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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
This conference has 9 award papers. Show award papers

Number of papers: 291

  1. A Content-based Course Integrating Language Learning, Student Autonomy and IT

    Kurt Ackermann, Hokusei Gakuen University Junior College, Japan

    The goal of the presentation is to introduce a course being taught in English, as opposed to a course about English, that also utilizes computer technology in the form of an LMS (Learning... More

    pp. 730-733

  2. Constructivist Perspectives for Online Education

    Mary Alberici, Western Governors University, United States

    This paper reflects on the real online classroom experiences of one instructor and instructional designer, and attempts to articulate how a constructivist perspective can go hand-in-hand with a... More

    pp. 734-737

  3. Collect, Reflect, and Share Your Digital Badges – Micro-credentialing Student Achievements using Digital Badges

    Enoch Park, Pfeiffer University, United States

    As increasing number of students are engaged in learning opportunities and real-life experiences beyond the classrooms, it is important to adequately recognize their efforts and achievement. For... More

    pp. 738-739

  4. Building Student Networks: Towards a Connectivist Analysis of Classroom Learning Environments

    Gerald Ardito, Pace University, United States

    This paper is a report on the findings of an action research study conducted in a middle school on eighth grade students who were participating in a blended, self-directed Biology course. Various... More

    pp. 760-763

  5. An Advance Organizer for 3D VR Training Simulations and Social Media 'Multi-Operator' training systems.

    AJ Boulay, Department of Computational Science, Laurentian University; CHILL; MIRARCO, Canada; Ratvinder Grewal, Department of Computational Sciences, Laurentian University; CHILL, Canada

    Advance Organizers (AO) have been applied to improve learning since the 1960’s, however they have not been experimentally examined as Human-Computer Interfaces to improve Usability and Learnability... More

    pp. 764-771

  6. How a validation process improved simulations created for principal development

    Marlena Bravender, Saginaw Valley State University, United States; Nancy Staub, University of Toledo, United States

    Leading, facilitating, and making decisions (ELCC, 2011) are central to school leadership positions. Decision-making simulations provide graduate students a vehicle for increasing their practice... More

    p. 772

  7. An Exploratory Study on the Interaction Pattern and Shared Mental Model in a Web-based Collaborative Learning

    Ye Jin Kim, Heejoon Kim, Hyo Sun Park & Kyu Yon Lim, Ewha Womans University, Korea, Korea (South)

    The purpose of this study is to identify the role of shared mental model (SMM) in a web-based collaborative learning, and suggest implications by exploring the relationships between SMM and the... More

    pp. 779-785

  8. The Effects of Community-based Technologies on Deaf and Hard of Hearing Students in Higher Education

    Hana Omar & Catherine Fulford, University of Hawaii at Manoa, Saudi Arabia

    This paper provides a brief about the impacts of using community-based technologies (CBT) on deaf and hard of hearing (DHH) students in higher education. The impacts covered DHH students’ social... More

    pp. 786-795

  9. Collaboration Scenario-based Scale for Emotion Regulation: Measuring Learners’ Agency to Regulate Own, Others’ and Group Emotions

    Ritsuko Oshima & Jun Oshima, RECLS, Shizuoka University, Japan

    We report our preliminary attempt to develop a new interview instrument for evaluating university students’ knowledge and skills in collaborative learning. By combining point-scale items in... More

    pp. 796-801

  10. Engaging College Students in Global Interaction via Digital Media: Setting the Stage for the International Writing Exchange (IWE) Project

    Lyudmila Smirnova, Mount Saint Mary College, United States; Nellie Deutsch, University of Phoenix, Canada

    Abstract Robust literature and experience with distant collaboration demonstrate the promise of globally connected classrooms. In the world of digital media and emerging technologies, it is easy to... More

    pp. 802-805

  11. 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

  12. Observation and awareness of text cues and the impact on team knowledge mapping

    Ellen Taricani, Penn State University, United States

    Working with students to construct mental maps of their course concepts provides a perfect environment to work with others to create knowledge maps and integrate learning. Almost all courses have... More

    pp. 816-820

  13. Authentic Assessment With Livescribe

    Shelbie Witte & Amy Piotrowski, Florida State University, United States

    This paper describes how Livescribe smartpens have been used to authentically assess student learning both in the middle school language arts classroom and in a teacher education course. By... More

    pp. 821-824

  14. Carol Web Tool: Implementing a Method to Improve Learning Analysing Communication in Team Working

    Miren Bermejo, Julian Gutierrez & Imanol Usandizaga, University of Basque Country, Spain

    The development of communication skills and team working capabilities, are becoming core competences of university degrees and are being increasingly demanded as professional key skills. In this... More

    pp. 825-834

  15. Novice versus Experienced Online Graduate Student Expectations: A Comparative Analysis

    Steve Bounds, Arkansas State University, United States

    This paper is part of an overall study to determine reasons why students dropped out of a large-scale online graduate program in educational leadership at a Midwestern university. The purpose of... More

    pp. 835-840

  16. Online Training for Cooperating Teachers and University Supervisors in Kentucky

    Amanda Goodwin, Asbury University, United States

    The following is a brief discussion of the process by which a state-mandated online training was created, designed, redesigned, and disseminated to colleges and universities in Kentucky. In the... More

    pp. 841-844

  17. Alternate Endings: Developing Literacy and Interpersonal Skills in an Inclusive Classroom using iPads and Storybird

    Sarah Harnish & Lin Muilenburg, St. Mary's College of Maryland, United States

    This study examines the use of iPads and the Storybird website in a first grade inclusion classroom for literacy instruction. Using the grouping without tracking model, the teacher formed student... More

    pp. 845-850

  18. Measuring TPACK in Vietnam: Issues still remain

    Kathy Jordan, Huong Dinh & Jennifer Elsden-Clifton, RMIT University, Australia

    Abstract: In recent times, there has been a lot of research interest in the TPACK framework particularly in the United States and Australia, which seeks to explain the knowledge that teachers need ... More

    pp. 851-856

  19. Putting personal learning networks to work: Professional learning and the pre-service teacher

    Geoffrey Lautenbach & Jacqueline Batchelor, University of Johannesburg, South Africa

    21st century educators require many competencies and are encouraged to become digitally literate, integrate technology into teaching and learning, use technologies to deepen knowledge, and employ... More

    pp. 857-861

  20. Digital Learning on Snow Days: Kentucky’s Non-Traditional Instruction Program

    Beth Peterson, Kentucky Department of Education, United States

    Snow days are fun for students, but academic disruption, learning loss, and increased pressure to cover all standards before the standardized test are no treat for teachers. The state of Kentucky’s... More

    p. 862