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The skills required by modern organizations and their experts to remain competitive change faster and faster in today’s world. The Learning and eLearning Environment of the Future has to be agile in all aspects, starting from the technical and managerial approach to its implementation, to the approach to Learning Content and Learning Itself. This paper proposes an integrated holistic approach to the Modern Agile Learning Environment and its supporting eLearning technology. It starts with rigorous stakeholder management approach – especially trainers and trainees. The barrier between trainer and trainees is not clear anymore in modern knowledge-building organizations. Stakeholder management must be particularly agile in today’s complex organizational environments, characterized by multiple, ambiguous, uncertain and conflicting objectives, as well as multiple methods to reach these objectives. The article continues to present the conceptual process and functional architecture for an eLearning and collaboration platform able to support an agile Learning Environment, and approaches to collaborative content creation and knowledge building. The complexity of today’s learning projects, programs and environments requires special complexity management methods and skills, but more than this, it also offers significant opportunities, through such characteristics associated with dynamic complexity such as emergence and innovation. ispartof: pages:9336-9345 ispartof: Proceedings of INTED2020 Conference pages:9336-9345 ispartof: INTED2020 - 14th International Technology, Education and Development Conference location:Valencia, Spain date:2 Mar - 4 Mar 2020 status: published

The engineering educational program at KU Leuven, Bruges Campus, Belgium, contains both a general scientific and a technical formation including laboratory courses. Among these laboratory courses is a laboratory course on analogue and digital electronics. Since the last years, the teaching staff faces an increasing number of students in combination with a decreasing number of staff members for guiding these laboratory sessions. This evolution created challenges in providing the same amount of laboratory exercises while maintaining both the desired learning outcomes as well as the quality. To address these challenges, a new laboratory organization including an appropriate assessment methodology has been introduced and tested. The measures taken and presented in this paper embrace different aspects, but with a focus on teacher-independent laboratory implementation. Laboratory instruction videos have been made to guide the students on how to use specific laboratory equipment. To optimize the use of student-staff interaction time during the laboratory sessions, a decent preparation by the students is mandatory. This is stimulated by providing instruction videos, information, guidelines, preparatory questions and a discussion forum hosted on a Learning Management System (LMS). During the actual experiments, the students measure physical quantities on a Printed Circuit Board (PCB) to track down the behavior of electronic circuits and components. Students are introduced and directed to the use of an electronic laboratory notebook. In this notebook they write down all measurements, phenomena, behavior descriptions and conclusions at the moment they encounter them. With the help of their notebook, students perform an automated assessment immediately at the end of the laboratory session. This open-notebook assessments consist of quizzes with questions on both measurement data and insights in the measured phenomena and behavior. The quizzes are organized on the LMS, hence randomization and automatic evaluation is performed. The automatic evaluation allows for a sufficiently fast and decent feedback to the students, giving them the opportunity to adjust their study behavior. At the same time it also significantly decreases the assessment workload for the teaching staff compared to the traditionally used methodologies with post-lab reports. This paper further discusses the evaluation of the newly used methodology by analyzing the students’ results and evolution, by comparing the students’ results with the traditional methods and by surveying the students. The results of the evaluation indicate very feasible student results and distributions, while showing a large satisfaction concerning the proposed methodology among students and teaching staff.

Since the turn of the century, the field of (first and second) language teaching has witnessed the steady rise to prominence of “task-based language teaching” (TBLT) as a pedagogic framework for the acquisition of linguistic competencies. TBLT is a Dewey-inspired experiential learning approach, in which learners engage in a meaningful, primarily non-linguistic activity – a task – “in order to attain an objective, and which necessitates the use of language” (Van den Branden 2006, p. 4). In recent years, TBLT has attracted increasing attention from educators exploring the use of technology to enhance the learning process. According to González-Lloret, for instance, “TBLT presents an ideal platform for informing and fully realizing the potential of technological innovations for language learning” (2017, p. 193). Technology-mediated or technology-enhanced TBLT creates a surplus learning outcome, as not only linguistic/communicative but also technological/digital competencies are necessary to attain the task objective (Gonzalez-Lloret 2014). There is a danger, however, that the TBLT approach is reduced to “a point where almost anything related to educational activity can (…) be called a ‘task’” (Van den Branden 2006, p. 3). In response, practitioners of technology-mediated TBLT (e.g. González-Lloret 2014; Lopes 2017) defined several criteria for tasks, such as authenticity, motivation, meaning, purpose, process/outcome and social interaction - all of which, at their core, presuppose “a ‘real-world relationship’” (González-Lloret 2014, p. 6). Strikingly, this insistence on authenticity and real-world experience can be perceived to exist at odds with the interest that many researchers of technology-mediated TBLT entertain for synthetic immersive environments (SIEs) such as online multiplayer games, digital augmented reality games and virtual environments (deFreitas 2006; Sykes 2014; Gánem-Gutiérrez 2014). The central proposition of this paper is that the methodological framework of Action Research (AR) provides a pathway towards integrating technology into TBLT while guaranteeing an indubitably authentic, real-world task design. AR, after all, “takes place in real-world situations, and aims to solve real problems” (McIntyre et al. 2015, p. 193), unlike the “quests” performed in SIEs. I argue that AR provides as much of “an ideal platform for (…) fully realizing the potential of technological innovation” as TBLT does, as all of the stages of AR, from gathering and processing data to reporting results and taking informed action, benefit greatly from the introduction of technological tools. I also argue that AR not only integrates linguistic and digital learning outcomes, like technology-mediated TBLT, but also develops learners’ research competencies. To support the argument, this paper provides a mapping of useful technological tools onto a structured overview of the stages in AR. Moreover, the paper discusses empirical evidence provided by three case studies in which technological tools enable an AR project with a strong real-world relationship and with valuable learning outcomes in the fields of language acquisition, digital literacy and research skills. I performed these case studies at: a) the Faculty of Industrial Engineering Sciences (KU Leuven & UHasselt, Campus Diepenbeek), b) the Department of Teacher Training (UC Leuven Limburg) c) the Department of Applied Psychology (UC Thomas More Antwerp). Keywords: Task-Based Language Teaching, Technology in Education, Action Research, Action Learning, Digital Literacy, Research Skills, Language Acquisition. ispartof: pages:964-970 ispartof: Edulearn19 Proceedings vol:11 pages:964-970 ispartof: 11th International Conference on Education and New Learning Technologies location:Palma (Spain) date:1 Jul - 3 Jul 2019 status: published

Learning communities have been proposed as an interesting approach in adult education. Especially in blended learning environments, it is important that learners feel embedded in a group. It is suggested that embedment may have a positive impact on persistence. In this study the expectations of adult learners and program coordinators regarding the creation of learning communities at the program level are scrutinized. Starting from the Community of Inquiry model and evidence from literature concerning social presence and immediacy behavior three intervention scenarios were elaborated. By means of six semi-structured interviews with dyads of adult learners and program coordinators of Adult Education Centers in Flanders, these scenarios were systematically assessed using Kano matrices. The thematic analyses reveal five major themes affecting learners’ and program coordinators’ attitude towards learning communities. Some of the emerging themes were previously not addressed in literature. Academic utility is identified as decisive factor for acceptance. The findings contribute to our understanding of the acceptance of learning communities and suggest a set of practical recommendations. ispartof: pages:927-933 ispartof: ICERI2018 Proceedings pages:927-933 ispartof: International Conference of Education, Research and Innovation location:Sevilla date:12 Nov - 14 Nov 2018 status: published

ispartof: pages:3641-3648 ispartof: Proceedings of EDULEARN18 Conference pages:3641-3648 ispartof: 10th International Conference on Education and New Learning Technologies location:Palma (Spain) date:2 Jul - 4 Jul 2018 status: published

ispartof: pages:877-886 ispartof: Proceedings of EDULEARN18 Conference pages:877-886 ispartof: 10th International Conference on Education and New Learning Technologies EDULEARN18 location:Palma (Spain) date:2 Jul - 4 Jul 2018 status: published

Writing is a crucial skill in almost any field of study, both as a means for developing higher-order thinking skills and as the prevailing instrument in (inter)disciplinary communication. At the same time, writing is a deeply challenging activity that involves an intricate interplay of a variety of abstract cognitive processes and skills such as logical, reflective, metacognitive and evaluative skills, language proficiency, lay-outing skills and psycho-emotional attitudes. Being both a crucial and complex (academic) activity, writing is often targeted by tool developers who are now offering a profusion of software applications such as prodding tools, spelling and grammar checkers, plagiarism detectors, structuring and visualization tools, platforms for collaborative writing and so on. The large amount and wide range of tools make it difficult for students and teachers alike to navigate the technological options on offer. Which tools are useful, to which didactic end and in which stage of the writing process? A survey study was conducted that aimed, firstly, to chart the available tools, secondly, to assess them on didactic affordance (using Puentedura's SAMR-model and the "seven affordances" model by Cope & Kalantzis) and finally, to map these tools onto a structured model of the writing process. The model that was chosen is the "spinner model", developed by writing researcher Sarah Haas. This flexible framework differentiates between five modes in the writing process ("exploring", "incubating", "unloading", "structuring and scribing" and "polishing and publishing") and each mode is then broken down to several moves. For example, constituent moves of the exploring mode are "brainstorming", "freewriting", "searching for information", "mapping", "reading and annotating" and "taking notes". In this study, then, a critical selection of useful apps was mapped onto each move. Additionally, this research project also surveyed, assessed and mapped tools for collaborative writing and for teaching writing. To validate the result, the map was submitted for review, elaboration and optimization to the "Expertmeeting" of NACV, the "network for academic communicative skills" in the Netherlands and Flanders (Belgium). The main achievement of this study is the selective mapping of technological tools supporting (academic) writing onto a well-structured model of the writing process. This map will benefit both students and teachers of (academic) writing. ispartof: pages:1152-1159 ispartof: EDULEARN18 Proceedings pages:1152-1159 ispartof: Edulearn2018. 10th annual International Conference on Education and New Learning Technologies location:Palma, Spain date:2 Jul - 4 Jul 2018 status: published

Introduction: Bully/victims mean someone who is both being bullied and is bullying others simultaneously. They have more problems in life adaption, interpersonal relationship, academic performances, and mental disorder than bullies or victims (Copeland, Wolke, Angold, & Costello, 2013; Khamis, 2015; Zych et al., 2017). Therefore, they require greater attention and assistance from school teachers. However, compared to bullies or victims, until now, there still lacks studies for exploring how can teachers handle their bullying and victimizing situation. Moreover, according to the idea of social information processing (SIP) model, teachers’ handling strategies may be influenced by their views to bully-victims. However, notably, there also lacks relevant studies to explore teachers’ views to bully-victims. In sum, this study aims to explore school teachers’ views regarding bully-victims, and their handling strategies for bully-victims. Methods: A total of 10 school teachers from Taiwan were invited to participate in interviews (3 males and 7 females; an average of 8.9 years of teaching experience). This study collected data by semi-structured interviews. The qualitative data analysis method (Wolcott, 2008) was adopted to analyze these data. In order to increase the trustworthiness of this study, the calculation of Intercoder reliability and Case analysis meeting are employed in this study (Merriam, 2002). Results: Most of the teachers believed that the bully-victims initially are victims due to their improper characteristics and behaviors. For instance, they have poor emotional control; they easily provoke others; they cannot read others’ expressions well. These will lead to situations that they often have conflicts with others and then gradually are bullied. However, with the accumulations of negative impacts caused by their continual victimization such as accumulations of negative emotions and low self-esteem, this will cause them to attack more vulnerable targets to enhance their self-esteem, vent their emotions, transfer victimized targets, and prove their capabilities. Therefore, they eventually become bully-victims. Most of the teachers initially recognized bully-victims as victims. However, when they have more and more interactions with bully-victims, and realize more and more perspectives from bully-victims’ peers, they will begin to adjust their views to bully-victims. Notably, these views to bully-victims will influence teachers’ handling strategies to them. Because the bully-victims’ situations are complicated and school bullying is a school level incident, most of the teachers adopt handling strategies based on the idea of ecological system theory to solve bully-victims’ situation. Notably, because of bully-victims not only bully others but also are bullied, teachers prefer to employ both assistance and punishment in parallel for solving bully-victims’ needs and problems. Implications: 1. Teachers should pay more attention to the causes of bully-victims so that they can prevent initial victims from becoming bully-victims. 2. Teachers should comprehensively collect information from the bully-victims’ entire system for understanding the causes of bully-victims’ bullying or victimizing situation so that organize appropriate handling strategies to intervene them. 3. Cooperating with the entire system of bully-victims and combining discipline and assistance strategies for helping bully-victims is really important.

8th International Conference on Education and New Learning Technologies (EDULEARN) -- JUL 04-06, 2016 -- Barcelona, SPAIN, WOS: 000402955906004, …

This paper describes the tools and techniques used in an e-learning course on embedded software development. This course is part of the EOLES (Electronics and Optics e-Learning for Embedded Systems) program aimed at students of the North-African countries where a private internet connection is not always reliable. Originally the project was funded as an EU TEMPUS project but it evolved towards a self-supporting course coordinated by the University of Limoges in France (UNILIM). The project aims to provide a third year bachelor degree program relying exclusively on blended learning, including e-learning and remote laboratories. While the complete EOLES course contains 15 TUs (Technical Units), this paper focusses on one single TU: TU-13, dealing with embedded software development, awarding for 6 ECTUs (European Credit Transfer Units). This TU-13 is steered by the University of Leuven in Belgium (KU Leuven), Faculty of Engineering Technology. TU-13 contains a course on the C programming language, the use of microcontrollers and serial communication but this paper mainly focuses on the C programming course. The course can be followed online using streaming services, but a downloadable equivalent is available for those students who do not have access to a reliable internet connection. A typical programming course requires a lot of scaffolding, and thus special care was taken in providing the customized support while students are both online and offline. An important idea is providing the students the possibility to ask questions to their peers in an online discussion forum while the instructor still manages this forum and validates the answers. If necessary, the instructor posts an accurate reply. Next to this forum, students get automated offline feedback on the exercises they make, based on automated software tests provided with default exercise templates running on their proper laptops. Students are requested to submit their solutions at regular time intervals. Although self-evaluation is available, a formal validation of correctness of their exercises is still necessary. Finally, the paper discusses a correlation between the students passing all self-evaluation exercises (formative evaluations) and their results of a written examination (summative evaluation) held at the end of the course. ispartof: pages:4984-4993 ispartof: Proceedings of EDULEARN17 pages:4984-4993 ispartof: EDULEARN location:Barcelona date:3 Jul - 5 Jul 2017 status: published

Background: Teaching and learning in a university setting are distinctive from other types of Higher Education, due to its direct relationship with research. The increasing need to integrate teaching and research in Higher Education has led academics to incorporate authentic research experiences in their classes. This specific teaching-research nexus, labeled as Research-based learning (RBL) is designed around inquiry activities stimulating students to engage in real-life research by conducting their own experiments. Building on the work carried out in Engineering and Science contexts, we aim to provide insights into the nature and impact of RBL practices. Purpose: There is a gap in the literature when it comes to reviews that focus on RBL in Higher Education, particularly with a focus on the Engineering and Science domain. This brings us to the specific focus of our review study. In our review analysis, we focus on: (1) students’ research skills as developed by the RBL context, (2) the nature of Engineering and Science programs/courses that have adopted RBL approaches, (3) the impact of the RBL approach on students, (4) the key research variables included and the research methods used, (5) and the amount of time spent in RBL experiences. Scope/Method: A systematic review of the literature was carried out, based on screening articles in the Web of Science and adopting the following inclusion criteria: (1) peer-reviewed journal or proceeding articles from 2000 to 2016 written in the English language, (2) related to RBL empirical work, (3) focused on students as participants, (4) carried out in Engineering and Science class settings, (5) set up in Higher Education contexts. Using the key search descriptors “research based learning”, “research based”, and “teaching research nexus”, initially 2492 articles were identified but only 33 fully met the criteria. To broaden the available dataset, we identified further other 17 additional articles building on the reference lists of the selected studies. This increased the number of articles to be analyzed to 50. Next, the articles were analyzed and synthesized following the above analysis categories. Conclusions: The study presented a first overview of the available literature in terms of RBL within Engineering and Science fields in Higher Education. The 50 selected studies helped developing an in-depth picture of the latest RBL developments. The results show Chemistry and Biology were the dominant courses implementing RBL; usually in lab settings. The most emphasized research skills were “analyzing data”, “conducting research” and “communicating results”. “Interest in research or the subject” and “scientific/critical thinking and attitudes towards research” were the key dependent variables. Most RBL interventions reported positive results, building on quantitative methods and lasting 1 to 2 semesters as the typical time frame. The review results put forward a sound base to develop decisions about the implementation of RBL in future higher education settings. At the same time, they reflect gaps to be addressed: (1) empirical studies that comprise a more comprehensive study of the research cycle, (2) research designs to study the impact of RBL that include mediating or moderating variables such as motivation, self-efficacy or engagement, (3) the use of reliable and validated research instruments. keywords: engineering, research-based learning, higher education, systematic review.

Nowadays, universities have a pronounced interest to link teaching and research. Research into this link has developed rapidly over the last decades, and focused on how the teaching-research nexus (TRN) enhances the quality and outcomes of the learning experience for both students and academics. As part of this nexus, Research-Based Learning (RBL) involves a curriculum designed around inquiry activities in which students have the opportunity to conduct their own research. We hypothesize if graduate students involved in a RBL version of a course reflect a higher intention to do research compared to students in a control condition of the same course. We also attempt to determine the impact of course contexts and changes in mediating variables such as autonomous motivation, engagement, perceived behavioural control (self-efficacy), behavioural beliefs, subjective norm and the interaction with age and gender. A quasi-experimental pretest-posttest design was set up involving 52 students from 6 different programs at a public university. We developed scales building on Bandura's guidelines to determine self-efficacy (perceived behavioural control), Ajzen's Theory of Planned Behaviour to test the intention to do research along with behavioural beliefs and subjective norm; and Deci and Ryan's Intrinsic Motivation Inventory to determine autonomous motivation. To measure engagement, we developed a 6-week intervention in which students in the experimental condition worked on RBL assignments whereas students in the control condition worked on TRN activities. All student activities were managed through an online learning management system. Our results show a clear trend, reflecting how students in an RBL version of the course attain slightly higher levels of intention to do research. However these differences are not significant. There are some explanations for the current findings. First of all, the students in the control condition were similarly involved in - though basic - research activities. This might have also boosted their level of intention in doing research considering the rather short term set up of the study (6 weeks). An additional explanation is related to our RBL design and the fact that students from 6 different programs were involved. This resulted in an RBL design that had to comply with the research focus of all 6 programs and as such involved the students in more general research activities. The results of the present study - though promising - push a research programme aiming at more in-depth research. Nevertheless, the RBL approach has invoked in the local university setting an innovative way of thinking about the teaching-research nexus. From a focus on a single-course innovation, a focus at a programme level approach of RBL has been put at the centre. This opens avenues for new and promising research endeavours. Future RBL related research implies setting up qualitative studies to compare the actual experiences of students in both conditions and whether they report differences. In addition, a new study could be set up in a single course setting, while involving a larger number of enrolled students. This is not an easy undertaking given the limited student numbers in advanced engineering courses in the target Ecuadorian University. Building on the limitations as to the quantitative nature of the study, a mixed method design could help developing a richer picture.

8th International Conference on Education and New Learning Technologies (EDULEARN) -- JUL 04-06, 2016 -- Barcelona, SPAIN, WOS: 000402955906137, This study aimed to investigate the effect of different multitasking scenarios realized in different physical settings on cognitive load and retention. It also aimed to investigate the influence of multitasking and physical settings on cognitive load when the working memory capacity is controlled. In addition, the measurement of cognitive load is realized through both objective (electroencephalography) and subjective measures (cognitive load scale). Subjects were undergraduate students at a state university., Scientific and Technological Research Council of Turkey (TUBITAK) [115K773]; Anadolu University Research Fund [1505E366], This study contains preliminary findings of the first author's Ph.D. proposal, which is supervised by the second author. Different parts of the research were funded by the Scientific and Technological Research Council of Turkey (TUBITAK grant ID: 115K773) and Anadolu University Research Fund (1505E366).

The evolution of the Information and Communication Technologies (ICT) is requiring new competences from professionals and practitioners operating in the field that is now including not only traditional computer science knowledge but also a wide spectrum of user-centered, user interfaces and interaction design skills. About the same time the Italian University system was progressively reformed to adhere to the Bologna Process and Declaration (1999) a manifesto and a initiatives series to build a common European Higher Education Area. Three successive reforms Berlinguer (2000), Moratti (2003) and Gelmini (2010) completely redefined the higher education curricula and opened the system to a wider range of courses based on specific and mixed competences as required in the professional world. New bachelors and master degrees courses —for example Internet Science at the University of Bologna, Communication and Multimedia at University of Pavia or Digital Communication at the State University of Milan—were established inside traditional department and the people teaching in the new borderline fields had themselves specialized background mainly of the 3 areas: computer science or electronically engineering, architecture and design, cognitive psychology and ergonomic. Starting from such different perspectives, the question that emerges spontaneously is about the basic and essential skills that students should acquire to be fitted for the professional market that actually requires both traversal abilities to see problems and, at the same time, deep knowledge of specific applications field. According to the contemporary debate about “should designers be able to code” or “programmers should learn to understand user needs and cognitive processes” what is clearly emerging is that traditional divisions are no longer efficient and that a new approach and desirable if not even necessary in the direction of an hybrid, cross-disciplinary education. Exploring to this new demand of contamination between the technical and the design and humanities cultures the research project “Zero Design Background” investigates, lists, compares and proposes a critical review of the university educational hybrid offer with the aim to map the fundamental competences and principles that students should acquire during the training. Firstly the paper maps and critically compare the Computer Science (CS), User Experience (Ux) and User Interface (UI) Design courses available for bachelor's and master degree students within the Italian departments of Computer Science; Computer Engineering; Information Technologies; Architecture; Design; Arts and Design: Communication Science; and Psychology to have a clear picture of the state of the art. Secondly the research put in relation the department, degrees course classification, class title and contents, professors cultural background and scientific/disciplinary sector in a matrix to identify and cluster emerging patterns in the educational field to understand potentially and limits and address future developments

9th Annual International Conference of Education, Research and Innovation (iCERi) -- NOV 14-16, 2016 -- Seville, SPAIN WOS: 000417330208039 In architectural design process, designers do sketches to tell what they think about and to improve these ideas. Sketches are important for design process, not for only being a communication tool that tells designers thoughts but also they engage in an interaction by introducing new ideas and developing them. In this context, sketch is not possible to separate from the design process. Designing process continue as long as the act of making sketches which is the visualization tool of continuing ideas. With the advancement of technology it has become part of computer design process and sketches in digital environment work has begun. Today's situation is, programs have been developed that provide the opportunity to sketch using computer and has now become a reality that cannot be ignored from the two different environments for the design process. This study will focus on to sketch in architectural design studio and drawing approaches in digital environment. In this context, this study will examine the design process, the role of the sketches in this process, sketch approaches on computer, and developments in these matters.

In the acquisition of foreign languages, it is a challenge to achieve a near-native level, particularly in academic contexts. This is certainly important in the case of future foreign language teachers, because they are responsible to transfer their knowledge. In this sense, a continuous formation is needed in order to acquire an academic level. However, most of these students finished their university studies without the required language level. In fact, they are not subjected to language proficiency tests, and therefore their writing, speaking and listening levels are poorly known. In addition, the frequency and types of written errors made by university students, beginning teachers of French as a foreign language (FFL), holding a different master's degree is still unknown. For this reason, the aim of this study was to evaluate and compare the frequency and types of written errors in essays made by Spanish postgraduate students in FFL teacher training holding a master's degree in French philology or in French translation studies. The data for this study was obtained from essays written by all the students of a Postgraduate program in FFL teacher training (n=45) at the University of Granada (Spain). The students had all acquired their master's degree in French philology (n=30, group UGR 1) or in translation (n=15, group UGR 2). Our control group consisted of French native speakers (n=4, group UGR 3) who also followed the teacher training program. The frequency and types of errors were analysed in all the essays. For this study, following types of written errors were evaluated: (1) spelling mistakes; (2) grammar errors; (3) vocabulary errors; (4) discourse errors and (5) content errors. In addition, the following subtypes of errors were considered: omission, misselection, overinclusion and order. The text length of the analyzed essays ranged from 177 to 692 words with a mean of 360.31. The mean length of group UGR 1 (372.7 words) was slightly higher than the group UGR 2 (335.53 words) but they were still under the maximum established length of 400 words. In addition, both UGR 1 and 2 showed lower mean length in comparison to the group UGR 3 (490.75 words). This study revealed a different hierarchy of frequency of error types by group. Categorizing all these errors, we found that spelling errors were the most common for the students of group UGR 1 while group UGR 2 committed more grammar errors, and the number of lexical errors was similar for both groups. Finally, discourse and content errors were the most infrequent in both groups. These results allowed us to confirm that both groups dominate discourse organization in FFL. However, despite the fact that the students have acquired master's degrees in FFL, there are still differences between these two groups and compared to the control group. The overall results suggest that most of the postgraduate students did not reach a near-native written level as far as the frequency of written errors is concerned. In conclusion, the presence of these written errors could have a negative impact in the professional performance of these beginning teachers of FFL. In addition, during their teacher training it would be useful to incorporate different writing activities and personalised feedback. Finally, these results suggest that it is necessary to design novel didactic strategies at the undergraduate and postgraduate programs focusing on the improvement of writing skills and lexical richness.

E-Learning has revolutionized learning as we know it [1]. Shifting beyond traditional mode of education, e-Learning has become an advantage for all learners in general. Further, e-Learning also bridges the gap of learning across borders, emerging as the new paradigm of modern education [2]. With e-Learning, learners can have access to training in other universities and to academic resource materials from other countries, thereby broadening the knowledge base of students. Despite these promising advantages, there are many barriers that face both trainers and trainees within an e- Learning environment [2] [3] [4]. Data show that teachers and trainers have a lack of confidence that surpasses the general optimism in e-Learning [5]. Teachers and trainers indicated that their skills in preparing pedagogical specifications or e-Learning tools are weak [5]. These barriers to e-Learning are very similar across European countries, example of that is Portugal and Turkey. This is a clear finding of the Building (e)Learning Bridges project (Lifelong Learning Programme – Grundtvig Learning Partnerships, 2012-14) [6]. This project aimed to design and test a usable web based protocol to facilitate the creation of effective e-Learning activities [6]. A protocol is generally defined as a set of rules/procedures that should be followed to achieve an outcome. When creating a new e-Learning course these procedures will ensure that all-important aspects of the development process are followed in the appropriate order [7]. Our goal is to give strong guidelines to teachers and trainers that allow them to prepare good e-Learning environments to their students, interactive and pedagogically structured, in order to overcome the barriers to e-Learning that have been found in the scope of the project (including in the literature). This protocol can help institutions adopt e-Learning by overcoming potential barriers, and hence reduce the risk of failure during implementation. After a first moment when partners identified common barriers to e-Learning, we create an e-Learning Protocol to facilitate the creation of e-Learning courses. With this protocol it was possible to prepare a small-scale ‘at distance’ learning activity among partners. The first tests were conducted with Portugal targeting eleven adult e-learners in Turkey. This paper presents the accomplished e-Learning Protocol and the results of the mentioned test activity., National Agency for Lifelong Learning Programme, CIEC – Research Centre on Child Studies, UM (FCT R&D 317)

6th International Conference on Education and New Learning Technologies (EDULEARN) -- JUL 07-09, 2014 -- Barcelona, SPAIN, WOS: 000366837201060, Cultural intelligence (CQ) has been defined as "a person's capability to adapt effectively to new cultural contexts" (Earley and Ang, 2003). The authors argued that CQ offered a conceptual advancement in the study of cross-cultural transition and adaptation and lent itself to a range of applications, including training and selection for overseas assignments. CQ has subsequently attracted interest and critical commentary from international scholars in social, cross-cultural, and organizational psychology (Konrad, 2006); however, to date there have been few empirical investigations of the emerging construct. The purpose of this study is to adapt 'Cultural Intelligence Survey', originally developed by Ang, Van Dyne, Koh and Ng (2004), into Turkish Culture. Earley and Ang (2003) proposed that CQ has four dimensions: Cognitive, Metacognitive, Motivational, and Behavioral. This structure has been confirmed with domestic student samples in Singapore and the United States (Ang et al., 2004); however, it has not been tested in a different sample from different cultures. Therefore, I am interested in confirming the four-factor structure with a sample of academics actively engaged in the process of cross-cultural adaptation. A total of 212 academics, working in various universities in Turkey in 2013, participated in the study. Confirmatory Factor Analysis (CFA) was applied to test the construct validity of the scale. Cronbach's Alpha and item-total correlations were also calculated to determine the reliability of the scale. The study supported the proposed four-factor (Cognitive, Meta-cognitive, Motivational, and Behavioral) structure of CQ. Results indicated that the study produced a valid and reliable scale with 20 items under 4 subscale as developed in original form. To my knowledge, this is the first report producing a valid and reliable scale for measuring 'Cultural Intelligence' in Turkish Culture. In this regard, the scale adapted into Turkish in the present study is expected to contribute well to the related literature.

The growing popularity of the city as a qualitative living environment has an explicit and distinct impact on all regional cities in Flanders (Belgium). As a result of the pressure exerted by the increase in population, different kinds of spatial and social inequality can be perceived for multiple urban functions, for example for the educational system. Pupils of primary schools (in Flanders children between the age of 2.5 and 12 years) living in densely populated areas characterised by a capacity shortage in education are forced to attend schools at greater distances, because the capacity of nearby schools is exceeded. As a consequence, parents setting up camp in front of the school gates during enrolment periods are an annually recurring phenomenon. Methods pinpointing areas where problems concerning capacity are to be expected are missing. The research at hand used two different methods (short-term and long-term) to analyse the pressure exerted on preschools as a result of the growing urban population. The first analysis researched the change in capacity needs of preschools taking into account the rise of the number of children between the ages of 2 and 5 years to be expected over the next two years. The second analysis predicted the impact of urban growth on the accessibility to preschools. Instead of prognoses in overall population growth, the supply of new housing units from 2013 till 2025 was used to predict the rise in the number of children between the ages of 2.5 and 5.5 years for the next decade. Both analyses were validated for pre-schools in the city of Ghent, Flemish Region, Belgium and proved to be valuable tools to support local policy in education. The results indicated areas with considerable capacity and accessibility problems, on the short term as well as on the long term.

Despite the many advantages of a multi-campus faculty, physical access to the nearest campus can be very time consuming, as well for the students as the lecturers. Videoconferencing could be helpful in order to solve some of these transport problems. In some pilot projects we evaluated the use of videoconferencing. ispartof: pages:1596-1599 ispartof: INTED2014 Proceedings pages:1596-1599 ispartof: INTED2014 location:Valencia, Spain date:10 Mar - 12 Mar 2014 status: published

ONLINE ASSESSMENT TOOL (OAT): EVALUATION TOOL OF KNOWLEDGE IN MATHEMATICS AND SCIENCES OF ASPIRANT UNIVERSITY COLLEGE STUDENTS. K. Van den Bergh and L. Gielen University College Leuven, Belgium karolien.vandenbergh@khleuven.be lut.gielen@khleuven.be Aim. To estimate the knowledge of numeracy skills and sciences of aspirant students interested in a Professional Bachelor in chemistry (C), Biomedical laboratory technology (BLT) or Nutrition and dietetics (N&D) at University College Leuven, Belgium, an Online Assessment Tool (OAT) is developed. This evaluation tool is suited to stratify incoming students according to their mathematical and scientific level and makes aspirants aware of the basic knowledge in mathematics and sciences required for a successful study course [1]. The OAT will be further optimized and validated to (i) determine the required foreknowledge for candidate students, (ii) estimate a potential predictive value between the secondary school curriculum and first term exam results at University College and (iii) assess the study progress in each Bachelor program. Materials and Methods. Profiles of candidate students from secondary school are analyzed for their curriculum in mathematics and sciences. A matrix comparing the course contents of mathematical and scientific courses (Physics, Chemistry, Biology) of secondary school and University College was set up to define four difficulty levels from level zero to level three, meaning insufficient to excellent knowledge, respectively. Thereafter, a databank with mathematical and scientific multiple choice questions (at least 90 items) of different levels was generated and validated. The OAT was developed and validated by both students terminating secondary school as aspirant students at Leuven University College. A comparison of OAT results of incoming students (2012 – 2013) with their exam results from the first term passed in January 2013, was made. Results. Analysis of profiles of candidate students from 2011-2012 show that (i) 9 % of ASO students and 14 % of TSO students with moderate curriculum in mathematics and sciences at secondary school start a professional Bachelor in Chemistry, (ii) 29 % of ASO students and 39 % of TSO students with moderate curriculum in mathematics and sciences start a professional Bachelor in BLT, whereas (iii) 76 % of ASO students and 79 % of TSO students with moderate curriculum in mathematics and sciences initiates N&D. Most students with limited knowledge in mathematics and sciences scoring levels 0 and 1 in OAT, fail in the first term exams of Mathematics, Mechanics, Chemistry and Biology. Though this result is not statistically significant. In addition, reaching the levels 2 and 3 at the OAT is no guarantee to pass this first term exams since no correlation was found hitherto. More data are required to estimate the predictive value of OAT. Conclusion. The OAT was concluded a valuable tool to support potential students considering starting a Professional Bachelor in chemistry, Biomedical laboratory technology (BLT) or Nutrition and dietetics (N&D) for both students as lecturers. Further data collection and analysis are required to estimate a potential correlation between the results of OAT and first term exam results. More data will be collected and analyzed to evaluate the possibility of slow track versus fast track for certain courses in the curriculum of the University College. References [1] Vlaamse Onderwijsraad. Advies over de studiekeuze van het secundair naar het hoger onderwijs. Available via http://www.vlor.be/advies/advies-over-de-studiekeuze-van-het-secundair-naar-het-hoger-onderwijs dd 28 maart 2013. Accessed July 10th, 2013. ispartof: pages:2303-2311 ispartof: ICERI2013 Proceedings ISBN: 978-84-616-3847-5 - ISSN: 2340-1095 pages:2303-2311 ispartof: ICERI International Conference of Education, Research and Innovation location:Seville, Spain date:18 Nov - 20 Nov 2013 status: published

ispartof: pages:4355-4366 ispartof: Proceedings of INTED2013, 7th International Techology, Education and Development Conference, Valencia (Spain), 4-6 March 2013 pages:4355-4366 ispartof: INTED 2013 International Conference on Technology, Education and Development location:Valencia (Spain) date:4 Mar - 6 Mar 2013 status: published