LAUNCHING AN E-LEARNING SYSTEM IN A SCHOOL

Cross-European e-/m-Learning System UNITE: A Case Study

Maja Ćukušić and Andrina Granić

Faculty of Natural Sciences, Mathematics and Education, University of Split, Teslina 12, Split, Croatia

Ivan Maršić

Elementary

School Spinut, Split, Croatia

Keywords: e-Learning, elementary school, learning scenario, e-/m-Learning implementation process, case study.

Abstract: The paper reports on a case study concerning the e-/m-Learning implementation of theories and practices in

school settings. Within the framework of the UNITE project, organisational, pedagogical, technical and

infrastructural support was provided to a network of 14 European schools. This paper describes activities

preceding and those undertaken through the launch of the UNITE system from the perspective of one

enrolled school and its project partner. The system implementation, presented as iterative four stage process,

covers scenario planning and implementation, validation along with platform and process improvement.

Achieved intermediate results from the first iteration of the implementation process are discussed.

1 INTRODUCTION

UNITE: Unified e-Learning environment for the

school (http://www.unite-ist.org) is an Information

Society Technologies (IST) project partially

supported by the European Community under the 6

Framework Programme for R&D. The main

objective of the project is to provide novel services

in education for young Europeans by combining

different state-of-the-art technologies in e-/m-

Learning, also taking into consideration novelty in

technology and pedagogy. The promotion of

interdisciplinary learning, the implementation of e-

/m-Learning scenarios, the enhancement of learning

experience and the creation of Network of Schools

are some of the aimed means of bridging the gap

between formal and informal learning.

Consequently, students are encouraged to

explore ways of combining old and new methods of

learning in order to expand their knowledge using

the potential of the technology. The improvement of

students' learning experience is accomplished

through the use of innovative e-/m-Learning

scenarios that exploit the potential of social and

collaborative processes. Through virtual Network of

Schools which includes 14 schools from ten

European countries, students work and collaborate

with each other. Project partner countries along with

enrolled schools are presented in Table 1.

The University of Split (UoS) is the project’s

Croatian partner, responsible for pedagogical

framework design and implementation. At the same

time as the majority of project partners, UoS is

working closely with its partner school on planning

and launching the UNITE system as a cross-

European e-/m-Learning platform. The

implementation period comprises joint work of

project partners and partner schools related to setting

up the infrastructure, planning, creation and delivery

of new and/or customised scenarios as well as

validation of performed activities.

This paper reports on only the UoS and Spinut

School's experience, the activities undertaken and

the intermediate results achieved in the system's

implementation in school settings. The rest of the

paper is structured as follows. Section 2 introduces

the projects goals and objectives, technical

foundation and supporting mechanisms. Section 3

describes the implementation of the UNITE e-/m-

Learning platform in Spinut School, describes initial

activities preceding the implementation process as

well as the achieved outcomes. Finally, Section 4

concludes the paper.

The age range of students enrolled in Croatian eight-yea

elementary schools is from seven to fifteen.

380

Ä ˛Eukuši

c M., Grani

c A. and Marši

c I. (2008).

LAUNCHING AN E-LEARNING SYSTEM IN A SCHOOL - Cross-European e-/m-Learning System UNITE: A Case Study.

In Proceedings of the Fourth International Conference on Web Information Systems and Technologies, pages 380-387

DOI: 10.5220/0001520603800387

 SciTePress

Table 1: Schools participating in the UNITE project.

Country Name of school(s)

134 Hebrew and English Language School

‘Dimcho Debelainov’

Bulgaria

National High School of Mathematics and

Science ‘Acad. L. Tchakalov’

Cyprus The English School

Croatia Elementary School Spinut

Berüfliche Schule Elektrotechnik / Elektronik

Germany

Erasmus-Gymnasium Rostock

Greece Ellinogermaniki Agogi School

Latvia Riga 3. secondary school

Lithuania

Kaunas University of Technology

Gymnasium

Stella Maris College

Malta

Margaret Mortimer, Girls' Junior Lyceum

Slovenia

Gimnazija in ekonomska srednja šola,

Trbovlje

King Edward VI School

United

Kingdom

Lynn Grove VA High School

2 ABOUT THE PROJECT

2.1 Project Goal and Objectives

The main goal of the UNITE project is "… to

contribute to the improvement of Europe-wide

education in secondary schools based on common,

innovative principles in technology, pedagogy and in

learning scenarios, tested by a well-defined

validation framework" (Description of Work, 2005).

In order to achieve the main goal, a number of key

objectives were set up:

 The Pedagogical Framework, designed and

implemented in the first phase of the project,

should initiate daily use of the platform in

classrooms and provide pedagogical concepts for

the e-/m-Learning scenarios,

 The Technical Platform with its communication

and cooperation functionalities should support

wide-spread learning along with other learning

concepts of the pedagogical framework and

 The Learning Scenarios should use the full

potential of the platform and developed

pedagogical concepts so as to motivate learners

and deliver innovation in the classroom.

It is important to note that additional objectives

concern the establishment of a Network of Schools,

development of a Europe-wide repository of re-

usable e-Learning content, the development of an

adequate validation framework, detailed socio-

economic evaluation of UNITE as well as a

carefully designed exploitation plan.

2.2 Technical Platform

The UNITE platform seamlessly integrates three

distinct technologies including their quite diverse

functionalities into usable and effective e-/m-

Learning environment (Kouloumbis et al., 2006):

 A eLearning Portal, supporting the learning

process and specifically, group-oriented learning

in classes of pupils,

 A eKnowledge Repository, containing traditional

eLearning material (like assets, pages and

courses), but also images shot during "learning at

excursions", knowledge sharing sessions and

best practices and

 A Mobile Learning Component, that allows to

contact both other learners as well as the school-

server and to communicate taking in mobile

learning scenarios.

The UNITE platform is a web-based system with

two access points: (i) the learning portal and the

learning management system are directly accessed

via a web server (http://pilot.unite-ist.org), while (ii)

the mobile devices are connected to the platform via

a dial-in server. The knowledge repository is a

background service behind the web server.

Because future users, here primarily referring to

school teachers and students, were involved in the

platform development process (for example

definition of user requirements, mock-up validation

activities along with usability assessments), the

UNITE technical solution fits their needs. Innovative

learning by means of the platform can now take

place in the classroom, at home or anywhere else,

wherever indoor or outdoor. The system offers

numerous possibilities for successful knowledge

delivery and acquisition, and it is now up to teachers

and schools how they will make use them.

2.3 Supporting Mechanisms

Implementation of the system in partners' schools

comprises the combined work of the project partners

and school teachers related not only to the creation

and delivery of new and/or customised learning

scenarios, but also to the additional supporting

material provided by the project. Teaching and

LAUNCHING AN E-LEARNING SYSTEM IN A SCHOOL - Cross-European e-/m-Learning System UNITE - A Case

Study

381

learning with the UNITE platform implies the use of

curriculum material delivered, not only in English,

but also in the partners' mother tongue. In order to

illustrate the significant role of supporting

mechanisms, selected implementation instruments

are briefly introduced in the following:

 Teachers' Handbook (Ćukušić et al., 2007); this

is a practical guide and covers how to design

lesson plans for scenarios, how to design an e-

/m-Learning scenario and how to plan content

production; the first version of the Handbook

was available as an easy-to-navigate and

printable PDF file format; the current new

handbook is presented as a web portal with many

additional features;

 Content Development Handbook (Tzanavari,

2007) is a practical guide to developing content

for the platform; it includes learning content’s

technical features, making decisions about the

development of learning content, access to

available resources and offers useful guidelines

for the development of reusable e-Learning

content; the Handbook does not require many

technical skills from teachers (who are the actual

content developers in most cases);

 UNITE e-Learning Scenario Template (Zoakou

et al., 2006) is designed to encourage scenario

development which is grounded in pedagogical

principles specified in the UNITE’s pedagogical

framework; three scenario examples are

provided as a first point of reference, to provide

models for teachers to follow.

The abovementioned three documents (see Figure 1)

helped teachers to become familiar with the

pedagogical framework and content development

concepts as well as their implementation in the

scenario development phase.

Figure 1: Supporting manuscripts.

3 THE IMPLEMENTATION OF

UNITE IN SPINUT SCHOOL

3.1 School and the Team

Elementary Spinut School is a state school which

was founded in 1954 and soon became a place to

practice the pedagogic skills of the students from the

Faculty of Natural Sciences, Mathematics and

Education. The results of joint work among teachers,

professors and students can be seen in mutual

projects, exhibitions, workshops, various teaching

praxis and the like. The age range of students is from

7 to 15 and currently there are about 650 students

enrolled. The school staff are willing and eager to

put in extra effort, which can be seen in the excellent

results they have achieved within the framework of

the new Croatian National Educational Standard

programme. Precisely for this reason the school is a

great partner for "trying-out" an e-Learning project,

even though they have had no prior experience with

technology enhanced learning.

A team of five people was formed, consisting of

the school’s headmaster, the pedagogue and three

subject teachers. Support in terms of organisational

and technical assistance was provided by UoS. In the

first two scenario implementations approximately 50

students took part (mostly 13 and 14 year-olds).

3.2 Preliminary Activities/ Research

Prior to the development of UNITE’s supporting

mechanisms and platform integration, many research

activities took place. The results of these activities

helped to build up knowledge about Network of

Schools as a whole (see more details in

(Limanauskiene & Stuikys, 2007)), but they also

provided necessary impressions and insight of

schools’ perception of e-/m-Learning, national

specifics, the overall context and similar.

First, the school fact-finding questionnaire (A.

Granić, raw interview data, April 4, 2006) along

with other technology and pedagogy related

questionnaires revealed school characteristics and

the degree of expected commitment to the project. In

terms of the Information and Communication

Technology (ICT) in general and e-Learning in

particular, Spinut School was taking initial steps

since there was no 'strategy' related to their adoption.

On the other hand, the motivation of teachers was

high from the beginning. They expected

improvements in teaching and learning process,

progress in the distribution of teaching contents and

opportunities to gain new training-skills programs.

WEBIST 2008 - International Conference on Web Information Systems and Technologies

382

Second, after having been introduced to the e-/m-

Learning concepts, the UNITE goals and the

existing technologies through several workshops, the

school team was asked to compile a user

requirements list. As the school unquestionably fell

into the category of "e-Learning unaware" schools,

acquired user requirements were on a more general

level (e.g. students should be able to learn particular

domain knowledge, the system should make possible

lifelong learning or the system should provide some

mechanisms for student on-line motivation (A.

Granić, raw interview data, April 15, 2006)).

Conversely, teachers were quite aware of the

importance of contemporary learning trends (e.g.

adjustment of tasks to individual student’s needs or

system should allow collaborative learning).

Formulated requirements were merged with the ones

provided by other partners' schools, processed,

extracted, evaluated and prioritised to form the pool

Third, according to the Croatian national

curricula and school educational policy plans, the

school's current pedagogical practice tends to limit

the widespread practice of whole class teaching in

favour of group work, practical assignments,

research work and collaboration. Every teacher uses

his/hers own individual methodological approach, so

pedagogical practice often depends on the teacher

and his/her personal educational philosophy.

Concerning the technical infrastructure, the situation

could be much better. Currently there are about 40

computers available (one for every 16 students).

Such information was essential to identify the

national dimension and formulate crucial procedures

in order to integrate UNITE in daily activities.

Fourth, the walkthrough usability test of UNITE

design mock-up with future users (teachers and

students) was performed. The benefits of this

evaluation were considerable: (i) usability problems

were detected at a very early stage of the design

process, (ii) communication and collaboration

between designers and users was encouraged, (iii)

iterative design and multiple evaluations were

supported and (iv) users got "the feel" of the system.

Both the teachers and the students were very keen to

start using UNITE after seeing the mock-ups for the

first time. They did have some improvement

suggestions (e.g. too small fonts, not very clear and

self-explanatory icons) which were taken into

account in the first version of the platform.

Once the school team was involved in initial

development activities and had had some hands-on

experience of using the system, they were prepared

for the next phase – the launch of UNITE in their

school.

3.3 The Implementation Process

As any other good-practice project, UNITE has

followed a certain process in order to implement its

theories and practices in schools. This matches the

idea behind Deming’s iterative four-step problem-

solving Plan-Do-Check-Act (PDCA) or Plan-Do-

Study-Act (PDSA) process (Moen & Norman, 2006).

Deming broadened the use of the original cycle to

apply it to all situations at all levels with the

emphasis on learning and improvement. Aligning

with the PDSA cycle, UNITE’s implementation

process advances through four major phases

including: (i) scenario planning, (ii) scenario

implementation, (iii) validation and (iv) platform

and process improvement respectively (Figure 2).

Figure 2: The launch of UNITE in the school.

LAUNCHING AN E-LEARNING SYSTEM IN A SCHOOL - Cross-European e-/m-Learning System UNITE - A Case

Study

383

A fundamental principle of this process is iteration:

once our assumptions are confirmed or negated in

the validation phase, we execute the cycle once

again with the intention of extending the knowledge

further on. Below we present the results from the

first iteration, the one that took place in Spinut

School from February until July 2007.

3.3.1 Scenario Planning

The objective of the planning phase was the delivery

of two innovative scenarios: (i) the custom scenario,

planned and written using the scenario template and

(ii) the adapted scenario, adjusted scenario sample in

order to fit the curriculum. Initially teachers were

provided with Croatian translations of Teachers' and

Content Development Handbooks. Frequent

meetings (at least twice a week) were held in order

to introduce/remind the school team of the

pedagogical principles and technological aspects,

thus helping them to enjoy and enrich their e-/m-

Learning experience. The outcome was a paper-

based version of the two scenarios developed

according to the teachers' understanding of

pedagogical and technological considerations. The

development was supported by the scenario template

which also helped to deliver the results in

accordance with the specifications. Components of

the first scenario, which addresses parts of Physics

and Geography curriculum (specifically lessons

related to European transport system) are presented

hereinafter (Zoakou et al., 2007).

a) Curriculum Area

As the first part of the scenario, curriculum area

encompasses information about scenario's subject,

context of the study, domain and pre-requisite

knowledge for the specific case (for illustration see

example in Table 2).

b) Pedagogical Approach

The curriculum area is followed by the description

of scenario's pedagogical basis. In this specific case,

students were supposed to work in groups of five

and collaboratively make decisions about their roles

and individual responsibilities, the structure of their

presentations and the like. They had to use the

platform in order to agree on the abovementioned

aspects and/or to organise their work. Students were

encouraged to take more active role, the role of

researchers, and to come up with their own solutions

and suggestions to the questions of their teacher.

Table 2: Curriculum area; a part of the scenario.

Subject /

discipline area

This interdisciplinary scenario covers certain topics from at least two different subjects i.e. Geography

and Physics along with some content from subjects like Technical education, ICT, History and Biology.

Context / level

of study

Scenario is intended for 13 and 14-year-old students attending one 7

grade class. Its purpose is to:

- strengthen existing knowledge about all transportation modes and their importance for connecting

Croatia and Europe

- adopt basic understanding about interrelation of traffic connectivity, population, economic

development and traffic density

- get acquainted with economically and ecologically acceptable modes of transportation and energy

sources

- develop ecological conscience; point out environmental issues, global warming, greenhouse effect,

ozone holes…

- foster critical thinking and discussion about environmental issues.

First, the teacher introduces the subject matter and afterwards students work in groups, explore, solve

their assignments and eventually adopt or deepen their knowledge of key terms like: transport;

transportation system; traffic development; transport mode(s); transport integration; pan-European

transportation corridor; container transport; road transport; pipeline…

Topic / domain Based on the school’s monthly plan, intersection of related contents was found in two subjects. Topics

from the national Curriculum plan and program for elementary school were selected and integrated into

e-/m-Learning scenario: (i) “Transportation systems and transport connectivity of Europe” from

Geography; (ii) “Transformation of inner energy through work and heat” and non-compulsory

(iii) “Energy and energetic” from Physics.

The main sources of information for students are taken from the course books. Topic titled “Croatia in

European transport flows” is additionally presented through a variety of interactive platform content.

Pre-requisite

skills /

knowledge

Understanding of terms like land traffic (road traffic, railway traffic), water traffic (sea traffic), air traffic,

telecommunication, global warming, energy sources, energy preservation and conversion. Basic skills

of Internet search; group work, creation of PowerPoint presentations and skills of presentation.

WEBIST 2008 - International Conference on Web Information Systems and Technologies

384

While preparing the scenario, teachers considered

collaborative and exploratory learning principles in

addition to blended learning and active learning

techniques. Furthermore, students acquired

knowledge through their interaction with mobile

devices and their environment, thus practicing

constructivism as an active learning process. For

example, students were able to move in and interact

with the real dynamic world, additionally creating

knowledge and meaning through their interaction

with one another, synthesising and reflecting on the

data with their teacher back in the classroom and

building conceptual connections to their existing

knowledge base.

c) Learning Activities

The most important part of the scenario is related to

learning activities. Every learning activity should

accomplish established learning objective(s). All the

tasks are outlined as a sequence of activities along

with students and teachers actions. Moreover, each

activity should be complemented with an assessment

strategy (e.g. peer-/self-assessment, tutor-assessment

and the like) thus conveying foreseen pedagogical

principles. In order to illustrate the above reasoning,

an excerpt from the scenario related to the one of the

four introductory learning activities taking place at

Geography classroom is presented in Table 3.

3.3.2 Scenario Implementation

The Scenario implementation phase encompassed

the development of e-/m-Learning content, the

preparation of the system along with performance of

learning activities from the scenario using the

platform and mobile devices. This phase can be

perceived as testing the scenario against the

platform.

The most relevant material (tools and resources)

collected by teachers were subsequently employed

in the course preparation, hence being available for

those who wanted to know more about related

subject matter (for this purpose modules Course

Editor and Course Viewer were used) (Granić &

Ćukušić, 2007). Six groups of approximately equal

numbers of students aged 13 and 14 were formed.

Student assignments were placed within the system

(module Tasks) and appropriate instructions were

provided. Students consulted their online textbooks

and internet sources as well as their teachers in order

to find material related to the problem defined in

their assignment. The most relevant resources were

placed in the platform using mobiles, PDAs, laptops

and PCs (modules InfoPool and mediaBoard).

UoS provided support to students as technical

expert/advisor throughout few workshops and the

whole time via the platform (using my Messages,

Chat and Forum). Activities undertaken enabled

students to express their own competence and

knowledge about the various aspects of related

subject matter and eventually about the system. The

platform allowed them to create and to edit

presentations encompassing answers to all the

questions provided in allocated assignments.

Table 3: Excerpt from learning activities; a part of the scenario.

Learning task / activity

Learning objectives

/ outcomes

Tools / Resources

Assessment

strategy

Time

allocated

mediaBoard will be introduced even

before the rest of the platform since it

will presumably be a motivating

experience for students to use

mobile devices in the process of

learning (while collecting learning

material). This way, students will

become familiar with one of the

UNITE’s components and at the

same time will populate data

repository. mediaBoard zones are

created based on assigned transport

modes with one additional zone for

general discussion (global warming

zone). Students are encouraged to

send e-mails, SMS and MMS

messages. Written how- to

instructions are provided.

To engage students

for easier adoption of

UNITE.

To enliven the topic

and to inspire

students for additional

research.

To motivate students

for intensive thinking

about their

assignments and

autonomous

research.

The UNITE platform:

Workspace “Hrvatska u

europskim prometnim

tokovima”: Infopool (written

how-to instructions for sending

messages to mediaBoard)

mediaBoard: one mediaBoard

for all the students. 7 zones,

one for every group assignment

and one for general discussion

about global warming:

- cestovni

- zeljeznicki

- zracni

- pomorski

- cjevovodni

- telekomunikacijski

- glob_zatopljenje

Answers to

questions and

clarifying

possible

uncertainties

25 min

LAUNCHING AN E-LEARNING SYSTEM IN A SCHOOL - Cross-European e-/m-Learning System UNITE - A Case

Study

385

Various aspects of students' work were assessed.

First, each group completed tests available within

the presented course. Second, each presentation was

followed by an oral examination and discussion

among students and their teacher, who provided

qualitative evaluation according to their answers.

Third, coordination among the group members along

with their contributions was assessed. Moreover,

every student group provided additional feedback

related to their own group work employing peer-

assessment and/or self-assessment against their own

criteria.

Snapshots of some of the abovementioned

platform components or modules are illustrated in

Figure 3 and Figure 4.

Figure 3: Course Editor, structuring the course.

Figure 4: mediaBoard Zones (correlating with lesson’s

mind map).

3.3.3 Validation

The objective of the validation phase was to monitor

and evaluate the processes and results against our

goals, reporting the outcome in "case record" format.

This phase also included testing and reporting bugs

via system forum or e-mail, suggesting platform

improvements, introducing and organising diverse

validation activities in the school (e.g. filling

subjective satisfaction questionnaires).

The most valuable validation feedback came

from case records. One form was completed by

every teacher, while most of the students completed

the form as well, either as individual or group

exercise. Teachers and students observations are

concisely addressed in the following.

Teachers pointed out the importance of planning

and preparation for successful realisation of e-/m-

Learning activities. They were also concerned about

how to assign additional specific tasks to students

not actually contributing to a group work in any

way. While teachers were very satisfied with

students' interest in these new ways of

communication and teaching, students did not share

their opinion. Students stated that they mostly

interacted with their teacher in the classroom and not

on-line. Asked how would they rate the suitability of

specific platform communication functionalities on a

scale from 1 to 5 (five being the highest mark),

students rated Messages with 5, Forum with 4 and

Chat with 3 or 2, since they used it mainly for

personal messages. The possibility to communicate

with students from other European schools was in

students' opinion a great advantage of such kind of

shared platform.

Students pointed out a problem related to m-

learning. They found it extremely useful and fun to

use their mobile phones for learning, but were

worried about the cost of using their devices for this

purpose. Nevertheless, mediaBoard zones (see

Figure 4) were populated enough with relevant

resources. The use of phones was very effective

because it was used as a different way of collecting

data related to subject matter, but also as something

very familiar to students that helped to steer their

interest and motivate them for system usage.

Although at some point it seemed that students

were critical of the scenario implementation,

according to their comments and our personal

attitude, they were very pleased with the UNITE

system, e-Learning and m-Learning in general.

3.3.4 Platform and Process Improvement

The Improvement phase enabled revision and

modification/enhancement of the previous ones, just

before the start of next iteration. Based on timely

validation information from the Network of Schools

and earlier planning, there are already several

platform improvements available, categorised

mostly in four main areas: stability, user interface,

functionality and performance (A. Kouloumbis,

meeting presentation, June 21, 2007). To exemplify,

one of recently introduced functionalities is

WEBIST 2008 - International Conference on Web Information Systems and Technologies

386

MyLearning author for Pocket PC, an authoring tool

that allows teachers to create learning materials for

Pocket PCs and Smart Phones.

Apart platform improvements, there will be

additional modifications in terms of organisational

nature (e.g. UNITE will be used as a tool during the

whole semester for all lessons from one subject and

not only for the selected ones) and pedagogical

support (e.g. new portal for teachers is available).

4 CONCLUSIONS

The e-/m-Learning implementation of the UNITE

project's principles and methods comprises joint

work of project partners and partner schools in order

to improve learning and teaching experience in the

Network of 14 European schools. The paper reports

on the case study concerning UoS and Spinut

School's experience, the activities undertaken and

the intermediate results achieved, when

implementing the first e-/m-Learning system in

school settings. Throughout the paper we show how

the UNITE project accomplishes several of its

objectives, consequently providing a significant step

towards the development of an effective technology-

enhanced learning in our partner school.

The implementation process undertaken matches

the idea behind the iterative, four-step Plan-Do-

Study-Act (PDSA) cycle. It is important to note that

this similarity was not actually formalised in any of

the UNITE project documents. However, the PDSA

cycle was accepted by the authors since we claim

that it quite clearly depicts and structures the

implementation process to facilitate its

comprehension. At this time, the four major cycle

phases including the scenario planning, the scenario

implementation, the validation as well as the

platform and process improvement, are being

reviewed and the next iteration planned (starting in

end of 2007). We are looking forward to a new term

with the UNITE platform.

ACKNOWLEDGEMENTS

This work has been carried out within the project

UNITE 026964: Unified e-Learning environment for

the school, partially supported by the European

Community under the Information Society

Technologies (IST) priority of the 6

Framework

Programme for R&D.

The research has also been supported within the

project 177-0361994-1998 Usability and Adaptivity

of Interfaces for Intelligent Authoring Shells funded

by the Ministry of Science, Education and Sports of

the Republic of Croatia.

REFERENCES

Ćukušić, M., MacRae, N., Zammit, M., Kellner, A.,

Pagden, A., Nikolova, N., et al. (2007). D 4.2:

Pedagogical framework implementation report on

UNITE-V1; UNITE teachers’ handbook. UNITE

report. Retrieved October 11, 2007, from

http://www.unite-ist.org

Description of Work (2005). FP6-2004-IST-4; Contract

for Specific Targeted Research or Innovation Project,

Annex I: Description of Work, UNITE 26924. Unified

eLearning environment for the school.

Granić, A. & Ćukušić, M. (2007). An Approach to the

Design of Pedagogical Framework for e-Learning. CD

proceedings of EUROCON 2007, Computer as a Tool

(pp. 2415-2422). Warsaw, Poland.

Kouloumbis, A., Lu, Y. & Wunner, R. (2006). D3.1:

UNITE V1 platform; Short introduction of the

platform and its main components. UNITE report.

Retrieved Oct 30, 2007, from http://www.unite-ist.org

Limanauskiene, V. & Stuikys, V. (2007). D 6.1: The

concept for the UNITE network of schools creation.

UNITE report. Retrieved October 30, 2007, from

http://www.unite-ist.org

Moen, R. & Norman, C. (2006). Evolution of the PDSA

Cycle. Retrieved October 11, 2007, from

http://deming.ces.clemson.edu/pub/den/deming_pdsa.

htm

Tzanavari, A. (2007). D5.2: 1st version of specific UNITE

eLearning Scenarios; PART II: Handbook for Content

Development v.2. UNITE report. Retrieved Oct 11,

2007, from http://www.unite-ist.org

Zoakou, A., Potsidi, M., Limanauskiene, V., Burgis, B.,

Abramavicius, R., Užmah, D., et al. (2007). D5.2: 1st

version of specific UNITE eLearning Scenarios; PART

I: Specific UNITE eLearning Scenarios. UNITE

report. Retrieved October 30, 2007, from

http://www.unite-ist.org

Zoakou, A., Tzanavari, A., Zammit, M., Padgen, A.,

MacRae, N., & Limanauskiene, V. (2006). D5.1:

eLearning scenario map and generic eLearning

scenarios. UNITE report. Retrieved Oct 11, 2007,

from http://www.unite-ist.org

LAUNCHING AN E-LEARNING SYSTEM IN A SCHOOL - Cross-European e-/m-Learning System UNITE - A Case

Study

387