The IADIS International Conference e-Learning 2010 (part of the IADIS Multi Conference on Computer Science and Information Systems) was held in Freiburg, Germany, 26-29 July, 2010. The e-Learning 2010 was co-organized by Albert-Ludwigs-Universität Freiburg.

The purpose of this Conference was to concentrate on 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 2010 conference received 225 submissions from more than 39 countries. Each submission had been anonymously reviewed by an average of four independent reviewers, to ensure that accepted submissions were of a high standard. Consequently, only 50 full papers were approved which meant an acceptance rate of about 22 %. A few more papers were accepted as short papers, reflection papers, posters and doctoral consortium.

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

In addition to the presentation of full, short and reflection papers, posters and a doctoral consortium that divided the conference program in 22 parallel sessions, this event also included two keynote presentations from internationally distinguished researchers (David Patterson, Project Director, Learning Light Limited, UK and Dr. Colla Jean MacDonald, University of Ottawa, Canada) and a Special Talk by Dr. Bob Barrett, Jr., American Public University, USA.

Keynotes Presentations:

K1 - "E-LEARNING: REGENERATION, RESEARCH AND INNOVATION, THE STORY OF LEARNING LIGHT" by David Patterson, Project Director, Learning Light Limited, UK

Abstract:
"e-learning: Regeneration, Research and Innovation, the story of Learning Light" and including a overview of Learning Light's research into the UK e-learning market, trends identified and trends predicted as Learning Light again looks at the market for 2010.
Learning Light has attracted controversy and acclaim in its 5 year history. Learning Light was itself an innovative and imaginative new venture (and certainly not without risk) that attempted to use EU structural funds to accelerate a city regions emerging e-learning talent base.
Today Learning Light is a small research and innovation focused organisation that has pioneered new e-learning value chains harnessing the power of e-learning. Learning Light was the first UK organisation that sought to define and quantify the e-learning market, and this is our story and our views on the e-learning market.

K2 - "DENIAL TO HOPE: ELEARNING EXPERIENCES FROM THE TRENCHES" by

 Dr. Colla Jean MacDonald, University of Ottawa, Canada

Abstract:
Dr. MacDonald will use a metaphor of the seven stages of grief (shock, denial, guilt, anger, bargaining, acceptance and hope) to explore her experiences over the past decade making the transition from traditional face-to-face teaching to the adoption of eLearning pedagogy. Professor MacDonald will discuss her experiences with: creating eLearning cultures in traditional institutions; designing learning models and frameworks; soliciting support for professors in the form of time, recognition and training; creating and sustaining learning communities; developing social, cognitive and teaching presence; using social software to enhance learner engagement; the eLearning contradiction, weapons of mass collaboration, and designing and validating assessment tools to address eLearning accountability concerns. The story from the trenches of moving from the denial and bargaining stages of eLearning to the acceptance and hope stages is a long, sometimes frustrating, and often exhilarating journey. We continue to strive to arrive with innovative, engaging, authentic learning solutions to the limitations and barriers of eLearning.

Special Talk:

"PREPARING ONLINE TEACHERS: TRANSFORMING TRADITIONAL CLASSROOM STRATEGIES AND TECHNIQUES INTO THE VIRTUAL LEARNING ENVIRONMENT" by Dr. Bob Barrett, Jr. American Public University, USA

Abstract:
In 2006, 38 states in the United States have established state-led online learning programs, policies regulating online learning, or both. Also, 25 states have state-led online learning programs, and 18 states are home to a total of 147 virtual charter schools serving over 65,000 students (http://www.nacol.org). In 2001, 56% of traditional learning institutions offered distance learning programs. As a result, more secondary- and post-secondary level teachers will need to seek additional education in order to obtain and master quality online teaching skills and strategies. The purpose of this presentation will be to address the growing concerns of current traditional teachers as they approach the decision to transition from traditional classroom teach to online teaching. Also, this presentation will overview how one online university has approached online teacher training for both experienced instructors, as well as new teaching recruits as they prepare to transition from traditional classrooms over to virtual classes. While there is still a large population of graduates who have learned in the traditional learning environment (on-ground classes), there is a growing number of adult learners obtaining their degrees from virtual universities (with the same type of accreditation as their on-ground counterparts). As a result, both online and on-ground graduates are now seeking additional education in order to compete for virtual (adjunct) teaching opportunities.

The speaker will focus on an overview of current online teacher training trends, in terms of what is required of new online instructors. It will also focus on the use of the online learning environment as a vehicle of helping current and potential online instructors to prepare for online teaching in terms of current teaching strategies used – both from the live (on-ground) environment, as well as those strategies used in the online learning environment. In addition, this presentation will help participants understand how several U.S. universities recruit, hire, and train potential online instructors. This presentation will consist of four major elements. First, it will provide an overview of the recruiting, hiring, and training aspects of the online teaching environment. Second, it will provide an overview current practices employed at various online colleges and universities in terms of their teacher training strategies and workshop formats. Third, it will provide a brief discussion of technological and skill requirements of online instructors. Finally, this presentation will provide a good networking effort for current and potential online instructors to meet others interested in online teaching.

Following the speaker's presentation of the key points on this topic, there will be an open discussion session among the participants to see what other educational institutions are doing in their recruitment and training of online instructors. The key emphasis of this workshop is to focus on how traditional classroom strategies and techniques can be incorporated into the Virtual Learning Environment (VLE).

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

These were the five papers that had stood out:

Best Qualitative Research Paper:

STUDENT USES OF IT IN LEARNING: AN ETHNOGRAPHIC STUDY by Margot McNeill and Ming Ming Diao, Macquarie University, Australia

Abstract:
In their article, Miranda in the Brave New World: Learning in a Web 2.0 millennium, Barnes and Tynan (2007) tell the story of an imaginary British student who uses technology seamlessly to stay connected almost 24 x 7 with friends, peers and teachers in a global learning environment. Whether she is representative of the majority of university students is a topic of debate in the literature.

This research aimed to explore how students use technologies in their everyday lives, whether on campus or off-campus, to support their learning. The ethnographic study was designed to inform the development of a survey about student information technologies (IT) experiences during their learning at an Australian university, which will contribute toward IT infrastructure policy and planning. The significance of this research lies in its contribution to developing a better understanding of student issues in the context of their overall IT experience at the University through surveys, interviews and student focus groups.

Best Practical Paper:

A VIRTUAL COMMUNITY OF LEARNING – A CASE STUDY: THE NASA INDIGENOUS COMMUNITY by Roberto Carlos Naranjo Cuervo, Luz Marina Sierra Martínez and Tulio Rojas Curieux, University of Cauca, Colombia

Abstract:
This paper is aimed at improving the level of appropriation of technology, including information and communication technology, among the Nasa people from the Corinto Lopez Adentro community in the Department of Cauca in Colombia, in order to support, improve, and facilitate Ethnic Education within the Nasa community. The working methodology has been based on collaborative research involving researchers from the University of Cauca in Colombia and representatives of the Nasa Community. The current research results considers the creation of a Virtual Community model which has a teaching component and a collaborative strategy, supported by a software platform implemented with Service-oriented Inventory architecture that offers teaching services and assistance. Also two meetings with members of the Nasa Community were held which helped to publicize the project and to get feedback from the community.

Best Emergent Technology Paper:

TRAVIS TO ENHANCE ONLINE TUTORING AND LEARNING ACTIVITIES: REAL TIME VISUALIZATION OF STUDENTS TRACKING DATA by Madeth May, Sébastien George and Patrick Prévôt, University of Lyon, France

Abstract:
This paper presents a part of our research work that places an emphasis on TrAVis (Tracking Data Analysis and Visualization Tools), a Web-based system, designed to enhance online tutoring and learning activities. TrAVis is particularly dedicated to assist both tutors and students in the task of exploiting tracking data of communication activities throughout the learning process. This paper focuses on the technical aspects of TrAVis and the visualization of tracking data of students' communication activities.

Best Research Paper:

THE IMPACT OF ICT USE ON NEW MILLENNIUM LEARNERS' EDUCATIONAL PERFORMANCE by Myunghee Kang, Minjeong Kim, Nara Yoon, Ewha Womans University , Seoul, Korea and Heeok Heo, Sunchon University, Sunchon, Korea

Abstract:
The purpose of this study is to investigate the impact of ICT use on the educational performance of New Millennium Learners (NMLs). Even though many factors other than ICT might influence individual performance, the research focus was on the relationship between the behavioral patterns of ICT use and educational performance. A nation-wide survey of 1,071 10th graders considered as NMLs was conducted in Korea. The behavioral patterns of the learners in ICT use were identified in three dimensions of place, purpose and context, and the educational performance was measured in cognitive, affective and socio-cultural domain. Based on correlation and regression analyses, more effective uses of ICT for NMLs and the directions for future studies related to ICT use and educational performance were suggested.

Best Short Paper:

THE STUDY OF MOBILE GAMING IN ELEMENTARY SCIENCE LEARNING by Ching Hui Chen, Ming Chuan University, Taiwan and Chiung Sui Chang Tamkang University, Taiwan

Abstract:
With the rapid growth of mobile technology, young people purchasing mobile devices and playing mobile games have formed the digital culture. Mobile technologies provide an opportunity for a change in education; educators and technical developers are in exploiting the capabilities and characteristics of mobile technologies to enable new and engaging forms of learning activities. Researchers and educators begin to use mobile games in education. This study presents a mobile game-based learning system allowing learners to learn science knowledge through game play. The content of the system focuses on the relationship of the food chain for the underwater species. Learners have to work in groups exploring the simulated underwater world to find species in order to establish the hierarchy of the food chain. It is hoped that through this learning activity, learners will be able to generate team-work spirits and enhance their learning motivation.

The e-Learning Conference 2010 was published both in Book (ISBN: 978-972-8939-17-5) and CD-ROM (ISBN: 978-972-8939-15-1).

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
Dirk Ifenthaler, Albert-Ludwigs-Universität Freiburg, Germany
Nian-Shing Chen, National Sun Yat-sen University, Taiwan

Committee Members:
Abdel-Badeeh Salem, Ain Shams University, Egypt
Adamantios Koumpis, Altec Information And Communication Systems, S. A., Greece
Airina Volungeviciene, Vytautas Magnus University, Lithuania
Alan Hogarth, Glasgow Caledonian University, United Kingdom
Alex Voychenko, International Research And Training Center For Its, Ukraine
Alexandra Cristea, University Of Warwick, United Kingdom
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
Andrew Lian, Western Illinois University, Usa
Andrew Ravenscroft, London Metropolitan University, United Kingdom
Angélica De Antonio, Universidad Politecnica De Madrid, Spain
Ania Lian, Australian Catholic University, Australia
Annabelle Preussler, University Of Duisburg-essen, Germany
Anouk Gelan, University Hasselt, Belgium
Antonio Jorge, Universidad Politécnica De Valencia, Spain
Antonio Navarro, Universidad Complutense De Madrid, Spain
Apostolos Gkamas, RACTI, Greece
Avgoustos Tsinakos, Department Of Industrial Informatics, Greece
Ben Chang, National Chiayi University, Taiwan
Ben Motidyang, University Of Saskatchewan, Canada
Benno Volk, University of Zurich, Switzerland
Birgit Bomsdorf, Fulda University Of Applied Sciences, Germany
Bruno Warin, Université Du Littoral Côte D'opale, France
Carmen Holotescu, University Politehnica Timisoara, Romania
Carmen L. Padrón-Nápoles, Universidad Carlos III de Madrid , Spain
Cengiz Hakan Aydin, Anadolu University, Turkey
Cerstin Mahlow, University of Applied Sciences Northwestern Switze, Switzerland
Charalampos Karagiannidis, University of Thessaly, Greece
Charoula Angeli, University Of Cyprus, Cyprus
Christine Bauer, University Of Vienna, Austria
Christos Bouras, University Of Patras, Greece
Claudia Steinberger, Klagenfurt University, Austria
Danguole Rutkauskiene, Kaunas University of Technology, Lithuania
David Guralnick, Kaleidoscope Learning, United States
Demetrios Sampson, University Of Piraeus, Greece
Diana Pérez Marín, Rey Juan Carlos University, Spain
Dimitris Fotiadis, University Of Ioannina, Greece
Dirk Ifenthaler, Albert-ludwigs-university, Germany
Egle Butkeviciene, Kaunas University Of Technology, Lithuania
Elarbi Badidi, United Arab Emirates University, United Arab Emirates
Elena Mosa, Indire, Italy
Eric Schoop, Technische Universitaet Dresden, Germany
Erick Araya, University Austral Of Chile, Chile
Eva Heinrich, Massey University, New Zealand
Eva Jereb, University Of Maribor, Slovenia
Eva Martínez Caro, Universidad Politécnica De Cartagena, Spain
Ezendu Ariwa, London Metropolitan University, United Kingdom
Francesca Pozzi, Instituto Tecnologie Didattiche – CNR, Italy
Fuhua Lin, Athabasca University, Canada
Gabriela Grosseck, West University Of Timisoara, Romania
Gary Wills, University Of Southampton, United Kingdom
Geoffrey Lautenbach, University Of Johannesburg, South Africa
George Palaigeorgiou, Auth, Greece
George Papadourakis, School Of Applied Technology, Greece
Giannis Koutsonikos, Technical University Of Patras, Greece
Giuliana Dettori, Itd-cnr, Italy
Gloria Yi-ming Kao, National Taiwan University Of Science And Technolo, Taiwan
Guglielmo Trentin, Cnr - Istituto Tecnologie Didattiche, Italy
Hamid Harroud, Al-Akhawayn University In Ifrane, Morocco
Hasan Caliskan, Anadolu Universitesi, Turkey
Imed Hammouda, Tampere University Of Technology, Finland
Ioan Jurca, Universitatea , Romania
Ioannis Vardiambasis, Technological Educational Institute (TEI) of Crete, Greece
Ismael Pascual Nieto, Universidad Autónoma de Madrid Y Uned, Spain
Ivan Ganchev, University of Limerick, Ireland
Jackeline Spinola De Freitas, Universidad Politécnica de Madrid, España
Jaime Muñoz, Universidad Autónoma De Aguascalientes, Mexico
Jane Sinclair, University Of Warwick, United Kingdom
Jarkko Suhonen, University Of Joensuu, Finland
Jehad Najjar, K.u.leuven, Belgium
Jesualdo Breis, University Of Murcia, Spain
Jesús Boticario, Universidad Nacional De Educación A Distancia (une, Spain
Jesús Ibáñez, Universidad De Las Islas Baleares, Spain
Jirarat Sitthiworachart, Walailak University, Thailand
Jörgen Lindh, Jonkoping International Business School, Sweden
Jose Bidarra, Open University, Portugal
José Sierra-Rodríguez, Universidad Complutense De Madrid, Spain
Juan M. Santos, University of Vigo, Spain
Julia Sonnberger, University of Applied Sciences, Germany
Katerina Kabassi, TEI of Ionian Islands, Greece
Katherine Maillet, Institut Telecom & Management Sudparis, France
Katherine Sinitsa, Ukraine International Research And Training Center, Ukraine
Kathrin Figl, Vienna University of Business and Economics, Austria
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
Lester Gilbert, University Of Southampton, United Kingdom
Liliana Valencia, Rey Juan Carlos University, Spain
Liodakis George, Technological Educational Institution Of Crete, Greece
Lorraine Cleeton, Walden University, Usa
Luigi Sarti, Istituto Per Le Tecnoologie Didattiche, Italy
Luis Anido-Rifón, University Of Vigo, Spain
Maiga Chang, Athabasca University, Canada
Mandel Schewa, University Of Zürich, Switzerland
Mandy Schiefner, University Of Zurich, Switzerland
Manuela Delfino, Istituto per le Tecnologie Didattiche – Cnr, Italy
Manuela Repetto, Instituto Per Le Tecnologie Didattiche – Cnr, Italy
Marco Kalz, Open University Of The Netherlands, Netherlands
Maria Moundridou, School of Pedagogical and Technological Education , Greece
Maria Rigou, Patras University, Dept of Computer Engineering an, Greece
Marina Rui, University Of Genoa, Italy
Marina Noelia Cantarutti, Cibadist, Argentina
Markus Bick, ESCP Europe, Germany
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
Matthias Rohs, University of Zurich, Switzerland
Michael E. Auer, Carinthia Tech Institute, Austria
Michael Kerres, University Duisburg-essen, Germany
Michael Paraskevas, University Of Patras, Greece
Michael Piotrowski, University of Zurich, Switzerland
Michail Kalogiannakis, University of Crete, Greece
Michalis Xenos, Hellenic Open University, Greece
Michel Ebouyea, Univeristy La Rochelle, France
Miguel Zapata Ros, University Of Murcia, Spain
Mihaela Dinsoreanu, Technical University Of Cluj-napoca, Romania
Mihai Jalobeanu, Universitatea de Vest "Vasile Goldis", Romania
Mike Joy, University Of Warwick, United Kingdom
Ming Hou, Defence R&d Canada (DRDC) - Toronto, Canada
Mirjana Ivanovic, University Of Novi Sad, Serbia
Mizue Kayama, Shinshu University, Japan
Mohamed Ally, Athabasca University, Canada
Mohamed Amine Chatti, Rwth Aachen University, Germany
Mona Laroussi, Insat/lifl, Tunisia
Monica Landoni, University Of Strathclyde, United Kingdom
Nora Lizenberg, ISP Joaquín V. González, Argentina
Oktay Ibrahimov, National Academy Of Sciences Of Azerbaijan, Azerbaijan
Oliver Bohl, University of Kassel, Germany
Panagiotes Anastasiades, University Of Crete, Greece
Paola Forcheri, Ima-cnr, Italy Paolo Gentilini, Irre Liguria, Italy
Patrick Blum, Inside Business Group, Germany
Patrick Blumschein, University of Freiburg, Germany
Patrick Fahy, Athabasca University, Canada
Pavel Rusakov, Riga Technical University, Latvia
Penne Wilson, University Of New Mexico, United States
Pertti Yli-luoma, University Of Oulu, Finland
Peter Mikulecky, University Of Hradec Kralove, Czech Republic
Peter Westerkamp, Westfälische Wilhelms-universität Münster, Germany
Qing Tan, Athabasca University, Canada
Rafael Morales, Virtual University Of Guadalajara, Mexico
Rafael Valencia, Universidad De Murcia, Spain
Ramon Brena, Monterrey Institute Of Technology , Mexico
Raquel Hijon, Rey Juan Carlos University, Spain
Raul Antonio Aguilar Vera, Universidad Autonoma De Yucatan, Mexico
Rory Mcgreal, Athabasca University, Canada
Rosa Bottino, Cnr, Italy
Rosabel Roig-Vila, Universidad de Alicante, Spain
Ruben Fuentes-Fernandez, Universidad Complutense Madrid, Spain
Ruben Miguez Perez, University Of Vigo, Spain
Rubén Edel Navarro, Universidad Veracruzana, Mexico
Rune Pettersson, Pettersson, Sweden
Sabine Graf, Athabasca University, Canada
Sandra Schaffert, Salzburg Research Forschungsgesellschaft, Austria
Sibren Fetter, Open University The Netherlands, Netherlands
Sobah A. Petersen, Sintef, Norway
Stamatina Anastopoulou, University Of Nottingham, Greece
Stanimir Stojanov, University Of Plovdiv, Bulgaria
Stanislaw Wrycza, University Of Gdansk, Poland
Stavros Demetriadis, Aristotle University Of Thessaloniki, Greece
Stefania Manca, Istituto Per Le Tecnologie Didattiche, Italy
Steve Wheeler, University Of Plymouth, United Kingdom
Stis Wu, Chung-yuan Christian University, Taiwan
Taher Homeed, University Of Bahrain, Bahrain
Telmo Zarronandia, Carlos Iii University, Spain
Thrasivoulos Tsiatsos, University Of Patras, Greece
Toffolon Claudine, Université du Maine, France
Tomas Sabaliauskas, Vytautas Magnus University, Lithuania
Tomaz Amon, Center For Scientific Visualization, Slovenia
Toshio Okamoto, University Of Electro-communications, Japan
Tuomo Kakkonen, University Of Joensuu, Finland
Ulrike Hanke, Universitaet Freiburg, Germany
Vaiva Zuzeviciute, Magnus University, Italy
Vassilis Triantafillou, Τechnological Educational Institution Of Mess, Greece
Vladimir Shekhovtsov, National Technical University, Ukraine
Vyacheslav Shitikov, Riga Techinical University, Latvia
Werner Beuschel, Fh 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
Yufang Cheng, National Changhua University Of Education, Taiwan
Zinayida Petrushyna, Rwth Aachen, Germany