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EdMedia: World Conference on Educational Media and Technology

Jun 25, 2018


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

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Table of Contents

This conference has 14 award papers. Show award papers

Number of papers: 308

  1. A Methodological Approach to Evaluate the Effectiveness of Learner-Generated Digital Media (LGDM) Assignments in Science Education.

    Jorge Reyna, University of Technology Sydney, Australia; Jose Hanham, Western Sydney University, Australia; Peter Meier, University of Technology Sydney, Australia

    Learner-Generated Digital Media (LGDM) has been an essential part of teaching, learning and assessment practices in Higher Education for more than a decade. Notwithstanding, the field is still... More

    pp. 303-314

  2. Conceptual Gaps in Mathematics as a Research Base for a Successful Game-based Mathematics Intervention

    Karin M. Wiburg, Institute for Equity/Excellence in Math and Science Education/New Mexico State University, United States; Carolyn Raynor, New Mexico State University, United States

    Educational researchers at New Mexico State University found patterns of common mathematical errors and conceptual misunderstandings by students from diverse communities and schools when they... More

    pp. 315-325

  3. Drawing Analysis of High School Students’ Conception of Technology-Assisted Science Learning, and Its Relation to Conception of Science Learning

    Heng-Yi Yeh, Yu-Hsiang Tsai & Hsin-Yi Chang, National Taiwan University of Science and Technology, Taiwan; Chin-Chung Tsai & Min-Hsien Lee, National Taiwan Normal University, Taiwan

    This study aimed to investigate high school students’ conceptions of technology-assisted science learning by analyzing their drawings, and to explore their relations with their conceptions of... More

    pp. 326-332

  4. Impact Study of Tourism Destinations' eLearning: The Case of the Switzerland Travel Academy

    Nicole Regazzoni, Nadzeya Kalbaska & Lorenzo Cantoni, Università della Svizzera italiana, Switzerland

    Through the Internet, information about tourism destinations have multiplied and consumers are faced with many, and sometimes contradicting information from a number of different online sources.... More

    pp. 333-343

  5. Ensuring Quality in Higher Education through Assessment Practices

    Satya Sundar Sethy, Indian Institute of Technology Madras, India

    The expression ‘quality education’ could be interpreted variously in higher education (HE) context. But in this paper I discuss the expression ‘quality education’ with reference to 'assessment... More

    pp. 344-356

  6. Exploring cross-cultural digital competencies: Building the Global Educational Learning Observatory, GELO

    Roland van Oostveen, Maurice DiGiuseppe, Wendy Barber & Todd Blayone, University of Ontario Institute of Technology, Canada; Elizabeth Childs, Royal Roads University, Canada

    This paper presents the Global Education Learning Observatory, GELO, offered as an international platform which can be used to (i) measure digital competencies for individuals or groups in formal... More

    pp. 357-364

  7. Learning outcomes and program mapping: Tools for transparent assessment

    Jo Axe, Elizabeth Childs & Sophia Palahicky, Royal Roads University, Canada

    Program mapping (PM) provides a method to examine curriculum alignment, the assessment of learning outcomes, and to determine if program goals are aligned to learning activities and assessments. At... More

    pp. 365-369

  8. Automatic generating of differentiated assessment tests within higher educational context

    Richardson Ciguene, Céline Joiron & Gilles Dequen, Laboratory MIS from University of Picardy Jules Verne, France; Ben Manson Toussaint, Laboratory SITERE from Ecole Supérieure d’Infotronique d’Haïti, Haiti

    This work tackles the question of automatic generation of differentiated assessment Tests that should guarantee fairness and reasonable difference, by the content and the structure, between all... More

    pp. 370-377

  9. Multi-dimensional Approach for the Pedagogical Assessment in STEM Technology Enhanced Learning

    Lydia Montandon, Atos Spain, Spain; Jim Playfoot, White Loop Limited, United Kingdom; Ioana Ghergulescu, Adaptemy, Ireland; Marilena Bratu, University of Bucharest, Romania; Diana Bogusevschi, Dublin City University, Ireland; Renata Rybarova, Slovakia Technical University, Slovakia (Slovak Republic); Nour El Mawas, National College of Ireland, Ireland

    The concept of the NEWTON project is based in an identification of the challenges and barriers in creating engagement and enthusiasm amongst STEM students and recognises the need to stimulate and... More

    pp. 378-383

  10. From learning to teaching analytics: using the data collected in class to increase visible participation

    Emmanuel Zilberberg, ESCP Europe / CREF (Paris XII), France; Cristina Davino, University of Naples Federico II, Department of Economics and Statistics –, Italy

    Synchronous Interactions Systems Mediated by Individual Computers (SISMIC, aka Audience response systems) collect numerous textual responses in classes, making participation visible and perhaps... More

    pp. 384-393

  11. Exploring Students’ Eye Movements to Assess Learning Performance in a Serious Game

    Asma Ben Khedher, Imène Jraidi & Claude Frasson, University of Montreal, Canada

    In this paper, we propose to analyze learners’ gaze data as they interact with a learning environment. The primary goal of this research is to assess students’ learning experience and to... More

    pp. 394-401

  12. Evidence of Computational Thinking in the After-School Makerspace from Written Project Documentation

    Kevin Oliver & Jennifer Houchins, North Carolina State University, United States

    This paper presents analyzed data from the first year of a three-year grant investigating computational thinking in an after-school makerspace that supports projects in circuitry, programmed... More

    pp. 402-407

  13. Response Justifications as Feedback in Clicker Activities: A Case Study on Student Performance and Calibration

    Pantelis Papadopoulos & Antonis Natsis, Centre for Teaching Development and Digital Media, Aarhus University, Denmark; Nikolaus Obwegeser, Department of Management, Aarhus University, Denmark

    The study examines the potential of short justifications in clicker activities. A total of 138 students answered individually eight multiple-choice questions in a clicker tool and provided short... More

    pp. 408-413

  14. Learning Experience Technology Usability Design framework

    Veera Kenttälä, Rebekah Rousi & Marja Kankaanranta, Faculty of Information Technology, University of Jyväskylä, Finland

    Using information and communication technology (ICT) for learning purposes has become more ingrained in curriculums and students’ lives over the past decades. Commonly, the lack of understanding... More

    pp. 414-423

  15. Technological learning and educational management ecosystems. Thirteen characteristics for efficient design.

    Ramon Marti & Merce Gisbert, Universitat Rovira i Virgili, Spain; Virginia Larraz, Universitat d'Andorra, Andorra

    A technological learning and educational management ecosystem is the community of information systems that interact with each other and with external ones in order to answer to all the processes... More

    pp. 424-430

  16. Students’ perceptions of ICT use in higher education context

    Teemu Valtonen, Erkko Sointu, Jari Kukkonen & Jenni Kankaanpää, University of Eastern Finland, Finland

    This research focuses on students’ perceptions of Information and Communication Technologies (ICT) use in higher education. This research focuses on students’ perceptions of their teachers’... More

    pp. 431-439

  17. A Prototype of a Maker Education Program: Cultivating Entrepreneurship of Adolescents

    Seonghye Yoon, LET’s Lab (Leading Educational Technologists’ Lab), Korea (South); JeeEun Jang, Envisible, Inc., Korea (South); Seyoung Kim, Ewha Womans University, Korea (South)

    This study aims to develop an educational program and materials for adolescents in order to nurture entrepreneurship through maker education. Based on the instructional design model for maker... More

    pp. 440-443

  18. 21st Century Values: An Examination of the Attitudes of Finnish Educational Leaders in the Implementation of Digitalization in Finnish Basic Education

    Anita Jantunen, Tampere University of Applied Sciences, Finland

    Digital tools are a core part of education today. Preparing students for the future requires digital literacy skills and digital competence from both teachers and students. This paper takes account... More

    pp. 444-449

  19. Curriculum Flexibility in a Blended Curriculum.

    Herma Jonker, Windesheim University of Applied Sciences and University of Amsterdam, Netherlands; Virginie März, Université catholique de Louvain, Belgium; Joke Voogt, University of Amsterdam and Windesheim University of Applied Sciences, Netherlands

    This study offers insights into processes that play a role in realizing curriculum flexibility through the implementation of a blended curriculum. Curriculum flexibility is conceptualized in terms ... More

    pp. 450-455

  20. Becoming Digified - time-related considerations for worthy and appropriate digitalization

    Mikael Kivelä, University of Helsinki, Finland

    Why do some innovative education projects fail to innovate or educate? Do they fail for worthy reasons? This present paper proposes four aspects for examining digitalization in discourse and... More

    pp. 456-460