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EdMedia 2015--World Conference on Educational Media and Technology

Jun 22, 2015


Saul Carliner; Catherine Fulford; Nathaniel Ostashewski

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Table of Contents

This conference has 9 award papers. Show award papers

Number of papers: 291

  1. A K-12 Moodle User Community: A Seven Year Comparison

    Patricia Carlson, Ryan Smith, Robert Jackson & Micah Williams, Rose-Hulman Institute of Technology, United States

    Abstract: We report on the recent activities of PRISM, an electronic hub to support integration of digital resources into K – 12th-grade STEM classrooms for Indiana teachers. Specifically, this... More

    pp. 226-236

  2. Twitter in the Classroom: Beyond Using #Hashtags in Higher Education

    Meagan Arrastia, Valdosta State University, United States

    Many instructors and researchers have promoted Twitter as an instructional tool in and outside of the classroom. Despite the need for more research, the general conclusion is that students benefit ... More

    pp. 226-231

  3. Intellectual Disability Pupil’s Perception about Using Technology within Special Education School in Sultanate of Oman

    Sahar El Shourbagi, sultan Qaboos University, Oman

    Actually, technology is more and more used among education area. In Middle East, research on technology in relation to disability is rare. This research aimed to investigate the perspective of... More

    pp. 232-238

  4. Flipping a Programming Course with Low Lecture Attendance

    David Chen, Jolon Faichney & Jun Jo, School of Information and Communication Technology, Griffith University, Australia

    Low lecture attendance has been a serious concern for many university courses. This paper describes how low lecture attendance was solved in our Web Programming course by adopting the flipped class... More

    pp. 237-244

  5. Effectiveness of the SMART Board in the Secondary Mathematics Classroom

    Adel Al-Bataineh & Heidi Digby, Illinois State University, United States

    This study investigated the uses and effectiveness of SMART boards in the secondary mathematics classroom. Twenty-four teachers were filled out a survey that aimed at examining how they use the... More

    pp. 239-244

  6. 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

  7. Developing STEM Students’ Big Data Ethics Awareness

    Xiaojun Chen, St. John's University, United States

    In this proposed presentation, the author will present a three-step project designed for undergraduate students in Science, Technology, Engineering and Mathematics (STEM) fields with the aim to... More

    pp. 245-248

  8. Enabling Pervasive Change: A Higher Education Case Study

    Simon Collyer & Chris Campbell, The University of Queensland, Australia

    Pervasive adoption of eLearning technology within higher education institutions remains a significant challenge. While the benefits of technology enhanced learning (TEL) have been identified, and... More

    pp. 249-255

  9. Exploring the Flipped Classroom Model: Two Cases Studies from Applications in Higher Education

    Richard Lambert, University of North Carolina at Charlotte, United States; Kevin Parker, York Technical College, United States; Enoch Park, Pfeiffer University, United States

    An overview of the flipped classroom model is reported. Two case studies of the application of the flipped classroom model are described in an effort to add to the literature new descriptions of... More

    pp. 262-272

  10. A Journey to Select the Most Suitable MOOCs Platform: The Case of a Swiss University

    Jingjing Lin, Nadzeya Kalbaska, Stefano Tardini, Elisabetta Decarli Frick & Lorenzo Cantoni, Faculty of Communication Sciences, USI – Università della Svizzera italiana, Switzerland

    In this paper the process from the strategic decision to become MOOC provider to the selection of the suitable platform is demonstrated and discussed. The case presents a boutique and international... More

    pp. 273-283

  11. Capturing Global Perspectives During Study Abroad: A Comparison of Three Visual Tools

    Kevin Oliver, North Carolina State University, United States; Michael Cook, Millikin University, United States

    Sixteen American teachers were competitively selected for a professional development study abroad program in England that sought to improve teacher writing competence, technical competence for... More

    pp. 284-290

  12. Exploring an Experienced Online Instructor’s Applications of TPACK in a Graduate-level Online Course Through the Online Students’ Perspectives: Design of a Qualitative Case Study

    Fan Ouyang, University of Minnesota, United States

    This paper reported the design of a case study using qualitative methods - participant observation and online focus group interview to examine an experienced online instructor’s applications of... More

    pp. 291-299

  13. A Basic Action Model for Cooperative Online Teaching in Master Programs

    Leena Paaso, Oulu University of Applied Sciences, Finland

    Today, the students in the Master programs in Universities of Applied Sciences, work whole time and study in addition to it. They need special online applications for their master studies. ICT... More

    pp. 300-309

  14. Unpacking the Concept of Design Thinking Through a Competency-based Curriculum

    Job Rutgers, Ontario College of Art and Design University, Canada; Mi Song Kim, University of Western Ontario, Canada; Paul Epp, Ontario College of Art and Design University, Canada

    Although increasing attention has been paid to design thinking in the context of new media and the globalizing knowledge economy, there is still little understanding of how design thinking could... More

    pp. 310-321

  15. Making a Massive Tablet Initiative Work: Perspectives from a United Arab Emirates Case Study

    Rana Tamim, Zayed University, United Arab Emirates; Linda Colburn, Bemidji State University, United States; Fida Atallah & Lina Saadi, Zayed University, United Arab Emirates

    Tablets are the latest entries in a long list of tools introduced to classrooms around the world, with the hope of shifting technology’s role from a delivery-tool to an enabler that enriches the... More

    pp. 322-327

  16. Aim High, Aim Low: Improving Learning in Large Biology Classes with High Tech Lectures and Low Tech Labs

    Mary Tyler, Ryan Cowan, Farahad Dastoor & Kevin Tracewski, University of Maine, United States

    As budgets shrink and class sizes increase, we have used new educational technologies to increase access to our large introductory biology course while reducing costs and enhancing student... More

    pp. 328-330

  17. Problem-based learning online: transformative experiences for students and design challenges for professors

    Ann-Louise Davidson & Nadia Naffi, Concordia University, Canada

    Faced with a new course to design, our team tackled the challenge by using problem-based learning (PBL) grounded in a socio-constructivist pedagogical approach. The course being discussed is an... More

    pp. 331-334

  18. Building from the Ground Up: A Negotiated Just-in-Time Learning Framework

    Leticia De Leon, The University of Texas - Pan American, United States; Kevin Feenan, Rockcliffe University Consortium, United States

    This paper describes a Negotiated Just-in-Time Learning Framework for creating a fully online professional development and continuing education program. Its conception was the result of a first... More

    pp. 335-345

  19. The Crossroads of Purpose and Need: Developing Criteria for Training Content Experts for Quality Online Continuing Education

    Leticia De Leon, The University of Texas - Pan American, United States

    This paper describes a development process for the creation of quality criteria in continuing education. Because many purveyors of professional development knowledge are content experts, not... More

    pp. 346-352

  20. Mobile App Development as a Tool to Teach IT and Computational Skills to K12 Students

    Lakshmi Prayaga, University of West Florida, United States

    Data suggests that 80% of the jobs in the next decade required some type of Information technology and computational skills. So it is critical to train the next generation of students with the... More

    pp. 353-358