Innovate Learning Summit 2020
Nov 03, 2020
Editors
Theo J. Bastiaens; Gary H. Marks
Table of Contents
Number of papers: 101
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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"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
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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
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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
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#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
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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
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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
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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
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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
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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
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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
