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EdMedia + Innovate Learning

Jun 24, 2019


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

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Table of Contents

This conference has 13 award papers. Show award papers

Number of papers: 280

  1. Performance Evaluation Experiment of The System Measuring The Ability for Summarizing Manga

    Toshihiko Takeuchi, Surugadai University, Japan; Shogo Kato, Tokyo Woman's Christian University, Japan; Yuuki Kato, Sagami Women’s University, Japan

    We are continuing our research to measure abstract ability using manga. In the past, we developed a system that shows manga on the web and can grade the summary ability of the user if the user... More

    pp. 417-420

  2. The relationship between ICT self-efficacy and ICT skills and activities: A pilot study among Czech upper secondary school students

    Hana Voňková, Jiří Štípek, Miroslava Cernochova, Hasan Selcuk, Jan Hrabák & Kateřina Králová, Faculty of Education, Charles University, Czech Republic

    Self-efficacy is an important concept that may be used to understand students’ confidence and beliefs about their competencies to perform tasks. In the field of ICT, more attention is currently... More

    pp. 421-427

  3. Practice to Think Critically in an age of Digital Native : "Fake News" Reading for Media Literacy

    Noboru Wakayama, Faculty of Law, Teikyo University, Japan; Takashi Tachino, Faculty of Tourism and Media Culture, Shoin University, Japan

    Nowadays, computing environment constantly connected to the Internet are rapidly developing and are becoming an important part of not only our life but also many educational environments. Besides, ... More

    pp. 428-434

  4. Implementing Accessibility Programs at Two Very Different Higher Education Institutions

    Correy Murphy, Glasgow School of Art, Learning Technology, United Kingdom; Nancy O'Laughlin, University of Delaware, Information Technologies - Academic Technology Services, United States

    Within higher education, technology is deeply ingrained in what we do. We find it in our classrooms, labs, libraries, offices and throughout our campus communities. The rich digital assets produced... More

    pp. 435-441

  5. Professionals, education, ICTs and technology: partners in co-ownership of inclusive health care provisions in low-to-medium income countries (LMICs).

    Ilse Wambacq, Montclair State University, United States; Koen DePryck, Vrije Universiteit Brussel, Int Inst of Edu for Development, Institute of Knowledge Management, Belgium; Diana Gaddum-Riedewald, International Institute of Education for Development, Suriname; Maryrose McInerney & Janet Koehnke, Montclair State University, United States; Joan Besing,, United States; Jerry Oldenstam, Int Inst of Edu for Development, COVAB, Suriname

    Universities are very aware of the attention paid to global education. This pushes them towards a comprehensive education model incorporating global goals for learning. At the same time, global... More

    pp. 442-448

  6. Computational Thinking in Education

    Miroslava Černochová, Charles University, Prague, Czech Republic; Diane van der Linde, Windesheim University, Netherlands; Allard Strijker, SLO, Netherlands; Erik Bolhuis & Wim Trooster, Windesheim University of Applied Sciences, Netherlands; Kevin Oliver & Jennifer Houchins, North Carolina State University, United States; Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands

    Computational Thinking has been given an important place in education. Embedding computational thinking in curricula or attainment levels requires attention for this subject in teacher training... More

    pp. 449-452

  7. The Relationships among Principals’ Technology Leadership, Teachers’ Learning Community and Innovation Management of Junior High Schools

    I-Hua Chang, Department of Education, National Chengchi University, Taiwan; Cheng-Mei Hsu, Department of Visual Communication Design, Taiwan; Chiung-Chih Hu, Taoyuan Municipal Daxi Junior High School, Taiwan

    Principals’ technology leadership and teachers’ professional learning community are the important factors of the school innovation management. This study aimed to explore the relationships of... More

    pp. 453-465

  8. Mandatory CPD as a means to implementing educational technologies in academic practice - experiences from a large Business School

    Dorte Rossen & Maria Hvid Stenalt, Aarhus University, School of Business and Social Sciences, Centre for Teaching and Learning, Denmark

    Higher Education (HE) has embraced the idea of supporting student learning through technology mediated teaching activities, blended learning and flexible course delivery. Many HE educational... More

    pp. 466-469

  9. E-Learning in Peru: Habits and Attitudes Towards Online Distance Learning

    Maria Ruuskanen, Tampere University of Applied Sciences, Finland; José Miguel Marchena, Instituto San Ignacio de Loyola, Peru; Mark Curcher, Tampere University of Applied Sciences, Finland

    This paper is a preliminary report on the findings of a quantitative study conducted by the ISIL Technical Institute in Lima, Peru. Data was collected from 600 potential adult ISIL students to... More

    pp. 470-474

  10. Socially Responsible Learning in the digital age: A literature review

    Klaus Schmidt & Saundarya Srivastava, Illinois State University, United States

    The inception of innovation takes place when technology blends together with strategic learning. The world today is all about formulating the future with the best digital solutions. The need of the... More

    pp. 475-480

  11. Digitalization at Comprehensive Schools in Finland - Teacher's and Principal's Digital Competence and Digital Strategies at School

    Erika Tanhua-Piiroinen & Jarmo Viteli, Tampere University, Finland

    This article introduces the main results of the self-assessment data collected for the Comprehensive Schools in the Digital Age -project (2016–2018) from the viewpoint of the schools’ strategy work... More

    pp. 481-487

  12. Student-centered learning analytics development in higher education: initial observations from needs analysis

    Hanna Teräs & Marko Teräs, Tampere University of Applied Sciences, Finland

    This brief paper describes a student-centered approach to the research and development of pedagogical learning analytics solutions. The context of the study is a national Finnish Ministry of... More

    pp. 488-492

  13. Core Themes in the Second International Handbook of Information Technology in Primary and Secondary Education: A Bird’s Eye View

    Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands; Gerald Knezek & Rhonda Christensen, University of North Texas, United States; Jo Tondeur, Vrije Universiteit Brussels/ Ghent University, Belgium; Dirk Ifenthaler, University of Mannheim, Germany; Birgit Eickelmann, University of Paderborn, Germany

    The Second International Handbook of Information Technology for Primary and Secondary Education (Voogt, Knezek, Christensen & Lai, 2018) synthesizes research on information technology in primary... More

    pp. 493-498

  14. A future-proof curriculum with Digital Literacy

    Petra Fisser & Allard Strijker, National Institute for Curriculum Development, Netherlands

    In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the... More

    pp. 499-504

  15. The School Inspection and Evaluation (SSE-Irtiqaa) Process in Abu Dhabi: A Case-Study in Data-Driven Leadership and Management

    David Litz, Emirates College for Advanced Education, United Arab Emirates; Allison Smith, CMHS UAE University, United Arab Emirates; Rida Blaik Hourani, Emirates College for Advanced Education, United Arab Emirates

    In recent years, the Emirate of Abu Dhabi has been characterized by ambitious educational reforms. One of these changes has included the introduction of a school evaluation framework (SSE- Irtiqaa)... More

    pp. 505-508

  16. A Study on Direction and Development Plan of K-MOOC

    Hyeon Mi Rha, Korea Research Institute for Vocational Education & Training, Korea (South)

    The Korean Ministry of Education conducted the K-MOOC (Korean Massive Open Online Course) operation project in October 2015. As of December 31, 2017, about 4.74 million visits were made to the... More

    pp. 509-514

  17. A new curriculum for the Netherlands including Computational Thinking

    Allard Strijker & Petra Fisser, SLO, National Institute for Curriculum Development, Netherlands

    In 2018 the Netherlands started the development of a new curriculum framework for primary, lower and upper secondary education. New themes in curriculum are Digital Literacy, citizenship and a... More

    pp. 515-520

  18. Enhancing Primary and Secondary School Students’ Language Learning Through the Interactive Mother-Tongue Languages Portal: Examining the Design and User Experience

    Yuh Huann Tan, The Academy of Singapore Teachers, Ministry of Education, Singapore, Singapore; Seok Hwa Sim, Curriculum Planning & Development Division 1, Ministry of Education, Singapore, Singapore

    This paper reports preliminary findings from an ongoing study that examines teachers’ and students’ experience of using the Interactive Mother-Tongue Languages (iMTL) portal created by the Ministry... More

    pp. 521-530

  19. Digitizing teaching and learning. Examples from FernUniversität in Hagen.

    Annabell Bils, FernUniversität in Hagen, Germany

    Digitalizing learning and teaching is an important topic for the FernUniversität in Hagen, Germany. Though digital teaching takes place in various ways, it is noticeable that implementing digital... More

    pp. 531-535

  20. What teachers want from digital educational tools for personalized learning

    Geertje Damstra, Oberon - educational research institute (, Netherlands; Rianne Exalto, Oberon, Netherlands; Iris Remmerswaal, Kennisnet, Netherlands

    Teachers in Dutch schools increasingly personalize their lessons focusing their instruction and exercises on individual learners or subgroups of learners. Traditionally schools use one paid ... More

    pp. 536-540