Certificate of participation

Every participant of the summer school will receive a certificate of participation signed by the general chair and/or program committee members.

ECTS credits

The EATEL Summer School on Technology Enhanced-Learning offers an opportunity for PhD students to certify their participation and receive ECTS credits. To make this possible, the European Association for Technology-Enhanced Learning (EATEL) cooperates with the Norwegian University of Science and Technology (NTNU).

NTNU runs a course Learning in Technology Rich Environments (DT8115) for PhD students. This course requires PhD students to study a provided syllabus of key articles on Technology-Enhanced Learning (adapted to the specific trends and topics presented at the summer school), write an essay, and take an oral [teleconference] exam, to demonstrate what they learnt. The essays and exams will be evaluated upon given criteria. After successful completion of the course, the PhD students will be granted with 7.5 ECTS points.

NTNU will make special arrangements to allow all PhD candidates who attend the EATEL summer school to take the DT8115 course. The educational activities at the summer school are counted as part of course workload. More information about the course is presented below.

The PhD candidates who wish to take this course will have to identify this in their application forms. See Call for Participation for details.

Learning in Technology Rich Environments

Reading material

The syllabus of the course provides an overview of the field of Technology-Enhanced Learning (TEL). The major topics covered by the reading materials of the course are also represented by the keynotes and workshops of the EATEL summer school. You can find a set of 10 main articles and six additional articles below.


The assignment is an individual or a collaborative essay. The essay should be between 2000 and 3000 words. Please, do not exceed the limit! The essay should follow one of the suggested formats (see below). The selected format should be clearly marked in the submitted document.

The assignment should be submitted at least one week before your scheduled oral [teleconference] exam. The preliminary dates are 19-30 August 2019.

The following formats are suggested:

  1. Individual reflection paper. This paper should contain lessons learnt from the summer school, structuring and summarising notes and knowledge. The candidate should select at least five related or relevant TEL sessions/topics from the summer school (keynotes or workshops), discuss them and the reflect on own prior and advanced knowledge on the selected topics. Connection to the own area of research and specific work of the candidate is expected. Possible questions to discuss: How can you change or improve your PhD work after getting insights from several relevant topics? What new perspectives, hypotheses, methods, analyses and/or expected results do you consider?
  2. Individual discussion paper. This paper should enhance the PhD topic of the candidate with one of the major topics of this year’s summer school. The candidate should select one relevant or related TEL topic, which was presented at one or several sessions at the summer school (keynotes or workshops), and discuss own PhD topic in relation to the TEL topic selected from the summer school. Possible questions to discuss: How can you change or improve your PhD work after learning about the new topic/theory/method/technology/project? What new questions can be answered and/or what results can be achieved?
  3. Extended summary of PhD work. This paper should build upon the summary of PhD work of the candidate submitted as part of the PhD student application to participate in the summer school. The updated version of the summary should be supplemented with a paragraph describing what parts of the summary have been improved and what contents of the summer school helped with that. The evaluation of the update version will consider the reviews of the program committee given to the initial version of the summary.
  4. Individual paper draft. A complete draft of an academic publication on a TEL topic, referencing and relating to at least one paper from the syllabus or inspired by one of the keynotes or workshops of the summer school. The candidate should supplement the paper draft with a paragraph describing how the selected syllabus paper or the summer school session inspired the submitted draft paper.
  5. Collaborative paper draft. A complete draft of an academic publication on a TEL topic, written by up to three candidates and related to their PhD topics. The draft paper should reference and be related to at least one paper from the syllabus or inspired by one of the keynotes or workshops of the summer school. Page limit for this format: 5000 words.

Oral exam

We are planning oral exams (to be conducted by skype) preliminary during the period August 19-30. Note, that the main preparations for the oral exam are:

  • Reading your own essay before the exam (so that you refresh what you wrote)
  • Reading the 10 main articles (as means of structuring what you learnt at the summer school)
  • Relating what you learnt to your own PhD work (extracting and highlighting what was useful and relevant for you and how you can use it in the future)

Syllabus (main articles)

  1. Kalz, M. (2015). Lifelong learning and its support with new technologies. In International Encyclopedia of the Social and Behavioral Sciences. Pergamon: Oxford. DOI: 1016/B978-0-08-097086-8.92006-3
  2. Fessl, A., Blunk, O., Prilla, M., & Pammer, V. (2017). The known universe of reflection guidance: a literature review, International journal of technology enhanced learning. DOI: 1504/IJTEL.2017.084491
  3. Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M., Herodotou, C., Hillaire, G., Jones, D., Jowers, I., Kukulska-Hulme, A., McAndrew, P., Misiejuk, K., Ness, I. J., Rienties, B., Scanlon, E., Sharples, M., Wasson, B., Weller, M. & Whitelock, D. (2019). Innovating Pedagogy 2019: Open University Innovation Report 7. Milton Keynes: The Open University. URL: https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf
  4. Limbu, B.H., Jarodzka, H., Klemke, R., & Specht M. (2018). Using sensors and augmented reality to train apprentices using recorded expert performance: A systematic literature review, Educational Research Review. DOI: 1016/j.edurev.2018.07.001
  5. Klemke, R., Kurapati, S., Lukosch, H., & Specht, M. (2015). Lessons learned from creating a mobile version of an educational board game to increase situational awareness. Proceedings of the 10th European Conference on Technology Enhanced Learning (EC-TEL). DOI: 1007/978-3-319-24258-3_14
  6. Scheffel, M., Drachsler, H., Toisoul, C., Ternier, S., & Specht, M. (2017). The Proof of the Pudding: Examining Validity and Reliability of the Evaluation Framework for Learning Analytics. In Proceedings of the 12th European Conference on Technology Enhanced Learning (EC-TEL). DOI: 1007/978-3-319-66610-5_15
  7. Martinez-Maldonado, R., Kay, J., Shum, S. B., & Yacef K. (2019). Collocated Collaboration Analytics: Principles and Dilemmas for Mining Multimodal Interaction Data, Human–Computer Interaction. DOI: 1080/07370024.2017.1338956
  8. Antonaci, A., Klemke, R., & Specht, M. (2015). Towards Design Patterns for Augmented Reality Serious Games. In: The Mobile Learning Voyage – From Small Ripples to Massive Open Waters. Communications in Computer and Information Science. DOI: 1007/978-3-319-25684-9_20
  9. Mikroyannidis, A., Domingue, J., Bachler, M., & Quick, K. (2018). A Learner-Centred Approach for Lifelong Learning Powered by the Blockchain. In: EdMedia: World Conference on Educational Media and Technology. URL: http://oro.open.ac.uk/55989/
  10. Conole, G. (2016). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. RED-Revista de Educación a Distancia. DOI: 6018/red/50/2

Syllabus (additional articles)

  1. Klemke, R., Ternier, S., Kalz, M., Schmitz, B., & Specht, M. (2014). Immersive Multi-user Decision Training Games with AR-Learn. In Proceedings of the 9th European Conference on Technology Enhanced Learning (EC-TEL). DOI: 1007/978-3-319-11200-8_16
  2. Gašević, D., Dawson, S. & Siemens, G. (2015) Let’s not forget: Learning analytics are about learning. TECHTRENDS TECH TRENDS. DOI: 1007/s11528-014-0822-x
  3. Glahn, C., (2017) Micro Learning in the Workplace and How to Avoid Getting Fooled by Micro Instructionists, blog post https://lo-f.at/glahn/2017/06/micro-learning-in-the-workplace-and-how-to-avoid-getting-fooled-by-micro-instructionists.html
  4. Lars Muller, Monica Divitini, Simone Mora, Veronica Rivera-Pelayo, Wilhelm Stork. (2015) Context becomes Content: Sensor Data for Computer-Supported Reflective Learning. IEEE Transactions on Learning Technologies, DOI: 1109/TLT.2014.2377732
  5. Gómez-Rey, P., Barbera, E., Fernández-Navarro, F. (2016) The Impact of Cultural Dimensions on Online Learning. Educational Technology & Society. URL: https://www.j-ets.net/ETS/journals/19_4/19.pdf
  6. Mike Mimirinis (2018) Qualitative differences in academics’ conceptions of e-assessment, Assessment & Evaluation in Higher Education. DOI: 1080/02602938.2018.1493087