The IADIS International Conference e-Learning 2012 (part of the IADIS Multi Conference on Computer Science and Information Systems) was hosted in Lisbon, Portugal, 17-20 July, 2012.

The purpose of this Conference was to address the main issues of concern within e-Learning, trying to cover both technical as well as the non-technical features of e-Learning.

The IADIS e-Learning 2012 conference received 232 submissions from more than 41 countries. Each submission had been anonymously reviewed by an average of four independent reviewers, to ensure that accepted submissions were of a high standard. Thus, only 38 full papers were approved which meant an acceptance rate of 17 %. A few more papers were accepted as short papers, reflection papers and posters.

The submissions were accepted under the following main areas and topics:

Organisational Strategy and Management Issues
• Higher and Further Education
• Primary and Secondary Education
• Workplace Learning
• Vocational Training
• Home Schooling
• Distance Learning
• Blended Learning
• Change Management
• Educational Management
• Continuous Professional Development (CPD) for Educational and Training Staff
• Return on e-Learning Investments (ROI)

Technological Issues
• Learning Management Systems (LMS)
• Managed Learning Environments (MLEs)
• Virtual Learning Environments (VLEs)
• Computer-Mediated Communication (CMC) Tools
• Social Support Software
• Architecture of Educational Information Systems Infrastructure
• Security and Data Protection
• Learning Objects
• XML Schemas and the Semantic Web
• Web 2.0 Applications

e-Learning Curriculum Development Issues
• Philosophies and Epistemologies for e-learning
• Learning Theories and Approaches for e-learning
• e-Learning Models
• Conceptual Representations
• Pedagogical Models
• e-Learning Pedagogical Strategies
• e-Learning Tactics
• Developing e-Learning for Specific Subject Domains

Instructional Design Issues
• Designing e-Learning Settings
• Developing e-Learning Pilots and Prototypes
• Creating e-Learning Courses
- Collaborative Learning
- Problem-based Learning
- Inquiry-based Learning
- Blended Learning
- Distance Learning
• Designing e-Learning Tasks
- E-learning Activities
- Online Groupwork
- Experiential Learning
- Simulations and Modelling
- Gaming and Edutainment
- Creativity and Design Activities
- Exploratory Programming

e-Learning Delivery Issues
• e-Delivery in Different Contexts
- Higher and Further Education
- Primary and Secondary Schools
- Workplace Learning
- Vocational Training
- Distance Learning
• Online Assessment
• Innovations in e-Assessment
• e-Moderating
• e-Tutoring
• e-Facilitating
• Leadership in e-Learning Delivery
• Networked Information and Communication Literacy Skills
• Participation and Motivation in e-Learning

e-Learning Research Methods and Approaches
• Action Research
• Design Research
• Course and Programme Evaluations
• Systematic Literature Reviews
• Historical Analysis
• Case Studies
• Meta-analysis of Case Studies
• Effectiveness and Impact Studies
• Evaluation of e-Learning Technologies
• Evaluation of Student and Tutor Satisfaction
• Learning and Cognitive Styles
• Ethical Issues in e-learning

e-Skills and Information Literacy for Learning
• Teaching Information Literacy
• Electronic Library and Information

Search Skills
• ICT Skills Education
- in Schools and Colleges
- for Business, Industry and thePublic Sector
- in Adult, Community, Home andPrison Education
- Informal Methods (peer Groups, Family)
• Education for Computer-mediated
• Communication skills
- Netiquette
- Online Safety for Children and Vulnerable Users
- Cybercrime Awareness and Personal Prevention
• Student Production of Online Media
- Web Design
- Digital Storytelling
- Web 2.0 Tools
- etc.
• Digital Media Studies

The conference program comprised 19 parallel sessions. Besides the presentation of full papers, short papers, reflection papers and posters, the conference also included one keynote presentation from an internationally distinguished researcher (Professor Gerhard Fischer, Director of the Center for Lifelong Learning and Design, a professor in the Department of Computer Science, and a fellow of the Institute of Cognitive Science, University of Colorado at Boulder, USA).

Keynote Presentation:

"CO-EVOLUTION OF LEARNING, NEW MEDIA, AND NEW LEARNING ORGANIZATIONS"

by Professor Gerhard Fischer, Director of the Center for Lifelong Learning and Design, a professor in the Department of Computer Science, and a fellow of the Institute of Cognitive Science, University of Colorado at Boulder, USA

Abstract:
Our research at the Center for Lifelong Learning & Design (L3D) over the past two decades has been focused on creating a new understanding of learning, new media, and new learning organizations. Our co- evolutionary perspective explores the dialectical relationship between:
• how a deep understanding of learning (specifically: lifelong learning, self-directed learning, and informal learning) creates innovative demands and design criteria for future generations of social-technical environments;
• how the unique potential of computational media (specifically: meta-design, distributed cognition, context-aware environments) impacts and transforms learning by transcending "gift-wrapping" and "technology-centered" approaches; and
• how new learning organizations (specifically: cultures of participation, learning webs, niche communities in Long Tail environments) contribute to reinvent learning and education in the 21st century.

The conceptual framework is illustrated by specific developments of social-technical environments that we have designed and evaluated including: domain-oriented design environments, critiquing systems, creativity support environments, and courses-as-seeds.

Extended versions of the best papers were published in the Interactive Technology and Smart Education (ITSE) journal (ISSN:1741-5659) and also in the IADIS International Journal on WWW/Internet (ISSN: 1645-7641). Other outlets also received extended versions of the best papers, including journals from Inderscience.

These were the five papers that were considered as the best papers of the e-Learning 2012 Conference:

Best Emergent Technology Papers:

SUPPORTING CHILDREN'S WRITING MOTIVATION THROUGH THE USE OF A MOBILE APPLICATION by Sari Kanala, Tuula Nousiainen and Marja Kankaanranta, University of Jyväskylä, Finland

Abstract:
The aim of this paper is to explore the use of a mobile writing application, the Ruff, in the enhancement of children's motivation for writing. The Ruff was developed to increase children's writing motivation and self-esteem and to motivate to write more creatively. The main research questions were 1) whether the use of the application was effective in the sense of supporting the students' motivation related to writing and 2) how the students experienced the use of the mobile application. In the previous phase of the study, the students had used a web-based version of The Ruff. The study compares how the students felt about these platforms. The results of the study suggest that the students preferred to use the mobile application instead of the web-based version. The students described the mobile writing application as convenient, clear, fun and useful. The findings suggest that the use of a mobile writing application can have potential in supporting children's writing skills, self-esteem and most importantly their writing motivation.

BLOGS IN HIGHER EDUCATION: ANALYSING STUDENTS' PARTICIPATION AND PRESENCE IN A COMMUNITY OF BLOGGING by Athanassios Jimoyiannis, Panagiotis Tsiotakis and Dimitrios Roussinos, University of Peloponnese, Greece

Abstract:
This paper reports on the investigation of university students' engagement and participation patterns in a blogging activity, designed to support collaborative learning. The study was administered in the context of an authentic coursework project, in a second semester university course attended by 48 students. The analysis was based on the models of Community of Inquiry and Social Network Analysis and shed light into the different patterns of participation students showed and the evolution of their learning presence within the community of blogs. Preliminary research findings, both quantitative and qualitative, indicated that the majority of the students in the sample were generally active and exhibited learning presence actions within their group blog. Differences between students in the various groups were also recorded. The results suggested that properly designed blog activities can help students to achieve higher cognitive levels through enhancing their communication and collaboration skills, and their critical thinking.

Best Practical Paper:

THE TRANSFORMATIONAL ROLE OF E-LEARNING IN HIGHER EDUCATION by Julian Sims, Philip Powell, University of London and Richard Vidgen, Hull University Business School, UK

Abstract:
E-learning involves new technology for higher education, and may be defined as an information system (IS). It may also enable entry to new markets.. This study asks if the implementation of e-learning is strategic for higher education institutions (HEIs), and how HEIs are changed or transformed by e-learning. A multiple case study using high and low performers with similar strategic positioning is adopted. The findings confirm that e-learning can play a transformational role for HEIs if implementation results in network redesign.

Best Qualitative Research Paper:

TESTIMONIES OF TEACHERS USING EXTENSIVELY AND CREATIVELY WEB 2.0: BENEFITS AND PREREQUISITIES by Athina Grammatikopoulou, Panagiota Nika and George Palaigeorgiou , Aristotle University of Thessaloniki, Greece

Abstract:
Proposals for the integration of social media in the school environment have become commonplace in several research studies and political initiations. However, the beneficial aspects of web 2.0 exploitation in real educational settings should not be considered self-evident and have not also been extensively studied, so there are still teachers who are not convinced of the beneficial educational use of web 2.0 technologies. The purpose of this article is to present the positive outcomes of Web 2.0 learning activities as they were identified from 26 Greek teachers with extensive e-social presence and web 2.0 teaching experience. The teachers indicated that web 2.0 learning activities promote learner to the center of the learning process, open the doors of the schools to society, help students learn how to cooperate, communicate and socialize, enable them to reflect more on their thoughts before they express themselves and extend the time-space of the educational dialogue beyond the classrooms' physical limits. However, teachers also highlighted specific conditions under which those learning activities can be successful.

Best Research Paper:

LEARNING MANAGEMENT SYSTEMS: UNDERSTANDING THE EXPECTATIONS OF LEARNERS IN DEVELOPING COUNTRIES by Grace Ssekakubo, Hussein Suleman and Gary Marsden, University of Cape Town, South Africa

Abstract:
The main objective of this study was to identify strategies of enabling learners in developing countries to fully exploit the potential of learning management systems (LMSs). The study set out to: (i) identify the services of learning management systems that are most needed and desired by university learners in developing countries, and (ii) to identify appropriate access strategies that would guide design decisions on how to effectively and satisfactorily deliver such services to the university students in developing countries. A total of 144 students from two African universities participated in the study by responding to an online survey questionnaire. The questionnaire asked students; how often they accessed LMSs to obtain, create and exchange information and knowledge; their preference for the different devices used for accessing the LMS; the LMS services they are most often required to access; and the services they most desire to use. The findings of the survey indicate that the most desired and most accessed LMS services by the students include assignments, announcements, resources, course outlines and the chat room. At the same time, mobile phones are rated the least used devices for accessing the LMS services.

The e-Learning Conference 2012 was published both in Book (ISBN: 978-972-8939-71-7) and CD-ROM (ISBN: 978-989-8533-08-1).

Program Committee:

Program Chairs:
Miguel Baptista Nunes, University of Sheffield, United Kingdom
Maggie McPherson, University of Leeds, United Kingdom

General Conference Co-Chairs:
Piet Kommers, University of Twente, The Netherlands
Pedro Isaías, Universidade Aberta (Portuguese Open University), Portugal

Committee Members:
Adamantios Koumpis, ALTEC Software S. A., Greece
Adel Elsayed, University of Bolton, United Kingdom
Alex Voychenko, International Research And Training Center For Its, Ukraine
Alexei Tretiakov, Massey University, New Zealand
Alla Manako, Irtc, Ukraine
Amali Weerasinghe, University Of Canterbury, New Zealand
Amjad Mahmood, University Of Bahrain, Bahrain
Andreas Bollin, Klagenfurt University, Austria
Andreas Papasalouros, University Of The Aegean, Greece
Andreja Pucihar, University Of Maribor , Slovenia
Angélica De Antonio, Universidad Politecnica De Madrid, Spain
Ania Lian, Australian Catholic University, Australia
Annabell Preussler, University of Duisburg-Essen, Germany
Annette Payne, Brunel University, United Kingdom
Annika Wagner, Hochschule Fulda - University Of Applied Sciences , Germany
Anouk Gelan, University Hasselt, Belgium
Antonio Cartelli, University Of Cassino, Italy
Antonio Hervás-Jorge, Universidad Politécnica De Valencia, Spain
Antonio Navarro, Universidad Complutense De Madrid, Spain
Apostolos Gkamas, University Ecclesiastical Academy of Vella of Ioan, Greece
Avgoustos Tsinakos, Department Of Industrial Informatics, Greece
Ben Chang, National Chiayi University, Taiwan
Ben Du Boulay, University Of Sussex, United Kingdom
Benno Volk, ETH Zurich - Swiss Federal Institute of Technolog, Switzerland
Branislav Smitek, University Of Maribor , Slovenia
Carmen Holotescu, University Politehnica Timisoara, Romania
Cengiz Hakan Aydin, Anadolu University, Turkey
Cerstin Mahlow, University of Basel, Switzerland
Charalampos Karagiannidis, University of Thessaly, Greece
Chen Wenli, National Institute Of Education , Singapore
Christos Bouras, University Of Patras, Greece
Claudia Steinberger, Klagenfurt University, Austria
Danguole Rutkauskiene, Kaunas University of Technology, Lithuania
David Guralnick, Kaleidoscope Learning, United States
David Millard, University Of Southampton, United Kingdom
Demetrios Sampson, University Of Piraeus, Greece
Demosthenes Akoumianakis, Technological Educational Institute Of Crete, Greece
Denise Leahy, Trinity College Dublin, Ireland
Diana Pérez Marín, Rey Juan Carlos University, Spain
Dimitris Fotiadis, University Of Ioannina, Greece
Dirk Ifenthaler, University of Manheim, Germany
Egle Butkeviciene, Kaunas University Of Technology, Lithuania
Elena Mosa, Indire, Italy
Eliza Stefanova, Sofia University, Bulgaria
Eric Schoop, Technische Universitaet Dresden, Germany
Erick Araya, University Austral Of Chile, Chile
Esteban Vázquez Cano , Spanish National University Of Distance Education, Spain
Eufrasio Pérez Navío, University Of Jaén, Spain
Eva Jereb, University Of Maribor, Slovenia
Eva Martínez Caro, Universidad Politécnica De Cartagena, Spain
Ezendu Ariwa, London Metropolitan University, United Kingdom
Fawzi Al Balooshi, Quality Assurance Authority For Education And Trai, Bahrain
Francesca Pozzi, Instituto Tecnologie Didattiche – CNR, Italy
Francisco Martinez, Universidad Rey Juan Carlos, Spain
Fridolin Wild, The Open University, United Kingdom
Frina Albertyn, Eastern Institute Of Technology, New Zealand
Fuhua Lin, Athabasca University, Canada
Gabriela Grosseck, West University Of Timisoara, Romania
Gabriella Dodero, Free University Of Bolzano Bozen, Italy
Gary Wills, University Of Southampton, United Kingdom
Geoffrey Lautenbach, University Of Johannesburg, South Africa
George Palaigeorgiou, CSD, AUTH, Greece
George Tsihrintzis, University Of Piraeus, Greece
Giuliana Dettori, Itd-cnr, Italy
Gloria Yi-ming Kao, National Taiwan University Of Science And Technolo, Taiwan
Gregor Lenart, University Of Maribor, Slovenia
Guglielmo Trentin, Cnr - Istituto Tecnologie Didattiche, Italy
Gwo-jen Hwang, National Taiwan University Of Science And Technolo, Taiwan
Hamid Harroud, Al-Akhawayn University In Ifrane, Morocco
Hasan Caliskan, Anadolu Universitesi, Turkey
Helena Bukvova, Technische Universitaet Dresden, Germany
Ibrahim Ahmed, International Islamic University, Malaysia
Ignacio Aedo, Universidad Carlos Iii De Madrid, Spain
Igor Bernik, University Of Maribor, Slovenia
Imed Hammouda, Tampere University Of Technology, Finland
Ingo Dahn, University Of Koblenz-landau, Germany
Ioannis Vardiambasis, Technological Educational Institute (TEI) of Crete, Greece
Ivan Ganchev, University of Limerick, Ireland
Ivana Simonova, University Of Hradec Kralove, Czech Republic
Jackeline Spinola De Freitas, Universidad Politécnica de Madrid, España
Jacques Dang, Hec Paris, France
Jaime Ramirez, Universidad Politécnica De Madrid, Spain
Jan Kusiak, University Of Science And Technology, Poland
Jan Pawlowski, University of Jyväskylä, Finland
Jane Sinclair, University Of Warwick, United Kingdom
Jan-Torsten Milde, Hochschule Fulda, Germany
Jarkko Suhonen, University of Eastern Finland, Finland
Jasmina Znidarsic, University Of Maribor, Slovenia
Jekaterina Bule, Riga Technical University, Latvia
Jerzy Dabkowski, Cracow University Of Technology, Poland
Jesualdo Breis, University Of Murcia, Spain
Jesús Boticario, Universidad Nacional De Educación A Distancia (une, Spain
Jesús Ibáñez, Universidad De Las Islas Baleares, Spain
Jesús Sánchez Allende, Universidad Alfonso X El Sabio, Spain
Jirarat Sitthiworachart, Walailak University, Thailand
Johannes Magenheim, Universitaet Paderborn, Germany
Josep Davila-montes, University Of Texas At Brownsville, USA
Jozef Hvorecky, City University Of Seattle, Slovakia
Jozef Simuth , City University Of Seattle, Slovakia
Juan M. Santos, University of Vigo, Spain
Katerina Kabassi, TEI of Ionian Islands, Greece
Katherine Maillet, Institut Telecom & Management Sudparis, France
Katherine Sinitsa, Ukraine International Research And Training Center, Ukraine
Kazunori Nozawa, Ritsumeikan University, Japan
Kostas Vassilakis, Technological Educational Institution Of Crete, Greece
Lampros Stergioulas, Brunel University, United Kingdom
Larbi Esmahi, Athabasca University, Canada
Larisa Zaiceva, Riga Technical University, Latvia
Leonardo Garrido, Tecnológico de Monterrey, Mexico
Liodakis George, Technological Educational Institution Of Crete, Greece
Lisette Poggioli, Universidad Católica Andrés Bello, Venezuela
Lisha Chen-wilson, University Of Southampton, United Kingdom
Lorraine Cleeton, Walden University, Usa
Ludmila Layne, Universidad Nacional Experimental Simon Rodriguez, Venezuela
Ludovico Sassarini, Csita - University Of Genoa, Italy
Luis Álvarez-González, Universidad Austral De Chile, Chile
Luis Anido-Rifón, University Of Vigo, Spain
Lynde Tan, National Institute Of Education, Singapore
Maiga Chang, Athabasca University, Canada
Mairtin ODroma, University Of Limerick, Ireland
Mandel Schewa, University Of Zürich, Switzerland
Mandy Rohs, University of Duisburg-Essen, Germany
Manolis Tsiknakis, Forth, Greece
Manos Varvarigos, University Of Patras, Greece
Manuel Prieto-Méndez, UCLM, Spain
Manuel Santiago Fernández Prieto, University Autónoma De Madrid, Spain
Manuela Repetto, Instituto Per Le Tecnologie Didattiche – Cnr, Italy
Marcela Sokolova, University Of Hradec Kralove, Czech Republic
Marek Stanuszek, Cracow University Of Technology, Poland
Maria Moundridou, School of Pedagogical and Technological Education , Greece
Maria Virvou, University Of Piraeus, Greece
Marina Ribaudo, University Of Genova, Italy
Marina Rui, University Of Genoa, Italy
Mario Vacca, University Of Rome , Italy
Martin Ebner, Graz University of Technology, Austria
Martin Wessner, Fraunhofer IESE, Germany
Martin Wolpers, Katholieke Universiteit Leuven, Belgium
Martín Llamas-Nistal, University Of Vigo, Spain
Martine Verjans, Universiteit Hasselt, Belgium
Michael Paraskevas, Computer Technology Institute & Press, Greece
Michael Piotrowski, University of Zurich, Switzerland
Michail Kalogiannakis, University of Crete, Greece
Michalis Xenos, Hellenic Open University, Greece
Michel Ebouyea, University of La Rochelle, France
Miguel Zapata Ros, University Of Alcala de Henares, Spain
Mihaela Dinsoreanu, Technical University Of Cluj-napoca, Romania
Mihai Jalobeanu, Universitatea de Vest , Romania
Mike Joy, University Of Warwick, United Kingdom
Mirjana Ivanovic, University Of Novi Sad, Serbia
Mizue Kayama, Shinshu University, Japan
Mohamed Ally, Athabasca University, Canada
Mohamed Amine Chatti, RWTH Aachen University, Germany
Mojca Bernik , University Of Maribor, Slovenia
Mona Laroussi, Insat/lifl, Tunisia
Monica Landoni, University Of Strathclyde, United Kingdom
Murat Ataizi, Anadolu University, Turkey
Natalija Prokofjeva, Riga Technical University, Latvia
Niki Lambropoulos, University Of Patras, Greece
Nirmi Ziegler, Durban University Of Technology, South Africa
Nora Lizenberg, ISP Joaquín V. González, Argentina
Novella Caterina, Italian Ministry Of Education, Italy
Oktay Ibrahimov, National Academy Of Sciences Of Azerbaijan, Azerbaijan
Oliver Bohl, University of Kassel, Germany
Panagiotes Anastasiades, University Of Crete, Greece
Panagiotis Kampylis, European Commission - Dg Jrc , Spain
Paolo Gentilini, Irre Liguria, Italy
Patrick Blumschein, University of Freiburg, Germany
Patrick Fahy, Athabasca University, Canada
Pavel Rusakov, Riga Technical University, Latvia
Penne Wilson, Ralph J. Bunche Academy, United States
Peter Mikulecky, University Of Hradec Kralove, Czech Republic
Pilar Moreno Díaz, Alfonso X El Sabio University, Spain
Pilar Orero, University Autonoma Of Barcelona , Spain
Qing Tan, Athabasca University, Canada
Rafael Morales, University of Guadalajara, Mexico
Rafael Valencia, Universidad De Murcia, Spain
Raul Antonio Aguilar Vera, Universidad Autonoma De Yucatan, Mexico
Rolf Granow, Fachhochschule Luebeck, Germany
Rory Mcgreal, Athabasca University, Canada
Rosabel Roig-Vila, Universidad de Alicante, Spain
Rose Liang, National Institute Of Education , Singapore
Rubén Edel Navarro, Universidad Veracruzana, México
Rune Pettersson, Pettersson, Sweden
Sandra Schoen, Salzburg Research Forschungsgesellschaft, Austria
Santiago Mengual Andrés, University Of Alicante, Spain
Sobah A. Petersen, Sintef, Norway
Spiros Sirmakesis, Technological Educational Institutional of Messolo, Greece
Stamatina Anastopoulou, University Of Nottingham, Greece
Stanimir Stojanov, University Of Plovdiv, Bulgaria
Stefania Bocconi, National Research Council Of Italy, Italy
Susan Moisey, Athabasca University, Canada
Symeon Retalis, University Of Piraeus, Greece
Tatiana Amaral, University Nacional De Educacion A Distancia De Ma, Spain
Telmo Zarronandia, Carlos III University, Spain
Thomas Lehmann, Albert-Ludwigs University of Freiburg, Germany
Thrasivoulos Tsiatsos, University Of Patras, Greece
Toshio Okamoto, University Of Electro-communications, Japan
Tuomo Kakkonen, University Of Joensuu, Finland
Ulrike Hanke, Universitaet Freiburg, Germany
Vaiva Zuzeviciute, Magnus University, LITHUANIA
Valentina Dagiene, Vilnius University, Lithuania
Vassilis Triantafillou, Τechnological Educational Institution Of Mess, Greece
Veijo Meisalo, University of Helsinki, Finland
Veronika Makarova, University Of Saskatchewan, Canada
Vyacheslav Shitikov, Riga Techinical University, Latvia
Werner Beuschel, IBAW Brandenburg, Germany
Wolfram Laaser, Fernuniversität In Hagen, Germany
Xavier Ochoa, CTI - ESPOL, Ecuador
Xiaokun Zhang, Athabasca University, Canada
Yannis Psaromiligkos, Technological Education Institute Of Piraeus, Greece
Zinayida Petrushyna, Rwth Aachen, Germany