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Global Learn Berlin 2015: Global Conference on Learning and Technology

April 2015

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Table of Contents

This conference has 3 award papers. Show award papers

Number of papers: 103

  1. The Teaching in Higher Education Quality Model (THEQM) and THEQMTOOL, a Supporting Web-based Tool

    Philippos Pouyioutas & Dimitri Apraksine, University of Nicosia, Cyprus

    This paper introduces THEQMTool, which is a web-based tool developed to support the Teaching in Higher Education Quality Model (THEQM). THEQM can be used to measure the commitment of institutions... More

    pp. 313-325

  2. Green IT - Proposal of competence evaluation model

    Samuel Moraes, Celi Langhi & Marcos Crivelaro, Centro Estadual de Educação Tecnológica Paula Souza, Brazil

    This project has as objective propose a model of Green IT competence evaluation based on European e-Competence Framework (e-CF) adapted to Brazilian reality , having in mind that are cultural... More

    pp. 326-335

  3. The Challenges of Creating a New, International, Educational Partnership: An Overview of Year One

    Ryan Baltrip, Southern Baptist Theological Seminary, United States

    What should an educational administrator expect when he or she first begins exploring an international educational effort? What challenges should they be prepared for? What items can they think... More

    pp. 336-341

  4. Earthducation: Capturing Global Intersections between Education and Sustainability

    Aaron Doering, University of Minnestoa, United States; Jeni Henrickson, University of Minnesota, United States

    Education for Sustainable Development has increasingly taken on importance around the world over the past decade. The Earthducation project is examining intersections between education and... More

    pp. 342-350

  5. Towards the construction of a theoretical and methodological framework to study partnership development for digital competences within the CompéTICA network

    Viktor Freiman & Jeanne Godin, Université de Moncton, Canada; François Larose, Université de Sherbrooke, Canada; Yves Bourgeois, University of New Brunswick, Canada; Manon LeBlanc, Michel Léger, Xavier Robichaud, Roman Chukalovskyy & Danny Cormier, Université de Moncton, Canada; Wilfrid Pelletier, APTICA, Canada

    This paper is a brief research report on the development of the CompéTICA partnership network whose goal is to develop a lifelong continuum of digital competences in the Atlantic Canada, to... More

    pp. 351-356

  6. Joint Software Engineering to support STEM Education: Experiences before, during and after a Children's University

    Dagmar Monett, Berlin School of Economics and Law (HWR Berlin), Germany; Josephine Greifenberg, CS Undergraduate Course IT2012, HWR Berlin, Germany; Anne Krautz, Maximilian Stöhr & Rico Ulbricht, Undergraduate Course IT2012, HWR Berlin, Germany

    In this paper we present a pilot project that was part of a Children’s University at a university of applied sciences. The children tested software programs that solve Sudoku puzzles. In this... More

    pp. 357-365

  7. Student Observations of Global Learning:Towards a Formalized Assessment Plan for an IT Study Abroad Course

    Kun Shao & Peter Maher, Webster University, United States

    Global learning is known to be one of the most effective high-impact learning practices in higher education. Finding the means to incorporate global learning into a computer science curriculum is ... More

    pp. 366-373

  8. Citizen Science, Crowdsourcing, and Constructivist Pedagogy

    John R Jungck, University of Delaware, United States

    Citizen Science has the potential to substantively transform the expectations of students, faculty, and higher education institutions: (1) Student work in Citizen Science has intrinsic value. (2)... More

    pp. 374-379

  9. Integrating live delayed video feedback using mobile devices into a real life physical education setting

    Tom Madou & Jorge Cottyn, VIVES University College, Belgium

    The objective of this research was to examine whether self-observation using iPads running a live delayed video feedback application would improve motor skill learning in a realistic educational... More

    pp. 380-384

  10. Role-Play Games as a Tool for STEM Career Inspiration and the Development of Scientific Possible Selves

    Leslie Miller, RIce University, United States

    This paper describes ways that online simulations and serious games may impact the knowledge and motivation of middle and high school students with the ultimate goal of inspiring science,... More

    pp. 385-389

  11. Mashing Content, Information Literacy, and 21st Century Skills

    Kristi Bordelon, KB Consulting, United States

    This paper addresses strategies educators can use to engage students during student-centered lessons incorporating multimedia tools. In addition to teaching skills and knowledge for a specific... More

    pp. 390-395

  12. Fostering Active Knowledge Construction with the TEE-machine

    Gregor Damnik, Antje Proske & Hermann Körndle, Psychology of Learning and Instruction, TU Dresden, Germany

    Especially in the context of computer-based learning, it is crucial to understand how technology can be used to foster high-quality knowledge acquisition. According to Jonassen (2001), high-quality... More

    pp. 396-401

  13. Project-Based Learning for Fostering Advanced Instructional Design Skills

    Yun Jeong Park, St. Cloud State University, United States

    This action research looks at the Project-Based Learning approach that has been adopted to an advanced instructional design course. This online and face-to-face blended course was designed for... More

    pp. 402-406

  14. Computer-Assisted Collaborative Learning in the Content-Based Curriculum

    Alexander Pichugin, Rutgers, The State University of New Jersey, United States

    The paper presents the study of the impact of the innovative computer-assisted collaborative component of a language/culture course. In the first part of the paper, the course “Nature and... More

    pp. 407-409

  15. All for one and one for all! Collaboration in online learning environments

    Kim Livengood & Lesley Casarez, Angelo State University, United States

    Just as students in traditional physical learning environments need connections, students in online learning environments also need the same type of connections. Building collaboration among... More

    pp. 410-414

  16. Collaborative Peer Learning Supports Cognitive Affordances of Technologies

    Michael Schulz, Kristin Ballard & Jodie Hemerda, University of the Rockies, United States

    In an effort to break out of the traditional framework of instructor led coursework, the University of the Rockies is piloting a collaborative peer learning model. In tandem, the university struck ... More

    pp. 415-417

  17. Mining Knowledge with Game Based Learning: Building Knowledge Through Connected Learning with the use of Minecraft in the Classroom

    Jami Roberts-Woychesin, Arts & Technology Institute, United States; Yulia Piller, Arts & Technology Institue, United States

    Gaming has occupied an integral position in educational systems since time immemorial. With past and current technological advancements, sophisticated games have been introduced into the classroom.... More

    pp. 418-425

  18. How to provide feedback when teaching mathematics

    Alla Stolyarevska, Department of Computer Sciences, Ukraine

    Mathematicians have been using gaming technology when teaching by means of computer for a long time. In the 60-70s of the last century the mathematicians applied game situations in intelligent... More

    pp. 426-432

  19. Implementation of a Modified Multi Objective Optimization GA Algorithm in A Stealth Assessment for School Readiness

    Iyad Suleiman, Bradford University, United Kingdom; Maha Arslan, Sakhnin College, Israel; Reda Alhajj, University of Calgary, Canada; Mick Ridley, University of Bradford, United Kingdom

    Assessment of children for school readiness is a crucial process that requires extensive effort to select the sequence of tests most appropriate for the particular case to be investigated. It is... More

    pp. 433-442

  20. Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

    Aaron Doering & Jeni Henrickson, University of Minnesota, United States

    Self-directed, inquiry-based learning opportunities focused on real-world problem solving have been shown to foster creativity in learners. This study examines an online informal learning... More

    pp. 443-451