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EdMedia 2017

Jun 20, 2017

Editors

Joyce P. Johnston

File: Cover & Front Pages

File: Table of Contents

File: Cover & Front Pages

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Table of Contents

6
This conference has 6 award papers. Show award papers

Number of papers: 179

  1. Active Learning Outdoor the Classroom using Mobile Projection Sets

    Susumu Sawai, Information Research Center for Learning, Japan

    In this paper, I emphasize that “mobile projection sets” are more comprehensive, and easier for young pupils to present and share notes, as compared to projectors or tablet devices within the... More

    pp. 446-454

  2. Cooperative Learning and Web 2.0: A Social Perspective on Critical Thinking

    Rae C. Schipke, Central Connecticut State University, United States

    This article discusses how cooperative learning as a socioinstructional approach, relates to both socially-based emerging technologies (i.e. Web 2.0) and to critical thinking with respect to co... More

    pp. 455-464

  3. Cognitive strategies to improve group problem solving and learning

    Ellen Taricani, Penn State University, United States

    Using devices or drawings to express our thoughts is a common practice but building devices and assembling them into a form of community takes more consideration and processing. Students are often ... More

    pp. 465-469

  4. Cooperative Learning for Dance with CG Animation

    Yoko Usui, Tohoku Gakuin University, Japan; Katsumi Sato & Shinichi Watabe, Tohoku University, Japan

    In this paper, we will describe a CG animation for tablet computer which was utilized for learning dancing. It was used for high school students who practice dancing so that we could examine its... More

    pp. 470-475

  5. Obstacles to the adoption of MOOCs in flipped classrooms: Students’ and teachers’ perspectives

    Caroline Cloonan & Narjes Sassi, ISG Paris, France

    Setting up a successful online pedagogy can be challenged by both teachers and students. As pedagogical coordinators in a business school, we analyzed students’ and teachers’ experiences when MOOCs... More

    pp. 476-480

  6. Teaching Kids to Care: A Needs-Based Intervention to Increase Ethical Sensitivity in Schools

    Rebecca Friedman, Johns Hopkins University, United States

    Character education programming is gaining popularity in America’s schools as one possible way to raise an intelligent and caring generation of students. However, many schools fail to allocate time... More

    pp. 481-484

  7. Plagiarism Certificates and Student Understanding

    Kim Livengood, Twyla Tasker & Brook Dickison, Angelo State University, United States

    Plagiarism has been an increased concern for online programs due to the easy accessibility of others’ work. The prevalence of plagiarism is a cause for concern because of the harm the student... More

    pp. 485-489

  8. Integrating Simulation Centre for Teaching in Master University Students into the Family Guidance Course

    Sonia Rivas, University of Navarra, Spain

    This paper describes an experience and results after integrating Simulation Centre scenario into a Family Guidance Course, that was implemented for 19 students during the first semester of an... More

    pp. 490-495

  9. Lessons Learned: Comparison of Three Cases of Design Based Learning Activities

    Hasan Cakir, Gazi University, Turkey; Kevser Hava, Bozok University, Turkey; Mustafa Sarıtepeci, Ministry of National Education - Turkey, Turkey; Gül Özüdoğru, Ahi Evran University, Turkey

    The purpose of this paper is to compare three design based learning studies in terms of implementation issues. These cases were students as educational game designers, students as digital story... More

    pp. 496-500

  10. Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students

    Kyleigh Harrell, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States

    This causal comparative, quantitative study examined how blended learning impacts high school learners’ community of inquiry (CoI) and perceived learning in comparison to online instruction. The... More

    pp. 501-508

  11. Effect of Teachers' Professional Development in Media Technology on Preschoolers Learning in Rural Settings

    Hamid Ikram, GC University Faisalabad, Pakistan

    In rural areas of Pakistan, students do not have many opportunities to learn through learning media. In this mixed methods study, teachers were trained to use learning media in their classrooms.... More

    pp. 509-513

  12. South American K-12 Faculty Perceptions of Classroom Technology Usage and Effectiveness

    Erik Kormos, Indiana University of Pennsylvania, United States

    K-12 schools throughout the world are spending significant amounts of money to integrate technology into their classrooms. South America is no different, though access to technology varies greatly... More

    pp. 514-519

  13. Assessment Without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

    Alison Mitchell, Lexia Learning, United States; Lauren Baron, MGH Institute of Health Professions, United States; Paul Macaruso, Community College of Rhode Island, United States

    Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance... More

    pp. 520-527

  14. The Nightmare is Over: A Simple Guide to Design Effective Subject Outlines

    Jorge Reyna, University of Technology Sydney, Australia

    Higher education institutions worldwide are continuously implementing evidence-based educational approaches and quality control of subjects, courses, and programs. In this regard, a subject outline... More

    pp. 528-536

  15. How Present Are You? Best Practices in Improving Social, Teaching, and Cognitive Presence in Online Graduate Education

    Rena Robey, Johns Hopkins University/DoD, United States; Crista Crago-Spangler, Johns Hopkins University, United States

    Presence is defined as the interplay between thought, emotion and behavior online (Lehman & Conceição, 2010). Using the Community of Inquiry framework (Garrison, Anderson, and Archer, 2000) as a... More

    pp. 537-539

  16. Assessing Reading in Young Learners: Using a Computerized Adaptive Reading Test for Pre-kindergarten through 2nd Grade

    Haya Shamir, Waterford Research Institute, United States

    Assessing students’ emerging literacy skills is crucial for identifying areas where a child may be falling behind and can lead directly to an increased chance of reading success. The Waterford... More

    pp. 540-551

  17. E-learning Material Development for Improving Reading Proficiency: From a Research Perspective on Eye Tracking

    Makoto Shishido, Tokyo Denki University, Japan

    Recent studies have proved that eye tracking can be used for assessing learners’ proficiency levels and behaviors on reading. The research results on eye tracking have indicated that more advanced ... More

    pp. 552-557

  18. Evaluating the Online Teacher: An Analysis of the iNacol Quality Standards for Online Teaching

    Brianne Jackson, Virginia Commonwealth University, United States

    In response to a call by virtual schooling professionals, the International Association for K12 Online Learning (iNacol) released a set of standards for quality online teaching in 2008, and a... More

    pp. 558-565

  19. Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities

    Monty Jones, Virginia Commonwealth University, United States; Sara Dexter, University of VIrginia, United States

    This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual ... More

    pp. 566-577

  20. The Journey Through Online Content Development in a K-8 School: Training and Framework Needs for Educational Technologists

    Jeungah Kim, Lawrence Family Development Character School, United States

    Teacher training is crucial for successful technology implementation. This presentation outlines a 2-year process of teacher training for digital integration at a K-8 Massachusetts Commonwealth... More

    pp. 578-583