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Global Learn 2019-Global Conference on Learning and Technology

Jul 10, 2019


Gary Marks

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Table of Contents

This conference has 2 award papers. Show award papers

Number of papers: 47

  1. Instructors’ and Students’ Perception towards Collaborative Technologies Using for Online Education

    Danh Nguyen, Educational Psychology and Leadership, College of Education, Texas Tech University, United States; Lien Nguyen, Curriculum & Instruction, College of Education, Texas Tech University, United States

    The purpose of this study was to determine instructors’ and students’ perception toward using collaborative technology tools to enhance online collaborative learning and online group work in the... More

    pp. 1-8

  2. Application Process of a Learning Management System for Academia

    Carol Munn, Eisenhower School, United States; Daniel Ward, New Jersey City University, United States

    Emerging technologies, which support academic institutions on numerous fronts, are fundamental necessities in order to manage hundreds of thousands of data points. In an effort to manage a large... More

    pp. 9-31

  3. Artificial Intelligence For Use In An Extra-Terrestrial Learning Environment

    Jaime Reborn, University of North Texas, United States

    Abstract: The United States government as well as other countries are funding manned missions into the Earth’s orbit and outer space and are researching ways to implement manned missions into deep ... More

    pp. 32-42

  4. Podcasting our Co-Teaching Relationship: Two Notorious Pedagogues Charting their Journey

    Matthew Kruger-Ross & Pauline Schmidt, West Chester University of Pennsylvania, United States

    As the co-teachers of WRH 325, a course designed for future English teachers, we are continually revising the assignments to meet the learning needs of our students and the ever-evolving nature of ... More

    pp. 43-46

  5. Integrating Online Student Reflection in a Constructively Aligned College Math Course: a faculty case study

    Bruce Bukiet & James Lipuma, New Jersey Institute of Technology, United States

    This article describes a project to incorporate writing to promote student reflection in an upper division math course at New Jersey Institute of Technology (NJIT). The authors present herein the ... More

    pp. 47-56

  6. Assessing Learners from Diverse Backgrounds: A Literature Review of Current and Future Practices in K-12 and Higher Education

    Kelly Torres, Aubrey Statti, Jessica Evans & Ileana Torres, The Chicago School of Professional Psychology, United States

    In order to provide effective, sound, and equitable educational opportunities for students, there is a continual growing need for accountability, standard-based reforms, and educational assessment ... More

    pp. 57-59

  7. Proven Results: The Faculty Driven Assessment Process

    Jessica Fuda Daddio & Manuel Rosa, Keiser University, United States

    This virtual brief paper presentation will dive into some of the positive and negative aspects of institutional assessments and the assessment process in general. This presentation will illustrate ... More

    pp. 60-63

  8. The Relationship of Gender, School Attendance, and Grade Level with ACT English and Composite Test Scores

    Shihua Brazill, Montana State University, United States

    This manuscript utilized quantitative research methods to analyze the Montana Office of Public Instruction’s GEMS (Growth and Enhancement of Montana Students) dataset. This research is important... More

    pp. 64-69

  9. From global to local and back: an education framework for the realization of the sustainable development goals

    Ilse Wambacq, Montclair State University, United States; Koen DePryck, Vrije Universiteit Brussel, Inst. of Knowledge Mgmt and Int. Inst. of Education for Development, Belgium; Maryrose McInerney & Janet Koehnke, Montclair State University, United States; Joan Besing,, United States; Rachel Scheperle, Montclair State University, United States; Jerry Oldenstam, International Institute of Education for Development, Suriname

    Universities are very aware of the attention paid to global education. This pushes them towards a comprehensive education model incorporating global goals for learning. At the same time, global... More

    pp. 70-73

  10. Strategies for Enhancing Digital Reading Comprehension

    Myrene Magabo, University of the Philippines Open University and University of Phoenix, United States; Elsie Walker, Faculty University of Phoenix., United States; Shelley Gordon, University of Maryland University College, University of Phoenix and Northcentral University, United States; Richard Kamerman, University of Grand Canyon and University of Phoenix, United States

    This paper provides an in-depth look at the scope, definition, and issues of digital literacy – which the authors argue, must include learners’ digital reading comprehension. The strategies... More

    pp. 74-82

  11. Exploring Evaluative Criteria and Production Training of Online Language-Teaching Videos

    Wen-Chun Chen, National Chung-Cheng University, Taiwan, Taiwan

    This research highlights multiliteracy as a salient component of teacher professionalism, cultivated through training in the hands-on production of video materials for language teaching-learning... More

    pp. 83-88

  12. Developing an Automated Course Alignment Tool: Part 1 the Alignment Process

    Noha Elsherbiny & Katherine Cennamo, Virginia Tech, United States

    Course alignment is the action of bringing the learning objectives, activities and assessments of a course into agreement. Instructors can use course alignment to evaluate the effectiveness of... More

    pp. 89-95

  13. Benefits of using quality matters and universal design for learning in developing an online statistics course

    Melanie Shores, The University of Alabama at Birmingham, United States

    Teaching online is a struggle for many students but when you add math to the equation it seems to become even more difficult. More specifically, teaching statistics online is a daily challenge for ... More

    pp. 96-101

  14. Moving from Data to Information – Implementing Explorance Blue in a School of Nursing

    Linda Merillat, Washburn University, United States

    Faced with replacing an obsolete end-of-course evaluation system, a School of Nursing made the decision to leverage the change to build a more comprehensive and integrated approach to deploying and... More

    pp. 102-105

  15. Future Ready Schools – New Jersey: A Collective Impact Success Story

    James Lipuma, Cristo Leon & Jeremy Reich, New Jersey Institute of Technology, United States

    As Future Ready Schools - New Jersey (FRS-NJ) (, 2019) has developed, the key elements of collective impact (Kania & Kramer, 2011; Kania & Kramer, 2013; Kramer & Pfitzer, 2016) and the NSF... More

    pp. 106-113

  16. Online Graduate Students’ Globalized Teaching and Learning Experience

    Jiang Tan & Daqi Li, SUNY Oneonta, United States

    The Educational Technology Specialist Program at SUNY Oneonta attracts in-service teachers to pursue their masters’ degree online. Toward the end of the program, students are to complete a 20-hour ... More

    pp. 114-118

  17. LinkedIn as a Tool for Tracking IT Graduates

    Glenda Barlow-Jones, Patrick Ndayizigamiye, Roelien Brink, Stella Bvuma, Rehana Minty & Siyabonga Mhlongo, University of Johannesburg, South Africa

    LinkedIn is a popular tool used by employees to market as well as network their careers. It can also serve higher education institutions (HEI’s), as data pertaining to graduate students’ careers... More

    pp. 119-123

  18. Infusing 21-century AI skills into Traditional Undergraduate Engineering Curriculum

    Yachi Wanyan, Texas Southern University, United States; Youmei Liu, University of Houston, United States

    AI skills are global and US has the highest AI skills penetration (World Economic Forum (2018). Texas Southern University (TSU) has been using the grant funded by the National Sciences Federation (... More

    pp. 124-129

  19. Use of Enabling Technology to Enhance Self-Efficacy Beliefs and Social Capital Dispositions: Integrating ArcGIS in an Upper Level Business Course

    Patrick Guilbaud, Matt Hayes & Duha Hamed, Winthrop University, United States

    We present, via this paper, the results of a study that examined whether classroom-based group work in conjunction with use of ArcGIS, as an enabling technology, helps strengthen students’ domain... More

    pp. 130-143

  20. Innovating the Large Class Experience: Teaming Up! to enhance learning.

    Franco Taverna, Human Biology Program, Faculty of Arts and Science, University of Toronto, Canada; Melody Neumann, Department of Cell and Systems Biology, Faculty of Arts and Science, University of Toronto, Canada; Michelle French, Department of Physiology, Faculty of Medicine, University of Toronto, Canada

    Pedagogical research has shown that active learning in the classroom promotes attendance, student engagement, and higher achievement when compared to traditional lecturing (Deslauriers et al, 2011)... More

    pp. 144-147