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EdMedia 2014--World Conference on Educational Media and Technology

Jun 23, 2014


Jarmo Viteli; Marianna Leikomaa

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Table of Contents

This conference has 11 award papers. Show award papers

Number of papers: 404

  1. Openness in Education, Systems Thinking, and the Practitioner

    Anita Zijdemans Boudreau, Pacific University, College of Education, United States

    Openness in education can be illustrated as expressions of iterative socio-technological innovations that reduce barriers and create multiple opportunities for practice. Through the convergence of ... More

    pp. 1065-1071

  2. E-learning Quality Assurance Practices and Benchmarks in Higher Education

    Fatimah Alsaif, University of Groningen, Netherlands; Arockisamy Clementking, King Khalid University, Saudi Arabia

    Online education programs have been growing rapidly. While it is somehow difficult to specifically quantify quality, many recommendations have been suggested to specify and demonstrate quality of... More

    pp. 1072-1078

  3. Learn, Play, and Teach (LPT): A Multifaceted Approach to Anti-Phishing Education

    Tenzin Doleck, Columbia University, McGill University, United States

    The increased frequency of fraud, theft, and security incidents online is a major cause for user concern as this threatens their confidence in the online space. Phishing has emerged as a... More

    pp. 1079-1083

  4. Facilitating Interdisciplinary Studies Using Open-Source Virtual Worlds

    Reneta Lansiquot, New York City College of Technology, United States

    Using open-source virtual-worlds applications can foster student engagement. This best practices session will explore techniques developed over several years of technology classroom and educational... More

    pp. 1084-1086

  5. Rubyric Assessment and Annotation Tool

    Tapio Auvinen & Ari Korhonen, Aalto University, Finland

    Rubyric is an assessment tool that allows instructors to create assessment rubrics that define the evaluation criteria and the grading scale, and contain feedback phrases for typical scenarios.... More

    pp. 1087-1091

  6. Development of A Supporting System For Online Peer Activities

    Ryuichi Matsuba, Kumamoto University, Japan; Shin-Ichiro Kubota, Miyazaki University, Japan; Makoto Miyazaki, Kio University, Japan; Yusei Suzuki, Shigakukan University, Japan

    We have developed a system that supports for effectively carrying out collaborative learning activities in a large-scale class via online. It is expected that the system may provide relieving our... More

    pp. 1092-1097

  7. Investigation of Methods of Making and Presenting Information of Enrolled Students in Order to Create a Learning Support System that Considers Their Personalities

    Toyoji Matsumoto, Information Media Center of Kanazawa University, Japan; Haruhiko Taira, WebClass Japan Ltd., Japan

    In the 2010, we began taking initiatives to introduce an outcome evaluation function to our learning management system. The objective was to offer an environment which boosts students' motivation... More

    pp. 1098-1103

  8. UTClickr: a Web-based Classroom Response System

    Alan Rosselet, University of Toronto at Scarborough, Canada

    Classroom Response Systems (CRSs) have proven to be effective tools in support of classroom interaction. Most existing CRSs utilize proprietary hardware, purchased by students as classroom ... More

    pp. 1104-1112

  9. Measuring performance: Utilizing data to enhance in-class and at-home learning

    Andrew Shewbart, Saybot Information Technology, Co., China

    This presentation examines how data and information collected from a digital curriculum system is used to guide young learners, track progress, and share achievements with teachers and parents. At ... More

    p. 1113

  10. Media Literacy Lab - Project-based Open Online Learning in Media Education

    Jasmin Bastian, Tabea Sieberts & Behrend Niklas, Johannes Gutenberg University of Mainz, Germany

    The Media Literacy Lab focuses on designing open online courses, projects and activities within the field of media education. Instead of putting priority on instructional aspects the intention is... More

    pp. 1114-1120

  11. A Promising Approach for Supporting Analytic and Synthetic Thinking in Concept Mapping

    Thanasis Giouvanakis, TEI of Central Macedonia, Greece; Haido Samaras, Anatolia College, Greece; Evangelos Kehris & Asterios Mpakavos, TEI of Central Macedonia, Greece

    In this paper we presented our research and development efforts to support learners to cultivate their analytic and synthetic abilities during a concept mapping learning activity. In order to... More

    pp. 1121-1130

  12. How to Revive Building Blocks by Digitization

    Martti Havukainen & Keshav Gupta, University of Eastern Finland, Finland; Charl Wolhuter, North West University, South Africa; Erkki Sutinen, University of Eastern Finland, Finland

    The importance of building blocks for learning and education through playful activities from a constructivist perspective is summarized on the basis of a comprehensive and critical literature... More

    pp. 1131-1140

  13. How to Cultivate Global Competencies Through Project-Based Collaborative Learning in University Students

    Makoto Kageto, Shinichi Sato & Gary Kirkpatrick, Nihon Fukushi University, Japan

    It is needed for young generation among Asian countries to enhance communication via the network and get the opportunities to talk directory regarding issues such as gender, democracy and well... More

    pp. 1141-1146

  14. Promoting Critical Thinking in an Online Environment

    Amy S. C. Leh, California State Univ. San Bernardino, United States

    With the increasing popularity of online classes in public Universities it is imperative to examine which technologies can improve the quality of online teaching and provide students with a... More

    pp. 1156-1164

  15. Observing the Observer: Using the Cordtra Analysis With Preservice Teacher Video Observations in an Online Course

    Leslie Lopez, United States

    This study took place in an online course for pre-service teachers and explored how video of a practicing teacher influences the “agency” of pre-service teachers’ understandings of culturally... More

    pp. 1165-1169

  16. The relevance of participatory experience – a German perspective on participatory learning with social media at school

    Kerstin Mayrberger & Franziska Linke, Augsburg University, Germany

    Following up the discussion about the web 2.0 (O’Reilly 2005) and participatory culture (Jenkins et al., 2006) this paper engages first findings about participatory learning with digital media in... More

    pp. 1170-1176

  17. Digital literacies and 21st century skills: The students’ game design and development experience

    Cesar C. Navarrete, University of Texas at Austin, United States

    This study offers insight into the learning and teaching implications of an open-ended, project-based, learning environment that involves digital literacy development. In a study of digital game... More

    pp. 1177-1197

  18. The flipped classroom from theory to practice: an Italian project. The teachers’ point of view.

    Michelle Pieri & Paolo Ferri, Università degli studi di Milano-Bicocca, Italy

    The first part of this paper introduces the didactic setting model of the flipped classroom, while the second part outlines the Cobipad project, an application of this model in the Italian school... More

    pp. 1198-1204

  19. Addressing Contextual Adaptation in the Dissemination of Online Technologies: Using Moodle and WizIQ for Professional Development Training

    Lyudmila Smirnova, Mount Saint Mary College, United States; Nellie Deutsch, University of Phoenix, Canada

    With the popularity of online learning comes the need for effective facilitation and learning. The current presentation distinguishes between dissemination of new online technologies and the... More

    pp. 1205-1211

  20. The Act of Creation: The Value of New Media Production

    Marlo Steed, Faculty of Ed, University of Lethbridge, Canada

    This paper advocates that the act of creation has educational value. The act of creation gives learners the opportunity to ask questions, apply understandings, increase motivation, and see... More

    pp. 1212-1218