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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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File: Cover & Title Pages

File: Table of Contents

Table of Contents

9
This conference has 9 award papers. Show award papers

Number of papers: 291

  1. Learning Strategies to Educate the Educators

    Marjon Baas, Saxion University of Applied Sciences, Netherlands

    Our institution, consisting of eleven schools, has a department to support educators who wants to work with educational technology. Despite the available support and the possibilities to use new... More

    pp. 978-979

  2. Use of video records of classroom practices to support teacher reflection in a professional learning network

    Leah Dayan, Alain Breuleux, Gyeong Mi Heo & Lei Nong, McGill University, Canada

    This study discusses the use of video records of classroom practices in a professional learning network (PLN) in order to support teacher reflection and professional development. Select video... More

    pp. 980-989

  3. Faculty and student use of digital technology in a “laptop” university

    Francois Desjardins & Roland VanOostveen, University of Ontario Institute of Technology, Canada

    In order to best support both university students and their professors with the use of digital technology, not only do we need to listen to their expressed needs, but we also need to understand how... More

    pp. 990-996

  4. Raising Digital Citizens

    Karen Fiorillo, EdD & Elizabeth A Young, EdD, University of Phoenix, United States

    Raising digital citizens is the job of all stakeholders. Parents, supervising school personnel, administrators, and the local authorities play a role in cyber-safety. A need exists to implement... More

    pp. 997-1001

  5. A One-Year Review of the Right to be Forgotten: Implications for Academia

    Joyce P. Johnston, George Mason University, United States

    Twelve months after its announcement by the European Court of Justice, the “right to be forgotten” has come into much sharper definition as “the right to be delisted” after a massive... More

    pp. 1002-1009

  6. Robotics-Based Course Design for Autism Spectrum Disorder

    Yefim Kats, Chestnut Hill College, Philadelphia, USA, United States; Jeffrey Kuhn, Center for Student Learning Charter School, United States

    This paper addresses the development of the graduate course in instructional technology (IT) for technology facilitators and special education teachers working with autism spectrum disorder (ASD)... More

    pp. 1010-1015

  7. Instructor Help Seeking Behaviors in Web Based Teaching Using a Learning Management System

    Xiongyi Liu, Daniel Winkler & Selma Koc, Cleveland State University, United States; Lan Li, Bowling Green State University, United States

    Online education has been growing at an unprecedented rate in recent years. While much research has been conducted regarding student help seeking behaviors in web-based learning, little is known... More

    pp. 1016-1019

  8. Online Instructor Toolkit: Building a Support Resource for Faculty

    Iryna Loboda, Joan Thomas & Jean Derco, The University of Tennessee, Knoxville, United States

    This presentation discusses the Online Instructor Toolkit, a web-based support resource for University of Tennessee, Knoxville, faculty who want to transform their courses and move them to an... More

    pp. 1020-1021

  9. Developing Second Screen Training: A Case Study

    Craig Rademacher, Fielding Graduate University, United States

    Abstract: The appearance and integration of second screen use in television viewing provides a backdrop to leveraging this same concept in training faculty in learning management system course... More

    pp. 1022-1026

  10. Tools of Engagement Project (TOEP): Discovering and exploring within a supportive professional development community

    Roberta (Robin) Sullivan, Center for Educational Innovation, University at Buffalo, State University of New York, United States; Cherie van Putten, Binghamton University, State University of New York, United States; Nathan Whitley-Grassi, Empire State College, State University of New York, United States

    Faculty often find the task of locating high quality Web 2.0 teaching and learning resources both time-consuming and onerous. Add to that limited professional development training and the dedicated... More

    pp. 1041-1043

  11. Asynchronous Faculty Learning Communities for Online Instructors

    Melissa Vosen Callens, North Dakota State University, United States

    This paper reports on the development and facilitation of a nine-week, asynchronous faculty learning community (FLC) for online instructors. In this community, participants read and discussed... More

    pp. 1044-1048

  12. A Case Study About the Implementation of Problem-Based Learning and Mobile Technologies in Ecuador

    Ann-Louise Davidson, Concordia University, Canada; Roland vanOostveen, UOIT, Canada; Wilma Suarez, Universidad Tecnica de Ambato, Ecuador; Nadia Naffi & Natia Arabuli, Concordia University, Canada; François Desjardins, UOIT, Canada

    This paper examines the first steps of the implementation of problem-based learning and mobile technologies with a group of professors from the Universidad Técnica de Ambato in Ecuador. First, we... More

    pp. 1049-1056

  13. The Tension Created by the Use of PowerPoint in University Business Schools

    Dale Foster, Memorial University, Faculty of Business Administration, Canada

    This paper describes the results of a survey of students and instructors on the use of presentation software in a university business school. This study reveals tensions between the benefits of... More

    pp. 1057-1066

  14. Flipped classroom or « Classe inversée »: Practical examples oriented on student success

    Ondina Galiano, Cegep André-Laurendeau et Universite Sherbrooke, Canada

    In the last couple of years, several teachers have been interested in adopting the principles of the inverted classroom. Is it a fad or is it a new teaching method? Therefore, should we consolidate... More

    pp. 1067-1071

  15. Revisiting Past, Current,& Future of Instructional Theory

    Abdulmenaf Gul & Tugba Kamali Arslantas, Middle East Technical University, Turkey

    The purpose of this study is to discuss the instructional theory’s past, current, and future from a critical lens by pointing out the Snelbecker (1983)’s article. Firstly, instructional theory’s... More

    pp. 1072-1078

  16. Information Literacy - Developing a Framework for Educators: A Review of Literature

    Robin Kay, UOIT, Canada; Kamran Ahmadpour, University of Ontario Institute of Technology, Canada

    Rapid change in technology, information overload, conflicting definitions, emerging perspectives, and competing models have made it difficult to develop a consistent, coherent understanding of... More

    pp. 1079-1084

  17. Theoretical and pedagogical underpinnings of simulation-based healthcare and medical education

    Tuulikki Keskitalo, University of Lapland, Faculty of Education, Centre for Media Pedagogy, Finland

    This thematic review aims to examine the learning theories and pedagogical models that have been used in simulation-based education in healthcare and medicine. The study reviewed 53 quantitative... More

    pp. 1085-1093

  18. Effects of Course Interactivity on Learner Persistence, Motivation and Student Achievement in Online Courses

    Anna Martin, Kent State University, United States

    Online attrition rates are a pressing issue for organizations offering online courses. This paper focuses on the most commonly cited factors associated with online course attrition rates; in... More

    pp. 1094-1100

  19. 21st Century Pedagogical Content Knowledge

    Scott Slough, Stephen F. Austin State University, United States; Pamela Slough, Sam Houston State University, United States

    Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning... More

    pp. 1101-1108

  20. Making Thinking Visible in Mathematics Though Technology

    Scott Slough & Pauline Sampson, Stephen F. Austin State University, United States; Robert Capraro & Mary Margaret Capraro, Texas A&M University, United States

    A calculator-based program that emphasized continuous formative assessment through screen capture, display, and discussion was used in Year 1 of a multiyear project focused on student success for... More

    pp. 1109-1114