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The concepts of embodiment and embodied learning, deeply rooted in theories of embodied cognition, are gaining traction in the field of education. New and affordable educational technologies (e.g., motion-based technologies, AR, VR) enable researchers and practitioners to include more gestures and body movements into their learning designs. Yet, while technology-enhanced embodied learning shows positive results during controlled trials in laboratory settings or one-to-one interventions in special classrooms or units, findings are dissimilar when relevant implementations are conducted in mainstream school classrooms. This paper presents the first stage of a design-based research study aiming at implementing an orchestration strategy for technology-enhanced embodied learning, guided by an already published conceptual framework on classroom orchestration. With this study we aim to spark the dialog on classroom orchestration strategies for the successful enactment of technology-enhanced embodied learning in the classroom, highlighting the essential need to consider learning design as it is not a simple process to shift laboratory success to real world learning.

Research in Learning Technology 21, 20 S. (2013). doi:10.3402/rlt.v21i0.20057, Published by CoAction Publ., Stockholm

ID: 1025 Includes bibliographical references and index. 194

Professional Development is ill served by traditional ways of learn- ing. It can profit from a Learning Networks approach, which emphasizes lo- gistic, content and didactic flexibility. Three European projects are discussed – idSpace, LTfLL, Handover - which have developed tools befitting networked learning. Each in its own way, the projects illustrate the benefits of a networked learning approach.

Networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. This editorial paper gives an overview of the scope of this special issue which focuses on the design of virtual environments for collaborative innovation and learning.

1 online ID: 1026 In: International journal of Web based communities volume 7 issue 4 page 478. Summary: Effective collaborative creativity is crucial to contemporary professionals who have to continuously produce innovative products and services. The technological nature and complexity of the innovations require team work, among specialists from different disciplines. Often these teams work in a distributed fashion, across boundaries of time and place. Therefore, they need electronic ‘spaces’ that support (‘afford’) their creative collaboration. Co-creativity support is not only a matter of making appropriate groupware spaces available but also of providing concurrent support in all these dimensions. These considerations inspired the development of the idSpace platform. idSpace is a collaboration platform integrating a variety of creativity tools with pedagogy-based guidance. It aims to optimise both the use of creativity techniques themselves and of the supporting processes of team collaboration and knowledge creation. In this paper, we zoom in on knowledge-sharing strategies for collaborative creativity (KS4CC). We show how collaborative creativity can be enhanced via integration of pattern-based pedagogical flow support, including suggestions of optimal use of creativity techniques. The KS4CC strategies consist of a merger of learning and collaboration flow patterns with support for the application of creative techniques..

a short description of the idSpace platform

ID: 1024 Includes bibliographical references. 318

This chapter presents the educational value of streaming media combined with asynchronous collaborative learning and describes the particular characteristics and the limitations of the supporting Asynchronous Multimedia Collaborative Systems (AMCL). Then CELSIA, an innovative AMCL system, is described as an example of new trends in AMCL systems that come to address the limitations of the current systems and to enhance the educational value of streaming media! © 2009 Springer-Verlag Berlin Heidelberg. 246 19 36 Cited By :1

The use of digital games in education is well documented in the literature. They have been used in preschool, K-12, the university. A specific type of digital games is board games. Adding board games to the educational process can lead to an interactive stimulating learning experience. With a board game, players often learn from one another while at the same time having fun in a competitive environment. In this paper we propose the "ELG" game, an e-learning board game that adopts the basic elements of a racing board game but fosters students' creativity, problem-solving skills, and imagination as students are trying to reach the end by improving their performance in a variety of learning activities. The innovative feature of the ELG is that it offers an adaptive authoring tool that enables teachers to customize their games according to the needs, interests and motives of students. The teacher enters hierarchically categorized learning activities according to the learning goals of a course, sets the rules and assesses the learning progress easily and simply. Students participate in a discovery or exploration trying to reach the goals. After attaining them their level of activities is upgraded and they are challenged to reach the next learning goal. The dice in ELG is not randomized but controlled by the teachers in order that they can customize adaptive learning rules. The educational benefits of exploiting ELG in the learning process is that the teacher can define the levels of difficulty according to the students' needs and interests, facilitate and monitor the learning rate of each student, combine a variety of evaluation techniques, and address potential learning problems in a timely manner.

Adaptive Web-based Educational Systems represent an emerging technology that provides a unique advantage over traditional Web-based Educational Systems; that is the ability to adapt to the user's needs, goals, preferences etc. Adaptive Web-based Educational Systems are increasingly becoming part of the mainstream education, yet there does not exist a disciplined way of designing them - most of the development is ad-hoc. This paper aims to fill this void, which is the absence of disciplined design, by recording the expertise of existing Adaptive Web-based Educational Systems in the form of design patterns. We present a categorization of the patterns according to an established paradigm in Adaptive Hypermedia, we examine the patterns in one of these categories and provide an exemplary pattern.

There are on-going efforts in accomplishing the demand from students, lifelong learners in offering an educational system which won’t impose constraints in time and place of study. One such effort is the establishment of virtual universities. The term “virtual university” has been widely used with various meanings. In this paper we aim to define this term as accurately as possible. Moreover, we intend to present the requirements and the challenges that led to their establishments as well as to make comments about the way they operate without making negative criticism but with the will of posing open questions to encourage a dialogue among researchers, educational managers and decision makers.

Σύγχρονη τάση στην κατασκευή διδακτικών συστηµάτων είναι η χρήση των προηγµένων µαθησιακών τεχνολογιών και ειδικότερα του ∆ιαδικτύου και του Παγκόσµιου Ιστού. Στην αναπτυξιακή προσπάθεια των διδακτικών αυτών συστηµάτων δίνεται έµφαση στην ανάπτυξη διαδικτυακού εκπαιδευτικού λογισµικού (∆ΕΛ). Ελάχιστες είναι οι µεθοδολογίες που εξειδικεύονται στην ανάπτυξη διδακτικών συστηµάτων και ∆ΕΛ. Μία από αυτές είναι η CADMOS που αποτελείται από µοντέλα διαδικασιών, µεθόδους, εργαλεία, πρότυπα και έγγραφα τεκµηρίωσης. Για τη διαδικασία σχεδίασης ∆ΕΛ χρησιµοποιείται η πρότυπη µέθοδος CADMOS-D, η οποία υποστηρίζεται από το εργαλείο CRITON. Στην εργασία αυτή περιγράφεται η µέθοδος σχεδίασης ∆ΕΛ CADMOS-D και το εργαλείο CRITON. Το εργαλείο αυτό είναι το πρώτο που εξειδικεύεται στη σχεδίαση ∆ΕΛ και στην εργασία αυτή αντιπαραβάλλεται εν συντοµία µε εργαλεία σχεδίασης υπερµεσικών εφαρµογών γενικού σκοπού.