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Innovate Learning Summit 2020

Nov 03, 2020

Editors

Theo J. Bastiaens; Gary H. Marks

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File: Table of Contents

Table of Contents

Number of papers: 101

  1. Towards the Development of More Trusted Open Education

    Harris Wang, Athabasca University, Canada

    Existing open education systems have been mandated to provide all learners with access to education and opportunities to earn credentials regardless their age and background; today’s internet and... More

    pp. 1-8

  2. The digital ecosystem of the library based on trend analysis of international library strategies

    Tünde Lengyel Molnár, Eszterhazy Karoly University, Hungary

    The cultural paradigm change taking place in the world significantly alters the functioning of societies. Since libraries are involved in the transmission of culture and values, these institutions ... More

    pp. 9-14

  3. The Digital Tutor and Student Engagement Techniques: An Intelligent Way to Engage Students in ITS

    Adil Khan, Douglas Ayega, Isabel Aguilar & Rose Baker, University of North Texas, United States

    Research has demonstrated that the connection between engagement and success is very critical in a learning environment. Engaging students in the learning process enhances their attention and... More

    pp. 15-28

  4. A Text Mining Analysis of Back-To-School Discussion During COVID-19

    Junhe Yang & Juncheng Ding, University of North Texas, United States

    Preparing for back-to-school is essential, and it is also complicated because it involves different groups of people, and they have different needs. Pandemics, like COVID-19, make the situation... More

    pp. 29-42

  5. Affordance Analysis of WordPress

    Teresa Wu, Maurine Kwende & Nada Dabbagh, George Mason University, United States

    The purpose of this paper is to examine the digital affordances of WordPress as an educational tool. Wordpress is a popular social media platform that educators can leverage to design learning... More

    pp. 43-57

  6. Joyful Online Assessment: Beyond High-stakes Testing

    Jon Dron, Athabasca University, Canada

    One of the biggest upheavals in education systems that has been caused by the Covid-19 pandemic has been the need to rethink traditional summative (terminal) assessment processes, especially high... More

    pp. 58-67

  7. Apply Principle of Alignment to Rethink and Redesign Assessments for Student Engagement and Success

    Yaping Gao, Quality Matters, US, United States

    As the world continues to cope with the ongoing COVID-19 pandemic, the global education community face the same challenges in transitioning from emergency remote instruction to quality online... More

    pp. 68-69

  8. A New Online Tool for Maximizing Data Collection During Teacher Observations

    Craig Berg, UW-Milwaukee, United States

    Preparing future or practicing teachers to teach effectively and engaging learners at high levels involves complex tasks that sequence knowledge and awareness, practice, observation, followed by... More

    pp. 70-73

  9. What does data inform us about student engagement?

    Kelly Torres, TCSPP, United States; Aubrey Statti, The Chicago School of Professional Psychology, United States

    University faculty are tasked with developing curriculum that promotes academic growth and student engagement. Further, institutions of higher education are placing more emphasis on creating... More

    pp. 74-80

  10. Opinions of Turkish Distance Education Department Lecturers Regarding the Viability of the Micro-credentials System in Turkey

    Aslihan Bagci Sezer, Bilecik Seyh Edebali University, Turkey

    When applying or registering somewhere, it is easy to present our personal identification information. Date of birth, age, gender, marital status, etc. information is easily accessible, and it is... More

    pp. 81-86

  11. "Fourteen recommendations to bring back informal learning to digital distance learning"

    David del Pino Kloques & Emese Felvegi, University of Houston, Bauer College of Business, Office of Distance Learning, United States

    In this session, the discussants share experiences and make recommendations on transitioning traditionally face-to-face “hidden curricular” aspects of educational content onto the distance learning... More

    pp. 87-89

  12. Remote Communities of Practice, Resilience, and Mentorship During the COVID-19 Pandemic

    Emese Felvegi, Roger Barascout, Jamie King Belinne, Marina Sebastijanovic, Olivia Miljanic & David del Pino Kloques, University of Houston, C.T. Bauer College of Business, United States

    The presenters for these sessions are the Assistant Dean of Strategic Initiatives, the Assistant Dean of Career and Industry Engagement, two mid-career undergraduate and graduate faculty who are... More

    pp. 90-97

  13. Teaching in the Virtual Reality of 2020: Building TPACK Knowledge of Higher Education Faculty

    Candace Figg, Kamini Jaipal Jamani, Dane DiCesare & Shannon Welbourn, Brock University, Canada

    The 2020 pandemic has forced higher education faculty to embrace teaching virtually and move instruction online, making the need to prepare faculty for how to teach in these new environments... More

    pp. 98-107

  14. #LearnEverywhereXULA (#LEX): An Asynchronous Course to Support Synchronous Remote Teaching

    Jancie Florent, Tiera S. Coston, Elizabeth Yost Hammer, Jason Todd & Bart Everson, Xavier University of Louisiana, United States

    To enable an in-person reopening with social distancing, Xavier University of Louisiana required all full-time faculty to teach at least one remote course in fall 2020. A plan was developed to... More

    pp. 108-112

  15. Instructional Technology Institute: Planning for Faculty Development Needs

    Sandra Velazquez, University of North Texas, United States

    Online learning has become the primary modality of learning due to COVID-19 pandemic. Prior to COVID-19, only a handful of instructors had opted to teach online courses. Consequently, transitioning... More

    pp. 113-116

  16. Backward Design by Setting STEM Education Goals Before Designing S-TE-M Subjects Lessons: A Trial in a Teacher Promotion Course

    Toshiki Matsuda, Tokyo Institute of Technology, Japan

    In this study, I proposed a backward design method from integrated STEM education to each STEM subject to help learners to integrate the learning outcomes of each subject for general purposes. To... More

    pp. 117-122

  17. Transforming Mathematics Teacher Education in the Digital Age a Course that can be applied to a Covid Semester: Transforming Teaching and Pedagogical Practices within an Online Preservice Constructivist Mathematics Content and Technology Course

    Maria Mitchell, Central Connecticut State University, New Britain, CT, United States

    The present study focuses on the development of Technological Pedagogical Content Knowledge (TPACK) in mathematics for pre-service elementary mathematics teachers via one content course entitled... More

    pp. 123-133

  18. Raising Awareness of Sustainable Development Goal Discovery and Solution

    Yoshinori Naruse, University of Toyama, Japan; Shinji Toga, National Institute of Technology, Toyama College, Japan

    In Japan, school education has been provided in compliance with the Course of Study. The guideline underscores the importance of fostering creators of a sustainable society and requires development... More

    pp. 134-138

  19. Urban Teachers’ Perceptions of Remote Instruction in the Early Stages of COVID-19 Pandemic

    Dina Rosen, Kean University, United States; Arlene Bloom, New Jersey City University, United States

    The threat of COVID-19 obliged public and government officials to grapple with the issue of how to offer education while keeping their community (students, families, teachers, management, and staff... More

    pp. 139-143

  20. Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks

    Thomas Schröter & Silke Grafe, University of Würzburg, Chair of School Pedagogy, Germany

    Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been... More

    pp. 144-157