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EdMedia + Innovate Learning

Nov 01, 2022


Theo Bastiaens

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File: Table of Contents

Table of Contents

This conference has 2 award papers. Show award papers

Number of papers: 180

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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