You are here:

EdMedia: World Conference on Educational Media and Technology

Jun 25, 2018

Editors

Theo Bastiaens; Johan Van Braak; Mark Brown; Lorenzo Cantoni; Manuel Castro; Rhonda Christensen; Gayle V. Davidson-Shivers; Koen DePryck; Martin Ebner; Mikhail Fominykh; Catherine Fulford; Stylianos Hatzipanagos; Gerald Knezek; Karel Kreijns; Gary Marks; Erkko Sointu; Elsebeth Korsgaard Sorensen; Jarmo Viteli; Joke Voogt; Peter Weber; Edgar Weippl; Olaf Zawacki-Richter

File: Cover & Title Pages

File: Table of Contents

Search this issue

Table of Contents

14
This conference has 14 award papers. Show award papers

Number of papers: 308

  1. Using E-Portfolios: A Key tool for Students’ to Qualitatively Witness their Journey of Growth

    Christine Sabieh, Notre Dame University, Lebanon; Raphaelle Maria Akhras, American University of Beirut, Lebanon

    E-portfolios are great tools to encourage students to get involved in their learning growth. Through self- efficacy and self-reflection, students may witness growth and feel good about it. The... More

    pp. 141-151

  2. Exploring Mobile Learning with High School Students in a Remote Area of Peru

    Linda Chmiliar, Athabasca University, Canada

    Peru experiences high school drop-out rates, adult illiteracy, and insufficient training for teachers, particularly in low income and rural areas. The poorest children are often in remote areas,... More

    pp. 152-159

  3. Georeferenced Learning Activities: An Experience with Moodle

    Juan P. de Castro, Adrián Rodríguez, María J. Verdú, Luisa M. Regueras, Francisco Merino & Ignacio Molina, University of Valladolid, Spain; Luis C. Pastor, IES Antonio Machado, Spain; José M. Ramos, IES Juan de Juni, Spain

    This paper describes an experience with an e-learning tool for the organization of georeferenced activities. The idea arises as a result of the necessity to respond to the evolution of teaching... More

    pp. 160-168

  4. Exploratory analysis of students’ perception in regard to using educational tools in the class-using activity theory

    Shadi Esnaashari, Lesley Gardner & Michael Rehm, University of Auckland, New Zealand

    As new technologies have been integrated into learning activities to support student learning, it is very important to understand the underlying mechanism of the tools and their effect on the... More

    pp. 169-178

  5. Is Participatory Pedagogy Useful and Satisfying for Tertiary Students?

    Shadi Esnaashari & Lesley Gardner, University of Auckland, New Zealand; paul Wattesr, La Trobe University, Australia

    There has been a seismic shift in recent years away from monolithic lectures to more active and participatory learning in recent years. While wikis and online, asynchronous learning has received... More

    pp. 179-189

  6. Students’ perceptions of using technology in flipped classrooms environment

    Shadi Esnaashari, Lesley Gardner & Michael Rehm, University of Auckland, New Zealand

    Given the rising popularity of online learning systems in higher education, this study investigates how students use the online material that the lecturer provides for them and how students could... More

    pp. 190-199

  7. Mobile Apps for Teacher Education: Identifying Social, Cognitive, and Teaching Presences in Interactions via WhatsApp

    Glenda Gunter, University of Central Florida, United States; Junia de Carvalho F. Braga, Federal University of Minas Gerais, Brazil, Brazil

    Mobile learning has recently drawn teachers’ attention for its potential to promote learning experiences. Drawing on the Community of Inquiry framework, the researchers analyzed two online teacher ... More

    pp. 200-205

  8. Exploring the Use of Mathematics Apps for Elementary School Students

    Robin Kay, UOIT, Canada; Sharon Lauricella, University of Ontario Institute of Technology, Canada

    Previous research on the use of apps in elementary school classrooms has employed general measures of attitude and learning performance to assess overall tablet use. This study uses a reliable,... More

    pp. 206-211

  9. Multimedia application to assist elders in learning to use e-banking services

    Welleminah Montshiwa & Johnson Dehinbo, Tshwane University of Technology, South Africa

    Technology is improving every day and as some of our elders do not know how to use what has been designed, designing a video that will be helping elders with banking service, could reduce the elder... More

    pp. 212-219

  10. Innovative Didactic Laboratories and School Dropouts - Second Year Evaluation

    Carole Salis, CRS4 Research Centre Sardinia, Italy; Marie Florence Wilson, crs4, Italy; Stefano Leone Monni, Giuliana Brunetti, Fabrizio Murgia & Franco Atzori, CRS4, Italy

    In this paper we shall report on the second year of the 3-year program financed by the Sardinian Regional Authorities (RAS) through European Social Fund: POR FSE 2014-2020 approved by the European ... More

    pp. 220-225

  11. Developing e-learning system for English conversation practice using speech recognition and artificial intelligence

    Makoto Shishido, Tokyo Denki University, Japan

    It has been emphasized to comprehensively improve the four skills of English; reading, writing, listening, and speaking in the university English education in Japan. However, the teaching of... More

    pp. 226-231

  12. Integration of active methodologies with the reuse of shared online videos

    Rosa Arruabarrena, Ana Sánchez, José Miguel Blanco, José Ángel Vadillo & Imanol Usandizaga, University of the Basque Country, UPV/EHU, Spain

    In this article, we present an integrated methodological approach, based on a set of proposals for teaching innovation aimed at active learning that have been separately tested and implemented in... More

    pp. 232-237

  13. Being chatty is allowed: Design implications of an innovative online reading experience

    Beth Jordan, University of South Florida Health, United States; Glenn Smith & Diane Austin, University of South Florida, United States

    Our research team is developing an innovative online reading experience with embedded games, IMapBook.com. Previous studies in the Netherlands, China, and United States focused on various aspects... More

    pp. 238-243

  14. Cooperative vs collaborative group work: educational use of social media and social connection for international students

    Jade Sleeman, Catherine Lang & Eva Dakich, La Trobe University, Australia

    Group work is often employed in educational contexts for social learning benefits, such as co-construction of knowledge, as well as facilitating social connections within the classroom (C-M Zhao & ... More

    pp. 244-249

  15. Assessment with Technology Integrated Menus: Creating a Bridge Between Traditional and Student-Centered Learning

    Sarah Barksdale, University of Minnesota, United States

    An emphasis on student-centered, or learner-centered, pedagogy is becoming increasingly popular in classrooms, universities, and teacher-preparation programs. With the shift from a transmission... More

    pp. 250-255

  16. Assessing Student Learning Using Universal Design for Learning (UDL) Approaches

    Debra K Bauder, University of Louisville, United States; Susie Gronseth, University of Houston, United States; Thomas Simmons, University of Louisville, United States

    Assessment is an embedded method that has been used in classrooms for decades. However, in many respects, assessment methods have become archaic, outdated and questionable, although the need to... More

    pp. 256-269

  17. Examining the usability of images in the design of a web-based progress monitoring system for students who are Deaf / Hard of Hearing

    Simon Hooper & Rayne Sperling, Penn State University, United States; Susan Rose, University of Minnesota, United States; Jian Liao, Michelle Hepfer, Xinyur Li & Anne Marie Gardner, Penn State University, United States

    Ave: PM is a software suite designed to help monitor the literacy development of students who are Deaf or Hard of Hearing. Our presentation will address the issues associated with using traditional... More

    pp. 270-276

  18. Assessing Pre-Service Teachers' Professional Identify Formation: Visually Representing the Teacher Self through Drawings

    Sara McNeil, Susie Gronseth & Haoyue Zhang, University of Houston, United States

    An objective of teacher preparation programs is progressive development and refinement of students’ professional identities within the teaching profession. The purpose of this study was to make... More

    pp. 277-283

  19. Design Thinking for Inclusive Community Design: (How) Does it Work?

    Stefanie Panke, University of North Carolina at Chapel Hill, United States; Thilo Harth, Wandelwerk, Fachhochschule Münster, Germany

    The paper discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote diversity and inclusion. We provide a... More

    pp. 284-296

  20. Recruitment gaming: propositions to users and implications for universities

    Gavin Porter, University of Hong Kong, Hong Kong

    Social media connectivity, self-assessment appetite, and natural game play inclinations can be leveraged for talent acquisition in the corporate world and in higher education. Games, simulations,... More

    pp. 297-302