Eighth International Conference on e-Learning and …...Eighth International Conference on...

Eighth International Conference on

e-Learning and Innovative PedagogiesThe Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

2-3 NOVEMBER 2015 | UNIVERSITY OF CALIFORNIA, SANTA CRUZ | SANTA CRUZ, USA | UBI-LEARN.COM

Eighth International Conference one-Learning and Innovative Pedagogies

“The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy”

www.ubi-learn.comwww.facebook.com/UbiLearn.CG

@ubilearn | #CGeLearn

University of California, Santa Cruz | Santa Cruz, USA | 2-3 November 2015

Eighth International Conference on e-Learning and Innovative Pedagogieswww.ubi-learn.com

First published in 2015 in Champaign, Illinois, USAby Common Ground Publishing, LLCwww.commongroundpublishing.com

© 2015 Common Ground Publishing

All rights reserved. Apart from fair dealing for the purpose of study, research, criticism, or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact [email protected].

Common Ground Publishing may at times take pictures of plenary sessions, presentation rooms, and conference activities which may be used on Common Ground’s various social media sites or websites. By attending this conference, you consent and hereby grant permission to Common Ground to use pictures which may contain your appearance at this event.

Designed by Ebony JacksonCover image by Phillip Kalantzis-Cope

ubi-learn.com

Dear Delegate,

Welcome to the Eighth e-Learning & Innovative Pedagogies Conference, held in partnership with the University of California, Santa Cruz and the Institute of Humanities Research.

This conference investigates the uses of technologies in learning, including devices with sophisticated computing and networking capacities which are now pervasively part of our everyday lives. The conference explores the possibilities of new forms of learning, but in a wider range of places and times than was conventionally the case for education. e-Learning, however does not necessarily spawn pedagogical innovation. Technology-mediated learning can be used to deliver content and assessment in ways that reproduce traditional ‘transmission’ and memorization-based modes of learning. In this case, e-learning may have the virtue of being more efficient, whilst reinforcing traditional pedagogies. On the other hand, e-Learning also opens up new opportunities for learning, new ‘affordances’ which spawn innovative pedagogies. These fundamental questions are addressed by this conference and its companion journal.

Common Ground also organizes conferences and publishes journals in other areas of critical intellectual human concern, including social sciences, diversity, technology, humanities, and the arts, to name several (see http://commongroundpublishing.com). Our aim is to create new forms of knowledge community, where people meet in person and also remain connected virtually, making the most of the potentials for access using digital media. We are also committed to creating a more accessible, open, and reliable peer review process.

We are pleased to announce the expansion of the e-Learning and Innovative Pedagogies Knowledge Community into Common Ground’s Technology, Knowledge & Society Knowledge Community. This innovative merger provides community members with an extended academic network and greater interdisciplinary interaction, as well as opportunities to publish within the Technology, Knowledge & Society Collection.

Finally, we would like to thank everyone who has contributed and prepared for this conference. We would especially like to thank the University of California, Santa Cruz, including the Chancellors Office and Institute of Humanities Research, for hosting the 2015 e-Learning and Innovative Pedagogies Conference. A special thanks goes to Michael Tassio in the Chancellors Office and Irena Polica at the Institute of Humanities Research for the coordination and leadership they provided throughout the planning process. And more personally, I want to thank our Common Ground colleagues who have put so much work into this conference–Rachael Arcario, Kimberely Kendall, Ashley Souk, and Ana Quintana.

We wish you all the best for this conference, and hope it will provide you every opportunity for dialogue with colleagues from around the corner and around the world.

Yours sincerely,

Bill CopeDirector, Common Ground PublishingProfessor, Education Policy, Organization, and LeadershipUniversity of Illinois, Urbana-Champaign, USA

e-Learning & Innovative Pedagogies

Our Mission Common Ground Publishing aims to enable all people to participate in creating collaborative knowledge and to share that knowledge with the greater world. Through our academic conferences, peer-reviewed journals and books, and innovative software, we build transformative knowledge communities and provide platforms for meaningful interactions across diverse media.

Our Message Heritage knowledge systems are characterized by vertical separations—of discipline, professional association, institution, and country. Common Ground identifies some of the pivotal ideas and challenges of our time and builds knowledge communities that cut horizontally across legacy knowledge structures. Sustainability, diversity, learning, the future of the humanities, the nature of interdisciplinarity, the place of the arts in society, technology’s connections with knowledge, the changing role of the university—these are deeply important questions of our time which require interdisciplinary thinking, global conversations, and cross-institutional intellectual collaborations. Common Ground is a meeting place for these conversations, shared spaces in which differences can meet and safely connect—differences of perspective, experience, knowledge base, methodology, geographical or cultural origins, and institutional affiliation. We strive to create the places of intellectual interaction and imagination that our future deserves.

Our Media Common Ground creates and supports knowledge communities through a number of mechanisms and media. Annual conferences are held around the world to connect the global (the international delegates) with the local (academics, practitioners, and community leaders from the host community). Conference sessions include as many ways of speaking as possible to encourage each and every participant to engage, interact, and contribute. The journals and book imprint offer fully-refereed academic outlets for formalized knowledge, developed through innovative approaches to the processes of submission, peer review, and production. The knowledge community also maintains an online presence—through presentations on our YouTube channel, monthly email newsletters, as well as Facebook and Twitter feeds. And Common Ground’s own software, Scholar, offers a path-breaking platform for online discussions and networking, as well as for creating, reviewing, and disseminating text and multi-media works.

| About Common Ground

e-Learning & Innovative Pedagogies Knowledge Community

Brought together around a common concern for new technologies in learning and an interest to explore possibilities for innovative pedagogies

e-Learning & Innovative Pedagogies Knowledge Community

The e-Learning and Innovative Pedagogies Knowledge Community is brought together around a common concern for new technologies in learning and an interest to explore possibilities for innovative pedagogies. The community interacts through an innovative, annual face-to-face conference, as well as year-round online relationships, a family of peer reviewed journals, and book series–exploring the affordances of the new digital media. Members of this knowledge community include academics, teachers, technology practitioners, and research students.

ConferenceThe conference is built upon four key features: Internationalism, Interdisciplinarity, Inclusiveness, and Interaction. Conference delegates include leaders in the field as well as emerging scholars, who travel to the conference from all corners of the globe and represent a broad range of disciplines and perspectives. A variety of presentation options and session types offer delegates multiple opportunities to engage, to discuss key issues in the field, and to build relationships with scholars from other cultures and disciplines.

PublishingThe e-Learning and Innovative Pedagogies Knowledge Community enables members to publish through two media. First, community members can enter a world of journal publication unlike the traditional academic publishing forums—a result of the responsive, non-hierarchical, and constructive nature of the peer review process. Ubiquitous Learning: An International Journal provides a framework for double-blind peer review, enabling authors to publish into an academic journal of the highest standard. The second publication medium is through the book imprint, e-Learning and Innovative Pedagogies, publishing cutting edge books in print and electronic formats. Publication proposal and manuscript submissions are welcome.

CommunityWe are pleased to announce the expansion of the e-Learning and Innovative Pedagogies Knowledge Community into Common Ground’s Technology, Knowledge & Society Knowledge Community. This innovative merger provides community members with an extended academic network and greater interdisciplinary interaction, as well as opportunities to publish within the Technology, Knowledge & Society Collection. The Technology, Knowledge & Society Knowledge Community offers several opportunities for ongoing communication among its members. Any member may upload video presentations based on scholarly work to the community YouTube channel. Monthly email newsletters contain updates on conference and publishing activities as well as broader news of interest. Members may also join the conversations on Facebook and Twitter or explore our new social media platform, Scholar.

e-Learning & Innovative Pedagogies Themes

Theme 1: Pedagogies• New learning supported by new technologies: challenges and successes• Old learning using new technologies, for better or for worse• Traditional (didactic, mimetic) and new (transformative, reflexive) pedagogies, with and without

new technology• Changing classroom discourse in the new media classroom• Peer to peer learning: learners as teachers• From hierarchical to lateral knowledge flows, teaching-learning relationships• Supporting learner diversity• Beyond traditional literacy: reading and writing in a multimodal communications environment• Digital readings: discovery, navigation, discernment, and critical literacy• Metacognition, abstraction, and architectural thinking: new learning processes in new

technological environments• Formative and summative assessment: technologies in the service of heritage and new

assessment practices• Evaluating technologies in learning• Shifting the balance of learning agency: how learners become more active participants in their

own learning• Recognizing learner differences and using them as a productive resource• Collaborative learning, distributed cognition, and collective intelligence• Mixed modes of sociability: blending face to face, remote, synchronous, and asynchronous learning• New science, mathematics, and technology teaching• Technology in the service of the humanities and social sciences• The arts and design in a techno-learning environment

Theme 2: Institutions• Blurring the boundaries of formal and informal learning• Times and places: lifelong and lifewide learning• Always ready learnability, just in time learning, and portable knowledge sources• Educational architectures: changing the spaces and times• Educational hierarchies: changing organizational structures• Student-teacher relations and discourse• Sources of knowledge authority: learning content, syllabi, standards• Schools as knowledge producing communities• Planning and delivering learning digitally• Teachers as curriculum developers• Teachers as participant researchers and professional reflective practice

On the microdymamics of learning in and through digital technologies and social media

On the changing the institutional forms of education—classroom, schools and learning communities—in the context of ubiquitous computing

e-Learning & Innovative Pedagogies Themes

On new learning devices and software tools

Theme 3: Technologies• Ubiquitous computing: devices, interfaces, and educational uses• Social networking technologies in the service of learning• Digital writing tools; wikis, blogs, slide presentations, websites, and writing assistants• Supporting multimodality: designing meanings which cross written, oral, visual, audio, spatial,

and tactile modes• Designing meanings in the new media: podcasts; digital video, and digital imaging• Learning management systems• Learning content and metadata standards• Designed for learning: new devices and new applications• Usability and participatory design: beyond technocentrism• Learning to use and adapt new technologies• Learning through new technologies

Theme 4: Social Transformations• Learning technologies for work, civics, and personal life• Ubiquitous learning in the service of the knowledge society and knowledge economy• Ubiquitous learning for the society of constant change• Ubiquitous diversity in the service of diversity and constructive globalism• Inclusive education addressing social differences: material (class, locale), corporeal (age, race,

sex and sexuality, and physical and mental characteristics), and symbolic (culture, language, gender, family, affinity, and persona)

• Changing the balance of agency for a participatory culture and deeper democracy• From one to many, to many to many: changing the direction of knowledge flows• Beyond the traditional literacy basics: new media and synaesthetic meaning-making

On the social transformations of technologies, and their implications for learning

e-Learning & Innovative Pedagogies 2015 Special Focus

The Future of Education: Advanced Computing, Ubiqutious Learning, and the Knowledge Economy

The digital revolution represents a sea change in the nature of learning and education. Information and communication technologies (ICTs) are transforming academic research and scholarship—introducing an entirely new platform for knowledge and learning. Alongside cloud computing and virtualization, artificial intelligence and high performance computing are now poised to fundamentally reshape the nature and scope of education. Despite this new high-tech environment, there remains significant concern about the capacity of contemporary education systems to adapt to technological innovation. The University of California at Santa Cruz, Common Ground Publishing, and the e-Learning Conference present “The Future of Education” as the special focus for the Eighth International Conference on e-Learning and Innovative Pedagogies. At this conference, participants will discuss the global knowledge economy and changing labor markets, and focus on the need to fundamentally rethink the way technologies can support new pedagogies, new learning environments, and new institutional configurations.

e-Learning & Innovative Pedagogies Scope and Concerns

First we called it ‘computers in education’. Then it was the World Wide Web. Then it was the reincarnation the Internet in the form Web 2.0 and social media. For a long time, we educators have lived with enthusiastic talk about the implications of technology in learning. Sometimes the talk has been plausible. At other times the results of using technology in learning have been disappointing.

For all the hyperbole, education is in many sites and many ways still relatively unchanged—the relations of teachers to students, students to each other and students to knowledge—and this is the case even when technology is used. For instance, if the print textbook becomes an e-book, do the social relations of knowledge and learning actually change? If the pen-and-paper test is mechanized, does this change our assessment systems?

Technology, in other words, can and often does reproduce and reinforce traditional, didactic relationships of learning. However, today’s information and communications technologies also offer affordances which in many ways we have barely yet explored. These possibilities we call a ‘new learning’ and ‘transformative pedagogy’.

How then, can we create and use technologies that push the boundaries of the learning experience, engage students more deeply and produce learning outcomes that live up to the high expectations of citizens, governments and workplaces in the twenty-first century? For this reason, in this knowledge community, we want to focus not just on e-learning, but the pedagogical innovations that we hope e-learning environments might support. In this agenda, the ideas and practices of ‘ubiquitous learning’ suggest a wide range of possibilities.

From Ubiquitous Computing to Ubiquitous LearningAt first glance, it is the machines that make ubiquitous learning different from heritage classroom and book-oriented approaches to learning. These appearances, however, can deceive. Old learning can be done on new machines. Using new machines is not necessarily a sign that ubiquitous learning has arrived. Some features of ubiquitous learning are not new—they have an at times proud and at times sorry place in the history of educational innovation, stretching back well before the current wave of machines.

However, there is an obvious link between ubiquitous learning and ubiquitous computing. The term ‘ubiquitous computing’ describes the pervasive presence of computers in our lives. Personal computers, laptops, tablets, and smart phones have become an integral part of our learning, work, and community lives, to the point where, if you don’t have access to a computer networked with reasonable bandwidth you can be regarded as disadvantaged, located as a ‘have not’ on the wrong side of the ‘digital divide’. Meanwhile, many other devices are becoming more computer-like (in fact, more and more of them they are computers or have computing power built in): televisions, global positioning systems, digital music players, personal digital assistants, cameras, and game consoles, to name a few. These devices are everywhere. They are getting cheaper. They are becoming smaller and more portable. They are increasingly networked. This is why we find them in many places in our lives and at many times in our days. The pervasive presence of these machines is the most tangible and practical way in which computing has become ubiquitous.

Importantly for education, the machines of ubiquitous computing can do many of the things that pens and pencils, textbooks, and teacher-talk did for learners in an earlier era. They can do these things the same, and they can do them differently.

Does ubiquitous computing lay the groundwork for ubiquitous learning? Does it require us to make a shift in our educational paradigms?


It may, however, the approach of this knowledge community is more conditional than this. To reiterate, ‘ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media’. The qualifications in this statement are crucial. ‘Made possible’ means that there is no directly deterministic relationship between technology and social change. Digital technologies arrive and almost immediately, old pedagogical practices of didactic teaching, content delivery for student ingestion and testing for the right answers are mapped onto them and called a ‘learning management system’. Something changes when this happens, but disappointingly, it does not amount to much.

And another qualifier: ‘affordance’ means you can do some things easily now, and you are more inclined to do these things than you were before simply because they are easier. You could do collaborative and inquiry learning in a traditional classroom and heritage institutional structures, but it wasn’t easy. Computers make it easier. So, the new things that ubiquitous computing makes easier may not in themselves be completely new—modes of communication, forms of social relationship, or ways of learning. However, just because the new technology makes them easier to do, they become more obviously worth doing than they were in the past. Desirable social practices which were at times against the grain for their idealistic impracticality, become viable. The technology becomes an invitation to do things better, often in ways that some people have been saying for a long time they should be done.

Following are just a few of the characteristic moves of ubiquitous learning that this knowledge community addresses in its various discussion forums. Participants may agree or disagree with these, or choose to add more.

Move 1: To blur the traditional institutional, spatial and temporal boundaries of education.In the heritage educational institutions of our recent past, learners needed to be in the same place at the same time, doing the same subject, and staying on the same page. The classroom was an information architecture, transmitting content, one to many: one textbook writer to how every many thousands of learners; one teacher to thirty something children or one lecturer to one hundred and something university students. The spatial and temporal simultaneity of this information and knowledge system practically made sense.

Today, in the era of cheap recording and transmission of any textual, visual, and audio content anywhere, such classrooms are less needed. Education can happen anywhere, anytime. Long traditions of ‘distance education’ and ‘correspondence schools’ mean that these ideas are far from novel. The only difference now is that ubiquitous computing renders anachronistic and needlessly expensive for many educational purposes the old information architecture of the classroom, along with its characteristic forms of discourse and social relationships to knowledge. Even the problem of duty of care for children is surmountable with mobile phones and global positioning devices. Knowing the location of a child in a classroom was never better than the one meter margin of error of GPS devices.

And another problem with the old classroom: the idea was that this was preparation for life, enough to assume whatever one’s lot would be, and the rest could be left to experience. Today, everything is changing so rapidly that today’s education easily becomes tomorrow’s irrelevance. So, there have been moves to make ongoing training and formally accredited education ‘lifelong and lifewide’. For people in work and with families, not able to commute to an institution or able to schedule their time easily, ubiquitous computing can be a conduit for education beyond the traditional spatial and institutional boundaries. Coming together in specific times and places will, of course, remain important, but what we will choose to do when we come together may be different from what happens in classrooms today—these may be special times to focus, on face-to-face planning, collaborative work, and community building.


Then there’s the new pervasiveness of pedagogy in spaces of informal and semi-formal learning—help menus, ‘intuitive interfaces’, game-like staged learning, and ‘over-the-shoulder-learning’ from friends and colleagues. This kind of learning only ever needs to be just in time and just enough. It is now integral to our lifeworlds, a survival skill in a world of constant change.

Move 2: To shift the balance of agency.In the traditional classroom, the teacher and blackboard were at the front of the room. The learners sat in straight rows, listened, answered questions one at a time, or quietly read their textbooks and did their work in their exercise books. Lateral student-student communication was not practicable, or even desirable when it could be construed as cheating. Underlying this arrangement was a certain kind of discipline (listen to the teacher, read authority into the textbook), and a particular relationship to knowledge (here are the facts and theories you will need to know, the literature which will elevate and the history which will inspire). This kind of education made a certain kind of sense for a certain kind of world, a world where supervisors at work shouted orders or passed down memos in the apparent productive interests of the workers, where the news media told the one main story we were meant to hear, and where we all consumed identical mass-produced goods because engineers and entrepreneurs had decided what would be good for us. Authors wrote and the masses read; television companies produced and audiences watched; political leaders led and the masses followed; bosses bossed and the workers did as they were told. We lived in a world of command and compliance.

Today, the balance of agency has shifted in many realms of our lives. Employers try to get workers to form self-managing teams, join the corporate ‘culture’, and buy into the organization’s vision and mission. Now the customer is always right and products and services need to be customized to meet their particular practical needs and aesthetic proclivities. In the new media, ubiquitous computing has brought about enormous transformations. There’s no need to listen to the top forty when you can make your own playlist on your iPod. There’s no need to take on authority the encyclopedia entry in Wikipedia when you, the reader, can talk back, or at least watch other people’s arguments about the status of knowledge. There’s no need to take the sports TV producer’s camera angles when you can chose your own on interactive television. There’s no need to watch what the broadcast media has dished up to you, when you can choose your own interest on YouTube, comment on what you’re watching and, for that matter, make and upload your own TV. There’s no need to relate vicariously to narratives when you can be a player in a video game. This new order applies equally well to learning. There is no need to be a passive recipient of transmitted knowledge when learners and teachers can be collaborative co-designers of knowledge.

Instead, there are many sources of knowledge, sometimes problematically at variance with each other, and we have to navigate our way around this. There are many sites and modalities of knowledge, and we need to get out there into these to be able to make sense of things for ourselves. There may be widely accepted and thus authoritative bodies of knowledge to which we have to relate, but these are always uniquely applied to specific and local circumstances—only we can do this, in our own place and at our own time. In this environment, teachers will be required to be more knowledgeable, not less. Their power will be in their expertise and not in their control or command routines.

Move 3: To recognize learner differences and use them as a productive resource.Modern societies used to value uniformity: we all read the same handful of newspapers and watched the same television channels; we all consumed the same products; and if we were immigrant, or indigenous, or of an ethnic minority, we needed to assimilate so we could all comfortably march to the same national beat.

And so it was in schools: everyone had to listen to the teacher at the same time, stay on same message on the same the


page, and do the same test at the end to see whether they had learnt what the curriculum expected of them. Today there are hundreds of television channels, countless websites, infinite product variations to suit one’s own style, and if you are immigrant or indigenous or a minority, your difference is an aspect of our newfound cosmopolitanism.

This is all part of a profound shift in the balance of agency. Give people a chance to be themselves and you will find they are different in a myriad of ways: material (class, locale), corporeal (age, race, sex and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender, family, affinity and persona).

In sites of learning today, these differences are more visible and insistent than ever. And what do we do about them? Ubiquitous learning offers a number of possibilities. Not every learner has to be on the same page; they can be on different pages according to their needs. Every learner can connect the general and the authoritative with the specifics and particulars of their own life experiences and interests. Every learner can be a knowledge maker and a cultural creator, and in every moment of that making and creating they remake the world in the timbre of their own voice and in a way which connects with their experiences. Learners can also work in groups, as collaborative knowledge makers, where the strength of the group’s knowledge arises from their ability to turn to productive use the complementarities that arise from their differences.

In this context, teacher will need to be engaged members of cosmopolitan learning communities and co-designers, with learners, of their learning pathways.

Move 4: To broaden the range and mix of representational modes.Ubiquitous computing records and transmits meanings multimodally—the oral, the written, the visual and the audio. Unlike previous recording technologies, these representational modes are reduced to the same stuff in the manufacturing process, the stuff of zeros and ones. Also, like never before, there is next to no cost in production and transmission of this stuff.

Now, anyone can be a film-maker, a writer who can reach any audience, an electronic music maker, a radio producer. Traditional educational institutions have not managed to keep up this proliferation of media. But, if educators have not yet made as much as they could of the easy affordances of the new media, the students often have. When educators do catch up, the learning seems more relevant, powerful, and poignant. Educators will need to understand the various grammars of the multiple modes of meaning making that the digital has made possible, in the same depth as traditional alphabetic and symbolic forms.

Move 5: To develop conceptualizing capacities.The world of ubiquitous computing is full of complex technical and social architectures that we need to be able to read in order to be a user or a player. There are the ersatz identifications in the form of file names and thumbnails, and the navigational architectures of menus and directories. There is the semantic tagging of home-made folksonomies, the formal taxonomies that define content domains, and the standards which are used to build websites, drive web feeds, define database fields, and identify document content.

These new media need a peculiar conceptualizing sensibility, sophisticated forms of pattern recognition and schematization. For these reasons (and for other, much older, good educational reasons as well), ubiquitous learning requires higher-order abstraction and metacognitive strategies. This is the only way to make one’s way through what would otherwise be the impossibilities of information quantity. Teachers then need to become masterful users of these new meaning making tools, applying the metalanguage they and their learners need alike in order to understand their affordances.


Move 6: To connect one’s own thinking into the social mind of distributed cognition and collective intelligence.In the era of ubiquitous computing, you are not what you know already but what you can potentially know, the knowledge that is at hand because you have a device in hand. Even in the recent past, we had libraries on hand, or experts we could consult. Cognition has always been distributed and intelligence collective. The most remarkable technology of distributed cognition is language itself.

However, today there is an immediacy, vastness and navigability of the knowledge that is on hand and accessible to the devices that have become more directly an extension of our minds. Those who used to remember telephone numbers will notice that something happens to their minds when the numbers they need are stored on the mobile phone—the phone remembers for you. It becomes an indispensable extension of your mind. This should spell doom for the closed book exam. Educators will need to create new measures to evaluate learners’ capacities to know how to know in this new environment.

Move 7: To build collaborative knowledge cultures.Ubiquitous computing invites forms of social reflexivity which can create ‘communities of practice’ to support learning. In the ubiquitous learning context, teachers harness the enormous lateral energies of peer-to-peer knowledge making and the power of collective intelligence. This builds on the complementarity of learner differences—experience, knowledge, ways of thinking, and ways of seeing. Learners also involve people who would formerly have been regarded as outsiders or even out-of-bounds in the learning process: parents and other family members, critical friends, or experts.

Digital workspaces built upon social networking technologies are ideal places for this kind of work, at once simple and highly transparent when it comes to auditing differential contributions. Teachers need higher order skills to build learning communities that are genuinely inclusive, such that all learners reach their potential.

Each of these moves explores and exploits the potentials of ubiquitous computing. None, however, is a pedagogical thought or social agenda that is new to the era of ubiquitous computing. The only difference today is that there is now no practical reason not to make any of these moves. The affordances are there, and if we can, perhaps we should. When we do, we may discover that a new educational paradigm begins to emerge. And as this paradigm emerges, we might also find educators take a leading role on technological innovation.

The journey of ubiquitous learning is only just beginning. As we take that journey, we need to develop breakthrough practices and technologies that allow us to reconceive and rebuild the content, processes and human relationships of teaching and learning.

Reference: Bill Cope and Mary Kalantzis, (eds), editors’ introductory chapter to Ubiquitous Learning, University of Illinois Press, 2009.

e-Learning & Innovative Pedagogies Community Membership

AboutThe e-Learning & Innovative Pedagogies Knowledge Community is dedicated to the concept of independent, peer-led groups of scholars, researchers, and practitioners working together to build bodies of knowledge related to topics of critical importance to society at large. Focusing on the intersection of academia and social impact, the e-Learning & Innovative Pedagogies Knowledge Community brings an interdisciplinary, international perspective to discussions of new developments in the field, including research, practice, policy, and teaching.

Membership BenefitsAs an e-Learning & Innovative Pedagogies Knowledge Community member you have access to a broad range of tools and resources to use in your own work:

• Digital subscription to Ubiquitous Learning: An International Journal for one year.• Digital subscription to the book imprint for one year.• One article publication per year (pending peer review).• Participation as a reviewer in the peer review process, with the opportunity to be listed as an Associate Editor after

reviewing three or more articles.• Subscription to the community e-newsletter, providing access to news and announcements for and from the knowledge

community.• Option to add a video presentation to the community YouTube channel.• Free access to the Scholar social knowledge platform, including:

◊ Personal profile and publication portfolio page◊ Ability to interact and form communities with peers away from the clutter and commercialism of other social media◊ Optional feeds to Facebook and Twitter◊ Complimentary use of Scholar in your classes—for class interactions in its Community space, multimodal student

writing in its Creator space, and managing student peer review, assessment, and sharing of published work.

e-Learning & Innovative Pedagogies Engage in the Community

Present and Participate in the ConferenceYou have already begun your engagement in the community by attending the conference, presenting your work, and interacting face-to-face with other members. We hope this experience provides a valuable source of feedback for your current work and the possible seeds for future individual and collaborative projects, as well as the start of a conversation with community colleagues that will continue well into the future.

Publish Journal Articles or Books We encourage you to submit an article for review and possible publication in the journal. In this way, you may share the finished outcome of your presentation with other participants and members of the community. As a member of the community, you will also be invited to review others’ work and contribute to the development of the community knowledge base as an Associate Editor. As part of your active membership in the community, you also have online access to the complete works (current and previous volumes) of the journal and to the book imprint. We also invite you to consider submitting a proposal for the book imprint.

Engage through Social Media There are several ways to connect and network with community colleagues:

Email Newsletters: Published monthly, these contain information on the conference and publishing, along with news of interest to the community. Contribute news or links with a subject line ‘Email Newsletter Suggestion’ to [email protected].

Scholar: Common Ground’s path-breaking platform that connects academic peers from around the world in a space that is modulated for serious discourse and the presentation of knowledge works.

Facebook: Comment on current news, view photos from the conference, and take advantage of special benefits for community members at: http://www.facebook.com/UbiLearn.CG.

Twitter: Follow the community @ubilearn and talk about the conference with #CGeLearn.

YouTube Channel: View online presentations or contribute your own at http:/ /commongroundpublishing.com/support/uploading-your-presentation-to-youtube.

www.facebook.com/UbiLearn.CG

@ubilearn

#CGeLearn

e-Learning & Innovative Pedagogies Advisory Board

The principal role of the Advisory Board is to drive the overall intellectual direction of the e-Learning & Innovative Pedagogies Knowledge Community and to consult on our foundational themes as they evolve along with the currents of the community. Board members are invited to attend the annual conference with a complimentary registration and provide important insights on conference development, including suggestions for speakers, venues, and special themes. We also encourage board members to submit articles for publication consideration to Ubiquitous Learning: An International Journal as well as proposals or completed manuscripts to the e-Learning & Innovative Pedagogies Book Imprint.

We are grateful for the continued service and support of these world-class scholars and practitioners.

• Michel Bauwens, Peer-to-Peer Alternatives, Bangkok, Thailand• Nick Burbules, University of Illinois, Urbana-Champaign, USA• Bill Cope, University of Illinois, Urbana-Champaign, USA• Ricki Goldman, Steinhardt School, New York University, New York, USA• Michael Peters, University of Waikato, Hamilton, New Zealand• Eduardo Santos Junqueira Rodrigues, Universidade Federal do Ceará, Instituto UFC Virtual, Brazil • Reed Stevens, Northwestern University, Chicago, USA• Alfred Weiss, Pacific University, Portland, USA

A Social Knowledge PlatformCreate Your Academic Profile and Connect to Peers

Developed by our brilliant Common Ground software team, Scholar connects academic peers from around the world in a space that is modulated for serious discourse and the presentation of knowledge works.

Utilize Your Free Scholar Membership Today through• Building your academic profile and list of published works.• Joining a community with a thematic or disciplinary focus.• Establishing a new knowledge community relevant to your field.• Creating new academic work in our innovative publishing space.• Building a peer review network around your work or courses.

Scholar Quick Start Guide1. Navigate to http://cgscholar.com. Select [Sign Up] below ‘Create an Account’.2. Enter a “blip” (a very brief one-sentence description of yourself).3. Click on the “Find and join communities” link located under the YOUR COMMUNITIES heading (On the left hand

navigation bar).4. Search for a community to join or create your own.

Scholar Next Steps – Build Your Academic Profile• About: Include information about yourself, including a linked CV in the top, dark blue bar.• Interests: Create searchable information so others with similar interests can locate you.• Peers: Invite others to connect as a peer and keep up with their work.• Shares: Make your page a comprehensive portfolio of your work by adding publications in the Shares area - be these

full text copies of works in cases where you have permission, or a link to a bookstore, library or publisher listing. If you choose Common Ground’s hybrid open access option, you may post the final version of your work here, available to anyone on the web if you select the ‘make my site public’ option.

• Image: Add a photograph of yourself to this page; hover over the avatar and click the pencil/edit icon to select.• Publisher: All Common Ground community members have free access to our peer review space for their courses. Here

they can arrange for students to write multimodal essays or reports in the Creator space (including image, video, audio, dataset or any other file), manage student peer review, co-ordinate assessments, and share students’ works by publishing them to the Community space.

A Digital Learning PlatformUse Scholar to Support Your Teaching

Scholar is a social knowledge platform that transforms the patterns of interaction in learning by putting students first, positioning them as knowledge producers instead of passive knowledge consumers. Scholar provides scaffolding to encourage making and sharing knowledge drawing from multiple sources rather than memorizing knowledge that has been presented to them.

Scholar also answers one of the most fundamental questions students and instructors have of their performance, “How am I doing?” Typical modes of assessment often answer this question either too late to matter or in a way that is not clear or comprehensive enough to meaningfully contribute to better performance.

A collaborative research and development project between Common Ground and the College of Education at the University of Illinois, Scholar contains a knowledge community space, a multimedia web writing space, a formative assessment environment that facilitates peer review, and a dashboard with aggregated machine and human formative and summative writing assessment data.

The following Scholar features are only available to Common Ground Knowledge Community members as part of their membership. Please email us at [email protected] if you would like the complimentary educator account that comes with participation in a Common Ground conference.

• Create projects for groups of students, involving draft, peer review, revision, and publication.• Publish student works to each student’s personal portfolio space, accessible through the web for class discussion.• Create and distribute surveys.• Evaluate student work using a variety of measures in the assessment dashboard.

Scholar is a generation beyond learning management systems. It is what we term a Digital Learning Platform—it transforms learning by engaging students in powerfully horizontal “social knowledge” relationships. For more information, visit: http://knowledge.cgscholar.com.

Technology, Knowledge & Society Collection

Aiming to create an intellectual frame of reference and to support an interdisciplinary conversation on the relationships between technology, knowledge, and society

AboutWe are pleased to announce the expansion of the e-Learning & Innovative Pedagogies Knowledge Community into Common Ground’s Technology, Knowledge & Society Knowledge Community. This innovative merger provides community members with an extended academic network and greater interdisciplinary interaction, as well as opportunities to publish within the Technology, Knowledge & Society Collection.

The Technology, Knowledge & Society Collection creates a place for presenting innovative theories and practices relating technology to society. It is cross-disciplinary in its scope and provides a meeting point for technologists with a concern for the social and social scientists with a concern for the technological. The focus is primarily, but not exclusively, on information and communications technologies. Equally interested in the mechanics of social technologies and the social impact of technologies, the Technology, Knowledge & Society Collection is guided by the ideals of an open society, where technology is used to address human needs and serve community interests. These concerns are grounded in the values of creativity, innovation, access, equity, and personal and community autonomy. In this space, commercial and community interests at times complement each other; at other times they appear to be at loggerheads. The journals in the collection will examine the nature of the new technologies, their connection with community, their use as tools for learning, and their place in a ‘knowledge society’.

The perspectives presented range from big picture analyses which address global and universal concerns, to detailed case studies which speak of localized social applications of technology. The accepted articles traverse a broad terrain, sometimes technically and other times socially oriented, sometimes theoretical and other times practical in their perspective, and sometimes reflecting dispassionate analysis whilst at other times suggesting interested strategies for action.

The journals in the Technology, Knowledge & Society Collection are peer-reviewed, supported by rigorous, criterion-referenced article ranking and qualitative commentary processes, ensuring that only intellectual work of significance is published.

IndexingAcademic Search Alumni EditionAcademic Search CompleteAcademic Search EliteAcademic Search IndexAcademic Search PremierAcademic Search Research & DevelopmentCabell’sEducation SourceGenamics Journal SeekScopusThe Australian Research Council (ERA)Ulrich’s Periodicals Directory

Founded: 2005

Publication Frequency: Quarterly (March, June, September, December)

techandsoc.com

ijt.cgpublisher.com

Collection of JournalsTechnology, Knowledge & Society

Collection Editor

Marcus Breen, Department of Communication, Boston College, Boston, USA

Associate EditorsArticles published in the Technology, Knowledge & Society Collection are peer reviewed by scholars who are active members of the Technology, Knowledge & Society Knowledge Community. Reviewers may be past or present conference delegates, fellow submitters to the journal, or scholars who have volunteered to review papers (and have been screened by Common Ground’s editorial team). This engagement with the knowledge community, as well as Common Ground’s synergistic and criterion-based evaluation system, distinguishes the peer review process from journals that have a more top-down approach to refereeing. Reviewers are assigned to papers based on their academic interests and scholarly expertise. In recognition of the valuable feedback and publication recommendations that they provide, reviewers are acknowledged as Associate Editors in the volume that includes the paper(s) they reviewed. Thus, in addition to the Technology, Knowledge & Society Collection Editors and Advisory Board, the Associate Editors contribute significantly to the overall editorial quality and content of the journal.

Collection of JournalsTechnology, Knowledge & Society

IndexingAcademic Search Alumni EditionAcademic Search CompleteAcademic Search EliteAcademic Search IndexAcademic Search PremierAcademic Search Research & DevelopmentCabell’sEducation SourceGenamics Journal SeekScopusThe Australian Research Council (ERA)Ulrich’s Periodicals Directory

Founded: 2005

Publication Frequency: Quarterly (March, June, September, December)

techandsoc.com

ijt.cgpublisher.com

The International Journal of Technology, Knowledge, and Society: Annual Review ISSN: 1832-3669Indexing: Academic Search Alumni Edition, Academic Search Complete, Academic Search Elite, Academic Search Index, Academic Search International, Academic Search Premier, Academic Search Research & Development, Cabell’s, Genamics Journal Seek, Scopus, The Australian Research Council (ERA), Ulrich’s Periodicals Directory About: The International Journal of Technology, Knowledge, and Society: Annual Review consists of articles considered to be of wide interest across the field, selected by our editorial team. Candidates for inclusion in this survey journal include works by invited contributors and top-ranked articles selected from thematic journal submissions for their excellence and broad significance.

Journal of Technologies and Human UsabilityISSN: 2381-9227 (print) | 2381-926X (online)Indexing: Academic Search Index, Academic Search InternationalAbout: Journal of Technologies and Human Usability focuses on re-examining the connections between technology, knowledge, and society. It looks at human-technology interactions, informatics, cybernetics, artificial intelligence, new media, and new communication channels.

Journal of Technologies in Knowledge SharingISSN: 2381-9235 (print) | 2381-9278 (online)Indexing: Academic Search Index, Academic Search InternationalAbout: Journal of Technologies in Knowledge Sharing focuses on the use of technologies in knowledge creation and access. It publishes articles exploring information systems and people in organizations, research infrastructures, intellectual property, e-commerce, the economic conditions for knowledge and innovation, and the relationship between technologies, development, and globalization.

Collection TitlesTechnology, Knowledge & Society

Collection TitlesTechnology, Knowledge & Society

Journal of Technologies in EducationISSN: 2381-9243 (print) | 2381-9286 (online)Indexing: Education SourceAbout: Journal of Technologies in Education focuses on curriculum and instruction in the era of networked computing. It explores issues relating to e-learning and pedagogy, the virtual university, and the challenges of engagement, multimodal communications, and multiliteracies.

Journal of Technologies in SocietyISSN: 2381-9251 (print) | 2381-9294 (online)Indexing: Academic Search Index, Academic Search InternationalAbout: Journal of Technologies in Society focuses on the roles of technologies in community formation, maintenance, and change. It examines communities of practice and knowledge-creating communities, technical and social systems of sustainability, technologies for participatory citizenship, and issues of identity, disability, and access.

Ubiquitous Learning: An International JournalISSN: 1835-9795 (print)Indexing: Cabell’s, The Australian Research Council (ERA), Ulrich’s Periodicals DirectoryAbout: Ubiquitous Learning: An International Journal sets out to define an emerging field. Ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media.

e-Learning & Innovative Pedagogies Submission Process

Journal Collection Submission Process and Timeline Below, please find step-by-step instructions on the journal article submission process:

1. Submit a conference presentation proposal.

2. Once your conference presentation proposal has been accepted, you may submit your article by clicking the “Add a Paper” button on the right side of your proposal page. You may upload your article anytime between the first and the final submission deadlines. (See dates below)

3. Once your article is received, it is verified against template and submission requirements. If your article satisfies these requirements, your identity and contact details are then removed, and the article is matched to two appropriate referees and sent for review. You can view the status of your article at any time by logging into your CGPublisher account at www.CGPublisher.com.

4. When both referee reports are uploaded, and after the referees’ identities have been removed, you will be notified by email and provided with a link to view the reports.

5. If your article has been accepted, you will be asked to accept the Publishing Agreement and submit a final copy of your article. If your paper is accepted with revisions, you will be required to submit a change note with your final submission, explaining how you revised your article in light of the referees’ comments. If your article is rejected, you may resubmit it once, with a detailed change note, for review by new referees.

6. Once we have received the final submission of your article, which was accepted or accepted with revisions, our Publishing Department will give your article a final review. This final review will verify that you have complied with the Chicago Manual of Style (16th edition), and will check any edits you have made while considering the feedback of your referees. After this review has been satisfactorily completed, your paper will be typeset and a proof will be sent to you for approval before publication.

7. Individual articles may be published “Web First” with a full citation. Full issues follow at regular, quarterly intervals. All issues are published 4 times per volume (except the annual review, which is published once per volume).

Submission TimelineYou may submit your article for publication to the journal at any time throughout the year. The rolling submission deadlines are as follows:

• Submission Round 1 – 15 January• Submission Round 2 – 15 April• Submission Round 3 – 15 July• Submission Round 4 (final) – 15 October

Note: If your article is submitted after the final deadline for the volume, it will be considered for the following year’s volume. The sooner you submit, the sooner your article will begin the peer review process. Also, because we publish “Web First,” early submission means that your article may be published with a full citation as soon as it is ready, even if that is before the full issue is published.

e-Learning & Innovative Pedagogies Common Ground Open

Hybrid Open Access All Common Ground Journals are Hybrid Open Access. Hybrid Open Access is an option increasingly offered by both university presses and well-known commercial publishers.

Hybrid Open Access means some articles are available only to subscribers, while others are made available at no charge to anyone searching the web. Authors pay an additional fee for the open access option. Authors may do this because open access is a requirement of their research-funding agency, or they may do this so non-subscribers can access their article for free.

Common Ground’s open access charge is $250 per article –a very reasonable price compared to our hybrid open access competitors and purely open access journals resourced with an author publication fee. Digital articles are normally only available through individual or institutional subscriptions or for purchase at $5 per article. However, if you choose to make your article Open Access, this means anyone on the web may download it for free.

Paying subscribers still receive considerable benefits with access to all articles in the journal, from both current and past volumes, without any restrictions. However, making your paper available at no charge through Open Access increases its visibility, accessibility, potential readership, and citation counts. Open Access articles also generate higher citation counts.

Institutional Open Access Common Ground is proud to announce an exciting new model of scholarly publishing called Institutional Open Access.

Institutional Open Access allows faculty and graduate students to submit articles to Common Ground journals for unrestricted open access publication. These articles will be freely and publicly available to the whole world through our hybrid open access infrastructure. With Institutional Open Access, instead of the author paying a per-article open access fee, institutions pay a set annual fee that entitles their students and faculty to publish a given number of open access articles each year.

The rights to the articles remain with the subscribing institution. Both the author and the institution can also share the final typeset version of the article in any place they wish, including institutional repositories, personal websites, and privately or publicly accessible course materials. We support the highest Sherpa/Romeo access level—Green.

For more information on how to make your article Open Access, or information on Institutional Open Access, please contact us at [email protected].

e-Learning & Innovative Pedagogies Journal Awards

International Award for Excellence Ubiquitous Learning: An International Journal presents an annual International Award for Excellence for new research or thinking in the area of e-Learning & Innovative Pedagogies. All articles submitted for publication in the Ubiquitous Learning: An International Journal are entered into consideration for this award. The review committee for the award is selected from the International Advisory Board for the journal and the annual e-Learning & Innovative Pedagogies Conference. The committee selects the winning article from the ten highest-ranked articles emerging from the review process and according to the selection criteria outlined in the reviewer guidelines. The remaining nine top papers will be featured on our website.

Award Winner, Volume 8Dr. Stephen Rice, Associate Professor, Psychology, New Mexico State University, Las Cruces, New Mexico, USAWilliam Graves, Researcher, PSL, New Mexico State University, Las Cruces, New Mexico, USAMelissa Stauble, Student, Nursing, New Mexico State University, Las Cruces, New Mexico, USARian Mehta, Graduate Student, College of Aeronautics, Florida Institute of Technology, Melbourne, Florida, USA

For the Article “The Perception of Video Game Experience and Its Effects on STEM Tasks and Tests”

Abstract Over the past 30 years, there has been considerable interest in the effect of video games on their users, ranging from cognitive benefits to social deficits. However there is little research on the general public’s perceptions, positive or negative, on video game players. The purpose of the current study is to determine if providing information that a person plays video games will influence the participant’s beliefs regarding performance on a variety of Science, Technology, Engineering, and Math (STEM) tasks and tests. Participants were asked to rate in an online survey to what degree they agreed with 16 questions (8 pro-video game experience and 8 anti-video game experience) regarding performance on STEM tests and tasks. Participants were also asked 16 dichotomous questions, where an individual with video game experience was pitted against an individual lacking video game experience on a series of STEM tasks. Paired-samples t-tests revealed significant differences (all p’s < .05) among the 8 pro-video game experience and 8 anti-video game experience questions. For the 16 dichotomous questions, all binomial comparisons were significant (all p’s <.01). These results indicate that video game players are perceived to be superior to non-video game players at STEM tasks and tests. The implications of these findings, how they affect general beliefs on abilities, and the role of the self-fulfilling prophecy in these effects are discussed.

e-Learning & Innovative Pedagogies Subscriptions and Access

Community Membership and Personal SubscriptionsAs part of each conference registration, all conference participants (both virtual and in-person) have a one-year digital subscription to Ubiquitous Learning: An International Journal. This complimentary personal subscription grants access to the current volume as well as the entire backlist. The period of complimentary access begins at the time of registration and ends one year after the close of the conference. After that time, delegates may purchase a personal subscription.

To view articles, go to http://ijq.cgpublisher.com/. Select the “Login” option and provide a CGPublisher username and password. Then, select an article and download the PDF. For lost or forgotten login details, select “forgot your login” to request a new password.

Journal SubscriptionsCommon Ground offers print and digital subscriptions to all of its journals. Subscriptions are available to Ubiquitous Learning: An International Journal and to custom suites based on a given institution’s unique content needs. Subscription prices are based on a tiered scale that corresponds to the full-time enrollment (FTE) of the subscribing institution.

For more information, please visit: • http://ubi-learn.com/publications/journal• Or contact us at [email protected]

Library RecommendationsDownload the Library Recommendation form from our website to recommend that your institution subscribe to Ubiquitous Learning: An International Journal: http://commongroundpublishing.com/support/recommend-a-subscription- to-your-library.

e-Learning & Innovative Pedagogies Book Imprint

Aiming to set new standards in participatory knowledge creation and scholarly publication


Call for BooksCommon Ground is setting new standards of rigorous academic knowledge creation and scholarly publication. Unlike other publishers, we’re not interested in the size of potential markets or competition from other books. We’re only interested in the intellectual quality of the work. If your book is a brilliant contribution to a specialist area of knowledge that only serves a small intellectual community, we still want to publish it. If it is expansive and has a broad appeal, we want to publish it too, but only if it is of the highest intellectual quality.

We welcome proposals or completed manuscript submissions of:• Individually and jointly authored books• Edited collections addressing a clear, intellectually challenging theme• Collections of articles published in our journals• Out-of-copyright books, including important books that have gone out of print and classics with new introductions

Book Proposal Guidelines Books should be between 30,000 and 150,000 words in length. They are published simultaneously in print and electronic formats and are available through Amazon and as Kindle editions. To publish a book, please send us a proposal including:

• Title• Author(s)/editor(s)• Draft back-cover blurb• Author bio note(s)• Table of contents• Intended audience and significance of contribution• Sample chapters or complete manuscript• Manuscript submission date

Proposals can be submitted by email to [email protected]. Please note the book imprint to which you are submitting in the subject line.


Call for Book Reviewers Common Ground Publishing is seeking distinguished peer reviewers to evaluate book manuscripts.

As part of our commitment to intellectual excellence and a rigorous review process, Common Ground sends book manuscripts that have received initial editorial approval to peer reviewers to further evaluate and provide constructive feedback. The comments and guidance that these reviewers supply is invaluable to our authors and an essential part of the publication process.

Common Ground recognizes the important role of reviewers by acknowledging book reviewers as members of the Editorial Review Board for a period of at least one year. The list of members of the Editorial Review Board will be posted on our website.

If you would like to review book manuscripts, please send an email to [email protected] with:• A brief description of your professional credentials• A list of your areas of interest and expertise• A copy of your CV with current contact details

If we feel that you are qualified and we require refereeing for manuscripts within your purview, we will contact you.


Teaching Online: Stories from Within

Dr. Thomas G. Ryan and Dr. David C. Young (eds.)

Teaching Online: Stories from Within has captured the narratives of fifteen post-secondary instructors who currently teach online. It is a pan-Canadian sample of those who step into the depths of cyber-space and reveal their own personal insights about the world of online education in a manner that enables readers to access answers to some of the current questions concerning e-learning. Admittedly, education is vital to personal growth and understanding the world around us, but this education may simply be economically out of reach for those who live too far from the course and school where they would like to study. Online education is a potential solution, but how does one know if this is the right fit for them? This peer-reviewed book provides some insight into the trials and tribulations of online teaching and learning that may enable those people to make an informed decision. As the medium evolves and innovation drives possibilities, online post-secondary education may begin to meet wider needs.

Technology offers new and different ways to deliver university courses, including online or blended formats, but we need to consider a number of impacts as we develop and innovate in our teaching. This book outlines a variety of perspectives on online teaching—perspectives that will help university instructors think through ways to ensure rigour and integrity in their online course offerings.

—Dr. Ann Sherman, Dean of Education, University of New Brunswick

Editor Bios:Dr. Thomas G. Ryan is a professor in the Schulich School of Education, Nipissing University, in North Bay, Ontario, Canada. He has been teaching since 1985 and began teaching online in 2002 with Campus Alberta. Currently he is teaching graduate students online via Blackboard and looks forward to new innovations in e-learning.

Dr. David C. Young is an associate professor in the Faculty of Education at St. Francis Xavier University in Antigonish, Nova Scotia, Canada. He began teaching at the post-secondary level in 2004, and currently offers several online graduate courses.

ISBN—978-1-61229-606-7195 Pages

Community Website: ubi-learn.com

Bookstore: ubi-learn.cgpublisher.com


Engaging Hybrid and Blended Learning in Higher Education

Jonathan H. Westover and Jacque P. Westover (eds.)

Hybrid and blended learning are relatively new approaches to utilizing disruptive technological innovations within educational environments. With increased pressure on higher education institutions to provide greater access to programs as well as reduce costs, a continually increasing number of universities and colleges have been embracing the role of distance education programs and online courses. Within the context of this pedagogical and technology tension, engaging hybrid and blended learning methods have emerged as a balanced approach to addressing a rapidly shifting landscape of higher education.

This edited collection will answer the following questions:• How can we make hybrid and blended learning models more engaging and student-centered?• How can we effectively implement, manage, and assess hybrid and blended learning

environments?• What are examples and best practices of hybrid and blended learning across disciplines?

This edited collection provides a comprehensive introduction to hybrid and blended learning and explores the role of emerging disruptive technological innovations within academia, presenting a wide range of cross-disciplinary research in an organized, clear, and accessible manner. It will be informative to higher education scholars and administrators seeking to understand the role and implementation of hybrid and blended learning in response to a shifting higher education landscape.

Editor Bios:Dr. Jonathan H. Westover is an assistant professor of management and director of academic service learning at Utah Valley University, specializing in international human resource management, organizational development, and community-engaged experiential learning. His ongoing research examines issues of globalization, labor transformation, work quality characteristics, the determinants of job satisfaction cross-nationally, and higher-education pedagogy.

Jacque P. Westover is a part-time professor of mathematics and developmental math in the College of Science and Health and University College at Utah Valley University. Her research interests include math teaching in public schools, teaching with technology, theory and methods of education, and multicultural and exceptional education.

ISBN—978-1-61229-538-1266 Pages




An Anthology of Educational Innovation: Digital Frameworks of Understanding

Caroline M. Crawford (ed.)

As the digital age embraces the concepts related to online distance education environments, the importance of conceptually grounded and innovative impact upon the success of online education environment and support tools is realized. Dr. Crawford has focused a significant part of her career upon the conception of successful distance education learning environmental instruction and support. This anthology of various intriguing select works suggests the innovative ways through which quality instruction and the development of successful online learning environment communities can be supported.

Editor Bio:Caroline M. Crawford, Ed.D., is an associate professor of instructional technology at the University of Houston-Clear Lake in Houston, Texas, USA. At this point in Dr. Crawford’s professional career, her main areas of interest focus upon communities of learning and the appropriate and successful integration of technologies into the learning environment.

ISBN—978-1-86335-899-6484 Pages



e-Learning & Innovative Pedagogies Conference

Curating global interdisciplinary spaces, supporting professionally rewarding relationships

e-Learning & Innovative Pedagogies About the Conference

Conference Principles and Features The structure of the conference is based on four core principles that pervade all aspects of the knowledge community:

International This conference travels around the world to provide opportunities for delegates to see and experience different countries and locations. But more importantly, the e-Learning and Innovative Pedagogies Conference offers a tangible and meaningful opportunity to engage with scholars from a diversity of cultures and perspectives. This year, delegates from over 20 countries are in attendance, offering a unique and unparalleled opportunity to engage directly with colleagues from all corners of the globe.

Interdisciplinary Unlike association conferences attended by delegates with similar backgrounds and specialties, this conference brings together researchers, practitioners, and scholars from a wide range of disciplines who have a shared interest in the themes and concerns of this community. As a result, topics are broached from a variety of perspectives, interdisciplinary methods are applauded, and mutual respect and collaboration are encouraged.

Inclusive Anyone whose scholarly work is sound and relevant is welcome to participate in this community and conference, regardless of discipline, culture, institution, or career path. Whether an emeritus professor, graduate student, researcher, teacher, policymaker, practitioner, or administrator, your work and your voice can contribute to the collective body of knowledge that is created and shared by this community.

Interactive To take full advantage of the rich diversity of cultures, backgrounds, and perspectives represented at the conference, there must be ample opportunities to speak, listen, engage, and interact. A variety of session formats, from more to less structured, are offered throughout the conference to provide these opportunities.

e-Learning & Innovative Pedagogies Ways of Speaking

PlenaryPlenary speakers, chosen from among the world’s leading thinkers, offer formal presentations on topics of broad interest to the community and conference delegation. One or more speakers are scheduled into a plenary session, most often the first session of the day. As a general rule, there are no questions or discussion during these sessions. Instead, plenary speakers answer questions and participate in informal, extended discussions during their Garden Sessions.

Garden ConversationGarden Conversations are informal, unstructured sessions that allow delegates a chance to meet plenary speakers and talk with them at length about the issues arising from their presentation. When the venue and weather allow, we try to arrange for a circle of chairs to be placed outdoors.

Talking CirclesHeld on the first day of the conference, Talking Circles offer an early opportunity to meet other delegates with similar interests and concerns. Delegates self-select into groups based on broad thematic areas and then engage in extended discussion about the issues and concerns they feel are of utmost importance to that segment of the community. Questions like “Who are we?”, ”What is our common ground?”, “What are the current challenges facing society in this area?”, “What challenges do we face in constructing knowledge and effecting meaningful change in this area?” may guide the conversation. When possible, a second Talking Circle is held on the final day of the conference, for the original group to reconvene and discuss changes in their perspectives and understandings as a result of the conference experience. Reports from the Talking Circles provide a framework for the delegates’ final discussions during the Closing Session.

Themed Paper PresentationsPaper presentations are grouped by general themes or topics into sessions comprised of three or four presentations followed by group discussion. Each presenter in the session makes a formal twenty-minute presentation of their work; Q&A and group discussion follow after all have presented. Session Chairs introduce the speakers, keep time on the presentations, and facilitate the discussion. Each presenter’s formal, written paper will be available to participants if accepted to the journal.

ColloquiumColloquium sessions are organized by a group of colleagues who wish to present various dimensions of a project or perspectives on an issue. Four or five short formal presentations are followed by commentary and/or group discussion. A single article or multiple articles may be submitted to the journal based on the content of a colloquium session.

e-Learning & Innovative Pedagogies Ways of Speaking

Focused Discussion For work that is best discussed or debated, rather than reported on through a formal presentation, these sessions provide a forum for an extended “roundtable” conversation between an author and a small group of interested colleagues. Several such discussions occur simultaneously in a specified area, with each author’s table designated by a number corresponding to the title and topic listed in the program schedule. Summaries of the author’s key ideas, or points of discussion, are used to stimulate and guide the discourse. A single article, based on the scholarly work and informed by the focused discussion as appropriate, may be submitted to the journal.

Workshop/ Interactive SessionWorkshop sessions involve extensive interaction between presenters and participants around an idea or hands-on experience of a practice. These sessions may also take the form of a crafted panel, staged conversation, dialogue or debate—all involving substantial interaction with the audience. A single article (jointly authored, if appropriate) may be submitted to the journal based on a workshop session.

Poster SessionsPoster sessions present preliminary results of works in progress or projects that lend themselves to visual displays and representations. These sessions allow for engagement in informal discussions about the work with interested delegates throughout the session.

e-Learning & Innovative Pedagogies Daily Schedule

Monday, 2 November

8:00-9:00 Conference Registration Desk Open

9:00-9:30Conference Opening—Phillip Kalantzis-Cope, Director, Common Ground Publishing, USA; Herbert Lee, Vice Provost for Academic Affairs, University of California Santa Cruz, USA

9:30-10:00Plenary Session—Satya V. Nitta, Program Leader, Cognitive Learning Content Research Group, TJ Watson Research Center, IBM, USA

10:00-10:30 Plenary Session—Peter Suma, CEO, Applied Brain Research, USA

10:30-11:00 Garden Conversation and Coffee Break

11:00-11:45 Talking Circles

11:45-12:45 Lunch

12:45-13:00 Transition Break—Move to Humanities 1 Building

13:00-14:40 Parallel Sessions

14:40-14:55 Break


16:35-16:50 Transition Break—Move to Cowell Provost House

16:50-18:00Conference Welcome Reception and Poster Session—Welcome from Dean Tyler Stovall, Institute of Humanities Research, University of California, Santa Cruz, USA

Tuesday, 3 November

8:45-9:15 Conference Registration Desk Open

9:15-9:30 Daily Update

9:30-10:05 Plenary Session—Jim C. Spohrer, IBM Global University Programs, IBM Cognitive System Institute, USA

10:05-10:40Plenary Session—Bill Cope, Professor, Department of Educational Policy Studies, University of Illinois, Champaign-Urbana, USA

10:40-11:10 Garden Conversation and Coffee Break

11:10-12:00 Lunch

12:00-12:15 Transition Break—Move to Humanities 1 Building


13:00-13:10 Break


14:50-15:05 Break


16:45-17:05 Special Event—Closing and Award Ceremony

e-Learning & Innovative Pedagogies Conference Maps

Location of Humanities 1 Building and Stevenson Event CenterThe Conference Registration Desk and all Parallel Sessions will be located in the Humanities 1 Building. All morning sessions, including the Conference Opening, Plenary Sessions, Garden Conversations, Talking Circles, and Lunches will be held in the Stevenson Event Center. Look for the e-Learning & Innovative Pedagogies signs along the way and for additional guidance, please see the map below.

e-Learning & Innovative Pedagogies Conference Highlights

Conference Welcome Reception and Poster SessionMonday, 2 November, 16:50–18:00Common Ground Publishing, the e-Learning and Innovative Pedagogies Conference, and the University of California, Santa Cruz will be hosting a welcome reception at the Cowell Provost House on the University of California, Santa Cruz campus. The Cowell Provost House overlooks a breath-taking view of Monterey Bay and is located just next to the Humanities 1 Building, where conference Parallel Sessions will be held.

The reception will be held directly following the last parallel session of the day and will include the conference poster session. Join other conference delegates and plenary speakers for drinks, light hor d’orves, and a chance to converse.

We look forward to hosting you!

Santa Cruz Whale Watching & Nature TourSunday, 1 NovemberStagnaro Charter Boats is proud to present Santa Cruz Whale Watching & Nature Tours! The Monterey Bay National Marine Sanctuary is home to seven different species of whales and seven different species of dolphin & porpoise year-round. The humpback whale is the most common whale found in the bay, seen usually from April through November. Then, from December through April, over 20,000 gray whales pass through our waters off of Santa Cruz. California sea lions, seals, otters, and nearly one hundred different species of sea birds, both endemic and migratory, are common; even sea turtles, jellies, ocean sunfish (mola mola), and sharks at times can be seen at the surface. Trips are fully narrated by our captain, and our on-board naturalist is on deck answering your questions and pointing out the sealife. Our 60-foot luxury tour boat, Velocity, is equipped with a full service galley serving hot and cold snacks and beverages, indoor/outdoor seating, and restroom on board.Pick up and drop off from the conference hotel, The Dream Inn, is included with this excursion.

Time: Tour starts at 11:00 am, shuttle leaves at 10:40amLocation: Pick up and drop off at conference hotel, The Dream InnCost: US$60.00

e-Learning & Innovative Pedagogies Plenary Speakers

Bill CopeBill Cope is Professor in the Department of Educational Policy Studies at the University of Illinois. He is Principal Investigator in a series of projects funded by the Institute of Educational Sciences in the US Department of Education and the Bill and Melinda Gates Foundation researching and developing multimodal writing and assessment spaces. Recent books include (with Mary Kalantzis) New Learning: Elements of a

Science of Education, Cambridge University Press, 2008/2nd edition 2012; Literacies, Cambridge University Press, 2012/2nd edition 2015; and Making Sense: A Grammar of Multimodality, Cambridge University Press (forthcoming). He was chair of AERA Journal Publication Committee from 2010 to 2013.

Satya V. NittaDr. Satya V. Nitta is currently the Program Leader of the Cognitive Learning Content research group at IBM’s T. J. Watson Research Center where he is developing cognitive computing based next generation adaptive learning technologies. Previously, he spent a year as Technical Advisor to the office of the Vice President of Science and Technology for IBM Research Worldwide where he helped set the strategy for IBM’s technology and systems

roadmaps. As manager and technical leader of the Advanced Interconnect Technology area at the IBM T.J. Watson Research Center in Yorktown Heights, NY he led large teams of scientists and engineers which invented and defined several generations of IBM’s chip technologies ranging from the 65nm node to the 7nm node. He has also participated as an author and lead scientist on IBM’s Global Technology Outlook, which forecasts the major emerging trends in the computing industry. Dr. Nitta received a PhD from Rensselaer Polytechnic Institute in Chemical Engineering in 1998 and has been at IBM since 1999, during which time he has served as a technologist and a technical leader of teams that developed several new aspects of on-chip interconnect technology. His work on using self assembly to create air gap based interconnects received worldwide press coverage in 2007. He was named as the IEEE ACE “Innovator of the Year” in 2008 and also won an IEEE Spectrum Ace Award for “Technology of the Year” in 2008. His invention and work on airgap interconnects also featured as a winner and on the cover of IEEE Spectrum magazine in 2008. Dr. Nitta serves as one of IBM’s technical liaisons to Rensselaer Polytechnic Institute where he is a member of the Industrial Advisory boards for the Rensselaer Nanotechnology Center as well as the Chemical and Biological Engineering Department. He has authored or co-authored over 25 publications, one book chapter, and currently holds over 75 US patents with over 40 patent applications pending at the USPTO. His current interests include cognitive computing, cognitive theories of learning, digitization of education, nanoelectronics, and alternative energy technologies.

e-Learning & Innovative Pedagogies Plenary Speakers

Jim C. SpohrerDr. James (“Jim”) C. Spohrer is Director IBM Global University Programs and leads IBM’s Cognitive Systems Institute. The Cognitive Systems Institute works to align cognitive systems researchers in academics, government, and industry globally to improve productivity and creativity of problem-solving professionals, transforming learning, discovery, and sustainable development. IBM University Programs works to align IBM

and universities globally for innovation amplification and T-shaped skills. Jim co-founded IBM’s first Service Research group, ISSIP Service Science community, and was founding CTO of IBM’s Venture Capital Relations Group in Silicon Valley. He was awarded Apple Computers’ Distinguished Engineer Scientist and Technology title for his work on next generation learning platforms. Jim has a Yale PhD in Computer Science/Artificial Intelligence and MIT BS in Physics. His research priorities include service science, cognitive systems for smart holistic service systems, especially universities and cities. With over ninety publications and nine patents, he is also a PICMET Fellow and a winner of the S-D Logic award.

Peter SumaPeter Suma is CEO of Applied Brain Research. He has been a director on over sixteen technology company boards, a venture capitalist, a CEO, and a technology company founder in the software and robotics sectors. Previously President, Co-Founder & Director then CEO at PharmaTrust where he grew the company with capital and sweat equity from April 2006 to his resignation in June 2011, during which time the team built great

technology, changed laws, and all in all did the impossible together for the company’s first five years. Prior to that Peter was V.P. Investments at Growthworks Capital Inc., and prior to that principal at Start Seed Capital. Peter started his first company, the award winning SRG Software, while a student in computer science at the University of Toronto. Peter is completing his MASc in Theoretical and Computational Neuroscience at the University of Waterloo supervised by Chris. Peter holds; an Honours BSc from the University of Toronto; an MBA from the University of Chicago; a PDAM majoring in Financial Engineering from the Schulich School of Business; an ICDD from the Institute of Corporate Directors at the Rotman School of Business and an LLM in Securities Law from Osgoode Hall Law School in Toronto.

e-Learning & Innovative Pedagogies Graduate Scholar Awardees

Barbara ArnoldussenBarbara Arnoldussen received her BSN from Marquette University in Milwaukee, Wisconsin. She earned her MBA from San Jose State University. She is nationally certified in five clinical areas: healthcare quality, gerontology, case management, ambulatory care, and mental health. She has authored four career books for nurses. She enjoyed being a newspaper reporter, doing features for the Detroit News. Her California workplaces

have included Stanford University, two Veterans Administration hospitals, and NASA Ames Research Center. At International Technological University (ITU), a WASC-accredited graduate school in San Jose, California, she is studying for her Doctorate in Business Administration.

Rebecca Yvonne BayeckRebecca Yvonne Bayeck is a PhD student at the Pennsylvania State University College of Education. Rebecca received her Master’s degree in Instructional Technology and joined the department of Learning Performance Systems in 2014, where she is pursuing a dual degree in Learning Design and Technology and Comparative International Education Programs. Her main research interest are video games, learning, and teaching in online

environments, massive open online courses (MOOCs), and gender studies, with a focus on addressing the influence of culture on different environments where learning, collaboration, interactions, and teaching occurs.

Carmel CraneCarmel Crane is a Multimedia graduate student at CSUEB with interests in interactive art and installation, interested in the way digital technologies may transform teaching and creative practice in the arts. In addition, she works as an Instructional Technology Manager at Saint Mary’s College where she supports faculty in classroom technologies and hybrid education. A member of the Educational Technology Group, responsible for

promoting technology innovation in teaching and scholarship and awarding academic technology grants. Carmel is currently developing digital literacy curriculum for undergraduate faculty and coordinating campus wide, faculty focus groups to assess classroom technology needs.

Dawn GilmoreDawn Gilmore is a PhD Candidate at Swinburne University of Technology. She holds a MSEd in Intercultural Communication from the University of Pennsylvania (USA) and a BSEd in Social Sciences from Temple University (USA). Dawn’s research interests are in the areas of learning, community, and technology. While completing her PhD, Dawn was a Visiting Scholar in the Centre for Teaching, Learning, and Development at

University of the Witwatersrand (South Africa). Dawn is currently writing her PhD thesis. She is using three case studies to explore where online students learn and with whom. This exploration includes both online and offline spaces and communities. She is looking forward to meeting many of you during the conference.

Gabby GreenleeGaby Greenlee is a second year PhD student in the History of Art and Visual Culture at University of California, Santa Cruz. Her research area is colonial South American art and objects, increasingly focusing on Andean textiles of and proximate to this period. Gaby is interested in how digital tools can be used in the humanities for research and pedagogy and recently participated in a digital humanities institute for art historians sponsored by

the Getty Foundation and George Mason University’s Roy Rosenzweig Center for History and New Media.

e-Learning & Innovative Pedagogies Graduate Scholar Awardees

Cortney HannaCortney Hanna is currently a PhD candidate within the faculty of Health Sciences at Western University. Her master’s research involved investigating the use of competition-based technologies in the classroom and their effect on performance related outcomes, both on an individual and group basis. While her background is in the area of Health Sciences, she has a particular interest in educational technologies and is currently exploring the

usefulness of a pre-university MOOC in easing the transition of future university students. Cortney has also added to her e-learning portfolio by putting together interactive statistics online modules, as well as hosted workshops on various e-learning techniques, activities, and technologies to instructors from the elementary to post-secondary levels.

Erin ToddErin Todd is a fifth year PhD candidate in Earth and Planetary Sciences at University of California Santa Cruz with a strong interest in developing online and hybrid-online courses in the sciences. Her research focuses on the spatiotemporal relationships between various slip processes, including earthquakes, in northern New Zealand. Erin has taught undergraduate courses for the Earth and Planetary Sciences Department at UCSC and

participates in K-12 education outreach throughout the Monterey Bay and San Francisco Bay areas. Erin recently assisted in the development of an online cross-campus geology course and is currently working on the development of two new hybrid-online geology/geophysics courses.

Adrian YaoAdrian’s interest in arts, design, and media-related matters has led him to align, integrate, and implement it into learning and teaching despite never obtaining formal qualification on these elements. Adrian has conceptualized and organized various experiential learning, creativity, innovation, and technology-related programmes for his learners. He is currently a Lecturer & Programme Coordinator for General Studies, School of Arts and Social

Sciences, Monash University Malaysia. He is currently in the midst of transferring his PhD candidature on educational technology; designing and developing vodcasts for learning and teaching to Monash University Malaysia.

MONDAMONDAYY, 02 NOVEMBER, 02 NOVEMBER

8:00-9:00 CONFERENCE REGISTRACONFERENCE REGISTRATION DESK OPENTION DESK OPEN

9:00-9:30 CONFERENCE OPENING, PHILLIP KALANTZIS-COPE, COMMON GROUND PUBLISHING, USACONFERENCE OPENING, PHILLIP KALANTZIS-COPE, COMMON GROUND PUBLISHING, USA9:30-10:00 PLENARPLENARY SESSION - SAY SESSION - SATYTYA VA V. NITT. NITTA, COGNITIVE LEARNING CONTENT RESEARCH GROUPA, COGNITIVE LEARNING CONTENT RESEARCH GROUP, IBM, USA, IBM, USA

10:00-10:30 PLENARPLENARY SESSION - PETER SUMA, CEO, APPLIED BRAIN RESEARCH, CANADAY SESSION - PETER SUMA, CEO, APPLIED BRAIN RESEARCH, CANADA

10:30-11:00 GARDEN CONVERSAGARDEN CONVERSATIONTION

11:00-11:45 TTALKING CIRCLESALKING CIRCLES

11:45-12:45 LUNCHLUNCH

12:45-13:00 TRANSITION BREAK- MOVE TO HUMANITIES 1 BUILDINGTRANSITION BREAK- MOVE TO HUMANITIES 1 BUILDING

13:00-14:40 PPARALLEL SESSIONSARALLEL SESSIONS

Room 1Room 1 Changing PedagogiesChanging PedagogiesThe Impacts of Multimedia on LearThe Impacts of Multimedia on Learning Outcomesning OutcomesClaire Schneeberger, Monarch Media, Inc., Santa Cruz, USADanielle Howarth, Monarch Media, Inc., Oklahoma City, USAChristopher Bush, Monarch Media, Inc., Santa Cruz, USAOverview: Does multimedia—including video, audio, and gamification—promote learning? Combining a literature survey with data from real-worldexamples, this session brings to light measurable impacts of multimedia on learning outcomes.Theme: Pedagogies

Fostering Student Motivation thrFostering Student Motivation through Competition: How Competing in Online Tough Competition: How Competing in Online Tourournaments in Tnaments in Teams Afeams Affects the Performance Relatedfects the Performance RelatedOutcomes of ParticipantsOutcomes of ParticipantsCortney Hanna, Health and Rehabilitation Sciences, Western University, London, CanadaDr. Daniel Belliveau, Faculty of Health Sciences, Western University, London, CanadaOverview: This paper discusses a study in which grouped students compete in an online competitive tournament assessing their comprehension ofexaminable material against other groups of students.Theme: Pedagogies

Lessons frLessons from Blended Learom Blended Learning Spaces on Student Engagementning Spaces on Student EngagementDr. Denyse Hayward, Educational Psychology, University of Alberta, Edmonton, CanadaDr. Amanda Montgomery, Department of Elementary Education, University of Alberta, Edmonton, CanadaDr. William Dunn, Secondary Education, University of Alberta, Edmonton, CanadaDr. Mike Carbonaro, Educational Psychology, University of Alberta, Edmonton, CanadaOverview: We discuss lessons from our ongoing work within the blended learning environment for undergraduate students on the importance ofinclusive pedagogy, culturally responsive pedagogy, and engagement with digital resources.Theme: Pedagogies

Using ePortfolios in Graduate Level Capstone Courses: Capstone LearUsing ePortfolios in Graduate Level Capstone Courses: Capstone Learning in Social Wning in Social Work Graduate Prork Graduate ProgramsogramsDr. Patricia MacKenzie, School of Social Work, University of Victoria, Victoria, CanadaOverview: The paper will describe the design and delivery of an online capstone course for a social work graduate program through the development ofan electronic Portfolio.Theme: Pedagogies

Room 2Room 2 TTransforming the Transforming the TraditionalraditionalPortable Devices and Public Education in Brazil: A Study of TPortable Devices and Public Education in Brazil: A Study of Ten Institutions in Campinas, Sao Pauloen Institutions in Campinas, Sao PauloDavi De Conti, Instituto de Estudos da Linguagem Departamento de Linguística Aplicada, Universidade Estadual de Campinas, Campinas, BrazilOverview: This is an analysis of teaching experiences in brazilian public schools regarding portable digital technologies and the way it finds the cracks inthe rigidity of the Educational Institution.Theme: Institutions

Art Historical e-LearArt Historical e-Learning and the Vning and the Virtual Museum Spaceirtual Museum SpaceCourtney Davis, Department of Art & Visual Communications, Utah Valley University, Orem, USAOverview: This paper explores the value of virtual museums and online exhibitions, such as the Google Art Project, as a substitution for personalexperience in the context of art history e-learning.Theme: Institutions

Going Hybrid: TGoing Hybrid: Traditional versus Hybrid Family Interaction Classesraditional versus Hybrid Family Interaction ClassesDr. Heidi Stolz, Child and Family Studies, University of Tennessee, Knoxville, USAMeagan Green, Child and Family Studies, University of Tennessee, Knoxville, USAOverview: The purpose of this study is to examine whether delivery mode (face-to-face vs. hybrid learning) impacts student learner experiences andoutcomes in Child and Family Studies undergraduate level courses.Theme: Institutions

The Dilemma of Integrating Innovative Pedagogies into Old LearThe Dilemma of Integrating Innovative Pedagogies into Old Learning in College Algebra Classrning in College Algebra ClassroomsoomsGul Yayli, Mathematics, Ohlone College, Fremont, USAOylum Akkus Ispir, Mathematics, Ohlone College, Fremont, USAOverview: The purpose of this study is to investigate the college mathematics professors` strategies to transform algebraic teaching content intotechnology-integrated classrooms.Theme: Pedagogies



Room 3Room 3 Mobile Applications for LearMobile Applications for LearningningA Methodological Framework and Development of an Instrument to Assess Students’ Intrinsic Motivation and Behavioral Intention to UseA Methodological Framework and Development of an Instrument to Assess Students’ Intrinsic Motivation and Behavioral Intention to UseMobile Applications for LearMobile Applications for LearningningDr. Ronnie Shroff, Resource Centre for Ubiquitous Learning & Integrated Pedagogy, Hong Kong Baptist University, Kowloon Tong, Hong KongProf. Christopher Keyes, Resource Centre for Ubiquitous Learning & Integrated Pedagogy, Hong Kong Baptist University, Kowloon Tong, Hong KongDr. Warren Linger, College of International Education, Hong Kong Baptist University, Hong KongOverview: This study develops a questionnaire that measures students' intrinsic motivation and behavioral intention to use educational mobileapplications for learning. The instrument was developed using conceptual construct validation and reliability.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

Smart Phone, TSmart Phone, Text-to-speech and QR Code: Developing Listening and Speaking Skillsext-to-speech and QR Code: Developing Listening and Speaking SkillsAsst. Prof. Sirikul Marshall, Bangkok, ThailandOverview: I discuss utilizing QR code, Lextutor.ca and Text-to-speech from Quizlet.com to create a smart book for smart phone learners in Thailand.Theme: Pedagogies

A Remote Sampling Platform Using Distributed VA Remote Sampling Platform Using Distributed Virtual Instrumentation and Mobile-Wirtual Instrumentation and Mobile-Web Teb Technologies: A Practical Solution for Low-Incomeechnologies: A Practical Solution for Low-IncomeUniversities in CubaUniversities in CubaProf. Carlos Jiménez, Faculty of Electrics, Higher Polytechnic of Havana, Havana, CubaProf. Jorge E. González, Faculty of Informatics, Higher Polytechnic of Havana, Havana, CubaOverview: A platform capable of sampling real electronic components and showing information effectively to students can provide high-quality teachingand reduce costs for Cuban universities.Theme: Technologies

Lessons LearLessons Learned in the Development of a Collaborative Learned in the Development of a Collaborative Learning Envirning Environment Designed to Educate Students on the Cronment Designed to Educate Students on the Creation of Usereation of User--generated Classification Structurgenerated Classification StructuresesOtto Borchert, Department of Computer Science, North Dakota State University, Fargo, USADr. Brian Slator, Department of Computer Science, North Dakota State University, Fargo, USAGuy Hokanson, Department of Computer Science, North Dakota State University, Fargo, USAOverview: This paper describes a usability study of CIRCLE, a new web-based application designed to teach students how to collaboratively identifyand classify real world objects.Theme: Technologies

Room 4Room 4 TTechnology Oriented Educationechnology Oriented EducationTTechnology Oriented Education: The Goverechnology Oriented Education: The Government of India Initiativesnment of India InitiativesNavjeet Kaur, Panjab University, Chandigarh, Chandigarh, IndiaDr. Neeraj Kumar Singh, Panjab University, Chandigarh, Chandigarh, IndiaOverview: The paper highlights the various initiatives adopted and recent projects undertaken by MHRD, Government to facilitate technology orientedEducation in India like Sakshat, e-GyanKosh, NPTEL, CEC, e-PG Pathshala, SCORM etc.Theme: Technologies

Hosting an Open Online Course in the CloudHosting an Open Online Course in the CloudProf. Nanda Ganesan, Department of Information Systems, California State University, Los Angeles, USAOverview: An Open Online Course model hosted in the cloud using freely available cloud resources will be discussed. This model can be hostedindependently of the major MOOCs platforms.Theme: Technologies

Course Design, TCourse Design, Teaching and Leareaching and Learning acrning across Boross Borders in Higher Education: Using the Blended Learders in Higher Education: Using the Blended Learning Apprning ApproachoachRaheel Tajuddin Lakhani, Network of Blended and Digital Learning, Provost Office, The Aga Khan University, Karachi, PakistanOverview: This is a comparative analysis of three blended learning courses. It explores collaborative design practices and how curriculum, teacher,student and milieu affect design decisions.Theme: Pedagogies

Fostering Subject-Driven Information Literacy via Portals: Designing and Developing Chemistry Portals at Panjab UniversityFostering Subject-Driven Information Literacy via Portals: Designing and Developing Chemistry Portals at Panjab University, Chandigarh,, Chandigarh,IndiaIndiaDr. Neeraj Kumar Singh, A. C. Joshi Library, Panjab University, Chandigarh, IndiaSunaina Khanna, A. C. Joshi Library, Panjab University, Chandigarh, IndiaOverview: This paper briefly describes some chemistry portals available worldwide, followed by design and development of the PU Chemistry portal. Ithighlights the portal architecture, contents, challenges faced, and future plans.Theme: Pedagogies

Room 5Room 5 Late AdditionsLate Additionse-Leare-Learning: LMS with Nigerian Universitiesning: LMS with Nigerian UniversitiesDr. Joy Okah-Edemoh, Department of Computing; Faculty of Applied Science and Computing., Baze University, Abuja, NigeriaOverview: This research project explored what is applicable with the Nigerian Universities selecting three case studies and analysing the users'satisfaction with the LMS within their institutions giving recommendations for improvement.Theme: Technologies

Exploring the Motives, Strategies, and TExploring the Motives, Strategies, and Tensions of Early Carensions of Early Career Online Academicseer Online AcademicsDr. Patricia Dickenson, Teacher Education, National University, San Jose, USADr. Martin Hall, Charles Sturt University, Melbourne, AustraliaDr. Jennifer Courduff, Azusa Pacific, Los Angeles, USAOverview: This is a collaborative self-study explores the motives, strategies, and tensions experienced by three early career online academics who teachpre-service teachers at different universities.Theme: Institutions


14:40-14:55 BREAKBREAK


Room 1Room 1 Innovations in CurriculaInnovations in CurriculaInnovative TInnovative Teaching Strategies and Materials in Veaching Strategies and Materials in Virtual Tirtual Teaching and Leareaching and Learning: Interaction and Dialogue with ICTning: Interaction and Dialogue with ICTMarina Gergich, Virtual Education Office, National University of Quilmes, Buenos Aires, ArgentinaOverview: This paper attempts to reflect on the various types of teaching strategies and materials considered innovative and in dialogue with ICT in thecontext of a virtual learning environment.Theme: Pedagogies

e-Leare-Learning Userning User-Interface: Bubble Concept-Interface: Bubble ConceptProf. Walter Rodriguez, Department of Information Systems and Operations Management, Florida Gulf Coast University, Fort Myers, USAOverview: A new "bubbles-like" user-interface has been designed for the navigation of e-learning activities—including assignments, quizzes, files,content, discussion forums and links, among others.Theme: Pedagogies

Disruptive by DesignDisruptive by DesignDr. Sandra L. Bassendowski, College of Nursing, University of Saskatchewan, Regina, CanadaDr. Pammla Petrucka, College of Nursing, University of Saskatchewan, Regina, CanadaOverview: This paper focus on the implementation of instructional technologies that are designed to be innovative and disrupt the status quo in teachingand learning spaces.Theme: Pedagogies

Insights frInsights from Ethnography: An Exploration of Language Learom Ethnography: An Exploration of Language Learners' Reading and Wners' Reading and Writing in the Digitized Classrriting in the Digitized ClassroomoomBoris Vazquez-Calvo, Department of Translation and Language Sciences, Pompeu Fabra University, Barcelona, SpainDaniel Cassany, Translation and Language, Pompeu Fabra University, Barcelona, SpainOverview: This paper examines informants’ perceptions on how massive introduction of computers and the Internet has impacted language learning.Theme: Pedagogies

Room 2Room 2 The Changing EnvirThe Changing Environments of Higher Educationonments of Higher EducationA Digital ContrA Digital Control Envirol Environment for Monitoring Information Tonment for Monitoring Information Technologies Usage in Universities: COSMO, a Solution for Universities in Cubaechnologies Usage in Universities: COSMO, a Solution for Universities in CubaProf. Jorge E. González, Faculty of Informatics, Higher Polytechnic of Havana, Havana, CubaProf. Carlos Jiménez, Faculty of Electrics, Higher Polytechnic Institute of Havana, Havana, CubaOverview: A Digital Control Environment achieved the orientation on the use of Information Technology by students, in order to better focus on their fieldof expertise.Theme: Technologies

Interactive LearInteractive Learning of Impact Behavior of Structurning of Impact Behavior of Structures Using Ves Using Virtual Impact Tirtual Impact TestsestsProf. Surya Venkata Kameswara Rao Nittala, Faculty of Engineering, University Malaysia Sabah, Kota Kinabalu, MalaysiaChong Chee Siang, Faculty of Engineering, University Malaysia Sabah, MalaysiaKenneth Teo Tze, Faculty of Engineering, University Malaysia Sabah, MalaysiaOverview: The development of Virtual Impact Tests for learning, designing and prototype testing of industrial structures and components is presented inthis paper.Theme: Social Transformations

TTeaching English threaching English through Tough Technological Technological Tools: Experiences in Higher Education in Brazilools: Experiences in Higher Education in BrazilAna Karina Nascimento, Department of Modern Languages and Department of Foreign Languages, University of São Paulo and Federal University ofSergipe, Aracaju, BrazilOverview: This paper centers on the introduction of technological tools in the teaching of English in higher education in Brazil. The research is based onthe pedagogical practices reported by undergraduates.Theme: Pedagogies

“V“Virtual” Learirtual” Learning: Student-authorning: Student-authored 3D Experiences of Cultural Heritage Sitesed 3D Experiences of Cultural Heritage SitesDr. Elaine Sullivan, Department of History, University of California at Santa Cruz, Santa Cruz, USAOverview: 3D models of historic sites are underutilized as learning tools in the classroom. A new software platform designed for the exploration of thesemodels by educators and students is described.Theme: Technologies



Room 3Room 3 Social TSocial TransformationsransformationsCan e-LearCan e-Learning Enhance Learning Enhance Learning for Democracy?ning for Democracy?Dr. Russell Bentley, Social Sciences, University of Southampton, UK, Southampton, UKOverview: This paper explores two kinds of distancing e-learning potentially introduces: physical and cognitive. The main idea is that each kind threatenslearning for democracy, a legitimate purpose of education.Theme: Social Transformations

CrCreative Systemic Studies: A Pioneering Online Doctoral Preative Systemic Studies: A Pioneering Online Doctoral Program for Togram for Transformative Change in the 21st Centuryransformative Change in the 21st CenturyDr. Jocelyn Chapman, Creative Systemic Studies Online Doctoral Program, School of Health Professions, University of Louisiana at Monroe, Monroe,USAKaren McClendon, Institutional Research, California Northstate University, Elk, USAAndre Lewis, Department of Social Work, University of Arkansas at Monticello, Monticello, USAAnnisa Paristeh, School of Health Professions, University of Louisiana at Monroe, Monroe, USAOverview: This study shows how a pioneering online doctoral program fostered transformative learning. The theoretical underpinnings of this program-systemic thought and cybernetics- served as catalyst and metaphors for thinking differently.Theme: Social Transformations

Social Media and Success in Higher EducationSocial Media and Success in Higher EducationNathalie Wesseling, Media, Information and Communication, Amsterdam University of Applied Sciences, Amsterdam, NetherlandsOverview: I discuss Tinto’s theory of student success expanded with social media use to achieve a better fit with the present generation of students inthe developed world.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

Room 4Room 4 LearLearner Agency thrner Agency through Tough TechnologyechnologyDoctoral Candidate Milestone Achievement: A Philosophy for Situated Dissertation AdvisingDoctoral Candidate Milestone Achievement: A Philosophy for Situated Dissertation AdvisingDr. Robin Throne, School of Education/Graduate School, Northcentral University, Prescott Valley, USADr. Melanie Shaw, Graduate School, Northcentral University, USAF Academy, USADr. Jerome Fore, Graduate School, Northcentral University, Prescott Valley, USADr. Jennifer Duffy, School of Education Graduate School, Northcentral University, Prescott Valley, USADr. Meena Clowes, Graduate School, Northcentral University, Prescott Valley, USAOverview: This paper captures strategies to promote online doctoral candidate success through dissertation chair practices.Theme: Pedagogies

Critical Thinking: A Guide to Sound ReasoningCritical Thinking: A Guide to Sound ReasoningDr. Michelle Warn, College of Education, Ashford University, Escondido, USAMax Fassnacht, Division of General Education, Ashford University, Portland, USADr. Stephanie Fink, Ashford University, Tuscon, USAOverview: This study examines the use of Infographics and Badges to support students in building critical thinking skills in the classroom.Theme: Pedagogies

Facilitating GrFacilitating Group Woup Work for Prork for Productivity and Efoductivity and Efficiency in the Online Envirficiency in the Online EnvironmentonmentDr. Patricia Dickenson, Teacher Education, National University, San Jose, USADr. Cynthia Sistek-Chandler, Master of Teaching, National University, San Diego, USAOverview: Instructors can increase their productivity and efficiency through online group work. Students engage in higher order thinking skills thatpromote collaboration, communication, creativity and problem solving using digital tools.Theme: Pedagogies

Education in a WEducation in a World of Accelerating Changeorld of Accelerating ChangeDarlene Damm, Global Impact, Singularity University, Mountain View, USAOverview: In an era of accelerating change, Singularity University is bringing together global leaders to positively impact the lives of billions of peoplethrough exponential technologies.Theme: Social Transformations



Room 5Room 5 TTechnology and Prechnology and Professional Developmentofessional DevelopmentScafScaffolding the Development of Prfolding the Development of Pre-Service Te-Service Teachers’ Preachers’ Professional Identity and Academic Literacy throfessional Identity and Academic Literacy through Participation in an Onlineough Participation in an OnlineCommunityCommunityDr. Helen L. Johnson, Department of Elementary & Early Childhood Education Doctoral Program in Educational Psychology, City University of New York,Queens, USAMichelle Fraboni, Center for Teaching & Learning, Queens College, City University of New York, Queens, USADr. Anita Ferdenzi, Social Science Division, Queensborough Community College, Queens, USADr. Mary Bushnell Greiner, Department of Elementary & Early Childhood Education, Queens College, Queens, USADr. Leslee Grey, Department of Secondary Education & Youth Services, Queens College, Queens, USAMichele de Goeas-Malone, Division of Education, LaGuardia Community College, Queens, USALeigh Shebanie McCallen, Center for Teaching and Learning, Queens College, Queens, USADr. Burcin Ogrenir, Division of Education, LaGuardia Community College, Queens, USAOverview: The Cross-Campus Teacher Education Collaborative engages pre-service teacher education students across three campuses in an onlinepre-professional community to promote students’ emerging professional identity and academic literacy.Theme: Pedagogies

Analyzing the Application of ePortfolios in ThrAnalyzing the Application of ePortfolios in Three Pree Professional Professional Programs: Education, Social Wograms: Education, Social Work and Nursing Co-crork and Nursing Co-create an ePortfolioeate an ePortfolioPrProcessocessDr. Timothy Frank Hopper, The School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, CanadaDr. Kathy Sanford, Department of Curriculum and Instruction, University of Victoria, Victoria, CanadaDr. Patricia MacKenzie, School of Social WOrk, University of Victoria, Victoria, CanadaDavid Monk, Department of Curriculum and Instruction, University of Victoria, Victoria, CanadaSarah Loewen, School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, CanadaDr. Hong Fu, University of Victoria, Victoria, CanadaOverview: This five-year study focuses on the method of analysis and the evolving findings on the conditions needed to develop an ePortfolio processacross three entangled cases studies.Theme: Pedagogies

MOOCs: Thinking CrMOOCs: Thinking Creatively about Educationeatively about EducationRebecca Bayeck, Learning Performance Systems, Penn State University, State College, USAOverview: I discuss the opportunities massive open online courses offer universities, students, and teachers to think creatively about pedagogy, highereducation, diversity and learning with technology.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

16:35-16:50 MOVE TO COWELL PROVOST HOUSEMOVE TO COWELL PROVOST HOUSE



Room 1Room 1 ConferConference Wence Welcome Reception and Poster Sessionelcome Reception and Poster SessionQuestions for Course Builders to Consider When Choosing WQuestions for Course Builders to Consider When Choosing Web-based Interactive Teb-based Interactive Tools: Assessing Tools: Assessing Technologies in Learechnologies in LearningningAubree Evans, The Office of Teaching and Learning with Technology, Texas Woman's University, Denton, USAOverview: This poster illustrates the questions instructional designers at Texas Woman's University ask faculty when determining which interactive toolsto use for online course activities. Possible outcomes included.Theme: Pedagogies

Enhancing TEnhancing Teaching and Leareaching and Learning thrning through Tough Technology: A Comparative Study of Yechnology: A Comparative Study of YouSeeU Integration in Oral Communication-orientedouSeeU Integration in Oral Communication-orientedCoursesCoursesDr. Mingzhen Bao, College of Liberal Arts, Ashford University, San Diego, USADr. Teresa Taylor Moore, College of Liberal Arts, Ashford University, San Diego, USAJulie Nideffer, Division of General Education, Ashford University, San Diego, USADr. Dan Tinianow, College of Liberal Arts, Ashford University, San Diego, USAOverview: The study examines the effectiveness of asynchronous video-sharing technology in curriculum enhancement, student-teacher interaction aswell as student engagement and achievement in online courses that emphasize oral communication skills.Theme: Pedagogies

The TThe Teachable Moment Generator: Simplifying the Coaching Preachable Moment Generator: Simplifying the Coaching Process in Response to Plagiarismocess in Response to PlagiarismDr. Michelle Warn, College of Education, Ashford University, Escondido, USAOverview: Using a philosophy of support before sanctions, the Teachable Moment Generator employs an adaptive database as a tool to easilyimplement a coaching intervention when responding to plagiarism.Theme: Social Transformations

Silent Students? Does It Matter?Silent Students? Does It Matter?Mandy Honeyman, Maths, Computing and Technology, The Open University, Washougal, USAOverview: I discuss developing pedagogy to promote effective student interactivity in synchronous web-based learning environments.Theme: Pedagogies

The Application of Augmented Reality TThe Application of Augmented Reality Technology in Art Collegesechnology in Art CollegesDr. Fei Jiang, College of Fine Arts, Shanghai University, Shanghai, ChinaOverview: This study introduces taking advantage of augmented reality technology, successfully teach students who major in art and design and haveno programming experience to develop mobile applications.Theme: Technologies

Continuous and Ubiquitous PrContinuous and Ubiquitous Programming Learogramming Learning in Kazakhstani Schoolsning in Kazakhstani SchoolsAssoc. Prof. Manargul Mukasheva, Institute of Secondary Education, National Academy of Education, Astana, KazakhstanDr. Zhanbol Zhilbayev, Ministry of Education and Science of the Republic of Kazakhstan, National Academy of Education, Astana, KazakhstanOverview: This study shows how to effectively use mobile devices and accessible software to motivate students to program using the practicalproblems.Theme: Technologies

LearLearning Modules and Language Diversity: The Multiliteracy Experience of Tning Modules and Language Diversity: The Multiliteracy Experience of Teachers freachers from Brazilom BrazilAna Amelia Calazans da Rosa, Applied Linguistics, State University of Campinas, Campinas, BrazilOverview: We aim to discuss the learning modules created by Brazilian Portuguese language teachers to promote an inclusive education, which focuseson multiliteracies and on new learning practices.Theme: Social Transformations

Developing Faculty Excellence in Online TDeveloping Faculty Excellence in Online TeachingeachingDr. Paige Wilcoxson, Alliant International University/Arist Education System, Sacramento, USAOverview: A program for developing faculty excellence in online teaching that includes an advanced online teaching certification, mentorship, andopportunities for specialty training are discussed.Theme: Pedagogies

Business Intelligence as an Integral Component of Data-Driven Pedagogical Decision Making in EducationBusiness Intelligence as an Integral Component of Data-Driven Pedagogical Decision Making in EducationDr. So Young Kim, Training and Analysis Division, Defense Language Institute Foreign Language Center, Monterey, USAPradyumna Amatya, Language Proficiency Assessment Directorate, Defense Language Institute Foreign Language Center, Monterey, USAOverview: This paper discusses Business Intelligence as an effective solution to enhance data-driven decision making, as an integral component of theschool improvement process to guide a range of educational practices.Theme: Technologies


TUESDATUESDAYY, 03 NOVEMBER, 03 NOVEMBER

8:45-9:15 CONFERENCE REGISTRACONFERENCE REGISTRATION DESK OPENTION DESK OPEN

9:15-9:30 DAILDAILY UPDAY UPDATETE

9:30-10:05 PLENARPLENARY SESSION - JIM C. SPOHRER, IBM GLOBAL UNIVERSITY PROGRAMS, IBM COGNITIVE SYSTEMS INSTITUTE, USAY SESSION - JIM C. SPOHRER, IBM GLOBAL UNIVERSITY PROGRAMS, IBM COGNITIVE SYSTEMS INSTITUTE, USA10:05-10:40 PLENARPLENARY SESSION - BILL COPE, UNIVERSITY OF ILLINOIS AY SESSION - BILL COPE, UNIVERSITY OF ILLINOIS AT URBANA-CHAMPT URBANA-CHAMPAIGN, COMMON GROUND PUBLISHING, USAAIGN, COMMON GROUND PUBLISHING, USA10:40-11:10 GARDEN CONVERSAGARDEN CONVERSATIONTION

11:10-12:00 LUNCHLUNCH

12:00-12:15 TRANSITION BREAKTRANSITION BREAK


Room 1Room 1 Focused DiscussionsFocused DiscussionsActive LearActive Learning thrning through Learough Learner Engagement in Multimodal Science Coursesner Engagement in Multimodal Science CoursesDr. Ilse Silva-Krott, Biology, Northern Virginia Community College, Rocklin, USAOverview: I discuss student diversity and peer to peer learning in a multimodal communications environment. Engaged learners apply independentresearch and critical thinking skills for subject mastery and information literacy.Theme: Pedagogies

How DifHow Differferent Models of AR “Augment the Reality” of Pedagogy and Learent Models of AR “Augment the Reality” of Pedagogy and Learning: Currning: Current Implications in Educationent Implications in EducationDr. Traci Van Prooyen, Department of Teacher Education, University of Illinois at Springfield, Springfield, USADr. Karrin Lukacs, Curriculum & Instruction, Shenandoah University, Winchester, USAOverview: This roundtable will focus on the current uses and applications of augmented reality and its tie to ubiquitous learning environments in order toenhance and transform learning.Theme: Pedagogies

Achieving Mastery for All Students thrAchieving Mastery for All Students through Open Online Resourough Open Online Resources: An Online Course for Tces: An Online Course for Teachers to Use Open Education and Analyticseachers to Use Open Education and Analyticsto Successfully “Flip the Classrto Successfully “Flip the Classroom”oom”Dr. Deanne Crone - Knipple, Open Education Analytics, Lake Oswego, USAOverview: This session describes an online course to train K-12 teachers to effectively respond to evidence provided by the data analytics incorporatedinto numerous online resources to promote students’ learning mastery.Theme: Pedagogies

Room 2Room 2 WWorkshoporkshopTTeaching at the Edge: Teaching at the Edge: Testing a Framework for Purposeful Testing a Framework for Purposeful Technology Integrationechnology IntegrationDr. Josh DeSantis, Secondary Education, York College of Pennsylvania, York, USAOverview: This paper will describe a framework for purposefully integrating new technology-facilitated teaching tools. Participants will also learn theresults of a study exploring the development of this framework among undergraduates.Theme: Pedagogies

Room 4Room 4 WWorkshoporkshopDisrupt Reality: Online LearDisrupt Reality: Online Learning, Augmented Realityning, Augmented Reality, and Immersive Education, Oh My!, and Immersive Education, Oh My!Dr. Carrie Perry, CBE Arts and Sciences, Brandman University, Irvine, USAOverview: Dr. Perry will discuss and explain various digital tools that capture the attention of and evolve with tech-savvy students, but also maintain theproven experiential environment of traditional learning environments.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

Room 5Room 5 WWorkshoporkshopThrThree Yee Years of MOOC Pedagogy: Data and Researears of MOOC Pedagogy: Data and Research Findingsch FindingsAlex Sarlin, Coursera, San Francisco, USAOverview: This is an overview of research findings about Massive Open Online Courses from one of the leading MOOC providers, including researchconducted by universities and internal analysis of Coursera data.Theme: Pedagogies




Room 1Room 1 e-Leare-Learning for Health and Wning for Health and WellnessellnessNursing Education and Eportfolios: Integrative Review of the LiteraturNursing Education and Eportfolios: Integrative Review of the LiteratureeDr. Hong Fu, Victoria, CanadaDr. Lynne Young, Nursing, University of Victoria, Victoria, CanadaOverview: Nursing education is new to using eportfolios (eP). In this literature review we reveal the benefits, issues, and distinguishing frameworksguiding eP use in nursing education.Theme: Technologies

Mistakable YMistakable You: Learou: Learning Therapeutic Communication Skills with Cancer Survivorsning Therapeutic Communication Skills with Cancer SurvivorsBarbara Arnoldussen, Business Administration, International Technological University, Los Altos, USAOverview: When participants in a simulated dialogue with cancer survivors make conversational mis-steps, branching scenarios allow blunt feedbackfrom simulated listeners. This experience helps participants develop better therapeutic communication skills.Theme: Pedagogies

The Challenges and Constraints of Delivering e-LearThe Challenges and Constraints of Delivering e-Learning in Developing Countriesning in Developing CountriesJerry Abayomi Sarumi, School of Technology Department of Computer Science, Lagos State Polytechnic, Ikorodu, NigeriaProf. Oludele Awodele, Department of Computer Science, Babcock University, Ilisan Remo, NigeriaOverview: Education is a necessity for developing countries in order to provide a skilled workforce that will attract business, economy and improvedsecurities.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

Room 2Room 2 Online Content and LearOnline Content and LearningningDo Students Use eTDo Students Use eTextbooks Meaningfully? Lessons Learextbooks Meaningfully? Lessons Learned frned from Four Online University Coursesom Four Online University CoursesJamie Weitl, Division of General Education, Ashford University, Oglesby, USADr. Sanaa Riaz, Department of Sociology and Anthropology, Metropolitan State University of Denver, Denver, USADr. Mingzhen Bao, College of Liberal Arts, Ashford University, San Diego, USADr. Barbara ZornArnold, Environmental Science division, College of Liberal Arts, Ashford University, san diego, USADr. Jeral Kirwan, College of Health, Human Services, and Science, Ashford University, san diego, USAOverview: eTextbooks are relatively new within the realm of education and are still evolving. Significant findings show that students are utilizingeTextbooks meaningfully. However, more engagement is needed to improve effectiveness.Theme: Institutions

Integrating MOOCs into the College ClassrIntegrating MOOCs into the College ClassroomoomStephanie Coopman, Department of Communication Studies, San Jose State University, San Jose, USAOverview: MOOCs can provide an exciting space for students in a college class to learn about content and diverse perspectives, as well as developlifelong learning skills.Theme: Pedagogies

e-Material for Te-Material for Teaching Egyptian Colloquial Arabic Veaching Egyptian Colloquial Arabic Vocabulary with Referocabulary with Reference to Mayer’ence to Mayer’s Redundancy and Modality Design Principless Redundancy and Modality Design PrinciplesRasha Essam, Arabic Language Instruction Department, American University in Cairo, Cairo, EgyptOverview: This study focuses on using interactive multimedia e-material to examine two of Mayer’s design principles, synchronously andasynchronously, to facilitate the acquisition of vocabulary for elementary non-native speakers of Arabic.Theme: Pedagogies

Collaborative Design and Development of a CrCollaborative Design and Development of a Cross-Campus Online Geology Courseoss-Campus Online Geology CourseErin Todd, Earth and Planetary Sciences, University of California Santa Cruz, Santa Cruz, USAAaron Zachmeier, Academic Affairs, University of California Santa Cruz, Santa Cruz, USAOverview: This is a case study on the cross-campus design, development, and first offering of an online geology course focused on U.S. national parks.Theme: Pedagogies

Room 3Room 3 LearLearning Tning Technologies for the Practionerechnologies for the PractionerWhy Competency Based Education? Perspectives frWhy Competency Based Education? Perspectives from Practionersom PractionersTammy Pao, Business & Professional Studies, Brandman University, Irvine, USAOverview: Learn how non-traditional students convert work experience to traditional course credit hours in Brandman University's Competency BasedEducation Bachelor of Business Administration degree program.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

Building InterBuilding International Educational Experience-based Learnational Educational Experience-based Learning: CYMA Prning: CYMA ProjectojectProf. Marina Mattera, Department of Economics and Finance, European University of Madrid, Madrid, SpainOverview: CYMA is a project between one course from Kendall College (USA) and another one from Universidad Europea (Spain). Students from bothcollaborate in cross-institution teams to create innovations in Universities.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

"So High-tech Ah?": A Pr"So High-tech Ah?": A Preliminary Study on Exploring Pereliminary Study on Exploring Perceptions and Attitudes of Podcasting among Hospitality and Culinary Artsceptions and Attitudes of Podcasting among Hospitality and Culinary ArtsUndergraduatesUndergraduatesAdrian Yong Tat Yao, General Studies Unit, School of Arts and Social Sciences, Monash University Malaysia, Bandar Sunway, MalaysiaOverview: This study explores attitudes and perceptions of podcasting among a group of hospitality and culinary arts undergraduates in a Malaysianprivate higher learning institution.Theme: Pedagogies

Open Data in Education and ResearOpen Data in Education and Research: An Indian Perspectivech: An Indian PerspectiveDr. Neeraj Kumar Singh, A. C. Joshi Library, Panjab University,, Chandigarh, IndiaSunaina Khanna, A. C. Joshi Library, Panjab University, Chandigarh, IndiaOverview: This research highlights some of the Indian initiatives like Open Government Data; National Data Sharing and Accessibility policy; Database ofIndian Economy; and the Big Data Initiative.Theme: Technologies




Room 1Room 1 Issues in Online LearIssues in Online LearningningPractical Applications for ImprPractical Applications for Improving Synchroving Synchronous Learonous Learning in a Online Envirning in a Online Environment: Facilitating and Mentoring Doctoral Studentsonment: Facilitating and Mentoring Doctoral StudentsDr. Karla Phlypo, School of Management and Technology, Walden University, Clarkston, USAOverview: This paper provides best practices to enhance asynchronous learning and improve throughput of dissertation proposals through asynchronous series of group discussions, practicums, debriefs and symposia.Theme: Pedagogies

LiteraturLiterature Cire Circles: Online Social Interactioncles: Online Social InteractionDr. Dalal Abo El Seoud, The Department of Arabic Language Instruction, Academy of Liberal Arts, The American University in Cairo, Cairo, EgyptOverview: This paper looks into teaching Arabic literature online through literature circles, where students lead discussions and engage in critical thinkingreflecting the framework of the 21st century skills and standards.Theme: Pedagogies

Flipping to Focus on LearFlipping to Focus on LearningningDr. Camille Rutherford, Faculty of Education, Brock University, St. Catharines, CanadaOverview: I examine strategies for using technology to successfully flip the instructional focus from teaching to learning to increase cognitive challengeand student engagement in online or blended classes.Theme: Pedagogies

Successes and FailurSuccesses and Failures of Design in Applications for Ubiquitous Leares of Design in Applications for Ubiquitous LearningningProf. Christopher Keyes, Resource Centre for Ubiquitous Learning & Integrated Pedagogy, Hong Kong Baptist University, Kowloon Tong, Hong KongDr. Ronnie Shroff, Resource Centre for Ubiquitous Learning and Integrated Pedagogy, HKBU, Kowloon, Hong KongSathya Naidu, Resource Centre for Ubiquitous Learning & Integrated Pedagogy, School of Design, Hong Kong Polytechnic University, Kowloon, HongKongOverview: When developing applications for ubiquitous learning we often focus on content and functionality, and less on design. This paper focuses onavoiding design mistakes that can cripple otherwise valuable efforts.Theme: Pedagogies

Room 2Room 2 Innovative PedagogiesInnovative PedagogiesInstitutional Support for Academic Innovation: Models and ConsiderationsInstitutional Support for Academic Innovation: Models and ConsiderationsDr. Jodie Parys, Department of Languages and Literatures, University of Wisconsin-Whitewater, Whitewater, USAOverview: This paper will explore models and considerations for creating institutional support for academic innovation across campuses.Theme: Institutions

A ThrA Three Tee Tier Learier Learning Model for Universities in Nigerianing Model for Universities in NigeriaDr. David Ademola Oyemade, Department of Mathematics/Computer Science, Federal University of Petroleum Resources, Effurun, Warri, NigeriaOverview: We propose a three-tier learning model to address the challenge of the implementation of e-learning, m-learning and u-learning in Nigeria.The model comprises of analysis, decision and implementation interacting phases.Theme: Technologies

Innovative WInnovative Ways to Develop Forays to Develop Foreign Language Leareign Language Learners’ Pragmatic Competenceners’ Pragmatic CompetenceDr. Mona Elwaly, Arabic Language Instruction Department, The American University in Cairo, Cairo, EgyptOverview: This study facilitates the teaching of certain pragmatic devices to non-native speakers of Arabic through a developed in-house softwareprogram called technology enhanced learning material (TELM).Theme: Technologies

An Exploration of Lifewide Classmates: WAn Exploration of Lifewide Classmates: Would the Real Classmates of Online Learould the Real Classmates of Online Learners Please Stand up?ners Please Stand up?Dawn Gilmore, Faculty of Health, Arts and Design, Swinburne Universtity, Melbourne, AustraliaOverview: This study used mixed methods to identify “lifewide-classmates” of online learners. It also describes the informal learning that takes placebetween online learners and lifewide-classmates.Theme: Institutions



Room 3Room 3 Digital Platforms for LearDigital Platforms for LearningningUsing Social Media in Higher Education: Considerations and Evaluation frUsing Social Media in Higher Education: Considerations and Evaluation from Studentsom StudentsDr. Miguel Angel Herrera Batista, Autonomous Metropolitan University Campus Azcapotzalco Faculty of Science and Arts for Design, AutonomousMetropolitan University, Mexico, MexicoDr. Emilio Martinez de Velasco y Arellano, Autonomous Metropolitan University Campus Azcapotzalco Faculty of Science and Arts for Design,Autonomous Metropolitan University, Mexico, MexicoMaria Aguirre Tamez, Autonomous Metropolitan University Campus Azcapotzalco Faculty of Science and Arts for Design, Autonomous MetropolitanUniversity, Mexico, MexicoOverview: We describe our experience regarding the use of Social Media with educational aims. The experience has been referred and commented bythe students through semi structured interviews.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

The Development of a WThe Development of a Web-based Reading System: A Teb-based Reading System: A Targeted Apprargeted Approach to Toach to Teaching English Reading and Speecheaching English Reading and SpeechGreg Raver-Lampman, English Language Center, Old Dominion University, Norfolk, USAOverview: I will demonstrate software that breaks any English text into phrase groups and presents them dynamically, eliminating the crippling habit ofword-by-word reading.Theme: Technologies

Using Social TUsing Social Technology to Enhance Self-rechnology to Enhance Self-reflectioneflectionRaghda El Essawi, Applied Linguistics, American University in Cairo, Cairo, EgyptOverview: This paper examines the video discussion tool "Vialogues" used in an Arabic as a foreign language methodology course for creating acollaborative learning environment that helps enhance self-reflection skills.Theme: Technologies

Educator Development as PrEducator Development as Predicted by the Use of Wedicted by the Use of Wikis in an e-Learikis in an e-Learning Envirning EnvironmentonmentLisa Longoria, Student, Claremont Graduate University, Claremont, USAOmar Alobud, Claremont Graduate University, Claremont, USAHunter Black, Claremont Graduate University, Claremont, USAOverview: We surveyed teachers to examine the relationship between perceptions of the benefits of utilizing wikis and reported enhancement ofteaching skills resulting from participation in an online induction.Theme: Pedagogies

Room 4Room 4 New DirNew Directions in e-Learections in e-LearningningDeveloping a Pedagogical Model for CrDeveloping a Pedagogical Model for Creative Media Delivery: A Case Study Comparing Intereative Media Delivery: A Case Study Comparing Internal and External and External Delivery Models for thenal Delivery Models for theBachelor of CrBachelor of Creative Media at James Cook Universityeative Media at James Cook UniversityDr. David Alan Salisbury, Arts and Creative Media Academic Group, College of Arts, Society, and Education, James Cook University, Townsville,AustraliaProf. Peter Murphy, College of Arts, Society, and Education, James Cook University, Townsville, AustraliaOverview: This paper represents a longitudinal comparative study between internal and external cohorts on the effectiveness of student learning andretention in response to pedagogical models developed over a four-year period.Theme: Pedagogies

The Shifting Customer: A TheorThe Shifting Customer: A Theoretical Model for Online Curriculum Developmentetical Model for Online Curriculum DevelopmentDr. Melanie Shaw, Graduate School, Northcentral University, USAF Academy, USADr. Heather Frederick, Prescott Valley, USADr. Peter Bradley, Prescott Valley, USADr. Andrew Carpenter, Graduate School, Northcentral University, Prescott Valley, USACorey Carpenter, Prescott Valley, USAOverview: A theoretical model of curriculum development through the lens of the shifting customer will be presented. The customer moves fromadministrator, to faculty, to student, to employer.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

Best Practices in Designing and Implementing a Quality Online LiteraturBest Practices in Designing and Implementing a Quality Online Literature Majore MajorDr. Linda Strom, English Department, Youngstown State University, Youngstown, USADr. Stephanie Tingley, English Department, Youngstown State University, Youngstown, USAOverview: Our paper focuses on leading the development of an online English major. The theoretical frameworks guiding our design are digitalhumanities, scholarship of teaching and learning, and active learning pedagogies.Theme: Pedagogies

FrFrom Linear to Stellar: The Wom Linear to Stellar: The Web Documentary as a Reflective Device on Realityeb Documentary as a Reflective Device on RealityGilles Tassé, Université du Québec à Montréal, Montreal, CanadaOverview: I discuss how interactivity supported by webcasting platforms allows the documentary filmmaker and its spect-actors to collaborate to abetter understanding of reality.Theme: 2015 Special Focus: The Future of Education: Advanced Computing, Ubiquitous Learning, and the Knowledge Economy

16:45-17:05 CONFERENCE CLOSING AND ACONFERENCE CLOSING AND AWWARD CEREMONYARD CEREMONY, PHILLIP KALANTZIS-COPE, COMMON GROUND PUBLISHING, USA, PHILLIP KALANTZIS-COPE, COMMON GROUND PUBLISHING, USA


e-Learning & Innovative Pedagogies List of Participants

Dalal Abo El Seoud American University in Cairo EgyptOylum Akkus Ispir Ohlone College USAFreddy Angel Health e-Learning AustraliaBarbara Arnoldussen International Technological University USADarren K. Baker Louis Riel School Division CanadaMingzhen Bao Ashford University USAMorgan Barker Humboldt State University USASandra L. Bassendowski University of Saskatchewan CanadaRebecca Bayeck Pennsylvania State University USACurtis Beaverford University of Tsukuba JapanDaniel Belliveau Western University CanadaRussell Bentley University of Southampton UKOtto Borchert North Dakota State University USAPeter Bradley Northcentral University USAChristopher Bush Monarch Media, Inc. USAAna Amelia Calazans da Rosa Universidade Estadual de Campinas BrazilMike Carbonaro University of Alberta CanadaAndrew Carpenter Northcentral University USACorey Carpenter Northcentral University USAIgor Carrazana Pontificia Universidad Católica de Chile ChileJocelyn Chapman University of Louisiana at Monroe USAAlan Christy University of California Santa Cruz USAStephanie Coopman San Jose State University USABill Cope University of Illinois Urbana-Champaign USADeanne Crone - Knipple Open Education Analytics USADarlene Damm Singularity University USASougata Das Montana State University Billings USACourtney Davis Utah Valley University USADavi De Conti Universidade Estadual de Campinas BrazilRachel Deblinger University of California Santa Cruz USAJosh DeSantis York College of Pennsylvania USAPatricia Dickenson National University USAWilliam Dunn University of Alberta CanadaMona Elwaly The American University in Cairo EgyptRasha Essam American University in Cairo EgyptAubree Evans Texas Woman’s University USAMax Fassnacht Ashford University USAMichelle Fraboni Queens College, City University of New York USAHong Fu University of Victoria CanadaNanda Ganesan California State University, Los Angeles USAMarina Gergich National University of Quilmes ArgentinaReno Gerl Windsor Park Collegiate CanadaDawn Gilmore Swinburne Universtity Australia


Meagan Green University of Tennessee USAGabrielle Greenlee University of California, Santa Cruz USATim Gustfason University of California Santa Cruz USARebecca Halpern University of Southern California USACortney Hanna Western University CanadaMike Heilmann Louis Riel School Division CanadaKen Helvey Texas Wesleyan University USAMiguel Angel Herrera Batista Autonomous Metropolitan University MexicoAndrea Hesse University of California Santa Cruz USATony Hoang McMaster University CanadaMandy Honeyman The Open University USATimothy Frank Hopper University of Victoria CanadaDanielle Howarth Monarch Media, Inc. USAFei Jiang Shanghai University ChinaPhillip Kalantzis-Cope Common Ground Publishing USANavjeet Kaur Panjab University, Chandigarh IndiaLeslie Kern University of California Santa Cruz USAChristopher Keyes Hong Kong Baptist University Hong KongSunaina Khanna Panjab University, Chandigarh IndiaSo Young Kim Defense Language Institute Foreign Language Center USAHeidi Kozlowski San Jose City College USARaheel Tajuddin Lakhani The Aga Khan University PakistanSabrina Lawrence Gavilan Community College USAJeffrey Leung Step2 Education AustraliaAndre’ Lewis University of Lousiana-Monroe USAPatricia MacKenzie University of Victoria CanadaSirikul Marshall Burapha University, Thailand USAMarina Mattera Universidad Europea SpainKaren McClendon California Northstate University USAAmy McIntosh McMaster Univeristy CanadaCatherine Miller UC Berkeley USAEric MItchell UCSC USADavid Monk University of Victoria CanadaJennifer McNeal Mrs. Cincinnati Public Schools USAAssel Mukasheva Nazarbayev University KazakhstanManargul Mukasheva National Academy of Education KazakhstanSathya Naidu School of Design, Hong Kong Polytechnic University Hong KongAna Karina Nascimento University of São Paulo and Montclair State University USASurya Venkata Nittala University Malaysia Sabah MalaysiaKameswara RaoBiljana Njegovan McMaster University CanadaAndrew P. O’Connor McMaster University CanadaJoy Okah-Edemoh Baze University Nigeria


David Ademola Oyemade Federal University of Petroleum Resources, Nigeria Effurun, NigeriaTammy Pao Brandman University USAJodie Parys University of Wisconsin-Whitewater USAHenri Peloquin Louis Riel School Division CanadaCarrie Perry Brandman University USAKarla Phlypo Walden University USAMarc Poirier Louis Riel School Division CanadaIrena Polic University of California Santa Cruz USAGreg Raver-Lampman Old Dominion University USACamille Rutherford Brock University CanadaDavid Alan Salisbury James Cook University AustraliaDina Samora Northcentral University USAKathy Sanford University of Victoria CanadaAlex Sarlin Coursera USAJerry Abayomi Sarumi Lagos State Polytechnic NigeriaSusan Schwartz University of California Santa Cruz USAMelanie Shaw Northcentral University USADeanna Shemek University of California Santa Cruz USARonnie Shroff Hong Kong Baptist University Hong KongIlse Silva-Krott Northern Virginia Community College USANeeraj Kumar Singh Panjab University, Chandigarh IndiaCynthia Sistek-Chandler National University USAHeidi Stolz University of Tennessee USALinda Strom Youngstown State University USAElaine Sullivan University of California at Santa Cruz USAMichael Tassio University of California Santa Cruz USAGilles Tassé Université du Québec à Montréal CanadaStephanie Tingley Youngstown State University USAErin Todd University of California Santa Cruz USAEva Tsang The Open University of Hong Kong Hong KongTraci Van Prooyen Heartland Community College USABoris Vazquez-Calvo Pompeu Fabra University SpainMichelle Warn Ashford University USANathalie Wesseling Amsterdam University of Applied Sciences NetherlandsPaige Wilcoxson Alliant International University/ USA Arist Education SystemMargo Williams Johns Hopkins University USAAdrian Yong Tat Yao Monash University Malaysia MalaysiaGul Yayli Ohlone College USALynne Young University of Victoria CanadaAaron Zachmeier University of California Santa Cruz USAZhanbol Zhilbayev National Academy of Education Kazakhstan

e-Learning & Innovative Pedagogies Notes

| Conference Calendar 2015-2016

Aging and Society: Fifth Interdisciplinary ConferenceThe Catholic University of AmericaWashington D.C., USA | 5–6 November 2015www.agingandsociety.com/2015-conference

Twelfth International Conference on Environmental, Cultural, Economic & Social SustainabilityPortland State UniversityPortland, USA | 21–23 January 2016www.onsustainability.com/2016-conference

Twelfth International Conference on Technology, Knowledge & SocietyUniversidad de Buenos AiresBuenos Aires, Argentina | 18–19 February 2016www.techandsoc.com/2016-conference

Tenth International Conference on Design Principles & PracticesPontifical Catholic University of Rio de Janeiro (PUC–Rio)Rio de Janeiro, Brazil | 25–27 February 2016www.designprinciplesandpractices.com/2016-conference

Sixth International Conference on Religion & Spirituality in SocietyThe Catholic University of AmericaWashington D.C., USA | 22–23 March 2016www.religioninsociety.com/2016-conference

Sixth International Conference on the Constructed EnvironmentThe University of ArizonaTucson, USA | 2–4 April 2016www.constructedenvironment.com/2016-conference

Sixteenth International Conference on Knowledge, Culture & Change in OrganizationsUniversity of Hawaii at ManoaHonolulu, USA | 19–20 April 2016www.organization-studies.com/2016-conference

Eighth International Conference on Climate Change: Impacts & ResponsesVNU University of Science (HUS) and Vietnam National University, Hanoi (VNU)Hanoi, Vietnam | 21-22 April 2016www.on-climate.com/2016-conference

Inaugural International Conference on Tourism & Leisure StudiesUniversity of Hawaii at ManoaHonolulu, USA | 22-23 April 2016www.tourismandleisurestudies.com/2016-conference

Seventh International Conference on Sport & SocietyUniversity of Hawaii at ManoaHonolulu, USA | 2-3 June 2016www.sportandsociety.com/2016-conference

Fourteenth International Conference on New Directions in the HumanitiesUniversity of Illinois at ChicagoChicago, USA | 8-10 June 2016www.thehumanities.com/2016-conference

Ninth Global Studies ConferenceUniversity of California, Los AngelesLos Angeles, USA | 30 June-1 July 2016www.onglobalization.com/2016-conference

| Conference Calendar 2015-2016

Twenty-third International Conference on LearningUniversity of British ColumbiaVancouver, Canada | 13-15 July 2016www.thelearner.com/2016-conference

Sixteenth International Conference on Diversity in Organizations, Communities & NationsThe University of GranadaGranada, Spain | 27-29 July 2016www.ondiversity.com/2016-conference

Eleventh International Conference on Interdisciplinary Social SciencesImperial College LondonLondon, UK | 2-4 August 2016www.thesocialsciences.com/2016-conference

Eleventh International Conference on the Arts in SocietyUniversity of California, Los AngelesLos Angeles, USA | 10-12 August 2016www.artsinsociety.com/2016-conference

Sixth International Conference on the ImageArt and Design Academy, Liverpool John Moores UniversityLiverpool, UK | 1-2 September 2016www.ontheimage.com/2016-conference

Inaugural Communication & Media Studies ConferenceUniversity Center ChicagoChicago, USA | 15-16 September, 2016www.oncommunicationmedia.com/2016-conference

Ninth International Conference on the Inclusive MuseumNational Underground Railroad Freedom CenterCincinnati, USA | 16-19 September 2016www.onmuseums.com/2016-conference

Aging & Society: Sixth Interdisciplinary ConferenceLinköping UniversityLinköping, Sweden | 6-7 October 2016www.agingandsociety.com/2016-conference

Sixth International Conference on Food StudiesUniversity of California at BerkeleyBerkeley, USA | 12-13 October 2016www.food-studies.com/2016-conference

Sixth International Conference on Health, Wellness & SocietyCatholic University of AmericaWashington D.C., USA | 20-21 October 2016www.healthandsociety.com/2016-conference

Spaces & Flows: Seventh International Conference on Urban & ExtraUrban StudiesUniversity of PennsylvaniaPhiladelphia, USA | 10-11 November 2016www.spacesandflows.com/2016-conference

Returning Member RegistrationWe are pleased to announce the expansion of the e-Learning & Innovative Pedagogies Knowledge Community into Common Ground’s Technology, Knowledge & Society Knowledge Community. For the Technology, Knowledge & Society Conference, we are pleased to offer a Returning Member Registration Discount to past e-Learning & Innovative Pedagogies Conference attendees. Returning community members receive a discount off the full conference registration rate. Registration includes:

• Attendance and participation at all conference sessions and presentations, including plenary addresses and parallel sessions.

• Lunch and coffee breaks on the days of the conference. • Attendance at Welcome Reception and Book Launches

(when included in conference events).• Citation and Summary of work in printed conference

program, and complete abstract included in the online Post-Conference materials.

• Membership in the Technology, Knowledge & Society Knowledge Community.

Call for PapersTwelfth International Conference on Technology, Knowledge & SocietyIdeas, Objects, Waste: Critically Approaching The Life Cycle of Technologies in the Age of the Anthropocene18-19 FEBRUARY 2016 | UNIVERSIDAD DE BUENOS AIRES | BUENOS AIRES, ARGENTINA TECHANDSOC.COM

Eighth International Conference on e-Learning and …...Eighth International Conference on...

Documents

Transcript of Eighth International Conference on e-Learning and …...Eighth International Conference on...