe world in a space that is modulated for serious discourse and the presentation of knowledge
works. To learn more about Scholar, go to page 53.
Facebook: Comment on current news, view photos from the conference, and take advantage of
special benefits for community members at: https://www.facebook.com/UbiLearn.CG
Twitter: Follow the community: @ubilearn.
YouTube Channel: View online presentations or contribute your own at http://ubi-learn.com/theconference/types-of-conference-sessions/online-presentations. See instructions at http://ubilearn.com/the-conference/types-of-conference-sessions/online-presentations/upload-your-video.

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THE INTERNATIONAL ADVISORY BOARD FOR THE E-LEARNING AND INNOVATIVEPEDAGOGIES COMMUNITY
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Michel Bauwens, Peer-to-Peer Alternatives, Thailand
Nick Burbules, University of Illinois, Urbana-Champaign, USA
Bill Cope, University of Illinois, Urbana-Champaign, USA
Ricki Goldman, Steinhardt School, New York University, New York, USA
Mary Kalantzis, University of Illinois, Urbana-Champaign, USA
Faye L. Lesht, University of Illinois, Urbana-Champaign, USA
Robert E. McGrath, University of Illinois, Urbana-Champaign, USA
James W. Pellegrino, University of Illinois, Chicago, USA
Michael Peters, University of Waikato, New Zealand
Reed Stevens, Northwestern University, Illinois, USA
Al Weiss, Pacific University, USA

COMITÉ ASESOR INTERNACIONAL
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Ana Abreu, Universidade Federal de São Carlos (UFSCar), Brasil.
Manuel Acevedo Ruiz, Consultor Independient, Argentina.
Francisco Alvarez, Universidad Nacional de Educación a Distancia (UNED), Madrid, España.
Elisenda Ardevol, Universitat Oberta de Catalunya (UOC), España.
Nilton Bahlis Dos Santos, Nucleo de Experimentação de Tecnologias Interativas Next/Icict/Fiocruz
e do Clube do Futuro, Brasil.
Françesc Balague, Observatorio para la Cibersociedad, España.
Roberto Balaguer Prestes, Instituto Universitario CLAEH, Uruguay.
Bibiana Apolonia del Brutto López, Universidad de Buenos Aires, Argentina.
Mario Brun, Didáctica Innovación y Multimedia – Universitat Autònoma de Barcelona, España.
Eurídice Cabañes Martínez, ARSGAMES (Game Art & Game Studies), España.
Igor Calzada, Ikerbasque, España.
Jesús Carreras, Designit, España..
Francisco Javier Cortazar Rodríguez, Universidad de Guadalajara, México.
Renato Dias Baptista, Universidade Estadual Paulista (UNESP), Brasil.
Daniel Domínguez Figaredo, Universidad Nacional de Educación a Distancia (UNED), Madrid,
España..
Javier Echeverria, Ikerbasque, España.
Nicole Etchevers Goijberg, Herder Editorial, S.L. / Observatorio para la CiberSociedad, España.
Ricard Faura i Homedes, Secretaria de Telecomunicacions i Societat de la Informació –Generalitat de Catalunya, España.
Tiberio Feliz, Universidad Nacional de Educación a Distancia (UNED), España.
Liliana Edith Ferrari, Univ. Autónoma de Barcelona / Univ. Nacional de Buenos Aires, Argentina.
Inma Fouce, Observatorio para la Cibersociedad, España.
Leonarda García Jiménez, Universidad Católica Murcia, España.
Fernando Garrido Ferradanes, Observatorio para la CiberSociedad, España.
Inés Gil, Universidad Nacional de Educación a Distancia (UNED), España.
Mari Carmen Gil Ortega, University of the West of England, Reino Unido.
Edgar Gómez, Universitat Oberta de Catalunya (UOC), España.
Adriana Goñi Godoy, Universidad de Chile, Chile.
Manuel Gromaz Campos, Consellería de Educación – Xunta de Galicia, España.
Maritza Guaderrama, Designit, España.
Octavio Islas, Proyecto Internet, Tecnológico de Monterrey, México.
Tiscar Lara, Escuela de Organización Industrial (EOI), España.
Claudia A. Lerma Noriega, Ins. Tecnológico y de Estudios Superiores de Monterrey, México.
Maximiliano Martín Vicente, Universidade Estadual Paulista (UNESP), Brasil.
Lisete Maria Massulini Pigatto, Aluna Doutorado pela Universidade Tecnologica Intercontinental
do Paraguai, Brasil.
Joan Mayans i Planells, ACC1Ó / Observatorio para la CiberSociedad, España.
Guillem Mundet i Genís, Oficina de Patrimoni Cultural, Diputació de Barcelon, España.
Sara Osuna Acedo, Universidad Nacional de Educación a Distancia (UNED), España.
Ismael Peña, Universitat Oberta de Catalunya (UOC), España.
Victor Manuel Pérez Martínez, Universidad de La Laguna, España.
Jimmy Rosario, Universidad Autónoma de Santo Domingo (UASD), República Dominicana.
José Ignacio Sánchez de Villapadierna, Instituto Cervantes – Madrid, España.
Josep Segui Dolz, Universidad Autónoma de Barcelona, España.
Enric Senabre, Observatorio para la Cibersociedad, España.
Guillermo Solarte Lindo, Pacifistas sin Fronteras, Colombia.
Marta Torres i Vilatarsana, Observatorio para la Cibersociedad, España.
Daniel Villar Onrubia, Oxford Internet Institute, Reino Unido.

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About Our Publishing Approach
For three decades, Common Ground Publishing has been committed to creating meeting places for people
and ideas. With 24 knowledge communities, Common Ground’s vision is to provide platforms that bring
together individuals of varied geographical, institutional, and cultural origins in spaces where renowned
academic minds and public thought leaders can connect across fields of study. Each knowledge
community organizes an annual academic conference and is associated with a peer-reviewed journal (orjournal collection), a book imprint, and a social media space centered around Common Ground’s
pathbreaking ‘social knowledge’ space, Scholar.
Through its publishing practices, Common Ground aims to foster the highest standards in intellectual
excellence. We are highly critical of the serious deficiencies in today’s academic journal system, including
the legacy structures and exclusive networks that restrict the visibility of emerging scholars and researchers
in developing countries, as well as the unsustainable costs and inefficiencies associated with traditionalcommercial publishing.
In order to combat these shortcomings, Common Ground has developed an innovative publishing model.
Each of Common Ground’s knowledge communities organizes an annual academic conference. The
registration fee that conference participants pay in order to attend or present at these conferences enables
them to submit an article to the associated journal at no additional cost. Scholars who cannot attend theconference in person may still participate virtually and submit to the journal by obtaining a community
membership, which also allows them to upload a video presentation to the community’s YouTube channel.
By using a portion of the conference registration and membership fees to underwrite the costs associatedwith producing and marketing the journals, Common Ground is able to keep subscription prices low, thus
guaranteeing greater access to our content. All conference participants and community members are also
granted a one-year complimentary electronic subscription to the journal associated with their knowledge
community. This subscription provides access to both the current and past volumes of the journal.
Moreover, each article that we publish is available for a $5 download fee to non-subscribers, and authors
have the choice of publishing their paper open access to reach the widest possible audience and ensure
the broadest access possible.
Common Ground’s rigorous peer review process also seeks to address some of the biases inherent intraditional academic publishing models. Our pool of reviewers draws on authors who have recently
submitted to the journal, as well as volunteer reviewers whose CVs and academic experience have been
evaluated by Common Ground’s editorial team. Reviewers are assigned to articles based on theiracademic interests and expertise. By enlisting volunteers and other prospective authors as peer reviewers,
Common Ground avoids the drawbacks of relying on a single editor’s professional network, which canoften create a small group of gatekeepers who get to decide who and what gets published. Instead,Common Ground harnesses the enthusiasm of its conference delegates and prospective journal authors toassess submissions using a criterion-referenced evaluation system that is at once more democratic andmore intellectually rigorous than other models. Common Ground also recognizes the important work ofpeer reviewers by acknowledging them as Associate Editors of the volumes to which they contribute.
For over ten years, Common Ground has been building web-based publishing and social knowledge
software where people can work closely to collaborate, create knowledge, and learn. The third and mostrecent iteration of this project is the innovative social knowledge environment, Scholar. Through thecreation of this software, Common Ground has sought to tackle what it sees as changing technological,
economic, distributional, geographic, interdisciplinary and social relations to knowledge. For more
information about this change and what it means for academic publishing, refer to The Future of the
Academic Journal, edited by Bill Cope and Angus Phillips (Elsevier 2009).
We hope that you will join us in creating dialogues between different perspectives, experiences, knowledge
bases, and methodologies through interactions at the conference, conversations online, and as fully
realized, peer-reviewed journal articles and books.

e-Learning Conference, 2013

UBIQUITOUS LEARNING: AN INTERNATIONAL JOURNAL
ISSN: 1835-9795

Journal Editor

Bill Cope—University of Illinois, Urbana-Champaign, USA
Mary Kalantzis—University of Illinois, Urbana-Champaign, USA

Publication Frequency
4 issues per volume; articles are published continuously online.

Indexing
Ubiquitous Learning: An International Journal is indexed by:•••

Ulrich’s Periodicals Directory
Cabell’s Directories
The Australian Research Council

Acceptance Rate
23%

Circulation
147,103

Foundation Year
2008

11

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INTERNATIONAL AWARD FOR EXCELLENCE
Ubiquitous Learning: An International Journal presents an annual International Award for Excellence for new

research or thinking in the area of e-learning and innovative pedagogies. All articles submitted for
publication in the journal are entered into consideration for this award. The review committee for the award
is selected from the International Advisory Board for the journal and the annual e-Learning Conference. The
committee selects the winning article from the ten highest-ranked articles emerging from the review
process and according to the selection criteria outlined in the reviewer guidelines. The remaining nine top
papers will be featured on our website.

This Year’s Award Winners are
Claudia Maria Zea Restrepo, Universidad EAFIT, Colombia
Juan Guillermo Lalinde Pulido, Universidad EAFIT, Colombia
Roberto Aguas Nuñez, Universidad EAFIT, Colombia
Gloria Patricia Toro Perez, Universidad EAFIT, Colombia
Camilo Vieira Mejia, Universidad EAFIT, Colombia

For the Article“TAG: An Introduction to a Ubiquitous Learning Model to Assess the Ubiquity Level in Higher Education
Institutions”

Abstract“TAG,” in Spanish: Tecnología, Aprendizaje y Gestión (Technology, Learning and Management) is a
Ubiquitous Learning model that aims to be a point of reference for higher education institutions in theirtransformation processes for educational innovation. The model is based on three dimensions: Technology,
Learning and Management, which are assessed through the identification of characteristics and properties
in which metrics and indicators will be applied in order to determine the ubiquity level in a higher education
institution, enabling the possibility of establishing the organizational diagnosis and design strategies that
could take them to a higher ubiquity index. The purpose of this paper is to present the conceptual referents
that define the main properties for each of the dimensions of the TAG model.

e-Learning Conference, 201313

SUBMISSION PROCESS
Every conference delegate with an accepted proposal is eligible and invited to submit an article to
Ubiquitous Learning: An International Journal. Full articles can be submitted using Common Ground’s
online conference and article management system CGPublisher. Below please find step-by-step
instructions on the submission process.
1.

Submit a presentation proposal to the conference (in-person or virtual).

2.

Once your conference proposal or paper abstract has been accepted, you may submit yourarticle to the journal by clicking “add a paper” from your proposal/abstract page. You may upload
your article anytime between the first and the final submission deadlines, which can be found on
the next page.

3.

Once your article is received, it is verified against template and submission requirements. Youridentity and contact details are then removed, and the article is matched to two appropriate
reviewers and sent for review. You can view the status of your article at any time by logging into
your CGPublisher account at www.CGPublisher.com.

4.

When reviewer reports are uploaded, you will be notified by email and provided with a link to viewthe reports (after the reviewers’ identities have been removed).

5.

If your article has been accepted, you will be asked to accept the Publishing Agreement andsubmit a final copy of your article. If your paper is accepted with revisions, you will be asked tosubmit a change note with your final submission, explaining how you revised your article in light of
the reviewers’ comments. If your article is rejected, you may resubmit it once, with a detailed
change note, for review by new reviewers.

6.

Accepted articles will be typeset and the proofs will be sent to you for approval before publication.

7.

Individual articles may be published online first with a full citation. Full issues follow at regular,
quarterly intervals. All issues are published 4 times per volume (except the annual review, which is
published once per volume).

8.

Registered conference participants will be given online access to the journal from the time ofregistration until one year after the conference end date. Individual articles are available forpurchase from the journal’s bookstore. Authors and peer reviewers may order hard copies of fullissues at a discounted rate.

SUBMISSION TIMELINE
You may submit your final article for publication to the journal at any time. We are in the process of movingfrom one annual deadline to four quarterly deadlines. However, the first three deadlines for the current
volume have passed. The final deadline for Volume 6 is:December 15, 2013•

One month after the close of the conference

Note: Please feel free to submit at any time. If your article is submitted after the deadline for Volume 6, it will
be considered for Volume 7. However, the sooner you submit, the sooner your article will begin the peer
review process. Also, as we publish ‘web first’, early submission will mean that your article will be publishedas soon as it is ready, even if that is before the full issue is published.
For More Information, Please Visit:
http://ubi-learn.com/submitting-your-work/journal-articles/submission-process

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JOURNAL SUBSCRIPTIONS, HYBRID OPEN ACCESS, ADDITIONAL SERVICES
Institutional Subscriptions
Common Ground offers print and electronic subscriptions to all of its journals. Subscriptions are available to
Ubiquitous Learning: An International Journal, collections of Common Ground’s themed journals, andcustom suites based on a given institution’s unique content needs. Subscription prices are based on atiered scale that corresponds to the full-time enrollment (FTE) of the subscribing institution. You may use
the Library Recommendation form to recommend that your institution subscribe to Ubiquitous Learning: An
International Journal: http://ubi-learn.com/publications/journal/about-the-journal#3-tab.

Personal Subscriptions
As part of their conference registration, all conference participants (both virtual and in-person) have a oneyear online subscription to Ubiquitous Learning: An International Journal. This complimentary personal
subscription grants access to both the current volume of the journal as well as the entire backlist. The
period of complimentary access begins at the time of registration and ends one year after the close of theconference. After that time, delegates may purchase a personal subscription. To view articles, go to
http://ijq.cgpublisher.com/. Select the “Login” option and provide a CGPublisher username and password.
Then, select an article and download the PDF. For lost or forgotten login details, select “forgot your login”
to request a new password.
For more information, please visit:
http://ubi-learn.com/publications/journal/subscriptions-and-orders or contact us atjournals@commongroundpublishing.com

Hybrid Open Access
Ubiquitous Learning: An International Journal is Hybrid Open Access. Hybrid Open Access is an option
increasingly offered by both university presses and well-known commercial publishers.
Hybrid Open Access means that some articles are available only to subscribers, while others are madeavailable at no charge to anyone searching the web. Authors pay an additional fee for the open access
option. They may do this because open access is a requirement of their research funding agency. Or they
may do it so that non-subscribers can access their article for free.
Common Ground’s open access charge is $250 per article, a very reasonable price compared to our
hybrid open access competitors and purely open access journals that are resourced with an author
publication fee. Electronic papers are normally only available through individual or institutional subscriptions
or for purchase at $5 per article. However, if you choose to make your article Open Access, this meansthat anyone on the web may download it for free.
There are still considerable benefits for paying subscribers, because they can access all articles in thejournal, from both current and past volumes, without any restrictions. But making your paper available at nocharge increases its visibility, accessibility, potential readership, and citation counts. Open access articles
also generate higher citation counts.
For more information or to make your article Open Access, please contact us at
support@commongroundpublishing.com.

Institutional Open AccessCommon Ground is proud to announce an exciting new model of scholarly publishing called Institutional
Open Access.
Institutional Open Access allows faculty and graduate students to submit articles to Common Groundjournals for unrestricted open access publication. These articles will be freely and publicly available to thewhole world through our hybrid open access infrastructure. With Institutional Open Access, instead of theauthor paying a per-article open access fee, institutions pay a set annual fee that entitles their students andfaculty to publish a given number of open access articles each year.
The rights to the articles remain with the subscribing institution. Both the author and the institution can also
share the final typeset version of the article in any place they wish, including institutional repositories,
personal websites, and privately or publicly accessible course materials. We support the highest
Sherpa/Romeo access level—Green.
For more information on Institutional Open access or to put us in touch with your department head or
funding body, please contact us at support@commongroundpublishing.com.

Editing Services
Common Ground offers editing services for authors who would like to have their work professionallycopyedited. These services are available to all scholarly authors, whether or not they plan to submit theiredited article to a Common Ground journal.
Authors may request editing services prior to the initial submission of their article or after the review
process. In some cases, reviewers may recommend that an article be edited as a condition of publication.

e-Learning Conference, 201315

The services offered below can help authors during the revision stage, before the final submission of theirarticle.

What We Do••••

Correct spelling, grammatical, and punctuation errors in your paper, abstract and author bionote
Revise for clarity, readability, logic, awkward word choice, and phrasing
Check for typos and formatting inconsistencies
Confirm proper use of The Chicago Manual of Style

The Editing Process•

Email us at support@commongroundpublishing.com to express your interest in having your article
edited.
•The charge for the editorial service charge is USD $0.05 per word.
•
Within 14-21 business days of your confirmed payment, you will receive an edited copy of youredited article via email. We can also upload the edited copy for you, and any pending submission
deadlines will be altered to accommodate your editing timeline.
Contact us at support@commongroundpublishing.com to request a quote or for further information about
our services.

Citation Services
Common Ground requires the use of the sixteenth edition of the Chicago Manual of Style for all submitted
journal articles. We are pleased to offer a conversion service for authors who used a different scholarlyreferencing system. For a modest fee, we will convert your citations to follow the Chicago Manual of Style
guidelines.

What We Do••

Change references—internal citations and end-of-article references—to confirm proper use of thesixteenth edition of The Chicago Manual of Style, using either the author-date or notes andbibliography format of The Chicago Manual of Style.
Check for typos and formatting inconsistencies within the citations.

The Conversion Process•

Email us at support@commongroundpublishing.com to express your interest in having yourreferences converted.
•
For articles under 5,499 words (excluding titles, subtitles, and the abstract), the charge forreference conversion is $50. If your article is more than 5,000 words, please contact us for aquote.
•
Within 14-21 business days of your confirmed payment, you will receive a copy of your article withthe revised references. We can also upload the revised copy for you, and any pending submission
deadlines will be altered to accommodate the conversion timeline.
Contact us at support@commongroundpublishing.com to request a quote or for further information about
our services.

Translation Services
Common Ground is pleased to offer translation services for authors who would like to have their worktranslated into or from Spanish or Portuguese. Papers that have undergone peer review and been
accepted for publication by one of Common Ground’s journals are eligible for this translation service.
Papers can be translated from Spanish or Portuguese into English and published in one of Common
Ground's English-language journals. Or they may be translated from English into either Spanish or
Portuguese and be published in one of Common Ground's Spanish and Portuguese-language academic
journals. In this way we offer authors the possibility of reaching a much wider audience beyond their native
language, affirming Common Ground's commitment towards full internationality, multiculturalism, andmultilingualism. All translations are done by professional translators.

The Process••••

Contact support@commongroundpublishing.com to express your interest in having your article
translated.
Our editorial team will review your article and provide you with a quote based on the paper’s word
count.
Once you accept the quote, a translator will be assigned to your article.
Within 14-21 business days of your confirmed payment, you will receive a draft of your translated
article. You will have a chance to communicate with the translator via the draft using Word’s“track changes” function. Based on that communication, the translator will supply you with a final
copy of your translated article.

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e-Learning Conference, 2013

THE E-LEARNING & INNOVATIVE PEDAGOGIES BOOK IMPRINT
Common Ground is setting new standards of rigorous academic knowledge creation and scholarly
publication. Unlike other publishers, we’re not interested in the size of potential markets or competition
from other books. We’re only interested in the intellectual quality of the work. If your book is a brilliant
contribution to a specialist area of knowledge that only serves a small intellectual community, we still wantto publish it. If it is expansive and has a broad appeal, we want to publish it too, but only if it is of thehighest intellectual quality.
We welcome proposals or completed manuscript submissions of:••••Individually and jointly authored books
Edited collections addressing a clear, intellectually challenging theme
Collections of articles published in our journals
Out-of-copyright books, including important books that have gone out of print and classics withnew introductions

Book Proposal Guidelines
Books should be between 30,000 and 150,000 words in length. They are published simultaneously in print
and electronic formats and are available through Amazon and as Kindle editions. To publish a book, please
send us a proposal including:
•
•
•
•
•
•
•
•

Title
Author(s)/editor(s)Draft back-cover blurb
Author bio note(s)Table of contents
Intended audience and significance of contribution
Sample chapters or complete manuscript
Manuscript submission date

Proposals can be submitted by email to books@commongroundpublishing.com. Please note the book
imprint to which you are submitting in the subject line.

Call for Book Reviewers
Common Ground Publishing is seeking distinguished peer reviewers to evaluate book manuscripts
submitted to The e-Learning & Innovative Pedagogies Book Imprint.
As part of our commitment to intellectual excellence and a rigorous review process, Common Groundsends book manuscripts that have received initial editorial approval to peer reviewers to further evaluate
and provide constructive feedback. The comments and guidance that these reviewers supply is invaluable
to our authors and an essential part of the publication process.
Common Ground recognizes the important role of reviewers by acknowledging book reviewers as
members of the e-Learning & Innovative Pedagogies Book Imprint Editorial Review Board for a period of atleast one year. The list of members of the Editorial Review Board will be posted on our website.
If you would like to review book manuscripts, please send an email tobooks@commongroundpublishing.com with:•••

A brief description of your professional credentials
A list of your areas of interest and expertise
A copy of your CV with current contact details

If we feel that you are qualified and we require refereeing for manuscripts within your purview, we willcontact you.

e-Learning Conference, 201317

THE E-LEARNING & INNOVATIVE PEDAGOGIES BOOK IMPRINT
These and other books are available at http://ubi-learn.cgpublisher.com/

An Anthology of Educational Innovation: Digital Frameworks of
Understanding
Caroline M. Crawford (ed.)
As the Digital Age embraces the concepts related to online
distance education environments, the importance of conceptually
grounded and innovative impact upon the success of online
education environment and support tools is realized. Dr. Crawford
has focused a significant part of her career upon the conceptionof successful distance education learning environmental
instruction and support. This anthology of various intriguing selectworks suggests the innovative ways through which quality
instruction and the development of successful online learning
environment communities can be supported.

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Recent Books Published by Common Ground
These and other books are available at http://theuniversitypressbooks.cgpublisher.com/

Literacy across the Curriculum
Robyn Gregson (ed.)
As educators in secondary teaching training programs, we areconcerned that secondary school students may not be receiving
the support they need to be literate in the 21st century. At noother time in history have there been such literacy demands on
individuals. Being able to read and write is no longer sufficient tomeet the demands of literacy in secondary school, tertiary
institutions, and the workforce. The teaching of literacy skills is nolonger the domain or responsibility of those who teach English in
our schools. They have a curriculum of their own that will support
literacy needs but will not show students how to read tounderstand and write specifically for subjects such as
mathematics, science, and drama.

Building Minds, Forging Bridges: Teaching in a Visually Littered
World
Arianne Rourke and Vaughan Rees (eds.)
The 21st century learner is faced with an avalanche of visual
imagery in the media and on the World Wide Web that enhances
as well as distracts from learning. The 21st century educator inhigher education needs to understand how to embrace visual
culture and digital imagery to accelerate and deepen learning.
Through an understanding of visual literacy, visual memory,
colour theory, visual autobiography, the role of narrative andmetaphor, semantic cues and prototypical examples, this bookwill explore how best to utilise visual imagery to promotemeaningful active learning.

e-Learning Conference, 201319

Acerca de nuestro enfoque editorial
Durante 29 años, Common Ground Publishing se ha comprometido con la creación de lugares de encuentro depersonas e ideas. Con 11 comunidades de conocimiento en español y portugués y 24 comunidades en inglés, lavisión de Common Ground es proveer plataformas que reúnan a personas de diversos orígenes geográficos,
institucionales y culturales en espacios donde académicos y otros profesionales puedan conectar por igual a
través de distintos campos interdisciplinares de estudio. Cada comunidad de conocimiento realiza un congreso
académico anual alrededor del mundo y está asociada a una Revista revisada por pares (o a una colección de
Revistas), una colección de Libros y un serie de redes sociales, en torno a un nuevo “espacio social deconocimiento” realmente disruptivo diseñado y desarrollado por Common Ground: Scholar(http://cgscholar.com/).
A través de sus servicios editoriales, Common Ground tiene como objetivo fomentar los más altos estándares deexcelencia intelectual. Somos muy críticos con las graves deficiencias que existen en el actual sistema depublicaciones académica, incluyendo las estructuras existentes y las redes exclusivas que restringen la visibilidad
de los académicos e investigadores emergentes en los países en desarrollo, así como los costes e ineficiencias
insostenibles asociados con la edición comercial tradicional.
Para combatir estas deficiencias, Common Ground ha desarrollado un modelo de publicación innovador. Cada
una de las comunidades de conocimiento de Common Ground organiza un congreso académico anual. La cuota
de inscripción que pagan los participantes del congreso por asistir y presentar en estos congresos, les permite
enviar un artículo a la revista (o colección de revistas) asociada sin coste adicional. Así, los autores pueden
realizar una presentación en un congreso científico de su área de investigación, incorporar las críticas
constructivas que reciben en respuesta a su presentación y, a continuación, enviar un artículo sólido para su
revisión por pares, sin que el autor tenga que pagar una tasa adicional. Los académicos que no puedan asistir alcongreso en persona, pueden participar de forma virtual, opción que les permite enviar un artículo a la revista.
Usando una parte de la cuota de inscripción para financiar los costes asociados a la producción ycomercialización de las revistas, Common Ground es capaz de mantener unos precios de suscripción bajos,
facilitando así el acceso a todos nuestros contenidos. Todos los participantes del congreso, tanto presenciales
como virtuales, pueden subir sus presentaciones al canal de YouTube de Common Ground, además de teneruna suscripción electrónica gratuita a la revista por un periodo de un año. Esta suscripción permite el acceso atodos los números, presentes y pasados, de la revista en español/portugués y a la revista (o colección derevistas) en inglés. Además, cada artículo que publicamos está disponible de forma individual con una tarifa dedescarga de $3 para los no abonados, y los autores disponen de la opción de publicar su artículo en acceso
abierto para llegar así a una mayor audiencia y garantizar la difusión más amplia posible.
El riguroso proceso de revisión de Common Ground trata también de abordar algunos de los sesgos inherentes
a los tradicionales modelos de editoriales académicas. El conjunto de evaluadores está compuesto de autores
que han presentado recientemente artículos a la revista, así como de revisores voluntarios cuyos currículos yexperiencia académica han sido evaluados por el equipo editorial de Common Ground. Los artículos sonasignados a revisores en base en sus intereses académicos y experiencia. Al tener voluntarios y a otros autorescomo posibles revisores, Common Ground evita los inconvenientes de depender de la red profesional de un solo
editor, que con más frecuencia de la deseable conlleva la creación de grupos de arbitraje cerrado que deciden
qué y quién publica. En cambio, Common Ground aprovecha el excelente talante de los participantes delcongreso y de los autores de las revistas para evaluar los trabajos, utilizando un sistema de evaluación basado
en criterios más democráticos e intelectualmente más rigurosos que otros modelos tradicionales. Common
Ground también reconoce la importante labor de los revisores, nombrándoles Editores Asociados de losvolúmenes en los que contribuyen.
A través de la creación de un software asombrosamente innovador, Common Ground también ha comenzado a
hacer frente a lo que considera como un cambio en las relaciones tecnológicas, económicas, geográficas,
interdisciplinarias, sociales y de distribución y difusión del conocimiento. Desde hace más de diez años hemos
estado construyendo una editorial muy mediada por las tecnologías web y las nueves redes sociales, donde lagente pueda trabajar en estrecha colaboración para aprender, crear y compartir conocimiento. La tercera yúltima iteración de este proyecto es un entorno social de conocimiento pionero llamado Scholar(http://cgscholar.com/). Esta plataforma informática posee un lugar donde los académicos pueden conectarse en
red y dar visibilidad a sus investigaciones a través de una librería personal.

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e-Learning Conference, 2013

Esperamos que se unan a nosotros en la creación de diálogos entre diferentes perspectivas, experiencias, áreas
de conocimiento y metodologías a través de las interacciones en el seno del congreso, las conversaciones
online, los artículos para la revista o la colección de libros (ambas revisadas por pares).

TEXTOS: Revista Internacional de Aprendizaje y Cibersociedad
La revista TEXTOS. Revista Internacional de Aprendizaje y Cibersociedad tiene por objeto contribuir al estudio yla reflexión sobre este campo emergente y transdisciplinar. El aprendizaje digital es un nuevo ámbito para la
educación, que surge como consecuencia del avance de las tecnologías digitales y su capacidad de configurar
ecosistemas de aprendizaje mediados por dispositivos que facilitan la hibridación socio-técnica.
Hay un amplio espectro de tecnologías que hacen posible las experiencias de aprendizaje ubicuo, si bien en
TEXTOS: Revista Internacional de Aprendizaje y Cibersociedad el énfasis estará puesto en los aspectos
directamente relacionados con las bases conceptuales, los contextos y elementos implicados en los procesos deenseñanza y aprendizaje, antes que en las tecnologías que les dan soporte. El componente expansivo que surge
como consecuencia de la digitalización de los procesos analógicos, plantea nuevas derivadas analíticas y líneas
de investigación que requieren de estudio y reflexión. En ese sentido, esta revista pretende introducir
investigaciones aplicadas y ensayos teóricos relacionados con la generación y gestión de aprendizajes yconocimiento en entornos mediados por tecnologías que facilitan la ubicuidad de agentes y procesos educativos.
También es del interés de esta revista la difusión de estudios sobre experiencias concretas de aprendizaje enesos ecosistemas tecno-sociales, tanto en ámbitos formales como en situaciones de educación abierta y a lolargo de la vida.
•

ISSN: 1577-3760

EditoresJ. Francisco Alvarez—Universidad Nacional de Educación a Distancia (UNED), Madrid, España.
Nilton Bahlis Dos Santos—Nucleo de Experimentação de Tecnologias Interativas Next/Icict/Fiocruz e do Clubedo Futuro, Brasil.
Daniel Domínguez Figaredo—Universidad Nacional de Educación a Distancia (UNED), Madrid, España.
Mari Carmen Gil Ortega—University of the West of England, Reino Unido.

Frecuencia de Publicación
2 números por volumen; los artículos son publicados continuamente online

Indexación

e-Learning Conference, 201321

PROCESO DE ENVÍO
Cada participante que tenga una propuesta aceptada puede y está invitado a presentar un artículo a larevista TEXTOS: Revista Internacional de Aprendizaje y Cibersociedad. El artículo completo podrá ser
enviado mediante el sistema de gestión CGPublisher. A continuación encontrará las instrucciones paso apaso sobre el proceso de envío.
1.

Presentar una propuesta para el congreso (en persona o virtual).

2.

Una vez que su propuesta o el resumen de su ponencia haya sido aceptado, puede enviar su
artículo a la revista haciendo clic en "add a paper" dentro de la página donde suministró lapropuesta. Puede subir su artículo desde el momento en que realice la inscripción hasta un mes
posterior a la fecha en que termina el congreso.

3.

Una vez que recibamos su artículo y comprobemos los requisitos de presentación, retiraremos su
identidad y datos de contacto del documento para enviárselo a dos evaluadores apropiados yempezar así el proceso de revisión. Puede ver el estado de su trabajo en cualquier momento
iniciando sesión en su cuenta CGPublisher en www.CGPublisher.com.

4.

Cuando se carguen los informes de los evaluadores, se le notificará por correo electrónico y se leproporcionará un enlace para que pueda ver los informes (después de que las identidades de losevaluadores hayan sido eliminadas).

5.

Si el artículo ha sido aceptado, se le pedirá que acepte el acuerdo de publicación y se le enviará
una copia final de su artículo. Si el artículo es aceptado solicitando modificaciones, se le pedirá
que notifique los cambios realizados en su presentación final a la luz de los comentarios de losrevisores. Si se rechaza su artículo, puede volver a presentarlo para una nueva evaluación.

6.

Los trabajos aceptados serán maquetados, y le enviaremos las pruebas para su aprobación antes
de su publicación.

7.

Los artículos individuales pueden ser publicados on-line primero antes de publicarse el número
completo de la Revista.

8.

Los participantes registrados en el congreso tendrán acceso on-line a la revista desde el
momento de la inscripción hasta un año después de la fecha de finalización del congreso. Losartículos individuales están disponibles en la librería de la revista. El autor y los evaluadores
externos pueden solicitar copias impresas de artículos o revistas completas a un precio reducido.

PLAZO DE ENVÍO
Puede enviar su trabajo final para su publicación en la revista en cualquier momento del año, sin embargo, la
fecha límite para la presentación del artículo a la revista es de un mes después de la finalización del congreso.
14 de Diciembre 2013
Cuanto antes envíe el artículo, antes se iniciará el proceso de revisión por pares. Tenga en cuanta que, si lo
presenta después de la fecha límite, su artículo será incluido en un volumen posterior.

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e-Learning Conference, 2013

SUSCRIPCIÓN A LA REVISTA, ACCESO ABIERTO Y SERVICIOS ADICIONALES
Suscripción Institucional
Common Ground ofrece suscripción impresa y electrónica a todas sus revistas. Existen diferentes
opciones y paquetes de revistas a las que se puede suscribir, incluso puede tener acceso a la coleccióncompleta de revistas en inglés y en español/portugués. Puede utilizar el formulario de recomendación a su
Biblioteca (disponible en el siguiente enlace http://aprendizaje-cibersociedad.com/publicaciones/revista/sobre-larevista#3-tab) para recomendar que su institución se suscriba a la TEXTOS: Revista Internacional de Aprendizaje
y Cibersociedad.

Suscripción Individual
Como parte de la inscripción al congreso, todos los participantes (tanto virtuales como presenciales) delcongreso cuentan con una suscripción on-line anual a TEXTOS: Revista Internacional de Aprendizaje yCibersociedad. La suscripción de acceso gratuito tanto al volumen actual de la revista como a todo el
fondo editorial. El periodo de acceso gratuito comienza en el momento de la inscripción y termina un año
después de la finalización del congreso. Después de ese tiempo, los participantes deberán adquirir una
suscripción individual. Para ver los artículos, vaya a http://ijqes.cgpublisher.com/. Seleccione la opción"Login" e introduzca su nombre de usuario y contraseña en CGPublisher. A continuación, seleccione un
artículo y descargue el PDF. Puede solicitar una nueva contraseña del programa CGPublisher en"http://www.cgpublisher.com/lost_login"
Para obtener más información, por favor visite: http://aprendizajecibersociedad/publicaciones/revista/suscripciones-y-peticion-de-ejemplares
nosotros en publicaciones@commongroundpublishing.com

o póngase en contacto con

Acceso Abierto
Las revistas de Common Ground ofrecen un modelo de acceso abierto híbrido a los autores de losartículos. Se trata de un nuevo modelo, en pleno auge en el seno del sector de las publicaciones
académicas. Este servicio es ofrecido cada vez más por las editoriales universitarias y por editoriales
comerciales de prestigio.
Acceso Abierto Híbrido significa que algunos artículos están disponibles sólo para suscriptores, mientras
que otros están disponibles gratuitamente para cualquier persona que busca en la web. Los autores queestén interesados en tener su artículo en acceso abierto, es decir accesible de forma gratuita en la web,deben abonar una cantidad adicional si desean hacer efectiva esta interesante opción. Cada vez más
agencias de financiación, tanto gubernamentales como fundaciones públicas y privadas, están exigiendoque los artículos de sus investigadores sean publicados en acceso abierto. A cambio, dichas agencias
ofrecen financiación adicional a dichos autores para poder abonar la cantidad estipulada por la editorial.
Infórmese en su agencia de financiación, en su centro de investigación o en su universidad para solicitar
una ayuda por este concepto.
Los beneficios de convertir su artículo en acceso abierto son considerables y empíricamentecomprobados. Innumerables trabajos de investigación han probado que un artículo en acceso abierto
aumenta no sólo su visibilidad y su accesibilidad y por tanto, también el número de lectores potenciales,sino que además puede aumentar el número de citas recibidas en más de un 250%
Para más información, por favor visite la página: http://aprendizajecibersociedad/publicaciones/revista/acceso-abierto

Servicios Editoriales
Nos complace en ofrecer servicios editoriales para aquellos autores que quieran tener una revisión/edición
profesional de su trabajo. Los autores pueden solicitar estos servicios editoriales antes de remitir su artículo odespués del proceso de revisión por pares. En algunos casos los evaluadores pueden recomendar que unartículo sea corregido/editado como condición para su publicación. Los servicios descritos a continuación
pueden servir de ayuda a los autores en la fase de revisión, antes de presentar la versión final de su artículo. Se
ruega contacten con para obtener más información soporte@commongroundpublishing.com o visite nuestra pag:
http://aprendizaje-cibersociedad.com/envio-de-propuestas/propuestas-para-publicar-un-libro/servicioseditoriales

Servicios de Traducción
Common Ground Publishing ofrece un servicio de traducción (español/portugués-inglés e inglésespañol/portugués) para aquellos autores que, habiendo superado la evaluación por pares de una de nuestras
revistas en español/portugués, deseen publicar su artículo en la revista homóloga de Common Ground en inglés;en este caso, una de las revistas en Ubiquitous Learning: An International Journal.

e-Learning Conference, 201323

De este modo, ofrecemos a los autores la posibilidad de ampliar la audiencia potencial más allá de su
lengua materna, cumpliendo así el compromiso de Common Ground por maximizar la internacionalidad,
multiculturalidad y multilingüismo de sus comunidades de conocimiento.
Todas las traducciones son realizadas por traductores profesionales certificados con varios años deexperiencia, alto nivel cultural y excelentes habilidades en comunicación escrita. Para más información nodude en escribir un correo electrónico a soporte@aprendizaje-cibersociedad.com o visite nuestra página
web: http://aprendizaje-cibersociedad.com/publicaciones/revista/servicio-de-traduccion.

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e-Learning Conference, 2013

APRENDIZAJE Y CIBERSOCIEDAD: UNA COLECCIÓN DE LIBROS
Common Ground está fijando nuevos estándares para los procesos de publicación académica y para lacreación de conocimientos académicos rigurosos.
A diferencia de otras editoriales, no estamos interesados en el tamaño de los mercados potenciales y lacompetencia de otros libros. Sólo estamos interesados en la calidad intelectual de la obra. Si su libro es
una brillante contribución para una determinada área de conocimiento especializado que va dirigido a una
pequeña comunidad intelectual, aún así queremos publicarlo. Si es un libro que va dirigido a una audiencia
más amplia y tiene un gran atractivo, queremos publicarlo también, pero sólo si es de la más alta calidad
intelectual.
Cada comunidad de conocimiento tiene asociada, no sólo un congreso anual y su correspondiente revista,sino también una colección de libros. Damos la bienvenida a propuestas y a obras ya acabadas del tipo
siguiente:•••

Libros de autoría individual o co-autoría
Obras colectivas que traten sobre temas de interés intelectualObras colectivas basadas en los artículos publicados en nuestras revistas

Directrices para la propuesta de Libros
Los libros deben tener entre 30.000 y 150.000 palabras de longitud. Se publican simultáneamente enformato impreso y electrónico. Para publicar un libro, envíenos una propuesta que incluya:
•
•
•
•
•
•
•
•

TítuloAutor (es) / editor (es)Portada y contraportada
Tabla de contenidos
Nota biográfica del autor (es)Cualquier idea promocional o de marketing que pueda tener
A quién va dirigido y una breve descripción del significado más amplio de la obra
Capítulos de ejemplo o manuscrito completo

Las propuestas pueden ser enviadas por correo electrónico a soporte@aprendizaje-cibersociedad.com.
Por favor, tenga en cuenta que deberá indicar en el asunto del email, la colección a la que estápresentando la propuesta del libro. También puede visitar http://aprendizaje-cibersociedad.com/envio-depropuestas/propuestas-para-publicar-un-libro.

Convocatoria para evaluadores de Libros
Common Ground Publishing está buscando revisores distinguidos en el campo del aprendizaje y lacibersociedad para evaluar manuscritos de libros presentados para esta comunidad. Como parte denuestro compromiso es la excelencia intelectual y un riguroso proceso de revisión, Common Ground envía
manuscritos de libros que cuentan con la aprobación inicial editorial, para que sean evaluados más a fondo
y crear así una retroalimentación constructiva. Las observaciones y la orientación que proporcionan estos
críticos son muy valiosas para nuestros autores y una parte esencial del proceso de publicación.
Common Ground reconoce el importante papel de los evaluadores mediante el reconocimiento de críticos
literarios como miembros de la Junta de Revisión Editorial de la Colección de Libros Aprendizaje yCibersociedad por un período de por lo menos un año. La lista de los miembros de la Junta de Revisión
Editorial será publicados en nuestro sitio web.
Si desea revisar manuscritos de libros presentados en la Colección de Libros de Aprendizaje yCibersociedad, por favor envíenos un correo electrónico a soporte@aprendizaje-cibersociedad.com e
incluya la siguiente información:••••

Una breve descripción de sus credenciales profesionales
Una lista de sus áreas de interés y experiencia
Una copia de su CV con datos de contacto actualizados
Si creemos que está cualificado y que puede realizar el arbitraje de manuscritos dentro de suámbito de competencia, nos pondremos en contacto con usted.

e-Learning Conference, 201325

Conference Principles and Features
The structure of the conference is based on four core principles that pervade all aspects of the knowledge
community:

International
This conference travels around the world to provide opportunities for delegates to see and experience
different countries and locations. But more importantly, the e-Learning and Innovative Pedagogies
Conference offers a tangible and meaningful opportunity to engage with scholars from a diversity ofcultures and perspectives. This year, delegates from over 30 countries are in attendance, offering a uniqueand unparalleled opportunity to engage directly with colleagues from all corners of the globe.

Interdisciplinary
Unlike association conferences attended by delegates with similar backgrounds and specialties, thisconference brings together researchers, practitioners, and scholars from a wide range of disciplines who
have a shared interest in the themes and concerns of this community. As a result, topics are broachedfrom a variety of perspectives, interdisciplinary methods are applauded, and mutual respect andcollaboration are encouraged.

Inclusive
Anyone whose scholarly work is sound and relevant is welcome to participate in this community andconference, regardless of discipline, culture, institution, or career path. Whether an emeritus professor,
graduate student, researcher, teacher, policymaker, practitioner, or administrator, your work and your voice
can contribute to the collective body of knowledge that is created and shared by this community.

Interactive
To take full advantage of the rich diversity of cultures, backgrounds, and perspectives represented at theconference, there must be ample opportunities to speak, listen, engage, and interact. A variety of session
formats, from more to less structured, are offered throughout the conference to provide theseopportunities.

Session Descriptions

Plenary Sessions
Plenary speakers, chosen from among the world’s leading thinkers, offer formal presentations on topics ofbroad interest to the community and conference delegation. One or more speakers are scheduled into aplenary session, most often the first session of the day. As a general rule, there are no questions or
discussion during these sessions. Instead, plenary speakers answer questions and participate in informal,
extended discussions during their Garden Sessions.

Garden Sessions
Garden Sessions are informal, unstructured sessions that allow delegates a chance to meet plenary
speakers and talk with them at length about the issues arising from their presentation. When the venue andweather allow, we try to arrange for a circle of chairs to be placed outdoors.

Talking Circles
Held on the first day of the conference, Talking Circles offer an early opportunity to meet other delegateswith similar interests and concerns. Delegates self-select into groups based on broad thematic areas andthen engage in extended discussion about the issues and concerns they feel are of utmost importance tothat segment of the community. Questions like “Who are we?”, ”What is our common ground?”, “What are
the current challenges facing society in this area?”, “What challenges do we face in constructing knowledge
and effecting meaningful change in this area?” may guide the conversation. When possible, a second
Talking Circle is held on the final day of the conference, for the original group to reconvene and discusschanges in their perspectives and understandings as a result of the conference experience. Reports fromthe Talking Circles provide a framework for the delegates’ final discussions during the Closing Session.

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e-Learning Conference, 2013

Paper Presentations
Paper presentations are grouped by general themes or topics into sessions comprised of three or four
presentations followed by group discussion. Each presenter in the session makes a formal twenty-minutepresentation of their work; Q&A and group discussion follow after all have presented. Session Chairs
introduce the speakers, keep time on the presentations, and facilitate the discussion. Each presenter's
formal, written paper will be available to participants if accepted to the journal.

Colloquium
Colloquium sessions are organized by a group of colleagues who wish to present various dimensions of a
project or perspectives on an issue. Four or five short formal presentations are followed by commentary
and/or group discussion. A single article or multiple articles may be submitted to the journal based on thecontent of a colloquium session.

Workshop/Interactive Session
Workshop sessions involve extensive interaction between presenters and participants around an idea or
hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged
conversation, dialogue or debate – all involving substantial interaction with the audience. A single article(jointly authored, if appropriate) may be submitted to the journal based on a workshop session.

Focused Discussion Session
For work that is best discussed or debated, rather than reported on through a formal presentation, thesesessions provide a forum for an extended “roundtable” conversation between an author and a small groupof interested colleagues. Several such discussions occur simultaneously in a specified area, with eachauthor’s table designated by a number corresponding to the title and topic listed in the program schedule.
Summaries of the author’s key ideas, or points of discussion, are used to stimulate and guide thediscourse. A single article, based on the scholarly work and informed by the focused discussion as
appropriate, may be submitted to the journal.

Poster Sessions
Poster sessions present preliminary results of works in progress or projects that lend themselves to visualdisplays and representations. These sessions allow for engagement in informal discussions about the workwith interested delegates throughout the session.

Virtual Presentations
If unable to attend the conference in person, an author may choose to submit a virtual presentation.
Opportunities and formats vary but may be a presentation through our YouTube channel or an online
discussion with interested delegates at the conference. Abstracts of these presentations are included in the
online “session descriptions,” and an article may be submitted to the journal for peer review and possible
publication, according to the same standards and criteria as all other journal submissions.

e-Learning Conference, 2013

CONFERENCE PROGRAM AND SCHEDULE

27

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e-Learning Conference, 2013

DAILY SCHEDULE
Thursday, 14, November
8:00–9:00

Conference Registration Desk Open

9:00–9:30

Conference Opening—José Luis García Llamas, Universidad Nacional de Educación aDistancia, Spain; Homer Stavely, Common Ground Publishing, USA

9:35–10:05

Plenary Session—Antonio Rodríguez de las Heras, Universidad Carlos III de Madrid, Spain

10:10–10:40

Plenary Session—Doug Belshaw, Mozilla Foundation, UK

10:45–11:15

Break and Garden Session

11:20–12:05

Talking Circles

12:05–12:55

Lunch

13:00–13:45

Poster Session and Focused Discussion

13:45–14:00

Break

14:00–15:15

Parallel Sessions 1

15:15–15:30

Break

15:30–17:10

Parallel Sessions 2

17:15–18:15

Welcome Reception

Friday, 15, November
8:30–9:00

Conference Registration Desk Open

9:00–9:30

Plenary Session—Juan Freire, BarrabésNext, Spain

9:35–10:05

Plenary Session—Inés Gil-Jaurena, Universidad Nacional de Educación a Distancia, Spain

10:05–10:35

Break and Garden Sessions

10:40–12:20

Parallel Sessions 3

12:25–13:20

Lunch

13:20–15:00

Parallel Sessions 4

15:00–15:15

Break

15:15–16:55

Parallel Sessions 5

17:00

Closing and Final Talking Circles – Homer Stavely, Common Ground Publishing, USAe-Learning Conference, 2013

29

CONFERENCE HIGHLIGHTS
Special Events

DinnerAlong with its cultural and artistic atmosphere, Madrid is also well known for its cuisine and culinary culture.
Please join other delegates and plenary speakers for dinner at a typical Spanish restaurant located in themost traditional area of Madrid, the Chamberí neighborhood. Surrounded by Spanish décor, you will enjoy
delicious and local dishes like oxtail. The dinner will begin with a few starters of crispy eggplant with honeyand broken eggs with eel and shrimp, followed by a main dish where you can choose between: entrecotte,
oxtail or grouper with cava. The dinner will conclude with an assortment of Spanish homemade desserts.
Wine, one beer or soft drink, coffee and tea are included at dinner.
Reservations
Date: Thursday, 14 November 2013
Time: 20:30
Place: Restaurante El Tendido 2, C/ Andrés Mellado, 21, Madrid
Price: US$ 50
Book: Space is limited. Please see the conference registration desk to make a reservation.

Tour
This three hour walking tour, with guide and audio receivers, will give you a fantastic introduction to the
Spanish capital by taking you through one of the most important parts of Madrid’s historic center, Madridde los Austrias. This area was built during the reign of the Habsburg dynasty, a powerful family who ruled
the country and much of the known world from the 16th to the 18th century. Their reign began with Charles
I, who enriched the city with palaces and monuments. Later, Philip II made Madrid de los Austrias thecapital of Spain. The journey through the Renaissance and Baroque buildings from this period is perhaps
one of the most picturesque.
The tour will finish at the Plaza Santa Ana home to many bars to grab a Spanish beer or sample some of
Spain’s famous “tapas”.
Reservations
Date: Wednesday, 13 November 2013
Time: 15:00 -18:00 (Walking distance approximately 2km.)
Departure Location: Hotel Tirol (Arguelles) at the main entrance. Tour finishes at the Plaza Santa Ana
Language: Spanish and English
Price: US$ 15

Reception
Please join other conference delegates and plenary speakers for a Welcome Reception that will directly
follow the last parallel session on the first day.
Date: Thursday, 14 November 2013
Time: 17:15–18:15

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e-Learning Conference, 2013

PLENARY SPEAKERS
Doug Belshaw
Dr. Doug Belshaw is Badges & Skills Lead for the non-profit Mozilla Foundation where he evangelizes Open
Badges and leads work around a new, open learning standard for Web Literacy. Prior to Mozilla, Doug
worked in UK Higher Education with JISC infoNet, working on OER, Mobile Learning and Digital Literacies.
He also has experience as a teacher and senior leader in schools.
Doug holds a BA (Hons) in Philosophy from the University of Sheffield, an MA in Modern History, a PGCE
(Secondary History) and Ed.D from Durham University.

Juan Freire
Juan Freire’s professional activity focuses on research, consulting and design, implementation andmanagement of projects about strategy and innovation management in organizations, environmental, urban
and territorial management, cultural production, digital culture, and education.
He is a founding member and Director of Innovation BarrabésNext, a consulting firm specializing inorganizational transformation and innovation. He is also a founding partner of Teamlabs, a cooperative
focused on team and project-based learning. He has a PhD in Biology and was a professor at the
University of A Coruña (on leave from March 2012) where he was the Dean of the Faculty of Sciences.
There he was part of the research group on Marine Resources and Fisheries that he coordinated from 2003
to May 2011, and where he developed an intense R&D activity. Additionally from March 2009 until
December 2010 he was the Chair of Digital Economy at EOI Escuela de Organización Industrial (Madrid).
He has collaborated in the development of projects with institutions such as the International University ofAndalusia and Medialab-Prado.
Juan Freire is a founder of three spin-off start-ups (Lonxanet, Fismare and Kartenn) that originate from his
research within the university. He was a fellow of e-Cultura, a company dedicated to cultural management
for territorial development, and a partner of Laboratorio de Tendencias that provides consulting, researchand training about social, technological, business and political trends. Since February 2011 he has been
Chief Innovation Officier in Barrabés.biz, a consulting firm specializing in Internet, Innovation andInternationalization.
He collaborates as a consultant with companies, governments and NGOs and frequently participates inconferences, workshops and courses as an analyst of social and economic trends associated withtechnological and social changes. Additionally Juan Freire developed curatorial projects for cultural
institutions. He has worked with the digital media ADN.es and Soitu.es, and occasionally with different
Spanish media.

Inés Gil-Jaurena
Inés Gil-Jaurena Ed.D., is a Professor in the Faculty of Education at the National University of Distance
Education (UNED), in the Department of Educational Theory and Social Pedagogy. She belongs to theintercultural education research group INTER (www.uned.es/grupointer) and is currently coordinating a
research project on citizen participation spaces from an educational perspective. She is editor of theinternational journal Open Praxis (www.openpraxis.org), an open access journal dedicated to research andinnovation in open and distance education, published by the International Council for Open and Distance
Education (ICDE). Since 2010 has been Vice Rector in UNED print media department.

Antonio Rodríguez de las Heras
Antonio Rodríguez de las Heras is the Director of the Institute for Culture and Technology and a Professor
at the Universidad Carlos III de Madrid. He has held many prestigious posts in his career, previously serving
as the Dean of the Faculty of Humanities, Communication, and Documentation at the Universidad Carlos III
de Madrid as well as the Director of the EducaRed Center of Advanced Training. Other posts include;
Director of the Business Studies Master’s Program, Deputy Director of the Master in Management andProduction in e-Learning Program, Professor at Sorbonne and Paris VIII, and winner of the Test
FUNDESCO Award for his book, “Searching for Information”.
His work focuses on how society takes shape as a result of technology and the consequential changes inculture and education that occur, as well as those that should occur. For years he has tested new forms ofwriting that out of necessity must arise when the medium is digital and the reading space is a screen. His
latest digital book, “The Splendor of Writing”, as well as other digital writing essays, can be found atwww.ardelash.es.

e-Learning Conference, 2013

31

GRADUATE SCHOLARS
Lucía Cantamutto
Lucía Cantamutto es titulada en el Profesorado en Letras (2011) y en la Licenciatura en Letras (2012), por
la Universidad Nacional del Sur (Argentina). Ha realizado una especialización en Gestión Cultural y
Comunicación (2012). Parte de su formación, orientada a Comunicación y Sociología, corresponde a una
estancia en la Universidad Autónoma de Aguascalientes (México). Se encuentra realizando sus estudios
para el Doctorado en Letras, orientación lingüística, en la Universidad Nacional del Sur (Argentina) y,
actualmente, está realizando una estancia doctoral en la Universidad de Deusto, bajo la mirada del Dr.
Joseba Abaitua. Sus principales líneas de investigación se centran en las prácticas sociales y lingüísticas,
fenómenos pragmáticos y de (des)cortesía verbal, rapport-managment, labor de imagen y percepción delos usuarios de nuevas tecnologías, en particular, a partir del uso del teléfono móvil, con el fin de transferir
los resultados en herramientas para la enseñanza de la lengua. Bajo la dirección de la Dra. Elizabeth M.
Rigatuso, y dentro del grupo de investigación “Estilo(s) Comunicativo(s) en la interacción para el español
bonaerense: construcción de identidades, valores y creencias”, realiza su tesis doctoral bajo la temática
“Economía y expresividad lingüísticas: aspectos pragmáticos de la comunicación por SMS en español
bonaerense”, financiada por el Consejo Nacional de Investigaciones Científicas y Técnicas (Argentina).
Avances parciales de las investigaciones sobre estas temáticas han sido presentados en eventos
científicos y en publicaciones afines. También es miembro del grupo de extensión universitaria Experiencias
de construcción de herramientas lingüísticas para el desempeño laboral con la comunidad educativa(Argentina).

Patricia Gómez Hernández
Patricia Gómez Hernández es titulada en la diplomatura de Magisterio de Educación Infantil (2011), Máster
Universitario en Psicopedagogía (módulo de Innovación Educativa; 2012) y Grado en Magisterio de
Educación Infantil (2013) por la Universidad de Alcalá. Actualmente compagina los estudios del programade doctorado en Comunicación, Educación y Sociedad con el Máster Universitario de Formación delProfesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza deIdiomas en la misma universidad. Sus principales líneas de investigación se centran en el mobile learning,
los videojuegos como recurso educativo y la innovación educativa mediada por las Tecnologías de laInformación y Comunicación.
Bajo la dirección del Dr. Héctor Fernández del Castillo y codirección del Dr. Alejandro Iborra Cuéllar realiza
su tesis doctoral bajo la temática “Las TIC en Educación: una nueva mirada sobre el papel del teléfono
móvil como recurso psicopedagógico”. Y como fruto de sus investigaciones preliminares ha participado enlas comunicaciones de Jornadas y Congresos.
También es miembro del Grupo de Investigación Palabras e ImágEnes, Palabras Ideas (GIPIE) de la
Universidad de Alcalá coordinado por la Dr. M. Pilar Lacasa Díaz.

Stacy Hindalong
Stacy Hindalong is an Elementary School Physical Education and Health Teacher for Prince George's
County Public Schools in Maryland, USA. Stacy's teaching techniques and research focus on creating
connections with her students using web 2.0 tools and social media.
Stacy's interest in education and lifelong love of learning started in earnest with her experiences
homeschooling her two children. Stacy decided to share the experiences of free range learning with publicschool children and has been teaching for seven years. Physical Education, Health Education, Team
Building and Anti-Bullying Education are her passions.

Desi Indrawati
Desi Indrawati is a graduate student in the English Linguistics Program at Universitas Padjadjaran,
Bandung, Indonesia. She is also an English teacher at EEP Language Training Center, Bandung, Indonesia.
Desi works with a very multi-cultural and globally minded community of engaged students, faculty,scholars, and professionals. As an educator in her community, she always expands the methods ofteaching and learning to improve her teaching skills. In 2007, she was awarded by the Encompass Trustgiving her the opportunity to join their Cultural Exchange Program. This exchange program permitted her to
go to the UK where she was a member of outward bound adventure in Aberdovey, Wales. In addition, sheparticipated in the Fifth International Conference - Ubiquitous Learning in the U.S.

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e-Learning Conference, 2013

Jayan Kurian
Jayan Kurian is pursuing his PhD at the Royal Melbourne Institute of Technology (RMIT), Australia. He is
also teaching in the Business Information Systems Program at RMIT (Vietnam). In his earlier career, he has
worked as a Research Staff at The National University of Singapore (NUS) and Nanyang Technological
University (NTU) Singapore. He holds several professional certifications from Microsoft, Sun Microsystems,
Oracle, CompTIA, and Prosoft. He has an Mphil (University of Nottingham) in Computer science and IT andhis current research interest is on emerging Web technologies and social media. Jayan's recent
publication (as a second author) on collaborative learning has appeared in the Computers and Education
Journal, an Excellence in Research Australia (Rank A) journal published by Elsevier with an impact factor of
2.77 in 2013. Jayan has also mentored two projects on Institutional Repositories which were funded by
Google Inc and Dspace Foundation in 2008 and 2009.

Silvia Megawati
Silvia Megawati is a graduate student in English Education at Universitas Pendidikan Indonesia. She iscurrently teaching in SMPN 1 Cipanas, Indonesia. She decided to combine her love of teaching andtechnology by joining the English Trainer Community (ETC). ETC has provided her the opportunity to train
local teachers on using digital technology in teaching English. As a teacher, her goal is simply to inspire
students to develop their creativity while learning to understand and appreciate the technology that isavailable today. Her research interest is the use of educational technology in English teaching and learning.

Carlos Monge López
Carlos Monge López es titulado en la diplomatura de Magisterio de Educación Musical (2011), Máster
Universitario en Psicopedagogía (módulo de Innovación Educativa; 2012) y Grado en Magisterio de
Educación Primaria (2013) por la Universidad de Alcalá. Actualmente compagina los estudios del programade doctorado en Planificación e Innovación Educativa con el Máster Universitario de Formación delProfesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza deIdiomas en la misma universidad, así como el Grado en Psicología en la Universidad Nacional de
Educación a Distancia. Sus principales líneas de investigación se centran en las innovaciones educativas,
las características individuales del profesorado, el asesoramiento colaborativo, el aprendizaje cooperativo yla inclusión educativa.
Bajo la dirección del Dr. Juan Carlos Torrego Seijo y codirección del Dr. David Montalvo Saborido realiza su
tesis doctoral bajo la temática “Los rasgos de personalidad de los docentes innovadores y sus
implicaciones para el asesoramiento colaborativo”. Y como fruto de sus investigaciones preliminares haparticipado en las comunicaciones de Jornadas y Congresos.
También es miembro del grupo de investigación Inclusión y Mejora Educativa: Convivencia y Aprendizaje
Cooperativo de la Universidad de Alcalá coordinado por la Dr. Juan Carlos Torrego Seijo. Además disfruta
de la Beca de Iniciación a la Actividad Investigadora del Programa Propio de la Universidad de Alcalá
colaborando con el Departamento de Ciencias de la Educación.

Stefania Savva
Stefania Savva is a PhD candidate in Museum Studies at the University of Leicester in the UK. Following on
from her undergraduate studies in Primary Education in Greece, she completed an MA in Art, Craft and
Design Education in London in 2009. With experience of working as an educator in both formal andinformal settings, Stefania is currently a Research Assistant at the Department of Multimedia and Graphic
Arts, Cyprus University of Technology. The research project she is involved and is supervised by Dr Nicos
Souleles explores the use of iPads in undergraduate art and design education. Overall her researchinterests include multiliteracies pedagogy, e-learning pedagogies and virtual learning environments, digital
humanities, culturally responsive teaching and arts education.

Lilis Suryani
Lilis Suryani is enlisted as a graduate student in the English Education Program at Indonesia University of
Education, Bandung, Indonesia. She is also an English teacher at Politeknik LP3I Bandung and EEP
Language Training Center, Bandung, Indonesia. When she was an undergraduate, she was actively
involved in the English Students Association (ESA). As an educator, she has joined many workshops andseminars to improve her teaching and learning. In 2011, she was a representative teacher from her school
to the Connecting Classroom Online forum provided by the British Council. Through this forum, she didmany projects with teachers from different countries. In 2012, she was also presented at workshops andseminars such as The International Conference on Applied Linguistics (CONAPLIN) and in 2013, The
National English Language Teachers and Lectures (NELTAL) Conference, Malang, Indonesia. In addition,
she is a member of The English Trainers Community, Bandung, Indonesia.

e-Learning Conference, 2013

Thursday
08:00-09:00

REGISTRATION DESK OPEN
09:00-09:30

CONFERENCE OPENING
José Luis García Llamas, Universidad Nacional de Educación a Distancia, Spain
Homer Stavely, Common Ground Publishing, USA
09:35-10:05

PLENARY
Antonio Rodríguez de las Heras, Universidad Carlos III de Madrid, Spain
Learning Unbound

10:10-10:40

PLENARY
Doug Belshaw, Mozilla Foundation, UK
Transforming Learning Through Open Technologies, Standards, and Credentialing

10:45-11:15

BREAK & GARDEN SESSION
11:20-12:05

TALKING CIRCLES
Room 2: Pedagogies
Room 3: Institutions
Room 4: Technologies
Room 5: Social Transformations

12:05-12:55

LUNCH

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e-Learning Conference, 2013

13:00-13:45 Poster Session and Focused Discussion

POSTER SESSION
Room 1A leitura no ciberespaço: imbricações entre o social, o virtual e o discursivo
Ludmila Ferrarezi, Ciências e Letras de Ribeirão Preto da Universidade de São Paulo (FFCLRP/USP), Brazil
Por meio de uma perspectiva multidisciplinar, com foco na Análise do Discurso, analisa se/como está sendo
posta em (dis)curso uma mudança nas práticas de leitura que ocorrem no ciberespaço

O ambiente weSOPT: Uma coinvestigação sobre a biodiversidade de um jardim
Me. Andre Luís Correa, Universidade Estadual Paulista (UNESP), Brazil — Dra. Ana Maria de Andrade Caldeira,BrazilObjetiva-se neste estudo verificar, através de análise qualitativa de dados, a potencialidade do ambiente virtual
criado para estudantes do ensino médio dentro do weSPOT como espaço de investigação colaborativa
científica.

Development of a Ubiquitous Social Learning Tool for Idea Organization
Dr. Toru Fujimoto, The University of Tokyo, JapanWe develop a ubiquitous idea-generation and tree diagram creation tool that supports individual learning as wellas group activities such as brainstorming and a Work Breakdown Structure review.

The Effect of Online Discussion Forums on Writing Competency in Emirati
University Students
Aubree Evans, Zayed University, United States
I will present the results of my study comparing the use of online versus oral discussion questions in Emirati
university classrooms.

Enseñar Ecología a través del cine
Dr. Consuelo Escolástico León, UNED, Spain — Natalia Jiménez Marsá, UNED, Spain — Rosa María Claramunt
Vallespi,
El cine es un recurso didáctico que puede ayudar a mejorar la enseñanza y el aprendizaje de la Ecología en losdistintos niveles educativos.

Formação do profissional em Comunicação com o ambiente weSPOT
Masc. Renata Calonego, Universidade Estadual Paulista (UNESP, Brazil
As organizações, após o surgimento da sociedade em rede , precisa se adequar ao contexto globalizado,
fazendo-o ao adotar a educação corporativa, que tem como vantagem competitiva o fator humano.

Information Literacy in a Digital Age: Using Social Media and Service Learning to
Teach 21st Century Literacies
Monica Fusich, Madden Library, United States
Course content, active learning and flipped classroom exercises as well as virtual student projects regarding
information, digital and media literacy projects will be shared.

e-Learning Conference, 2013

13:00-13:45 Poster Session and Focused Discussion

POSTER SESSION
Room 1
La elaboración de posters en Matemáticas para Economía y Empresa como
herramienta para la adquisición de competencias transversales
Prof. Concepción González, Universidad de La Laguna, Spain — Prof. María Candelaria Gil Fariña,
Universidad de La Laguna, Spain — Prof. Celina Pestano-Gabino, Universidad de La Laguna, Spain
Caso práctico de realización y presentación de Posters por alumnos de matemáticas de primer curso de Grado
en Administración y Dirección de Empresas (Universidad de La Laguna)Multiliteracias e redes de coaprendizagem na formação docente para uso detecnologias digitais na educação contemporânea
Cintia Rabello, Universidade Federal do Rio de Janeiro, Brazil
Este trabalho apresenta pesquisa em andamento sobre o uso das tecnologias da Web 2.0 na educação a partir
da construção de uma rede de coaprendizagem.

Teaching Creativity Chart according to Cognitive Psychology
Dr. Fahad Alshemmari, King Saud University, Saudi Arabia
Creativity is about showing up. Creativity is about getting curious Creativity is limitless. This is a focus on theprocess, not the product of cognitive psychology versus cognitive science

Timelines and Scaffolds: Designing a Ubiquitous e-Learning Environment andthe Inter-institutional Collaboration to Sustain It
Dr. Sara K. Kearns, Kansas State University, United States — Prof. Joelle Pitts, Kansas State University, UnitedStates — Heather Collins, University of Kansas Medical Center, United States — Anne Huffman, The University of
Kansas Medical Center, United States
Librarians from two academic libraries describe their efforts to design both an online leveling platform wherestudents develop new literacies and the support structure necessary for their sustainable inter-institutional
collaboration.

Unpacking Online Instruction: A Comparative Study of Communication Milieus
Dr. David Pugalee, University of North Carolina at Charlotte, United States
The study compares pre-service teacher candidates’ interactions during online and face-to-face discussions as
they solved a mathematics problem. A self-regulated learning framework was applied in the analysis.

La integración de las Tecnologías de la Información y la Comunicación en las
universidades venezolanas para un aprendizaje complejo: Modelo basado en
representaciones sociales
Prof. Hebert Elias Lobo Sosa, UNIVERSIDAD DE LOS ANDES - NÚCLEO, Venezuela
Integración de las TIC a los procesos educativos de instituciones universitarias en Trujillo-Venezuela,
considerando las representaciones sociales de profesores y estudiantes, para lograr un Aprendizaje Complejo.

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e-Learning Conference, 2013

13:00-13:45 Poster Session and Focused Discussion

FOCUSED DISCUSSION
Room 2
Table 1: Building a Community of Practice for Hybrid Instruction
Kate Lyons, Hostos Community College/ CUNY, United States — Carlos Guevara, Hostos Community College CUNY, United States — Sandy Figueroa, United States — George Rosa, United States — Jacqueline DiSanto,
United States
The presenters will discuss The Hybrid Initiative, Hostos Community College’s incentive-based model to increase
the number of courses offered by the college that are taught partially online.

Table 2: Grassroots Academic Consortia Building: We Built It, What if They
Don't Come?
Dr. Sara K. Kearns, Kansas State University, United States — Prof. Joelle Pitts, Kansas State University, UnitedStates — Heather Collins, University of Kansas Medical Center, United States — Anne Huffman, The University of
Kansas Medical Center, United States
After designing a framework for a collaborative learning environment, librarians from two universities opened the
project statewide. Here we examine their methods and discuss best practices for expanding collaborations.

Table 3: Promise and Problems: The Future of Humanties Assessment in theOnline Environment
Dr. Christopher Scott Davies, Ashford University, United States — Dr. Stephanie Fink De Backer, Ashford
University, United States
The nature of assessment has been marked by transformational change. This discussion will explore possible
assessment strategies to be employed in the online modality moving forward in this dynamic environment.

Table 4: What Ubiquitous Technology Cannot Do for Education
Dr. Riley Maynard, Southern Illinois University Edwardsville, United States
This presentation calls for all educators to stop the perils of greed, rash judgments, and power abuses that will
sacrifice the quality, dignity and morality of teaching.

13:45-14:00

BREAK

e-Learning Conference, 201337

14:00-15:15 Parallel Session 1

SOCIAL MEDIA AND LEARNING
Room 1The Cultivation of Interpersonal Communication within Social Media Learningand Environments: Transformation, Trends and Challenges
Dr. Otis Thomas, Bowie State University, United States
This article examines transformation challenges facing the practice of teaching traditional pedagogies
synchronous with new social media technology.

Transforming the Way Practitioners Perceive the Use of Social Media Tools: A
Community of Practice Approach
Dr. Gavin Baxter, University of the West of Scotland, United Kingdom — Prof. Thomas M. Connolly, University of theWest of Scotland, United Kingdom
This paper examines the salient barriers towards adopting social media tools within the workplace and provides
an overview of a current EU Project that assists to overcome them.

Using Social Media and Cloud Services to Facilitate Teaching and Learning in
Teacher Education Courses
Dr. Yiu Chi Lai, The Hong Kong Institute of Education, Hong Kong Special Administrative Region of China — Dr. Tak
Wah Wong, The Hong Kong Institute of Education, China
This paper aims to investigate the potential of using social media and other cloud services to foster teaching andlearning in teacher education courses.

VIRTUAL EDUCATION VS CLASSROOM EDUCATION I (PRESENTATIONS IN SPANISH AND
PORTUGUESE)
Room 2A escola hibrida: Pratica de uma metodologia ativa
María de los Dolores Jiménez Peña, Universidade Presbiteriana Mackenzie, Brazil — Dra. Sonia Allegretti, Pontifícia
Universidade Católica de São Paulo, Brazil
Trata de analisar uma experiência em uma disciplina que se utilizou de recursos tecnológicos apoiados nos
princípios da aprendizagem significativa e colaborativa e a convergência do ambiente presencial e virtual

Criterios pedagógicos para la transición de un programa de posgrado, de lamodalidad presencial a modalidades semipresencial y a distancia
Dra. Alma Lorena Camarena Flores, Universidad Autónoma del Estado de Baja California, México — Dra. María
Luisa Castro Murillo, Universidad Autónoma de Baja California, México — Mtro. José Eduardo Perezchica Vega,
Universidad Autónoma de Baja California, México — Mtra. Yessica Espinosa Díaz, Universidad Autónoma de Baja
California, México — Claudia Araceli Figueroa, Universidad Autónoma del Estado de Baja California, México —Mtro. Jesuan Adalberto Sepúlveda Rodríguez, Universidad Autónoma de Baja California, México
Resultados de proyecto de investigación para definir criterios de un modelo para la transición de un programade posgrado a modalidades semipresencial y a distancia. Se abordan los criterios pedagógicos.

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e-Learning Conference, 2013

14:00-15:15 Parallel Session 1

CHANGING PEDAGOGIESRoom 3Extension of Ubiquitous Computing to Physical Learning Spaces
Dr. Philip Wong, National Institute of Education, Singapore — Dr. Wenli Chen, Singapore — Dr. Ashley Tan,
Singapore — Dr. Marissa Wettasinghe, Singapore
Pre-service teachers were provided with a laptop to enable them to study in a ubiquitous computing environment.
Based on results, physical classrooms were redesigned to support students’ ubiquitous learning.

Shifting the Learning Agency: From Teacher-centered Approach to Learnercentered Approach for Working Adults
Dr. Bob Barrett, American Public University, United States
This paper addresses how to switch from the historical teacher-centered approach to a more modern adaptableof the learner-center approach to address the needs of working adults.

Web Conferencing Assessment: Closing the Gap between the Library and Its
Online Users
Sheila Bonnand, Montana State University, United States — Mary Anne Hansen, Montana State University, UnitedStatesPresenters will share their successful experiences using web conferencing to extend library instruction
opportunities to students wherever they are and discuss the importance of assessment to identify and overcome
challenges.

LEARNING AND INNOVATION (PRESENTATIONS IN SPANISH AND PORTUGUESE)
Room 4
Entre clics, emails, skype e webcam: Constituindo novos modos deaproximações entre avos e netos
Dr. Anne Carolina Ramos, Universidade Federal do Rio Grande do Sul (Brazil), Switzerland — Dr. Leni Vieira
Dornelles, Universidade Federal do Rio Grande do Sul, Brazil
O presente estudo analisa o papel ocupado pelas novas tecnologias nas interrelações entre avós e netos apartir da perspectiva de crianças brasileiras.

La Planificación del aprendizaje digital: Una propuesta innovadora a través delcine
Carlos Monge López, Universidad de Alcalá, Spain — Patricia Gómez Hernández, Universidad de Alcalá, Spain
Aquí se presenta un estudio teórico acerca del diseño curricular para el aprendizaje digital en relación al cine
histórico, finalizando con una propuesta innovadora al respecto para Educación Primaria.

Sistemas lúdicos y aprendizaje
Lic. Beatriz Helena Rolón D, Universidad Jorge Tadeo Lozano, Colombia
Ponencia con un enfoque teórico sobre el juego y las simulaciones lúdicas, como un sistemas complejos que
permiten asumir nuevos retos en espacios imaginarios, consintiendo la generación de nuevos aprendizajes.

e-Learning Conference, 201339

14:00-15:15 Parallel Session 1

BREAKING NEW GROUND
Room 5
Appropriation of ICT Resources for Teaching Practice in Immersive Virtual
WorldsDr. María Graciela Badilla Quintana, Universidad Católica de la Santísima Concepción, Chile — Ing. CristianAntonio Lara Valenzuela, Universidad Santa María - Sede Concepción, Chile — Prof Carrasco José Luis, CFT Lota
Arauco, Chile
ACTI-PLAN was design to contribute to strengthen the professional performance of bachelor education students
allow them to catalogue resources and educational planning through 3D-learning environments in SecondLife
and OpenSim.

The Dissemination of Educational Science and Projects Results in Europe
Maite Debry, Belgium — Xenia Lauritsen, European Schoolnet, Belgium
The DESIRE project found ways to avoid losing innovative science education findings before it reaches teachersand other stakeholders. We present recommendations to survive the dissemination challenges of scienceeducation.

Selection of Ubiquitous Computing Technologies and Environments as
Performance Improvement Interventions
Dr. Ilker Yakin, Mersin University, Turkey — Ayse Gunay, Yildiz Technical University, Turkey
Any performance initiative that ubiquitous computing technologies and environments should be selected as
performance improvement interventions will be discussed via a proposed model designed in accordance withperformance technologies.

15:15-15:30

COFFEE BREAK
15:30-17:10 Parallel Session 2
E-INNOVATIONSRoom 1
A Didactical Model to Teach in 3D Environments: The TYMMI Project
Dr. María Graciela Badilla Quintana, Universidad Católica de la Santísima Concepción, Chile
This paper presents a model of pedagogical practices implemented in 3D environments that allow thedevelopment of a complementary model of education to strengthen the professional performance of students.

iEntrepreneurship: Encouraging Innovation through Partnership
Dr. M. Nauman Farooqi, Mount Allison University, Canada — Dr. Laurie Ricker, Mount Allison University, CanadaThis presentation will share the experience of an entrepreneurship course in which Business and Computer
Science students partnered to study and experience entrepreneurship on a micro-level by developing Apps.

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e-Learning Conference, 2013

15:30-17:10 Parallel Session 2
E-INNOVATIONSRoom 1The Intermediality in Education of Art: Innovation of Methodologies on the Level
Grammer School and University Teaching
Hana Babyradova Stehlikova, MU Brno Czech Republic, Czech Republic
Intermediality is one of the most important inovative pedagogical principles in education of art. My paper
discusses the current state of the use of intermediate means in education of art.

A Multi-modal "E-Supervisor" in Distance Education
Gang Chen, Continue Education College, Shanghai JiaoTong University, China — Ruimin Shen, Continue
Education College, China — Song Yang, China — Xiaoying Zhou, China
This paper presents a system called "E-Supervisor" that detects a student’s state of attention and provides
appropriate feedback.

VIRTUAL EDUCATION VS CLASSROOM EDUCATION II (PRESENTATIONS IN SPANISH AND
PORTUGUESE)
Room 2Curso virtual de precálculo desde el aprendizaje activo
Dra. Ángela Restrepo, Universidad de los Andes, Colombia, Colombia — Oscar Bernal, Universidad de los Andes,
Colombia, Colombia — Dr. Sandra Aguirre, Universidad de los Andes, Colombia — Marcela Rojas, Colombia —Christian Kraus, Universidad de los Andes, Colombia, Colombia
En esta ponencia presentamos las decisiones pedagógicas y tecnológicas al diseñar un curso virtual dePrecálculo, los diferentes componentes del curso y su contribución en el proceso de aprendizaje.

El papel de la biblioteca en una universidad digital
Mrs. Beatriz Tejada, UNED, Spain
Papel del bibliotecario en entorno de formación digital se ha transformado siendo la formación en competencias
digitales, y asesoría para la divulgación de resultados de la investigación su papel principal.

Interdisciplinaridade na Educação a distância: Relato de experiência
Prof. Ludhiana Ethel Kendrick Silva Bertoncello, Unicesumar – Centro Universitário Unicesumar, Brazil — Prof.
Siderly do Carmo Dahle de Almeida, Unicesumar – Centro Universitário Unicesumar, Brazil
Da prática de aulas interdisciplinares, no curso de Licenciatura em Pedagogia, no Brasil, na modalidade deEAD, por meio da avaliação discente.

La calidad de los aprendizajes promovidos en un postgrado virtual y su
contribución al desarrollo de la capacidad del autoaprendizaje para elmejoramiento de la práctica profesional: Estudio de caso de la Maestría en
Psicopedagogía, UNED-Costa Rica.
Dra. Carolina España Chavarría, UNED, Costa Rica
El estudio analiza la calidad de los aprendizajes promovidos bajo la modalidad virtual y su incidencia en eldesarrollo del auto-aprendizaje para el mejoramiento de la función profesional.

e-Learning Conference, 201341

15:30-17:10 Parallel Session 2
E-LEARNING AND THE STUDENT 1

Room 3
Close Encounter with the Unknown: Critical Pedagogy and Interculturality in
Practice
Dr. Jean-Louis Durand, The University of Queensland, Australia
This paper discusses examples of practice designed to awaken in students a critical awareness of Self, the world
and of otherness.

Glogster EDU to Increase Knowledge Retention and Student Morale: Web 2.0
Tools as a Means to Bring People Together
Stacy Hindalong, Full Sail University, United States
Using Web 2.0 tools in the classroom was effective in increasing recall information but had no effect on student
morale.

How to Respect Working Students Learning Pace: A Two Year Experience
Pedro Caldeira, Instituto Superior de Educação e Ciências (ISEC), Portugal
Working students in distance learning environments prefer learning rates neither too high nor too light. The
preferred pace must be continous and compatible with their professional duties.

Oral Skills on Focus: Synchronous and Asynchronous Video Activities
Miguel A. Zepeda Torres, University of California, Davis, United States — Juan Hernando, University of California,
Davis, United States
The implementation of synchronous (Hangouts+) and asynchronous CMC tools (Eyejot) in at-home oral
assignments can help reduce classroom anxiety and proficiency disparity among L2 students.

COLLOQUIUM
Room 4
Desarrollo de competencias esenciales en la Cibercultura con co-aprendizaje
basado en co-investigación
Dr. Alexandra Okada, The Open University, United Kingdom — Dr. Antonio Roberto Serra, Universidade Estadualdo Maranhão, Brazil — Prof. Silvar F. Ribeiro, Universidade do Estado da Bahia - UNEB, Brazil — Msc. Sonia Pinto,
Programa Telecentros e Universidade do Estado da Bahia, Brazil — Cintia Rabello, Universidade Federal do Rio deJaneiro, Brazil — Me. Andre Luis Correa, Universidade Estadual Paulista (UNESP), Brazil — Msc. Renata Calonego,
Universidade Estadual Paulista (UNESP, Brazil
En esta era del conocimiento digital abierto, pasa a ser extremadamente relevante discutir la Educación,
principalmente, las oportunidades cada vez más amplias para que los co-aprendices construyan conocimientos
en conjunto

17:15-18:15

RECEPTION

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e-Learning Conference, 2013

Friday08:30-09:00

REGISTRATION DESK OPEN
09:00-09:30

PLENARY
Juan Freire, BarrabésNext, Spain
Digital Infrastructures for Learning Ecosystems

09:35-10:05

PLENARY
Inés Gil-Jaurena, Universidad Nacional de Educación a Distancia, Spain
Open Education: Issues and Challenges

10:05-10:35

BREAK & GARDEN SESSION
10:40-12:20 Parallel Session 3

DIGITAL LITERACIESRoom 1
How Literacy Evolves: A Co-evolutionary AccountProf. Wei Wen Chung, National Chengchi University, Taiwan
This paper, informed by the co-evolutionary perspective, contends that literacy and media are mutuallyconstitutive, advances a theory for the emergence of new literacies, which calls for innovative pedagogies.

Language Learning from the Internet Relay Chat
Yi Wang, Nanjing University of Aeronautics and Astronautics, China
This paper presents a brief discussion on the characteristics of web conversation from the perspective offunctional variety of language.

Promoting Type 2 Diabetes Mellitus Self-management Utilizing an Online
Interactive Telenovela: Targeted to Individuals with Limited Digital Literacy
Dr. Maria Jibaja-Weiss, Baylor College of Medicine, United States — Dr. Luis Rustveld, Baylor College of Medicine,
United States
This presentation will discuss technology-based program developed to instruct patients with diabetes Type 2 on
self-management skills and implications for its implementation in community-based settings serving the medicallyunder-served.

e-Learning Conference, 201343

10:40-12:20 Parallel Session 3

DIGITAL LITERACIES (cont’d)Room 1
Reframing Digital Literacy Instructor Training: Using Universal Design for
Learning to Reach ALL Adult Learners
Dr. Elizabeth M. Dalton, TechACCESS of Rhode Island, United States
Digital literacy for all adults is critical to the U.S. National Broadband Plan. Integration of Universal Design for
Learning principles and strategies to achieve digital literacy curriculum accessibility is highlighted.

THE CHANGING CLASSROOM
Room 2The Age of Diffuse Learning
Prof. Mariano Fernández Enguita, Complutense University, Madrid, Spain
Duffuse learning, as opposed to the specification of educational times, spaces, institutions, and processes
characterizing modernization, is proposed as a more comprehensive concept, an alternative to ubiquitous
learning.

Kids as Global Scientists Learning Twenty-first Century Skills throughUbiquitous Technologies
Prof. Nancy B. Songer, The University of Michigan, United States
The audience will interact with three ubiquitous technologies: modeled visualization, data collection application,and interactive online textbook designed to foster twenty-first century critical thinking and persuasive
communication about STEM.

The Use of Glogster in Teaching English: Using Virtual Poster in the Classroom
Silvia Megawati, Indonesia University of Education, Indonesia — Desi Indrawati, Universitas Padjadjaran, Indonesia— Lilis Suryani, -, Indonesia
Glogster is a web 2.0 tool that is used as an alternative method to improve students’ English ability. It is a virtual
poster combining text, audio, video, images, and hyperlinks.

Who Controls the “Power” of Discourse in Oral English Classroom Teaching?:
Functions of Powerpoint Presentation in Guiding the Class
Mei Wan, Nanjing University of Aeronautics and Astronautics,China, China — Yi Wang, Nanjing University of
Aeronautics and Astronautics, ChinaClassroom oral English teaching in China is always controlled by teachers whereas research shows students
presentation can shift the role of discourse power, thus enhance student talk time.

44

e-Learning Conference, 2013

10:40-12:20 Parallel Session 3

EDUCATION THROUGH MOBILE DEVICES (PRESENTATIONS IN SPANISH)
Room 3Las Innovación educativa a través del teléfono móvil: El estado de la cuestión
Patricia Gómez Hernández, Universidad de Alcalá, Spain — Carlos Monge López, Universidad de Alcalá, Spain
En esta comunicación se presenta una revisión teórica acerca de la importancia social y educativa del teléfono
móvil como facilitador del aprendizaje, concluyendo con una propuesta innovadora.

La brecha tecnológica: problemas para abordar las variables socioeducativas enel estudio de la comunicación por SMS
Lic. Lucía Cantamutto, Universidad Nacional del Sur, Argentina
Revisión de las problemáticas teórico-metodológicas de la recolección de corpus de mensajes de texto decelular y conversaciones en aplicaciones similares a Whatsapp para estudios de corte sociolingüístico.

12:25-13:20

LUNCH
13:20-15:00 Parallel Session 4

TEACHING AND TECHNOLOGY
Room 1
Architecture for Mobile Learning in a MOOC Based on CourseBuilder
Martin Candela Calabuig, University of Alicante, Spain — Carlos Carrillo Boj, University of Alicante, Spain — Adrián
González Martín, University of Alicante, Spain — Mr. Pedro Pernías Peco, University of Alicante, Spain — Dr.
Sergio Luján-Mora, University of Alicante, Spain
This is a proposal for a mobile learning architecture providing Massive Open Online Courses (MOOCs) based on
Google CourseBuilder offline mode. Students’ activity automatically synchronizes to the main MOOC platform.

How Teachers' Self-efficacy Beliefs are Constructed When Using Information
and Communication Technologies
Cacilda Encarnação Augusto Alvarenga, Aix-Marseille Université /Université de Provence (France)/ CAPES
Fondation /Ministry of Education/ Brazil (BEX 17818/12-5) /Universidade Estadual de Campinas (Brazil), France —Roberta Gurgel Azzi, University of Campinas/Brazil, Brazil
This study aimed to identify the sources of information that Brazilian High School teachers perceive that
contribute to the construction of their self-efficacy to use Information and Communication Technologies.

Peer-to-peer Learning on Large Scale Online Courses: Focusing on Lurkers
Masumi Hori, Tezukayama University, Japan — Seishi Ono, NPO CCC-TIES, Japan — Shinzo Kobayashi,smileNC&co, Japan — Dr. Kazutsuna Yamaji, National Institute of Informatics, Japan — Dr. Toshihiro Kita,
Kumamoto University, Japan
In the platform of Large Scale Online Courses including MOOCs, the high dropout rate is a major issue. The
authors propose a new platform designed to improve the completion rate.

e-Learning Conference, 201345

13:20-15:00 Parallel Session 4

TEACHING AND TECHNOLOGY
Room 1
Software Architecture Driven by the Three TAG Dimensions: Technology,
Learning and Management
Prof. Claudia Maria Zea Restrepo, Universidad EAFIT, Colombia — Prof. Juan Guillermo Lalinde Pulido,
Universidad EAFIT, Colombia — Roberto Aguas Nuñez, Universidad del Magdalena, Colombia — Juan Diego
Restrepo Díaz, Universidad EAFIT, Colombia
Software architecture plays an important role in the success or failure of a system that is intended to support a
set of processes within an organization.

TRANSFORMING EDUCATIONAL INSTITUTIONSRoom 2e-Portfolio as Tool for New Transformative Learning in an Era of Connectivism inIndustrial Design Education
Mauricio Novoa, University of Western Sydeny, Australia, Australia
This paper tells about e-Portfolio implementation as students’ zone of proximal development influencer. Also
connectivism used in an industrial design curriculum makeover through transformative learning, distributed
cognition and professional literacy.

Educational Model for Scenarios of Ubiquitous Learning
Prof. Claudia Maria Zea Restrepo, Universidad EAFIT, Colombia — Prof. Juan Guillermo Lalinde Pulido,
Universidad EAFIT, Colombia — Roberto Aguas Nuñez, Universidad del Magdalena, Colombia — Juan Diego
Restrepo Díaz, Universidad EAFIT, Colombia
The proposal of educational model is being developed to support learning and teaching processes in higher
education institutions based in the principles of ubiquitous learning.

A Practice of a Blended-learning Course for a First Year Experience in a
Japanese University
Dr Riken Homma, Kumamoto University, Japan
This paper presents a First Year Experience course for 1850 students in a Japanese University. The course isblended learning style with a combination of classroom and online works.

A University Conversation: Generating a University Learning and Teaching
Strategy through Cloud-based Mass Collaborative Writing
Dr. Nicholas Almond, Liverpool Hope University, United Kingdom
This work describes a "university conversation" which was held with the purpose of generating a university
learning and teaching strategy. A cloud-based mass collaborative writing methodology is proposed anddiscussed.

46

e-Learning Conference, 2013

13:20-15:00 Parallel Session 4

WORKSHOP (PRESENTATION IN SPANISH)
Room 3
Runs: 13:20 – 14:05
Hypotheses.org: plataforma de blogs académicos
Leire Frisuelos Berbería, Biblioteca Universidad Nacional de Educación a Distancia, Spain
Características del blogging académico: buenas prácticas, presentación de la plataforma internacional
Hypotheses.org y primeros pasos para la edición de un blog académico.

WORKSHOP (PRESENTATION IN PORTUGUESE)
Room 3
Runs: 14:15 – 15:00
O processo de institucionalização do ensino superior na modalidade a distância:
Um olhar dos gestores acadêmicos
Maria das Gracas Vieira, Universidade Federal de Pernambuco - UFPE, Brazil — João Paulo Rodrigues do
Nascimento, Universidade Federal do Rio Grande do Norte – UFRN, Brazil
Os gestores estão aptos a desenvolver um novo modus operandi que promova o ensino de qualidade na
formação discente dentro parâmetros definidos pelo governo que regulam a EaD no país?

SPECIAL TOPICS
Room 4The Role of Tandems Learning in Online Language Courses
Dr. Robert Blake, UC Davis, United States — Gabriel Guillen, UC Davis, United States
In addition to showing how the California university system conceptualizes online language learning, we willaddress the use of tandems (synchronous exchanges with native speakers) as an essential curricularcomponent.

Analysis of the Behavior of Students in Online Degree Courses
Dr. Margarita Elkina, Berlin School of Economics and Law, Belin, Germany
Results of monitoring of the teaching process in several online degree courses, processed with the help of
the learning analytic tool LeMo, are reported.

NEW EDUCATIONAL PLATFORMS (PRESENTATIONS IN SPANISH AND PORTUGUESE)
Room 5
Aprendizaje bimodal de las competencias comunicativa y digital en contextos
formales de Educación Superior: la realización procesual de Trabajos Fin deGrado en Moodle
María Teresa Caro Valverde, Facultad de Educación de la Universidad de Murcia, Spain — María Teresa Valverde
González, Universidad de Murcia, Spain
Se proponen bases epistemológicas y didácticas para efectuar un aprendizaje bimodal de las competencias
comunicativa y digital con la realización de Trabajos Fin de Grado desde el entorno virtual Moodle.

e-Learning Conference, 201347

13:20-15:00 Parallel Session 4

NEW EDUCATIONAL PLATFORMS (PRESENTATIONS IN SPANISH AND PORTUGUESE)
Room 5
El aprendizaje colaborativo multimedia con mapas conceptuales: Efectos de untexto multimedia en el rendimiento en la tarea y en el nivel de colaboración
Dr. Santiago Roger Acuña, Universidad Autónoma de San Luis Potosí (UASLP), México — Dra. Gabriela López
Aymes, Universidad Autónoma del Estado de Morelos, Mexico — Sr. Carlos Sergio López Medrano, Universidad
Autónoma de San Luis Potosí, México
Se analizan los efectos de diferentes textos: tradicional y multimedia, en el rendimiento y el nivel decolaboración que alcanzan estudiantes universitarios mexicanos en una tarea colaborativa con mapas
conceptuales

Não façam com os blogs o mesmo que fizeram com a literatura: A didatização deblogs educativos
Prof. Dra. Ana Paula Bossler, Universidade Federal do Triângulo Mineiro, Brazil — Pedro Caldeira, Instituto
Superior de Educação e Ciências (ISEC), Portugal
O uso de blogs em contextos educativos está em franca expansão. No entanto, muitas vezes o seu uso segue
regras tradicionais de escrita académica, não ajustadas a essa ferramenta digital.

15:00-15:15

BREAK
15:15-16:55 Parallel Session 5
E-LEARNING AND THE STUDENT 2

Room 1Analysis of the Behavior of Students in Online Degree Courses
Dr. Margarita Elkina, Berlin School of Economics and Law, Germany
Results of monitoring of the teaching process in several online degree courses, processed with the help of thelearning analytic tool LeMo, are reported.

Analyzing e-Learning Behavior Utilizing the ReadIT Program: Identifying
Distinctive e-Learning Strategies
Prof. Osmo Kivinen, University of Turku, Finland — Meri-Tuulia Kaarakainen, University of Turku, Finland
By analyzing data of students' interactions with ReadIT Program in reading ordinary text and hypertext the study
identifies gender specific behavioral clusters, and e-learning strategies of high and low performers

Using Transmedia Storytelling to Advance Transliteracy in the New Knowledge
Society: An Examination of a Transmedia Storytelling Event at a University
LibraryProf. Joelle Pitts, Kansas State University, United States — Daniel L. Ireton, Kansas State University, United States— Benjamin Ward, Kansas State University, United States
Transmedia storytelling has the potential to engage students across physical and digital learning spaces,
illustrative of the transliteracy required to function successfully in today’s knowledge society.

Using Webquests in a Museum-based Multiliteracies Dynamic Learning
Intervention: Ubiquitous Learning Made Possible?
Stefania Savva, University of Leicester, Cyprus — Nicos Souleles,
Addressing the interrelationships of ubiquitous learning and multiliteracies pedagogy through a specific model
developed for an educational intervention as part of a doctoral thesis on pupils’ experiences museum based
multiliteracies.

48

e-Learning Conference, 2013

15:15-16:55 Parallel Session 5

WORKSHOP
Room 2
Runs 15:15-16:00
The Digital Corps: Training the Next Generation of Digital Professionals
Brandon Smith, Ball State University, United States
Ball State University's Digital Corps brings together students of different disciplines - storytelling, design,development and hardware - to explore the future of emerging technologies.

WORKSHOP
Room 2
Runs 16:10-16:55
Increasing Scientific Literacy with Inquiry-based Digital Learning Trails
Zachary Tan, Ministry of Education, Singapore, Singapore
I explore a digital learning trail for increasing scientific literacy, and share the experiences of Science educators
in Singapore on designing inquiry-based learning trail lessons.

SPECIAL TOPIC - COLLOQUIUM
Room 3
Herramientas virtuales ubicuas y móviles en la innovación formativa
Dra. María Luisa Sevillano-García, UNED, Spain — Dr. Esteban Vázquez-Cano, Sapnish National University ofDistance Education (UNED), Spain — Dra. María del Pilar Quicios-García, UNED, Spain — Dra. Isabel OrtegaSánchez, UNED, Spain — Dra. M. Paz Trillo, UNED, Spain
Este coloquio analiza la funcionalidad didáctica de los Dispositivos digitales móviles en el Espacio Europeo de
Educación Superior. Se inscribe en el proyecto I+D+i Edu 2010-17/420.

TECHNOLOGIES FOR LEARNING
Room 4
Digital Story Telling with Google Maps: Polish Designed Planes in the 1930s
Turkish Air Force
Prof. Robert Workman, Southern Connecticut State University, United States — Ali Gungor Isiklar, Turkish Air Force,
Turkey — Dr. Ezgi Akpinar Ferrand, Southern Connecticut State University, United States — Stanislaw Dziurzynski,
Southern Connecticut State University, United States
The story of Polish designed fighter planes purchased and built in Turkey in the 1930s will be used to illustrate
Google Maps for storytelling.

Models for Using iPads in a K-12 Classroom
Dr. Heejung An, William Paterson University, United States — Dr. Sandra Alon, William Paterson University, UnitedStatesThe usage of iPads has spread with the hope of improving student performance and altering learning
environments. This presentation regards current practice models of iPad usage in NJ K-12 classrooms.

e-Learning Conference, 201349

15:15-16:55 Parallel Session 5

TECHNOLOGIES FOR LEARNING
Room 4Social Question Answering: Analyzing Knowledge, Cognitive Process and Social
Dimensions of Micro-collaborations
Dr. Blooma Mohan John, RMIT, Viet Nam — Jayan Kurian, RMIT International University, Vietnam, Viet Nam —Lien Nguyen, RMIT University, Viet Nam
Social question answering (SQA) services are social media applications that are dedicated platforms whereusers ask, answer and rate content interactively, resulting in building a community of users.

The Status of Ubiquitous Learning: A Content Review of the Recent Research
Ayse Gunay, Yildiz Technical University, Turkey — Dr. Ilker Yakin, Mersin University, Turkey
In this study, recent research studies published in seven major journals are scrutinized in order to explore thetrends in Ubiquitous Learning.

THE IMPACT OF "INFORMATION AND COMMUNICATIONS TECHNOLOGY" IN EDUCATION(PRESENTATIONS IN SPANISH AND PORTUGUESE)
Room 5
A dialogicidade e as TIC no processo de construção do saber na perspectiva
freireana
Maria das Graças Vieira, Universidade Federal de Pernambuco - UFPE, Brazil — Iracema Campos Cusati,
Universidade do Estado de Minas (DMTE/FaE/CBH/UEMG), Brazil
Estamos vivenciando uma era marcada pelo uso das tecnologias, gerando mudanças na sociedade. A evolução
exige uma formação contínua da educação para uma eficiente utilização do potencial nos ambientes
educacionais.

Aprendizaje basado en tecnologías: El rol del diseñador instruccional
Dr. Sandra Aguirre, Universidad de los Andes, Colombia — Dr. Luz Adriana Osorio, Universidad de los Andes,
Colombia — Ing. Farah Diez, Universidad de los Andes, Colombia
El rol del diseñador instruccional en la Universidad de los Andes en distintos proyectos educativos basados en
tecnologías. Los retos y competencias requeridos en cada escenario son presentados.

Impacto del acceso y uso de las TIC en la competencia digital de los alumnos deprimer curso de la ESO
Dr. Sonia Janeth Romero, Universidad a Distancia de Madrid, Spain — Vega Prieto, Spain
Este trabajo estudia la relación entre acceso/uso de las TIC fuera del contexto escolar y la competencia digitalen alumnos de primero de la E.S.O.

17:00-17:45

CLOSING AND FINAL TALKING CIRCLES
Homer Stavely, Common Ground Publishing

50

e-Learning Conference, 2013

LIST OF PARTICIPANTS
Santiago Roger

Acuña

Universidad Autónoma de San Luis Potosí

MéxicoRobertoAguas Nuñez

Universidad del Magdalena

Colombia

SandraAguirreUniversidad de los Andes

Colombia

Sonia

Allegretti

Pontificia Univerisadade Catolica de São Paulo

BrazilNicholasAlmondLiverpool Hope University

UK

SandraAlon

William Paterson University

USA

Khalil

Alsaadat

King Saud University

Saudi Arabia

Fahad

Alshemmari

King Saud University

Saudi Arabia

J. FranciscoÁlvarez

Universidad Nacional de Educación a Distancia

Spain

Cacilda Encarnação

Augusto Alvarenga

Universidade Estadual de Campinas

FranceMaría Graciela

Badilla Quintana

Universidad Católica de la Santísima Concepción

Chile

Luciana Caixeta

Barboza

Universidade Federal do Triângulo Mineiro

BrazilBob

Barrett

American Public University

USA

Gavin

BaxterUniversity of the West of Scotland

UK

Doug

Belshaw

Mozilla FoundationUK

SheilaBonnandMontana State University

USA

Ana Paula

Bossler

Universidade Federal do Triângulo Mineiro

BrazilPedro

Caldeira

Instituto Superior de Educação e Ciências

Portugal

RenataCalonego

Universidade Estadual Paulista

BrazilLucía

Cantamutto

Universidad Nacional del Sur

Argentina

TeresaCaro Valverde

Universidad de Murcia

Spain

José Luis

Carrasco

CFT Lota Arauco

Chile

Gang

Chen

Shanghai JiaoTong University

China

Ruofei

Choo

Ministry of Education

Singapore

Wei WenChung

National Chengchi University

TaiwanSimon

ClarkeCalgary Board of Education

CanadaHeather

Collins

University of Kansas Medical Center

USA

Andre Luis

CorreaUniversidade Estadual Paulista

BrazilCamposCusatiUniversidade do Estado de Minas

BrazilSiderly do Carmo

Dahle de Almeida

Unicesumar Centro Universitário Unicesumar

BrazilElizabeth M.

DaltonTechACCESS of Rhode Island

USA

Christopher Scott

DaviesAshford University

USA

DanielDomínguez

Universidad Nacional de Educación a Distancia

Spain

Jean-LouisDurandThe University of Queensland

Australia

Margarita

ElkinaBerlin School of Economics and Law

Germany

Consuelo

Escolástico León

Universidad Nacional de Educación a Distancia

Spain

Carolina

España Chavarría

Universidad Nacional de Educación a Distancia

Costa Rica

AubreeEvans

Zayed University

USA

SilvarF. Ribeiro

Universidade do Estado da Bahia

BrazilM. Nauman

Farooqi

Mount Allison University

CanadaMarianoFernández Enguita

Complutense University, Madrid

Spain

LudmilaFerrarezi

Universidade de São Paulo

BrazilRuth

ForrestNational University of Ireland

Ireland

Juan

FreireBarrabésNext

Spain

Leire

Frisuelos Berbería

Biblioteca Universidad Nacional de Educación a Distancia

Spain

Toru

Fujimoto

The University of TokyoJapan

e-Learning Conference, 2013

51

MonicaFusichMadden Library

USA

IolandaGarcíaFundació per a la Universitat Oberta de Catalunya

Spain

Inés

Gil Jaurena

Universidad Nacional de Educación a Distancia

Spain

Patricia

Gómez Hernández

Universidad de Alcalá

Spain

Concepción

González

Universidad de La Laguna

Spain

CarlosGuevaraHostos Community College - CUNY

USA

GabrielGuillenUC Davis

USA

Ayse

Gunay

Yildiz Technical University

TurkeyMary Anne

HansenMontana State University

USA

Peter

HansenStudentlitteratur

SwedenStacy

Hindalong

Full Sail University

USA

Riken

Homma

Kumamoto University

Japan

Masumi

Hori

Tezukayama University

Japan

Anne

Huffman

The University of Kansas Medical Center

USA

Desi

Indrawati

Universitas Padjadjaran

Indonesia

María

Jibaja-Weiss

Baylor College of Medicine

USA

María de los Dolores

Jiménez Peña

Universidade Presbiteriana Mackenzie

BrazilMeri-Tuulia

Kaarakainen

University of Turku

Finland

Jafar

Kasujja

Action to Positive Change on PWDS

UgandaSara K.

Kansas State University

USA

Ludhiana Ethel

KearnsKendrick Silva
BertoncelloUnicesumar Centro Universitário Unicesumar

BrazilOsmo

Kivinen

University of Turku

FinlandShinzoKobayashismileNC&co

Japan

Tuomas

Korkalainen

Helsinki Metropolia University of Applied Sciences

Finland

Jayan

KurianRMIT International University, Vietnam

Viet Nam

Yiu ChiLai

The Hong Kong Institute of Education

Hong Kong

Cristian Antonio

Lara Valenzuela

Universidad Santa María - Sede Concepción

Chile

Xenia

Lauritsen

European Schoolnet

Belgium

Hebert Elias

Lobo Sosa

Universidad de los Andes

Venezuela

Riley

MaynardSouthern Illinois University Edwardsville

USA

Peter

Mccormack

Uniquity

IrelandSilviaMegawatiIndonesia University of Education

Indonesia

CarlosMonge López

Universidad de Alcalá

Spain

MarkusNorrena

Helsinki Metropolia University of Applied Sciences

Finland

Mauricio

Novoa

University of Western Sydeny, Australia

Australia

Alexandra

Okada

The Open University

UK

SeishiOno

NPO CCC-TIES

Japan

IsabelOrtega-Sánchez

Universidad Nacional de Educación a Distancia

Spain

Sarah C.

Paynter

Douglas College

CanadaJosé Eduardo

Perezchica Vega

Universidad Autónoma de Baja California

MéxicoPedro

Pernías Peco

Universidad de Alicante

Spain

Sonia

Pinto

Universidade do Estado da Bahia

BrazilJoellePitts

Kansas State University

USA

David

Pugalee

University of North Carolina at Charlotte

USA

María del Pilar

Quicios-García

Universidad Nacional de Educación a Distancia

Spain

CintiaRabello

Universidade Federal do Rio de Janeiro

BrazilAnne Carolina

Ramos

Universidade Federal do Rio Grande do Sul

Switzerland

52

e-Learning Conference, 2013

AngelaRestrepo

Universidad de los Andes

Colombia

Antonio

Rodríguez de las Heras

Universidad Carlos III de Madrid

Spain

Beatriz Helena

Rolón D

Universidad Jorge Tadeo Lozano

Colombia

Sonia Janeth

RomeroUniversidad Nacional de Educación a Distancia

Spain

Diana

Sarik

Estonian University of Life Sciences

Estonia

Stefania

Savva

University of Leicester

CyprusAntonio Roberto

Serra

Universidade Estadual do Maranhão

BrazilMaría Luisa

Sevillano-García

Universidad Nacional de Educación a Distancia

Spain

Adejoke O.

SheyinTai Solarin College of Education

Nigeria

Haydeediana

Silva

UPEL

Venezuela

Greg

Skulmoski

Cleveland Clinic Abu Dhabi

United Arab Emirates

BrandonSmith

Ball State University

USA

Nancy B.

SongerThe University of Michigan

USA

Hana Babyradova

Stehlikova

MU Brno Czech RepublicCzech Republic

TrionaStokesNUIM

Ireland

Lilis

SuryaniIndonesia University of Education

Indonesia

Pek CheTan

Ministry of Education

Singapore

ZacharyTan

Ministry of Education

Singapore

Beatriz

TejadaUniversidad Nacional de Educación a Distancia

Spain

Otis

ThomasBowie State University

USA

M. PazTrilloUniversidad Nacional de Educación a Distancia

Spain

María Teresa

Valverde González

Universidad de Murcia

Spain

EstebanVázquez-Cano

Universidad Nacional de Educación a Distancia

Spain

María das Gracas

VieiraUniversidade Federal de Pernambuco

BrazilEsdrasViggiano

Universidade de São Paulo

BrazilMei

WanNanjing University of Aeronautics and Astronautics

China

Yi

Wang

Nanjing University of Aeronautics and Astronautics

China

PhilipWong

National Institute of Education

Singapore

Tak WahWong

The Hong Kong Institute of Education

China

RobertWorkmanSouthern Connecticut State University

USA

Ilker

Yakin

Mersin University

TurkeyKazutsuna

YamajiNational Institute of Informatics

Japan

YevgenYasynskyy

Athabasca University

CanadaClaudia María

Zea Restrepo

Universidad EAFIT

Colombia

Miguel A.

Zepeda Torres

University of California, DavisUSAe-Learning Conference, 201353

SCHOLARA Social Knowledge Platform

Create Your Academic Profile and Connect to Peers

Developed by our brilliant Common Ground software team, Scholar connects academic peers from aroundthe world in a space that is modulated for serious discourse and the presentation of knowledge works.

Utilize Your Free Scholar Membership Today throughBuilding your academic profile and list of published works.
Joining a community with a thematic or disciplinary focus.
Establishing a new knowledge community relevant to your field.
Creating new academic work in our innovative publishing space.
Building a peer review network around your work or courses.

Scholar Quick Start Guide
1)

Navigate to http://cgscholar.com. Select [Sign Up ] below ‘Create an Account’.

2)Enter a “blip” (a very brief one-sentence description of yourself).

3)

Click on the “Find and join communities” link located under the YOUR COMMUNITIES heading(On the left hand navigation bar).

4)

Search for a community to join or create your own.

Scholar Next Steps – Build Your Academic Profile
About: Include information about yourself, including a linked CV in the top, dark blue bar.

54

e-Learning Conference, 2013

Interests: Create searchable information so others with similar interests can locate you.
Peers: Invite others to connect as a peer and keep up with their work.
Shares: Make your page a comprehensive portfolio of your work by adding publications in the Sharesarea - be these full text copies of works in cases where you have permission, or a link to abookstore, library or publisher listing. If you choose Common Ground’s hybrid open access
option, you may post the final version of your work here, available to anyone on the web if you
select the ‘make my site public’ option.
Image: Add a photograph of yourself to this page; hover over the temporary avatar and you will see alittle pencil/edit icon to select.
Publisher: All Common Ground community members have free access to our peer review space for
their courses. Here they can arrange for students to write multimodal essays or reports in theCreator space (including image, video, audio, dataset or any other file), manage student peer
review, co-ordinate assessments, and share students’ works by publishing them to theCommunity space.

A Digital Learning Platform

Use Scholar to Support Your Teaching
Scholar is a social knowledge platform that transforms the patterns of interaction in learning by putting
students first, positioning them as knowledge producers instead of passive knowledge consumers. Scholar
provides scaffolding to encourage making and sharing knowledge drawing from multiple sources rather
than memorizing knowledge that has been presented to them.
Scholar also answers one of the most fundamental questions students and instructors have of theirperformance, "How am I doing?" Typical modes of assessment often answer this question either too late tomatter or in a way that is not clear or comprehensive enough to meaningfully contribute to better
performance.
A collaborative research and development project between Common Ground and the College of Education
at the University of Illinois, Scholar contains a knowledge community space, a multimedia web writing
space, a formative assessment environment that facilitates peer review, and a dashboard with aggregatedmachine and human formative and summative writing assessment data.
The following Scholar features are only available to Common Ground Knowledge Community members aspart of their membership. Please email us at support@cgscholar.com if you would like the complimentary
educator account that comes with participation in a Common Ground conference.
Create projects for groups of students, involving draft, peer review, revision and publication.
Publish student works to each student’s personal portfolio space, accessible through the web forclass discussion.
Create and distribute surveys.
Evaluate student work using a variety of measures in the assessment dashboard.
Scholar is a generation beyond learning management systems. It is what we term a Digital Learning
Platform—it transforms learning by engaging students in powerfully horizontal ‘social knowledge’
relationships.
For more information, visit: www.learning.cgscholar.com.

e-Learning Conference, 2013

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e-Learning Conference, 2013

SEVENTH INTERNATIONAL CONFERENCE ON
E-LEARNING AND INNOVATIVE PEDAGOGIESCALL FOR PAPERS
3-4 October 2014
Pacific University
Forest Grove,
Oregon, USA

Conference Focus
Entering its seventh year, the e-Learning and Innovative Pedagogies Conference meets annually
to investigate the uses of technologies in learning. The Conference explores the possibilities of
new forms of technology-mediated learning devices not only in the classroom, but in a wider
range of places and times than was conventionally the case for education..
Call for Papers and Conference Details
To learn more about the conference, including speakers, session formats, venue, and registration,
visit the conference website at http://ubi-learn/the-conference.
Alumni Registration Rate
We are pleased to offer an Alumni Registration Discount for delegates who have attended thee-Learning and Innovative Pedagogies Conference in the past. Conference alumni will receive a
US$ 150 discount (US$ 50 discount for students) off the full conference registration rate. Please
visit the registration page for more information on how to register with the Alumni Discount andto view the corresponding 2014 deadlines: http://ubi-learn.com/the-conference/registration