% Encoding: UTF-8 @COMMENT{BibTeX export based on data in FAU CRIS: https://cris.fau.de/} @COMMENT{For any questions please write to cris-support@fau.de} @inproceedings{faucris.110211684, address = {Budapest}, author = {Hetzner, Sonia and Hallmeier, Roland and Berthold, Marcel and Steiner, Christina and Karanasios, Stan}, booktitle = {Learners in the driving seat}, date = {2012-10-22/2012-10-23}, editor = {Paulsen Morten Flate}, faupublication = {yes}, pages = {97-98}, peerreviewed = {No}, publisher = {Eden Secretariat}, title = {{Activity}-based {Competence} {Model} - {An} {Approach} for 21st {Century} learners}, venue = {Leuven}, year = {2012} } @inproceedings{faucris.252156431, author = {Panzoli, David and Peters, C and Dunwell, Ian and Sanchez, S, S and Petridis, Panagiotis and Protopsaltis, Aristidis and Scesa, V and De Freitas, Sara}, booktitle = {The 13th International Conference on Computer Graphics and Artificial Intelligence (3IA}, date = {2010-05-28/2010-05-29}, faupublication = {no}, peerreviewed = {Yes}, publisher = {Springer}, title = {{Adaptive} {User}-{Centric} {Experiences} in {Virtual} {Environments}: {Levels} of {Interactions}}, venue = {Athens}, year = {2010} } @inproceedings{faucris.110213664, abstract = {This research considers the application of simulated environments for adult training, and adopts the view that effective adaptive solutions for adults should be underpinned by appropriate adult learning theories. Such environments should offer learning experiences tailored to the way adults learn: self-directed, experienced-based, goal- and relevancy oriented. This puts andragogy and self-regulated learning at the heart of the pedagogical underpinnings of the intelligent augmentation of simulated environments for experiential learning. The paper presents a holistic approach for augmented simulated experiential learning. Based on andragogic principles, we draw generic requirements for augmented simulated environments for adult learning. An extended self-regulated learning model that links experiences in simulated and real world is then presented. A holistic framework for augmenting simulators - SRL-A-LRS - is presented and illustrated in the context of the ImREAL EU project. This points at a radically new approach for augmenting simulated systems for adult experiential learning.}, address = {Berlin}, author = {Hetzner, Sonia and Steiner, Christina M. and Dimitrova, Vania and Brna, Paul and Conlan, Owen}, booktitle = {Towards ubiquitous learning}, date = {2011-09-20/2011-09-23}, editor = {Delgado Kloos Carlos}, faupublication = {yes}, keywords = {Simulated Environments for Learning;Self-regulated Learning;Andragogy;TEL Requirements}, month = {Jan}, pages = {166-180}, peerreviewed = {No}, publisher = {Springer}, title = {{Adult} {Self}-regulated {Learning} through {Linking} {Experience} in {Simulated} and {Real} {World}: {A} {Holistic} {Approach}}, venue = {Palermo}, year = {2011} } @inproceedings{faucris.112862024, address = {Palermo}, author = {Hetzner, Sonia and Moore, Adam and Pannese, Lucia and Steiner, Christina M. and Brna, Paul and Conlan, Owen}, booktitle = {Working Papers}, date = {2011-09-20/2011-09-23}, faupublication = {yes}, keywords = {Scaffolding; Adult learning; Affective metacognitive scaffolding; Affect; Metacognition; Experiential learning}, pages = {116-128}, peerreviewed = {No}, title = {{Affective} {Metacognitive} {Scaffolding} for the {Enhancement} of {Experiential} {Training} for {Adult} learners}, venue = {Palermo}, year = {2011} } @inproceedings{faucris.110593824, author = {Sesselmann, Katja and Zepf, Stefanie and Gläser-Zikuda, Michaela}, booktitle = {Gesellschaft für empirische Bildungsforschung}, date = {2017-03-12/2017-03-15}, faupublication = {yes}, peerreviewed = {unknown}, title = {{Akzeptanz} von {E}-{Assessment} aus der {Sicht} von {Studierenden}}, venue = {Heidelberg}, year = {2017} } @incollection{faucris.110215204, address = {Trieste}, author = {Hetzner, Sonia and Hagedorn, Gregor and Press, Bob and Plank, Andreas and Weber, Gisela and Mering, Sabine von and Martellos, Stefano and Nimis, Pier Luigi}, booktitle = {Tools for identifying biodiversity : progress and problems}, editor = {Nimis Pier L.}, faupublication = {yes}, pages = {77-82}, peerreviewed = {No}, publisher = {EUT}, title = {{A} {MediaWiki} implementation of single-access keys}, year = {2010} } @inproceedings{faucris.283909078, abstract = {Engaging in social innovation education and practices often leads to a challenging experience of the social value behind the efforts for the addressed target groups. In particular, it is a question of what the individual's efforts could achieve not only at the micro level but also for the present and future common good. In this context, it is relevant for higher education to strengthen students' self-efficacy and to convince them that their skills and resources are capable of influencing social change in innovative ways. In order to support students in this area and to sensitise them to the concerns of the future of society, a serious game is being developed dealing with these aspects in an appropriate didactic and game-based approach.
As part of the H2020 project Nemesis, a serious game for the school sector has already been developed that addresses the topic of social innovation. For the BUFSIE project a new Serious Game is being developed to address the needs of social innovation education in higher education. The game is based on the NEMESIS Serious Game but it is now further developed and adapted to the needs of higher education within the Erasmus+ Project BUFSIE. Through a co-design session with university lecturers, the scenarios were analysed and designed in line to the target group needs.
The game consists of 7 missions related to different sustainable development goals, covering different areas of interest in relation to social innovation. The main purpose of the game is to actively engage with the topic of social innovation, to raise awareness of the concerns of the social future in the sense of empathy, to promote self-efficacy expectations and to foster a positive emotional learning experience. In order to achieve these goals, the game logic combines open world games and adventure games in order to guarantee the maximum freedom, and use the potential for knowledge transfer of adventure games (puzzles, dialogues with non-player characters NPCs, and a game story).
The game will be available in 5 European languages (DE, GR, HR, CY, ES) as web-based application and for smart devices. The technical implementation is carried out with the development environment Unity 3D. This enables to realize the game in a high quality and offer it to the target group in different formats (e.g. as a browser game or app) according to their needs. To create the game with the characteristic features of adventure games, the plug-in AdventureCreatore (Icebox Studios) is utilised. As part of the technical development, the scenes for the different game missions are graphically realised and the game mechanisms and functions implemented. In addition, menu elements are developed to offer the possibility to save and load the game state, to change the language, to switch music on and off and to receive further information about the game and the BUFSIE project.
The finished version of the game will be intensively tested by students, institute members and consortium partners for malfunctions on various devices with different requirements to ensure that the game can be used in the higher education institution in a stabile way and without interference. Finally, the game will be evaluated at 5 higher education institutions across Europe to determine the usability and playability of the game as well as the intended learning outcome}, author = {Schorer, Antonia and Pouliopoulos, Theofilos and Garefi, Ioanna and Kalemaki, Irene and Galvan, Cristina and Barajas, Mario and Theodoridou, Katerina and Kouros, Thodoris and Fuduric, Morana and Papa, Venia and Mavrogeni, Stavroula and Wittine, Zoran and Protopsaltis, Aristidis}, booktitle = {International Social Innovation Research Conference}, date = {2022-09-16/2022-09-18}, faupublication = {yes}, peerreviewed = {unknown}, title = {{A} {Social} {Innovation} {Serious} {Game} for {Higher} {Education}}, url = {https://f02ebd82-22ff-4596-b66a-e3d71d0a806c.filesusr.com/ugd/15d54c{\_}914b9555a93446cc9af2196828f84617.docx?dn=ISIRC{\_}2022{\_}Abstract-Social{\_}Innovation{\_}Serious{\_}Games{\_}Higher{\_}Education-Schorer{\_}et{\_}al (1).doc}, venue = {Halifax, Nova Scotia}, year = {2022} } @inproceedings{faucris.244881189, abstract = {This paper presents the findings of the H2020 NEMESIS project that aims to design, test and validate a consolidated approach for embedding Social Innovation in Education. Social Innovation Education (SIE) is a new educational approach that aims to empower students to take action for a more democratic and sustainable society. During the academic year 2018-2019, eight schools from five European countries applied the NEMESIS SIE framework by involving 56 teachers, 1030 students and 69 community members in a variety of SIE approaches. This paper reports on these attempts with a particular focus on analyzing their impact on student's engagement. Data were retrieved through focus groups with 80 people, an online survey to 206 students, interviews, classroom observations and students' narratives. Research findings suggested positive outcomes for students in terms of emotional, cognitive, behavioral and agentic engagement. Findings also showed a positive influence of SIE on the cultivation and progression of students' social innovation competences. These initial findings have the potential to pave the way for more research in the under-investigated field of SIE as well as to encourage policies and initiatives for promoting social innovation in education.}, address = {Grisignano VI, Italy}, author = {Garefi, Ioana and Kalemaki, Irene and Protopsaltis, Aristidis}, booktitle = {Proceedings 8th International Conference On Sustainable Development}, date = {2020-09-09/2020-09-10}, doi = {10.14207/icsd.2020}, editor = {Pierangelo Magnini}, faupublication = {yes}, isbn = {979-12-200-2129-6}, keywords = {Social Innovation; Education; impact, cognitive, behavioural, emotional, agentic engagement}, pages = {52}, peerreviewed = {Yes}, publisher = {European Center of Sustainable Development}, title = {{Assessing} the impact of {Social} {Innovation} {Education} on student’s engagement}, url = {https://ecsdev.org/images/conference/8thICSD2020/abstracts{\_}8ICSD{\_}2020{\_}.pdf}, venue = {Rome}, year = {2020} } @article{faucris.247743965, abstract = {This paper presents the findings of the H2020 NEMESIS project that aims to design, test and validate a consolidated approach for embedding Social Innovation in Education. Social Innovation Education (SIE) is a new educational approach that aims to empower students to take action for a more democratic and sustainable society. During the academic year 2018-2019, eight schools from five European countries applied the NEMESIS SIE framework by involving 56 teachers, 1030 students and 69 community members in a variety of SIE approaches. This paper reports on these attempts with a particular focus on analyzing their impact on student's engagement. Data were retrieved through focus groups with 80 people, an online survey to 206 students, interviews, classroom observations and students' narratives. Research findings suggested positive outcomes for students in terms of emotional,
cognitive, behavioral and agentic engagement. Findings also showed a positive influence of SIE on the cultivation and progression of student s' social innovation competences. These initial findings have the potential to pave the way for more research in the under investigated field of SIE as well as to encourage policies and initiatives for promoting social innovation in education
This paper sums up the evaluation results of an e-learning ICT course for older adults inexperienced in using ICT and discusses possibilities and limits of online learning in general. As part of the European project EHLSSA (European Home Learning Service for Seniors Association), online course modules were developed to teach older adults basics in computer usage and in going online. In the first run 40 participants (age range 60-86 y.) from Germany and Spain participated in the online course. After the course run, feedback could be gathered in the form of a questionnaire with both open and close questions. The evaluation focused on satisfaction with the learning progress, course content and support during the course run. Additionally, questions on the appropriateness of e-learning for teaching this kind of content were posed to the participants. The results show that e-learning is a highly suitable learning method for older adults. Particularly the possibility to arrange learning time flexibly and to repeat content as often as necessary was positively highlighted by the participants. Even the preparation of content for ICT-beginners and applicability in the everyday life was assessed as successful. Social contact with other participants was not rated particularly high, but was at the same time not considered to be relevant for this kind of courses. In general, many respondents indicated that they wish that the offer of online courses for older adults will be extended and that they would like to participate in online courses in the future again.
<}, author = {Lipphardt, Anne-Marie and Esteller-Curto, R. and Fowley, Cathy and Papitto, Patrizia and Issakainen, Cecil}, booktitle = {5th International conference on the elderly and new technologies}, date = {2017-05-17/2017-05-19}, faupublication = {yes}, keywords = {e-learning; older adults; ICT course}, peerreviewed = {unknown}, title = {{E}-inclusion for seniors - online learning programs for older adults}, venue = {Castellón}, year = {2017} } @incollection{faucris.114349004, address = {London}, author = {Hetzner, Sonia and Held, Paul}, booktitle = {Distance and e-learning in transition. Learning innovation, technology and social challenges}, editor = {Bernath Ulrich}, faupublication = {yes}, pages = {335-348}, peerreviewed = {No}, publisher = {ISTE/John Wiley}, title = {{E}-{Learning} for {Senior} {Citizens}}, year = {2009} } @book{faucris.119671904, author = {Schlenk, Evelyn and Ćurko, Bruno and Feiner, Franz and Gerjolj, Stanko and Juhant, Janez and Kreß, Kerstin and Pfeil, Thomas and Pokorny, Svenja and Strahovnik, Vojko}, editor = {Europäisches ETHIKA Netzwerk}, faupublication = {yes}, isbn = {ISBN 978-3-902085-14-6}, peerreviewed = {unknown}, publisher = {LogoMedia}, title = {{Ethische} {Bildung} und {Werteerziehung}: {Handbuch} für {Lehrkräfte} und {Erzieher}/{Innen}}, url = {http://www.ethics-education.eu/resources/ManualTeachers{\_}DE.pdf}, year = {2015} } @article{faucris.110726484, author = {Hetzner, Sonia and Pannese, Lucia}, faupublication = {yes}, journal = {Journal of e-learning and knowledge society}, keywords = {Knowledge sharing; Intergenerational learning; Storytelling; Serious games}, pages = {59-65}, peerreviewed = {automatic}, title = {{E}-{VITA}, life simulations in an intergenerational setting}, volume = {5}, year = {2009} } @inproceedings{faucris.122718904, abstract = {For master students of the process technology and energy technology we offer a course on simulation of transport processes. Two aims are focused:
The students should learn or repeat the basics in using a simulation tools.
They should learn to combine specialized knowledge with mathematical concepts to simulate a technical process.
In the first part of the course the students collect first experiences in programming by modeling a Rankine cycle using Matlab. Hereby they discuss the quality of the presented mathematical model and possible improvements. The students are accompanied by the lecturers of the lecture "Transport processes" (master studies) and “Mathematics for Engineers” (bachelor studies). While working on the computer learners can discuss their questions, programming ideas and difficulties with each other and the trainers and they receive immediate feedbacks. The second part of the course is focuses on simple heat transfer processes described by ODE or PDE models. Therefore some mathematical concepts (e.g. linear equation systems) are needed, but they have learned it about three years ago.
Up to now the mathematical models of the technical processes and the repetition of the mathematical basics were presented as talks during the lectures with little time remained for the discussion. But the students need enough time to reconsider the introduced topics. We have seen, that this process needs more time then scheduled, e.g. to understand the way to describe the first derivative of a function on a interval by a system of linear equation system.
Now we are working on a didactic reorganization (flipped classroom) of our course, so that the students will have enough time, to repeat subjects needed in our course.
Therefore on-line learning modules and formative on-line tests have to be finished to prepare the single sessions. Thus questions can be discussed quite early and it remains more time to discuss, e.g. improvements of the models. By using the flipped classroom concept the students will be motivated to work more independently and they may reach a better understanding by using the digital learning materials as starting point for the considerations. Thus we will generate a more active participation in the teaching and learning events and better learner’s results can be achieved.
In my talk I would like to discuss these ideas and I will give a short status report of the actual course.
}, author = {Rathmann, Wigand and Wensing, Michael and Zepf, Stefanie}, booktitle = {The 18th SEFI Mathematics working Group Seminar}, date = {2016-06-27/2016-06-29}, faupublication = {yes}, peerreviewed = {unknown}, title = {{Flipped} classroom in interdisciplinary course}, url = {http://www.math.chalmers.se/SEFIMWG2016/Book%20of%20accepted%20abstracts/part49.htm}, venue = {Gothenburg}, year = {2016} } @incollection{faucris.110215424, address = {Hershey}, author = {Hetzner, Sonia and Protopsaltis, Aristidis and Dimitra, Pappa and Dunwell, Ian and Pannese, Lucia and de Freitas, Sara and Rebolledo-Mendez, Genaro}, booktitle = {Handbook of research on improving learning and motivation through educational games : multidisciplinary approaches}, doi = {10.4018/978-1-60960-495-0.ch045}, editor = {Felicia Patrick}, faupublication = {yes}, isbn = {978-1-60960-495-0}, keywords = {Serious Game; intergenerational learning; Game-based learning}, pages = {974-1003}, peerreviewed = {No}, publisher = {Information Science Reference}, title = {{Game}-based learning for knowledge sharing and transfer: the e-{VITA} approach for intergenerational learning}, volume = {2}, year = {2011} } @inproceedings{faucris.283362545, abstract = {Developing new skills and knowledge through the use of serious games and game-based learning in the school environment as part of social innovation education offers the potential for forward-looking and promising opportunities.Social innovation education in schools can motivate and empower children and adolescents to engage as social change makers with relevance in primary as well as secondary education. Active participation in activities with social impact and the associated self-efficacy can be strengthened in particular through game-based learning formats and associated positive emotional learning experiences. Serious Games provide an authentic but protected environment to work on new and real problems through social innovation projects.
Achieving the educational goals of the game at both primary and secondary level depends on the user experience of the children and adolescents during the playing and learning process. Usability and playability are key determinants of a positive game-based learning experience and it is important to consider if the same needs and conditions lead to similar results in different age groups or if age-specific aspects need to be taken into account in future conceptual designs. In order to be able to draw conclusions in this context, this paper presents and compares the results of the empirical analysis of the user experience of primary and secondary school learners in the Serious Game for Social Innovation Education and the related effects on learning outcomes.
“The game, based on an adventure and open-world game, introduces social innovation to students. This is achieved by bringing the player to NEMESIS City with the aim of increasing the well-being of the inhabitants with his "social innovation power". There, the player gets the opportunity to work on new problems and implement social innovation projects in collaboration with non-player characters (teachers, social innovators, parents other stakeholders) in order to be rewarded with happiness points for the city” (Schorer & Protopsaltis 2021, p. 620).
The game focuses on topics of social innovation education - such as social value creation, examples of social innovation, self-efficacy expectations or the importance of the UN Sustainable Development Goals.
The evaluation process was conducted in three European schools (one primary school in UK, and two secondary schools in Greece and Romania) and the research design followed a pre- and posttest approach to evaluate the impact of the serious game in the areas of usability/ playability, narratives, play engrossment, enjoyment, creative freedom, personal gratification, visual aesthetics and learning succes}, author = {Schorer, Antonia and Protopsaltis, Aristidis}, booktitle = {Proceedings of 12th International Social Innovation Research Conference}, date = {2022-09-16/2022-10-18}, faupublication = {yes}, keywords = {Social Innovation Education, Game-based Learning, Serious Games, Education}, peerreviewed = {unknown}, title = {{Game}-based {Social} {Innovation} {Education} in {Primary} and {Secondary} {Education}}, url = {https://f02ebd82-22ff-4596-b66a-e3d71d0a806c.filesusr.com/ugd/15d54c{\_}26e47791e0ce48aebc05e06142133002.docx?dn=ISIRC{\_}2022{\_}Stream{\_}9{\_}Abstract-Game-based{\_}Social{\_}Innovation{\_}Education-Schorer{\_}Protopsaltis.d}, venue = {Halifax, Nova Scotia, Canada}, year = {2022} } @inproceedings{faucris.119500084, author = {Mentzelopoulos, M. and Tarpini, F. and Emanuele, A. and Protopsaltis, Aristidis}, booktitle = {IEEE International Conference on Computer and Information Technology; Ubiquitous Computing and Communications; Dependable, Autonomic and Secure Computing; Pervasive Intelligence and Computing (CIT/IUCC/DASC/PICOM)}, faupublication = {yes}, pages = {1578-1583}, peerreviewed = {unknown}, title = {{Hardware} {Interfaces} for {VR} {Applications}: {Evaluation} on {Prototypes}}, year = {2015} } @misc{faucris.252640771, author = {Goodwyn, Andrew and Protopsaltis, Aristidis and Fuller, Carol L.}, faupublication = {no}, peerreviewed = {automatic}, title = {{Harnessing} {Technology} {Strategy}: {Celebrating} {Outstanding} teachers}, url = {https://dera.ioe.ac.uk/1448/1/bectaresearchgrant{\_}2009{\_}celebratingoutstandingteachers{\_}goodwyn.report.docx}, year = {2009} } @inproceedings{faucris.252173334, author = {Protopsaltis, Aristidis and Goodwyn, Andrew and Fuller, Carol}, booktitle = {European Conference on Educational Research, Vienna (ECER 2009)}, date = {2009-09-25/2009-09-27}, faupublication = {no}, peerreviewed = {Yes}, title = {{How} {Outstanding} {Teachers} {Make} {Creative} {Uses} of {Technology} in their {Teaching}}, url = {http://www.eera-ecer.eu/ecer-programmes-and-presentations/conference/ecer2009/contribution/1266/?no{\_}cache=1&cHash=5324c0b9b9}, venue = {Vienna}, volume = {1266}, year = {2009} } @inproceedings{faucris.240014284, abstract = {This paper reports on the main piloting of the StartUp{\_}EU project (http://startup-eu.net/). StartUp{\_}EU targets secondary schools and simulates the process of starting up a high tech company. The project developed a series of mini-games, a Web2.0 platform and a collaborative competition for students, between 14 and 18 years of age. 243 students participated in the competition, completing a series of 8 tasks, starting from a business idea to a product and creating an elevator pitch. Pre-competition and post-competition questionnaires were collected and the results on participants' perception of the learning experience regarding entrepreneurship using serious games and Web 2.0 technologies, presented here.}, author = {Protopsaltis, Aristidis and Hetzner, Sonia and Borotis, Spiros and Connolly, Thomas and Hainey, Thomas}, booktitle = {14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014}, doi = {10.1109/ICALT.2014.72}, faupublication = {yes}, isbn = {9781479940387}, keywords = {game-based learning; entrepreneurship; serious games; secondary education; Web2.0}, month = {Jan}, pages = {227-229}, peerreviewed = {unknown}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, title = {{How} to teach entrepreneurship using serious games and web 2.0}, year = {2014} } @inproceedings{faucris.251784368, abstract = {The Human-Computer Interaction (HCI) with interfaces is an active challenge field in the industry over the past decades and has opened the way to communicate with the means of verbal, hand and body gestures using the latest technologies for a variety of different applications in areas such as video games, training and simulation. However, accurate recognition of gestures is still a challenge. In this paper, we review the basic principles and current methodologies used for collecting the raw gesture data from the user for recognize actions the users perform and the technologies currently used for gesture-HCI in games enterprise. In addition, we present a set of projects from various applications in games industry that are using gestural interaction.}, author = {Sirlantzis, Konstantinos and Mentzelopoulos, Markos and Protopsaltis, Aristidis}, booktitle = {Proceedings of 2014 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2014}, date = {2014-11-13/2014-11-14}, doi = {10.1109/IMCTL.2014.7011154}, faupublication = {yes}, isbn = {9781479947423}, keywords = {Augmented Reality (AR); Gesture Recognition; HCI; Hidden Markov Models (HMM); Support Vector Machines (SVM)}, month = {Jan}, note = {Created from Fastlane, Scopus look-up}, pages = {310-314}, peerreviewed = {unknown}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, title = {{Human} {Computer} {Interaction} using gestures for mobile devices and serious games: {A} review sotirios spanogianopoulos}, venue = {Thessaloniki}, year = {2015} } @inproceedings{faucris.251544508, author = {Schmidt, Claudia and Bedenlier, Svenja}, booktitle = {EDEN 11th Research Workshop.}, date = {2020-10-21/2020-10-23}, doi = {10.38069/edenconf-2020-rw-0002}, faupublication = {yes}, peerreviewed = {unknown}, title = {„{I} can do this – better than {I} thought. {Instructors}‘ experiences of the digital summer term 2020“.}, venue = {Lissabon}, year = {2020} } @article{faucris.249435665, abstract = {
PURPOSE. Since Lifelong Learning has become a guiding principle of educational policy in many countries across the globe, several concepts in the field of educational gerontology were developed and implemented. In this context, also learning opportunities through ICT were tested and studies have proven a high suitability of e-learning for older people and their potentials for digital inclusion (1, 2, 3). Yet, little research has been done about the influence of learning motivation, personality traits and demographical aspects on e-learning success.
METHOD. This paper discusses the results of the implementation and evaluation of four e-learning programs on ICT, culture, mentoring and well-being for older adults with 128 people (94 females, 34 males; mean age 67,12 years, SD 10,485) from five European countries. As part of the evaluation, satisfaction with course preparation and support, information on learning motivation, and aspects of e-learning as method were queried and analyzed with focus on differences with regards to gender, age, nationality, educational level, experience with ICT, life satisfaction, and health status. Learning motivation was further divided into motives of belonging, personal growth, instrumentality, and competition (4).
RESULTS AND DISCUSSION. Findings show that older adults across all distinguishing criteria cope very well with diverse aspects of e-learning and highly benefit from the given advantages. No significant differences were found when comparing the subgroups. These results confirm study findings done at national level on suitability of e-learning (5). Differences could be found in learning motivation with regards to age, nationality, health status, gender. Younger participants take part more often for motives of competition, instrumentality and social belonging and older participants for motives of personal growth. Cross-country comparisons show significant differences with regards to diverse aspects in learning motivation. While personal growth was most important for German and Spanish participants, for participants from Finland motives of competition meant the most. As regards gender, men were more likely to take part for reasons of social belonging and instrumentality than women. Overall, results trigger considerations to develop e-learning programs adaptable to certain sub-groups (e.g. country-specific elements).
<}, author = {Lipphardt, Anne-Marie and Held, Paul and Leen-Thomele, Eline and Hain, Lukas}, doi = {10.4017/gt.2018.17.s.059.00}, faupublication = {yes}, journal = {Gerontechnology}, keywords = {ICT; educational gerontology; e-learning: learning motivation}, pages = {59}, peerreviewed = {unknown}, title = {{ICT} enhanced learning for older adults: {Influencing} factors on satisfaction and the role of learning motivation}, volume = {17}, year = {2018} } @inproceedings{faucris.283993332, abstract = {
A survey in the European Therapy 2.0 project makes it clear that counsellors and therapists in
Germany are still distanced from online counselling and therapy instruments. This poses a growing danger, because the younger generation, the "digital natives", can no longer be completely reached with traditional offers. This generation has a fundamentally different communication behaviour, in which Web 2.0 communication is a supplement to their daily oral communication. Even groups such as young refugees, who often suffer from post-traumatic stress disorders, are hardly reached with traditional therapeutic instruments. Online counselling and therapy can close a serious gap here, but qualification is necessary.},
author = {Drda-Kühn, Karin and Hahner-Korinski, Renate and Schlenk, Evelyn},
faupublication = {yes},
journal = {E-Beratungsjournal},
keywords = {Online-Beratung; Online-Therapie; Jugendberatung; Jugendtherapie; Flüchtlinge; eCounselling; eTherapy; youth counselling; youth therapy; refugees},
pages = {28-37},
peerreviewed = {Yes},
title = {{Mit} {Smartphone}, {Tablet} und {Sozialen} {Medien} – {Online}-{Beratung} und -{Therapie} für die {Generation} der „{Digital} {Natives}“},
url = {http://www.e-beratungsjournal.net/wp-content/uploads/2018/04/drda-kuehn{\_}hahner{\_}schlenk.pdf},
volume = {14. Jahrgang},
year = {2018}
}
@inproceedings{faucris.240016371,
abstract = {This paper sums up the evaluation results of a tablet computer course for older adults. As part of an European research project, the SenApp project, online course modules were developed to teach older adults the first steps on a tablet computer. After the course, a questionnaire was filled in Germany and France (N = 26). The evaluation focused on differences in satisfaction with support and course contents and in learning routines between age groups, education level, countries and pre-experience conditions. Main findings suggest that both courses were rated good, but that some support and content aspects were rated less good in France and by lower educated participants, by participants with less pre-experience in e-learning and by older age groups. This suggests that future course concepts should be created more flexible with different learning amounts for different experience levels and that especially support possibilities can be improved for some groups.},
author = {Hetzner, Sonia and Leen-Thomele, Eline and Held, Paul},
doi = {10.1007/978-3-319-39949-2{\_}31},
faupublication = {yes},
keywords = {Older adults;Tablet computer;ICT courses},
month = {Jan},
pages = {319-329},
peerreviewed = {unknown},
publisher = {SPRINGER INTERNATIONAL PUBLISHING AG, GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND},
title = {{Mobile} {Learning} {Concepts} for {Older} {Adults}: {Results} of a {Pilot} {Study} with {Tablet} {Computers} in {France} and {Germany}},
volume = {9755},
year = {2016}
}
@inproceedings{faucris.106087344,
abstract = {This qualitative research investigates possibilities for mobile learning for older adults. Three groups of older adults (N = 23) were interviewed: experienced ICT teachers, older adults who use a tablet computer and older adults without experience in using a tablet computer. Questions about motives to use a tablet, attitudes, learning techniques, obstacles and benefits of learning and reasons for non-use were asked in semi-structured interviews. Results confirm previous findings: Although the group of older adults is very heterogenic, some basic principles for learning and motivating older adults can be deviated: possibilities for rehearsing, patience, daily life examples to show the added value and reductions of fears and negative attitudes are very important. To motivate older adult to use tablets, it is key to show possibilities and support them with suitable learning material, online or face-to-face. In general, users of tablets are very content and rate tablets as easy to use also with limited technical knowledge. Therefore, tablets are a promising device for older adults who are not willing or daring to use ICT yet. This knowledge is the starting point for the project SenApp, an online course for older adults about the first steps of tablet use.},
author = {Leen-Thomele, Eline and Hetzner, Sonia and Held, Paul},
booktitle = {8},
date = {2015-11-16/2015-11-18},
faupublication = {yes},
keywords = {tablets;mobile learning;older adults;life-long learning},
month = {Jan},
pages = {996-1001},
peerreviewed = {unknown},
title = {{Mobile} {Learning} for older adults: new learning concepts for seniors without e-skills},
venue = {Seville},
year = {2015}
}
@inproceedings{faucris.106627444,
abstract = {This paper sums up the evaluation results of two e-learning ICT courses for older adults: a tablet computer course and a regular computer course, and discusses the advantages of mobile learning and e-learning for older adults. As part of an European research project, the SenApp project, online course modules were developed, to teach older adults the first steps on a tablet computer, and evaluated (N=37, age range 58–93). The other course we analyzed, was an online learning course with regular computers and part of the LernHaus project in Germany (N=29, age range 50–89). The evaluation focused on differences in satisfaction with support and course contents and in learning routines between age groups, education level, countries and pre-experience conditions. Main findings suggest that all courses were rated good, compliance was very good and that support was a key factor for course success. Mobile learning was slightly easier for new learner},
author = {Lipphardt, Anne-Marie and Leen-Thomele, Eline and Coroian, Anamaria Elena and Held, Paul},
booktitle = {Innovation in Aging},
date = {2017-07-23/2017-07-27},
doi = {10.1093/geroni/igx004.2749},
faupublication = {yes},
pages = {759},
peerreviewed = {unknown},
title = {{NEW} {CONCEPT} {FOR} {DIGITAL} {INCLUSION}—{ONLINE} {AND} {MOBILE} {LEARNING} {PROGRAMS} {FOR} {OLDER} {PERSONS}},
venue = {San Francisco},
volume = {1},
year = {2017}
}
@inproceedings{faucris.249393542,
abstract = {This paper discusses the results of an empirical survey with 187 peopleabove the age of 50 years (mean age 68,4 yrs) on their digital behaviors, motivation as well as interests, and barriersagainst the use of new technologies and presents innovative learning approaches for older adults. The interviewswere conducted in five European countries (Finland, France, Germany, Ireland, Spain) as part of the research projectEHLSSA. The findings show that more than half of older adults are computer users and have Internet access at home.Reasons why they deal with digital technologies are mainly because they want to participate in the information societyand keep pace with the younger generation. Main obstacles are physical challenges, fears and reservations totechnology and the Internet, insecurity on how to work with digital devices and with regards to possibilities for supportin case something goes wrong or questions arise. According to the interviewees, successful learning concepts focuson experimental and active learning, including a more diverse media use, a series of real life examples, and theconnection with the daily life of older adults. Responses of ICT-beginners and experienced ICT-users were analyzedseparately and compared. The results have been used as the basis for the adaptation of learning approaches for thirdlevel education and the development of online course modules in the field of digital literacy and humanities-relatedtopics. The implementation of these courses started in May 2016 and will be completed in June 2017 with at least 800 participant},
author = {Lipphardt, Anne-Marie and Leen-Thomele, Eline and Held, Paul and Coroian, Anamaria Elena},
booktitle = {Innovation in Aging},
date = {2017-07-23/2017-07-27},
doi = {10.1093/geroni/igx004.3440},
faupublication = {yes},
pages = {956},
peerreviewed = {unknown},
title = {{Older} {Adults} and {Learning} {Technology}: {Innovations} in {Adults}‘ and {Seniors}‘ {Education}},
venue = {San Francisco},
year = {2017}
}
@incollection{faucris.221783950,
abstract = {
From 2016 to 2018 a team
of European experts from universities, counselling institutes, social services
and mobile application developers implemented the project “Therapy 2.0 –
Counselling and Therapeutic Interactions with Digital Natives” – a European initiative
in the ERASMUS+ programme. The aim of the project was to raise the awareness of
the potentials of information and communication technologies (ICT) based
approaches in therapeutic and counselling processes. The results should be
incorporated immediately into counselling and therapeutic practice, and support
practitioners to make sure that the lack of full visual or verbal communication
that occurs over video or other online media does not negatively affect how the
messages of the intervention are received by the client. The project also
contributed to including young refugees in online counselling and online
therapeutic intervention},
address = {Wiesbaden},
author = {Drda-Kühn, Karin and Dores, Artemisa Rocha and Schlenk, Evelyn},
booktitle = {Digital Diversity – Bildung und Lernen im Kontext gesellschaftlicher Transformationen},
doi = {10.1007/978-3-658-26753-7},
editor = {Angenent H, Heidkamp B, Kergel D},
faupublication = {yes},
isbn = {978-3-658},
keywords = {Online counselling, online therapy, digital natives, youth counselling, youth therapy, online interventions, young refugees},
pages = {321-330},
peerreviewed = {unknown},
publisher = {Springer VS},
series = {Diversität und Bildung im digitalen Zeitalter},
title = {{Online} interventions: counteracting the exclusion of young people in counselling and therapy},
url = {https://www.springer.com/gp/book/9783658267520#aboutBook},
year = {2019}
}
@inproceedings{faucris.251585385,
author = {Kikis-Papadakis, Kathy and Chaimala, Foteini and Protopsaltis, Aristidis and Schorer, Antonia and Nikolova, Nikolina and Firssova, Olga and Barajas, Mario and Salamon, Eszter},
booktitle = {European Research Network About Parents in Education Conference - ERNAPE 2019},
faupublication = {yes},
pages = {pp. 69-71.},
peerreviewed = {unknown},
title = {{Overcoming} the impact of parental gender bias and parents’ previous experiences on {STEM} teaching},
year = {2019}
}
@inproceedings{faucris.120839004,
author = {Mentzelopoulos, M. and Ferguson, J. and Protopsaltis, Aristidis},
booktitle = {Interactive Mobile Communication Technologies and Learning (IMCL)},
faupublication = {yes},
pages = {307-311},
peerreviewed = {unknown},
title = {{Perceptually} captured gesture interaction with immersive information retrieval environments: {An} experimental framework for testing and rapid iteration},
venue = {Thessaloniki},
year = {2015}
}
@article{faucris.249056411,
abstract = {The use of perceptual inputs is an emerging area within HCI that suggests a developing Perceptual User Interface (PUI) that may prove advantageous for those involved in serious mobile games and immersive social network environments. Since there are a large variety of input devices, software platforms, possible interactions, and myriad ways to combine all of the above elements in the pursuit of a PUI, we propose in this paper a basic experimental framework that will be able to standardize study of the wide range of interactive applications for testing efficacy in learning or information retrieval and also suggest improvements to emerging PUIs by enabling quick iteration. This rapid iteration will start to define a targeted range of interactions that will be intuitive and comfortable as perceptual inputs, and enhance learning and information retention in comparison to traditional GUI systems. The work focuses on the planning of the technical development of two scenarios, and the first steps in developing a framework to evaluate these and other PUIs for efficacy and pedagogy.
Hands-on Tutorial
Für ein besseres Verständnis helfen interaktive Inhalte weiter. Im
Bereich der Statistik oder der Darstellung von dreidimensionalen
Objekten fehlte bisher die Möglichkeit, dies direkt in Lernmodulen
einzubinden. Mit dem neuen Content-Element "SageMath-Cell" kann nun z.B.
direkt R-Code in Lernmodulen genutzt werden. SageMath ist ein
mathematisches Softwaresystem, das die Nutzung vieler
Open-Source-Pakete, wie Maxima oder R, zusammenfasst; es kann auch
Python genutzt werden. In diesem Workshop wird an Beispielen erprobt,
wie das Content-Element aus Autorensicht angewendet werden kann. Ihre
Ideen können Sie gerne mitbringen – und bitte auch Ihren Compute},
author = {Rathmann, Wigand and Copado Mejías, Jesús},
booktitle = {18. Internationale ILIAS-Konferenz},
date = {2019-09-26/2019-09-27},
faupublication = {yes},
peerreviewed = {unknown},
title = {{Sage} als {Content}-{Element} in {ILIAS} nutzen},
venue = {Dresden},
year = {2019}
}
@inproceedings{faucris.107255984,
abstract = {Educational institutions are increasingly offering virtual learning
spaces to students to acquire competences and skills regardless of time
and space. The most common configuration is the blended learning
(virtual and physical teaching mixed) but it is being increasingly
offered completely virtual teaching, mainly to adults in very specific
subjects in specialization course, or other job-skills subjects. This
kind of learning is not advised in children, neither in senior citizens
as some of the competences they have to reach require a face-to-face
contact and real group interaction or when social contact is one of the
priorities.
Even we are aware of the limitations of full virtual
learning, it is necessary to acknowledge the enormous advantages it
provides, increasing the access of people to education (mostly if those
life in rural areas, or disabled). Furthermore, it is also worth
mentioning that nowadays, because of the great extend of technology in
everyday life, the virtual socialization deserves as much attention as
the real life socialization.
Senior students are enrolled in
educational institutions mainly because of personal motivations (not
because of job skills or competitiveness) and they attend to courses
because they want to keep active and up-to-date, sharing the time with
other classmates, enjoying and learning from this experience. This
interaction is reached thanks to physical learning environments, for
this reason it is not usual to offer full virtual learning spaces for
senior learners. Furthermore statistically senior citizens are not so
computer skilled as younger, therefore, they prefer face-to-face
learning.
In the EHHLSA project we analysed the expectations and
interests of the senior citizens about virtual learning, and the
preferred topics. We also wanted to know their preferred method for
learning and if they had experience on ICT mediated education, we wanted
to know their experience.
From previous results and data
analysis it is possible to conclude that their involvement in on-line
learning is a result of a decision originated mainly from their cultural
context and social environment, that is the life-long learning attitude
and the use of Internet because it is a social duty. Success on the
first steps on on-line learning environments is based on course topics,
the skills of the facilitator, the environment and an appropriate
methodology. After this barrier is overtaken, there is an increase on
the involvement on on-line learning platforms. This can be seen as a
virtuous circle based on senior citizens experience and with a three
dimensional aspects: learn and use of technology, learn new things and
topics, and enjoy being part of the virtual community.
The
results of this research are framed in the “European home learning
service for seniors association” (http://ehlssa.odl.org/) KA2 Erasmus +
Strategic partnership projec},
author = {Escuder-Mollon, Pillar and Lipphardt, Anne-Marie},
booktitle = {INTED2017 Proceedings},
date = {2017-03-06/2017-03-08},
doi = {10.21125/inted.2017.2254},
faupublication = {yes},
isbn = {978-84-617-8491-2},
pages = {10110-10116},
peerreviewed = {unknown},
title = {{Senior} {Citizens} {Learning} {On}-{Line}; {Needs} {And} {Expectations}},
venue = {Valencia},
year = {2017}
}
@inproceedings{faucris.110414524,
abstract = {Virtual learning spaces are offered to students to acquire competences
and skills regardless of time and space. Even the most usual
configuration is the blended learning (virtual and physical teaching
mixed), educational institutions also offer 100% virtual learning,
mainly to adults in very specific subjects in specialization courses, or
other job skills subjects. Even we are aware of the limitations of full
virtual learning, it is necessary to acknowledge the enormous
advantages it provides, increasing the access of people to education
(mostly if those life in rural areas, or disabled). Furthermore, it is
also worth mentioning that nowadays, because of the great extend of
technology in everyday life, the virtual socialization deserves as much
attention as the real life socialization.
Senior students are
enrolled in educational institutions mainly because of personal
motivations (not because of job skills or competitiveness) and they
attend to courses because they want to keep active and up-to-date,
sharing the time with other classmates, enjoying and learning from this
experience. This interaction is reached thanks to physical learning
environments, for this reason it is not usual to offer full virtual
learning spaces, furthermore when statistically senior citizens are not
so ICT skilled as younger (Information and Communication Technologies,
that is mainly computer and internet use).
The Senior Citizens'
University (SCU), started in the course 2011/2012 a pilot curse (using
Moodle) with 30 students (senior learners over 55), after this
experience, each year the number of subjects and students have been
increasing reaching to 12% (that is 114 learners) of the total students
from the SCU (in the course 2014/2015 954 students were enrolled in the
SCU). Each of the subjects lasts for a semester (45 months)
This
papers aims to show the results of the use of virtual learning to senior
citizens, the difficulties that have appeared and how we tried to solve
them year after year. We consider that the virtual teaching is now
consolidated with enough quality as a viable approach for senior
citizens that do not have possibilities to attend real classes, or that
want to use computer mediated learning (a e-inclusion characteristic)
Specially
remarkable has been noted in teaching-learning process; it has
increased in complexity enormously, allowing senior learners to acquire
competences difficult to reach in real classrooms; therefore we
recommend its implementation by other educational institutions focused
on seniors. We show in the paper how the senior learners acquired
competences not only related to the content of the subject (that usually
was related to history and society areas) but new ways of
communication, collaboration, learning and sharing using the ICT. Their
feedback (using qualitative research) and also the teachers’ experience
has showed the impact the participation in this kind of education had in
their technological attitudes and competences. This kind of teaching,
when designed based on senior learners needs and requirements,
implementing instructional, constructivism, and connectivism pedagogies,
showed that made them to learn the course content, but also learn to
share, learn to do and learn to learn in the information age society.
The
results of this research are framed in the “European home learning
service for seniors association” (http://ehlssa.odl.org/) KA2 Erasmus +
Strategic partnership projec},
author = {Lipphardt, Anne-Marie and Escuder-Mollon, Pillar and Adell, J. and Cabedo, S. and Esteller-Curto, R. and et al.},
author_hint = {Escuder-Mollon, P., Adell, J., Cabedo, S., Lipphardt, A., Esteller-Curto, R.:},
booktitle = {ICERI2015 Proceedings},
date = {2015-11-18/2015-11-20},
faupublication = {yes},
isbn = {978-84-608-2657-6},
keywords = {senior, virtual learning, elderly, pedagogy, gerontology, blended learning, moodle},
pages = {1569-1571},
peerreviewed = {unknown},
support_note = {Author relations incomplete. You may find additional data in field 'author{\_}hint'},
title = {{SENIOR} {STUDENTS} {IN} {VIRTUAL} {SPACES}; {THE} {TREASURE} {WITHIN}},
venue = {Seville},
year = {2015}
}
@article{faucris.114931784,
author = {Protopsaltis, Aristidis and Pannese, Lucia and Pappa, Dimitra and Hetzner, Sonia},
faupublication = {yes},
journal = {eLearning papers},
peerreviewed = {Yes},
title = {{Serious} {Games} and {Formal} and {Informal} {Learning}},
year = {2011}
}
@inproceedings{faucris.110206844,
address = {Porto},
author = {Hallmeier, Roland and Hetzner, Sonia and Pannese, Lucia},
booktitle = {Proceedings of the 7th EDEN Open Classroom Conference},
date = {2009-10-15/2009-10-17},
faupublication = {yes},
peerreviewed = {No},
publisher = {Eden},
title = {{Serious} {Games} and {Storytelling} as an innovative learning tool in the {European} school 2.0.},
venue = {Porto},
year = {2009}
}
@article{faucris.110213444,
author = {Hetzner, Sonia and Protopsaltis, Aristidis and Pappa, Dimitra and Pannese, Lucia},
faupublication = {yes},
journal = {eLearning papers},
pages = {93-103},
peerreviewed = {unknown},
title = {{Serious} {Games} in {Formal} and {Informal} {Learning}},
year = {2012}
}
@book{faucris.252642667,
doi = {10.1145/1621995},
editor = {Protopsaltis, Aristidis and Mehlenbacher, Brad and Williams, Ashley and Slattery, Shaun P},
faupublication = {no},
isbn = {978-1-60558-559-8},
peerreviewed = {automatic},
title = {{SIGDOC} '09: {Proceedings} of the 27th {ACM} international conference on {Design} of communication},
url = {https://dl.acm.org/doi/proceedings/10.1145/1621995},
year = {2009}
}
@inproceedings{faucris.119673004,
abstract = {The current paper presents an AR development framework for students to easily make and use small QR linked interactive learning web pages on mobile devices targeted primarily for museums. This framework is extrapolated from an AR UI system using fiducial marker cubes. AR as a platform is just now reaching its full potential. Since smartphones and mobile devices are now at a sufficiently large user base, it is worth looking at the potential for an extremely small form factor delivery system that is flexible, easily modified, and used by educators and students. An easily modifiable AR learning experience will present AR, QR Mobile platform development, interactive museums, and the chosen subject in a new style. This method of flipped learning can be shown to improve not only knowledge of the chosen subject through investigation, but a better understanding of development potentials for the mobile devices now ubiquitous to students.
Its effect on learning has a threefold objective, to empower students by actively engaging them as co-creators of their learning activities, to socio-politically activate them to drive social change and finally, to develop the necessary competences for a more democratic and sustainable society.
In the context of the NEMESIS Horizon2020 project, a Social Innovation Learning Framework (SILF) was developed together with a social innovation competence framework containing 14 competences, with 4 levels of development [1]. The emphasis of the social innovation competences is placed on the collective ability to identify opportunities and take action alongside individual abilities to form relationships and participate effectively in collaborative learning and decision-making.
The social innovation competence framework was evaluated as part of the SILF in a yearlong pilot study, in 5 European countries. A realistic evaluation approach was employed to evaluate how students were impacted and how their competences were developed by their involvement in the design, co-creation and implementation of social innovation projects.
56 teachers, 1030 students and 69 local community actors from 5 different European countries (GR, FR, ES, PT, UK) took part in the evaluation. However, 206 students have participated in the post-assessment survey regarding the competences and the results presented here have also taken into account the feedback from teachers, Social Innovation Practitioners (SIP) and parents.
The majority of the results have shown a positive impact of SIE on social innovation competence development with many students progressing through different level of competences and becoming more socially aware and competent. For instance, regarding the competence “vision for a better world” Greek students indicated that their level of competence progression they indicated that they have reached a level 3 (41%) whereby Spanish students reached level 4 (42%), both from level 2. In both cases, the results revealed that SIE helped their social innovation competence development in significant way. Similarly, for the “social resilience” competence 39% of Greek students and 25% of Spanish students indicated reaching Level 3, while 38% of Greek students and 31% of Spanish indicated reaching Level 4. 23% of Spanish students and 7% of Greeks were still at Level 1 and 21% and 15% of Spanish and Greek students respectively reached Level 2. Similar results were revealed for most of the other competences.
Finally, the results revealed that assessing the level or progress of competence development is indeed an ongoing process in which knowledge and skills are continually built. It is not something that can be harnessed in a short-term period but something that needs continuous efforts.
This paper as part of the EC project (BUFSIE) examines the current statues of SIE in HE in five European countries (DE, GR, CY, ES, HR). To capture existing notions and experiences regarding SIE in HEIs, an online survey was conducted with university professors and HEI teaching staff. Particularly, 55 HEI professors, teachers and researchers from 5 countries participated in the online survey and allowed us to map and analyse the context of SI and SIE in HEIs.
For the assessment of the current situation, the Assessment for learning Audit Instrument (AfLAi) was selected, due to its usability for the educators’ context. The AfL is a methodology to support schools in conducting site-based reviews of their current knowledge, skills and practices in formative assessment. Our assessment tool has embedded the assessment scale of the AfL and the design philosophy. The utmost goal of this assessment process was to map the context of each university, in order to design the best possible intervention regarding SIE. In other words, “any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning” (Black et al., 2002, p. 1).
The present assessment tool has been designed to assess the level of awareness and integration of Social Innovation Education (SIE) in the countries that participate in the implementation phase of the BUFSIE project. The assessment process is divided into 3 specific areas, which are of course the design principles of SIE:
The results revealed that the concept of SIE is a rather new term in the HEIs’ context of our study. In some countries, like in Croatia, it is an emerging field, while in others the existence of SIE elements appears to depend on the discipline or the field of study. However, the perception of both educators and students about SIE is more than positive. In fact, it is so positive that students in particular call for an institutionalization of SIE in the standard curriculum and a connection with the ECTS system}, author = {Pouliopoulos, Theofilos and Schorer, Antonia and Garefi, Ioanna and Kalemaki, Irene and Galvan, Cristina and Barajas, Mario and Theodoridou, Katerina and Kouros, Thodoris and Fuduric, Morana and Mavrogeni, Stavroula and Wittine, Zoran and Protopsaltis, Aristidis}, booktitle = {Proceedings of 12th International Social Innovation Research Conference}, date = {2022-09-16/2022-09-18}, faupublication = {yes}, peerreviewed = {Yes}, title = {{Social} {Innovation} {Education} in {European} {Higher} {Education}}, url = {https://f02ebd82-22ff-4596-b66a-e3d71d0a806c.filesusr.com/ugd/15d54c{\_}f6b7b746058f473383cdab7ac1277d86.docx?dn=ISIRC{\_}2022{\_}Stream{\_}9{\_}SIE{\_}in HE{\_}Pouliopoulos.docx}, venue = {Halifax, Nova Scotia, Canada}, year = {2022} } @inproceedings{faucris.283362925, abstract = {This paper provides an overview of the evaluation results obtained during the second pilot period of the NEMESIS Horizon2020 project. The findings reflect upon the impact of implementing the SIE model of NEMESIS and its components on both students and teachers (and when possible, on other involved stakeholders).
The NEMESIS Social Innovation Education (SIE) model consists of three layers, the foundational layer which offers the underlying educational philosophy; the middle layer that provides the design principles used for the structural elements and the top layer offers some context-sensitive program components that allow SIE to be tailored to different local settings and serve for different interpretations of achieved outcomes.
The evaluation method used is the realistic evaluation approach. This approach is examining how students were impacted by their involvement in the design, co-creation and implementation of their social innovation projects (Pawson & Tilley, 1997). The evaluation tools used included online surveys for students, teachers, external stakeholders and focus groups with teachers and head teachers.
This pilot period included 22 schools in total. Ten (10) schools from the Netherlands however implemented the SIE model through a lesson series and were excluded from the evaluation given that the lesson series approach does not fully appreciated the NEMESIS SIE approach and it has been supplementary of the NEMESIS project that could be followed by prospective schools either as a one-off project or in combination with the SIE model.
The data have yielded several key lessons. The most important aspect of NEMESIS was that children felt not only included but in charge of their own projects and this translated directly into increased interest and engagement. Furthermore, the data revealed that is significantly impacting upon improving human relationships among students and helping especially those shy and introvert to step forward and proactively participate in the school life. All in all, student-adult interactions have been very engaging and at the same time very valuable not only for students but also for adults themselves. Apart from supporting the co-creation labs with equipment, the involvement of external stakeholders has been beneficial as they have shared knowledge with the students that the teachers themselves would never be able to do so.
Finally,
the data has shown that SIE had a positive impact on student’s civic engagement
largely as a result of their engagement with social issues and their
interaction with external stakeholders, which helped them realise that they can
influence change and better understand various social problem},
author = {Protopsaltis, Aristidis and Garefi, Ioana and Kalemaki, Irene and Schorer, Antonia},
booktitle = {Proceedings of 12th International Social Innovation Research Conference},
date = {2022-09-16/2022-09-18},
faupublication = {yes},
keywords = {Social Innovation Education, Education, Realistic Evaluation},
peerreviewed = {Yes},
title = {{Social} {Innovation} {Education} in {Primary} and {Secondary} {Education}: {An} {Evaluation}},
url = {https://f02ebd82-22ff-4596-b66a-e3d71d0a806c.filesusr.com/ugd/15d54c{\_}b6f00642705147ca9db59cf0d2baec55.docx?dn=ISIRC{\_}2022{\_}Stream{\_}9{\_}SIE{\_}in Primary and Secondary Education.docx},
venue = {Halifax, Nova Scotia, Canada},
year = {2022}
}
@article{faucris.249253434,
abstract = {Research in technology-enhanced learning (TEL) throughout the last decade has largely focused on sharing and reusing educational resources and data. This effort has led to a fragmented landscape of competing metadata schemas, such as IEEE LOM or ADL SCORM, and interface mechanisms, such as OAI-PMH, SQI and REST-ful services in general. More recently, semantic technologies were taken into account to improve interoperability. However, so far web-scale integration of resources is not facilitated, mainly due to the lack of take-up of shared principles, datasets and schemas. On the other hand, the Linked Data approach has emerged as the de facto standard for sharing data on the Web and is fundamentally based on established W3C standards. This paper presents results of the European Commission-funded project mEducator, which exploits Linked Data principles for (1) semantic integration and (2) social interconnecting of educational data, resources and actors. We describe a general approach to exploit the wealth of already existing educational data on the Web by allowing its exposure as Linked Data and by taking into account automated enrichment and interlinking techniques to provide a rich and well-interlinked graph for the educational domain. Additionally, the paper presents an evaluation of our work with respect to a set of socio-semantic dimensions. Experimental results demonstrate improved interoperability and retrievability of the resulting resource descriptions as part of an interlinked resource graph. We describe a general approach to exploit the wealth of already existing educational data on the Web by allowing its exposure as Linked Data and by taking into account automated enrichment and interlinking techniques to provide a rich and well-interlinked graph for the educational domain. Additionally, the paper presents an evaluation of our work with respect to a set of socio-semantic dimensions. Experimental results demonstrate improved interoperability and retrievability of the resulting resource descriptions as part of an interlinked resource graph. We describe a general approach to exploit the wealth of already existing educational data on the Web by allowing its exposure as Linked Data and by taking into account automated enrichment and interlinking techniques to provide a rich and well-interlinked graph for the educational domain. Additionally, the paper presents an evaluation of our work with respect to a set of socio-semantic dimensions. Experimental results demonstrate improved interoperability and retrievability of the resulting resource descriptions as part of an interlinked resource graph. the paper presents an evaluation of our work with respect to a set of socio-semantic dimensions. Experimental results demonstrate improved interoperability and retrievability of the resulting resource descriptions as part of an interlinked resource graph. the paper presents an evaluation of our work with respect to a set of socio-semantic dimensions. Experimental results demonstrate improved interoperability and retrievability of the resulting resource descriptions as part of an interlinked resource graph.
NEMESIS Social Innovation Open Learning Platform (SIOLP) and its evaluation results during piloting in 5 European countries. The NEMESIS SIOLP is an open adaptive and evolving platform, based on ILIAS open source software, that ensures access to SI education for all. Existing educational programs on social innovation or on social entrepreneurship education are limited, while they cannot be accessed by all. Additionally , there is no platform that supports Social Innovation Education (SIE). The NEMESIS SIOLP offers the tools and resources to all teachers, trainers and educators around Europe to adopt the NEMESIS social innovation education model in an easy and effective way. The platform provides open access to useful resources for teachers but also an online knowledge sharing space for students. Particularly,
For the evaluation of the NEMESIS SIOLP, a single-factor design has been used, using two different questionnaires during the pre-pilot evaluation. The System Usability Scale (SUS) developed by Brooke (1996) and the IsoMetrics usability inventory (Gediga, Hamborg & Düntsch, 1999). The SUS questionnaire was modified to include some more task specific questions to fit the NEMESIS tasks. The IsoMetrics usability inventory (Gediga, Hamborg & Düntsch, 1999) is a user-oriented approach to software evaluation and its short version was used. Additionally, a realistic approach was used during the pilot phase. A realistic approach to evaluation permits us to understand under what circumstances complex interventions work or fail (Pawson & Tilley, 2004).
The results presented in this paper refer to the first complete evaluation of the “alfa” version of the system in 5 European counties and 8 schools. The survey was anonymous and the participants had to complete a set of tasks before they answered the questionnaire. The evaluation results have shown that the NEMESIS SIOLP largely supports the stakeholders' needs but usability issues were identified}, address = {Sheffield}, author = {Protopsaltis, Aristidis and Copado Mejías, Jesús and Schorer, Antonia and Garefi, Ioana and Kalemaki, Irene}, booktitle = {Proceedings of 11th International Social Innovation Research Conference}, date = {2020-09-01/2020-09-03}, faupublication = {yes}, keywords = {Social Innovation, Social Innovation Education, Open Learning Platform, Evaluation}, pages = {76}, peerreviewed = {Yes}, publisher = {ISIRC}, title = {{The} {NEMESIS} {Social} {Innovation} {Learning} {Platform}}, url = {https://isircconference2020.com/wp-content/uploads/2020/09/ISIRC-BOOK-OF-ABSTRACTS{\_}1.pdf}, venue = {Sheffield}, year = {2020} } @inproceedings{faucris.250746059, abstract = {NEMESIS stands for New Educational Model Enabling Social Innovation Skills development and it is a Horizon 2020 project. It envisages the development of a new educational model that will harvest students’ knowhow and further build on their inherent competences as a means of improving their capabilities and drive social change. This process will enable students to become creative social thinkers, develop entrepreneurial mind-sets and become social change makers into a world where inequality, poverty and social exclusion are still quite evident.
The NEMESIS approach is based on principles of participatory pedagogies focusing on collective learning and co-creation of new knowledge. NEMESIS introduces new relations and processes whereby students are empowered to create their learning paths during a process that emerges through participation and active engagement with others. To assist this process, the NEMESIS Social Innovation Open Learning Platform (SIOLP) has been developed.
NEMESIS SIOLP is an open adaptive and evolving platform, based on ILIAS open source software, that ensures access to SI education for all. Existing educational programs on social innovation or on social entrepreneurship education are limited, while they cannot be accessed by all. Additionally, there is no platform that supports Social Innovation Education (SIE). The NEMESIS SIOLP offers the tools and resources to all teachers, trainers and educators around Europe to adopt the NEMESIS SIE model in an easy and effective way. The platform provides open access to useful resources for teachers but also an online knowledge sharing space for students. Particularly, the NEMESIS platform is offering access to: a) guides and training material for using the NEMESIS model, b) educational resources aiming at introducing Social Innovation philosophy and competences to students, c) access to the members of the Social Innovation Practitioners (SIP) community, d) and finally access to an online collaborative environment.
The main features of the NEMESIS SIOLP include: a flexible Course Management for a multitude of didactical scenarios and study programs that allow the reproduction of full curriculums with a single tool. Additionally, content sharing with fast Drag & Drop File Upload, a personal workspace for learners, allowing the easy creation of blogs, simple creation of study materials with authoring tools such us build learning modules, wikis, glossaries, and much more. Furthermore, the platform enables a large number of integrated communication tools such as personal profiles, contacts, who is online?-tool, mail, chat and more.
A general characteristic of the NEMESIS SIOLP is the ILIAS concept of Personal Desktop and Repository. While the Repository contains all content, courses and other materials structured in categories and described by metadata, the Personal Desktop is the individual workspace of each learner, author, tutor and administrator. The Personal Desktop contains selected items from the as well as certain tools like mail, tagging, a calendar and also e-portfolio and personal blogs.
For the evaluation of the NEMESIS SIOLP a single-factor design has been used, using two different questionnaires. The System Usability Scale (SUS) developed by Brooke (1996) and the IsoMetrics usability inventory (Gediga, Hamborg & Düntsch, 1999). The SUS questionnaire is an effective tool for global assessing the system’s usability consisting of ten items. The SUS questionnaire was extended to include some more task specific questions to fit the NEMESIS tasks. The IsoMetrics usability inventory (Gediga, Hamborg & Düntsch, 1999) is user-oriented approach to software evaluation. The short version of the IsoMetrics inventory, which comprises 75 items, was used. Those items are aiming to operationalise the seven dialog design principles of the international standard ISO 9241-10: i) Suitability, ii) Self Descriptiveness, iii) Controllability, iv) Conformity with user expectations, v) Error Tolerance, vi) Suitability for individualization and vii) Suitability for learning.
The results presented here refer to the first internal evaluation of the “alfa” version of the system. Twelve users took part in the survey. The survey was anonymous and the participants had to complete a set of tasks before they answered the questionnaire. The evaluation results have shown that the NEMESIS SIOLP largely supports the stakeholders’ needs by performing the tasks it was planned to perform, in a coherent and user-friendly way. The majority of participants found the platform easy to use, not complex at all and felt confident in using i}, address = {Sheffield}, author = {Protopsaltis, Aristidis and Copado Mejías, Jesús and Garefi, Ioana and Kalemaki, Irene and Kantsiou, Sofia}, booktitle = {7th EMES International Research Conference on Social Enterprise 2019}, faupublication = {yes}, peerreviewed = {unknown}, publisher = {EMES}, title = {{The} {NEMESIS} {Social} {Innovation} {Open} {Learning} {Platform}: {An} {Evaluation}}, url = {https://7emesconf.exordo.com/programme/presentation/313}, venue = {Sheffield}, year = {2019} } @inproceedings{faucris.252639478, author = {Protopsaltis, Aristidis and Copado Mejías, Jesús and Garefi, Ioana and Kalemaki, Irene and Kantsiou, Sofia}, booktitle = {ISIRC Book of Abstracts}, date = {2019-06-24/2019-06-27}, faupublication = {yes}, pages = {76}, peerreviewed = {Yes}, publisher = {EMES}, title = {{The} {NEMESIS} {Social} {Innovation} {Open} {Learning} {Platform}: {An} {Evaluation}}, url = {https://isircconference2020.com/wp-content/uploads/2020/09/ISIRC-BOOK-OF-ABSTRACTS{\_}1.pdf}, venue = {Sheffield}, year = {2019} } @inproceedings{faucris.252147110, address = {Ireland}, author = {Denholm, John and Protopsaltis, Aristidis and de Freitas, Sara}, booktitle = {6th European Conference on Games Based Learning (ECGBL 2012)}, editor = {Dr Patrick Felicia}, faupublication = {no}, isbn = {978-1-908272-69-0}, pages = {571-581}, peerreviewed = {Yes}, publisher = {Academic Publishing International Limited}, title = {{The} {Value} of {Team}-{Based} {Mixed}-{Reality} ({TBMR}) {Games} in {Higher} {Education}}, year = {2012} } @article{faucris.250605625, author = {Denholm, John and Protopsaltis, Aristidis and de Freitas, Sara}, faupublication = {yes}, journal = {International Journal of Game-Based Learning}, keywords = {Game-based learning; Mixed reality games; Serious Games}, pages = {18-33}, peerreviewed = {Yes}, title = {{The} values {Team}-{Based} {Mixed}-{Reality} ({TBMR}) {Games} in {Higher} {Education}}, volume = {3}, year = {2013} } @inproceedings{faucris.272492139, abstract = {In recent years, online learning has experienced a remarkable demand from students who want to complete their training and improve their professional skills and job position, being able to adapt this training to their pace of life.
The pandemic situation due to Covid has made this increase more evident and the platforms that offer MOOCs and online training have seen a striking increase in enrolment in their courses.
Due this high demand for courses online, it is necessary to evaluate whether this training is fulfilling its purpose. The main objective of any quality management system is customer satisfaction. In order to determine the degree of satisfaction, an appropriate measurement system is required to obtain qualitative and quantitative quality information in order to be able to make decisions and establish proposals for improvements aimed at achieving the objective of satisfying the customer, the learner.
With the data gathered in the pilot run of the tracking tool developed in the ASTRE project, the voice of the learner has been heard. These data have been analysed and general recommendations for MOOC and e-learning providers have been issued. This important feedback can help to detect improvements and/or establish the strengths of the training offere}, author = {D´Angelo, Eugenio and Formica, Costantino and Dimopoulou, Nefeli and Kazantzidou, Natassa and Protopsaltis, Aristidis and Schorer, Antonia and Gavalas, Damianos and Kostas, Apostolos and Makrides, Gregoris and Kyrillou, Roula and Capablanca Francés, Lucía and Belda Anaya, Raquel}, booktitle = {16th International Technology, Education and Development Conference}, date = {2022-03-07/2022-04-08}, doi = {10.21125/inted.2022.0975}, faupublication = {yes}, keywords = {improve; quality; egressed; tracking; survey}, peerreviewed = {unknown}, title = {{THE} {VOICE} {OF} {E}-{LEARNERS}}, venue = {Online}, year = {2022} } @inproceedings{faucris.250867922, address = {Sheffield}, author = {Kalemaki, Irene and Garefi, Ioana and Kantsiou, Sofia and Diego, Ivan and Protopsaltis, Aristidis and Wall, Jen}, booktitle = {EMES Selected Conference Papers}, faupublication = {yes}, keywords = {Social Innovation; Social Innovation Education; learning framework, empowerment, sociopolitical activation, competences}, peerreviewed = {Yes}, publisher = {EMES}, title = {{Towards} a learning framework for {Social} {Innovation} {Education}}, url = {https://emes.net/content/uploads/publications/towards-a-learning-framework-for-social-innovation-education/ESCP-7ESCP-18-Kalemaki-Garefi-Kantsiou-Diego-Protopsaltis-Clare-Wall.pdf}, venue = {Sheffield}, year = {2019} } @inproceedings{faucris.251740301, abstract = {At this moment, pandemic situation due to COVID-19 implies some changes, there is a considerable
transformation for the digital system, not only work has moved to online when possible but also
education had to move fast to online learning in the majority of developed countries. ASTRE project is
focused in improving the quality of offered online learning opportunities for adults which is directly related
with the requirements from the pandemic.
This paper is the preliminary result from ASTRE project, a project based on Online Learning for adults
and its impact. The aim of this paper is to study different MOOC (Massive Open Online Courses)
providers in order to analyse existing tracking systems. MOOC providers have been mapped at
international level. A survey has been created and launched and in depth interviews have been
conducted. Despite finding some universities with no tracking system, results show many organisations
or universities with online learning, implement somehow a tracking system to monitor the students. What
is really surprising, is the fact that, once the student is not enrolled in the organisation, there is not any
further contact. Consequently, there is no information on the impact online learning had on the learner’s
personal and professional competences. A common response from every survey was the importance
given to track the studen},
author = {Protopsaltis, Aristidis and Schorer, Antonia and Gavalas, D. and Triantis, Kostas and Makrides, G. A. and Kyrillou, R and Dimopoulou, N and Kazantzidou, N. and D´Angelo, E. and Formica, C. and Díaz-García, P. and Gisbert-Payá, J.},
booktitle = {Proceedings of INTED2021 Conference},
date = {2021-03-08/2021-03-09},
doi = {10.21125/inted.2021.1409},
faupublication = {yes},
isbn = {978-84-09-27666-0},
keywords = {Monitor, MOOC, active learning, survey, egressed},
pages = {7082-7088},
peerreviewed = {Yes},
publisher = {IATED},
title = {{Tracking}, a necessity to improve online learning},
venue = {Virtual},
year = {2021}
}
@inproceedings{faucris.204154141,
author = {Hetzner, Sonia and Schmidt, Claudia and Zepf, Stefanie},
booktitle = {António Moreira Teixeira, András Szűcs and Ildikó Mázár (Ed.): Book of Abstracts. EDEN 2014 ANNUAL Conference: E-learning at Work and the Workplace. From Education to Employment and Meaningful Work with ICTs. Zagreb.},
faupublication = {yes},
peerreviewed = {unknown},
title = {{Video} {Use} in {Higher} {Education}: {Promoting} {High} {Quality} {Higher} {Education} {With} {Up}-{To}-{Date} {Media} {Approaches}},
url = {http://www.eden-online.org/wp-content/uploads/2016/05/Annual{\_}2014{\_}Zagreb{\_}BOA.pdf},
venue = {Zagreb},
year = {2014}
}
@incollection{faucris.119671024,
address = {Graz},
author = {Schlenk, Evelyn},
booktitle = {wert(e)voll wachsen. Ethische Bildung für eine nachhaltige, dialogische Zukunft},
editor = {Feiner, Franz & Krammer, Johann & Pack, Irene & Resnik, Mojca & Straßegger-Einfalt Renate},
faupublication = {yes},
isbn = {978-3-7011-0396-6},
peerreviewed = {unknown},
publisher = {Leykam},
title = {{Von} der {User} {Needs} {Analysis} über die {Entwicklung} zur {Vorstellung} von {Lehr}-/{Lernmitteln}},
year = {2017}
}
@article{faucris.119851864,
author = {Schlenk, Evelyn},
faupublication = {yes},
journal = {Zeitschrift für Integrative Gestaltpädagogik und Seelsorge},
pages = {11-13},
peerreviewed = {No},
title = {{Von} traditionellen „{All}-{Inclusive}-{Identitätspaketen}“ zur postmodernen {Patchworking}-{Identität}},
volume = {"Wer bin ich?" - postmoderne Indentitäten},
year = {2016}
}
@phdthesis{faucris.240027151,
abstract = {Die Arbeit aus dem Bereich der amerikanistischen Literaturwissenschaft widmet sich der Frage nach den formalen und thematischen Beziehungen zwischen der zeitgenössischen anglo-amerikanischen Literaturtheorie und dem US-amerikanischen Roman nach der Postmoderne. Damit versteht sie sich als Beitrag zu den literaturwissenschaftlichen Diskussionen der letzten beiden Jahrzehnte um den historischen Status der amerikanischen Gegenswartsliteratur. Die heuristischen Stützpfeiler, auf denen die Brücke zwischen den beiden Forschungsfeldern errichtet wird, sind die von der Postmoderne ausgehenden literarischen und theoretischen Transformationsprozesse, die hier als bereits in der Moderne angelegter Gestus der epistemischen Indifferenz, Entgründung und Bodenlosigkeit gefasst werden. In Ihnen kommt die charakteristische negative Ontologie der Postmoderne zum Ausdruck, die maßgeblich dazu beigetragen hat, eine Reihe von traditionellen ästhetischen und erkenntnistheoretischen Kategorien nachhaltig zu problematisieren: die der Repräsentation, der Realität, der Subjektivität, der Struktur und der Kommunikation. Diese Kategorien, so die leitende Forschungshypothese, formieren sich ebenso wie die zur Bewältigung der daraus resultierenden Problemstellungen entstandenen Lösungsstrategien auf theoretischer und literarische Ebene vielfach symmetrisch. Daraus entspringt die Möglichkeit zu einem interdiskursiven Dialog, der hinsichtlich der Frage nach der Beschaffenheit einer genuin nach-postmodernen Literatur und Literaturtheorie zu einer wechselseitigen Schärfung des Erkenntnisfokus beitragen kann.