2021 Conference Program

OVERVIEW

Introduction

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA

Keynote Speech
Wearable Enhanced Learning (WELL): Trends, Opportunities, and Challenges

Prof. Dr. Ilona Buchem
Professor of Media and Communication
Faculty of Economics and Social Sciences
Beuth University of Applied Sciences Berlin
Berlin, Germany

Wearable Enhanced Learning (WELL) is an emerging area of interest for researchers and practitioners in educational institutions and companies. Wearable technologies such as smart glasses, smart watches, smart objects, smart earbuds, and smart garments, are just starting to be used for learning to offer new opportunities for learners, including for learners with disabilities. Wearable devices are body-worn and equipped with sensors, and can be conveniently integrated into everyday activities to support seamless learning. A number of grassroots projects provide new sensors, devices, prototypical concepts, and learning solutions for WELL. 

Wearable Enhanced Learning has been generating new challenges and opportunities in the field of Technology Enhanced Learning (TEL). Wearable technologies have been reshaping the relationship between humans and computers beyond desktop- and smartphone-driven applications of technologies for learning. Wearable Enhanced Learning is beginning to emerge as one of the earmarks of the transition from the desktop age, through the mobile age, to the age of wearable, ubiquitous computing. 

This keynote will outline the current state of research and practice in Wearable Enhanced Learning including trends, opportunities, and challenges. The keynote will draw on insights from the Special Interest Group on Wearable Enhanced Learning (SIG WELL) at the European Association for Technology Enhanced Learning (EATEL) and on selected chapters from the Springer book “Perspectives on Wearable Enhanced Learning (WELL). Current Trends, Research, and Practice,” edited by Buchem, Klamma & Wild (2019).

Wearable Enhanced Learning: Striking a Balance between the Drive for Innovation and Meeting the Needs of Individuals

Prof. Dr. Ilona Buchem, Beuth University of Applied Sciences Berlin, Berlin, Germany

Wearable enhanced learning is a specific type of technology enhanced learning in which wearable sensors and devices are applied in order to support learning. Wearable enhanced learning has been driven by  technological advancements in fields such as wearable computing, augmented and virtual reality, cyber-physical systems and the internet of things. 

Remote Learning and Training in Israel in Light of the COVID-19 Pandemic: Evidence from the Field

Gila Kurtz, Ph.D., Holon Institute of Technology (HIT), Holon, Israel
Slides

Based on the evidence collected from research and surveys with faculty, students, and L&D directors, this presentation analyzes challenges and opportunities that the aftermath of COVID-19 has brought over learning and training spaces in Israel. In particular, it looks at higher education and corporate learning and training spaces.

AI-based Interactive Exam Preparation

Prof. Dr. Tim Schlippe, IUBH University of Applied Sciences, Thüringen, Germany

This talk presents a multilingual interactive conversational artificial intelligence tutoring system used for exam preparation. During the session, main performance results and natural processing language models used are discussed.

Towards Personalized, Dialogue-Based-System Supported Learning for MOOCs

Theresa Elfriede Isa Zobel, Hasso Plattner Institute, University of Potsdam, Potsdam, Germany

This presentation shares the process of integrating a chatbot into massive open online courses (MOOCs), to offer personalized technical and non-technical learner support. The session describes development stages and expected chatbot behaviors on each implementation stage.

CAERS: A Conversational Agent for Intervention in MOOCs’ Learning Processes

Diego Rossi, Ph.D., Federal University of Juiz de Fora, Juiz de Fora, Brazil

This talk proposes an architecture to boost the construction of knowledge by students, tutors, and teachers in virtual learning environments, through autonomous interference and recommendation of educational resources. Initial study results indicate that integrating technologies and resources can effectively support students and help them succeed in their educational training.

Post Pandemic Education (PPE): Reclaiming the Acronym

Charlie Reis, Xi'an Jiaotong-Liverpool University, Jiangsu, China

This talk presents the experience of the Education Development Unit at XJTLU and its work boosting learner engagement in e-Learning spaces. Some of the topics discussed during this session will be: the new notions of text and temporality, structure and design of virtual spaces, learner/user choices and self-determination, among others.

Cultivating Globally Minded Educators

Chris Brighton, Ph.D. and Qian Wang, Ph.D., Xi'an Jiaotong-Liverpool University, Jiangsu, China

This session presents the experience of the MA program in Global Education at the Xi’an Jiaotong-Liverpool University (XJTLU). By sharing student testimonials collected in focus groups, this presentation examines the transformative, innovative and interdisciplinary nature of the curriculum.

Gamification-Facilitated Independent Language Learning in Hybrid and Online Education

Olivia Yiqun Sun and Shuhan Li, Xi'an Jiaotong-Liverpool University, Jiangsu, China

This presentation dissects the curriculum of English for Academic Purposes (EAP), a module implemented at Xi’an Jiaotong-Liverpool University (XJTLU) to teach English to first-year undergraduate students. In particular, the session focuses on how gamification elements are incorporated in the EAP module to facilitate independent language learning, and the range of gamification technologies that are made available at XJTLU to support the use of gamification in online and hybrid learning and teaching.

Using Technology-Assisted Project-based Learning (PBL) to Facilitate Public Speaking Skills in English Medium Instruction (EMI) Environment

Yu Wang and Jiashi Wang, Xi'an Jiaotong-Liverpool University, Jiangsu, China

When applied to second language learning contexts, project-based learning has proven to enhance students’ language proficiency more than traditional ESL classroom contexts. When paired with virtual reality, project-based learning can stimulate students' active learning and problem-solving capacities. This session shares findings from empirical research using technology-assisted project-based learning to facilitate public speaking skills at XJTLU.

Online Learning Always Happens Somewhere: Where and When Will Office Workers Learn Post-Pandemic?

Imogen Casebourne, University of Oxford, UK

This session discusses the impact of factors such as time and place in online learning. By analyzing learning contexts and learners' studying preferences and behavior before and during the pandemic, the presentation draws attention to key elements that organizations should consider when planning online learning, once the pandemic is over.

Early Methods for Teaching About COVID-19 'In Vivo': After Action Report from Developing and Implementing "COVID-19 Recovery to Resilience" Course

Joshua DeVincenzo, National Center for Disaster Preparedness, Earth Institute, Columbia University, New York, New York, USA

This session presents the experience of developing and implementing the non-degree course "COVID-19: Recovery to Resilience" by Columbia University's Earth Institute. The session will summarize after-action findings and theory-based approaches used to design and facilitate the course as the pandemic continues to devastate the country and world.

All Zoomed Out! Strategies for Addressing Zoom Fatigue during the COVID-19 Pandemic

Angela Bullock, Ph.D., University of the District of Columbia, Washington, DC, USA, Alex Colvin, Ph.D., Texas Woman's University, Denton, Texas, USA, and M. Sebrena Jackson, Ph.D., The University of Alabama, Tuscaloosa, Alabama, USA

COVID-19 has significantly impacted how higher education institutions operate, causing a shift to video conferencing tools as learning environments. This session focuses on videoconferencing fatigue, a negative consequence of excessive video conferencing, and presents the technostress model as a framework for recognizing and addressing videoconferencing fatigue.

A Tool for Evaluating the Quality of Online Teaching

Antonio Sarasa-Cabezuelo, Ph.D., Complutense University of Madrid (UCM), Madrid, Spain

This session presents a web application for evaluating the quality of online teaching. The web app is meant to be used by teacher and evaluators. It collects self-reported data and also makes inferences based on analytics, thus providing a simple and intuitive way of assessing the quality of online teaching.

Approaching Adaptive Support for Self-Regulated Learning

Dr. Niels Seidel, FernUniversität in Hagen, Hagen, Germany

During this session, a tool to enhance students' self-regulation skills in online learning environments is presented, and research results after applying this tool in 2 courses are discussed.

Grasping the Shape of Ethical Dilemmas: Towards an Educational Dilemma Generator

Joan Casas-Roma, Ph.D., Universitat Oberta de Catalunya, Barcelona, Spain

This session presents the theoretical background, conceptual design and preliminary testing of an educational dilemma generator prototype. This prototype generates scenarios containing an ethical dimension, and presents them to human educators in order to understand what makes them ethically-relevant.

Measuring Teachers’ Civic Online Reasoning in a MOOC with Virtual Simulations and Automated Feedback Systems

G. R. Marvez, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA

In an increasingly polarized digital landscape, determining the trustworthiness of information has become a critical skill. This session shares objectives and preliminary results of a Massive Open Online Course (MOOC) offered on edX to help teachers enhance their civic online reasoning skills.

[CANCELED) Meet The Expert: Enable Knowledge Sharing, Create Collaborative Cultures and Leveraging Collective Knowledge

Patrick Veenhoff, Meet The Expert, Zürich, Switzerland

Large organizations have a wealth of knowledge and competencies available; however, accessing them at the moment of need remains a big challenge. Meet This session showcases Meet The Expert (MTX), a platform that supports large organizations to enable knowledge sharing, create collaborative cultures and leverage collective knowledge to accelerate digital transformation.

Education Data Mining (EDM) - The Next Big Thing in Corporate Learning

Smruti Sudarshan, LinkedIn Information Technology, Bangalore, India

All corporate learners deserve a great learning experience, one that affords every opportunity for them to grow. But every corporate learner follows a unique roadmap to build their career. Every L&D department in the organization needs the right data in the right format and at the right time. This data enables them to understand their learners and guide them aptly on their respective learning journeys. Educational data is huge and cannot be analyzed using spreadsheets. They need an in-depth analysis of the hidden data to understand learners and their learning behavior. This is where Educational Data Mining (EDM) comes into the picture. Mining educational data can unravel the mysteries of the learners which cannot be collected by a simple learner feedback survey or even field interviews.

Resilient Learning Communities: Interventions and Teaching Strategies in the Time of COVID-19

Melissa Murphy Thompson, Dominican University, River Forest, Illinois, USA

The implications of the COVID-19 global pandemic for higher education are complex and cannot be ignored. This presentation analyzes the application of three strategies in online courses during the initial months of the global pandemic: crisis intervention, trauma informed teaching practices, and differentiated instructional approaches.

Solving Gender and Racial Equity with Experiential Learning and AI

Sheffie Robinson, Shamrck Software, Atlanta, Georgia, USA

Oftentimes, human resources issues in an organization are addressed with policies, procedures, and company culture. However, biases are learned far before being in the job market. This session proposes the use of experiential learning and AI to teach racial and gender equity to high school students, to better prepare them for the workplace.

Centralizing the CLO: Technology and the Confluence of Work and Learning

Jessica Mitsch, Momentum, Raleigh, North Carolina, USA; Erica Depiero, Citi, New York, New York, USA; Michael Cannon, Red Hat, Raleigh-Durham, North Carolina area, USA and Regina Dowd, TSR Consulting, Southport, Connecticut, USA

More than ever, employers across markets and sectors face challenges in attracting and retaining committed, high-performing talent. One powerful and proven way to do so is offering skills development and continued learning in-house, as a recent LinkedIn study showed that 94 percent of employees would stay with a company longer if there was an investment in learning.

Using Online Simulations to Explore Complex Topics and Apply Systems Thinking (POSTPONED TO THURS., 12 noon, Stream 1)

Shelby Marshall, FableVision, Boston, Massachusetts, USA

In this session, we will consider ways in which online simulations can support and extend learning in higher education and corporate training, and we will explore examples at different levels of complexity that have been developed by FableVision Studios, an educational media developer in Boston, Massachusetts.

Topic-Based Learning Saves Resources and Improves Learning

Bruce Cronquist and Todd Stone, Dell Technologies, Seattle, Washington, USA

We know the facts: Learning solutions take time to create, review, and produce; not to mention maintenance. New methodologies such as agile and microlearning help, but our solutions are still big, take time to release, and the content is quickly forgotten. What if there was a system that let you identify the need to know actionable content, prioritize it, drip it out in priority order, getting the most important content out sooner, all while using fewer resources? The Dell Technologies Education Services team moved to topic-based learning (train to what your learners need to do) utilizing the agile framework.
Slides

Do We Really Need Just-In-Time Learning?

Dr. Anu Singh, Fiserv, Noida, India

Just-in-time training makes learning available when it is needed and fosters a culture of intentional learning. This session reflects on the importance of adopting just-in-time training over more traditional training approaches, to create a more personalized, on-demand learning experience at a reduced cost.

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA