EdMedia + Innovate Learning
Nov 01, 2022
Editors
Theo Bastiaens
Table of Contents
Number of papers: 180
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Indigenous Knowledge (IK) and Technological Pedagogical Content Knowledge (TPACK): Starting a Conversation
Cathy Adams, Sean Groten, Patricia Steinhauer & Michael Carbonaro, University of Alberta, Canada
This paper examines educational technology integration in relation to Indigenous Knowledge (IK). In particular, we home in on Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge... More
pp. 975-985
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Beyond Digital Citizenship…Let’s Teach our Students to be Digital Leaders
Kristi Hall, University of Cincinnati, Clermont College, United States
“Disruption, innovation, turbulence, change, and competition are words that define our world today.” (2019). Part of why this is true is due to the growth rate of information technologies. In the... More
pp. 986-991
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Social Media as a Digital Tool Changing the Game Plan of Women Entrepreneurs - Case on the usage of Facebook in the Beauty Salon Sector of Sri Lanka
Thilini De Silva, NSBM Green University, Sri Lanka, Stockholm University, Sweden, Sri Lanka; Henrik Hansson, Department of Computer and Systems Sciences, Stockholm University, Sweden, Sweden
The use and adaptation of digital tools such as social media to set up and develop a business is, a contemporary and a new dimension in women entrepreneurship. It is interesting to study how social... More
pp. 992-1000
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Virtual Reality Headsets: Potential Side Effects & Risks to Persons with Cognitive Disabilities
Taliah Ales, University of North Texas, United States
Following the commercial release of Virtual Reality (VR), this technology has increasingly become more common place in practice and research. Thus, it is important for practitioners, manufacturers,... More
pp. 1001-1004
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Supporting Independent Navigation Of Disabled Students In University Campus Using Beacons And Ontology Map.
Dariusz Mikulowski, Artur Niewiadomski, Andrzej Salamonczyk, Marek Pilski, Piotr Switalski & Grzegorz Terlikowski, Siedlce University of Natural Sciences and Humanities, Faculty of Exact and Natural Sciences, Poland
With the increasing complexity of public utility buildings such as universities, ensuring the safety and comfort of their users becomes a big challenge. Students who come to the university for the ... More
pp. 1005-1010
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What do CS teachers think about Culturally-Relevant Computing?
Daniel Hoffman & Peter Leong, University of Hawai'i at Mānoa, United States; Rochelle Piʻilani Ka'aloa, University of Hawai‘i at Mānoa, United States; Seungoh Paek, University of Hawai'i at Mānoa, United States
This presentation reports a mixed-methods study examining how in-service Computer Science (CS) teachers working in Hawai'i perceive the concept of culturally-relevant computing. Data for the study ... More
pp. 1011-1015
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Participatory Learning: Educators Designing Media to Expand Global Perspectives
Veronica Oguilve, Wen Wen, Jill Castek & Christopher Sanderson, University of Arizona, United States; Zueyzan Pineda, Clawson Elementary, Douglas Unified School District, Arizona, US, United States
This study examined the implementation of a professional learning series designed to develop educators' intercultural competencies, global and digital literacies by creating Virtual Field... More
pp. 1016-1025
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Game-based Virtual Learning Environments: Does Gender matter?
Ahmed Yousof, East Stroudsburg university, United States; Nahla Abousamra, Indiana University of Pennsylvania, United States
Game-based virtual learning environments (VLEs) are widely used in education and training for instructional and communication purposes. There are many studies that measured the effectiveness of and... More
pp. 1026-1035
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Learner Engagement Through Culturally Responsive Teaching in a Blended Delivery Format
William Dunn, Mike Carbonaro & Denyse Hayward, University of Alberta, Canada; Amin Mousavi, University of Saskatchewan, Canada
Learner engagement and culturally responsive teaching (CRT) are two important—and closely related—concepts in the design of courses. Two key aspects of student engagement are the relevance of what ... More
pp. 1036-1042
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Impact of Lexia® PowerUp Literacy® Program on Sixth Grade Student Reading Achievement
Jenny Liu, Lexia Learning, United States; Paul Macaruso, Community College of Rhode Island, United States; Rajendra Chattergoon, Lexia Learning, United States
This randomized control study investigated the impact of the Lexia® PowerUp Literacy® (PowerUp) program on students’ reading achievement. The study was conducted in 5 public middle schools from a... More
pp. 1043-1047
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The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study
Sandra Schön, Clarissa Braun, Katharina Hohla, Annette Mütze & Martin Ebner, Graz University of Technology, Austria
Initially, in March 2020, when COVID-19 forced conventional face-to-face to pure online teaching, didactic matters were only of secondary importance. At Graz University of Technology (TU Graz,... More
pp. 1048-1055
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Student Voices about Distance Education during the Pandemic
Patricia Fidalgo, Emirates College for Advanced Education, United Arab Emirates; Joan Thormann, Lesley University, United States; Oleksandr Kulyk, Oles Honchar Dnipro National University, Ukraine; José Lencastre, University of Minho, Portugal; Maria Joao Figueiras, Zayed University, United Arab Emirates
Research about student opinions regarding Distance Education (DE) during the pandemic was conducted in Portugal, Ukraine and the United Arab Emirates (UAE). A 12-item survey was e-mailed to... More
pp. 1056-1059
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A decade of first-semester students surveys concerning IT equipment and communication applications and effect of Covid-19 related experiences for first-year students in 2021.
Walther Nagler, Sandra Schön, Bettina Mair, Martin Ebner & Sarah Edelsbrunner, Graz University of Technology, Austria
The technical equipment of first-year students and their preferred communication applications are changing, perhaps also influenced by their experiences in the Covid-19 pandemic concerning digital ... More
pp. 1060-1067
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A Practical Guide to Learning Design in Higher Education Disciplines
Jorge Reyna, The Australian and New Zealand College of Ophthalmologist (RANZCO), Australia
Learning Design is a new discipline which is becoming mainstream, especially given the last two years of COVID-19 and the suddenly increased need to deliver online learning. However, there is... More
pp. 1068-1077
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Using personal storytelling to understand online learning contexts
José Luis Rodríguez-Illera & Cristina Galván Fernández, Universitat de Barcelona, Spain
This paper aims to broaden some rather limited perspectives on e-learning. It principally focuses on discussing the wide range of scenarios in which virtual learning processes can take place. For... More
pp. 1078-1081
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Improving Video-Based Learning Experiences and Retention Through Authentic Conversations: A Pilot Study with Interesting Results
Feng-Ru Sheu, Kent State University, United States
In this paper, the author presents results from a pilot study conducted in preparation for a future experimental study examining the effects of video styles (conversation-based vs. screen-recording... More
pp. 1082-1087
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EvoliSync: An Educational Video-Annotation System for The Live Class
Giacomo Cassano & Nicoletta Di Blas, Dept. of Electronics, Information and Bioengineering, Politecnico di Milano, Italy
How can a teacher, in a large class (in person and/or online), know if her students are understanding the lesson? This paper presents EvoliSync, a video-annotation system that allows students to... More
pp. 1088-1095
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LEAP forward for success: An online bachelor’s degree tailored for adult learners
Elizabeth Crawford & David Rausch, University of Tennessee at Chattanooga, United States
Adult learners who are bound by time, geography, and life responsibilities are often unable to access a bachelor’s degree that meets their learning needs. Over the past 3 decades (1990s to present)... More
pp. 1096-1101
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Project Management That Makes the Difference: Applying Agile to Online Learning
Gene Deese, The University of North Carolina at Pembroke, United States; Terry Locklear, University of North Carolina at Pembroke, United States
For far too long, instructional designers' primary focus has been to deliver a training project on schedule and within budget. That goal is not wrong, but it leaves out a critical factor of the... More
pp. 1102-1105
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Thrown Into the Fire: Using UTAUT and Dewey’s Theory of Experience to Interpret Corrections Education Faculty Involvement in Online Teaching during the Age of the COVID-19 Pandemic
Terry Kidd, St. Augustine's University, United States
Many studies have sought to investigate faculty involvement in online teaching during the pandemic however, the narrative voices and experiences of faculty in a college-based correction education... More
pp. 1106-1112
