Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Movies, ethics and accounting: a teaching experience

This research presents an innovative learning experience undertaken in three groups of a financial accounting course at the University of Valencia (Spain). After watching three accountingrelated movies, students answered a test based on each movie with questions about the ethical and accounting issues described in them and their satisfaction with the learning technique. Nonparametric tests and a multivariate analysis showed that the students who participated in this experience obtained a higher exam mark than those who did not. Our results evidence a significant effect on the final exam mark for more questions only in one of the movies. Our results are valuable because they show that students engage in this methodological approach, which can be helpful for them to improve their exam performance

Human Factors and Innovation with Mobile Devices

Advancements in technology are a significant driving force in educational innovation, but a strong focus on technology means that human aspects and implications may not be given the attention they deserve. This chapter examines usability issues surrounding the use of mobile devices in learning. A key aim is to empower educators and learners to take control of personal devices and realise their potential in relation to teaching and learning. The background section reviews the development of usability studies and explores why mobile device usability presents specific new challenges. The impact of changing requirements in education, and new visions for ways of thinking and competences that learners should be acquiring, are also examined. Finally, the chapter provides a set of concepts that can inform conversations between educators and learners, mobile system engineers, developers, support staff, and others

Designing Information Systems Security Policy Methods: A Meta-Theoretical Approach

Information systems security policy (ISP) is the critical foundation of information systems security. Despite the criticality of the ISP, information systems security scholars have expressed concerns about the lack of theory and limited methodological support for the development of ISP. Existing literature on ISP Development (ISPD) is scattered and lack meta-theoretical approach toward designing ISPD Methods (ISPDM). This paper aims to fill the gap by consolidating extant ISPD approaches and put forth a systematic way by adopting a meta-theoretic approach in defining essential principles for designing ISPD method. After presenting the principles we demonstrate that none of the existing methods are based on all the essential principles

Training the sages of integrity

Drawing on his experience in the field and his familiarity with theatrical techniques, Marian Popescu offers us a stimulating reflection on what he ends up calling academic "integrative ethics" and on the role that "wise men of integrity" should play in its implementation. The author develops his proposal by understanding the historical flaws and advances in the field of character education. The training, combining cognitive devices and communicative and dramatic skills of these experts, mediators and referents appears, in his view, to be the key element in the current fight for integrity

Language-as-skill Approach in Foreign Language Education: A Phenomenological Study

The purpose of this qualitative phenomenological study was to understand foreign language educators\u27 lived experience of language-as-skill that focuses on language use. The central research question explored the foreign language educators\u27 experiences and perspectives on the concept of language acquisition as a type of skill acquisition. In addition, the researcher investigated foreign language educators\u27 language-as-knowledge and language-as-skill methodologies. This study also aimed to discover how the language-as-skill with advanced technology could be a way to address the contemporary challenges in foreign language education for learners and improve learners\u27 communicative competence to thrive in a globalized world with diversity. A transcendental phenomenological study design was selected to explicate the essence of human understanding. At this stage in the research, skill acquisition views Language learning as other cognitive skills development, such as how people learn to play the piano or drive a car. The theory guiding this study was DeKeyser\u27s skill acquisition theory, which explained the relationship between skill development and Language acquisition. In this study, 10 foreign language teachers from a local language training school became participants in semi-structured interviews, classroom observations, and document analysis. Data that were collected from the interviews, documentation, and observations were reviewed, grouped, coded, and reported as faithfully as possible to the participants\u27 experiences and perceptions of this phenomenological study

Playing a critical role: experiential learning resources and analytical media studies in higher education

This article compares two Information and Communication Technologies (ICTs) used in the Faculty of Arts, Deakin University Australia, and investigates the relationships between technology, pedagogy and key issues in the teaching and practice of public relations, in a media studies context. The online role-play &lsquo;Save Wallaby Forest&rsquo; and the e-simulation &lsquo;PRessure Point! Getting Framed (GF), in their different ways, afford learning&nbsp; environments with capabilities that present public relations and media students with opportunities to discover a critical consciousness, break out of naturalised world-views, and explore alternative approaches to organisational communication. Furthermore, they present students with complex ethical issues to investigate based around the idea that media industries are powerful discursive producers and reproducers of social norms, values and beliefs which in turn shape notions of identity and influence the formation of public opinion in society (Fairclough 1999; Habermas 1995). This article explores the intersections and differences between these distinct ICTs in their relationships to a constructivist learning approach and ethical questions about how public relations both produces and reproduces world views through practice. This interacting nexus &ndash; between technology, pedagogy and theme &ndash; is significant because &ldquo;what happens in the learning process&rdquo; relates to the learning outcome and therefore has the potential to develop holistic reflexivity in studies of public relations (Laurillard 2003, p.42).<br /