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E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 21, 2013


Theo Bastiaens; Gary Marks

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File: Cover & Title Pages

Table of Contents

This conference has 9 award papers. Show award papers

Number of papers: 417

  1. Flipping the Classroom with VoiceThread Discussions

    Mary Nicholson, Bloomsburg University, United States

    Creating a flipped classroom is about more than just creating video recordings of presentations for students to view prior to class meetings. Barbi Honeycutt, founder of Flip It Consulting,... More

    pp. 1263-1264

  2. Adaptive Instructional Design using High Level Activities Net

    Isabel Dillmann Nunes & Ulrich Schiel, UFCG, Brazil

    Planning and application of sequencing of activities are tasks performed during the Instructional Design, essential in a distance course. This paper presents a net structure for designing and... More

    pp. 1265-1270

  3. Student Teachers Lesson Ideas with ICT in Elementary Schools Before Their Student Teaching

    Mai Osawa, Toho University, Japan; Mitsunori Yatsuka, Shinshu University, Japan

    Prospective teachers take some courses on technology integration into classrooms in advance of and after their student teaching in the teacher preparation programs. When they were elementary and... More

    pp. 1271-1276

  4. Developing Animations for Lecture Note Integration Using an SVG-TEX-PDF Approach

    Damilola Osikoya & Adeleke Oluwalalni, University of the Witwatersrand, South Africa

    The use of different software for designing presentations is becoming increasingly sophisticated. It is di cult to find a good solution for integrating and displaying animations into lecture notes ... More

    pp. 1277-1283

  5. Addressing the challenges of a bilingually delivered online course: design and development of the Australia China Trade (ACT) MOOC

    Nathaniel Ostashewski, Michael Thorpe & David Gibson, Curtin University of Technology, Canada

    This paper describes a design-based research program exploring a MOOC designed for delivery in two languages, English and Chinese. Learning resources, online discussions and activities, and live... More

    pp. 1284-1289


    Alex Parisky & Rachel Boulay, John A. Burns School of Medicine, University of Hawaii at Manoa, United States

    We are constantly looking for new ways to deliver professional development training that will appropriately prepare science teachers with the basic skills, techniques, and applications that are... More

    pp. 1290-1296

  7. Students Using Web 2.0 Technologies to Develop 21st Century Skills

    Timothy Peters, Colorado State University - Pueblo, United States; Karen Hopkins, Craver Middle School, United States

    This paper presents the use of Web 2.0 technologies in a middle school language arts classroom. Students publish and respond to peers in their own blogs, develop and reflect and receive formative... More

    pp. 1297-1300

  8. A Leadership Challenge: Transforming Classrooms in Higher Education to On-Line Virtual Learning Environments

    Joyce Pittman & Samantha Mercanti-Anthony, Drexel University, United States

    This paper reports theoretical perspectives about bringing technology to learning places in higher education, how classrooms should be redesigned to support diverse learning and pedagogical... More

    pp. 1301-1307

  9. MOOCs Deconstructed: Variables that Affect MOOC Success Rates

    Christiane Reilly, University of Minnesota, United States

    This research study provides a brief history of a recent phenomenon in higher education called MOOCs (Massive Open Online Courses) and examines the literacies, emerging frameworks, as well as... More

    pp. 1308-1338

  10. Scaffolding Students’ Reflection in an ePortfolio-based Learning Environment: Interaction with the Technology

    Pauline Roberts, Dorit Maor & Jan Herrington, Murdoch University, Australia

    e-Portfolios have the potential not only to act as repositories for student artefacts, but to provide a powerful tool for reflection in learning. This paper details a study within a doctoral... More

    pp. 1339-1348

  11. Using Problem-Based Learning to Engage Students in the Online Environment

    Liz Romero, Agnes Orzechowski & Ola Rahatka, George Brown College, Canada

    Online learning continues to be centered on the teacher (Dunlap, Sobel, & Sands, 2007). However, the availability of technological tools is promoting a shift toward more student-centered... More

    pp. 1349-1354

  12. Designing Courses based on SECI model with Mahara, e-Portfolio

    Toshifumi Sawazaki & Yoichi Tanaka, Jin-ai Women's College, Japan

    Now many people recognize effectiveness of collaborative learning such as group work and group discussion. However, it is very difficult to evaluate those activities objectively and properly in a... More

    pp. 1355-1358

  13. 26ers: A Webapp for Early Readers

    Derek Schwartz, University of Minnesota - Learning Technologies, United States; Kacie Kline, University of Minnesota - Learnign Technologies, United States

    26ers enables learners to make stronger connections between the abstracted world of text and the physical world around them. The premise is that each letter of the alphabet has a “story” to tell, ... More

    pp. 1359-1364

  14. Transitional Issues in Virtual Learning: Changing Platforms and the 3rd Rail

    Pamella Seay, Florida Gulf Coast University, United States

    Changing platforms when teaching via distance learning is inevitable. Being prepared for that change is essential. How we deal with the transition is key to success in virtual learning. This... More

    pp. 1365-1372

  15. Instructional Design Customizing in Courses Mediated by Technology and its Impact on Approval Rates

    Rafaela Blanca Silva-López, Iris Iddaly Méndez-Gurrola, Hugo Pablo-Leyva & Rosa Elena Cruz-Miguel, Universidad Autónoma Metropolitana, Mexico

    In this article we present an educational research aimed to improve the academic performance from engineering students’ in courses intervened by Information and Communications Technology (ICT)... More

    pp. 1373-1378

  16. Moodling Masters of Ed Tech: Best Practices for Online and Blended Learning

    Cynthia Sistek-Chandler, National University, United States

    As a culminating project for their degree, Masters candidates in the Educational and Instructional Technology program at National University create a four-week unit of online instruction. The... More

    pp. 1379-1382

  17. Designing for Persistence from the Margins

    Kathy Snow, University of Manitoba, Canada

    This poster will examine the instructional design decisions and initial implementation of a blended learning design for an Aboriginal Transition Years Program (TYP) course. Traditionally Aboriginal... More

    pp. 1383-1390

  18. Using Integrated Multimedia Learning in Cyber-Classrooms: Transforming “Dull Economics” into “Fun” Economics”

    Barbara Son, DeVry University Online, United States; Mark Simonian, California State University at Los Angeles, United States

    At DeVry Online, as the Economic Subject Matter Exert, the lead author has designed an Integrated Interactive Learning Model with an emphasis on an engaging multimedia delivery and appealing “fun” ... More

    pp. 1391-1397

  19. Factors that Influence the Quality of Online Discussions

    Alexandru Spatariu, Georgetown College, United States; Denise Winsor, University of Memphis, United States

    Online discussions (i.e., online discourse) are common components in distance education courses. Online discussions serve to bridge a gap in student interaction that might be compromised due to... More

    pp. 1398-1406

  20. “Postcards from practice”: development of an innovative learner-centred online interprofessional learning program

    Ieva Stupans, University of New England, Australia

    This paper reports on the design and development of an innovative online learning program for clinical educators in Australia. The design was based on a story telling framework to engage learners. ... More

    pp. 1407-1410