• Writing a thesis related to TEL;
• Timing and constraints to finish their Ph.D;
• How to proceed with “the writing and the requisites” after finishing investigating;
• What students need to do in order to conclude their Ph.D;
• What is the correct way to react, if things run differently from what was planned.

• introduce the concept of MOOCs,
• brainstorm about interesting topics, speakers and technology to be used for the TEL-MOOC,
• discuss (social) media coverage and automatic analyses of the course,
• research potentials that arise from the course (maybe some PhD student would like to study the TEL-MOOC),
• perform a SWOT analysis of a TEL-MOOC,
• discuss and define formal criteria for accreditation of a TEL-MOOC in the local PhD programs of the participants.

The workshop aims to build an understanding of the basic concepts in game design. Identifies some terminology to comprehend different elements involved in game development.

Nowadays we utilize the term Serious Games for making reference to games that target learning aspects within digital gaming. Nevertheless, as Obliger mentions: ”[m]ost educators are neither game players nor game developers” (Oblinger, 2006). He makes explicit in just one sentence two of the controversial tensions of serious gaming: game researchers and educational researchers have different perspectives on how to understand and approach the digital game phenomenon.

As the time of the workshop is extremely brief, its aim is very concrete: to offer a concise introduction to game design. Agenda:

1. Basic concepts and terminology in game design.
2. Brief overview of serious games.
3. Basics of puzzle design.
4. Put hands on by re-designing a game.
5. Play test and discuss the results.

The main objective of this workshop is to facilitate students in improving their skills in concisely presenting their research work and outcomes, in exploring publication strategies in TEL, and in identifying the most important landmarks in their PhD fields.

On Monday, in Part 1 of this workshop, we will explore the structure of an academic paper based on some examples. We will commence a mini conference for the week including submission of a small text and peer review. We will also interactively elaborate publication strategies for PhD students in TEL.

On Friday, in Part 2 of this workshop, we will reflect and discuss selected examples from the mini conference. In a further interactive exercise we will have students identify the "landmarks" in their PhD fields.

PhD students in the field of TEL, as well as tutors, will have the opportunity to design & prototype their ideas related to the application of technology enhanced learning in museums, working hand in hand with museum educators & curators from the Lisbon NHM.

In today's digital society, there is an increasing capacity to observe users in digital environments. Learning analytics is the area in which the measurement, collection, analysis and report of data about learners and their contexts is used to understand and optimize learning and the environments in which it occurs. Data mining techniques are being used in other areas such as business intelligence, recommender systems or even educational environments. But can these algorithms be applied to real life scenarios? What kind of support can they provide to students and instructors? What is the connection with pedagogy? How should they be adopted by instructors? The answers to these questions provide fertile ground for doctoral research projects. This hands-on workshop starts with an overview of the main research questions emerging in the area of learning analytics followed by an activity in which attendees are exposed to basic data set manipulation techniques and explore how data may guide the design of interventions in a learning experience. For this activity, attendees are required to install the tool RStudio (rstudio.org) in their personal computers. Attendance will be restricted to a maximum of 20 people. http://bit.ly/jtelss-la

The workshop will build on the modeling activities from last year’s summer school, the results of which have been integrated into the TEL-Map Confolio (http://telmap.confolio.org). The participants will be given their own personal Confolios, where they can describe their research with a mixture of free text and controlled vocabularies. This will allow them to ask machine-processable questions such as e.g., ”Who is working within the same (or similar) sub-areas of TEL as me, but using different theories and/or methods?” Such questions will enable students to find interesting discussion partners and potential co-authors of joint research papers.

After the summer school we will continue these modeling activities within the TEL-Map project (www.telmap.org) via a series of online modeling sessions that will aim at enriching the models in various ways. This will include the creation of an in-TEL-ligence network for collective gathering and assessment of events and developments that influence the future of the TEL community.

In this way the students will have an opportunity to collaboratively build and share the current state of the art in TEL, describe where the innovation points are occurring, and reflect on how their own PhD work fits within this landscape. From a more strategic perspective, being part of such a modeling group will allow the students to position themselves within the TEL community and demonstrate why their research is innovative and where their expertise lies, while at the same time raising their visibility within the TEL-Community as well as in the eyes of the European Commission.

Widget-based PLE are currently of substantial interest in the TEL community. In such PLEs, teachers and learners combine Web widgets to complete learning applications for their particular learning needs. However, often such PLE are just sets of widgets put side by side lacking technical support for widget integration and learner collaboration.

To address such challenges, ROLE has bundled a set of APIs developed within the project such as learning spaces, inter-widget communication, learner action tracking, etc. into the ROLE Software Development Kit (SDK).

In this hands-on workshop we will introduce, demonstrate and actively work with the ROLE SDK in terms of usage, design, and concrete development. Participants will play with the ROLE Sandbox, an experimental SaaS installation of the SDK, design new/enhance existing widgets with ROLE technologies and learn how to implement their ideas under the guidance of experienced ROLE developers.

The workshop is divided in two parts. The first part consists of a short introduction of about 20 min, a team-up phase and an initial idea storming for new widgets or enhancements of existing widgets using ROLE technologies within the teams. In the second part the teams will compete to develop their ideas under guidance in a code jam.

The workshop will provide a hands-on session on Knowledge Maturing using the open source tools SOBOLEO (social bookmarking, people tagging) and SIMPLE (Social Interactive Mashup PLE). We will also discuss how to design socio-technical systems and how to link it to PhD; i.e. sharing experiences from conducting a PhD in the course of an EU funded project (both presenters are former participants of the JTEL Summer School and conducted their PhD in an EU IP). In Knowlege Cafés, students will collect and discuss new ideas for further development within the open-source community. Students are welcomed to bring in their own tools.

Personal mobile devices, such as smartphones or tablets, are now easily found amongst students, but only few of the software applications available for these devices are used in academic and educational settings. Augmented reality technologies provide an innovative tool for the educational mobile environment. Combining real and virtual elements allows us to design digital games for learning and enhance learners’ experiences.

Augmented Reality for Learning Games is a learner-centred workshop that aids participants for the understanding of the role and impact of augmented reality and digital games in education. This workshop provides the following main perspectives:

1. What are the implications of the game-based AR-learning approach with respect to design requirements that are “unconventional” in comparison to more classic approaches.
2. What are latest relevant technology trends and innovation in mobile learning that leverage the application in certain domains, for example healthcare, life sciences, language and music learning?
3. How to design an experiment, using this technology.

Based on these perspectives, the workshop engages participants in the design and development of their own “augmented reality for learning” games, and gives clues on how to best exploit this in experimental scenarios, which are presumably interesting and inspiring for Ph.D. candidates.

Widget-based PLE are currently of substantial interest in the TEL community. In such PLEs, teachers and learners combine Web widgets to complete learning applications for their particular learning needs. However, often such PLE are just sets of widgets put side by side lacking technical support for widget integration and learner collaboration.

To address such challenges, ROLE has bundled a set of APIs developed within the project such as learning spaces, inter-widget communication, learner action tracking, etc. into the ROLE Software Development Kit (SDK).

In this hands-on workshop we will introduce, demonstrate and actively work with the ROLE SDK in terms of usage, design, and concrete development. Participants will play with the ROLE Sandbox, an experimental SaaS installation of the SDK, design new/enhance existing widgets with ROLE technologies and learn how to implement their ideas under the guidance of experienced ROLE developers.

The workshop is divided in two parts. The first part consists of a short introduction of about 20 min, a team-up phase and an initial idea storming for new widgets or enhancements of existing widgets using ROLE technologies within the teams. In the second part the teams will compete to develop their ideas under guidance in a code jam.

The workshop will enable participants to explore the characteristics of new social and participatory media and consider how they can be harnessed to support learning, teaching and research. In particular it will look at how research can be promoted through these new technologies. Participants will also get a chance to trial a set of new learning design representations which help designers create more effective and engaging learning opportunities.

This proposal concerns the notion of research2.0 as it applies to TEL. We will briefly present the concept, historical roots, etc and then show some of our tools (TINYARM, MORE!, MUSE, ResearchTable, ...). Participants will then work with the tools, and evaluate how they relate to problems they experience in their research work. We will conclude with a discussion on how TEL research is typically evaluated.

A Personal Learning Environment (PLE) is a novel learning facility that allows learners to aggregate, manipulate and share digital artefacts of their ongoing learning experiences, within a flexible and versatile environment. This workshop will enable students to understand how a PLE can be used to support them in their everyday learning and research tasks. Additionally, the students will have the opportunity to build their own PLE through a set of structured learning activities.

This discussion based workshop is aimed at PhD students who are about to design or are engaged in designing any data collection that involves personal digital technologies such as mobile phones, podcasting, social networking, virtual worlds and online role-playing games. It will address the ethical concerns that should be considered when any research involves access to personal information that subsumes home and work or school or college contexts, such as that stored on a personal handheld device or in a social networking profile. It will go beyond the research associations' published codes of conduct to address questions such as what do privacy, image and consent now mean to participants, whether in their virtual life or in the real world and how should a researcher respect it. Issues such as the ease with which photographs can be captured, transferred and transformed and who owns them where will also be debated.

Bridging the gap between TEL research and workplace practices is a big challenge for researchers, trainers and professionals especially nowadays. The focus of this workshop is to invite phd TEL students to design WebQuest 2.0 training scenarios in order to promote TEL practices in a workplace context. Participants will be first introduced to a practical example of a phd research innovation that was successfully transferred to workplace. More specifically the Collaborative Blended Learning Model and WebQuests 2.0 activities that have been tried before only in Foreign Language Learning sector were transferred through the European project Webquest for HRM to the field of Professional Development in SMEs (15min). The workshop will continue with a discussion related to the ways that TEL research can be linked to workplace (10min).

Students will work in groups to design WebQuest 2.0 scenarios based on their TEL research experience that will aim to transfer TEL knowledge to professionals in an authentic way (50min). In the end, the session will be concluded with a series of recordings in which students will briefly describe their innovative ideas and evaluate their learning experience (15min).

Students are invited to bring their laptops.

The objective is to demonstrate the conceptual and technical solutions for personalized support of self-regulated learning (SRL). Specific strategies for SRL will be explained and used to design a Personal Learning Environment (PLE). The workshop consists of three parts:

1. Theoretical Introduction: Illustrative example, SRL principles, metrics for success, barriers for user adoption.
2. Interactive Part: Choose a learning objective, design PLE and create innovative SRL strategies.
3. Plenary Discussion: Presentation of results, lessons learned, SRL barriers and advantages.

One of the challenges in designing for TEL is working with different stakeholders towards a common goal. The Design-Based Research (DBR) approach attempts to meet this challenge by including iterations of design, implementation and evaluation in learning and teaching practice. The aim of the workshop is to use multidiscipline perspectives of computer science (CS), interaction design (ID), education and didactics (ED) to explore the complex issues of supporting TEL. The workshop aims at envisioning future learning scenarios that add value to the practice of education by examining the current state-of-the-art learning tools (e.g. Adobe Connect and Moodle).

The workshop has three main parts. The first part is an introduction (20 mins), the second part (35 mins) will have the participants break into three groups to discuss the three perspectives (CS, ID, and ED). Each group will explore the different learning tools related to a scenario of current practice, preparing key discussion points. For the third part (35 mins) the three groups will reconvene to present their group work followed by a general discussion about how to bridge the intellectual distance for TEL from the perspectives of CS, ID and ED.

The objective is to demonstrate the conceptual and technical solutions for personalized support of self-regulated learning (SRL). Specific strategies for SRL will be explained and used to design a Personal Learning Environment (PLE). The workshop consists of three parts:

1. Theoretical Introduction: Illustrative example, SRL principles, metrics for success, barriers for user adoption.
2. Interactive Part: Choose a learning objective, design PLE and create innovative SRL strategies.
3. Plenary Discussion: Presentation of results, lessons learned, SRL barriers and advantages.

The natural response to ever-increasing volume of resources included in research and academic work is to use personal, bibliographic software. These tools can create bibliography and footnotes in combination with popular word processing programs. They also allow direct searching in some data bases and sharing of bibliographic files among research colleagues. The aim of this workshop is to present a practical and personal approach in the use of popular reference managers to facilitate the gathering, organization, systematization, and integration of the bibliographic references in the Academic documents.

The main objective of this workshop is to facilitate students in improving their skills in concisely presenting their research work and outcomes, in exploring publication strategies in TEL, and in identifying the most important landmarks in their PhD fields.

On Monday, in Part 1 of this workshop, we will explore the structure of an academic paper based on some examples. We will commence a mini conference for the week including submission of a small text and peer review. We will also interactively elaborate publication strategies for PhD students in TEL.

On Friday, in Part 2 of this workshop, we will reflect and discuss selected examples from the mini conference. In a further interactive exercise we will have students identify the "landmarks" in their PhD fields.

This workshop will actively involve participants in exploring a Web 2.0 application as tools for creating digital content to put on a learning platform. The Web 2.0 applications, such as Wix, allow you to build interactive digital content without any programming knowledge. The purpose of the workshop focuses on sharing with participants the possibilities offered by web 2.0 tools in education where the user is a no longer just consumer of content by also contributing to the collective knowledge. Participants will be given a practical demonstration of how to creat a digital content made in WIX and embed the content in a Moodle (Modular Object-Oriented Dynamic Learning Environment) course. Afther the practical demonstration participants will have a hands-on opportunity to work with the tools and actually begin creating their own digital contents and share them in the Moodle course.

The web is the primary mean of communication in developed societies. All kinds of information that describe our recent times are published on the web. As everyone can publish online, it becomes possible to analyze events through various first-person points of view that provide different perspectives, and not just the official descriptions issued by dominant forces. Thus, the web is a valuable resource for contemporary historical research. However, its information is extremely ephemeral.

Several research studies have shown that only a small amount of information remains available on the web for longer than 1 year. Web archiving aims to acquire, preserve and provide access to historical information published on the web. In November 2011, there were 52 web archiving initiatives worldwide, which include services that enable any person to create their own historical collections. Web archiving has also an important sociological impact because common citizens are publishing information with a personal meaning on the web, without having any preservation concerns, such as saving their pictures on a disk. In the future, web archives will be the only source of personal memories to many people.

There are tools, such as browser add-ons, that facilitate historical research over web archives. However, most of them require that the users know the exact address (URL) where the needed information was published in the past. The Portuguese Web Archive provides a full-text search service over 1 billion contents archived from 1996 to 2011 (available at www.archive.pt), as well as other tools for historical research over archived web collections. More info: http://bit.ly/KcAbmO

The International Journal of Technology-Enhanced Learning values young researchers. Therefore, the editor in chief Ambjörn Naeve and his managing editor Fridolin Wild are (again) inviting participants of the summer school to step up, take ownership, and organise a special issue dedicated to (and organised by) next generation researchers. With the first young researcher special issue published and the second one in pipeline, within this workshop, the editors will seek contact to willing individuals that want to do a kind of journal editor internship. This workshop session / kick-off meeting should run in parallel to others (as it should be limited to a small 5-10 people strong group). Depending on attendance, guest editors of the two previous special issues will be included in organising this session.

In this workshop, we will consider the deconstruction of traditional learning environments and the elicitation of user requirements to design innovative and targeted Web Apps that can be later integrated in Personal Learning Environments or in LMS (using ad-hoc plugins). Approaches to enforce user experience, to provide scaffolding, and to enable interoperability using ROLE technology will be discussed. The participants will work with the ROLE requirement bazar, the ROLE widget store and the Graasp PLE enabler. Participants will interact in interdisciplinary design teams integrating competencies in education and information technology. Graasp space: http://graasp.epfl.ch/#item=space_1812