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EdMedia 2015--World Conference on Educational Media and Technology

Jun 22, 2015

Editors

Saul Carliner; Catherine Fulford; Nathaniel Ostashewski

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Table of Contents

9
Currently displaying this conference's 9 award papers. Show all papers

Number of papers: 9

  1. Dialogue Design System to Share Information and Construct Knowledge

    Paivi Aarreniemi-Jokipelto, HAAGA-HELIA School of Vocational Teacher Education, Finland; Yukari Makino, Faculty of Informatics, Kansai University, Japan

    The Dialogue Design System (DDS) facilitates the process of guided dialogue and provides all students equal opportunity to participate in a learning community. The dialogue is based on a framework ... More

    pp. 109-118

  2. Applying an Action Research Model to Learning (Re)Design

    Mitchell Parkes & Peter Fletcher, University of New England, Australia; Sarah Stein, University of Otago, New Zealand

    Action Research can provide a useful model for learning (re)design that allows the unit redevelopment process to take place within a inclusive research framework which is of benefit to both... More

    pp. 245-254

  3. Collaborative Learning Through Drawing on iPads

    Michael Spitzer, Social Learning, Graz University of Technology, Austria; Martin Ebner, Department of Social Learning / Graz University of Technology, Austria

    Teamwork and collaboration skills are very important for improving learning efficiency and experience. Therefore an innovative iPad app, called Teamsketch, was developed to provide a collaborative ... More

    pp. 806-815

  4. Examining the Effects of Employing Various Multimedia Tools in a Flipped Classroom on Pre-Service Teachers’ Self Efficacy and Knowledge Application Abilities

    Aileen Watts & Mohamed Ibrahim, Arkansas Tech University, United States

    The purpose of this study was to examine the effects of employing various multimedia tools in a flipped classroom on pre-service teachers’ self-efficacy and knowledge application abilities. The... More

    pp. 971-977

  5. Keeping It Real: Factors that Impact Social Presence, Feelings of Isolation, and Interactivity in Online Learning

    Franco Taverna, Lena Paulo Kushnir, Kenneth Berry & Laurie Harrison, University of Toronto, Canada

    A significant body of research literature confirms that social presence is an important element of online teaching and learning and students rank interactivity with peers and instructors, and... More

    pp. 1343-1353

  6. Gamification of an Information Security Management Course

    John Vail, Florida State College at Jacksonville, United States

    Learners tend to find theory courses dry, and struggle to remain engaged with the material. Gamification has been used in both commerce and educational settings to engage an audience. An... More

    pp. 1720-1731

  7. Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research

    Eugene Borokhovski, Centre for the Study of Learning and Performance (CSLP), Concordia University, Canada; Robert M. Bernard, CSLP, Concordia University, Canada; Rana Tamim, College of Education, Zayed University, United Arab Emirates; Richard F. Schmid, CSLP, Concordia University, Canada

    Although the overall research literature on the application of educational technologies to classroom instruction tends to favor their use over their non-use these results vary considerably... More

    pp. 1764-1774

  8. Learning Analytics: Principles and Constraints

    Mohammad Khalil & Martin Ebner, Graz University of Technology, Austria

    Within the evolution of technology in education, Learning Analytics has reserved its position as a robust technological field that promises to empower instructors and learners in different... More

    pp. 1789-1799

  9. Challenges and opportunities in employing game development in computer science classes

    Oswald Comber, University of Vienna, Faculty of Computer Science, Austria; Renate Motschnig, University of Vienna, Austria

    Learning to program is a challenging task. By stepping from programming learning environments to professional integrated development environments, the complexity involved and the effort required to... More

    pp. 1892-1900