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EdMedia + Innovate Learning

Jun 24, 2019


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 Theo Bastiaens

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Table of Contents

This conference has 13 award papers. Show award papers

Number of papers: 280

  1. Digital Mechanisms for Making Network Discussion Forum Toward Altruistic Forum

    Jui-Yi Wang, National Central University, Taiwan; Shu-Han Yang, Chien Hsin University of Science and Technology, Taiwan; Sung-Yu Hsu, Chun-Hsien Lee & Gwo-Dong Chen, National Central University, Taiwan

    By using online discussion platform, people can share and learn from each other, but it may have network bullying and low participation. To achieve benefit of using network discussion, the platform... More

    pp. 294-301

  2. Using a Video Conferencing System to Expand Student Reach

    Ieda M. Santos, Patricia Fidalgo, Martina Dickson, Samir Mohammed & Mubarak Al Jaberi, Emirates College for Advanced Education, United Arab Emirates

    Technological developments can support higher education institutions to reach students and offer them opportunities to attend classes from remote locations. This poster aims to describe a recent... More

    pp. 302-306

  3. Adult Learners’ Self- Directed Learning in a Blended Synchronous Learning Environment

    Zhiqiang Amos TAY & ChoonLang Gwendoline QUEK, National Institute of Education, Nanyang Technological University, Singapore

    Blended synchronous learning is gaining traction in higher education as it enables on-site and remote learners to be simultaneously engaged in learning. The blended synchronous learning environment... More

    pp. 307-312

  4. Implementation of Digital Portfolios in Early Childhood Education

    Maria Alanko, Marja Kankaanranta & Veera Kenttälä, University of Jyväskylä, Finland

    Curricula, influenced by the digitalization, set requirements for early childhood education (ECE) settings to implement digital practices. However, ECE teachers are struggling to integrate... More

    pp. 313-321

  5. Team-Issuing Style of a Digital Badge: Operation System for Quality Assurance of Education

    Kei Amano, Shigeki Tsuzuku, Katsuaki Suzuki & Naoshi Hiraoka, Kumamoto University, Japan

    A digital badge is a symbol not only of completion rewards but also of mastery associated with a learning process and its outcomes. Based on this idea, we designed a digital badge as a learning... More

    pp. 322-325

  6. Preliminary Analysis of an Instrument to Assess Computational Thinking Skills in Japanese Junior High Students

    Takahisa Furuta, Gunma University, Japan; Kohei Otomo, Kita-Akagi Junior-High School, Gunma, Japan; Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute for the Integration of Technology into Teaching and Learning, UNT, United States

    As an attempt to build a standardized measurement scale for Computational Thinking (CT) skills and abilities, we created and tested a set of 19 small paper-and-pencil test problems for assessing... More

    pp. 326-330

  7. Connection and Constructive Critiques: Using Online Journals to Improve Instructor Feedback

    Kim Livengood & Sara Carlisle, Angelo State University, United States

    Faculty in graduate education programs have expressed concerns about their ability to address their students’ lack of academic writing skills. Research into the issue supports the need for... More

    pp. 331-334

  8. Wikipedia as complementary formative assessment method in University Courses

    Corrado Petrucco, University of Padova, Italy

    Academic perception of Wikipedia has changed significantly: it is now seen as useful teaching resource as well as collaborative knowledge building tool. It can be used for teaching purposes by... More

    pp. 335-338

  9. Educational Innovativeness and its Assessment in a Mooc Course "New Media in Education"

    Rivka Wadmany, Council for Higher Education, Israel; Orly Melamed, Kibbutzim College of Education, Israel

    Abstract:The current study describes and examines the existing scheme used to assess projects in the New Media in Education MOOC course, and the role of innovation in these programs, with the aim... More

    pp. 339-348

  10. The BASE system: a Digital Behavioral Assessment tool for school environment

    Giuseppe Chiazzese, Eleonora Mariscalco, Antonella Chifari & Gianluca Merlo, Consiglio Nazionale delle Ricerche - Istituto per le Tecnologie Didattiche, Italy; Sui Lin Goei, Vrije Universiteit, Netherlands; Eleni Mangina, University College of Dublin, Ireland; Isabella Giammusso, Università degli Studi di Palermo, Italy; Manuela Sanches-Ferreira, Universidade do Porto, Portugal; Luciano Seta, Consiglio Nazionale delle Ricerche - Istituto per le Tecnologie Didattiche, Italy

    The Behavioural Assessment to improve School Environment (BASE) system is an evidence-based tool developed in the context of digital intervention practices at school. The theoretical framework is... More

    pp. 349-354

  11. Assessment Avenue: The Roadmap to Higher Education Student Success

    Jeanne Bedell, Jessica Fuda-Daddio & Manuel Rosa, Keiser University, United States

    Assessment of student learning is critical to student and institutional success. Providing evidence of student learning is significant as policy makers and government officials are requiring... More

    pp. 355-357

  12. Computational Thinking in Student Reflections: A Thematic Analysis of Video Project Documentation in the Afterschool Makerspace

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

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

    pp. 358-363

  13. Evidence of Computational Thinking from Circuitry Projects in the After-School Makerspace

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

    Between 2016-2019, an after-school maker club was established at a public, all-girls school in the United States. Club members in grades 6-10 (ages 11-15) participated in three project areas tied... More

    pp. 364-369

  14. Preparing Teachers to Capture and Assess Evidence of Computational Thinking

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

    As computational thinking (CT) approaches filter into teacher education and schools, teachers should be educated about CT and its underlying competencies (e.g., decomposition, abstraction,... More

    pp. 370-375

  15. Inservice teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies

    Zafer Unal, USF St.Petersburg, United States; Aslihan Unal, Georgia Southern University, United States; Michael Sampson, St. John's University, United States

    This study compared K-12 teachers’ assessment beliefs and practices in relation to their years of teaching experience. The data for this study was collected from 87 public school teachers. The... More

    pp. 376-381

  16. Information Technology Employers’ Perceptions of Valuable Entry-Level Competencies and Undergraduate Program Standards: A Comparison

    Jung Hoon Baeg, Faye R. Jones & Marcia A. Mardis, Florida State University, United States

    The field of technology is moving faster than curriculum committees can respond to prepare learners for information technology jobs in a range of industry sectors. To enhance educators’ abilities... More

    pp. 382-387

  17. Changes in Cognitive Knowledge Structures During an Online Educational Technology Course

    Rhonda Christensen & Gerald Knezek, University of North Texas, United States

    The preparation of teachers to integrate technology is a critical component for their future use of technology in the classroom. Changes in relationships among technology related variables during a... More

    pp. 388-395

  18. Practice and Evaluation of Teaching Package of Programming Education at Elementary School in Collaboration with Science Museum — Focusing on the Questionnaire Survey at Pilot School —

    Yuki Kobayashi, Ibaraki University, Japan; Hitoshi Nakagawa, The Open University of Japan, Japan; Masuo Murai, Hokurikugakuin University, Japan; Yukie Sato, Former Kanazawa Seiryo University, Japan; Chie Takahashi & Etsuko Miyajima, Komatsu Educational Center, Japan

    In Japan, the course of study has been revised for the first time in about 10 years. In the new course of study, “programming education” at elementary school became a compulsory subject. It is... More

    pp. 396-401

  19. Retention of ICT Skills Acquired in Face-to Face Training Course for Adult Learners

    Makiko Miwa, Hideaki Takahashi, Tosho Akimitsu, Emi Nishina & Yoshitomo Yaginuma, The Open University of Japan, Japan

    “The Personal Computer for Beginners” is an ICT skills training course for PC beginners offered at the Open University of Japan (OUJ) since 2010. This paper reports on students’ perceived ICT... More

    pp. 402-410

  20. Analysis in Business Game Practice focusing on Multitasking with Smartphones

    Takashi Tachino, Shoin University, Japan; Yuuki Kato, Sagami Women’s University, Japan; Shogo Kato, Tokyo Woman’s Christian University, Japan; Yasuhito Kishi & Jaewook Kim, Shoin University, Japan

    This study was designed to analyze the students’ attitude of business game practice depending on differences of environment when they practiced business gaming system called Price Game. In this... More

    pp. 411-416