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Jun 21, 2018
08:00-09:00 Conference Registration Desk Open
09:00-09:30 Conference Opening - Phillip Kalantzis-Cope, Chief Social Scientist, Common Ground Research Networks, Champaign, USA; Dr. Thalia Dragona, Professor, National and Kapodistrian University of Athens, Athens, Greece; Dr. José Luis Ortega Martín, Professor, University of Granada, Granada, Spain
09:30-10:05 Plenary Session - Anna Frangoudaki, Sociologist of Education, Emerita Professor, National and Kapodistrian University of Athens, Athens, Greece

"Educating Young Generations in a World of Multiple Crises"

Anna Frangoudaki is a sociologist of education and emerita professor of the University of Athens, in Athens, Greece. Her main research fields and publications are on social inequalities and cultural discriminations in education, the Greek diglossia and its social functions, prejudiced knowledge transmitted by schools, and national ideology and its relation to the rise of the extreme right in Greece.
10:05-10:35 Garden Conversation

Garden 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.
10:35-11:20 Talking Circles

Held 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 introduce themselves and their research interests to one another.

Room 1 - Pedagogy and Curriculum
Room 2 - Assessment and Evaluation
Room 3 - Educational Organization and Leadership
Room 4 - Early Childhood Learning
Room 5 - Learning in Higher Education
Room 6 - Adult, Community, and Professional Learning
Room 7 - Learner Diversity and Identities
Room 8 - Technologies in Learning
Room 9 - Literacies Learning
Room 10 - Science, Mathematics and Technology Learning
Room 11 - 2018 Special Focus: "Education in a Time of Austerity and Social Turbulence"
11:20-11:30 Transition Break
11:30-12:45 PARALLEL SESSIONS
Room 1 Leadership Transformations
Effect of Educational Administration's Changing Context on Postgraduate Educational Administration Programs: Globalization, Knowledge Society, Learner Centered Leadership and Educational Administration Postgraduate Programmes
Dr. Gokhan Ofluoglu, Associate Professor Doctor, Labour Economics and Administrative Sciences, Bulent Ecevit University/Faculty of Economics and Administrative Sciences, Zonguldak, -, Turkey Sibel Buzkan,
Overview: Among the major powers building the contemporary context of educational and school leadership; learner centered leadership, picking the research evidences and decision making upon the data, increasing competition and school selection, system oriented social integration, globalization and phenomenon of knowledge society can be counted. This leadership requires having analytical skills, coping with the increasing competition phenomenon and school selection, achieving concern for system oriented society. In this context in this paper, the impacts of these powers building the educational administration context on the preparation of the educational and school leaders for their tasks especially the impacts on the doctoral programmes of educational administration field was discussed. Personnel interviews and questionnaires were conducted with trainers about the subject. Consequently, it is inevitable to review the doctoral programs that train educational and school leaders in terms of goal, content, and teaching style contexts, and quality them according to requirements of new context. Based on these developments, the educational and school administrator training policies of each country educational system should be changed according to the requirements of the field and modernized.
Theme:Educational Organization and Leadership
Principal Leadership of Career and Technology Foundations Curriculum
Leonard Sproule, -, -, University of Lethbridge, Lethbridge, -, Canada
Overview: The purpose of this qualitative study is to explore what principals currently know about the Career and Technology Foundations (CTF) curriculum and ascertain how the principal's understanding of CTF serves to influence their instructional leadership decisions. Sense making perspectives were applied to examine the principal’s understanding of the CTF program of study and the decisions they make as instructional leaders. Semi-structured interviews were conducted with principals who chose to implement CTF during the 2016-2017 school year. Results from this study support that the principal’s understanding of curriculum influences a range of effects between instructional leadership decisions and the pedagogical practices of teachers. By focusing on curriculum-specific variables that principals consider prior to enacting instructional leadership decisions, this study expands upon existing action- and behavior-oriented conceptualizations of instructional leadership. With provincial curricula for all subjects and grade levels scheduled for redesign by the start of the 2022-2023 school year, the results of this study may also serve to inform future directions for the provision of professional learning supports for school and district leaders across Alberta.
Theme:Educational Organization and Leadership
Future of Work as it Relates to the Purpose of Schooling
Sara Ratner, -, -, University of New South Wales, Sydney, -, Australia
Overview: Major corporations such as Deloitte, KPMG, Mitchell Institute and the Foundation for Young Australians are investing significant time and money into researching the future world of work. Through their work, and the work of others, it has become apparent that our schools are not currently producing the work force needed for this new world. This research contributes to the debate by examining the relationship between the future of work and the purpose of schooling. The research adopts a relational approach to examine how the visualised future of work relates to schooling. What is the purpose of schooling as it relates to the future of work? How do our Education systems need to change in order to meet the needs of our new way of working?
Theme:Educational Organization and Leadership
Room 2 Parallel Session in Spanish
Room 3 Challenges in Early Childhood
Engagement of Indian Children and Parents in Early Childhood Settings in Australia
Vijaya Tatineni, Lecturer in Early Childhood, School of Education, Federation University Australia, Ballarat, -, Australia Dr. Sivanes Phillipson, Dr. Nish Belford., -, -, Monash University, Melbourne, -, Australia
Overview: Australian classroom demographics are changing rapidly due to migration. Australia has both federal and state policies to advocate cultural competence issues in early childhood education. Yet, advocacy for cultural competence comes with multiple barriers, mainly as teachers’ efforts, attitudes, beliefs and their cultural misgivings often tint their understanding and implementation of an inclusive approach to multicultural education. Using a multiple case study of 12 teachers and 12 parents, we examined the engagement of teachers and immigrant parents from Indian origin in early childhood settings in Melbourne. The findings show a disparity in cultural understanding among teachers to engage and partner with culturally and linguistically diverse parents. Teachers often face communication problems that affect collaboration in creating more inclusive learning communities with Indian immigrant children and parents. Similarly, the parents expressed difficulties and anxiety in approaching teachers for the integration of their children into the community of learners in the centres. The findings highlight the need for a greater understanding of policy implementation at the practice level and the identification of strategies for better engagement of Indian immigrant children and their parents within early childhood settings.
Theme:Early Childhood Learning, Learner Diversity and Identities
Underpaid and Undereducated: How to Raise the Profession of Early Childhood
Dr. Rebecca Panagos, Professor, Education, Lindenwood University, Saint Charles, -, United States Kelly Hantak, -, -, Lindenwood University
Overview: Recent data reveals a crisis in early childhood education in the United States. The workforce who is entrusted with our most vulnerable population receive the lowest salaries and are hired with the lowest levels of education. The dilemma? Many early childhood teachers earn salaries below the poverty level and can’t afford to pursue a college education, much less, obtain the critical competencies required to care for infants and toddlers. Across the US, states have responded to a recent initiative based on research from the Early Childhood Education Workforce Development and policy development from professional organizations and federal and state governments to address the challenges of the early childhood workforce. This paper compares different states’ responses, the current status and progress, and explores viable options for Policy to Practice. Common practices related include encouraging professional development, advancing levels of education through tuition reimbursement or scholarship, tax credits, and building career pathways. Unique programs offering incentives for profit and non-profit agencies applying data-driven measures are explored.
Theme:Early Childhood Learning
Role of Working Memory in Early Childhood Education
Prof. Kate Cockcroft, Johannesburg, -, South Africa
Overview: Working memory is the mental ability to temporarily store and manipulate information. Its functioning is distinct from the vast storage capacity of long-term memory, and is crucial for optimal learning and development. There is considerable research on several theoretical aspects of working memory, with a particular focus on working memory functioning in adulthood. Far less research has explored the application of such theory to understand how children can be prepared for formal education, and to assist and improve their academic performance once formal education has commenced. In this presentation, key aspects regarding working memory are considered and their implications for early childhood development, learning and education are discussed. The focus is on the value of training and developing working memory in multicultural, low resource contexts, with particular reference to South Africa. In particular, working memory measures may be useful measures of learning potential for school beginners from diverse socioeconomic and linguistic backgrounds. This is because working memory assessments appear to be less influenced by background and socioeconomic factors than many other traditionally used measures of ability.
Theme:Early Childhood Learning
Room 4 Parallel Session in Spanish
Room 5 Community Intersections
Role of Education in Community Development
Prof. Nirupama Prakash, Director, Amity University, Gautam Buddha Nagar, UTTAR PRADESH, India
Overview: One of the key objectives of Education as an Institution is to instill amongst students sound value system and work towards community development with passion. This is manifested in learning by amalgamation of theory and practice. Course curriculum of Social Work as a discipline includes theory courses on various facets of society along with field work. Areas covered are adult education, working with elderly, women empowerment, community development and health. Traditionally Indian society has had the Gurukul system wherein students stayed with the Sage (guru) in the Ashram and learned all nuances about professional subjects and sensitivity towards local community and society at large. With changing times, contemporary India witnessed erosion of values among youth to some extent and the new waive about inducting community outreach activities as part of higher education learning has picked up in educational institutions of higher learning. This has been extended from social work discipline to all disciplines of professional learning, meaning thereby, students with back ground of social sciences, engineering, Management are required to work for community empowerment as part of their course curriculum. The author has conducted community development projects in field of ICT, health, water management and social issues which has far reaching implications of education in community development.
Theme:Adult, Community, and Professional Learning
Role of Self-awareness in the Aesthetic Experience of Contemporary Art
Dr. Anne-Marie Emond, Full Professor, Didactic, Université de Montréal, Montréal, Québec, Canada Joao Pedro Pais Mendonça,
Overview: Studying the emergence of visitors’ self-awareness contributes to the wave of research conducted by Barrett (2000), Hooper-Greenhill (1992, 2000), Garoian (2001), McLean (1999), Reese (2003), Roberts (1997) and Wallach (1998), who have all sought to develop alternative museum educational practices focused on visitors. From this perspective, scholars such as Degain and Benharkate (2009) mentioned visitors’ self-awareness as one of the benefits that a museum visitor could enjoy, but the authors cited did not supply any empirical support. In keeping with these previous research results, we consider the study of visitors’ self-awareness an important component in the development of innovative museum educational programs especially concerning contemporary art exhibits. Acknowledging the importance of the self in a museum experience and identifying the type of self-awareness visitors verbalize during their interactions with contemporary artworks, we believe will have promising implications for museum education practices. This will inform museum professionals on how visitors behave and interact with contemporary artworks and how those interactions might contribute to evolving visitors’ self-awareness as a source of pleasure. In order to achieve this objective, Morin’s model (2005) of self-information was used as a conceptual framework to study more closely the manifestations of visitors’ self-awareness.
Theme:Adult, Community, and Professional Learning
University Academics’ Experiences and Perceptions on the Changing Nature of the University Learning Environment and Its Impact on Student Learning
Sureetha De Silva, Queensland, -, Australia
Overview: Globalisation, knowledge-based economies, new technologies, and global competitiveness have been noted by scholars as the main drivers for rapid transformations in universities worldwide. The impacts of these drivers are reflected in the nature and quality of student learning, matters that are traditionally central to academic identity and self-perception. Academics, correspondingly, are inclined to reflect critically on their experience of the changing nature of the university learning environment, and, specifically, its impact on the quality of student learning This paper draws on data from a current research project exploring experiences of academics in Australian universities related to the changing nature of learning environments in universities. A qualitative research approach is adopted in the study which enables the research to be inductive and open to the potential of generating new theory emerging from the data. The data collection method consists of in-depth, one–on-one, face-to-face interviews with academics employed at public universities located in South Eastern Australia. To accomplish a detailed exploration and analysis of personal meaning and lived experiences of participants, an interpretive phenomenological analysis (IPA) is used in the study. The findings identify diverse learning enrichment for students, as well as concerns about the quality of student learning outcomes arising from rapid transformations in university learning environments. This paper outlines a theme emerging from the data: the effects of increased online teaching; changing academic–student relationships, and the quality of student learning.
Theme:Learning in Higher Education
Room 6 Parallel Session in Spanish
Room 7 The Significance of Gender
We Told You, It Wasn't for Girls: Being a Woman in Mechanical Engineering
Rosetta Ziegler,
Overview: The percentage of women students who enter the field of engineering is generally low. This phenomenon has seemingly not changed significantly despite efforts to promote women in Science, Technology, Engineering and Mathematics (STEM). Mechanical Engineering, for example, continues to attract more men than women. In a field that is traditionally male-dominated, women students experience several challenges at universities and once in the workplace they may be faced with stumbling blocks that prevent women from being promoted, for example, in the same way as their male counterparts. Thus, upward mobility could become a challenge for them. These situations may give the impression that the field of engineering is easier for men than for women and may be a factor that contributes to women choosing fields of study other than engineering. This paper seeks to discuss women in engineering, Mechanical Engineering in particular. It focuses on the experiences of undergraduate women students who are studying Mechanical Engineering at a South African UoT. The paper looks at how their experiences of being women in Mechanical engineering have shaped their perspectives on their roles and identities as future engineers. These students will have completed at least one semester of their undergraduate Mechanical Engineering Diploma and have been chosen to participate in this small scale, qualitative study because they have some experience of being women students in a male-dominated field. The data to be presented is generated from free-writes in which the students describe their individual experiences as women in Mechanical Engineering.
Theme:Learner Diversity and Identities
Educated to Retreat: How Educational Settings Hinder Female students' Leadership Development
Yijie Wang, Beijing, Beijing, China
Overview: That females remain underrepresented in the field of leadership is a well-documented phenomenon. This paper argues that part of the reason lies in educational settings. The Chinese educational settings are examined based on evidence of various sources (including literature in the past 15 years, author’s personal experience and so forth), and it turns out that the protective approach teachers adopt towards girls, the reserved and unworldly female images exhibited by textbooks, as well as the improper view of leadership girls tend to develop through classroom-based leadership experiences, combine to damage girls’ leadership potential. The aforementioned mechanisms are usually unintentional and hard to detect, which means part of the solution lies in the promoted awareness of teachers and educational leaders. If girls are to become future leaders just as boys do, they should not be treated any differently in schools, and it should be recognized that any gender-based differential treatment, even if apparently harmless or displayed as privileges, may end up blocking girls’ access into future leadership careers. Meanwhile, it is important to note that the above issue is not merely about equal treatment for both genders; rather it is broadly linked to what our construction of leadership is. In an ultimately sense, the educational setting is expected not only to produce equal number of "great women" and "great men," but also, partly through its explorations of how to cultivate the female version of ‘great man’, contributes to the update and advancement of the leadership concept and practice as a whole.
Theme:Learner Diversity and Identities
Introducing Gender Diversity in Brazil’s Countryside Schools: Learners’ Achievements and the Drawbacks of Casualised Labour and the “Gag Law”
Else R. P. Vieira, -, -, Queen Mary University of London, London, -, United Kingdom
Overview: This contribution initially situates the groundbreaking gender diversity dimension of the Newton Trust-funded Project “Gender and Education in Rural Brazil” (2015-2017), within the context of the country’s legalization of same-sex relationships (2013), whilst also aligning this historically conservative space with world-wide gender equality developments as well as filling in a gap in the syllabus of countryside schools in Brazil’s state of Paraná in consonance with the forward-looking Parameters of the National Curriculum (1997). It will then focus on the learners’ achievements, along Paulo Freire’s lines, as producers of knowledge and educational resources specific to their historically conservative cultural context. It will further elaborate on the project’s political role as a spectrum of resistance to the obscurantism epitomized by the Bill 7180/2014, in Congress, designed to warrant a nation-wide value-free education. This major pedagogical intervention, however, while successfully “disrupting the consolidation of conservative narratives on gender diversity amongst participating adolescent rural agents” (César 2017), has also faced the challenges of concomitant encroaching austerity-related casualisation of teaching jobs. How to maintain learners’ engagement and promote continuity in a context of conjoined labour “precariat” and fear of expression in response to the Bill, popularly known as “The Gag Law”?
Theme:Pedagogy and Curriculum
Room 8 Peer Participation
Peer-Assisted Learning and Professional Learning Experiences at an Australian University: Spaces of Conviviality
Dr. Jane Bone, Melbourne, -, United States
Overview: The participants, who were all international students, showed a sophisticated understanding of their professional role. A key finding is that they did not always communicate in expectable ways or in the usual places. Students found their own ways of peer learning and despite challenges they often found space for this learning outside the early childhood classroom. Using ideas from Deleuze and Guattari these "smooth" and "striated" spaces are discussed here and Deleuzian ideas contribute to the analysis that includes attention to peer communication as a multiliteracy (Masny & Cole, 2012). The students challenged stereotypical perceptions of how they might behave and show that a site of struggle and scrutiny can also become a place of support and conviviality. This is especially significant as the numbers of international students rise in Australian universities. What is offered here is a way of reducing the individualised and challenging nature of professional learning experience and extending trust to students who will be future educators, mentors and leaders in the early childhood field.
Theme:Learning in Higher Education
Organisational Friendships and Peer Engagement on Professional Placement: A Peer-assisted Learning Approach
Dr. Kate Bone, Melbourne, -, Australia
Overview: This study explored how students benefit from the support of having a peer with them during their first professional placement in preschool contexts As part of their qualification student teachers are required to go into classrooms to practise their teaching skills and learn about the workplace. This project was underpinned by a PAL (Peer Assisted Learning) approach. A group of students were interviewed which provided in-depth data about their experience of being with a peer. Encouraging peer engagement facilitated the development of friendships and increased experiences of social support and wellbeing among participants. Findings from this project extend conceptions of organisational friendships beyond managerial imperatives, and extend the PAL approach beyond pedagogy, in order to consider the intrinsic value of friendship to pre-service teachers during placement. The intended outcome of this research is to support change and transformation for international students on their pathway to becoming educators in Australia. Encouraging friendship in this context is also considered a way to counteract competitive attitudes that easily prevail in difficult times.
Theme:Educational Organization and Leadership
Promoting Student Engagement in Learning
Dr. Satyen Gautam, Senior Lecturer, Chemical and Biomolecular Engineering, National University of Singapore, Singapore, -, Singapore Dr. Sachin Jangam, Dr. Kai Chee Loh,
Overview: While traditional teaching methods and incorporating cutting-edge technology into the classroom can facilitate efficient transfer of information, it may not necessarily motivate students to participate in learning. While no single rule of thumb can solve this problem, creating opportunities for student involvement may offer a palatable and practical solution. With the intent of creating an alternative classroom environment, one which encourages positive student engagement, peer assessment was explored in conjunction with classroom teaching. In the present context, peer assessment refers to assessment of students’ work by other students of equal status. Peer assessment was conducted for an undergraduate elective course titled "Food Technology and Engineering." As part of the activity, students working in small groups (3-4 students) were required to design rubrics for assessment, assign marks to their peers for the group presentation and provide constructive feedback. Advocates of peer assessment, while associating it with a number of benefits, have reported sceptical perceptions of students about the activity as well. Understanding the challenges and investigating ways to find possible solutions is crucial to the success of the activity. This presentation discusses the various ways that were adopted to tackle these challenges. At the end of the activity, student survey was conducted to evaluate students’ perceptions. Student survey showed that peer assessment was well received by many students and encouraged them to participate. The survey results also showed that besides providing opportunities to the students to use their voice and knowledge to contribute, peer assessment enabled them to develop skills that were transferable to the workplace and to other aspects of life.
Theme:Learning in Higher Education
Room 9 Global Implications
Global Collaborations for Lasting Learning
Dr. Candace Roberts, Professor, Education Department, Saint Leo University, Florida, USA, Saint Leo, -, United States Kate Wittrock, Professor, School of Education and Social Services, Saint Leo University , Saint Leo , FL, United States Alexandra Kanellis, Dorothy Chrisochoidou, -, -, American Farm School , Thessaloniki , -, Greece Maria Betsia,
Overview: During these challenging times of rising austerity and social turbulence, when there appears to be a rise of ethno-nationalism and intolerance of “others,” educators can build bridges that diminish the trend and show the true value of collaborating with and learning from others. This presentation will focus on a global collaboration project between a university in the United States, and students at the American Farm School in Thessaloniki, Greece, via the use of the free, innovative video response platform, FlipGrid. The platform allows for asynchronous collaboration and exchange of content, ideas, and cultural understandings. Students can interact with experts and each other to explore different cultures, learn about global issues, and even solve problems. This global collaboration project promoted significant student engagement and lasting learning by employing strategies that research has proven to have a significant influence on student achievement. In his book, Visible Learning: Maximizing impact on Learning (2012), John Hattie, reported the results of a 15 year research project that included 800 meta-studies exploring variables influencing student learning. Among the variables with large effect sizes were “classroom discussion” and “reciprocal teaching.” Two strategies evidencing moderate effect sizes were “self-verbalizing,“ and “Interactive video methods (using technology)”. The parameters of this project and the discussion platform, FlipGrid, advanced all four of these influencing strategies. Results of student surveys examining student engagement, learning, and perceptions will be reported. Reference: Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
Theme:Learner Diversity and Identities
Using Interactive Learning Spaces for Global Diplomacy: Social Justice Collaboration between US and International Students
Ana Mann, ESL Instructor, Intensive English Institute, Ball State Univeristy, Muncie, -, United States Dr. Matt Moore,
Overview: The collaboration included a mix of social work students enrolled in social welfare policy courses and international students enrolled in English courses for non-native speakers. Students involved in this collaboration focused on topics such as human trafficking, poverty, and immigration. Students had to explore these topics using international perspectives and identify global strategies for addressing these social injustices. A secondary objective of this collaboration was to help international students integrate into US-based higher education and to help social work students engage individuals from a variety of diverse backgrounds. Faculty members used learning methodologies such as inquiry, team, and problem-based learning to engage students in the educational process. The collaboration was made possible because of the learner engagement tools available in the Interactive Learning Space available on campus. This paper will outline the lessons learned from faculty members and students who participated in this international collaboration. This includes a review of student learning outcomes, student feedback about the collaboration, and a review of the role space played in enhancing student success.
Theme:Learner Diversity and Identities
Alternative Social Futures in the Global South through emphasizing Value Attributes in Higher Education
Belinda Verster, -, -, Cape Peninsula University of Technology, Cape Town, Western cape, South Africa
Overview: Since 2015 the South African higher education landscape has been transformed like never before with the rise of the #Feesmustfall movement and a social demand for decolonized university education. This created a shift not only in the higher education landscape but in society itself. Urban planning students are the future professionals that need to be able to negotiate such shifts to ensure a better (more just and equitable) society. The urgency of rethinking the urban planning educational environment and the central position planners can fulfill in addressing the rift between the needs of society and the products of higher education, initiated this research project. The purpose of this paper is to introduce an alternative learning environment that focuses on the centrality of value attributes. Collaboration as a social practice within a structured learning environment is used as the main catalyst. It is argued that this will help students negotiate the societal complexities that is manifesting in an ever changing landscape. The method that was followed is semi-structured interviews with two respondent groups: urban planning academics at four South African traditional universities and universities of technology, practitioners at non-governmental organizations. The semi structured questionnaires were informed by Schatzki’s Practice Theory and Laurillard’s Conversational Framework.
Theme:Learning in Higher Education, 2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Room 10 The Roles of Family
Maternal Scaffolding Strategies: Informal Home Teaching and Learning Environment in Chinese and US Families
Dr. Xiao-lei Wang, -, -, Pace University, Pleasantville, New York, United States
Overview: This study examines everyday scaffolding styles in Chinese and US families, as well as children’s responses to the scaffolding styles. Forty Chinese and US mothers and their 4-year olds (half girls and half boys) participated in the study. The mother-child dyads were asked to play with a classic Chicco Gazebo toy in their homes. The mother-child interactions were video-recorded, transcribed, and coded with a scheme developed by Wang, Bernas, and Eberhard (2005). The results suggest that mothers in the two cultural groups used distinct interactive styles. Chinese mothers initiated more task-related interactions, took more interaction turns, and elaborated more on children’s initiations than US mothers. Moreover, Chinese mothers used immediate scaffolding (e.g., immediate correction and demonstration) and the US mothers used deferred scaffolding (e.g., asking questions and suggesting alternatives). Furthermore, the study indicates that children did not always passively comply with the strategies used by their caregivers. They actively transformed adult strategies by elaborating on and appropriating them. The findings of this study urge educators to make efforts to understand the complexity of students’ everyday home learning environments and to maximize their learning potential by taking advantage of the funds of knowledge they developed at home.
Theme:Early Childhood Learning, Learner Diversity and Identities
Current Research and Challenges for Early Childhood Learning and Education: The Development of Cognitive, Memory and Language/Literacies in Children, Birth to 7 Years
Dr. Lawrence . Majovski, Clinical Associate Professor, Psychiatry&Biobehavioral Sciences, U. Washington School of Medicine, Seattle, Washington, United States Dr. David Breiger, Department of Psychiatry, Washington University School of Medicine, Clinical Professor
Overview: The paper presents current research and important challenges for professionals in early childhood learning and the impact of global migration of displaced families. During early childhood, learning and knowledge are gained by dynamic cognitive processes of experiencing, conceptualizing, analyzing and doing. Multi-sociocultural factors significantly influence what a child learns and thinks. The challenge of knowing what works for one child's learning, but might not work for another child, will be discussed. How the child satisfies a learning task's demand will be discussed from a pedagogical science perspective and practice of a dynamic process of learning versus assessment i.e. a measure of the extent of a child's learning transformation over time. A review of key research findings in the following areas will be presented: neurocognitive development and maturation; development of memory in early childhood; language/literacies and reading progress; working memory and executive functioning impact on learning and academic performance; sociocultural interactive processes; Vygotsky's and Luria's influences on dynamic processing v. performance in children's learning; maternal/familial influences on a child's learning and literacy; impact of global immigration on war-displaced children; and health conditions and poverty effects.
Theme:Early Childhood Learning
Safe Spaces for Aboriginal Families and Their Children: Early Literacy Learning, Cultural Representation and Engagement in an Aboriginal Playgroup
Prof. Liam Morgan, Associate Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney, Sydney, NSW, Australia
Overview: Children’s early literacy learning is multifaceted and lays down the foundations for their overall progress throughout their school years and into later life. While most policy focus has been on formal early childhood programs and preschool attendance, for a significant proportion of Aboriginal families, informal programs can provide opportunities for Aboriginal run safe family spaces that facilitate integrated early childhood programs and services. This paper draws on data from a case study investigating the literacy practices of children urban Aboriginal backgrounds attending an informal playgroup setting. The focus on supporting early literacies while drawing on families’ strengths and their social, cultural and linguistic capital, resulted in increased engagement and literacy learning for these children and their families.
Theme:Early Childhood Learning
Room 11 Parallel Session in Spanish
Room 12 Teaching Science
Explortion of the Ancient Athenian Agora in Science Teaching
Maria Houpi, fellow worker, Department of Education, Religious Affairs, Culture and Athletics, General Secretary of Coordination of Gonvermental Work, Athens, Greece
Overview: In the present study we outline the procedure implemented in order to perform activities relating science lessons with an Archeological Site. The water clock that was constructed at the end of the 4th cent. B.C. in a prominent location of the Ancient Agora in Athens, Greece gave us the incentive to perform activities referring to time and its evaluation, with eleventh grade students. The concept of time and the conflict between absolute and relative time which reflects the history of physics and philosophy were conveyed by students through a video creation using Drama techniques Students wrote an innovative humoristic scenario. Additionally, students constructed a Water Clock (Klepsydra) with recycled materials. Both activities were publicly presented in the Agora. Results showed that the use of the Archeological Site as part of the teaching process stimulated the motivation of students. Promoting an investigative approach in teaching was an indivisible part of building a sense of scientific community in the classroom. Multimedia, Experiment and Drama were used as mediating tools in the learning of science notions. The activities also enhanced creativity, communication, collegiality and collaboration among students. The added value of the learning experience created is illustrated through students’ differentiated participation and higher order thinking manifestations analysed and categorised so as to highlight changes in classroom practices.
Theme:Science, Mathematics and Technology Learning
Acquisition of New Competencies of Science Teachers and Pre-graduate Physics Teachers in the Community of Practice
Dr. Renata Holubova, -, -, Palacky University, Olomouc, -, Czech Republic
Overview: Requirements for schools by the education policy of the state are changing dynamically. A number of key needs of in-service teachers have been identified - the development of teachers' competences in the field of didactics, in the field of reflection of their own teaching activities, the implementation of new teaching forms and methods of work with emphasis to the individual needs of learners within a heterogeneous group, the implementation of interdisciplinary relations. The aim of this paper is to present the outcomes of the project that is solved at the Faculty of Science in Olomouc, Czech Republic. One of the key activities of the project is to interconnect more closely the pre-graduate teacher training with the practice at schools and the cooperation with teachers of various secondary schools. Video hospitalizations of lessons are provided. Lessons realized by experienced teachers are compared with lessons realized by university students (pre-service teachers). The lessons are analysed and reflected. Particular examples of the comparison of various physics lessons will be presented, crucial problems in these two types of lessons will be discussed. It can be demonstrated that the community of practice (universities, secondary schools and non-profit organizations) can be of great importance for acquisition of new competencies of teachers so as students.
Theme:Learning in Higher Education, Adult, Community, and Professional Learning
Managing the Research Process: introducing a Learning Application That Guides Learners to Conduct Research in a Structured Framework
Dr. Keith Maycock, -, -, National College of Ireland, Dublin, -, Ireland
Overview: The modern culture of learning consists of an unlimited network of information which is available to anyone with an internet connection. This culture of learning takes a step towards Marx’s ambitious "right to education for all" matching the opportunity of a bourgeois education with proletarian realities. However, this march is tempered by the fact that access to resources does not ensure an excellent education on its own. On the one hand, the quality of information or educational resources available vary significantly in the information age. While on the other hand, the 21st-century learner is now expected to use technology as a tool; to research, systematise, evaluate, and communicate information effectively and seamlessly, in addition to knowledge creation. The paper introduces an educational tool which was designed to bridge a perceived gap with post graduate learners conducting postgraduate research projects and or dissertations. This educational tool enables learners to conduct searches across many repositories using a single interface and manages and visualises the learners’ review process for both the learner and the supervisor to ensure that the learner follows the typical research cycle. Additionally, the application has many advanced features for researches to enable them to automatically conduct systematic reviews and highlight potential collaborations.
Theme:Technologies in Learning
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
Room 15 Equity, Participation and Opportunity
Historically Black Colleges in the Western United States
Dr. Roger Hardaway,
Overview: Slavery existed in the United States of America until 1865. One of the innumerable inhumane aspects of slavery was that state statutes prohibited anyone from teaching slaves to read and write. Among the reasons for these laws was to prevent slaves from forging the freedom papers that all free African Americans possessed. Once slavery was abolished, however, so did the reasons for keeping former slaves illiterate. In the years after slavery ended several organizations and individuals supported the idea of formal education for African Americans from the elementary through the post-secondary levels. Before long, colleges for black Americans existed in every jurisdiction that had sanctioned slavery. Most slave states and territories were east of the Mississippi River, but a few were west of that major American waterway. Thus, an examination of the history of black colleges west of the Mississippi will shed light not only on the advent of education for black citizens in the United States but also on the experiences of African Americans in the American West.
Theme:Learner Diversity and Identities
Inclusive Education in Tanzania: Movement Beyond Barriers?
Dr. Kathy-Anne Jordan, Associate Professor, Special Education, Mercy College, New York, NY, United States
Overview: The purpose of this paper is to share a proposal for research that seeks to identify and examine examples of effective inclusive education practice at one school in Tanzania. Effective inclusive practice is defined using the objectives and strategies outlined in the country’s comprehensive inclusive education plan, the National Strategy on Inclusive Education report. Since the publication of this document in 2009, many children with disabilities remain under enrolled in Tanzania’s primary and secondary schools. According to a United Nations report, children with disabilities represented approximately 8% of Tanzania’s resident population in 2011, yet they accounted for less than 1% of all attendees at the primary level. Similarly, at the secondary level, boys with disabilities represented 0.3% of those enrolled whereas girls accounted for only 0.25%. Compounding the problem is the fact that there is still no national system in place to facilitate identification and assessment of children with disabilities (UNICEF, n.d.). Many research studies identify barriers to inclusive education in Tanzania, but few examine how schools, despite substantial challenges and barriers, are working toward effective inclusive education practice. Because this research seeks to document effective inclusive education practice and identify the factors that support such practice, it will hold implications for educators and school administrators working toward equitable and inclusive education practices within their own schools. The proposal is a work currently in progress. I will share aspects of the proposal and literature review.
Theme:Learner Diversity and Identities
Promoting Intrinsic Motivation in an Action for Science Communication
Dr Michele Hidemi Ueno Guimaraes, Jonny Teixeira,
Overview: Among the experiments used in Science Centers and Museums some of them stand out for calling and holding more attention of visitors. The characteristics of these experiments, by emitting sounds, lights, colors or causing any kind of surprise when visitors interact with them, turn them into venues for Non-formal Education sites. These devices were called by the authors of surprising experiments, because they caused diverse sensations to the visitors. Within itinerant scientific divulgation projects in parks and schools, these experiments are present in the exhibitions often mounted on tables. In this work, we identify and discuss the influence of the characteristics of these experiments on the motivation and behavioral change of the visitors present in the Centers and Museums of Science and on the itinerant actions of Scientific Divulgation. We could observe that both the surprising and the challenging experiments had a great influence in increasing of the intrinsic levels of motivation of the visitors, changing the behavior towards the elements of the exhibition, improving the quality of the interaction and stimulating the interest and the curiosity of the visitors.
Theme:Learner Diversity and Identities
12:45-13:45 Lunch
13:45-15:25 PARALLEL SESSIONS
Room 1 Culturally Responsive Pedagogies
Evolution of a Multicultural Education Course Offering to Pre-Service Teachers
Dr. Paoze Thao, -, -, California State University, Monterey Bay, Seaside, -, United States
Overview: Multicultural education is a school reform that emerged from the Civil Rights movement in the 1960s with the goals that “students from all social class, gender, racial, language, and cultural groups would have an opportunity to learn” (Banks & Banks, 2001, p. 4). Given this movement, curriculum and instructions, and course offerings for pre-service teachers at the California State University Monterey Bay were redesigned to prepare undergraduate Liberal Studies’ students with the knowledge, attitudes, and skills to be able to teach cross-culturally. The goals of Multicultural Education were to ensure that by educating university students, they would in turn educate K-12 students to respect and appreciate people of different ethnicities, cultures, abilities, and social economic status. Armed with a diverse perspective, K-12 students would become literate and socially adept in cross-cultural interactions and possible decrease and or eliminate discrimination, racism, and ethnocentrism. Banks, Sleeter, Grant and many others multicultural educators foresaw that students taught courses in Multicultural Education would be the catalysts for environments that could improve race relations, decrease racial misunderstandings, and become stewards for a pluralistic society.
Theme:Learner Diversity and Identities
Engaging Teacher Candidates in Discussing Controversial Issues in Multicultural Education
Dr. Ernest Pratt, -, -, University of Mount Union, Alliance, Ohio, United States
Overview: The goal of the Council for the Accreditation of Educator Preparation (CAEP) is to ensure that educator preparation providers (EPPs) prepare future teachers who know the content of the subject(s) they will teach, know how to teach that content effectively to students from diverse groups... With the emphasis on diversity in teacher preparation, multicultural education plays an important role in preparing future teachers. But according to Villegas & Lucas (2002), a singular focus on the “what’s” of multicultural education without addressing the critical elements of organizational culture and climate may produce virtuous feelings but inconsequential and perfunctory results. This approach to multiculturalism assumes teacher candidates lack relevant knowledge and gives limited attention to other models of cross-cultural education (Irvine, 2003). The essence of a healthy democracy is open dialogue about issues of public concern (Harwood & Hahn, 2009). A multicultural education course provides an important platform in a teacher education program for addressing controversial issues. As future teachers, teacher candidates need to be equipped with the tools necessary to succeed in the modern world.
Theme:Pedagogy and Curriculum, Learning in Higher Education, Learner Diversity and Identities
Transcultural Pedagogical Training for Field Educators of International Students
Dr Averil Marie Grieve, Melbourne, -, Australia
Overview: This paper reports on a training programme developed to meet the needs of field educators of culturally and linguistically diverse (CALD) students on placement. In recent years the number of CALD students and courses that include a placement or work-integrated learning (WIL) component have grown rapidly. Using a transcultural pedagogical framework, the programme proposes an innovative way to approach the training of industry-based educators of international students. Responding to calls for the development of a community of practice for field educators of international students, transcultural education workshops were offered to allied health field educators and students. The aims of these workshops were to both increase overall understanding of transcultural communication and develop a facilitated platform for the exchange of ideas and experiences. This paper reports on facilitators’ and participants’ learnings from these workshops, the overwhelmingly positive anonymous feedback received by participants and future programme projections. This programme paves the way for the development of transcultural teaching practices in WIL and on placement. This will assist in the critical transition from a deficit-based education approach to one of inclusion and mutual learning. The project supports the learning of both students and supervisors and promotes educational exchange between industry and universities.
Theme:Pedagogy and Curriculum, Learning in Higher Education, Learner Diversity and Identities
Lack of Socio-economic and Ethnic Diversity in Appalachian Colleges and Educational Solution Strategies
Brigitte Anderson, English Professor, Humanities, University of Pikeville, Pikeville, Kentucky, United States Andrew Reed, Pikeville, -, United States
Overview: As faculty at the University of Pikeville, a small liberal arts university in the Appalachian mountains of eastern Kentucky, Dr. Brigitte Anderson and Mr. Andrew Reed primarily teach students descended from 19th-century Scotch-Irish settlers. Ethnic diversity is limited. The situation is similar regarding socio-economics. Students belong to the working middle class. Interested in this phenomenon, Anderson and Reed, consulted recent scholarship (2010-2017) and conducted their own primary research at five Appalachian colleges and universities. Their goal was to assert the lack of diversity at Appalachian colleges, and to identify educational strategies to compensate for this lack. They learned, the primary vehicle for students to immerse themselves in diversity is Experiential Learning in various forms.
Theme:Learner Diversity and Identities
Room 2 Parallel Session in Spanish
Room 3 Cognitive Processes
Examining Students’ Cognitive Load in Processing Corrective Feedback
Dr. Karen Chung Chien Chang, New Taipei City, -, Taiwan
Overview: In the past 15 years, there has been an on-going discussion regarding the need to provide corrective feedback (CF) to students learning English writing. Two issues have stood out in this discussion: the effectiveness of corrective feedback and the types of feedback provided. In the past research, not much has been explored about providing EFL learners corrective feedback in their L1. This study aimed at investigating if corrective feedback provided in different languages (English and Chinese) led learners to experience different levels of cognitive load and their perceptions of the feedback given in different languages. In a controlled setting, this study monitored and recorded the time that the students spent on processing the feedback they received in Chinese and English, administered a questionnaire to measure three types of cognitive load, and interviewed the learners to shed light on their perceptiveness of the CF in these two languages. The findings have indicated that these students spent longer time in processing CF provided in English, that the English CF cast higher cognitive loads, and that the participants preferred receiving CF in Chinese for the reasons of a faster understanding, lower tendency in re-reading feedback, less frustration caused by leaners’ uncertainty in CF.
Theme:Assessment and Evaluation
Intuition versus Reason: Are They Necessarily in Conflict?
Dr. John Ray, -, -, University of Montana, Missoula, Montana, United States
Overview: Reason and intuition are often portrayed as opposing learning methods. Reason deals with the extrinsically plausible, problem solving through the deliberative application of logic and evidence. Intuition deals with the intrinsically plausible by providing spontaneous insight into the solution of a problem. Reason is portrayed as rule base and analytic while intuition is more associative and heuristic. Both are valid methods of learning that should not be viewed as being in opposition. Intuition should be viewed as supplying the matter of learning while reasoning provides the form and rubric of learning. Reasons generally are supported by other reasons but such a process cannot go on to infinity. There must be axioms of thought that come from intuition. Intuition is also necessary for the mind to recognize the successful completion of a learning experience. An example of this would be when a student, as Plato discussed in the Meno, suddenly realizes or “sees” the truth. Using the notion from idealist philosophy of the concrete universal, this paper proposes a theoretical way of uniting intuition and reason in the learning process. Intuition is both the starting point and end of the learning experience with reasoning leading from the beginning to the end.
Theme:Pedagogy and Curriculum
Critical Thinking and Reflective Pedagogical Mediations in Development of Communicative Competence and Political Attitude in University Students
Prof. Luís Fernando Pacheco Pérez, Researcher, Research and Education, Common Ground Research Networks, Armenia, Quindío, Colombia
Overview: Through Critical thinking and pedagogical mediations of reflective nature it is sought to implant in students of University level a political attitude which is one of the traits of the personality of young people lately that is absent in a regular basis. With the implementation of mediations which help students to reflect upon their learning and the phenomena affecting the society they live in, it is intended to provide not only motivation but also the means for developing features of the communicative competence that belong to the side of the critical thinking and political attitude construction. When students are directed to the point of creating language using their life experience, they feel more important than in a regular master class that only stands out the most academic suited students, leaving the ones with low academic development aside, creating a void for those who take for granted that the low grades determine the rest of their professional and personal build-up process.
Theme:Learning in Higher Education, Adult, Community, and Professional Learning
Learning about Writing Development through Metacognitive Reflection
Dr. Ondine Gage, -, -, California State University, Monterey Bay, Seaside, -, United States
Overview: In this qualitative study, the researcher sought to understand what factors impact the transfer of lower division academic writing abilities (Yancy, Robertson, & Tarzak , 2014) to upper division discipline specific course work. Learning to write academically requires learning to use rhetorical genres (accepted practices of organizing and presenting knowledge) and discourse (language used to convey knowledge within a community) of a new discipline (Hyland, 2006). Moreover, as future teachers, these students must adapt their discourse practices to a wide range of social contexts. As students learned about and engaged in the process of writing in a new genre, what resources aid students in their writing development? Data collected for this longitudinal study of 5 classes over 3 semesters includes: 5 post-draft metacognitive reflections written over the course of each semester. Following Negretti’s (2012) analytical schema for evaluating metacognition in written communication, preliminary findings of this on-going research reveal that the quality of the learning community may facilitate access to transfer of writing skills.
Theme:Learning in Higher Education
Room 4 Parallel Session in Spanish
Room 5 The Confluence of Technologies
Improving Student Success through Engagement in Online Gen Ed Mathematics Courses
Dr. Lila Roberts, Morrow, -, United States
Overview: After several semesters of discouraging student success metrics, implementation of several strategies to encourage more frequent student engagement significantly improved performance. This presentation will focus on some engagement strategies including substantive discussion posts, course policies, and instructor interaction that yielded positive results in student performance and course satisfaction, even with students whose life situations were not conducive to success in a fully online course.
Theme:Science, Mathematics and Technology Learning
Owning Technology: Education Students Engage with Technology as a Primary School Subject
Dr Fabian Neuhaus, -, -, University College London, London, -, United Kingdom
Overview: In today's consumer world, technology is becoming increasingly alien to most of us in the sense that ownership over it is no longer taken. Technology is increasingly treated as independent and self-sufficient. It, therefore, is becoming increasingly difficult to teach technology subjects in school and motivate education students to take on the subject. With this project, we aim to counter these developments and devised a module to explore with students technology in a hands-on way to give them the confidence to take back ownership, but also responsibility in regards to technology. We work with education students preparing to teach in primary schools. This project is part of a national program to further technology in primary schools in order to motivate more students to study technology and ultimately educate more skilled technology experts. It includes an emphasis on gender to ensure equality and especially encourage girls to engage in the subject. A number of experiments tackle the cycle of inventing, constructing and applying technology as well as discuss its ethical dimension.
Theme:Science, Mathematics and Technology Learning
Improvement of Narrative Competencies through Design Thinking in Teaching of Audiovisual Script for Undergraduate Students
Andrés Forero-Serna, Teacher, Communication Faculty, Universidad de La Sabana, Chía, -, Colombia Dr. Ana María Perez-Guerrero,
Overview: Over the course of two years, three teachers and thirty students from the Audiovisual and Multimedia Communication Program of the University of La Sabana (Colombia) have been part the group "Sigla," an interdisciplinary research group in scriptwriting and an audiovisual laboratory. This initiative intends that within academy the participants experience the whole process of audiovisual creation, from generation of original stories to their production. This group has developed a research-creation project focused on the examination of new strategies and forms of teaching in these areas through the application of Design Thinking, a methodology for solving problems with innovative proposals, significant for a specific group of people. We start from the study of creative processes within the academy, centered on quality improvement of audiovisual training. This paper aims to present the case study of one of these educational experiences, in which Design Thinking strategies favored the consolidation of narrative competencies such as the identification of conflict and its effective communication through the audiovisual language, and sharing its process since idea generation until the final version of the short film.
Theme:Learning in Higher Education
Dynamics in Participating in a Collaborative Platform
Joanne Roch, Québec, -, Canada Jean François Roussel,
Overview: The virtual-collaborative-platform pilot project was established for cohorts in the master's program in training management. It aimed at increasing training-offering flexibility, ensuring continuity in the learning experience, and promoting the use of this kind of tool in organizational settings. After describing the initial problem, we present the research that guided us in designing this innovative practice. In order to benefit from this research on virtual communities of practice, we used qualitative research to expand our understanding of the variables that influenced platform participation by interviewing participants about their experience in taking part in the collaborative-platform project.
Theme:Technologies in Learning
Room 6 Parallel Session in Spanish
Room 7 Pedagogies for Professional Development
Professional Skills and Qualifications Certification in Brazil
Prof. Ana Lúcia Sartorelli, -, -, Centro Paula Souza, Santo André, São Paulo, Brazil Sra Tereza Silva, São Paulo, -, Brazil
Overview: So many reasons lead a young person to work without continuing formal education. His professional competences are developed therefore through his work performance. At a certain moment in his career, only professional experience may not be sufficient for a promotion or a new job opportunity. There is also another professional profile that needs a diploma to obtain a job: the refugee who leaves his country with no documents proving his professional experience and courses taken. In both cases it is possible to obtain a diploma in institutions accredited by the State Council of Education of the State of São Paulo/SP, Brazil, for the certification of competencies needed for the purposes of diploma. Since 2011, the Paula Souza Center, Institution of Public Technologic Education, has carried out the processes of certification of competences for the purposes of diploma in its technical courses. The interested ones are evaluated by contextualized interview, theoretical and practical evaluation in which it is assessed if he has the necessary skills to practice the profession of technician. To illustrate better the process, it will be presented the story of Blaze, a Congolese political refugee who acquired his inclusion in the Brazilian labor market through the process carried by Paula Souza Center.
Theme:Assessment and Evaluation
Learning Professional Practice in a Police Jurisdiction, Learning to become a Cop, Reproduction of Knowledge and Practice
Dr. Cheryl Ryan, -, -, Deakin University, Geelong, -, Australia Dr. Tracey Ollis, -, -, Deakin University, Geelong, -, Australia
Overview: This paper draws empirical research conducted in Australia with police offices from a range of ranks, including senior management. We argue policing is in a state of flux and police education is under erasure. This paper draws on critical theory, in particular theories of power and discourse in the writing of Foucault and also Bourdieu’s understanding of habitus, illusio and doxa to interpret the data.The emphasis on hands-on police practice without a theoretical understanding of epistemology and theory frameworks that may provide a deepening and detailed understanding of police practice resonate throughout the data. We argue police training needs to be scrutinized and critiqued with the current move towards professionalization of policing. We argue for a police education that is embodied and holistic, one which acknowledges the importance of good practices, but also is supported by critical reflection, deep and meta learning processes complemented by a strong theoretical base. Building a capacity for continuous professional learning of police in Australia requires a re-imagining of the current curriculum.
Theme:Adult, Community, and Professional Learning
Collaborative Marketing Internship Programs
Lan Wu, -, -, California State University, East Bay, Hayward, -, United States Sweety Law, -, -, California State University, East Bay, California, United States
Overview: Internships are increasingly being incorporated in college programs as an important component to enhance student learning and employability of graduates. Many marketing internships appear to be administrative support or sales force positions requiring mainly soft-skills, and in which students have limited on-the-spot training and prospects of professional development. Given low requirements, it is hard for sponsoring firms to assign or assess interns’ potential to deliver in real or more challenging tasks. Unsurprisingly, implementation of marketing internships varies: most programs are mainly supervised either by employers on site, a faculty coordinator, or a university internship office, with relevant learning outcomes difficult to evaluate. To address the concerns, we conducted a three- phase pilot program that started in a marketing course. Phase I: Instructor finds an industry partner and defines its marketing problems; guides students to work on the problems and provide suggestions to the partner. Phase II: At partner’s site, students implement suggestions developed in phase I and continue to work on the problems; partner and faculty provide feedback. Phase III: Students work on similar problems for different industry partners based on experience in Phase I and II; they may also continue into full-time employment. Data was collected following case-study principles (Yin, 2003). Preliminary results suggest that faculty preparation of learning objectives and tasks, focus on relevant marketing function to be applied, clarity of intern and employer obligations, and active supervision in all three phases created a successful internship for all stakeholders: student-interns, employer sponsor, and customers of the business.
Theme:Learning in Higher Education
Social Representations Regarding the Graduation Profile of Commercial Engineering and Its Social Function
Dr Pablo Müller Ferrés, -, -, Universidad Católica de Temuco, Araucanía, -, Chile Nathaly Vera Gajardo, -, -, Temuco Catholic University, -, Temuco, Chile
Overview: Social representations create cognitive systems, which are organized from stereotypes, values, norms, personal forming ourselves as individuals within society. In this context, this research paper aims to identify which are the social representations that students have entering the first year of the career of Business Engineer respect to the identity of the professional who wishes to form, and then interpret and contrast them with the Graduate Profile established by the Catholic University of Temuco, analyzing the public and social function of this profile. The research considered as first year students research subjects and data collection was performed using interview techniques and semantic networks; which were applied to the entire class 2017. The results show that the subjects have knowledge regarding the general competences of the profession, but not of the specific ones, relating the concept with the role and not with the discipline.
Theme:Learner Diversity and Identities
Room 8 Defining New Literacies
Towards New Literacies? : Digitalization and Literature in Foreign Language Education
Christiane Lütge, -, -, Ludwig Maximilian University of Munich, Munich, -, Germany Thorsten Merse, Postdpoc researcher, Chair of Teaching English as a Foreign Language, LMU Munich, Germany, Munich, -, Germany
Overview: Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (‘romance of the book’ vs. euphoric ‘media heavens’) and crossing over into a vision in which digital and literary education are intertwined. In this talk, we will explore different (and new?) literary and digital literacy practices that are crucial for learners to engage with – or read – digital literary texts. In order to articulate such literacy practices at the intersection of the digital and the literary, we will provide an in-depth analysis of available digital literary texts (ranging from simple media-supported literature to complex interactive and multimodal texts). This analysis will yield a typology of digital literatures serving as a conceptual basis to define new, or combine established, digital-literary literacies. This might support the integration of new digital literary forms into foreign language research and teaching practice. We argue that the concept of multiliteracies is particularly productive in framing engagements with digital literatures in that they stress the necessity of fostering a competent command of diverse meaning-making modes (Kalantzis/Cope/Chan/Dalley-Trim 2016). To support our suggestions, we also draw on a range of international studies in the fields of literacies education and 21st century literatures.
Theme:Literacies Learning
Case for Information Literacy: First-Year Students' Difficulty Evaluating Internet Sources
Elise Silva, Assistant Librarian , Harold B Lee Library, Brigham Young University, Provo, UT, United States
Overview: Students struggle evaluating the reliability of online sources. This paper will present original research into source evaluation habits of first year students. Students were given 5 internet sources to evaluate for reliability. Researchers observed their source evaluation habits and report findings and discuss information literacy implications of the study. Librarians at Brigham Young University studied first year students' internet source evaluation habits and found that students have difficulty using diverse source evaluation techniques for complex information needs.
Theme:Technologies in Learning
Literacy Divide Realities: Language Collaboration Practices
Dr. Marcelle Harran, Assistant Professor, General Studies (English), Higher Colleges of Technology, RAK, UAE, Patras, -, Greece
Overview: The paper describes a situated higher education collaboration project aimed to develop the literacy levels of engineering students to meet the high expectations of a competitive workplace amid employer concerns that engineering graduate communication competencies are lacking and insufficient. For the project, the language and engineering lecturers focused their collaboration on negotiating the rhetorical and content requirements of the design report as a genre. This facilitated making the often tacit discourse understandings and report requirements explicit so that they were mutually-understood and pedagogically overt. There have been few studies on collaboration processes, which is often a messy, complex and lengthy process requiring sustained collaboration spaces and constant negotiation so that the criteria for producing “legitimate text” is not opaque but transparent and explicit. The study used a mixed methodology and the data collection included student and lecturer questionnaires as well as an interview with the engineering lecturer to assess his perceptions of the collaboration practices instituted. During the four-year collaboration period, the language practitioner increasingly gained design report “inside knowledge” of concept selection processes as well as specific rhetorical and discourse structures required to produce the text by co-constructing understanding and knowledge with the engineering lecturer.
Theme:Learning in Higher Education
e-Learning Readiness of University Students and Effect on Academic Achievement
Sule Betul Tosuntas, Research Assistant PhD, Department of Educational Sciences, Uludag University, Faculty of Education, Bursa, Turkey
Overview: e-Learning, which enters our lives through technology, is getting widespread with the opportunities and possibilities offered. e-Learning is learning environment that is presented online without time and space limitations. While e-learning has great advantages in terms of accessibility, the ability of e-learning to be effective and productive depends to great extent on the readiness of individuals and institutions. e-learning readiness, defined as the ability of an organization or individual to take advantage of online learning, appears to be directly related to learning and achievement. In this respect, it is emphasized that the level of readiness of stakeholders should be determined in e-learning applications. The aim of this research is to determine the effect of university students' e-learning readiness on academic achievement. In the research, correlational design was used to examine relationships between variables. The study was conducted with university students participating voluntarily. The fact that students are enrolled in a course on the open and distance learning system was considered as criteria. Students who met these criteria filled scale online via the open and distance learning system they were enrolled in. In the research, e-learning readiness of students was gathered with a scale form of 33 items with Likert type in 7 factors. The academic achievement of students was considered as the achievement score of online course they were enrolled in. Descriptive statistics, correlation and regression analysis were used in the analysis of the data. The analysis of the data is ongoing, findings and conclusions will be presented later.
Theme:Technologies in Learning
Room 9 Workshops
Comics, Hip Hop, and Information Literacy: Critical Pedagogies for Student Empowerment
Sofia Leung, Teaching & Learning Program Manager/Liaison to Comparative Media Studies/Writing, Libraries, MIT, Cambridge, -, United States Jennifer Brown, Emerging Technologies Coordinator, Libraries, Columbia University, New York, NY, United States Jorge López-McKnight,
Overview: Traditional information literacy workshops delivered by librarians working in higher education often focus on providing rote demonstrations of academic databases; these showcase how students might access content to aid their research assignment, but this teaching fails to move beyond one-dimensional engagement, leaving little room for students to critically analyze the production and dissemination of knowledge at the sociocultural level. These traditional lesson plans hinder students from understanding their role in the research lifecycle at large. This session will highlight the ways in which librarians can deliver information literacy workshops that embrace “critical pedagogy” practices while actively empowering students to see themselves reflected in the knowledge creation process. This workshop will open with a role playing activity that puts the participants in a student mindset. They will work in small groups to create a collaborative zine, using pop culture frameworks, that delve into knowledge construction, power, authority, privilege, and access to information sources. Participants will then end with a think-pair-share activity, allowing them to leave with instructional design best practices and a list of concrete ideas on how to partner with librarians at their institution to deliver or support similar workshops.
Theme:Pedagogy and Curriculum, Learning in Higher Education, Literacies Learning
Don’t Put Your Cell Phone Away!: Meeting Students Where They Are
Susan Engel, Sauk Rapids, -, United States Karen Wenz, Suzanne Schlangen, -, -, Minnesota State, St. Paul, -, United States Margaret Glazer, -, -, St. Cloud Technical and Community College, Sauk Rapids, -, United States
Overview: Adapt the way you teach to match the way learners interact with instructional materials in the 21st century using smartphone technology. Use learning theories, the latest cognitive research, and effective practices to guide you in meeting students where they are. Self-Determination Theory (SDT) is a theory of motivation that uses the concepts of autonomy, mastery, and relatedness to promote student motivation. Universal Design for Learning (UDL) is a flexible course design framework that accommodates individual student needs in learning. Recent cognitive research indicates testing, learning in chunks, and changing up topics and the study environment all facilitate student learning and material retention. You will learn how to design courses using evidence-based methods and integrate mobile learning to motivate your students and take advantage of the ways students best learn and retain information. We connect the latest teaching and learning research to practical application in developing not only learning materials, but also learning experiences. During this interactive workshop participants will build flashcards, contact students via text message and send docs and photos, take quizzes, do discussions, track deadlines all using free Smartphone apps. Participants learn how to leverage LMS apps and other technology to facilitate mobile learning anywhere, anytime.
Theme:Technologies in Learning
Room 10 A Focus on Greece
Narrating Nation and Gender in the Greek History Schoolbooks: A Discursive Socio-Psychological Perspective for Studying the Overt and the Hidden Curriculum
Efthalia Konstantinidou, -, -, University of Western Macedonia, Kozani, -, Greece
Overview: The national past both as historical knowledge as well as patriotic orientation is the main explicit concern of the Greek history curriculum and schoolbooks while explicit concern about gender is almost absent. In this paper a discursive socio-psychological analytic framework is offered by means of which the intersection of explicit national orientation and implicit gender orientation can be studied in the narrative parts of the history schoolbooks. Theoretically the discourse analytic framework draws on discursive social psychology in terms of understanding the historical narrative as the site where nation and gender are constructed. In addition it draws on feminist intersectional analysis by means of which the multiplicity and simultaneity of those identities can be revealed. Methodologically the discourse analytic framework extends from the micro-, to meso- to macro-level, from text practice, to genre practice to discourse practice analysis, respectively. Apart from curriculum research and critique the socio-psychological discourse analytic framework presented here can be used as a tool both for reflective practice by history teachers as well as by curriculum designers for history curriculum and schoolbook reform.
Theme:Learner Diversity and Identities
Designing a Modern Greek Online Course
Anastasia-Olga Tzirides, Teaching Assistant, Educational Policy, Organization and Leadership, University of Illinois at Urbana-Champaign Mary Kalantzis, Dean, University of Illinois
Overview: This paper addresses the challenges and opportunities involved in designing and teaching an innovative Modern Greek course in the University of Illinois at Urbana-Champaign. The task was to take a traditional, structured textbook course for Modern Greek as a Second Language and transform its didactic curriculum into a more learner-centered online course. The transformation was based on deploying the seven affordances of e-learning established by Mary Kalantzis and Bill Cope (New Learning 2012) as well as current trends of online language learning. Our goal was to provide through the design, more agency and engagement for learners. In this paper, we describe the process of designing the online course, using Moodle as the learning platform, creating videos to introduce the material, and facilitating collaboration, peer interaction and feedback. We will present the way that this course was implemented, as well as the results of the feedback we received from students' evaluations about the course. Finally, we conclude by summarizing the benefits of this online course comparing it to the face-to-face format.
Theme:Technologies in Learning
Exploring Childrens' Hybrid Identities in Culturally Diverse Settings
Dr. Maria Gindidis, Jane Southcott, -, -, Monash University, -, Melbourne, Australia
Overview: Increasingly education researchers are collecting drawings and analyzing images as it is often easier for children to reveal their thoughts and ideas through drawings that are traditionally not subject to the same levels of correction as writing and speaking. With the support of classroom teachers, three Year 3 classes (aged 8-9 years) and two Year 4 classes (aged 9-10 years) produced a drawing entitled “I am Greek” in an empty frame and described their picture to teachers and classmates. This cohort of students was selected because they had already experienced Greek school for 4-5 years and have been involved in a range of cultural and linguistic activities associated with Greek culture. Data (n=120) were analyzed and offer revealing insights into students’ understandings of their hybrid cultural identity. An awareness of what elements construct Greek-ness as understood by children can inform educators both in classroom practices and curriculum design.
Theme:Learner Diversity and Identities
The Value of Education of the Beginning Academic Workers from Their Professional Self-Concept Perspective
Iva Koribská, Ph.D. student, Education and Social Studies, Palacky University, Olomouc
Overview: The article deals with the value of education of the beginning academic workers from the perspective of their professional self-concept. Our research sample consists of respondents from the selected Czech universities. We look at how students of various doctoral programs and graduates within the three years of their graduation perceive themselves as teachers and researchers, and which values are reflected in this concept. The main aim is to analyze how the respondent evaluates himself as a teacher and a researcher. The partial aim is to find out how the current professional self-concept reflects the ideal vision of the respondent about his / her profession and how the respondent perceives his / her professional self in relation to the other co-workers in the academic context. The contribution is grounded in the theoretical part, where we define the key concepts needed for this research. The research part deals with the characteristics of the respondents and the factors that influence the formation of the professional self-concept. We chose a semi-structured interview and a questionnaire for the research tool. Respondents' responses are subjected to open, axial and selective coding.
Theme:Adult, Community, and Professional Learning
Room 11 Parallel Session in Spanish
Room 12 The Changing Classroom
Differentiating Curricula through the Arts: A Learning Journey
Ulrik Strodl, -, -, The Winstedt School, -, -, Singapore Assoc. Prof. Reesa Sorin,
Overview: This Collaborative Autoethnography reports on a teacher’s journey into planning and implementing arts-based pedagogy to meet the learning needs of students with learning differences in a school in Singapore. According to the Dyslexia-SPELD Foundation, a specific learning disability is generally recognised as resulting in the child (or adult) ‘learning differently’ and so this term is used to avoid negative labeling of students at this school. In 2016, the Rain Tree School (pseudonym) began to trial arts-based pedagogy as a way of engaging students and helping them to succeed with their studies. This included the addition of an arts-integration teacher to the staff (Ulrik), whose brief was to teach, and to help classroom teachers to teach all curriculum areas using arts-based pedagogy. Through collaborative autoethnography with a university academic also involved with the school (Reesa), the challenges of differentiating learning and working in collaboration with teachers of varying arts-based pedagogical abilities and appreciation are explored and reflected upon. With the current school focus of arts-based pedagogy for Mathematics and Literacy, the researchers reflect on lessons learned, the effectiveness of various arts-based approaches and techniques, and the way forward to best meet the needs of this group of ‘different’ learners through the Arts.
Theme:Learner Diversity and Identities
Multimodal Learning Environments to Enhance Intermediate Phase Learners’ Communicative Competence in English First Additional Language
Dr. Margaret Malewaneng Maja, Pretoria, -, South Africa
Overview: Multimodal learning environment is particularly significant for enhancing learners’ communicative competence in English First Additional Language (EFAL) in time of austerity. Teachers have to serve the needs of the learners creatively in these times of social turbulence. This study narrates the story of a teacher who used multimodal texts in the Intermediate Phase (Grades 4-6) in one of the township primary schools in Tembisa. This township school was purposively selected as the narrator used to teach the EFAL in grade 5. The findings indicate that a teacher with high teacher efficacy can bring transformation in the teaching and learning environment by skilfully facilitating or encouraging the learners to participate in the interaction that would achieve the communication competence. Recommendations were made on how EFAL teachers can use the classroom learning centres, scaffolding, scripting, posters, and diaries to enhance learners’ communicative competence in the target language.
Theme:Pedagogy and Curriculum
Classroom Interaction in the Teaching of English to Non-English Speakers
Masilonyana Motseke, PROFESSOR, ADULT EDUCATION, UNISA, Pretoria, Gauteng, South Africa
Overview: The teaching of English as a First Additional Language (EFAL) in the historically disadvantaged schools in South Africa is serious challenge for teachers. A study was conducted to determine the extent of classroom interaction in the teaching of English in the intermediate phase (Grades 4, 5 and 6) in the Limpopo Province of South Africa. Four African teachers were visited in their classes while they were busy teaching English. It was found that teachers spoke most of the time while learners passively listened to the teacher, except when they occasionally answered a question ‘in a chorus’ (all learners speaking at the same time). The teacher read a text for the learners, explained the text read, and asked short-answer questions (which enabled answering in a chorus). The conclusion drawn was that a two-way interaction between the teachers and learners was too minimal. Attempts to train teachers who participated in the study in classroom interaction were to be considered.
Theme:Pedagogy and Curriculum
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
Room 15 Late Additions
15:25-15:40 Coffee Break
15:40-16:55 PARALLEL SESSIONS
Room 1 Professional Learning
Zones of Development Theory: A Triadic Model of Responsive Learning and Teaching with Implications for Professional Learning, Assessment, and Instruction
Dr. Enrique A. Puig, -, -, University of Central Florida, Orlando, FL, United States
Overview: International, national, and state data are showing low progress in student learning and literacy acquisition over time; although certain studies illustrate that students are currently reading and writing far more than the previous generation. Additionally, district superintendents and classroom teachers are expressing that students are not making the accelerated progress being demanded by national and state standards. In an attempt to improve literacy acquisition and instruction many states and districts emphasize high stakes static assessments that highlight student deficits as a solution to improve instruction and have become a systematic impediment to literacy acquisition, instruction, and professional learning. Consequently, static assessments have become a “technology of domination” (Foucault, 1977) over teachers and students that is used to engineer a panopticon to monitor school and classroom activities. Along with punitive evaluations and school grading, years of leaving no child behind and racing to the top has shown that a strong focus on high stakes testing is not the answer to improving either instruction, students’ literacy acquisition, or professional learning. Part of the concern with employing technologies of domination to control curriculum is narrowing definitions to increase control. Currently, one term in particular has been extensively overused in the hopes of improving instruction – Vygotsky’s Zone of Proximal Development. At present, quite a few schools and parents are receiving reports that equate students’ ZPD to a grade equivalent score (e.g. 2.4 – 3.4) based on a computer administered reading test without taking into account what students can do and cannot do. Without accounting for students’ funds of knowledge (what they know and/or can do) and what is completely out of their reach, identifying a student’s ZPD in the hopes of guiding instruction effectively and responsively is misleading and misinforming teachers.
Theme:Literacies Learning
Building Capacities in Professional and Experiential Learning: Designing Creative, Reflective and Sustainable Practices in Teacher Education
Bronwen Wade-Leeuwen, Lecturer, Researcher in Teacher Education Program , Educational Studies, Macquarie University, Sydney, -, Australia Kathryn Mc Lachlan, -, -, Macquarie University, Sydney, -, Australia
Overview: The landscape of teaching and learning is undergoing significant shifts, both pedagogically and in curriculum development. The nature of tomorrow’s workforce will require teachers to move away from the test and to facilitate the development of a different set of skills and knowledge that enhance attributes of flexibility and resilience in students. While discipline specific knowledge and skills are important, greater emphasis is being placed on the capabilities of self-efficacy, critical and creative thinking, and communication to manage in complex and disruptive environments. This paper explores two professional learning courses for teachers, developed in response to the initiation of an Academy of Continuing Education at a Sydney-based university in Australia. The discussion will focus on critical aspects of development, involving how the need for the courses was established, which in turn informed the pedagogical frameworks underpinning the design and evolution of the; ‘Reflective practice: Enhancing professional practice and promoting wellbeing’ and the ‘Sustainability Cross-Curriculum’ courses. Both courses meet the NSW Education Standards Authority (NESA, 2017) newly introduced Proficient or High Achiever accreditation requirements for all teachers, as well as The Australian Curriculum, Assessment and Reporting Authority (ACARA, 2014) framework for critical and creative thinking.
Theme:Pedagogy and Curriculum
Improving Student Learning Effectiveness and Engagement through Peer Assessment
Vincent Ng, Dr. Vincent Ng, -, -, The Hong Kong Polytechnic University, -, -, Hong Kong
Overview: Peer Assessment has been widely adopted in different e-learning platform in order to provide continuous learning through the online system. It empowers several advantages on student learning performance in terms of effectiveness and efficiency. There are different peer assessment systems, such as Peerwise, WebPA and Digital Portfolio System. After reviewing these systems, we are interested develop an enhanced peer assessment system to motivate student learning and to support adaptive questioning. In our work, we have adopted peer assessments in two subjects. A year-2 subject (Human Computer Interaction) and a year-3 subject (Web Programming) are selected. For both subjects, students are asked to develop their own questions and answer their peers’ ones. The year-2 subject was experimented as a pilot for finding out UI and functional issues. The year-3 subject has been following the SPOC mode with the peer assessment system support. Besides students regularly posted their own questions and answered others, there are adaptive quizzes for them to try out also. Different data acquisition instruments have been applied such as system access logs, questions and answers done by students and subject evaluation surveys. The collected data has been analyzed and its results will help to further enhance the peer assessment arrangement in future SPOC subjects. This work is done as an international student project and the development team is of students and teachers from two universities (one is Australia and one is Hong Kong). Hence, we are also interested in sharing the key issues and success factors in our experience.
Theme:Learning in Higher Education
Room 2 Parallel Session in Spanish
Room 3 Teaching Mathematics
Promoting Student Discourse in the Mathematics Classroom to Enhance Relational Understanding
Robert Cunningham, Full Professor, The College of New Jersey, Ewing, New Jersey, United States
Overview: An active learning strategy employed a sequence of PowerPoint tableaus to generate student discourse in three sections of linear algebra (n=63). Each tableau presented a conceptual question followed by two sample responses with the possibility of both being correct, only one of them correct, or both incorrect. The questions were suggested by research and focused on common student misconceptions. Students were polled individually on which of the responses they thought were correct, if any, and a tally of responses was recorded. Groups of three were then formed to discuss their reasoning among peers and a final poll was then tallied. Results indicate that after peer discussions many correctly revised their answers and for most tableaus the majority of the students selected the correct answer on the final poll. Surveys conducted at the end of the semester revealed that most (90%) agreed or strongly agreed that the tableaus and associated discussions had a positive impact on their understanding and (65%) supported its continued use in the course. Open ended questions on the survey suggest that the perception of the strategy held by high scoring students differed from those held by low scoring students and suggestions for improved implementation of the active learning strategy were offered. However, more research is warranted given that the strategy promoted an unusually high level of student engagement and discourse with the potential to improve relational understanding of challenging mathematical topics.
Theme:Science, Mathematics and Technology Learning
How Do Manipulatives Help Students Communicate Their Understanding of Double-Digit Subtraction?
Dr. Rabab Abi-Hanna, -, -, Montclair State University, Montclair, -, United States Dr. Eileen Fernández,
Overview: Multi-digit subtraction is difficult for students to learn. This study explores how second-grade students communicate their understanding of double-digit subtraction through the use of manipulatives. Using clinical interview and a variety of manipulatives, we created a venue to help us elicit student’s understanding of double-digit subtraction. Through qualitative analysis we were able to identify differences in students’ understanding that were not apparent from the typical assessments administered in the classroom. Findings suggest that manipulatives helped reveal cognitive constructs and difficulties that the handwritten algorithms were not conveying. For example, students who exhibited an understanding of the subtraction process had not yet developed an understanding of ten and 10 ones interchangeability. These results highlight the role of manipulatives as communication tools that help reveal students’ actual cognitive development. This suggests another approach to teaching: questioning from the perspective of just understanding what students are thinking and not teaching. Recognizing learning differences can come from creating a space to allow students to articulate their understanding. We offer suggestions to assist teachers in recognizing learner differences and use them as a productive resource in lesson planning.
Theme:Pedagogy and Curriculum
Students’ Mathematics Misconceptions: Detection, Deconstruction and Correction
Dr. Nahid Golafshani, Professor, Faculty of Education, Laurentian University, Sudbury, -, Canada
Overview: Misconceptions and errors in mathematical thinking are often confused. Although they are generally similar in that they make students achieve incorrect solutions, they are actually very different notions. An error can range from being a miscalculation to an incorrect misunderstanding of the problem being asked. On the other hand, a misconception occurs when a mathematical premise or rule is incorrectly generalized. An example of a misconception can be found when students write 0.10 is greater than 0.9. The root of the misconception is related to their prior correct knowledge of 10 is greater than 9. The symbolic decimal does not make sense to some students for different reasons. The significant of this study is to help teachers truly understand student’s thinking in solving problems related to the topics being addressed. As a result, they will be better able to make the mathematics make sense to their students. Understanding students thinking will enable the teachers to understand what level of mathematics the students have already mastered and where to go next with specific concepts. This is increasingly necessary as many of our mathematics teachers in primary and junior grades have little training in mathematics. The data gathered for this study are from the students’ math test results and scratch paper in primary and junior levels. The solution and the discerned steps to arrive at the solution to each test item on the students’ tests are examined to detect possible misunderstandings or misconceptions may take place. The information gives some background knowledge on common stumbling blocks for students which lead to a greater understanding of how teachers can assist students appropriately. Using some of the examples of misconceptions from the students’ work, detection, deconstruction and correction techniques of the misconception are suggested and discussed in this study. The findings suggest that misconceptions are not procedural errors. But they are resided in students’ conceptions and are believed to be correct. The information provided in this study could be of value to the teachers and educators of mathematics programs. However, this study should be extended to include a large population and many more grade levels to determine the common roots and characteristics of different misconceptions in all the strands of mathematics.
Theme:Science, Mathematics and Technology Learning
Room 4 Parallel Session in Spanish
Room 5 Specialized Instruction
Incorporating Video Essay Technology to Enhance Second Language Acquisition: Creating a Student-Centered Art Culture Project
Benay Stein, Asst. Professor of Instruction, Spanish, Dept. of Spanish and Portuguese, Northwestern University, Evanston, Illinois, United States
Overview: The primary focus of this project and evaluation is to promote technology and creativity in the classroom, as students learn the Spanish language and journey towards cultural competency. To enhance an Art Culture Project in a university level, elementary Spanish course, students are required to write and produce an original, multimedia video essay presentation using iMovie or a comparable format. This student-centered project involves a series of scaffolding activities that culminate in the production of a final video essay. Students utilize the target language to integrate elements from their individual study of a Spanish-speaking country, a native-born artist and selected works of art. Research leads to script writing, and a plan to incorporate visuals, music, and a speaking portion. Within the framework of this video essay, one can assess a student’s reading, writing, and critical thinking skills, as well as speaking fluency and pronunciation. In lieu of the more traditional genre of a written essay, the student makes the artist come alive by using visual/audio technology to convey their knowledge of the topic, incorporate their personal interpretations of the artist’s work, and highlight the importance of art in terms of the cultural environment. Additionally, students generally feel more comfortable and build self-confidence by using the power of their voice with visual images, rather than standing in front of their classmates giving a more traditional oral presentation or simply writing a research paper.
Theme:Pedagogy and Curriculum
Learning Philosophy through English at a Japanese University
Brian Rubrecht, Professor, Meiji University, Suginami-ku, -, Japan
Overview: From their second year, School of Law students at Waseda University (Tokyo, Japan) must take “English Theme” courses on specialized topics (e.g., art, science, politics), taught through the medium of English. One topic offered is philosophy, specifically, the history of western philosophy. As with all English Theme courses, student enrollment each semester is limited and therefore very competitive. Although each English Theme course is uniquely different, the shared main objectives are to have students conduct research and write a required 1,000-word report in English. In the case of the philosophy theme course, each student selects a philosopher discussed that semester, conducts library research, and then writes their report in English with references and citations. Reports must include three major elements: discussions of their philosopher’s life background, one element of that philosopher’s thinking, and the impact of that thinking on subsequent philosophers or on the world in general. Because of the course’s demanding nature (e.g., all classes are conducted in English, students are wholly unfamiliar with basic western philosophy concepts and their underlying connections with Christianity), students across several semesters were given a questionnaire meant to explore their reasoning behind enrolling in this particularly challenging theme course and their opinions about the ways in which they are taught and consequently learn about western philosophy. The proposed paper will present preliminary questionnaire findings, with the aim being to understand better how non-English-major Japanese university students view learning philosophy in this way and how this theme course contributes to their becoming world citizens.
Theme:Pedagogy and Curriculum
Educating International Students: Discord between Perceptions of Training Needs and Transcultural Teaching Practices
Dr Averil Marie Grieve, Melbourne, -, Australia Dr Bella Ross, Binh Ta,
Overview: With a continuous rise in the number of international students studying in Australia, research indicates student and field educator dissatisfaction with learning on placement or during work-integrated learning (WIL). Field educators are often unwilling to supervise students from non-English speaking backgrounds and students find it difficult to transition to Australian workplace settings. This calls for research into how field educators and international students can be supported during placement. 207 respondents completed either a university or a nation-wide survey about their experiences and training needs in educating international students on placement. 18 also participated in a semi-structured interview. Nationally, only 31% of the respondents indicated they had been trained to work with international students and, in both surveys, an overwhelming 92% indicated such training should be offered to supervisors of international students. Self-perceived professional development needs include identifying cultural differences and developing cross-cultural communication skills. While provision of specialised training aligns with the results of academic research, the supervisors’ self-identified needs indicate a continued deficit approach in the teaching of diverse cohorts of students. In order to transition to a transcultural education approach, this paper explores discrepancies and suggests ways to link the self-identified needs of supervisors with transcultural teaching practices.
Theme:Learner Diversity and Identities
Room 6 Parallel Session in Spanish
Room 7 Student Focused Pedagogies
Determinants of Students' Choice of Major at the College of Education at Kuwait University
Shaimaa Shaymaa, Dr. Maryam A. Al Mazkour, Kuwait City, -, Kuwait
Overview: Questionnaires were conducted with a study sample of 644 students. The results of the study are academic factors are the most influential on the choice of specialization, followed by social factors; male students are the most affected by social factors; students with an average level of achievement are most affected by academic and social factors; and correlation between academic and social factors is high. The study resulted in several recommendations.
Theme:Learning in Higher Education
Influence of a Student-Centred Approach to Teaching on the Achievement of Students’ Career Goals and Personal Aspirations
Vivienne Decleva, -, -, Victoria University, Melbourne, Victoria, Australia
Overview: Competency-Based Training focuses on the acquisition of work-related competencies. The study examined the acquisition of competencies, and it investigated students’ progress in the direction of their career goals and personal aspirations when a humanistic/student-centred approach to teaching was used in a Competency-Based program. Nineteen students in Certificate III, Community Services Education (Aged Care Work) participated in the study. Information was collected during the 17-week program, three and six months after. The methodology for the study was derived from the Theory of Personal Construct Psychology (PCP) as presented by George Kelly (1955/1991). The theory of PCP acknowledges individuals as responsible, active and meaning-seeking agents who are open to change and to personal development. The theory also proposes active participation between researcher and respondents. In the study, the students became co-researchers who examined and interpreted their constructs systems. Through their stories and personal reflections, the study monitored the students' progress in becoming the person that I would like to be.
Theme:Adult, Community, and Professional Learning
Spiritual Support among the Foreign Students of Czech Universities
Marketa Semberova, PhD student, Education and Social studies, Palacký University in Olomouc, Olomouc, -, Czech Republic
Overview: The article deals with the importance of spiritual support among the foreign students studying at the Czech universities. Firstly, the article consists of the theoretical part in which the key concepts for this research are defined (spiritual support, value of education, value orientation). The aim of the second – research – part of the article, is to find out where the students seek for support in the challenging study-related situations, what role makes faith in their daily lives and who introduced them to it, and, in what way these aspects influence their stay in the Czech Republic. Furthermore, we research in what way influences the faith and the surroundings of the respondents their perception of the value of education and solving the challenging study-related situations. As the research method, we chose semi-structured interviews. Responses of the members of our research sample were subjected to open, axial and selective coding.
Theme:Learner Diversity and Identities
Room 8 K-12 Institutional Challenges
Finding the Personal in the Development of School-based Substance Abuse Prevention Programmes
Xena Michelle Cupido, -, -, Cape Peninsula University of Technology, Cape Town, -, South Africa
Overview: The prevalence of substance abuse globally has been a cause for concern. South Africa is regarded as one of the countries with the highest substance abuse rates in the world. As a consequence, families, communities and society are seriously impacted and in some instances destroyed. The Western Cape, is one of the provinces hardest hit by this challenge, with youth in particular being affected as they are exposed to illicit substances in various environments. Awareness and prevention programmes remain an important aspect of drug control systems in South Africa. It is against this background that this study investigated the role of schools in the awareness and prevention of substance abuse programmes in the Western Cape. This qualitative study adopted a constructivist grounded theory approach to explore the factors that influenced the development of school-based programmes. A documentary analysis and interviews were used as data collection methods. The study included school principals, educators and community organisation representatives who were involved in the development and delivery of programmes. The findings revealed that the development of school-based substance abuse prevention programmes are influenced by the following systemic influences; personal influences which included personal experience, personal values and beliefs and personal connection.environmental and relational influences. The emerging framework of this research project is discussed as a useful tool for the development of substance abuse programmes.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
School Suspensions in the Early Years: Impact of Technology and Media on Early Childhood Development
Yvonne Harman, Primary Teacher, Education, Education Queensland, Townsville, -, Australia Assoc. Prof. Reesa Sorin, Dr. Nerina J. Caltabiano,
Overview: A report published by the Australian Department of Education and Training identifies significant increases in student suspensions in Queensland state schools over the past ten years. This trend includes five to six-year-old children, with an increase of over 76% in Preparatory student suspensions between 2012-2016. This paper consists of a literature review exploring the hypothesis that increased access to technology and hand-held devices may impact negatively on the physical, cognitive and emotional development of young children, increasing their risk of exhibiting behaviours that lead to school suspension. It pretexts a study being conducted in 2018, examining community perceptions and experiences regarding Early Years suspensions via an online survey, together with a government document analysis, to help identify effective ways to reduce behaviours that most frequently cause young students to be suspended. There is no denying the impact of technology on daily life in our contemporary society. Once a tool for the workplace or a vice for the wealthy, it is now impossible to get through a day without encountering technology of one description or another. Nowhere is technology more invasive than through media applications; much of our population is ‘plugged in’ from the moment we awaken to the moment we go to sleep. Our younger generation is the most rapidly-growing consumer of them all. So what effect does this constant stimulation have on their behaviour and wellbeing?
Theme:Early Childhood Learning
Changing Pedaogy and Curriculum in a Graduate Program: Introducing High Impact Learning into a Master of Science Healthcare Program.
John Zanetich, Associate Professor , School of Business, Healthcare Management, Felician University, Rutherford, -, United States
Overview: High Impact Practices (HIP) in higher education are course based, credit-bearing educational experiences in which students (a) participate in an organized activity that meets learning outcomes and (b) reflects on the activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline and an enhanced sense of civic responsibility. The Association of American Colleges and Universities (AACU) endorses HIP as a way for encouraging academic institutions to incorporate experiential learning into both graduate and undergraduate program curricula. Students in HIP programs are provided with real-world learning experiences that help faculty integrate teaching, learning, and public service. HIP activities used include first-year experiences, common intellectual experiences, learning communities, diversity/global learning (study abroad), internships and capstone projects.
Theme:Pedagogy and Curriculum
Room 9 Pre-service Curricula
Contemplative Agency: Place-Conscious Resistance of Rationalized Teacher Education
Darron Kelly, Assistant Professor, Memorial University of Newfoundland, St. John's, -, Canada Sharon Pelech, Associate Professor, University of Lethbridge, Lethbridge, Alberta, Canada
Overview: This paper examines the experiences of student teachers as they prepare for work in schools. As austerity measures have increased pressure to rationalize the process of teacher education, student teachers have responded by developing a narrow sense of their pedagogical agency, and intensifying their use of instrumental reasoning to satisfy programs of study and deliver the curriculum (Weber, 1958). From a critical/interpretive perspective, we explore what it means to promote a more contemplative sense of agency for preservice teachers amidst the rationalized experiences of formal education. Biesta & Tedder (2007) define agency as the “capacity for autonomous social action or the ability to operate independently of determining constraints of social structure” (p. 135). Agency operates on a pedagogical view that when people actively participate in understanding and shaping the world around them, they learn to recognize their own potential as drivers of change and as energetic contributors in determining the direction of their lives (Basu & Barton, 2010; Klemenčič, 2017). In this emancipatory sense, agency requires contemplative opportunities for critical reflection and authentic self-appraisal. To create such opportunities, we took student teachers into the local environment and invited them to engage with something of genuine interest (Gruenewald, 2003; Sobel, 2005). Through this initial engagement and subsequent self-directed study, students were able to reclaim enthusiasm for learning and resist pressure to instrumentalize their teaching. Contemplation of place raised students’ consciousness of meaningful subject matter and teaching – rekindling their sense of pedagogical agency as active creators of educative experiences.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
A Collaborative Partnership of Teacher Educators, Pre-service Teachers, and a Primary School in Researching and Implementing Cross-disciplinary Approaches to Learning through the Arts to Promote Intercultural Capability
Dr. Nish Belford., -, -, Monash University, Melbourne, -, Australia Assoc. Prof. Libby Tudball, Dr. Sarika Kewalramani,
Overview: Knowledge ecologies extend thinking about research practices in applying university knowledge to more practical and effective responses (Soufoulis, Hugman, & Third, 2014). The dynamics involved in successful cross-sectoral knowledge production through research and collaborative knowledge partnerships in particular with schools is often challenging in academia. From a study investigating cross-disciplinary approaches to teaching and learning through the arts to promote intercultural capability in primary years, in this paper, teacher educators reflect on their lived experiences of researching on the collaborative partnership with a primary school and five pre-service teachers. Findings report on the modalities and different procedures involved in the planning and implementation phase of the project. Participant’s perspectives and contributions (teacher educators, pre-service teachers, school principal, mentor teachers and the Prep grade level students) are examined. Pre-service teachers describe the value and benefits of targeted mentored professional development and learning through this immersive experience in the school environment. The implications for collaborative knowledge production is discussed as initiated by stronger university-school partnerships with opportunities for teacher educators and pre-service teachers to engage in professional practice-led research. The integration of theory with practice is discussed from the workshop-based model with reflective inquiry involved in the planning, teaching, and evaluation of learning experiences.
Theme:Learning in Higher Education
Pre-service Teachers Taking a Critical Stance When Examining Children’s Literature: Taking a Critical Stance
Dr. Francine Falk-Ross, Professor, School of Education - Literacy Education, Pace University, Pleasantville, New York, United States Roberta Linder,
Overview: As part of a literacy methods class, a media literacy framework, Five Key Questions (http://www.medialit.org), was adapted to guide pre-service teachers (PSTs) in a critical analysis of children’s literature texts. Results from the study indicated that the framework enabled PSTs to examine children’s literature in ways they had not previously considered and identified areas of difficulty in the PSTs’ critical examinations. We describe the action research project and outcomes related to the implementation of a media analysis framework with their early and middle childhood PSTs.
Theme:Learner Diversity and Identities
Room 10 Inclusive Education
Benefits and Challenges of Designing a Merged Elementary and Special Education Program
Dr. Amelia Jenkins, -, -, University of Hawaii, Honolulu, Hawaii, United States
Overview: Dual elementary and special education teacher preparation programs focus on preparing educators with the skills to work with all students and to collaborate with their general/special education colleagues. However, many dual programs do not engage in program or curricular coordination between general and special education resulting in an absence of, or minimal, collaboration and coordination of programs. It is important for teacher candidates to be prepared in programs that model collaboration and make explicit the connections between elementary and special education content knowledge and skills. A merged, co-taught elementary and special education teacher-training program holds potential to improve the delivery of course content and field experiences to improve the preparation of teacher candidates, and produce teachers more capable of working with a diverse population of students. This paper describes the five-year experience of the Departments of Elementary Education and Special Education in their efforts to design a fully merged elementary and special education program to model best practices in preparing teacher candidates for inclusive elementary classrooms. Our process included: plan, prepare, pilot, scale-up, and evaluate. This information may be useful to other teacher educators who are engaged in integrating general and special education curricula.
Theme:Learning in Higher Education
Educational Equity in Romanian Schools: Official Requirements and Student Teachers` Assumed Values
Gabriela Gruber, Associated Professor, Department of Teacher Training, Lucian Blaga University of Sibiu, Sibiu, -, Romania
Overview: Educational Equity is one of the newest requirements of the current Romanian education. The definition of the term and the description of the official requirements in the field of Romanian education are realized in the first sequence of the paper. The second sequence presents a brief survey about ethical and equity values assumed by the future teachers. The research is based on analyzing the learning outcomes produced by students teachers during the seminars on Ethics. A comparison between these outcomes and students` answers to a questionnaire on their assumed ethical values is meant to lead to more objective research conclusions
Theme:Learner Diversity and Identities
From Social Services to the Classroom: Empowering Students and Promoting Cultural Competence
Jessica Acuna, Assistant Lecturer, English Language Teaching Unit, The Chinese University of Hong Kong, Hong Kong, Hong Kong
Overview: Having taught English at universities in the Middle East and Southeast Asia, both ethnically and culturally diverse regions, I have found that my experience as a social worker, rather than my teacher training, has most adequately prepared me for my role in diverse classrooms. Before becoming an educator, I delivered services in a social program in the USA that used the anti-oppressive model approach. By striving to recognize the inherent power disparities that exist between providers and clients, we worked to reduce oppressive practices to ensure a safe, egalitarian, and inclusive environment. As a teacher, I apply the anti-oppressive model to foster a similarly egalitarian environment. Working with diverse students from various socioeconomic, cultural, and linguistic backgrounds, it is critical to create a tolerant and inclusive environment in which each participant’s non-academic culture and experience is acknowledged and valued. With this approach, student sharing is encouraged, differences negotiated, and structural hierarchies that distract from the learning experience dispelled. Adopting the role of facilitator creates an anti-authoritative space, wherein students are given choices that influence class organization, topics, and activities. In addition to sharing power, teachers should also work to recognize and mitigate unconscious expectations carried into the classroom. Lastly, by establishing mutual accountability, students may be less likely to develop the negative emotions and behaviors that follow perceived power inequities, empowering student expression and ensuring the cultural, social, and emotional safety of participants. With this presentation, I intend to discuss methods useful in creating a culturally aware and responsive classroom in order to accommodate students of diverse backgrounds, along with how the anti-oppressive model may be applied to teaching practices in order to minimize inherent power imbalances based on differences in culture, class, ethnicity, and gender between teacher and students.
Theme:Pedagogy and Curriculum
Room 11 Parallel Session in Spanish
Room 12 Transforming Education
Transforming Education at a Faculty Level
Dr. Kirsten Schliephake, Melbourne, -, Australia Prof. Marilyn Baird, Victoria, -, Australia Dana Bui, Victoria, -, Australia
Overview: Monash University confronted challenges and opportunities of meeting the demands of the 21st-century learner by implementing a new approach to education through the Better Teaching, Better Learning Agenda. The agenda focussed the educational journey of students on opportunities to prepare and discover, explore and reinforce and ‘consolidate and apply using a blended and multifaceted approach to teaching delivery and engagement. Educational designers were embedded in the faculties as key catalysts for change. This model has allowed the interpretation of the agenda for the particular culture of the faculty while keeping the institutional perspective in sight. This paper report on the transformational change undertaken and achieved in the Faculty of Medicine, Nursing and Health Sciences using a strategic approach to build capacity and develop best practice in online and face-to-face delivery. Faculty educational transformation as part of the Better Teaching Better Learning agenda commenced in 2015. Over the past three years, the transformation has seen changes at unit and course levels with changes reported against the key criteria. In this paper, we outline our strategic activities to bring about substantive educational change in a very large and research intensive faculty and report on achievements and evaluations.
Theme:Pedagogy and Curriculum
Enhancing the Role of Research-Extensive Colleges of Education: Models from the Academic Medical Center
Kim Metcalf, -, -, University of Nevada, Las Vegas, Las Vegas, Nevada, United States
Overview: Academic Medical Centers have been recognized as a major force in the advancement and progress of contemporary medicine and medical care over the past 75 years (Re, 2006). The Association of Academic Medical Centers (AAMC) proudly attributes the impact of their members, stating "Medical education...research...patient care...[AMCs} are the places where the next generation of health care professionals is trained, where medical breakthroughs break through, and where patients can receive the world's most advanced care" (AAMC, 2018). The intentional emphasis on research and innovation, coupled with the systematic and leveraged use of the growing professional competence of medical students provides an environment in which patients and their families are provided not best medical practices, but what are believed to be the next generation of medical practice. In contrast, during this same period, the influence of colleges of education on educational practice, and even on the advancement of educator preparation, has diminished. Accurately or otherwise, the colleges of education are, at best, viewed as insignificant in promoting educational improvement or "reform" and, at worst, as maintaining what is believed to be an unsatisfactory status quo (Darling-Hammond, 2017). The authors of this paper propose that research-extensive colleges and schools of education would benefit by aggressively adopting and implementing the three-pronged approach that characterizes the modern academic medical center. They further describe a new endeavor to do this in a large city in the Western United States.
Theme:Learning in Higher Education
History Museums as Educational Institutions
Sarah Hardaway,
Overview: When people consider the idea of “learning” in a formal sense they often think, of course, of schools with teachers, pupils, books, and other instructional materials. And when those same people think about resources outside of schools that are available to aid in learning, perhaps their first thoughts are of the internet and the local library. Among other resources, however, are history museums that are open to the general public (including all teachers and pupils from local schools). This paper will look at how one museum that highlights local history has worked over the years to increase the learning opportunities of the public. It has worked to make its resources available to all people (teachers, pupils, and others) in its service area—becoming, in the process, an educational institution.
Theme:Adult, Community, and Professional Learning
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
Room 15 Impacts of the Digital
Digital Childhoods or Multimodal Lives
Prof. Nicola Yelland, Melbourne, Victoria, Australia
Overview: This paper is concerned about learning and living in the 21st century - a time of social turbulence on a global scale. For children from low socio-economic backgrounds it is also a time of austerity that impacts on their daily lives in significant ways as "cutbacks" to education and social services limit their opportunities to thrive. This paper discusses the findings from a four year iPad project with young children in preschool and the early years of school. It considers what constitutes learning in the 21st century and posits what it means to be a multimodal learner. Working alongside teachers, with children in the west of Melbourne and in country regions, we sought to discover how tablet technologies can enhance and extend the use of traditional materials to enable young children to become literate and numerate in the 21st century. This paper describes some of the ways in which this was achieved, as well as encouraging the use of 21st century skills; creativity, collaboration, critical thinking and communication.
Theme:Early Childhood Learning
Digital Literacy and Critical Thinking Development in the 21st Century College Classroom
Kimberlyn Greene, Doctoral Candidate , Higher Education, University of Southern California, Poway, California, United States
Overview: The findings from a dissertation project examining how undergraduate digital literacy courses foster students’ critical thinking skill development will be presented. Utilizing a multiple case study design, two digital literacy courses were analyzed and compared according to their course structure and instructional delivery. The novel conceptual framework exploring the interplay of digital literacy, critical thinking development, and teacher beliefs will also be discussed. This study has implications for higher education curriculum design and faculty training.
Theme:Learning in Higher Education
Integrating Affective Assessment in Academic Distance Learning Courses
Michalis Feidakis, Laboratory Teaching Staff (EDIP) , Dept. of Electrical & Electronics Engineering, University of West Attica, Egaleo, Attica, Greece
Overview: Despite the progresses made so far, modern e-learning and distance learning systems suffer severe lack of human-like interaction with their human users and responsiveness to them: the typical system is irresponsive to the affective state of the user while even an inadequate human tutor will respond to it and even adapt his/her instruction accordingly. In an attempt to address this problem, this paper presents the design of a digital system that integrates affective assessment in a real-world distance learning scenario. The proposed system uses modern affect theory results along with state-of-the-art technologies in order to (i) “sense” or “gauge” the affective state of a remote class of learners, while they participate in a distance learning course, either synchronous or asynchronous, and (ii) provide feedback to the human participants at three levels: to the individual learner (for self-reflection purposes), to the peer learners and to the class tutor. This is achieved through intuitive, easy to grasp digital visualization of the dominant affect or “temperature” of the virtual (remote) class, presented on the computer screens of the participants and updated periodically along the duration of the distance learning session. The solutions investigated involve either self-reporting of the user affect or state (“explicit” case) through wearable devices and gestures, or fully automated affect recognition (“implicit” case) through fusion of a number of “experts” (monitored features or physiological parameters of the learner) that will feed a decision-making algorithm after suitable processing. System development, test, adjustment and evaluation issues are also discussed.
Theme:Technologies in Learning
16:55-17:10 End of Sessions
19:00-22:00 Conference Welcome Reception

The Learner Conference and the University of Athens will be hosting a welcome reception at the Aula Amphitheater at the University of Athens (Omonoia 30, Athina 106 79, Greece). The reception will be held at 19:00 (7:00 PM) on Thursday, 21 June 2018. Join other conference delegates, our conference partners, and plenary speakers for drinks, light hor d'oeuvres, and a chance to converse.

Jun 22, 2018
08:30-09:00 Conference Registration Desk Open
09:00-09:15 Conference Update - Phillip Kalantzis-Cope, Chief Social Scientist, Common Ground Research Networks, Champaign, USA
09:15-09:50 Plenary Session - Maria Petmesidou, Emeritus Professor of Social Policy at Democritus University, Greece, and Fellow of CROP/ISSC (Comparative Research on Poverty/International Social Science Council under the auspices of UNESCO)

"Crisis and Austerity: A Painful Watershed for the Greek Welfare State"

Maria Petmesidou (Ph.D. Oxford University) is emeritus professor of social policy at Democritus University (Greece), and fellow of CROP/ISSC (Comparative Research on Poverty/International Social Science Council under the auspices of UNESCO). She has published extensively on social policy and welfare reform in Greece and Southern Europe. Most recently she co-edited the following books: 
"Economic Crisis and Austerity in Southern Europe: Threat or Opportunity for a Sustainable Welfare State?" (London: Routledge, 2015)
"Child Poverty and Youth (Un)Employment and Social Exclusion" (Stuttgart: Ibidem, 2016). 

Her most recent publications also include: “Welfare Reform in Greece: a Major Crisis, Crippling Debt Conditions and Stark Challenges Ahead” (in P. Taylor-Gooby, et al.); “Can the European Union 2020 Strategy Deliver on Social Inclusion?" (CROP Working Paper Series on Global Challenges, No 2, June 2017); (with M. González-Menéndez) “Policy Transfer and Innovation for Building Resilient Bridges to Labour Market” (in J. O’Reilly, et al. eds Youth Labour in Transition, OUP (forthcoming 2018)). 

In the last four years she coordinated research on health care reform in Greece (funded by the Observatory on Economic and Social Developments of the Labour Institute of the Greek General Confederation of Labour, 2014-2015) and on policy learning and transfer in the field of youth employment policies (funded under the EC FP7 programme, 2014-2017).
09:50-10:20 Garden Conversation

Garden 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.
10:20-11:35 PARALLEL SESSIONS
Room 1 Designing Assessments
Enhancement of Mathematics Learning through Online Quiz Testing at a University of Technology
Noor Ally, Lecturer, Mathematics, Durban University of Technology, Durban, -, South Africa
Overview: The performance of first year engineering mathematics students at universities of technology in South Africa is a serious problem. A longitudinal study is presently in place investigating the implementation of a comprehensive online learning unit for the mathematics department primarily to improve basic mathematical skills through diagnostic testing. An additional aim of the project is the development of in content material to enhance e-learning. The online quiz facility of the learner management system, Moodle, can be used to engage students off campus as well as encourage self-assessment. Improving students’ recall of basic derivatives via online testing is one method of improving students’ procedural fluency in differentiation. The cognitive demand associated with memorization of mathematical rules cannot be ignored in the learning of mathematics.This paper reports on the progress and implementation of an online standard derivatives quiz test as an effective assessment tool. The online quiz test was designed to test students’ recall ability of standard derivatives. The results of first year engineering mathematics groups are analysed and used as a basis for the design of quizzes as well as items within the quizzes that will be developed in the larger study. A comparative analysis of the statistics of students’ performance in the test is examined. Psychometric analysis of the items of the quiz is performed for consistency. Results indicate consistency in performance of the groups and consistency within the items of the quiz. The paper concludes with a recommendation for using quizzes as an effective online learning strategy.
Theme:Science, Mathematics and Technology Learning
Promoting the English Test Construction Ability by the Combination of Inquiry-based Learning and Miller’s Model: Cognition Domain Development Phase
Thassanant Unnanantn, Lecturer, English, Suan Sunandha Rajabhat University, Faculty of Education, Bangkok, Thailand
Overview: The study aimed to develop the test construction ability of pre-service teachers, majoring in English at Faculty of Education, Suan Sunandha Rajabhat University, using Miller’s Model. In the model, there are 4 stages, Knows, Knows how, Shows how and Does. The first two represent the cognition domain and the other two are the behavior domain. The cognition domain focuses on knowledge and understanding while the other emphasizes a hands-on experience. According to this study’s timeframe, the development on the cognition was reported. In this phase, the inquiry-based learning activities in which there were prior experience sharing, query posting, information seeking and knowledge sharing in Knows and knowledge reviewing in Knows how, was employed. Then, they did their paper tests at the end of Knows and Knows how stages. The purposive sampling was used in this study and there were 81 pre-service teachers. The research instruments were a course syllabus whose instructional process was in accord with Miller’s model and inquiry-based learning, inquiry-based learning activities, 2 sets of tests on test construction knowledge. The results showed that their overall score results at the Knows and the Knows how stages were at the good and the very good levels, respectively. This improvement illustrated that they could learn multi-dimensional knowledge from the combination of inquiry-based learning and Miller’s Model.
Theme:Learning in Higher Education
Lecturers’ Perception and Acceptance toward Online Course as Personal Development Opportunity
Angela Atik Setiyanti, -, -, Centro Paula Souza, São Paulo, -, Brazil
Overview: Lecturers have obligations in order to develop his/her professionalism. One of the lecturer’ obligations is to improve and develop academic qualifications and competence on an ongoing basis in line with developments in science, technology and art. One of the results of technological developments is the availability of online courses that can be used as a means of learning by taking extra lessons provided in online course sites, both paid and free sites. This presentation will discuss how do the lecturers address these opportunities. How is the lecturers’ perception and acceptance toward online course as a medium for learning in an effort to improve self-competence. The discussion will be conducted on the relationship between four variables of the Technology Acceptance Model such as PU (Perceived Usefulness), PEOU (Perceived Ease of Use), ATU (Attitude Toward Using), and BI (Behavioral Intention).
Theme:Technologies in Learning
Room 2 Cynosures for Development
A Functional Linguistic Approach to Chinese as a Foreign Language Teacher Development
Dr. Jingzi Huang, -, -, University of Northern Colorado, Greeley, Colorado, United States
Overview: Accompanied the desire for more students studying Chinese in the K-12 classrooms around the world is a need for Chinese as a Foreign Language teachers who are developed to embrace a language pedagogy targeting integration of language and culture or content. In the U.S., The Five Cs (Communication, Culture, Comparison, Connection, Community) proposed by ACTFL through the National Standards Collaborative Board (2015) specifically require attention to the integration of content, culture, and language. In Europe, the CLIL (Content Language Integrated Learning) approach (Llinares & Pena, 2015) to foreign language education also reflects the inclusive ideal of integrating language and content in foreign language instruction. However, the reality in the U.S. is that the urgent need for more Chinese teachers has resulted in the hiring of many Chinese speakers in the K-12 classrooms without systematic training in the pedagogy for integration. Addressing the multiple goals in a systematic and integrated way presents a challenge for Chinese classroom teachers. In the field of research, studies focusing on Chinese teachers’ professional development are very limited. At the level of instructional design and practice, a question is how a professional development program can help Chinse teachers move from skill-focused language teaching toward systematic integration. This paper presents a case study to focus on a public school in-service Chinese teacher studying in a language education program utilizing a functional linguistic perspective (Halliday, 1994) to approach language curriculum and instruction. The study is both self-exploratory and an action research that has taken the shape in actions. It specifically examines the participants' struggles in the process of using Mohan's Knowledge Framework (2001) to organize instructional units that integrate the five Cs and the achievement in their joint effort to create and implement an instructional unit in a middle school exploratory Chinese program. Data were collected during a regular school year in the forms of curriculum design, teacher's self-reflection, oral and e-mail correspondences between the researcher and the teacher, videotaped lessons, and students' learning products in both oral and written formats. Output from the students are analyzed from a systemic functional perspective to capture the ideational meaning (Halliday, 1994) realized via limited linguistic resources available to students at the time. The findings of the study provide implications for both language teacher development and classroom actions.
Theme:Learning in Higher Education
Engagement in the Scholarship of Teaching and Learning in Challenging Circumstances
Associate Professor Moragh Paxton, Language Development Co-ordinator, Academic Development, University of Cape Town, Cape Town, -, South Africa
Overview: Recent student protests in South Africa have underlined the persistent underfunding of higher education with state contributions to university education declining in the period 2000 to 2015. At the same time the post-apartheid era has seen student numbers in higher education double. Yet what is seldom mentioned in the media coverage given to the #FeesMustFall and #RhodesMustFall protests is the impact that all this has had on university staff. Staff have had to do more with less. Larger classes, more marking and growing pressure to offer quality teaching has led to a more demanding working environment with less time for research. Yet the pressure to publish has not gone away. Academic staff are still expected to do the scholarly work and to publish it, in fact their jobs and promotion may depend on this. This paper will argue that in the current uncertain climate in higher education, it is crucial that research is developmental and that it links to and seeks to inform teaching and assessment practices. In 2016 two Senior Scholars were appointed in the Centre for Higher Education Development at the University of Cape Town. The goals for this Senior Scholar project were to strengthen research capacity in education development practice and to support research capacity of black and female researchers. The presentation will report on this project and describe the theoretical framework used for understanding this work.
Theme:Learning in Higher Education
Expanding Online Teaching and Research Opportunities with an Integrated Online Research Environment
Stephen Mc Kenzie, -, -, Monash University, Melbourne, -, Australia
Overview: The demand for increasingly flexible learning options in universities has resulted in changes to the way that university courses have traditionally been offered, including the expansion of online and mixed online/ on-campus (hybrid) teaching/ learning methods. A limiter to the expansion of online and hybrid courses has been a lack of suitability of online methods to some aspects of teaching and learning, including clinical and research related teaching and learning. The Monash University Graduate Diploma of Psychology – Advanced (GDPA), is a new, large scale, fully online fourth year university course, and unique in its large student cohorts, and teaching and learning innovations, which include the development of an integrated online research environment – one stop shop. These innovations allow the creation of online courses with substantial research components, by allowing students, and other researchers, to conduct all aspects of research, including research supervision; participant acquisition; data collection, analysis, storage, and dissemination, remotely. This presentation presents preliminary research findings on the use of the Monash Psychology Research Portal, and how it benefits both online and on-campus research and teaching.
Theme:Learning in Higher Education
Room 3 The Changing Classroom
Gamification as a Key Formative Tool: Why the Use of "Gaming" Is an Excellent Tool for Instruction and Formative Assessment
Dr. Randall Woodard, Chair, Associate Professor, Philosophy, Theology, and Religion, Saint Leo University, Saint Leo , FL, United States Dr. Dene Williamson, -, -, Saint Leo University, Saint Leo, -, United States Dr. Patrick Ryan Murphy,
Overview: Educators are hearing a lot about "gamification" in the classroom, While some find it a wonderful use of time and technology, others argue that it panders to intellectual laziness on the students' behalf. This interactive session will introduce participants to the instructional philosophy of using gaming in the instructional process and demonstrate several ways to utilize a gamified classroom in respect to instructional pedagogy, and in order to provide valuable formative (and immediate) feedback to learners.
Theme:Pedagogy and Curriculum, Assessment and Evaluation, Learning in Higher Education, Technologies in Learning
COCLE Teaching and Learning Model: EFL Students’ Preferences in China
Dr. Jinjin Lu, Dr., Foreign Language School, China university of Geosciences (Wuhan), Wuhan City, Hubei, China Yaqi Wu, Associate Lecturer, School of Foreign Languages, China University of Geosciences (Wuhan), Wuhan, Hubei, China Dr. Si Fan,
Overview: In most traditional classrooms, Chinese students and EFL teachers have very few opportunities to communicate with others who are in wilder communities. The limited communication is only between students and students (Ss-Ss), students and English teachers (Ss to Ts). This means that the language communication from the beginning is very limited. The author proposes that a concept of the “Communicative Language Community of English Learners (CLCOEL)” could be brought into the EFL context (Lu, 2014). The CLCOEL model emphasises a wild community is essential to improve our students’ communicative skills and as a consequence, their cognitive skills could be enhanced in the process of perception. More importantly, in the reflective process, their learning autonomy proficiency and humanistic qualities could be improved as well. In this case, I proposed that the CLCOEL needs to be highlighted in the implications for practice as it is essential to create a harmonious atmosphere in English learning and teaching for both students and teachers.
Theme:Pedagogy and Curriculum
Meaningful Teaching and Learning: MyStatLab and StatCrunch
Dr. Elaine Correa, -, -, California State University, Bakersfield, Bakersfield, United States Dr. Vochita Mihai, -, -, Medaille College, Buffalo, -, United States
Overview: The pressure on institutions of higher learning to remain competitive has accompanied a paradigm shift in teaching and learning. The struggle between comprehension and effective teaching methods raises numerous interrelated concerns for faculty and students as on-line learning software becomes an integral feature of teaching and learning in higher education. In a culture of instant gratification and constant interaction through a range of hand held electronic devises, it is no longer unsettling or even surprising to raise the question of whether traditional environments of learning should integrate more technology in teaching. Today, cyber space is a part of where we live. It is integrated into our sense of identity and value, whether we fully accept it or not. It is a place in which we all have become naturalized digital citizens authorized through the purchase of an electronic devise and access to the internet. Even faculty today, have constructed their cyber identities and legitimated their on-line presence through on-going membership and activity as cyber citizens who religiously contribute to the web. Yet, despite the increased acceptance of technology within society faculty remain relatively distant to the full incorporation of online materials and software in their courses. The challenge remains as to how faculty can reconstruct pedagogies of engagement in the classroom that will draw student interest from disconnected spaces whilst simultaneously reconnecting learning. This paper will reflect the challenges, advantages and drawbacks that emerge as faculty attempt to utilize electronic software (such as MyStatLab and StatCrunch) in meaningful ways to teach and engage the digital learner.
Theme:Pedagogy and Curriculum
Room 4 English as a Foreign Language
Differentiated Instructions: No Learner Left Behind
Fariha Asif, English Language Lecturer, English Language Institute, King Abdulaziz University, Jeddah, Makkah, Saudi Arabia
Overview: English language, because of its peculiar structure and strangeness in certain circumstances, is a hard nut to crack for all the foreign learners. In Arab countries this gigantic issue is not easy to grapple both by learners and teachers. In EFL/ESL classroom set up, majority of teachers often observe a limited number of learners who always keep lagging behind the rest of class. Despite teacher’s leaving no stone unturned, they could not keep pace with the class in a normal manner. These low performing learners cannot be ignored; rather they need and deserve more attention by the teacher. Teachers can instill in them the fervor of learning and they can be made active aspirant to keep pace with the class for getting better results. Their potential cannot be neglected. Their talent is hidden so it needs to be explored. The only thing they lack is lack of fondness and interest and diversion of attention. If these trends can be overcome and their capabilities are properly directed, they can become active learners. Various techniques and tips have been adapted to make them active and interactive participants in the class.
Theme:Pedagogy and Curriculum
Multilingual and Multicultural Educational Material Design: The Sociolinguistic Profile of a Student with a Migrant Background as a Tool of Curriculum Development
Kleio Sakellaridi, Research MA student, Language Education for Refugees and Migrants, Hellenic Open University, Athens, Greece Dr. Anastasia Gkaintartzi,
Overview: The design of the material is based on the argument that language learning is closely interwoven with identity investment and educators need to provide enough space for the identities of their learners to unfold (Cummins, 2001). Apart from the theory, the research also draws upon specific findings that emerged from the analysis of the interviews, such as that the student is bilingual in Georgian and Greek, having received formal education in both languages, but refuses to speak in Georgian with her classmates and is reluctant to declare her origins. The designed worksheet combines linguistic elements with cultural and historical facts, in a creative and engaging way. It is structured on a micro – student and macro - classroom level; the first aims to enhance the student’s identity investment, focusing not only on her bilingual competences but on aspects of her social and cultural identifications and the second aims to educate the whole classroom in multicultural understanding, openness and acceptance. The essay calls for the adoption of multilingual practices within the Greek educational system in order to move away from strictly monolingual and mono-cultural curriculum, towards a multi-lingualized and multi-culturized classroom.
Theme:Learner Diversity and Identities
From Decontextualized Skills to Creative Writing: The Case of Greek Dyslexic and Non Dyslexic Children Composing in Both Greek and English as a Foreign Language
Julie Baseki, Kos, Greece Georgia Andreou, Dr. Sotiria Tzivinikou,
Overview: It is unclear whether the cognitive factors that children draw on during the writing process differ from the factors which have been found to be important to product measures (Torkildsen, et al., 2016). This study aimed to investigate the effect of spelling, as an intrinsic part of transcription ability, on the overall quality of the written compositions produced and how composing higher-level processes relate to product characteristics. InputLog enabled us investigate the writing profiles of dyslexic and non-dyslexic children. Composing skills in both Greek and English as a foreign language were assessed through two different approaches to writing assessment, dictation passages and picture elicited narratives in both languages since narrative abilities have also been strongly related to children’s academic performance (Torkildsen, et al., 2016). Children with dyslexia scored significantly below their peers regarding overall text quality, they produced shorter texts and less cohesive / coherent. Dyslexic writers’ spelling profile, as well as their revising and pausing behaviour, seem to be lagging rather than deviant, while both revising and pausing behaviours indicate that spelling has been the main concern for both groups of writers and confirm the dyslexics’ deficient error detection mechanism (Horrowitz-Kraus & Breznitz, 2011).
Theme:Early Childhood Learning
Room 5 Engineering Pedagogies
New Administration Approaches in Information Society and Future Engineering Education
Prof. Ibrahim Buzkan, -, -, Zonguldak Karaelmas University, Zonguldak, -, Turkey
Overview: Today, as we move to globalization and information society all over the world, engineering education and new transformations in the field of management and organization are required. In addition to transferring knowledge in engineering education, it is necessary to make a rapid transition to the education system that will integrate knowledge with necessary skills. In this study, how to provide a good education and management in engineering education by searching the problems of education and effective methods of learning is surveyed; and how to create the most effective student oriented teaching system is studied. For this purpose, a student-centered engineering education and management model was developed by using the observation methods based on the questionnaires that were conducted on the faculty and the students of the Engineering Faculty. In this survey recommendations for the execution of a successful student-centered engineering education is developed. A model of education and management should be established which is student-focused, conscious, researching, approaching basic problems with a long-term perspective and constantly innovating at all the stages of engineering education and education management.
Theme:Educational Organization and Leadership
Hands-on Activities in Civil Engineering Programs
Luiz Campos, Doctor/Professor, Pontifical Catholic University of Sao Paulo
Overview: This paper reports the project developed by students of the 4th semester of Civil Engineering Programme at Pontifical Catholic University of Sao Paulo using the basic concepts of Mechanics of Rigid Bodies (MRB) course taught in classroom. Seeking to adopt the principles of the approach Project Based Learning (PBL) the professor that teaches this course proposes the development of a project where the theme, in the two last years, was the Da Vinci’s Self-Supporting Bridge. The history notes that Da Vinci designed four types of bridges. The design of this bridge was the most simple and ingenious of them. The design of Self-Supporting Bridge was developed from 1485 to 1847 attending the request of his patron Cesar Borgia, and it needed has simple assembly by troops without woodworking skills. The design is held together by its own weight without requiring any ties or connections. The development of this project was part of the assessment process in the course. The students of the class were divided in teams with six members each one to set up the bridge. The project was developed in three steps. The first one was a bibliographic research on the issue. In the second step began the hands-on activity with the building of a prototype where test and analysis were made to understand the structures behaviour as result of a downward applied force. In the third step the hands-on activity was the bridge building in an enlarged size with the necessary adaptations related to the prototype, seeking to follow the original design, and under the condition of to permit and tolerate the weight of several people passing along the bridge. The materials used were wood cylindrical pieces with the appropriated sockets. All the pieces were prepared by the team and each step with the description of the building and assembly processes were reported in a video available on You Tube. Finally, the students were questioned through two questionnaires applied to them to obtain their opinions and perceptions on the project. A closed questionnaire based on Likert’s scale and an open questionnaire where they could analyse all the aspects involving their participation in the project and what suggestions they had to do to improve the experience. In addition, the students could tell how the PBL approach help them in the teaching/learning process.
Theme:Learning in Higher Education
Art and Science of Teaching Engineering: Students in India
Ravi Prakash,
Overview: Art and Science of teaching Engineering subjects using modern electronic mediums have become very important to keep students’ attention alive in the class. Faculty members teaching engineering students always face the challenge as to how should one impart knowledge to the students to enable them, not only understand the subject thoroughly, but also, how to impart necessary skills and competencies to increase their employability and shape an industry ready engineer. To develop proper competencies and skills besides subject knowledge, one has to deviate from traditional classroom teaching to a mode of teaching where students learn through modern electronic gadgets such as mobile technology, apps, laptops using internet, visual observation by working on fully operational cut sections of automobiles, aircraft simulators, learning sessions at industry, learning tools used in industry, videos of actual manufacturing processes in industry, videos of testing methodology, tutorials available on internet etc. Recent surveys have found that students want to use mobiles in the class rooms and they have found that it results in enhanced learning. Modern pedagogies of teaching play important role in enhanced learning, honing skill sets and development of competencies. Flip class rooms, video conferencing and similar activities have also proved to help the engineering students, especially those who are slow learners. On inducting fresh engineering teaching faculty, we have to ensure that do undergo Intensive Teaching Workshops, where they are exposed to all the modern tools and techniques, they should be encouraged to participate in Faculty Development Programmes, Professional Development Programmes, Seminars/Symposium/Conferences etc. Where ever possible, a mentor having long teaching experience and thorough subject knowledgeable, should be attached with every new faculty. To ensure highest level of interest for students in engineering disciplines, we have to motivate them for innovations and convince them about the advantages of innovation, patents and publications. We may even institute Emerging Technology Awards to keep the students engaged in their innovative projects.
Theme:Learning in Higher Education
Room 6 Innovation Showcase
Book and Brain Reading for Critical Thinkers: Critical Reading Leads to Critical Thinking
Dr. Nancy Linden, Savannah, Georgia, United States
Overview: This Innovation Showcase demonstrates how to analyze items in reading comprehension. Discover reading test question templates and test answer distracters from a completely different view: Book or Brain. Instructors will help students "divide and conquer" all different types of reading comprehension test formats Evaluation and critical reading can be a paradigm shift that is easy to understand and to pass on to students. Application to all different types of test will be illustrated.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Using Haptic Technology to Decrease the Learning Curve in Pre-Clinical Dental Education
Dr. Richard Callan, -, -, Augusta University, Augusta, United States
Overview: New technologies are continually being developed in the healthcare industry to enhance the diagnostic abilities and treatment options available to healthcare providers in the care of their patients. These technologies not only increase the longevity of the individual but also their quality of life. In addition, innovative technologies are also being developed to improve the training of health care providers. The consequence of better trained healthcare providers should actualize the same results, extension of life as well as the improvement of the quality of life. The ability to perform intricate maneuvers in a confined space requires an acute command of hand-to-eye coordination. Haptic technologies have been developed to aid in the training of future dental professionals. This technology can be implemented towards the reduction of the learning curve in the mastery of skills specific to the dental profession. This study not only exhibits an innovative teaching methodology, but also explores a unique concept in the learning of psychomotor skills. Advanced clinical expertise attained in a shorter period of time can permit not only the perfection of performance but also the acquisition of additional skills during ones formal education.
Theme:Technologies in Learning
Room 7 Policies for Success
Tell Me, Show Me, Involve Me: The Use of OSCE in the Assessment of Clinical Competence
Tina Moore, -, -, Middlesex University, Athens, -, Greece
Overview: For some time now Higher Education Institutions (HEIs) have recognised the need to move away from surface learning (lower order skills, such as retention of knowledge and understanding of content) and to develop higher order skills such as analysis, synthesis and evaluation. Changes to our methods of assessment provide a better opportunity to test these skills. The Objective Structured Clinical Examination (OSCE) assessment tool also permits the testing of the student’s application of knowledge into the ‘real world’ of nursing practice; level of understanding; attitudes; decision making; communication and critical thinking skills. All are core characteristics of a professional nurse. This concept of the OSCE links well with the theme of creative assessments in that it enables the assessment of more than one specific domain in an innovative way, moving away from the rigidity of traditional assessment approaches. In addition this form of assessment process can be easily adopted by other practice based disciplines as an innovative way in which to assess individual student’s level of knowledge, understanding decision making and psychomotor skills.
Theme:Adult, Community, and Professional Learning
The Erasmus International Work Experience as a Place of Learning : Transformative learning in the Liminal State
Deborah Steele, -, -, Newman University, Birmingham, -, United Kingdom
Overview: Every year an increasing number of students are taking Erasmus work placements or traineeships. This paper details an account of narrative research that explores sojourners experiences of voluntary work placements as part of an Erasmus traineeship. Previous research shows that international work placements are good places for sojourners to learn about themselves and to develop skills and attributes for working with and within other cultures. This qualitative research gathered the life stories of sojourners and narratives of their experiences throughout their time aboard. This research listened to the stories of sojourners, gaining a deeper understanding of the type of learning that took place and offering a theory to explain how that learning occurred and why that learning is transformative. It also, gathered the narratives of a group of sojourners who completed an Erasmus work placement at least two years previously to see if those transformations were long lasting. The results suggested that the liminal state of the international work placement can create the environment for extra rational transformative learning, and develop a form of tertiary socialisation, which allows sojourners a different perspective of the world around them. It also suggested that the changes that take place as part of the experience of living and working abroad stay with sojourners after they return home.
Theme:Learning in Higher Education
The Business Case for Community Service Learning in Business Schools
Dr. Christian Cook, Professor , Bissett School of Business , Mount Royal University , Calgary, -, Canada
Overview: The high-impact teaching practice of community service learning (CSL) can democratize professional development opportunities for learners. Innovative pedagogies of CSL can provide the transformative learning experiences necessary for college and university participants to experience the requisite perspective shift (Mezirow, 1990) from student to professional, greater enabling them for success in their field after graduation. Due to the necessity for many students to engage in survivor jobs (or at least in roles not related to their desired profession post-graduation) while studying at the post-secondary level, participation in co-operative education is not a realistic option to ameliorate the gaps between academic and professional training for all. This can disadvantage students as they proceed to graduation with primarily non-professional work experience and only academic training to pursue their chosen profession. Of particular concern are those students who may be marginalized in several ways, with family and socio-economic status being just two. Management education and business schools may be most at risk to produce graduates that are disproportionately academically trained, yet the occurrence of CSL in business schools lags among other disciplines. Using research gained over five semesters in a capstone strategic human resource management course, data will be shared which support the utility of CSL to foster professional development for all learners in this domain. Practical tools will be provided to build a business case to use the pedagogy of CSL in your business school, to design meaningful curricula and course experiences for students and community partners while employing CSL, and to expertly evaluate the success of your students based on course learning outcomes related to your discipline.
Theme:Pedagogy and Curriculum
Room 8 Education Outcomes
School Autonomy in Finland According to the PISA Report: The key Success Factors at Schools in Finland
Pablo Ortega Rodríguez, Professor, Education, University of Huelva, Huelva, Huelva, Spain
Overview: In recent years, the management of school autonomy in Finland has become a central issue for the improvement of students learning outcomes. Most studies in the field have only focused on case studies in primary schools that carried out few innovative practices sporadically. Little is known about how school autonomy is managed in large teacher and principal samples and it is not clear what factors guarantee the students success. This study aims to analyze the percentages, means and correlations among the variables that affect the management of pedagogical autonomy at schools in Finland. The results of PISA school and general teacher questionnaires from the 2015 data collection were analyzed with the statistical analysis program SPSS. The findings of this study show a significant and positive relationship between the capacity of the principal for ensuring teachers involvement in decisión making and the level of teachers satisfaction with their performance in the school. Findings also suggest that the type of school (public/private) where principals are working is related to their responsibility for providing staff with opportunities to participate in school decision-making. The conclusions of this research support the idea that the school autonomy in Finland plays a vital role in the quality of education. The study ends with the explanation of key success factors that improve the school autonomy at schools in Finland.
Theme:Pedagogy and Curriculum
A University Role in Developing Progressive Governmental Policy
Samuel Henry, Professor Emeritus, -, Portland State University Kimberly Ilosvay, Assistant Professor and Literacy Programs Coordinator, Education, University of Portland, Portland, Oregon, United States Anita Bright, Associate Professor; ESOL Program Coordinator, Graduate School of Education; Curriculum and Instruction, Portland State University, Portland, -, United States
Overview: Based on participation in the State of Oregon on the Oregon Education Investment Board, OEIB, political leadership for a pre-K through post-doctoral system suggested that an economic return on investment including calculations and wider discussion of the growth for communities. Here, despite a renewed sense of populism in Europe and the US, this case suggests that the efficacy of academia in purposefully building social capital should remain a goal of the university and faculty scholarship. It challenges held ideas that the benefit and gain of post-secondary education accrues mainly[solely] to the individual and perhaps family; suggesting that public support is a significant aspect of the interaction between higher education and local communities. By cohesively examining university participation, regional innovation and capacity-building as an illustration of adjusting public policy through the building of social capital, this case addresses multiple challenges as the means to alter the traditional roles and structures which ultimately change both policy and action within the university and in the local region. In the US, a major obstacle in K-12 school reform has been in getting and maintaining the transformational leadership for sustaining change. This case details the participation of the academy through providing institutional support for faculty to serve in leadership roles with local/state government change, which resulted in more than 300 public policy changes, increased services to children and youth and structuring reforms to increasing educational opportunity for children of communities of color.
Theme:Educational Organization and Leadership
The Process of Developing a National Institute of Excellence in Education in Québec
Martin Maltais, University Professor, Education, Université du Québec à Rimouski
Overview: On June 21, 2017, the Quebec Minister of Education, Recreation and Sports, in Canada, unveiled his policy on educational success after a large consultation where 15 000 people contribute. One of the first tangible actions is the creation of a national institute of excellence in education. On this orientation, the Minister had given a working group the mandate to advise him, following a consultation held in the fall of 2017, on how to design this institute and create it. The actual and effective dynamics of these consultation processes remain little known to university researchers, who often approach them from interviews, documentary analyzes or speeches. This paper proposes to discuss the dynamics of such a process from the perspective of the journey experienced by one of the participants in the consultation process of the working group on the creation of the National Institute of Excellence in Education and to relief, beyond the stakes involved, the architecture of the dynamics of actors and ideas that struggle in the development of this element of a broader educational policy.
Theme:Educational Organization and Leadership
Room 9 Assessment and Evaluation
Inclusion and Coherence through Narrative Assessment for Learning: A school for ALL
Athina Danti, -, -, Institute of Educational Policies, Athens, -, Greece
Overview: Narrative is commonplace in qualitative research, psychology, marketing, and history. The various types of narrative are shaped by the context and purpose of implementation. Regardless of that, a narrative is a story or an account of an event bound by time. More recently, narrative has been associated with assessment for learning. Narrative assessment for learning is argued to be the most appropriate of a sociocultural model viewing learners with special educational needs, in which the individual is viewed within their physical, social, and cultural setting, and where attention is paid to the whole environment in order to improve learning outcomes for students. Narrative assessment for learning has some particular features. First, it recounts learning events within and beyond school settings and it tells the story of learning by capturing the context, the people, and the relationships. It is also bound and defined by the time over which learning is noticed by the narrator, taking into note of the ways that learning strengthens over time. Unlike traditional assessment methods, it contributes towards closing the gaps between learners and teachers, strengthening power with and power for relationships and supports the construction of learner identities as capable, competent, able, included, and valued.
Theme:Assessment and Evaluation
Field Dependence and Cognitive Style in the Academic Performance of Children and Adolescents
Zélia Anastácio, Profesora/investigadora, Instituto de Educación, Universidade do Minho, Braga, Portugal Theodomiro Gama Júnior, Investigador, Instituto de Educación, Universidade do Minho, Braga, Portugal Prf Filomena Ponte,
Overview: The stylistic standard Field Dependence (FD) has been connected with various aspects of the personality, procedures and strategies used in solving problems or a weighted aggregation of cognitive, affective and motivational aspects, inherent to the information processing and problem solving. The relationship between FD, intelligence and academic performance remains shrouded in controversy. In this study, FD was associated with the written expression of children, one area that reveals great difficulty in information processing. The study included a sample of 92 pupils of 3rd and 4th grade of primary school (45 males; 47 females), aged between 8 and 11 years, and the quality of the writing expression of the students was assessed. Our results show a statistically significant relationship when we associate the results obtained in the test of intelligence and cognitive style with the students' performance on the test of written expression. This is a classic relation but still incompletely understood. In our study, this observation occurred mainly among students of the fourth grade, and may reflect the emergence of cognitive style in this school/age range. However, the observation of a text effect in the Raven test near the students of 4th year of schooling does not allow us to move forward in this case without a better control of the general intelligence of the students. We conclude, convinced, that we can associate the students’ cognitive skills (factor g, cognitive style), with cognitive and metacognitive processes that can generalize to their learning and academic performance.
Theme:Assessment and Evaluation
Strategic Analysis of Institutional Tutorial Practices to Enhance Academic Success: Challenges and Successes in a South African Higher Education Context
Dr Subethra Pather,
Overview: Research on tutorial systems in South Africa and across the globe reveals that effective tutorial planning and implementation at higher education institutions has positively influenced student success, engagement and through-put rates. This study embarked on a SWOT analysis to investigate current tutorial practices at a South African university to gain a better understanding of tutorial programmes and implementation. The study employed quantitative and qualitative approaches for information gathering and analysis of the tutorial system at the university. Informal conversations with the faculty’s’ Deputy Deans teaching and learning provided valuable information on operational issues while an online questionnaire on tutor practices, sent to academic staff, provided in-depth information of the structure, challenges and successes of tutorial practices. The study revealed a constrained relationship between faculties and institutional structures with regard to effective implementation of tutorial processes. The lack of physical space and tutorial funding also created a challenge to implementing effective tutoring. However, in spite of these constraints, tutorial programmes that were successfully implemented did have a positive influence on students’ academic performance. The data collected from this study provided a platform to reinforce the need for formal tutorial structures as a tool to improve student learning, academic success and retention.
Theme:Assessment and Evaluation
Room 10 Learning Abroad
International Students and Work Place Experience
Dr. Kay Hartwig, Nathan, -, Australia
Overview: Many universities across the globe offer programs for international students that include a work place experience (field placements, practicum, work-integrated learning, internships, industry experience). This component of a program provides teaching and learning opportunities for international students to socialise into workplace settings often in unfamiliar cultural contexts. This presentation draws on data from a research project that was federally funded by the Australian Office for Learning and Teaching Innovation and Development grant. The project, Improving work placement for international students, their mentors and other stakeholders was a two year project that involved six Australian universities and covered a number of disciplines including Business, Education, Engineering, Nursing, Occupational Therapy, Psychology and Speech Pathology. An outcome of the project was the development of a model of effective practice. The model will be discussed and this includes the relationship between the concepts of internationalisation, multi-socialisation and reflection. Ideas and recommendations on strategies to improve international students' experiences during their work placements will also be shared in this presentation.
Theme:Learning in Higher Education
The Experiences of the Korean Study Abroad Students
Dr Hae Na Kim, Seoul, South Korea
Overview: The purpose of this study is to identify the motivation and reasons of the early study abroad students in Korea and to analyze the issues and challenges of the Korean students and parents who experienced the early study abroad. In addition, the study is aimed to provide policy recommendations about the early study abroad for the Ministry of Education of Korea which supported the survey. From August 31 to September 20 in 2017, a survey supported by the Ministry of Education of Korea was implemented. Survey questionnaires were distributed to elementary schools, middle school and high schools mainly located in Seoul and Gyeonggi province in South Korea. In total, 57 schools participated in the survey. Students and their parents who stayed and studied at least for more than a year in foreign countries were main respondents. Also, teachers who taught the early study abroad students in those schools, the governmental officials who are involved with the early study abroad students and general college students responded to the survey. The study would analyze the responses of the survey about the early study statistically using multiple regression and suggest future policies about the early study abroad students. The study can make a significant contribution to policy recommendation as the study focuses on people who are involved with the early study abroad and provide in-depth insights about the early study abroad policies.
Theme:Educational Organization and Leadership
Cross Cultural Higher Education: Challenges of International Asian Students at one Australian University in Singapore
Dr. Robyn Margaret Anderson, Senior Lecturer Education, College of Arts, Society and Education, James Cook University Singapore, -, Singapore, Singapore Vibhutiben Parekh,
Overview: The study sought to understand possible challenges faced by international higher education students from Asia when studying at an offshore Australian university in Singapore. A mixed methods approach, including a survey and focus group interview, was employed. The study found that most international students from non-English speaking countries in Asia faced language related challenges. While many international Asian students preferred to have Asian teachers because of the similarity of culture and teaching methods, many also preferred certain aspects of the western learning and teaching styles of western teachers. It is thus recommended that to support the learning and teaching styles and needs of international students from Asian countries, offshore western-based universities in Singapore and other parts of Asia employ a blended learning and teaching approach, where a combination of western and Asian learning and teaching methods are used combining the best features of both approaches.
Theme:Learning in Higher Education
Room 11 Parallel Session in Spanish
Room 12 Assessment and Evaluation
Towards Designing an Aligned Analytic Rubric: The Development of Rubric Calculator Tool
Dr. Bhavani Sridharan, -, -, Deakin University, Geelong, -, Australia
Overview: This paper offers an "automated rubric calculator tool" to effectively align an analytic rubric to resolve a variety of the problems arising from inadvertent inaccuracies in the distribution of marks and the resulting student dissatisfaction. Embracing criterion-referenced rubric is becoming a norm in higher education institutions in recent years for a number of compelling reasons. However, the true benefit of utilizing an analytic rubric will be negated if it is not effectively aligned with respect to subjective and objective standards. Even though aligning subjective standard is challenging, extensive resources are available from research and development to design an effective rubric. Conversely, aligning objective standards is an intuitive process, but laborious and error-prone process. Yet, there has been dearth of research and development to support practitioners in this area. To fill this gap, this paper provides an automated solution to facilitate seamlessly designing an effective rubrics.
Theme:Assessment and Evaluation
Formative Assessment in Jamaican Classrooms: Towards a Model for More Effective Implementation
Clavia Williams-McBean, Lecturer, School of Education, The University of the West Indies (Mona campus), Kingston, Jamaica, Jamaica
Overview: Formative assessment has been heralded as germane to effective teaching and learning. However, despite an increasing trend of a pedagogical shift from behaviourism to constructivism, teachers’ classroom assessment strategies have remained largely traditional and summative. This mixed-methods study explored how formative assessment may be more effectively infused into the teaching of English in Jamaican secondary schools. Data generated through cases studies of secondary school teachers from the 5 types of secondary schools in Jamaica were analyzed using ANCOVA and the general inductive approach. Results showed that secondary school teachers predominantly used traditional assessment tools and strategies and for summative purposes despite school type and rank. They also suggest that if formative assessment is to be effectively infused into the Language classroom, steps will have to be taken to encourage greater use of alternative assessment tools and strategies by classroom teachers and greatest consideration has to be given to assessment factors, specifically national and schools’ assessment policies. The findings have implications for teacher training institutions as well as school and national assessment policies.
Theme:Assessment and Evaluation
Evaluating Three Decades of Studies into Concordance-based Cloze Testing: Some Insights for Future Directions
Kunlaphak Kongsuwannakul, Lecturer, School of Foreign Languages, Suranaree University of Technology, Muang, Nakhon Ratchasima, Thailand
Overview: This paper evaluates ideas from selected studies into concordance-based cloze testing (henceforth ConCloze). The aim is to produce useful insights about its future directions from research spanning over three decades. The investigation is divided into five stages of evolution of the item type, potentially considered to resemble metamorphosis. Starting with an embryonic stage, advances in corpus linguistics in the 1970–80s are believed to give birth to the first concordance-based class exercises. The exercises then hatch out in the 1990s as an item prototype relying on the cloze procedure. Albeit with some substantive distinctions from the present form of ConCloze, this prototype may be deemed to be its precursor, and hence the larval stage. Then in the 2000s, the item type undergoes a silence period, receiving virtually no attention in the literature altogether. It is underrecognized for potential to contribute to language testing, and so the decade represents its pupal stage. Amidst some near misses seen in the literature, the present decade witnesses a growing interest in ConCloze. Centering primarily on its construct validity potentially marks a dawn of a series of validation inquiries. The future adulthood would begin by a momentum gathered with research along Messick’s (1989) validity facets. An inference from the investigation could be that concordances are useful for both supplying linguistic features to test writing and validation and making the very content for practical testing. Opportunities to test designers and English teachers worldwide are also implied, such as for a fairer assessment through a larger test-writing toolkit.
Theme:Technologies in Learning
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
Room 15 Partnerships and Intergration
Interface Learning: Learning Partnerships between Schools and Museums
Dr Sally Thorhauge, -, -, Aarhus University, Aarhus, -, Denmark
Overview: The theoretical framework of my research on learning partnerships between schools and museums is inspired largely by Jean Lave and Etienne Wenger-Trayner's theories about social learning and communities of practice, and springs from a holistic understanding of learning and learners. My previous research has centered around qualitative studies of museum-school collaborations of many different types. The qualitative methods I have employed when studying museum-school partnerships range from observations in the field, semi-structured interviews to action research. In recent years, my focus has been on transforming the didactic and collaborative practice of teachers and museum interpreters' through practice-based research in which they themselves are involved. A flexible collaborative model has evolved, which has at its center the concept of Interface Learning, a term I coined to indicate the learning that can take place when two communities of practice synergetically mesh and learn from each other. Teachers and museum interpreters report that they see their collaboration according to this model as practice-related continuing education and didactic and pedagogical training and development. Collaborating in this way is challenged by structural and financial constraints at both institutions. However, in Denmark recent reforms of primary and secondary education mandate greater openness between schools and the world outside them, not least heritage institutions, making for and encouraging professional collaborations between formal and informal learning environments.
Theme:Adult, Community, and Professional Learning
Peer Mentoring through Social Media: A Worthwhile Approach in Enabling Education
Dr. Bianca Price, Lecturer, UniSA College, University of South Australia, Adelaide, South Australia, Australia
Overview: Social networking sites (SNSs) such as Facebook have been widely embraced by students and increasingly educators are seeing these technologies as a valuable resource for enhancing the student experience, improving engagement as well as helping students build social networks and obtaining peer support. As many developed nations move towards universal higher education, many Australian Universities have implemented enabling programs to provide an alternative pathway into University. The shift towards widening participation stems from the Australian Governments approach to promote equal access to students who come from disadvantaged backgrounds. However, there are numerous challenges with enabling education, most notably the level of support required by these students as well as high attrition rates. Consistently peer mentoring programs are found to be an effective for student’s personal development as well as their academic success. Accordingly peer mentoring has been found to improve the first year experience, increasing student retention as well as improving the interpersonal skills of the mentors. Guided by Social Learning Theory, this study explores if the benefits of peer mentoring are attainable with enabling students on a SNS. 237 students of a University enabling program were invited to join a Facebook group. The Facebook group is facilitated primarily by peer mentors under the supervision of a leader researcher. Employing a mixed methodology including interviews as well as using netnography, the Facebook group’s “virtual” content (i.e., the “Wall”) was examined to see how effective and beneficial peer mentoring is on social media for students in enabling programs.
Theme:Technologies in Learning
Mapping the Socio-professional Integration of Muslim Minority Women in Education in Thrace
Keratso Georgiadou, Laboratory teaching staff, Department of Language, Literature and Culture of Black Sea countries, Democritus University of Thrace, Komotini, Greece, Greece
Overview: This paper focuses on the plight of Muslim minority women in Thrace, residing in the North- Eastern Greek province in all its three prefectures (Evros, Rodopi and Xanthi). There is evidence of increases in the number of female students in state and minority schools during the past years, their success in graduating from Greek universities and the adaptation of Muslim minority women to the information age. However, Greece’s economic crisis and the consequent austerity measures imposed by the EU, have resulted in new pressures on both the general population and minority Muslim communities that has made it harder to track the progress being made of the socio-professional integration of these women during this challenging time period. Collecting data concerning Muslim minority in Greek Thrace and especially minority women is not an easy effort. This paper will thus examine the available data about the professions that Muslim minority women occupy from information collected from multiple sources: public and private organizations, institutions, citizen service centers, local commercial and technical chambers, hospitals, municipal offices and other institutions. In addition, data from interview/conversations with Muslim minority women, will illuminate the agony they continue to experience as they pursue professional integration. Finally a set of proposals and thoughts on the empowerment and integration of Muslim minority women will be presented to illustrate the types of effort needed and the mutual respect among Christians and Muslims that is required in order to bring a sense of justice and lead to inclusivity among the communities of the region.
Theme:Adult, Community, and Professional Learning
11:35-12:35 Lunch
12:35-13:20 PARALLEL SESSIONS
Room 1 Posters
The Use of Digital Narratives in the Education of Geography Teachers: Producing Meanings and Knowledge through Multiple Languages in Cyberspace
Tania Canto, Professor, Geography Department - Geosciences Institute (IG), Universidade Estadual de Campinas
Overview: The use of narratives in the field of education constitutes a methodological approach of great importance. Narrating and telling stories enable individuals to make sense of their everyday practices and lived experiences. Thus, in addition to serve as historical sources, narratives have been used as a process of self-formation. Considering their potential as a formative resource and the proliferation of new languages with the development of digital technologies, we have used the concept of digital narratives to engage students of a geography teaching course in new literacies practices. In an attempt to understand how these new practices contribute to the education of teachers, this proposal aims to discuss the meanings and knowledge that they may build on teaching from the appropriation of new technologies. It is worth mentioning that the digital narratives make possible the meaning of the lived experiences through the mobilization of different languages gathered in the digital environment and, often, also in a single device. Smartphones, for example, carry video and photo camera, sound recorder, word processors and other applications that allow you to edit and create imagens, animations, maps, etc. When connected to the Internet, these devices also allow the sharing of narrated experiences and their collaborative production. By breaking with the materiality of paper and entering in cyberspace, digital narratives also travel in time and space, making proliferating different interpretations and new shared experiences. With this, the process of meaning of everyday practices and the construction of knowledge take place collectively.
Theme:Literacies Learning
Developing a Teaching Framework of Integrating Off-campus Internship and Capstone Courses for Technological University Students
Hsi Chi Hsiao, Chair Professor, Graduate Institute of Business and Administration, Cheng Shiu University, Niaosong, Kaohsiung, Taiwan Prof. Jen-Chia Chang, Professor, National Taipei University of Technology, Taiwan Prof. Su Chang Chen, Magong, Taiwan, Taiwan
Overview: The purpose of this study is to develop a teaching framework of integrating off-campus internship and capstone courses for cultivating technological university students’ problem solving skills through real industrial problems. In order to meet this purpose, three steps are proposed. The first step is to probe how to integrate off-campus internship and capstone courses. Then, the core competences profile for students to study through these two courses is established (e.g., problem identification, teamwork skills). In the second step, the competences profile is used to develop the teaching materials, evaluation indicators, mentors guidance, and teaching plan. The teaching strategy is proposed as project-based learning (PjBL). During students in the off-campus internship, this strategy will cultivate students’ skills in finding real industrial problems. In the last step, when students go back to school they will convert the enterprise problems into their capstone projects. The technological university professors and industrial collaborative teachers will collaboratively use PjBL teaching strategy to help students solve the practical problem of the enterprise. Finally, the formative and summative evaluations are used to measure student’s achievements in solving real problems identified in the enterprise. Through the integrating off-campus internship and capstone courses, students will learn real industrial problem solving skills.
Theme:Learning in Higher Education
Strategies Used with Children with Deafblindness and Multiple Sensory Impairment
PhD Maria Cecilia De Moura, São Paulo, -, Brazil PHd Leslie Piccolotto Ferreira, Phd Denise Cintra Villas Boas,
Overview: Children with deafblindness and multiple sensory disabilities need support for understanding the world and to have access to information. It is critical to provide conditions for them to explore the environment, enrich their perceptions and relationship. The objective of this work was to analyze the perception of the teacher on the attention and communication strategies, developed by her, in the classroom, with children with congenital deafblindness and multiple sensory impairment. It was done an individual interview that was transcribed and analyzed after the teacher witness the audiovisual material recorded for six months. The teacher reported satisfaction in her work when she realized the development of the students and the attention given by her to the individual characteristics. She highlighted the importance of the participation of the family and the use of audiovisual records in contribution to her work. She realized she had lost some opportunities for communication and have not provided the time necessary for student’s answers. It is concluded that a significant communication partner is important to identify, encourage and respond to attention and communicative behaviors of the child. Both the professor as the speech/language therapist must know how each child communicates and to be alert to non-verbal behaviors.
Theme:Pedagogy and Curriculum, Assessment and Evaluation, Early Childhood Learning
Learning Is My Journey: Cultivating Scaffolding Activities
Anne Maria Korhonen, Hämeenlinna, -, Finland
Overview: For sometimes there has been an ongoing discussion about personal learning environments, which means students have their own ownership of their learning in environments they prefer to take as a part of their learning processes. Learning assignments and artefacts should no longer been restored in learning management systems of educational institutions. The claim of the personal learning environments is rising from the idea lifelong learning as well as from informal learning as a meaningful part of a learning process. For teacher it has rosen a question of scaffolding. In the school of professional teacher education student teachers used their personal learning environment collaboratively during an online course. A learning design was based on a pedagogical model that was compared with a scaffolding model of online learning processes while a teacher is a facilitator. The results indicates that a pedagogical model may include all scaffolding activities. However, an online scaffolding has to be designed with a special attention with all stages of pedagogical model. This study also suggests that one of the most important environment for a scaffolding is to do it directly in student’s personal learning environment.
Theme:Technologies in Learning
The Home Environment of Brazilian Toddlers with Hearing Impairment
Miriam Da Silva Ferreira, Special Needs Educator - assistant, Special Needs Education, Læringsverkstedet Sørengkaya Kindergarten Cilmara Levy, Speech patologisty, ISCMSP Ulrika Löfkvist,
Overview: This study is part of a research project which investigated the audio and language environment of Brazilian Portuguese-speaking (BP) homes using the Language ENvironment Analysis system (LENA). Results from the first part of this project deemed LENA sensitive to BP. Therefore, the aim of the present study was to analyze the language environment of 11 families of children with normal hearing (NH) and hearing impairment (HI) living in São Paulo Metro area. A total of 14 children were selected, 7 children with NH and the other 7 with HI. Children age ranged between 11 and 43-month-old. Participants were matched in number, age, gender, hearing condition, and SES. Their language and audio environment were recorded with the Digital Language Processor (DLP), which was inserted in the pocket of a specially designed vest. For this study, the whole 12-hour recording of the 7 children with NH was taken into consideration. A Spearman correlation was calculated for investigating the correlation among the LENA variables. Results indicated a strong correlation between child age and the number of CT, CV, and AE-meaningful language. It suggested that children were increasingly more exposed to AE-meaningful language, engaged in joint-conversation, and made more vocalization in relation to their age. The same analysis was conducted with the whole cohort (n=14). Results suggested a strong correlation between AE-meaningful language and CT, CV, and AW. Consequently, the impact of the delay in language development would diminish whilst stimulating a child’s communicative, cognitive, and social development.
Theme:Early Childhood Learning
Developing Critical Thinking Skills: Thinking Like A Scientist or Historian
Dr. Charalambos Cleanthous, Professor, Department of Psychology, Eastern Washington University, Cheney, WA, United States Nancy Marchand Martella, Chair, University of Oklahoma, United States Ronald Martella, Professor, University of Oklahoma, United States Amedee Martella, Graduate student, Carnegie-Mellon University, United States
Overview: In an era in which scientific thinking is under attack and opinion can override facts and reasoned thinking, it has become even more crucial for students develop critical thinking skills. Students often have difficulty comprehending disciplinary-specific or content-area material about complex topics, as is often found in scientific texts. A method, that can be employed by teachers, for increasing students’ critical evaluation and comprehension of such material is presented. The method includes two content enhancements to help guide students in thinking critically--like a scientist or historian. The goal of the methodology is to help students learn to how to evaluate evidence about issues in everyday life. Teachers are taught three steps in implementing the critical thinking methodology to help differentiate fact from fiction.
Theme:Pedagogy and Curriculum
Development of Mechanical Department Off-campus Internship Courses for Technological University: Mechanical Department Off-campus Internship Courses
Prof. Dyi-Cheng Chen, Changhua, Changhua, Taiwan Prof. Hsi-Chi Hsiao, Chair Professor , Graduate Institute of Business and Administration, Cheng Shiu University, Niaosong, Kaohsiung, Taiwan Prof. Su Chang Chen, Magong, Taiwan, Taiwan Prof. Jen-Chia Chang, Professor, National Taipei University of Technology, Taiwan
Overview: The purpose of this study is to explore the principles and modes of planning and developing off-campus internship courses. The construction of curriculum planning based on cultivation of practical problems in machinery industry. The purpose of this study is to integrate the curricula planning of cultivating practical ability in machinery industry and the development of mechanical department off-campus practice courses. This study uses group focus interviews. Four scholars and industry experts were invited to hold an expert symposium respectively. Modify and confirm the indicators of training ability of off-campus internship course through the discussion and related suggestions as the basis for curriculum content planning. Among them, in the "use of creativity in practical technology" structure, ergonomics is considered the most important design capability. In the "program management" structure, production systems and program control capabilities are seen as important. In the "effective communication" structure, sharing of information is seen as an important capability. In the "teamwork" structure, creating a culture of teamwork and the strategy of team and corporate is seen as the most important.
Theme:Pedagogy and Curriculum
Terribly Troublesome Academic Thesis Statement: The Interplay of Non-Native English Speaker Learner Identities and Composition Pedagogy
Nicholas Barkawitz, -, -, California State Polytechnic University, Pomona, Pomona, -, United States Ninet Aghasatourian, -, -, California State Polytechnic University, Pomona, Pomona, -, United States
Overview: The development of a thesis statement in academic discourse is imperative yet problematic for non-native speakers of English as different speech communities assign different priority to this element of the essay. For an aggregate of L2 and Generation 1.5 students, this study has sought to examine their ability to implement devices that can cohere to a single statement of purpose. The literature on the subject offers a mixed review of L2 students’ discursive issues as they pertain to American collegiate composition courses, whether it is a result of language issues, background knowledge, or lack of recognition of the importance of a thesis statement. Through the use of contrasting rhetorical analysis techniques on American university students’ compositions and via class questionnaires, our methodological intent has been to determine the discursive gaps pertaining to the construction and development of thesis statements in college essays for pedagogical practice. Learner identity, language backgrounds and cultural perceptions of the student sample have also revealed new frameworks to analyze these elements. The goal is to provide compelling implications for classroom practice to emphasize thesis development in order to maintain structural coherence and cohesion, a focus not common to all of our students.
Theme:Pedagogy and Curriculum, Learner Diversity and Identities
Systematic Process for Examining a Teacher Education Program’s Alignment of Course and Field Work with High-Leverage, Evidence-Based Practices
Dr. Jenny Wells, -, -, University of Hawaii, Honolulu, -, United States Jessica Miranda, Director of Assessment, Accreditation, and Accountability, College of Education, Dean's Office, University of Hawaii at Manoa, Honolulu, HI, United States
Overview: The U. S. federally funded Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center Innovation Configuration systematic process and tools were developed to facilitate examination of the implementation of high-leverage, evidence-based instructional practices. This process enables university programs to make well-informed decisions about program design and to determine how well their teacher candidates are actually prepared to effectively teach. This investigation sought to determine the extent to which these practices were being taught, observed, and applied within a teacher preparation program. Faculty utilized the Innovation Configuration process and tools to examine the program’s six-course sequence for alignment with current research and to ensure students were engaging in meaningful course and field assignments. Through this systematic process, gaps and duplications were discovered and the importance of faculty engagement in program design and evaluation were highlighted. The process leads to increased collaboration of faculty resulting in greater coverage of the high-leverage, evidence-based practices within course Teacher preparation programs must align their curriculum with current research and scaffold course and field-based assignments to ensure that teacher candidates have opportunities to practice and receive feedback on implementation of high-leverage, evidence-based practices.
Theme:Assessment and Evaluation
Constructing Alternative Paths to Comprehend Learning Difficulties
Andressa Martins do Carmo de Oliveira, Clinic Psychologist, Psicologia Andressa Martins, Psychologist
Overview: Many children face difficulties in learning in their early years in elementary school. Although there is much research on several theoretical aspects of learning disability, the emphasis is commonly associated exclusively with the cognitive-intellectual process. This superficial vision limits the possibility of a complex understanding of the problem. Advancing further in relation to the traditional view of learning difficulties in school, this paper reports on research carried out during my master´s degree, in a public elementary school in Brazil. The aim of the study was to comprehend how new subjective configurations emerge in school, mostly taking into consideration the quality of human relationships built in the classroom and the achievements in learning in this process. Among the cases studied, one is chosen for in-depth discussion in this presentation: a girl, seven years old, who was not socially integrated within the classroom, which made her feel isolated as well as demotivated concerning the school activities in the classroom. The theoretical and epistemological position on which the research was based was the Theory of Subjectivity, from a cultural-historical standpoint, as well as its epistemological and methodological proposition, Qualitative Epistemology and the constructive-interpretative method. The methodological tools used were conversational dynamics and diverse interactive sessions with groups of students, sometimes including the teacher. The contribution of this work relates to the possibility of advancing further in the comprehension of the subjective processes involved in the learning development, which makes it possible to articulate educational processes, subjective development and the school teaching-learning process.
Theme:Early Childhood Learning
Student Engagement in Higher Education
Jessica Miranda, Director of Assessment, Accreditation, and Accountability, College of Education, Dean's Office, University of Hawaii at Manoa, Honolulu, HI, United States
Overview: Over the past several decades, there has been growing interest in student engagement and its influence on student persistence, retention, and overall success in higher education. The National Survey of Student Engagement (NSSE) is one of the most widely used measures of student engagement in North America. In 2013, the NSSE underwent a major revision; however, the psychometric properties of the instrument have not been thoroughly investigated and validated for the instruments intended uses and score interpretations. The researcher sought to address this research gap through an in-depth psychometric analysis, utilizing item response theory and confirmatory factor analysis, of one university’s 2015 NSSE data. Pre-existing secondary data were obtained for 1,592 freshman and senior students. The study investigates the psychometric soundness of the revised NSSE’s items and construct structure. This study contributes to the field by addressing the dearth of research exploring whether the uses and interpretations of the revised NSSE scores are psychometrically sound. Research has shown that changes to the content of a measurement instrument can have significant influences on the psychometric properties of the instrument, and therefore when an instrument undergoes major revisions, its psychometric properties must be reexamined.
Theme:Assessment and Evaluation
New Approach for the Work with the Deaf/Hard of Hearing in Brazil in a Nonprofit Organization
PhD Maria Cecilia De Moura, São Paulo, -, Brazil Ms. Ana Cristina Camano Passos, Ms. Maria Helena Verissimo, Ms. Rosangela Mota Zanetti,
Overview: There is, then, the need for an action that might enable the development of language and social skills of these individuals. The Adhara Institute (a nonprofit organization) aims to provide a place of inclusion, information and coexistence to allow these individuals to develop social and language skills in an environment in which the Brazilian Sign Language (Libras) is the primary means of communication in a meaningful Meaning Learning Theory perspective. This work shows how this work is developed, allowing the development of these individuals in an environment full of social significance and challenges to be overcome by the users through planned activities seeking meaningful learning. The forms of work and results will be shown. This is a work that can be followed by other groups that are worried about this population.
Theme:Early Childhood Learning, Adult, Community, and Professional Learning, Learner Diversity and Identities, Technologies in Learning
Delve Deeper in Learning!
Ms Sanna Ruhalahti, Hämeenlinna, -, Finland
Overview: Facilitating deep learning requires a teaching and learning process that involves curriculum restructuring and a wide range of open and technology-driven collaborative learning opportunities.. Even though recent developments have improved competence based education and the alignment of intended learning outcomes and pedagogical practices, there is still a need to create more effective environments and learning processes to achieve deep learning. Presented DDD pedagogical model (Dialogical, Deep and Digital learning activity) is based on recent research in the field of professional teacher education, and facilitates changes in the digital learning culture. The model emphasise through deep learning orientation: self-paced, authentic, dialogical and collaborative knowledge construction in diverse digital environments. In the future, this model can also be used in design principles used to revise teaching practices, instead of applying a specific, fixed pedagogical model. The role of design principles is seen as a more flexible way to shape teaching and learning in diverse situations and environments. Although the study was conducted mainly in a Finnish professional teacher education context, the model is applicable to other education levels. The digitalisation of work and learning challenges us to facilitate a change in the learning culture towards deeper learning processes.
Theme:Pedagogy and Curriculum
Narrating Teachers’ Intercultural Capital in Greece
Spuridoula Giaki, Admin & Media Associate, Laboratory of Sociology & Education, DESECE, Univerisity of Patras, Intercultural Forum Dr. Eugenia Arvanitis,
Overview: Intercultural capital is a dynamic concept which draws from Bourdieu’s theory on sociocultural capital and constitutes an important asset in our globalized world. Intercultural capital includes experiences relationships and rationalities between (different) cultures as well as skills and competencies towards a successful interaction with cultural others. It can function as a marker of differences, cultural particularities and sociocultural distinction, and it is (re)produced in a wide range of contexts where it is likely to retain, or indeed enhance, its exchange value (field-transcendence). The concept of intercultural capital can serve as an asset for teachers, especially those who deal with different cultural backgrounds, in order to develop a practical intercultural awareness for the global interconnected world we inhabit, and thus pave the way for significant (inter)personal and social benefits. The concept of intercultural capital can serve as a framework for analyzing the relationship between educational background, cultural patterns, attitudes and lifestyle. An enhanced intercultural capital may lead to choices with greater benefit for personal and professional development of the teacher, thus, leading to the prevention of social exclusion and ethnocentric thinking. Recent data suggests that Greek teachers are unprepared to manage the new multicultural classroom. The purpose of this paper is to examine the life experiences of selected Greek teachers compared with the development of intercultural capital that may lead to a change of attitudes and behaviors relating to the acceptance of diversity within the classroom and in society in general.
Theme:Learner Diversity and Identities
The Employability Skills of Store Service Staff for Graduated Students of Technical University
Prof. Su Chang Chen, Magong, Taiwan, Taiwan Prof. Hsi-Chi Hsiao, Chair Professor , Graduate Institute of Business and Administration, Cheng Shiu University, Niaosong, Kaohsiung, Taiwan Prof. Jen-Chia Chang, Professor, National Taipei University of Technology, Taiwan Prof. Dyi-Cheng Chen, Changhua, Changhua, Taiwan Prof. Chun Mei Chou, Taiwan, -, Taiwan
Overview: The purpose of this study is to find the employability skills of store service staff for graduated students of technical university. The focused interview method is adopted. Four industrial experts and four academic experts are invited. The results show that there are three groups of employability skills. That is, competences of specific skills group, general competences group, and behavior/attitude trait group. There are 11 competences in specific skills group, 14 competences in general competences group and 12 competences in behavior/attitude trait group. The first five important competences in specific skills group are broad general stores service knowledge, specific knowledge of empirical/ practical methods in stores service field, specific theoretical knowledge in stores service field, and applying rules and regulations in the stores, documenting ideas and information. The first five important competences in general competences group are problem-solving ability, analytical competencies, ability to work in a team, reflective thinking, assessing one’s own work, and learning abilities. The first five important competences in behavior/attitude trait group are oral communication skills, loyalty and integrity, power of concentration, initiative, and getting personally involved. The findings can give the department to plan a curriculum for their students to learn the employability in the technical university.
Theme:Learning in Higher Education
Hero with a Thousand Faces: Greek Primary Teachers’ Discursive Constructions of the Principal
Efthalia Konstantinidou, -, -, University of Western Macedonia, Kozani, -, Greece Marina Malliou, Teacher, Primary School, Ministry of Education, Athens, -, Greece
Overview: Drawing on discursive social psychology, the aim of the research project presented was to study Greek primary teachers’ ways of understanding the “principalship” as identity. As the institutional status of the school principal places her on the top of school hierarchy in terms of responsibilities as well as privileges, studying the teachers’ point of view towards the principal as participants of everyday school life may reveal the commonsensical ways actions associated with the particular official position are described and evaluated, and identities assigned. To this end semi-structured interviews were conducted and fully transcribed. The analysis focused on the variability of the constructions of the principal’s identity within the argumentative context of the interview as participants accounted for the principal’s actions. This type of analysis allows connecting the micro-context of argumentation with the macro-context of school structure as the discursive constructions of the principalship as identity also can be interpreted as constructions of the school’s institutional order by everyday participants. Some practical implications of this approach may be designing ways of intervening in the principal-teachers relations by taking into account teachers’ evaluations of the principal’s actions, and designing principal selection and assessment criteria.
Theme:Educational Organization and Leadership
Room 2 Workshop in Spanish
Room 3 Focused Discussion
Music, Memory, and Identity: Teaching Portuguese for Refugees in an International School in Brazil
Prof. Adriana Silveira, IB Teacher, Counselor, Mentor, Community Service leader, Graded School, São Paulo, -, Brazil
Overview: My experience as a Portuguese teacher in an international school in São Paulo, Brazil, includes the use of songs as a didactic resource, not only for language skills development, but mainly to motivate students, promote interaction, and value each individual’s culture. Being one of the teachers in charge of coordinating a Community Service at school, oriented to the teaching of Portuguese for refugees (a pilot project organized by a group of teachers and High School students), I decided to design a program in which the learning of Portuguese is facilitated by the sharing of experiences on autobiographical memories involving songs. The background for this program is my research on Neuroscience and Education, focusing on the relations between Music, Memory, and Identity, due to the importance of music in our lives – in our mother tongue or in a second/ third language – in different ages, including moments of pleasant or tough life experiences. By valuing refugees´ culture, and interacting in an environment of shared experiences, we believe, the language acquisition, and more importantly, the integration to a new context, will be stimulated and facilitaded. This will be an important part of the project (still in the early stage), and an experimental research will be developed during the process. Refugee’s applications have been sent to us by AMIS – Morumbi´s Association for Social Integration, in São Paulo. We also have the support of ADUS, an important NGO in Brazil that assists refugees in their reintegration.
Theme:Learner Diversity and Identities
Beyond Argument: Transforming Students' Engagement with/in Writing
Dr. Sarah Allen, Associate Professor, English, University of Hawaiʻi at Manoa, Honolulu, HI, United States
Overview: Writing teachers across disciplines at the college level often complain about student apathy and, even, dread toward writing-intensive courses. To address that apathy and fear, I will share a series of reading and writing assignments, which could be adapted for secondary school, that can intervene in unproductive student beliefs about and relationships to their research-based writings. In particular, I will talk about how teachers can co-create topics with their students and offer low-stakes, cumulative reading, writing, and research assignments to support students' development as writers. These strategies not only intervene in students' unproductive relationships to their writings, but help students to more closely approximate the researching and writing processes of scholars.
Theme:Pedagogy and Curriculum
PIZZA Approach to Improving Reading Instruction:: For Early Readers
Deborah Callan, -, -, Augusta University/CSRA RESA, Augusta, -, United States
Overview: The purpose of this Focused Discussion is to discuss a variety of strategies. Educators will be able to discuss strategies that can be used in whole group, small group or with individual readers in an efficient and effective way. Educators need to hone in their personal skills of observing young readers without depending on a "canned" or "purchased" program to meet the needs of every reader. Discussion will also include the importance of being able to formatively assess readers. The discussion will encompass a variety of ways that can be prescribed as part of a goal setting process so that independent readers can strengthen their personal reading skills. The methods shared will come from a variety of resources that have been effective with readers in all socio economic environments. For the last three years, these strategies have been used with a variety of settings in low performing schools and great gains have been made by most readers involved. The implications of the work will help give educators the tools and confidence they need to assess students individually. It will also help teachers set personal goals for both themselves and each individual student.
Theme:Early Childhood Learning
Reconnecting with the Aesthetic: Reader Transportation and Transformation
Leah Van Vaerenewyck, Cambridge, -, United States
Overview: This paper examines and critiques current literary curricula and instruction practices in the secondary and post-secondary classroom in the United States through an interdisciplinary framework that knits together research from the fields of neuroscience, literary theory, philosophy, and critical theory. Through an exploration of the potential of the aesthetic (Rosenblatt, 1978) to transform reader behaviors and attitudes, this work attempts to develop a conceptual framework that can inform pedagogical choices in literature courses using global and multi-cultural texts. The central claim of this work is that to leverage the potential of literary narratives to cultivate culturally literate global citizenry who is both empathetic and pro-social (Barazza & Zak, 2009; Johnson, 2012), the formal study of literature must capitalize on the aesthetic experience engendered by reader transportation (Green & Brock, 2000). Developing instructional practices and assessment methods that encourage and validate the aesthetic response requires the un-privileging of the efferent stance (Rosenblatt, 1978) that is expressed as the critical matrix (Mandel, 1979) in literary studies.
Theme:Pedagogy and Curriculum, Learner Diversity and Identities
Designing and Implementing Sustainable International Partnerships for Teacher Professional Development
Dr. Kathy Peno, Professor, Education, University of Rhode Island, Kingston, RI, United States Dr. Anne Seitsinger, Associate Dean, Alan Shawn Feinstein College of Education and Professional Studies, University of Rhode Island, Providence, RI - Rhode Island, United States Dr. Theresa Deeney, Dr. Lori Ciccomascolo, Student Affairs and Student Success, Associate Vice President, University of Rhode Island, Kingston, United States
Overview: As part of the University of Rhode Island’s mission to be an effective global citizen, several faculty in the School of Education have become actively engaged in the planning, implementation, and evaluation of teacher professional development programs with our international partners. Three examples of this work will be shared with participants. The first is a teacher-training program in Nairobi, Kenya, that has evolved into a sustainable approach to providing training to teachers throughout the country. The second is a partnership with vocational schools in Banda Aceh, Indonesia, still rebuilding after the devastating effects of a Tsunami in 2004. Finally, a partnership with schools in Southampton, England, who share similar methods of teacher professional development in standards-based science pedagogy, will be discussed. During this session, faculty will share the challenges involved with collaborating with international partners, including issues of language difference, funding, monitoring progress, technology, time zones, cultural differences, and teaching and learning expectations. Participants will be asked to share their experiences with teacher professional development in international collaborations and to provide input into our processes and practices.
Theme:Adult, Community, and Professional Learning
Stories in Teaching : Towards Becoming and Relationships in Context
Dr. Robert Christopher Nellis, Continuous Faculty Member, School of Education, Red Deer College , Red Deer, -, Canada
Overview: What is at stake in the stories we tell ourselves about and in our teaching? This session enquires into the stories one brings to their work, their debt and responsibility to context and personal history, and implications for spaces of pedagogical encounter. The work draws from arts-based approaches, poetic inquiry, and life writing.
Theme:Learning in Higher Education
Unintentional Deficit Educational Approaches for English Learners: A Critical Examination of Policy and Practice
Kristen Mc Inerney, Washington DC, -, United States
Overview: Still prevalent today, these terms carry a deeply deficit connotation, a feeling of being Othered, foreign, different, and limited, and exhibit the hegemony of English as the dominant language and culture to which all others are compared. This historical and theoretical analysis argues, building on the critical voices of Chomsky, Macedo, Jennings, Freire, Moll, Vygotsky, and others, that while the U.S. educational system has made positive changes over the past several decades for English Learners (ELs) including the most recent legislation, Every Student Succeeds Act (ESSA), education policy and classroom practices have unintentionally maintained and continue to reproduce deficit educational approaches for ELs. Relying heavily on critical theory and a call for social justice, this analysis is grounded in data and evidence such as federal educational policy documents including ESSA, critical theorist policy work by Macedo, Chomsky, and Jennings, and Supreme Court case rulings to expose a long and continuing history of unintentional deficit implications for ELs. The implications for educators and policy makers are to enact critical pedagogies to redefine classroom culture and politics, address exclusions of schooling, and dismantle the deficit perception.
Theme:Pedagogy and Curriculum, Learner Diversity and Identities, 2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Room 4 Focused Discussion in Spanish
Room 5 Virtual Posters
Identity Narratives Of Mexican American Women in Counselor Education Doctoral Programs
Tamara Hinojosa, Assistant Professor, Department of Counseling, Health, & Kinesiology, Texas A&M University- San Antonio, San Antonio, United States
Overview: Due to the underrepresentation of ethnic minorities as doctoral students and faculty in Counselor Education and Supervision (CES), the focus of this study was on the identities of Mexican American women as they pursued CES doctoral degrees in the United States. Anzaldúa's Borderlands theory implements metaphor and Mexican histories to highlight the complexity of cultural ambiguities and was used to foster a multicultural framework of identity. Narratives Inquiry was used to explore both narrative content and narrative style of each participant. Therefore, data analysis included two-phases: exploring stylistic features of narratives (i.e., contradictions and turning points) and searching across different fields of experience within narratives (i.e., intrapersonal interactions, interpersonal interactions, and language use). Findings demonstrate that Mexican American women in CES doctoral programs grapple with conflicting cultural expectations as well as a sense of isolation during their doctoral programs. Participants also expressed a strong desire to give back to their communities and often used their research to forge a connection between their academic identities and their ethnic identities. Implications for promoting multiculturalism in higher education include developing culturally empowering mentorship and professional development opportunities that enable Mexican American women students to feel more connected during their doctoral programs.
Theme:Learner Diversity and Identities
Principle Components Analysis versus Implicative Statistical Analysis in Validity Evaluation of a Language Certificate
Dr. Chrysanthi S. Tiliakou, Sophia Anastasiadou,
Overview: The evaluation of validity of a language certificate is of major importance in the field of language testing. Thus the present study evaluates the validity of the Greek state certificate of English language proficiency (KPG) via two different statistical methods which are Principal Components Analysis and Implicative Statistical Analysis. There were 141 candidates’ responses analysed. A comparison of the results is discussed and the advantages and disadvantages of each method are evaluated. Implications for testing methods and future validation methodologies and issues are also considered. The application of the two distinct methods allows data analysis and designates different aspects of the results. Consequently, their combination offers a more detailed and a more complete analysis and data investigation, contributing thus to more detailed conclusions being drawn.
Theme:Assessment and Evaluation
Adaptive Learning Environment for EFL Students
Carol Anne Ochoa, English Professor, Languages Department, Universidad Santo Tomás Tunja, Tunja, Boyaca, Colombia
Overview: This research study was carried out in order to contrast virtual activities designed in an adaptive platform called Smartsparrow, created by a research group at the University of New South Wales, Australia, as an alternative way to incorporate ICT tools in English as a Foreign Language (EFL) courses. This research involved 30 elementary and pre intermediate level students from different faculties at a private Colombian University named Santo Tomás, focusing on EFL and some adaptive features based on students´ interests, learning styles and needs. In this way, action research was used to develop this study. The implementation of the virtual world mentioned above sought to promote autonomous work through activities in a virtual platform. The research was developed in 2 phases of implementation and the results showed how students worked autonomously, taking advantage of tutoring spaces.
Theme:Pedagogy and Curriculum, Technologies in Learning
Student Wellness: An Investigation in a Small Canadian Post-Secondary Institution
Dr. Brent D. Bradford, -, -, Concordia University, Chicago, -, United States
Overview: Student wellness is critical for student success all educational levels. In the increasingly diverse and complex world, students require the skills, knowledge, and attitudes to navigate and flourish through life challenges. The purpose of this study was to investigate student wellness in a small Canadian post-secondary institution. Although wellness relates to various dimensions (e.g., physical, mental, social, environmental, emotional, occupational), student wellness was operationalized through the physical and mental dimensions. The poster will outline the online survey results stemming from 212 participants (i.e., 10% of the student body), such as; 39.6% of participants perceive their lives to be “quite stressful,” 29.7% of participants have been “diagnosed with a mental illness by a medical doctor, psychiatrist, or psychologist." Emerging themes related to student wellness included: time of the year; weather; and work load. Although it is critical for "student wellness" researchers to strive toward helping university-level students effectively deal with stressors that lead to mental health issues, it is of equal importance for researchers to disseminate the findings to all educational stakeholders at every educational level. The knowledge shared in this poster may help strengthen student wellness in all educational levels.
Theme:Learning in Higher Education
Developing Teacher Candidates' Cultural Sensitivity through Short-term Study Abroad Experiences
Dr. Lydia Kyei-Blankson, -, -, Illinois State University, Normal, Illinois, United States
Overview: College of Education (COE) teacher candidates’ study abroad experiences and how they influenced their thinking and plans to implement culturally responsive and relevant pedagogy in their instruction and interaction with diverse student populations and families was explored. The data for this study included reflections and one-on-one semi-structured interviews pre-departure and post-arrival. The data gathered from the study were transcribed verbatim, coded, and analyzed for themes. The findings showed that the study abroad experiences caused the participants to learn more about other cultures which made them more open and knowledgeable about working with children and families from backgrounds different from their own.
Theme:Learner Diversity and Identities
Student Transition and Success
Dr. Chinny Nzekwe-Excel, -, -, University of Northampton, Northampton, -, United Kingdom
Overview: This study expands the idea of curriculum alignment to include not only modules and programmes, but also to ensure alignment across sectors, from Further Education (FE) Institutions (schools and colleges) to Higher Education (HE) Institutions/ Universities. This study is a continuation on the study on 'Curriculum Alignment: Opportunities for Cross Sector Collaborations' by Ladwa and Nzekwe-Excel (2017), where the authors identified perceived and actual students' problems to learning in their HE study and possible strategies to addressing the identified problems. Outcomes suggest that there is a lack of awareness of what academic preparation pupils from schools and colleges have before commencing their HE study. Students with vocational qualifications struggle in particular with transition into HE study. Over 80% of the identified perceived problems to learning were 'Guidance-related and Personal ; Social-related. Most of the actual identified problems to learning in HE study were Academic-related. Therefore, this study stresses the idea of raising awareness and promoting a better understanding of educational standards and provision across sectors. The study essentially promotes collaboration across sectors (FE and HE Institutions) for the purpose of adequately equipping students academically and enabling them transit seamlessly into their HE study. This study further propose that collaborative courses or teaching sessions between FE and HE staff may be tailored to meet the requirements of specific students just before they transit into higher education.
Theme:Learning in Higher Education
Meeting the Needs of the Foster Child: Perceptions of the K-6 Teacher
Dr. Misty LaCour, Dr. Penny McGlawn, Misty LaCour,
Overview: A growing number of children are entering the foster care system every year. The trauma experienced by these children negatively impacts them. There has been limited research relating to teachers’ knowledge and perceptions of foster children’s needs. This study sought to further research by determining current teachers’ perceptions of foster children through a survey study. The survey results indicated the necessity for increasing awareness among teachers regarding foster children’s unique needs and challenges. This study has brought a heightened awareness of the teachers’ perceptions towards this growing population of students relative to the challenges facing foster children. Teachers must be aware of the issues these students face while providing adequate interventions to meet the needs of these students. This amplified awareness can influence professional development offerings to ensure teachers are supplied access to information to help them become more capable of providing more accurately guided treatments, strategies and interventions so that these children can have improved attachment capabilities, and thus break the foster care cycle. Examining the perceptions of teachers can also inform higher education institutions of what content needs to be added to teacher education preparatory programs.
Theme:Learner Diversity and Identities
Indigenous Perspectives at the Cultural Interface: Researching the Interventions
Dr. Yatta Kanu, -, -, University of Manitoba, Winnipeg, -, Canada
Overview: Success in school continues to elude Indigenous students in Canada, Australia, New Zealand, USA, and many other countries. One response to this critical problem has been the ongoing calls to integrate Indigenous knowledges and perspectives into schools and classrooms. Such calls have produced studies on pertinent questions such as: the specific aspects of Indigenous cultural knowledge which teachers can integrate; the most effective ways of integrating such knowledge into schools and classrooms; and the critical elements of instruction that produce school success. Findings and theoretical abstractions from these studies are being used to inform various school and classroom initiatives as interventions to increase success for Indigenous students in Canada. The purpose of my ongoing research is to examine what takes place inside these interventions to understand the specific mechanisms by which outcomes for students are accomplished. For example, what happens at the cultural interface when teachers and school administrators (mainly non-Indigenous, largely uninformed about Indigenous cultures, knowledges, and issues, and with identities and histories vested in the existing social norms and school structures)attempt to integrate Indigenous perspectives into their classrooms? In twelve high schools in urban Western Canada, we are documenting the characteristics of each school, conducting school and classroom observations of practices in integration, and conducting focus groups and interviews with students, teachers, school administrators, parents, and Indigenous collaborators for their insights and views about integration.
Theme:Pedagogy and Curriculum, Learner Diversity and Identities
Organizational Improvement Plan Addressing the Absence of Leadership Education and Preparation in the Early Year’s Curriculum
Elena Elena Merenda, Toronto, Ontario, Canada
Overview: Early childhood educators are recognized as leaders who have an important role in improving the quality of services for children and families. This research proposes an Organizational Improvement Plan addressing the absence of leadership education and preparation in the early year’s curriculum. “Change- a hallmark of contemporary society- impacts greatly on early childhood services, making leadership- which is a necessary condition for effective change- worthy of greater attention…” (Rodd, 2013). Therefore, I am developing an Organizational Improvement Plan (OIP) to address the absence of leadership education and preparation in the early year’s curriculum for the Early Childhood Studies. Adopting a collegial model that values instructor knowledge and experience is crucial for developing my OIP because the instructors have relevant and current experiences in the field, that can be combined with their understanding about the objective of the institution, to revise and provide the best curriculum for the students. Furthermore, collegiality is a key aspect of instructor professional growth and development. Collegial communities create a cooperative environment that allows for shared learning and increases innovation and enthusiasm among faculty (as cited in Shah, 2012; as cited in Massy, Wilger, & Colbeck, 1994). The professional growth that happens as a result of collegiality can support instructors to recognize the benefits of being heard, being a part of the decision-making process, and feeling valued. Therefore, they exemplify transformational leadership skills such as, being aware of their effect on students, being attentive to student’s needs, supporting students in seeing different perspectives, and inspiring students to achieve their goals. They support students in developing their own self-awareness and model for students what it means to be a caring and supportive early childhood professional (Merenda, 2017).
Theme:Pedagogy and Curriculum
Preschool Curriculum-based Screening for Pre-referral Support
Dr. Panagiotis Varsamis, -, -, University of Macedonia, Thessaloniki, -, Greece Dr. Anastasia Gkouvatzi, Dr. Andromachi Nanou, Macedonia, -, Greece Ioanna Ntarilli, Magdalini Simeonidou,
Overview: Curriculum-based approaches for educational assessment and pre-referral support are continuously gaining attention as being more meaningful to school communities, than classic psychometric approaches. Consequently, curriculum-based evaluation provides a common language, which is sufficiently comprehensive to students, teachers, parents, counselors and specialists (e.g., therapists). Thus, it directly facilitates a common ground for educational and instructional decisions. The purpose of the present study was to examine preschoolers' participation in curriculum-derived activities. In accordance with the Greek preschool curriculum, pupil's participation is being evaluated in five core axes, namely play, explorations, class routines, daily situations, and learning. Teachers rated contents of these axes (in total, 40 items) using a six point rubric, which highlights pupil performance and teacher enrollment. Subsequently, teachers judged, if each pupil was to be referred a) to a pre-referral intervention program, b) to an educational diagnosis process, or c) not to be referred at all. Our sample consisted from 160 pupils, with modal ages of five and six years, who attended mainstream kindergartens. Classification And Regression Tree (CART) analyses of the data revealed that teachers' ratings could correctly predict pupils' group membership. Depending on the group targeted, the prediction accuracy varied from 90% to 100%. Curriculum axes and items had different statistical significance to group predictions. Results are being critically discussed on the basis of economically screening new pupils and planning intervention programs, where needed.
Theme:Assessment and Evaluation, Early Childhood Learning, Learner Diversity and Identities, 2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Stress Levels and Timely Graduation of Community College Students Receiving Medical or Mental Health Care
Dr. Christine B. Kleinpeter, -, -, California State University, Long Beach, Long Beach, California, United States Dr. Marilyn Potts, Dr. Martha Ranney, Sharon Chen,
Overview: This exploratory study compares the College Student Stress Scale scores of 35 students who received mental health services, 36 students who received medical services, and a comparison group of 42 students who were enrolled in a college 100 class. Females were in the majority in both the medical and mental health groups, men had a slight majority in the classroom sample. The average age was similar in all groups, between 21-23. The predominant ethnic groups were non-Hispanic white in the medical and mental health groups, and Asian in the classroom group. Results indicated that nearly three-fourths in each group reported a later than expected graduation. Student Stress Scale scores were in the moderate range in total. The individual item with the highest score was academic matters, followed by financial matters, and meeting personal goals. Students who were receiving mental health treatment had higher stress level scores than medical patients or the classroom sample. Females scored higher than males in overall stress level. Students with higher stress levels were more likely to report a delayed graduation. Work and financial issues were reported most often as reasons for delayed graduation. Implications and areas for future research are outlined.
Theme:Adult, Community, and Professional Learning
Value-based Curriculum : Toward Value-driven Educational Environment Creation
Sandrita Skeriene, PhD student, Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, Kaunas, -, Lithuania
Overview: To date, a generally accepted definition of curriculum is lacking due to individual conceptual positions of researchers. As a result, different perspectives as well as types of curriculum are highlighted. The agreement among researchers is found that the rationale of curriculum must find balance between value-driven sources concerned with learner, society, and knowledge. These sources encompass cognitive, emotional, and spiritual dimensions of learning in a broader sense. Over the past few decades, the research has tended to focus on cognitive dimension of learning reflected outcome-based approaches to curriculum. Emphasizing learning as an key item of the educational process and the interplay between teacher and learner, the necessity for both emotionally-based and spiritually-based features of learning process arises. Few researchers have reported the possibilities of the integration and development of cognitive, emotional, and spiritual dimensions of learning across curriculum, but in religious education. Several attempts have been made to apply such possibilities to secular education. Each of dimensions pursue their own values messages that must be orchestrated across curriculum. Significant challenges arise trying to convey value messages in curriculum‘s implementation through educational environments. However, little attention has been paid to that curriculum is more concerned with „an ideal plan“, while educational environments represents momentous reality of that plan. Trying to answer the research question - how should the values whose education is aimed at while defining the objectives of the curriculum should manifest themselves in educational environments? - the conceptual framework is introduced.The research method is based on the literature analysis.
Theme:Pedagogy and Curriculum
Effect of Entrepreneurship Pedagogy on Health Education among Urban Community College Students: Impact on Attitudes, Knowledge, Job Readiness and Skills Acquisition
Dr. Gloria McNamara, -, -, Corough of Manhattan Community College, CUNY, New York, New York, United States
Overview: This research study uses an educational model known as health entrepreneurship. Entrepreneurship education refers to a pedagogical process that involves the stimulation of entrepreneurial activities, behaviors and mindsets. Although entrepreneurship education is recognized as important, relatively few empirical studies have been conducted regarding its impact on community college students in general and non-business majors in particular. This study plans to stimulate learning among health education students by developing an industry-engaged learning model that will generate subject interest, reinforce academic values, increase motivation, facilitate knowledge acquisition and foster entrepreneurial competencies. This learning environment is particularly effective in tying academic learning to real world practices and increasing job readiness.This study uses a quasi-experimental design with a convenience sample (N=60) for which the experimental health class (n=30) will be exposed to entrepreneurship pedagogy (EP) and the comparison class (n=30) will not. This study, using written surveys, will examine the impact (pre- and post-intervention) on the dependent variables of health knowledge, entrepreneurial attitude, self-efficacy, intent, and perceived behavioral control. Data will be examined using analysis of covariance (ANCOVA) and multiple regression statistical procedures and be supplemented by qualitative data collected via focus groups. It is hypothesized that students in the entrepreneurship pedagogy (EP) class will demonstrate greater gains in the dependent variables. Findings from this study may contribute to the field of health education and further be generalized across curricula to stimulate intrinsic and sustained learning. Community college administrators may embrace this model as it may improve retention and graduation rates.
Theme:Pedagogy and Curriculum
Coloured Hearing Pseudo-synaesthesia as a Potential Lever to Teach and Learn Languages
Emilie Magnat, Senior Lecturer, Université de Picardie Jules Verne (Amiens, France), Amiens, -, France
Overview: Among the different approaches for language learning, some old ones rely on the plurality of our sensorial resources (eg. Gattegno, 1978; Borel Maisonny, 1996) and can be particularly interesting when it comes to the improvement of the phonemic repertoire and the processes of learning to speak, read and write. Considering the dual-coding theory (Paivio, 1969) and the cognitive theory of multimedia learning (Mayer, 2005), if an association between sound and colour is made, a sound might recall a colour and seeing a colour might bring back to memory a sound. This is close to natural coloured hearing synaesthesia. This theoretical presentation aims at presenting to what extend coloured hearing pseudo-synaesthesia might be a lever to teach and learn languages. From the large existing literature, we will start by clarifying what natural coloured hearing synaesthesia is. Then, we will present to what extend we can teach pseudo-synaesthesia thanks to new media. Finally and to go further from the actual state of the art, we will emphasize on the potential of pseudo-synaesthesia for language learning. To be more precise, we will explain how giving materiality to phonemes thanks to colour might help to learn new sounds, to read and write (according to the Dual route and connectionist models of reading). Thanks to the precious feedback from colleagues, we would progress on this project. Results might lead to the development of a wide scope of free and open source learning material solutions and guidelines for first and second language learning.
Theme:Literacies Learning
Instructed Heritage Speakers of Spanish : What Happens after Secondary School?
Dr. Sharon H. Ulanoff, Professor, Bilingual/Multicultural and Literacy Education, Curriculum and Instruction, California State University, Los Angeles, Los Angeles, CA, United States Sandra L. Pucci,
Overview: This study examines the heritage (Spanish) language maintenance and/or loss of nine young adults (age 18-25) who graduated from a small urban high school with a Latino-centric curriculum aimed at promoting biliteracy/bilingualism. Research with heritage speakers has been highly compartmentalized. Many studies investigate the sociolinguistic reality of heritage languages (He, 2010), while linguistic-oriented research provides more specific detail on the “systems” of heritage speakers. This research is invaluable; however, the vision of heritage speakers as “primarily naturalistic, often illiterate learners” (Montrul, 2010) fails to take into account the much wider variation, both in terms of experiences and competence. In the present study, we try to bridge this divide by looking at an understudied population: “Naturalistic” heritage speakers who are also “instructed,” and literate in Spanish. This study uses phenomenological and narrative methods (Clandinin & Huber, 2010) to address the question: What are the lived persistent experiences of naturalistic heritage speakers who are also instructed in Spanish? Data were collected through semi-structured, phenomenologically-based recorded interviews (Englander, 2012). Transcripts were analyzed using domain analysis, seeking to elicit meaning from the data (LeCompte & Preissle, 1993), rather than codify and compute it. Results highlight the role of Spanish usage in daily life, maintenance of and/or changes in social networks influence Spanish maintenance and use, and engagement with Spanish texts or other reading materials. All participants used Spanish consistently with family members, although this was most often with parents and grandparents and more difficult with younger siblings.
Theme:Learner Diversity and Identities
The Northern Train on the Southern Track: Confucius Institutes in Australian Universities
Shen Chen, Australia, School of Education, University of Newcastle, Callaghan, -, Australia
Overview: The establishment of the Confucius Institutes at Australian universities has contributed to the promotion of teaching Chinese language and culture, while some controversial issues of political and cultural concerns have raised in terms of relationship between the host Australian universities and Confucius Institutes located on their campus. The political concerns are whether the academic freedom at Australian universities would be affected by the Confucius Institutes. The cultural and education concerns are in relation to curriculum, pedagogy and organization. This paper reports on a case study of two Australian universities. In spite of the limitation of two participate universities, there are three important conclusions drawn from this research. The initial results of this research have confirmed an urgent need of a comprehensive and interdisciplinary research to investigate the performance of existing Confucius Institutes in Australia. In addition, the contradictory findings amply demonstrate that Australian academics are deeply divided on Confucius Institutes and their roles and functions. Moreover, a systematic analytical framework should be established to investigate the Confucius Institutes’ linguistic, pedagogical, organizational, political and economic impacts in a nation-wide scope.
Theme:Learning in Higher Education
Room 6 Workshop
A Ride in a BMW or an Old Bus? : Visualization, Metaphor and Creative Thinking
Assoc.Prof. Bena Gül Peker, Associate Professor, Faculty of Education, ELT Dept., Gazi University, Ankara, -, Turkey
Overview: Creativity in the Teaching of English as a Foreign Language has been dealt with in terms of classroom tasks using drama activities, games and songs in order to enhance learners’ motivation and make learning more enjoyable (Richards and Cotterall, 2016). This workshop takes a broader view of creativity and argues that creative thinking can be taught and exercised. It stresses the pivotal role of the way we use our neurology emphasizing that we always create something first in the form of a thought and that we can use conscious thinking strategies to rewire our brains to achieve our goals in life. By way of introduction, this workshop will first draw attention to our deep-rooted misconceptions such as the lack of belief in one’s creativity and the belief that creativity is originality (Dilts, 1990) which, sadly, have been brought about by the limited way our rational minds have been educated. The workshop will then engage participants in creative thinking activities using two conscious thinking strategies: visualization and metaphor. First, the participants will experience three kinds of visualization: simple visualization for relaxation and creative visualization and the Disney Creativity Strategy for achieving both personal and professional goals (Gawain, 1998). The second thinking strategy that the participants will experience is the use of metaphor, more specifically creative metaphors and metaphors for learning (Revell and Norman, 1999). This strategy builds on the idea that making metaphorical comparisons between seemingly unrelated concepts can be fun and provoke useful insights into one’s usual patterns of thought.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Room 7 Virtual Posters in Spanish
Room 8 Spanish Language Session
Room 9 Virtual Lightning Talks
Mobile Devices for Literary Education in Teacher Training
Dr. Rosario Neira-Piñeiro, -, -, University of Oviedo, OVIEDO, ASTURIAS, Spain
Overview: The emergence of mobile devices has aroused researchers’ interest in the educational possibilities of these electronic tools. This work, using case study methodology, presents an innovative experience with m-learning focused on literary education in Higher Education. The experience - creating a video-review of a children’s book - was carried out with 68 students taking a Degree in Early Childhood Education. To evaluate its effectiveness, the final tasks were taken into account, as well as instructor and students’ perception. An instrument was designed to analyse the videos and two questionnaires to elicit students’ and instructor’s opinions. Findings reveal the flexibility of m-learning and its adequacy for literary education in teacher training. The students learned to select and evaluate children’s books and acquired some knowledge of children’s literature. The task involved searching for information, critical thinking, analysis and synthesis, decision-making, autonomy, development of communicative competence, creativity and team work skills, and helped to familiarise students with m-learning. Weaknesses detected suggest that more taught sessions are required, and more attention should be paid to oral skills, to the use of the task blog and to fostering social interaction. Finally, the study has educational implications which might be applied in similar contexts
Theme:Learning in Higher Education
Addressing Technology Concerns of Nontraditional Online Learners
Cathy Tobin, Phoenix, Arizona, United States Patricia Hoefler,
Overview: Nontraditional adult learners are attending online college programs today, and the expectation is for increasing numbers in future years, primarily because more jobs are requiring post-secondary degrees. For example, worker projections for the upcoming decade expect at least 106 million Americans to have degrees for employment (Sherman & Klein-Collins, 2015). As this need for better-educated workers increases so does the need for more universities to open their doors to this population (Chen, 2017). The online environment seems the most viable solution for this group of students, as most find that traditional campuses do not allow for the flexibility needed for a student who must divide his or her time between employment, family, and coursework. Therefore, the need for schools that can focus their attention on the technology needs and concerns of this unique learner is significant. What can be done to help ease the student into the online learning experience and help prepare students for coursework that might involve a more sophisticated mastery of web tools? This presentation will offer ideas and advice for approaching these concerns, with examples of current technology tools and how to introduce nontraditional students to this less than traditional learning environment.
Theme:Learner Diversity and Identities, Technologies in Learning
Virtual Teamwork Assessment as a Tool for Addressing Attrition in Distance Education Students at a Regional Australian University
Dr. Celeste Lawson, North Rockhampton, Queensland, Australia
Overview: Attrition and retention is a significant issue for the higher education sector world-wide. This presentation outlines a unique tool used at a regional Australian university to engage students through virtual teamwork assessment as a means of addressing attrition. The pedagogy of the assessment design incorporates an authentic task, individualized grading and negotiated team selection, all situated in a virtual team environment. Students are provided virtual team management skills as part of the assessment so the management of the team becomes an output of the task itself. This presentation analyses the approach over a three year period in three advanced communications units (Advanced Public Relations, Organisational Communication, and Public Relations and the Media) at CQ University, Queensland, Australia. The approach has increased student engagement, retention and satisfaction, and encourages learning. The approach has received academic acknowledgement as best practice; been adopted by other disciplines; and is supported by industry.
Theme:Assessment and Evaluation, Technologies in Learning
Ethnically Diverse College Students’ Perceptions upon Enrollment in a Hybrid Design Course: A Replication Study
John R. Kleinpeter, Associate Professor, Department of Design, California State University Long Beach, Long Beach, California, United States
Overview: This paper describes 39 undergraduate, full-time students’ responses to a quantitative survey immediately upon enrolling in a hybrid course in advanced design on the topic of visual communication for the built environment. Students were mostly female (56.4%) and between the ages of 21 and 24 (63.2%). They were Latino (35.1%), white (32.4%), and Asian (18.9%). Nearly 68% of participants in this study represented an ethnic minority group. Students described the most important aspects of the hybrid course as offering a flexible time schedule, a high level of access to course materials, and extra time to work at a job or internship. Students were most concerned about missing online deadlines and lack of contact with the professor. They were less concerned about lack of contact with classmates, getting a low grade, and confusion regarding assignments. Open-ended comments reflect that students appreciate the flexibility of the hybrid model to allow for outside responsibilities and the importance of regular communication with faculty regarding online assignments. These results are consistent with prior studies in terms of items identified as important to the hybrid learner; however, some of the items shifted in order of importance with the students’ experiences in a prior hybrid course. For example, in the original study students were very concerned about loss of contact with peers, and in this replication study, concern about contact with classmates was rated as less important. Educational implications are provided. Areas for future research are outlined.
Theme:Technologies in Learning
Self-Regulated Learning Strategies to Master an Enriched Advanced Level Primary Five Mathematics Curriculum
Prof. Prakash Singh, Port Elizabeth, -, South Africa
Overview: The primary purpose of this quantitative study was to determine whether mathematically gifted pupils in Nigerian primary schools could master an enriched advanced level curriculum in mathematics using self-regulated learning (SRL) strategies. An enriched curriculum in mathematics was therefore developed for the experimental study that was conducted with sixty primary five pupils who were considered to be gifted in mathematics. Gifted pupils who participated in the Mathematics Enrichment Programme (MEP) were divided into two groups, the control group and the experimental group, with thirty pupils in each group. Pupils in the control group were exposed to direct teaching strategies, while the experimental group used SRL strategies in the MEP. This paper focuses on the attitudinal survey conducted after the completion of the MEP. Pupils’ responses in this survey affirmed the significant relationship between SRL and an enriched advanced level differentiated curriculum for primary school gifted pupils. They strongly believe that the MEP was a realistic alternative to the present common core regular curriculum for gifted pupils in the mainstream of Nigerian education. Furthermore, they affirmed that the MEP provided them divergent thinking opportunities for using a problem-solving, self-discovery approach to work autonomously in a flexible learning environment. They also pointed out that gifted pupils who have the ability to work at a faster pace must not be compelled to do more of the same boring work from the textbook in the traditional classroom. Evidently, this study evokes the significance of using SRL strategies in implementing a differentiated enriched curriculum for gifted pupils in Nigerian primary schools.
Theme:Pedagogy and Curriculum
On Tutoring Features of the Internet Dictionary LexSite
Elena Berg, Professor, Russian and Foreign Languages, Ural State Law University, SEATTLE, United States Mark Kit, Director, Language Interface
Overview: In addition to information retrieval services, Internet dictionaries can interactively communicate with the user. The authors (who are also developers of the LexSite dictionary) exploited this opportunity and implemented tutoring features in the dictionary design. These features are based on lexical searches carried out by the user. The searches for translations are automatically stored in the search log. The user can select searched words/expressions and add them to his personal dictionary thus creating a personal learning tool. Personal dictionary can be edited as needed in the course of language learning. Having built the personal dictionary the user can make lexcards, which are electronic equivalents to widely used flashcards. The lexcard’s headword is the word/expression for which the user sought translations. When making lexcards, the user selects either all translations of the lexcard headword or only translations relevant to what he is learning (e.g. translations for the word bus can be limited to transportation field only or include technical and scientific meanings). Stacks of lexcards offer a variety of learning techniques since the cards can be edited or removed from the stack, shuffled, shown with or without translations, etc. Users can run lexcard sessions where the cards will be shown automatically in a random order. This educational technology has been originally developed and implemented for the English-Russian language pair, however it is applicable for any other language pair.
Theme:Technologies in Learning
University Tutors in Mexico: A Study of Assessment Instruments
Salvador Ponce Ceballos, Director, Facultad de Pedagogía e Innovación Educativa, Universidad Autónoma de Baja California, Mexicali, Mexico
Overview: In the year 2000 in Mexico, a very important project in higher education called academic tutorials was started, this project was proposed as a national strategy to strengthen the training of university students, as well as contributing to the reduction of negative indicators related to the training trajectory professional and school dropout. Currently a large number of institutions are designing evaluation strategies to identify the degree of development and impact of tutoring in institutions, this evaluation has focused on various dimensions such as tutor, program, services, instrumentation, among others. This work intends to make a specific contribution on the evaluation of the performance of the tutors, presents the partial results of an investigation that sought to characterize the questionnaires to evaluate the university tutors of Mexican institutions. The methodology of the investigation was proposed under a mixed approach of exploratory and descriptive scope, based on four stages: 1. Analysis of the state of the art; 2. Selection of 32 participating institutions; 3. Design of an instrument to analyze questionnaires and 4. Analysis of questionnaires. The results show limited evidence of documented experiences on the assessment of tutoring, as well as limitations of access to institutional instruments to assess tutoring, and little evidence of technical quality of the instruments collected was found. The conclusions point to the importance of evaluating the tutors with valid and reliable instruments, as well as making the evaluation processes public.
Theme:Learning in Higher Education
Social Emotional Learning via Facebook: An Informal Online Peer-Support Network
Heidi Stevenson, Associate Professor, Curriculum and Instructor, University of the Pacific
Overview: This qualitative study focuses on a peer support system created and facilitated by a high school student using FacebookTM as a major component. A review of literature discusses Social Emotional Learning (SEL). Data include four one-on-one interviews with the creator of the support system discussing her experiences throughout its facilitation, anonymous notes from students and FacebookTM posts. The study focuses on the process of developing a peer support group using FacebookTM and notes in a locker as anonymous mediums for peer support and SEL development. This study identifies the benefits and details of the creation of this peer-facilitated and governed support system for students.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Online Shift in Learning Culture
Dr. Alexander Vengerov, assoc. professor, Anisfield School of Busiiness, Ramapo College of NJ, Mahwah, -, United States
Overview: Mass-education requires increased learning efforts since human teaching resources are too limited and expensive. Actually, it requires a new Learning Culture stepping away from the idea that students are customers and teachers provide some teaching services. The student-consumer-and-rater-of-the- “services” approach is rapidly becoming an obstacle to the adaptive and large-scale transformation of modern higher education system as well as its further life-long continuation. A new Culture of Learning requires different approaches, methods, technologies, and attitudes among students and teachers and should be increasingly based on online sources and communications. Such Culture has to be supported by the government, educational organizations, educational “workers,” and students.
Theme:Technologies in Learning
Room 10 Workshop
Peer-Assisted Learning & Support
Dawit Rumicha, Gainesville, Florida, United States Nima Madani, -, -, University of Florida, Gainesville, Florida, United States
Overview: The workshop will foster conversations on how to enhance student learning by the practices based off of the model from the Florida Atlantic University Peer Assisted Learning & Support Program (PALS). The workshop will take a deeper look at the power of peer mentorship, leadership dynamics of a course organization, and analyzing the learning dynamics of a university community. The goal outcome of this session is to have participants obtain the tools necessary in being able to utilize techniques to bring burgeoning growth in their student’s success through their ambitions of fostering an inclusive diverse learning environment. Following these proceedings participants will be brought together in an open forum on effective and non-effective teaching techniques in comprehensively bringing about student driven success. Specifically we will be visiting James Kouzes and Barry Posner, Five Practices of Exemplary Leadership® Model to further how this can be applicable to student development. We will also engage in interactive activities in putting attendees in scenarios where they will be tasked to use problem based learning strategies in increasing student engagement and success. They will also be brought into a activity to describe their methods of instruction by utilizing visual cues. Participants will gather in small groups of about 5 to discuss each of the practices and how it applies to their goals and set academic standards. The target audiences of this session will be university officials, university students, university faculty, and professionals in the field of instruction.
Theme:Learning in Higher Education, Adult, Community, and Professional Learning, Learner Diversity and Identities
Room 11 Parallel Session in Spanish
Room 12 Workshop
Reflective Practice in a College Language Class
Liliana Torres-Goens, -, -, Butler University, Indianapolis, -, United States
Overview: A brief description of my thesis findings will be highlighted in order to give a general framework of reference to this approach. One of the main goals of this pedagogical instruction is to build venues of communication between the students and the professor for better understanding of the essence of learning. Also, intertwining relationships between “doing” and “thinking” will be exemplified and discussed. Attendees will actively participate in reflective activities I use in my classrooms so they can see the value and understand this pedagogical stance. The way this workshop will be conducted is as follows: In order to explain my philosophy, I will combine reflective activities with explanations of my pedagogical stance. As participants come into the room, I will ask them to complete an anonymous short survey on a piece of paper. I will start out with an ice-breaking exercise called: Connection is open...In this activity, participants are asked to sit in a circle and for 5 minutes, share aloud any thoughts that come to their mind. They can share anything related to their lives, work, the conference, or anything they want. Nobody is allowed to respond or make a comment about their classmates’ comments. We all listen and participate, if desired. I will explain the purpose of this activity and it will be the start point of my talk. Group Activity: Find somebody whose last name starts with the letter of yours. This is a debriefing activity. Participants voluntarily go to the blackboard and write the survey answers. I will probably divide the blackboard into 3 sections for each question. Nobody can talk while doing this and answers should be one word only. Then, in this specific case, the objective of the activity is to find out commonalities among the participants’ goals by attending this session. After everybody has written their answers, people walk around and look at the blackboard silently and identify that list. At the end, I will ask the participants to take a look at their initial survey answers and write a short self-assessment reflection about the “before and after” learning experience in the workshop. More examples will be given in the areas of after-quiz reflection, after-class reflection, syllabus elaboration, earning points negotiation, and end and beginning of the course reflections.
Theme:Pedagogy and Curriculum
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
Room 15 Literacies Learning
Critical Literacy in a Period of Crisis in Greece: Redesigning the Crucial in Language Teaching
Evangelos Intzidis, Eleni Karantzola,
Overview: Making a judgment means the expression of a view or/and putting forward a statement about specific socio-political or/and personal issues. In that sense, a judgment becomes an affirmation, but also a decision. What is the content/meaning of a judgment amid a general crisis correlated to Critical Literacy? The present talk takes a starting point the empirical observation that the educational interventions - designed on the basis of the literacy research of the past - were not activated adequately in order to enable the transformation of the content and the methodology of language teaching and thus to support and emancipate the school members towards the development of critical activities amid a crisis. On the basis of this empirical observation our paper proposes particular premises on which a curriculum should be based on, informed by critical literacy as it is redefined by the crisis experienced in Greece.
Theme:Literacies Learning
13:20-13:35 Transition Break
13:35-14:50 PARALLEL SESSIONS
Room 1 Embedded Meanings
Recontextualizing the Myth of “The Abduction of Europe”: Using Art Works for the Creation of Comics in an Interdisciplinary English Class Project
Maria Emmanouilidou, EFL teacher, Ministry of Education, Teacher of English as a foreign language, Thessaloniki, -, Greece Efi Papadimitriou,
Overview: The following paper is a presentation of a teaching intervention applied in a 6th grade English class in Thessaloniki, Greece, focusing on the ways art works can contribute to differentiated learning, increase of motivation and improvement of linguistic output in the target language. The materials chosen for the teaching intervention are five works of art revolving around the myth of “The Abduction of Europe.” The purpose of the intervention was to kindle the students’ critical skills through thorough investigation of the art works. Apart from the artistic elements portrayed, the students were encouraged to detect how male power is depicted in the paintings and sculpture chosen. Following the observation and analysis, the students produced comics relating the theme to the present day social world. Careful investigation of the comics exhibits an overwhelming tendency to perpetuate dominant stereotypes of male power where the weak female needs to be saved by the powerful male, even in its animalistic form. These findings seem quite disturbing in the sense that students have not yet developed critical literacy skills, but accept particular aspects of the social world as “natural.” However, the overall outcome of the teaching intervention suggests that active engagement with works of art can improve the students’ linguistic skills in English and enhance motivation.
Theme:Literacies Learning
Erasmus within the Framework of the Ionian University: Research on Identity Related Metamorphoses, Reflections and Experiences in the Context of the Mobilities 2012-2016
Georgia Tsimpida, -, -, Ionian University, Corfu, -, Greece
Overview: Nowadays Europe, aiming for the borders’ breaking down and in response to the globalization of the economy and the recent immigration crisis, presents a new, more demanding Erasmus+ program concerning the university education. On the occasion of the celebration of the 30th Erasmus anniversary and the 60th anniversary of the Treaty of Rome, which reflects the importance of the year 2017, the present research conducted within the framework of the Open University (Greece), notes the importance of identities` issues through mobility actions. The main objective was to present the general theoretical reflexion of a Europe always developing, to explore the evolutions in a cultural, social, psychological level as well as the complexity of identification and identity related metamorphoses of the Ionian University`s students of Corfu, who travel in a world facing a new barriers crisis. In particular, within the context of the six Departments of the Ionian University and the students` future personal and professional fulfillment, the Erasmus bubble will be presented thoroughly: a practical approach of data/statistics of the period 2012-16 and the 25years experience of the Chief of the Bureau of Public and International Relations will shed light on important aspects concerning the future of the University.
Theme:Learning in Higher Education
Learning Literacy through the Rhetorical Function of the Drum: The Place of Sound, Symbolism and Reflection
Dr. Joseph H. Gaines, -, -, Boricua College, New York, -, United States
Overview: This study corroborates the need to broaden the conceptual framework from which to examine the rhetorical function of the drum in Africa and broader African diaspora. The notion of "languaging" and "translanguaging," dynamically creative and reproductive processes--not constrained to only speech or writing to create meaning, seen through the lens of "semiotics," the study of sound, words, and body language is explored. In sum, the research cogently reveals how the African drum languages have been shown to be an influencing academic, as well as, psychosocial idiom. Continued discussion of their contribution and implications for the fields of: education, African studies, psychosocial linguistics, bilingual/bicultural studies, multicultural education, and comparative rhetoric is compelling.
Theme:Learner Diversity and Identities
Room 2 Parallel Session in Spanish
Room 3 Alternative Learning Paths
Literacy and Numeracy Competencies of High School Students Participating in an Integrated Learning Pathway to University
Dr. Anne Drabble,
Overview: Considerable research has been undertaken to identify issues that impact on successful student transitions from high school to university, because these issues are significant to the student experience, student retention and student outcome. However, high achieving students in their final two years of high school also have opportunities to study towards a university degree while continuing to complete their high school studies through accelerated transition programs. This research involved a preliminary study of final year high school students enrolled in an Integrated Learning Pathway (ILP) at a regional university in Queensland. Data on the students’ reasons for enrolling in the ILP, and their self-perceptions of personal literacy and numeracy capabilities was obtained through before and after questionnaires provided to students prior to and at the end of their ILP course work. Results from the study indicated students enrolled in the ILP program because the area of study interested them, and half of the students also felt the program would support their employment opportunities. Students scored themselves highly in the prior to course work literacy and numeracy capabilities questionnaire. However, data from the end of course work questionnaire indicated students’ confidence about their personal capabilities was not as high in a number of areas. Findings of the study suggest ILP students could benefit from academic skills support during the program to maintain and continue important levels of personal confidence, and literacy and numeracy capabilities when they leave high school and transition to university.
Theme:Learning in Higher Education
Photography as a Pedagogical Tool: Connecting the Museum with Children’s World
Nelly Askouni, -, -, National and Kapodistrian University of Athens, Athens, -, Greece Dr. Aimilia Fakou, Athens, -, Greece Stefania Vouvousira, -, Athens, Greece
Overview: During the school year 2014-15 an educational program aimed to familiarize children with the museum was implemented in three public kindergartens of Athens, with socioculturally different student populations. The goals of the program were to create a learning context that utilizes children’s experiences and requires their active participation in the learning process, and to contribute to the mitigation of social inequality with respect to cultural goods, given that many of the participating students had never visited a museum before. During the visit children took photographs of exhibits they had chosen. They were asked later to relate these photos to objects, persons and images of their immediate environment and to photograph them as well, creating thus photography diptychs. Our paper focuses on the analysis of these diptychs. We examine what objects children chose to photograph, how these fit into their daily lives and how they relate to their subjective experience. The associative use of photography brings out children’s voices and thus becomes a means for understanding their different social worlds and their active role in the learning process.
Theme:Early Childhood Learning, Learner Diversity and Identities
Utilising the Student Experience of Learning and Teaching to Respond to Student Learning Needs in Secondary Schools
Paul Hine, Dr, New South Wales Education and Standards Authority, St Ignatius' College, Norwood, -, Australia
Overview: One of the most significant changes in the landscape of education over recent years is the democratisation of the teaching and learning process. Once the preserve of educational administrators in universities and schools, this has filtered down to classrooms where teachers and students participate in shaping the learning environment. Thousands of studies have been conducted in universities across the world associated with the statistical validity and efficacy of student evaluations of teaching and learning via University-Student Evaluation of Teaching (U-SETs), but there has been a paucity of attention and research focussed at the school level. This study developed a new instrument – the Student Experience of Learning and Teaching (SELT), which incorporates five scales relevant for the secondary school setting – Learning, Knowledge, Participation, Management and Assessment. The instrument was administered to a sample cohort of 1,741 students in 156 classes in Years 7, 8 and 10 to provide accurate and immediate feedback to teachers. Factor analysis of the instrument demonstrated support for the a priori 5-factor structure, and Cronbach’s Alpha coefficient was used with each scale reporting good reliability. Thus, the instrument holds statistical validity and coherence. SELT data revealed that there were significant differences in classroom experiences, both within the same subject and across different subjects, and, that discussions between teachers and Heads of Faculty hold the potential to improve learning environments through measured intervention. This study has wide applicability for secondary schools, based upon scales and items that are believed to have relevance in every learning context.
Theme:Assessment and Evaluation
Room 4 Parallel Session in Spanish
Room 5 Knowledge Ecologies
Teaching Qualitative Research Methodology at the Catholic University of Korea: Introducing the Political Strategic Analysis of Culture
Prof. Benedict DeDominicis, associate professor of political science, -, Catholic University of Korea, Bucheon-si, Gyeonggi-do, South Korea
Overview: The CUK Spring Semester 2017 undergraduate course, “Methodology for International Studies” was a practical, project-based course that aimed to help students better understand how perceptions, attitudes and values of political actors influence their political behavior in the context of political, economic and cultural globalizing processes. Students gathered information and data about a political actor, namely an international student at the Catholic University of Korea, to analyze his or her identity and behavior. The course outcome objectives in terms of student learning included the following: Demonstrate greater critical awareness of the predominant theoretical perspectives for orienting the analysis of cultural groups in relation to globalization; Gain an understanding of the current state of qualitative approaches to social science analysis; Demonstrate more effective written and oral communication skills for political analysis for distribution to different stakeholders; Demonstrate greater student ability to exploit new information technologies for student learning, community development and career advancement.
Theme:Pedagogy and Curriculum
Social Representations Regarding the Graduation Profile of the Differential Education Career and Its Social Public Function
Nathaly Vera Gajardo, -, -, Temuco Catholic University, -, Temuco, Chile
Overview: Social representations create cognitive systems, which are organized from stereotypes, values, norms, personal forming ourselves as individuals within society. In this context, this research paper aims to identify which are the social representations that students have entering the first year of the career of Special Education Teacher respect to the identity of the professional who wishes to form, and then interpret and contrast them with the Graduate Profile established by the Catholic University of Temuco, analyzing the public and social function of this profile. The research considered as first year students research subjects and data collection was performed using interview techniques and semantic networks; which were applied to two groups of participants. The results show that the subjects have a greater knowledge regarding the general competences of the profession, but not of the specific ones, relating the concept with the role and not with the discipline.
Theme:Assessment and Evaluation
Research to Action
Dr. Priscilla Wallace-Boerger, Dept Chair & Graduate Program Director, Education, Regis College, Weston, -, United States Dr. Marsha Glines, Weston, -, United States
Overview: We will explore how doctoral candidates, as scholarly practitioners, conduct their research to create a dissertation with the intent of applying their findings in their field of education; thus putting theory to practice. As future leaders of higher education, such research affords doctoral candidates the opportunity to take on identify a problem that they will investigate, research, develop a solution, and put the solution into action. Framed around questions of equity, ethics and social justice this model seeks to develop its doctoral candidates into leaders who: will bring about solutions to complex problems, construct and apply knowledge to make a positive difference in higher education, and emphasizes the generation, transformation and use of professional knowledge and practice.
Theme:
Room 6 Parallel Session in Spanish
Room 7 Teacher Preparation
Microteaching as Formative Assessment for Pre-Service Teachers
Dr. Shane Cavanaugh, Professor, Teacher Education & Professional Development, Central Michigan University, Mt. Pleasant, Michigan, United States Dr. Kristina Rouech,
Overview: The purpose of this research was to examine the effectiveness of using microteaching as a formative assessment for pre-service teachers in student teaching seminars. Qualitative evidence included analysis of approximately 100 students’ written reflections and instructors’ observations. Microteaching is a tool for teacher training used with pre and in-service teachers as a way to examine their teaching practice. Studies have found microteaching to be a high impact teaching practice in terms of student achievement. Typically, it involves teaching a portion of a lesson with a particular focus on a pre-determined teaching skill (i.e. leading discussions), video recording a portion of the lesson, and reviewing short clips with a group of peers and/or experts for analysis and reflection. By using microteaching videos with self and peer-review, student teachers can actually see what is happening rather than reflecting on what they thought happened. For this reason, our university has begun using microteaching in all student teaching seminars as a formative assessment - students analyze aspects of their teaching, reflect on their progress, and make plans for improvement. This study found that using facilitated video microteaching is an effective way to encourage student teachers to critically reflect on their emerging teacher practice.
Theme:Learning in Higher Education
Social Capital through Teacher Preparation: A Case from the Northwestern United States
Anita Bright, Associate Professor; ESOL Program Coordinator, Graduate School of Education; Curriculum and Instruction, Portland State University, Portland, -, United States Kimberly Ilosvay, Assistant Professor and Literacy Programs Coordinator, Education, University of Portland, Portland, Oregon, United States
Overview: Despite public pressure for neoliberal approaches to teacher preparation, there remains an urgent and growing need for educators to be prepared to challenge the status quo and work to dismantle instantiated structures that are oppressive and/or marginalizing to students and families of color. To this end, this case examines an assignment for teacher candidates in the Pacific NW of the US intended to interrupt the current obsession with pragmatism and build a community of educators as informed intellectuals and activists.
Theme:Learning in Higher Education
Preparing Tomorrow's Teachers Today: Designing Teacher Education for Learning and Impact
Dr Teresa Angelico, Melbourne, -, Australia Associate Professor Larissa Mc Lean Davies, Professor Lorraine Graham, Professor Elizabeth Mckinley,
Overview: In a rapidly changing and increasingly complex global era there is a need to rethink established teacher education programs and reframe decision-making and practice. This presentation reports on the introduction of an Australian university led ITE program, designed to better prepare pre service teachers to work in diverse and ever-changing educational environments. To that end, the clinical approach to teacher education was established to enable ITE students to build their capacity to teach for growth for all students using an inclusive, developmental, strengths-based approach that utilises deep learning. The clinical approach to teaching requires ITE students to deliver quality teaching and ensure equitable outcomes for all students. It supports them to develop 21st century eLearning skills, to reflect critically on the ways in which educational theory and research informs teaching practice and to demonstrate 21st century skills. The clinical approach to teaching therefore provides the overall theoretical framework for the design, delivery and evaluation of the university led ITE program. It takes an evidence based approach to curriculum, pedagogy and assessment; delivers through partnerships with early childhood education providers and schools; and focuses on assessing teacher performance. A research project has been established to determine the impact and effectiveness of the program.
Theme:Learning in Higher Education
Room 8 Culture and Community
Supporting Ethnic Cultures and Languages: A Role for Public Schools in Multicultural Societies
Professor Kas Mazurek, Professor, Faculty of Education, University of Lethbridge, Lethbridge, Alberta, Canada, Lethbridge, Alberta, Canada
Overview: Fostering a shared social identity is a primary objective of publicly-funded schools. As western democratic nations become increasingly culturally and linguistically diverse, the possibility of societal fragmentation is a worry expressed in the media, by dominant groups, in populist political discourse, and among policy makers. At one end of the spectrum of opinions on the appropriate role of public schools in the new reality of pluralism is a call for public schools to focus on assimilation. At the other end, proponents embracing the rise of multiculturalism call on public schools to become microcosms of their societal environment. The debates between these poles can be bitter. For forty six years now Canada, demographically a "new immigrant" country marked by tremendous social diversity, has explicitly and proactively embraced multiculturalism as a foundational core of its national identity. This orientation permeates all public and institutional structures, including public schools.
Theme:Learner Diversity and Identities
The Role of Community Education in Achieving the Goals of Education for Sustainable Development in Japan
Hao Nguyen,
Overview: Education for sustainable development (ESD) was approved by UNESCO since 2002 and was implemented worldwide since 2004. As one of the leading countries that endorsed and deployed ESD nationwide, Japan took much of effort to enhance the awareness of ESD among the population. However, there is still existed a big gap between advantaged and disadvantaged regions, between formal education and informal education (or social education) in acknowledging of ESD and ESD implementation. This research was conducted with the inclined focus on ESD’s implementation in the rural areas of Japan (the case study of Kodani village, Higashi Hiroshima town, Hiroshima prefecture). The preliminary result revealed that Community education, as a grassroots level of social education in Japan, recently has been emerging as a substantial factor in enhancing the ESD’s comprehension of the people in the disadvantaged areas. Moreover, the ESD’s practice has been carrying on by the Bottom-up process, and it seems that it works effectively in the small-scaled communities areas. This research is expected to contribute an empirical experience of ESD’s implementation in the other disadvantaged areas in Japan.
Theme:Adult, Community, and Professional Learning
US Middle and High Schools Face Opioid Crisis: Addressing Challenges of Teachers, Administration and Community from the School Nurse Teacher's Perspective
Rita Kenahan,
Overview: The essential role of the School Nurse Teacher (SNT) in the U.S. is to manage the acute and chronic health conditions of the students they serve to allow faculty and school leaders to teach and lead. The recent drug addiction crisis presents new and complex challenges to the SNT. Demographics on drug addition and overdose indicates an increase in ages 12-17 and 18-26. SNTs must learn methods to detect drug use and addiction, clinical management of drug overdose, as well as methods to manage students, families and teachers beyond crisis toward healthier lifestyles. Education, training, counseling and administrative support are required to help SNTs and the populations they serve to ameliorate the epidemic. One SNT's experience with this crisis in a K-12 school system in the Northeastern U.S. will be presented.
Theme:Adult, Community, and Professional Learning
Room 9 Reflective Instruction
What Does It Take Using Digital Tools to Improve Student Writing
Sweety Law, -, -, California State University, East Bay, California, United States
Overview: Employers have continually indicated that writing instruction is much needed in higher education across all majors. It has become more imperative to better prepare our graduates for professional success in an age of increasing writing necessity, data analytics and reporting, and technical sophistication. Writing assessment in a class setting has learning goals and needs to be differentiated from a mass testing approach. When learning to write well, especially relating to subject-specific content, feedback is necessary. Performing analysis and evaluation, then providing explanation and recommendations takes time. Newer digital tools can allow for providing formative feedback; and therefore transparency about grading as well. Among teaching tasks, grading assignments consumes the majority of online faculty time. This study identifies what type of online grading could take up the majority of faculty time and specifies estimates of time needed for such grading. In adopting an optimal combined formative and summative assessment model, faculty workload remains high. Results of the study might help develop more sound policies of academic support. Faculty might use the study’s information for better curricula planning and improved support of student assistants.
Theme:Assessment and Evaluation
Indigenizing Resilience through Alternative Education
Prof. Karen Sacdalan, -, -, University of the Philippines, Quezon City, -, Philippines
Overview: The provision of alternative education is a desirable opportunity for children and youth who are at-risk. It gives students the aspiration and drive to achieve their dreams and goals in life. But establishing an educational system with curriculum flexibility may not necessarily be the only influencing factor that these children and youth at-risk need in order to be educated in their pursuit of a successful career. There are certain issues unexamined from the sociological point of view. Alternative education becomes the means, but ultimately the course of finishing a life goal substantially requires a great deal of resilience on the part of the learner. The layering of unique realities was explored in this study which unpacked cultural values transmitted through course of social relationships. The lived experience through narratives of five social actors using thematic analysis presented deeper meaning and understanding of education. Evidence revealed that there is the indigenization of resilience which became the central point of argument. The realized issues of poignant realities in the learning process have permeated within the social structures that is being dealt upon by alternative education.
Theme:Pedagogy and Curriculum
Our Better Angels: Education for Personal and Social Transformation
Dr. Deborah Natoli, -, -, University of Southern California, Los Angeles, California, United States
Overview: “What does psychoanalysis offer education?” In "Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning" (1998), curriculum theorist Deborah Britzman claimed a classroom provides means to “craft and alter the self” (p. 3). Our time of social turbulence calls for reframing how educators promote knowledge and design learning experiences for greater collective moral accountability. Research conducted on “how leaders think” grounded theory and model for successful implementation of curriculum in K-12 and university systems and validates the importance of incorporating psychoanalytic and depth psychological principles in our pedagogies across the curriculum. Content and instruction about how human beings think, act, learn, and grow as mental agents enhances personal development and promotes social consciousness in a global world where ethno-nationalist intolerance is becoming more pervasive. Virtues such as empathy, good judgment, and moral living are represented in the mind as higher-order self-states and reorganize personal identity with greater integrity. Learning programs can support students to recognize and regulate emotions, check interpretations and biases, and be mindful about decisions and actions for an improved quality of life. Our public, political, and policy sectors are not necessarily cognizant of a psychic reality: "to change the world, we change our minds."
Theme:Pedagogy and Curriculum
Room 10 Epistomologies
It’s Just Good Teaching!: Challenging the Hegemony of the Learning Outcomes Movement
Dr. William Pelech, Professor, Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada
Overview: There is a movement sweeping across educational settings and social service programs alike. Although it manifests in a variety of names, it can more generically be described as the outcomes based movement. It is a movement that, when fully implemented in social work educational settings, requires that each instructor goosesteps backwards from learning outcomes to learning activities, ensuring that each component in a course is aligned in lockstep fashion. In social work, we are expected to critically reflect upon what we do and how our actions are congruent with our social work values. We are expected to question received truths. At the same time, as Stoller (2015) notes: Over the last 20 years, the use of definable and measurable learning outcomes has increasingly become a requirement for justifying curricular and pedagogical practices. To suggest the opposite…would be to appear on the wrong side of logic: as anti-transparency, anti-science and anti-growth. (p. 317) Implicit in the hegemony of the learning outcomes movement (LOM) is an underlying distrust of the ability of educators. There is an attempt to control through standardization, what is a complex, contextual, and creative educational project, producing a well-oiled and efficient educational machine. This presentation serves to disrupt the values neutral appearance of the LOM. We will compare and contrast the (LOM) with other curriculum approaches.
Theme:Pedagogy and Curriculum
Dance and Art as Education : Aesthetic Experiencing, Aesthetic Literacy and Subjectivity in Education
Paul Moerman, -, -, Södertörn University, Stockholm, -, Sweden
Overview: This paper makes a strong statement on arts as education. Ontological and epistemological questions are raised on how to describe and understand the nature and reciprocity of artistic activity such as dance in an educational setting. A theoretical framework is drafted, linking Dewey’s concept of aesthetic experience to Biesta’s ideas of subjectivity as becoming and being in dialogue with the material and social world. Data from a field study with preservice teachers and a large number of observation data from lessons involving dance are analysed. The paper discusses aesthetic literacy, and places aesthetic experiencing at the core of relations shaped between teacher, learners, subject content and the surrounding world.
Theme:Pedagogy and Curriculum
Experiential Learning Assessments: Extending Learning to Authentic Learning Spaces
Desiree Scholtz, -, -, Cape Peninsula University of Technology, Cape Town, Western Cape, South Africa
Overview: Vocational education is characterised by incorporating experiential learning as a compulsory component of curriculum. This allows for the alignment of theory and practice, as well as extending the learning space to an authentic work environment. One of the critical issues of a successful experiential learning experience is the assessment thereof. This paper reports on a review of experiential learning assessments in terms of their efficacy in meeting assessment criteria as required. Interviews with lecturers and a review of assessments of four management diploma programmes were subjected to content analysis using the exit level outcomes of the qualification for coding. The literature on workplace learning and crossing boundaries from the classroom to the world of work formed the backdrop for data analysis and discussion. The themes that emerged from this study revealed that experiential learning was viewed as a separate module, managed independently from the programme of study, and that assessments and work experiences differed depending on the placement opportunity. The import of this presentation resides in the need to evaluate current practices to ensure that experiential learning is an extension of the process of learning and should by no means be a disparate module for compliance purposes.
Theme:Pedagogy and Curriculum
Room 11 Parallel Session in Spanish
Room 12 Supporting Transitions
Student Whisperers: Pathways to Success in Higher Education in Australia
Rob Townsend, -, -, Federation University Australia, -, Ballarat, Australia
Overview: This paper focuses on the transition experiences of students entering Higher Education (HE) via a vocational educational and training (VET) pathway or a return-to-study pathway at two regional institutions in Australia. The experiences and reflections of students and staff are represented in case studies and a thematic compilation of experiences. A critical approach to research and reflection questions the traditional separation of theory and method, interpretation, and data, subjective and objective, and ethics and science. The research revealed a growing category of higher education students being the first; students who have no family history of post-secondary education coined the term “the firsts” to describe themselves. They are the first in their family to go to TAFE and now the first to go to University. Some have extended family members who have post school qualifications but no one in their immediate family. For “the firsts”, their personal confidence that they could be successful in tertiary education is a primary barrier. Educators linked to these cohorts coined themselves as “bogan whisperers” or “student whisperers” to describe their relationship with these students and the range of activities that is incorporated into higher education in a regional context.
Theme:Learning in Higher Education
Understanding of the Role Played by Family in First Year Students' Transition to University
Dr. Nosisana Patricia Mkonto, Nosisana Mkonto, -, -, Cape Peninsula University of Technology, Cape Town, United States
Overview: Majority of first year students experience the transition from school to university as challenging. First generation students are the most susceptible in this transition. Awareness of students’ family circumstances can help academics to gain a deeper understanding of who their students are and how best to support these students. This understanding will encourage the academics to take reasonable steps to reflect on their practices. Awareness and understanding students' family circumstances can assist in identifying students’ risk factors and facilitate smooth transition into the university. This in turn make the students feel welcome at the university and acquire a sense of belonging. This paper draws on Bourdieu’s (1984, 1990) cultural capital in order to understand students’ family circumstances. A questionnaire comprising of fourteen questions was administered to 800 first year students at a University of Technology. This was followed by focus group discussions to dig deeper on the responses given in the questionnaire. The findings of this study revealed that students’ family circumstances do play a role in first year students’ into university.
Theme:Learning in Higher Education
Artificially Intelligent Online Learning Platforms
Matthew Montebello, Lecturer/Senior Lecturer/Associate Professor, University of Malta
Overview: Online learning platform have been evolving ever since the Web enabled distance learning and computer-based instruction to use the Internet as a communication medium. Different generations of online platforms followed the evolution of the web as well as the progress in technologies. In this paper we look into the application of Artificial Intelligence to e-learning as we are witnessing the next generation of online learning platforms. We use a case-study to portray a number of different intelligent functionalities while adopting a reflexive ideology whereby learners have full control of their learning environment.
Theme:Technologies in Learning
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
14:55-16:35 Roundtable - "A Multimodal Educational Intervention in a Divided Society"

A twenty-year multimodal educational intervention is described addressing the Muslim minority children in Thrace --a North-Eastern Greek province. Locked within the wider Greek-Turkish conflict this territorial minority has suffered oppressive policies, has been marginalized and left, up until twenty years ago, virtually uneducated, with very limited knowledge of the Greek language and, consequently, with no voice.  
The intervention runs mainly, in parallel with formal education comprising teaching of Greek as a second language, development of multiple educational materials, compensatory classes, teacher training and extensive work with the community. It is a complex task, taking place amidst antagonistic political interests with deep historical roots. It has remained committed to the notion that a socially cohesive, democratic community rests on the potential of promoting mutual enrichment and citizenship, as well as the improvement of school performance. 
Set within the cross-fertilization of practice-invested theory with theoretically oriented practice, practitioners in the field narrate their long experience of working with minority children and their communities: Reading and writing as social acts are supplemented with other modes of communication including oral, visual, audio, gestural and spatial. Teacher supervision aims at empowering teachers in improving instruction of linguistically and culturally diverse students and at the cultivation of reflective practices. Greek classes for women go hand in hand with their emancipation. Everyday trips of the mobile units apply literacy pedagogy to children in isolated settlements.  All educational practices ultimately aim at strengthening agency, and at challenging hegemonic representations serving the maintenance of the given social order. 

Coordinator
Thalia Dragonas, Professor of Social Psychology, National nd Kapodistrian University of Athens.

Contributors
Irini Asimakopoulou, Secondary school teacher, MA in Education and Human Rights, affiliate of the project “Integration and Education of Muslim Children”,
Chara Dafermou, Assistant professor in early childhood education and teaching approaches, National and Kapodistrian University of Athens
Anastasia Demetriou, Primary school teacher, MA in Education and Human Rights, 5th Primary school (Korydallos), affiliate of the project “Integration and Education of Muslim Children”
Olga Katsiani, Social worker, affiliate of the project “Integration and Education of Muslim Children”
Victoria Lagopoulou, Primary school teacher, MA in Education and Human Rights, 1st Primary school (Alimos), affiliate of the project “Integration and Education of Muslim Children"
Maria Zografaki, Secondary school teacher, Ph.D in Sociology of Education,  2nd Secondary school (Nea Moudania), affiliate of the project “Integration and Education of Muslim Children”
16:35-16:50 End of Sessions

Jun 23, 2018
08:30-09:00 Conference Registration Desk Open
09:00-09:15 Conference Update - Phillip Kalantzis-Cope, Chief Social Scientist, Common Ground Research Networks, Champaign, USA
09:15-09:50 Plenary Session - Alexandra Androussou, Associate Professor, Early Childhood Education Department, University of Athens, Greece

"Learning Through the Experience of Refugee Education"

Alexandra Androussou is Associate Professor of teaching methodology at the Department of Early Childhood Education, at the National and Kapodistrian University of Athens. Her main research topics concern teaching practices, teacher training, and intercultural education. She has organized many training programs in a variety of educational contexts. She is also involved in the development of educational material for children in both electronic and conventional form, and in the production of educational materials for teachers. Since 1997 she has been a member of the five-member Scientific Committee of the Muslim Education Program (www.museduc. Gr). Since March 2016 she has been Vice Chairman of the Scientific Committee for the Support of the Education of Refugee Children of the Ministry of Education, Research and Religious Affairs in Greece. Also, from October 2015 to the present day, she is the head of educational intervention at the Refugees Camp of Eleonas, in Athens, for the children of the refugees.
09:50-10:20 Garden Conversation

Garden 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.
10:20-11:35 PARALLEL SESSIONS
Room 1 Multilingual Education
Development of Japanese L2 Content Questions in an English Language Background Child in Australia
Dr. Satomi Kawaguchi, Associate Professor, School of Humanities & Communication Arts, Western Sydney University, Penrith, NSW, Australia Dr. Junko Iwasaki,
Overview: This longitudinal study examines the acquisition of Japanese L2 content questions in an English-speaking background Australian child between age 7;0 and 8;9 comparing emerging patterns with monolingual (Clancy 1985) and simultaneous bilingual first language (BFL) acquirers (Di Biase & Itani-Adams 2016, Mishina-Mori 2005). Possible Cross-linguistic influence on word order is also examined. Our informant, John, acquired English from birth and learned Japanese from age 6;3 when he was enrolled in a Japanese primary school in Australia, hence he learned his L2 in a naturalistic environment. Using natural conversation and elicitation tasks speech data was collected over 26 sessions, beginning 9 months after enrolment and was examined in terms of the Prominence Hypothesis (Bettoni & Di Biase 2015) within Processability Theory (Pienemann1998). The child produced 373 content questions including nani (what), doko (where), doshite (why), and dare (who). After producing single word questions, content question appeared with copula sentences followed by lexical verbs. Most of them were formed with the question word in-situ. The acquisitional sequence was consistent with the Prominence Hypothesis similarly to the simultaneous bilinguals. However, unlike the error-free acquisition in monolingual and simultaneous bilinguals, John produced errors relating to case particles in his content questions.
Theme:Early Childhood Learning
Leveraging CMS-Based Technologies for Teaching Mandarin Chinese Pronunciation
Dr. Weihsun Mao, Newark, -, United States
Overview: Pronunciation is one of the most complicated yet important aspects of teaching Mandarin Chinese as a foreign language. Successful communication cannot take place without correct pronunciation, and poorly pronounced speech may disorient the listener and inhibit comprehension. “Pronunciation should be taken more seriously, not just for its own sake, but as the basis for speaking and comprehending.” (Cook 2001) Pronunciation is particularly challenging for non-heritage students of Chinese, who face the double challenge of learning to produce novel sounds as well as mastering an unfamiliar tonal pronunciation system. In Chinese, different levels of pitch and contours of pronunciation engender vastly different meanings; therefore, the role of tonal accuracy in the development of spoken competence in Chinese cannot be underestimated. Combining phonetic and phonological principles with firsthand experience teaching Mandarin online, I argue that properly leveraging built-in technologies in CMS can help learners build a strong foundation in pronunciation at the beginning level, which provides long term benefits. I will discuss how technologies used for Mandarin pronunciation teaching/learning are related to corresponding linguistic theories, and demonstrate how these technologies can support online Mandarin Chinese teaching/learning with a focus on pronunciation. I present a paradigm that links many nuances/features of good Mandarin pronunciation teaching/learning with the technologies integrated in and facilitated by the CMS.
Theme:Technologies in Learning
Learning Context and L2 Acquisition of Chinese Word Order
Dr. Yanyin Zhang, Canberra, ACT, Australia
Overview: The one-year longitudinal study compares the L2 acquisition of four key Chinese sentence structures in the foreign language (FL) and the target language (TL) settings respectively. The four sentence structures are a) canonical [SVO], b) Object-initial [OSV], c) Object-preverbal [SOV], and d) the BA structure [S BA-OV]. They are located at three stages of the processability hierarchy according to Processability Thoery (Pienemann 1998, 2005). The study addresses two questions: whether they are acquired in the predicated sequence in both learning contexts; whether the TL context facilitates faster acquisition? The speech data came from 6 zero-proficiency Chinese language learners at two universities: 3 in China and 3 in Australia. The results show no impact of the learning setting on the acquisition sequence. Impact is found in the acquisition rate. The learners in Australia appeared to progress faster as measured by classroom contact hours and by instructional weeks. The findings confirm previous research that the TL learning context does not exert influence on L2 grammar development, and that the FL context is at no disadvantage in this regard.
Theme:Learning in Higher Education
Room 2 Parallel Session in Spanish
Room 3 New Insights
Learning from the Educator’s Perspective: The Lived Experience in Learning of Educators in Accredited Programs in Australia
Christine Chinchen, Sydney, -, Australia
Overview: A number of researchers have suggested that the aim of teaching is to create opportunities for learning. However, learning is a complex phenomenon and poorly understood. This study used phenomenography to identify the qualitatively different ways in which educators in accredited programs in VET and HE in Australia perceive and conceive of learning. Semi-structured interviews were conducted with 18 educators and their responses analysed using iterative phenomenographic data analysis. The results gained from this study add new insights into learning and the way educators appreciate it in their roles as professional educators, learners, and mentors. By disseminating these new insights, this study further clarifies the phenomenon of learning and aspects that matter when creating opportunities for learning.
Theme:Learning in Higher Education
Tabula Rasa in Machine Learning and Human Learning
Prof. Seung Hwan Kim, -, -, Chungbuk University, Chungbuk, -, South Korea
Overview: Artificial Intelligence AI, Alphago Zero, starts with Tabula Rasa. Epistemological idea Tabula Rasa, blank slate, means that all most all the human knowledge comes from experience. Through experience, human being accumulates knowledge and data. According to the Behaviorism, experience is S-R (stimuli-response) processing. It reminds us of Pavlov’s dog. Dog has trained with stimuli and response repeatedly and has internalized his behavior. In this Behaviorism idea, human is like to be an animal and a machine. Same as machine, human can be trained with positive reinforcement and positive punishment. Machine Learning is high and cutting edge technology supervised by human. As can be seen in Deep Mind Learning system, Machine Learning surpasses Human Learning in some field. In this new learning environment, human value fluctuates a lot. It leads us to the ontological question "what is human being?" and "human learning is useless or not?" From the questions, we should think again what is difference between Machine Learning and Human Learning? Alphago Zero’s Machine Learning system follows experimental process. It focuses on a posteriori cognitive learning as in Empiricism and Behaviorism.
Theme:Technologies in Learning
Two Cups of Empathy?: Reporting on Two Professional Sessions to Build Empathy between Instructors and Students
Dr. Zoë A. Meletis, Melinda Worfolk, Instructor, Academic Upgrading (English), College of New Caledonia, Prince George, British Columbia, Canada Zoe Meletis, -, -, University of Northern British Columbia, Prince George, -, Canada
Overview: Our theoretical framework posits that empathy-building can be a helpful tool for the classroom, since a disjuncture between student experience and instructor understanding can lead to an empathy gap that inhibits good teaching. Our presentation is about two professional development workshops for instructors, facilitated at the 2016 and 2017 University of Northern British Columbia/College of New Caledonia joint Teaching and Learning Conferences. In these workshops, instructors took on the role of students by participating in simulation and role-play activities. In one activity, participants wrote a timed test in a discipline outside their subject area. In another, they alternated taking on a student role and an instructor role in various hypothetical scenarios. After all activities, participants were given the opportunity for individual reflection and group debriefing. After each workshop, participants expressed that the activities had helped them to reflect on their past experiences with students, and to think about ways of increasing their empathy in future dealings with a diverse range of students. Based on the positive responses of the participants in the workshop sessions, we believe that the use of role play/simulation can be a valuable component of professional development for instructors in higher education.
Theme:Learner Diversity and Identities
Room 4 Parallel Session in Spanish
Room 5 Ubiquitous Learning
Changing Shape of Sites of Learning
Dr. Janis Massa, -, -, Lehman College, CUNY, New York, New York, United States
Overview: Centrally-planned educational policies, pedagogy, and practices, are evolving, no longer limited to teachers standing in front of a room delivering content to students. The ubiquity of the internet, wireless networks and other technologies have torn down the walls of the classroom, morphing it into a variety of unconventional, location-independent, learning settings. New models of online and hybrid learning can provide learning options and individualized instruction for students, with the goal of increasing engagement and achievement. School settings can be adjusted to respond to complexities of increased diversity, globally, by drawing on daily, lived experiences of students. Project Learning, to be presented, here, serves as a model of inquiry-based learning, designed to bring students’ realities into the classroom while actively linking new concepts and skills to the existing knowledge base. The Project has been field-tested by this researcher at the two diverse sites in the U.S. Implications confirm that students’ background and current realities must constitute the basis of policies, practices and pedagogy for teaching and learning to occur (Massa, forthcoming). Students in classrooms located in highly distinct areas of the U.S., conduct joint research on a common aspect of their respective communities, ranging from historical, cultural, urban/rural development, or other. A collaboratively written Research Paper provides opportunities for partners to negotiate a common topic, develop research questions, organize the paper, showcase communities in which the students live-- and bring that reality into the classroom. Digital technology facilitates students in creating a secure web site to disseminate information via Instagram. Two team members video conference via Google Talk, participate in threaded dialogue, and exchange pertinent documents. Google Earth permits students to display aspects of their communities with 3-D present-time geographic representation; local Project liaisons coordinate the time difference in both diverse areas.
Theme:Educational Organization and Leadership
Lived Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Canadian Faculty of Education
Professor Maurice Taylor, -, -, University Ottawa, Ottawa, -, Canada
Overview: The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of enablers and constraints faced by faculty administration in implementing a university wide blended learning initiative. Using a qualitative case study research design, a large faculty of education in a mid-sized university in Eastern Ontario, Canada was the site of the investigation. A constant comparative data analysis technique was used on three data sources were: key informant interviews, artifacts and field notes. Results indicated that the graduate student has specific learning requirements that necessitate attention to certain aspects of this new teaching method and that professors who teach in a blended learning format are working towards meeting the needs of such students. Enablers and constraints from an administrator’s perspective in further developing blended learning are also addressed.
Theme:Learning in Higher Education, Technologies in Learning
Generating Opportunities for Learning in Online Higher Education: A Digital Learning Ecologies Perspective
Mitchell Peters, -, -Doctoral Candidate, Open University of Catalonia, Madrid, -, Spain
Overview: In the rapidly evolving world of online higher education, there is an urgent need to actively and reflexively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday informal learning that happens in virtual contexts. Among the most significant (and solvable) challenges impeding technology adoption in higher education is connecting learning across formal and informal scenarios. The connectivity and ubiquity of digital culture have become integrated into our daily lives, changing our behaviours and everyday learning habits, while also offering expanded and emerging learning scenarios. The current study uses a qualitative multi-case study to examine and systematize the components that configure the digital learning ecology of online higher education students. It will use in-depth semi-structured interviews, online ethnographic techniques, and a digital survey to identify and systematize how students configure and activate the different components of their digital learning ecologies to generate opportunities for learning across formal and informal contexts. This paper presents initial results of a multi-case study through discourse and content analysis of initial interviews and online participant observation of case study participants. As the majority of all learning in present and future settings will be both online and situated in ever-shifting physical and virtual contexts, it is the argument of this research that an ecological perspective in online higher education, represented through a digital learning ecologies conceptual framework, will prepare students for the demands of a complex, dynamic and interconnected global society.
Theme:Learning in Higher Education
Room 6 Parallel Session in Spanish
Room 7 New Directions in Teaching
Teacher Emotion: A Key Component of Education
Hanwei Cheng, Master, Department of Education, University of Nottingham
Overview: Teachers’ emotion is a double edged sword—it can either prompt teaching activities or do harm to it, and it is therefore important for us to explore this issue and ensure emotion is applied appropriately in daily teaching practice. Based on literature review as well as author’s personal experience, this research examines the ways teachers’ emotion influence students, teachers and the teaching practice as a whole. As it turns out, teachers’ emotion is closely related to a variety of issues such as teachers’ job burnout, and the emotion itself is influenced by various factors under the teaching context. Possible solutions to solving teachers’ emotional problems, as well as potential methods of putting emotion to good use, are proposed according to the findings.
Theme:Pedagogy and Curriculum
Towards Understanding the Language of Reflection
Yulia Muchnik Rozanov,
Overview: Constant search for the best training methods raising the competence of novice teachers has always been a central issue in pedagogical discourse, and the analysis of student-teachers’ reflective reports may point at particular methods and practices that tend to cause novice teachers’ professional growth. Extensive research has employed open content analysis methodology to scrutinize students’ reflective reports in order help their mentors optimize the training process. However, the open content analysis approach might sometimes overlook implicitly conveyed concerns and anxiety that novice teachers tend to feel and may as well be insufficient to follow complicated processes, such as identity shaping or professional empowerment. The current study suggests a range of linguistic markers to be observed throughout the students’ reflective reports that could indicate the areas requiring mentors’ particular attention in order to enhance the students’ professional growth and empowerment. The proposed and further particularized Systemic Functional Linguistics (SFL)-based methodology has been applied to the analysis of the reflective reports by the first-year students in the science teaching track of one of the teaching colleges in Israel. Three case studies have been analyzed emerging distinctive linguistic markers that point at internalization of the material taught, the process of identity change, and the student-teachers’ positioning. We believe that the suggested methodology may serve as a supplementary but effective means of identifying the crucial issues in the students’ training process.
Theme:Learning in Higher Education
Professional Course on Primary Teachers’ PCK Development within Inquiry Learning Approaches
Maria Chaitidou, -, -, University of Western Macedonia, Kozani, -, Greece Anna Spyrtou, Katerina Dimitriadou, Petros Kariotoglou, Assoc Prof / Professor, Dprt of Early Childhood Education, University of Western Macedonia, Thessaloniki, -, Greece
Overview: This research focuses on the development of Pedagogical Content Knowledge (PCK) in four primary teachers during a professional learning course. The course consists of two parts: a) a theoretical framework, concerning the explicit introduction of PCK in inquiry-based learning, and the teachers' engagement in a Teaching-Learning Sequence (TLS) concerning Material Science; a practical phase during which teachers designed and implemented their own TLS in real classrooms. We assume that if the teachers are explicitly familiarized with the PCK components, namely Pedagogical Knowledge, Content Knowledge and Context Knowledge, and if they reflect on their own PCK along with the implementation of the aforementioned TLS, then their PCK will be developed towards the use of multiple inquiry learning environments in their teaching practices. Educational material for the explicit PCK introduction was developed consisting of worksheets, reflective tasks, Power Point transparencies and a teacher’s guide. Data were collected by the use of tools such as Content Representations (CoReS), semi-structured interviews, classroom observations and the researcher’s notes. Content Analysis was employed in the data analysis procedure. Results indicated that teachers fruitfully designed and implemented inquiry approaches such as modeling and using tools to gather, analyze and interpret data.
Theme:Science, Mathematics and Technology Learning
Room 8 Change Initiatives
In a Time of Educational Turbulence and Change: Requiring More Than the Humdrum of Effective Leadership
Dr Molly Van Niekerk, -, -, North-West University, -, Potchefstroom, South Africa
Overview: Educational leader’s by virtue of their position are influential leaders and affect school direction. In a time of educational turbulence and change principals are forced to adapt their leadership practices. Effective principals are usually measured according to a practice perspective and an impact perspective. Principals are therefore required to have the right focus of change and tailor their own leadership practices based on the magnitude of change they are leading. Research on principal effectiveness is needed as changes in principal’s roles and society have raised new and challenging questions about principal effectiveness. The focus of this study is on the requirements for effective leadership in a time of educational turbulence and change. This study implemented qualitative research through in-depth- and focus group interviews and formed the basis for an interpretative perspective. Purposive sampling across four provinces in South Africa allowed principals, educators, school management teams and district officials to reflect on issues regarding effective leadership. The Principal Impact- and McREL’s Balance Leadership Framework formed the structure for this study and guided the researcher in identifying additional variables that an effective leader needs to consider. Recommendations to ensure effective leadership in time of turbulence and never ending change are presented.
Theme:Educational Organization and Leadership
Empowering the School Leaders of Tomorrow: What Lessons Can We Learn from Today's School Leaders?
Francia Kinchington, London, London, United Kingdom
Overview: Is passion enough? Exactly how do the decisions made in the course of running a school, mark out an effective school leader? How do school leaders model practice based on their values and their world view? This paper explores "wise" decision-making arising from Aristotle’s concept of phronesis, to examine the role of values-driven leadership and its reported impact on the school community in terms of developing confidence, trust and psychological safety. Constructs of self-efficacy and agency are examined within the context of decision-making and leading socio-cognitive change. A questionnaire to a purposive sample of 13 School Leaders (n=4 primary and n=9 secondary) from England and The Netherlands with between 2 and 25 years of experience formed the basis of the research and thematic analysis undertaken. The analysis examined: categories of decisions made; staff involvement and influencing factors, and identified five key themes related to wise decision-making, namely: clarity and confidence in what constitutes a wise decision; acknowledging the impact of poor decision-making; values-driven leadership; time as a factor, and finally, the relationship between intuition, versus experience. From these themes emerge suggestions for the training and development of aspiring and recently appointed school leaders that bring together values-driven decision-making and passion.
Theme:Educational Organization and Leadership
Leadership Strategies for Effecting Change in South African Higher Education
Naziema Begum Jappie, -, -, University of Cape Town, Cape Town, -, South Africa
Overview: Higher education institutions are currently undergoing phenomenal changes driven by the stakeholders like the students and workers, evident in the student protest actions of 2015 and 2016. Historically social movements fought for various aspects of social justice, identity, human rights and democracy, which is still evident in South Africa today. Higher education leadership have strived towards playing a role in building democracy and ensuring financial sustainability of universities. Post 1994 universities adopted a corporate culture which required commitment from all staff and students to succeed. Academics and support staff struggle, on occasions, to identify what it is they want to do and even to identify who are the customers. A case study of a comparison between two South African higher education institutions will be used to demonstrate how demands by students and workers have generated leadership to rethink the institutional agenda in a changing environment. This will be qualitative study of senior leadership at two institutions in the Western Cape and will include interviews and document study.
Theme:Educational Organization and Leadership
Room 9 The Nontraditional Student
International Doctoral Education : Exploring Students’ Lived Experiences and Complexities in Navigating their Research Journeys
Annabella Fung, Research Assistant, Faculty of Education, Monash University, Melbourne, -, Australia
Overview: This research springs from an initial investigation of the first international higher-research forum in 2015 between two education faculties at Monash University in Australia and the University of Hong Kong. Unlike the prior published study from this project which focused on an older local and international student cohort (aged 35-60, Fung, Siu & Southcott, 2017), this pilot study explored a younger cohort of doctoral students (aged 25-45). Interpretative Phenomenological Analysis (IPA) was used to explore participants’ self-reported experiences concerning the motivations and challenges of mature-aged doctoral students. The findings have significant implications for global doctoral program development, funding and admission policies, scope and quality of educational offerings, international exchange forum organizations, academic enhancement and cross-border research collaboration. It is recommended that mature students require greater emotional support in addition to financial sponsorships in terms of scholarships and stipends. Offering postgraduate research students part-time positions at their home institutions could foster their capacity building and enable early socialisation and successful transition into academia.
Theme:Learning in Higher Education
Designing Instruction with a Heart: Integrating Affective Learning for Adult Online Learners
Leni Casimiro, Director, AIIAS Online, Adventist International Institute of Advanced Studies, Cavite, Philippines
Overview: Innovations, rising expectations, and instability in the workplace has drove many adult workers to go back to school in hopes of strengthening their value in the market. This fueled the growth of online learning as the so-called “non-traditional” learners juggle work and study. The distance factor, however, in this modality brings a heavy toll on the affective side of learning. How can feelings and emotions be engaged in a web-based class? At a time when austerity and turbulence are commonplace, education must go beyond head knowledge (intelligence quotient) but, rather, touch the heart of students (emotional quotient). This brings affective learning to the fore of the educative process. This study is an attempt to answer the question, How can affective learning be integrated in online instructional design in ways that engage adult students’ affect and maximize engagement and achievement? To answer this question, six fully online graduate-level classes were subjected to documentary analysis to determine affective learning integration, discourse analysis of online discussion forums, examination of learning analytics of students’ class performance, end-of-course survey, and follow-up interviews of randomly selected students. Results reveal different strategies that support affective learning in three areas—content, course, and program or school level. Results were of value to teachers in adult education, instructional designers, and school administrators who want to ensure that learning is not just for head but also for heart knowledge. Recommendations for further research focus mainly on an expanded measure of affective learning for adult learners.
Theme:Learning in Higher Education
Language Literacy and Critical Literacy in Greek Second Chance Schools
Labrina Gioti, Manolia Lebidaki,
Overview: In this paper we present the findings of a qualitative research concerning the philosophy, the process and the implementation of adult literacy in the Second Chance Schools in Greece which were established in the late ‘90s. SCSs adopt the principle of multiliteracies and critical literacies in order to fight social exclusion. Through the findings, what are confirmed to a large extent are the implementation of the premises and the guidelines of Curriculum Specifications (CS). Thus a more animating role of the educator prevails, as well as the content’s adaption to the needs and interests of the learners, along with practices based on dialogue and communication, participation and collaboration. Finally, the aim is not only the language development of the learners, but also their personal emancipation and social empowerment which are identified with the principles of a humanistic-progressive perspective for personal development and adaption to the given social reality.
Theme:Adult, Community, and Professional Learning
Room 10 Curricular Challenges in Greece
Development of Expository Texts in Modern Greek: Children, Adolescents, and Young Adults
Dr Vicky Kantzou, Athens, -, Greece Dr Evangelia Thomadaki,
Overview: Expository discourse, i.e. the use of language to convey information, is of enormous importance in education, given its role in the transmission of knowledge. Students’ ability to produce this type of discourse is inextricably related to academic success. However, research examining the developing ability of students to produce expository texts is relatively recent, and for Modern Greek quite limited. Aiming at shedding more light on the issue, samples of two written expository texts by children and adolescents aged 10, 13 and 16, as well as young adults aged 22-25 years were collected. A written narrative was also elicited from each participant. Data analysis focuses on word (e.g. word length), sentence (e.g. average sentence length clause density) and text level (e.g. text length) characteristics. In this presentation, results that indicate developmental patterns will be discussed. Age and text type-related differences are observed, highlighting the fact that language development is complex and continues well through adolescence.
Theme:Literacies Learning
Teaching Basic Grammar Structures of Greek Sign Language: Intervention Program for Deaf and Hard of Hearing Pre-school and School Age Students
Spyridoula Karipi, Administrator, Kindergarden school for the Deaf of Argyroypolis, Argyroupolis, -, Greece Dr Vassilis Kourbetis, Dr. Anastasia Alevriadou,
Overview: The main aim of the present field study is to present an intervention of teaching grammatical structures of the GSL with explicit instruction to Deaf and Hard of Hearing -DHH- pre- school and early school pupils. According to theoretical and field research findings, exposing children early to GSL, proper teaching tools, gradual maturation of the language and corresponding developmental milestones of DHH are achieved . The knowledge of a visual, accessible language, such as GSL, is directly related to the degree of knowledge and understanding of written language by deaf children and consequently their literacy. In bilingual education, GSL is the first and dominant language that DHH students should learn in the same way hearing students learn spoken and written languages , aiming at language proficiency in the first language and the acquisition of meta-linguistic skills. GSL should not be used only as a communication medium but rather as a school subject teaching its linguistic and grammatical-syntactic structures. Teaching interventions were videotaped on a weekly basis so we can evaluate them and improve them when and where necessary. Assessments of students’ language skills were done by carefully observation of videos with students' sign language productions that are included in each student’s portfolio. The aim is to find out whether the systematic teaching of grammatical structures contributes to the linguistic development of the GSL and furthermore the written and spoken language.
Theme:Early Childhood Learning
Attitudes towards Reading for Pleasure and Reading Achievement in Greece
Dr. Karolina Retali, Prof. Vassilia Hatzinikita, -, -, Hellenic Open University, Patras, Achaia, Greece Polyxeni Manoli,
Overview: Research has indicated that students with more positive attitudes towards reading for pleasure tend to read more often, leading to higher reading achievement. As Greece is a country with below-average reading achievement in all PISA assessment cycles and with very limited related nationally representative research available, it is deemed important to examine factors related to attitudes towards reading for pleasure in Greece and explore any relation to reading achievement. Therefore, the present study, with the use of multilevel modelling analysis of the most recent relevant PISA database, examined factors related to 15-year-old students’ attitudes towards reading for pleasure in Greece, focusing on reading achievement, gender and socio-economic status (SES). Findings indicated that there is a positive relation between students’ reading for pleasure attitudes and their reading achievement as well as a weak but positive relation between reading for pleasure attitudes and SES. In addition, boys were found with more negative attitudes towards reading than girls, even after controlling for reading achievement. The present study offers valuable insights for policy and practice and suggests that the promotion of reading as a meaningful recreational activity should constitute a major focus on behalf of parents, teachers, schools and government.
Theme:Assessment and Evaluation
Room 11 Parallel Session in Spanish
Room 12 Contemporary Challenges
Challenging Neoliberal Ideas in Education: CGScholar’s Seven Affordances, Learning Analytics and Mastery Learning
Rita van Haren, Private Consultant, ACT , Education Consultant, Champaign, -, United States
Overview: Neoliberal ideas such as accountability and the marketization of schooling have resulted in more test-based assessment and prescribed curricula. As test scores level out and even stagnate, people are looking for alternatives. This session will focus on how Australian and US teachers of grades 3-10 have explored different approaches to teach writing. These have included using the affordances of technology such as collaboration, metacognition and active knowledge making in online discussion forums, and recursive feedback using rubrics for structured writing and peer review. The session will also explore CGScholar’s analytics and how they support self-regulation of learning and Bloom’s ideas to achieve mastery.
Theme:Technologies in Learning
Educational Management in Past and Present in ASEAN Community
Dr. Lampong Klomkul, Researcher, ASEAN Studies Centre, Mahachulalongkornrajavidyalaya University, Wangnoi, -, Thailand Assoc.Prof.Dr. Phra Rajvaramethi Inkrungkao, Vice Rector for Administration, Mahachulalongkornrajavidyalaya University, Administration, Mahachulalongkornrajavidyalaya University, Wangnoi, -, Thailand
Overview: Education in ASEAN countries have different aspects of educational management and have their own identities of educational policy for exploring the similarity and difference of each country. The purpose of this research was to synthesize the state of educational management in past and present of countries in ASEAN community. In-depth interview was used for data collection with 20 educators from ASEAN countries. Data were analyzed by using content analysis and analytic induction. Results of educational management in past and present in ASEAN community showed that most of the educational policy in ASEAN countries depending on the government, the curriculum and instructions focus on child center education and students are trained for 21st century skills, teachers conduct research for solving and developing student learning. Teacher training is also an important part of educational development. However, some ASEAN countries still need further development in term of resources and budget of educational development and research.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Trends of Educational Management for Unity and Peace of Countries in ASEAN Community
Assoc.Prof.Dr. Phra Rajvaramethi Inkrungkao, Vice Rector for Administration, Mahachulalongkornrajavidyalaya University, Administration, Mahachulalongkornrajavidyalaya University, Wangnoi, -, Thailand Dr. Lampong Klomkul, Researcher, ASEAN Studies Centre, Mahachulalongkornrajavidyalaya University, Wangnoi, -, Thailand
Overview: Educational management for unity and peace of countries in ASEAN community was focused in this research article. The purpose was to propose trends and set strategy of educational management for unity and peace of countries in ASEAN community. Ethnographic Delphi Future Research (EDFR) was used for research design and the target group was educational personnel from ten ASEAN countries. Research tools were interview schedule and questionnaires. Qualitative data were analyzed using content analysis and analytic induction, and quantitative data were analyzed using descriptive statistics. Results indicated that six strategies of educational management were set for unity and peace of countries in ASEAN community which were to develop teachers and administrators, collaborate curriculum and assessment, enhance teaching and instruction, encourage educational research, facilitate educational opportunity, and develop educational management.The analyzed result from Ethnographic Delphi Future Research technique showed that 6 strategies and 26 goals have been accepted with the consensus from experts all items. Each item showed that median of strategies and goals was between 4.00 to 5.00, the absolute of median and mode difference equal to 0 in all items, interquartile range were between 0.00 – 1.00 which showed that the expert group had correlated agreement on ASEAN education strategic plan.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
11:35-12:35 Lunch
12:35-14:15 PARALLEL SESSIONS
Room 1 Workshops
Easy-Peasy Ways to Add Digital Magic to Your Teaching
Dr. Brad Garner, -, -, Indiana Wesleyan University, Marion, -, United States
Overview: The world has gone digital! The degree to which this reality has impacted higher education is worthy of further discussion. But you, as an innovative and forward thinking faculty member can make your classes pop and sizzle with the latest in easy-to-learn digital tools that connect you with your students both inside and outside the classroom. These include social media, presentation tools, videos, interactive learning objects, web-based resources…only to mention a few. This session will allow you to sample a variety digital tools (and receive a digital document with step-by-step directions for all fifty tools)! Strap in for a digital adventure.
Theme:Pedagogy and Curriculum, Assessment and Evaluation, Technologies in Learning
But What If They Fly?: Balanced Support for Exceptional Learners
Jessika Kleen, Partner, Professional Development / Legal, Machado Law Group / Machado Professional Development, Springfield , -, United States
Overview: Attendees will gain insight on differentiating accommodations and modifications to provide balanced support to exceptional learners, so they can rise to the challenges of their abilities. This workshop is based on the premise that the exceptional learner, that is, students with disabilities, have capabilities that need to be nourished, and not simply compensated for. Across the world there are laws and policies that direct educators to implement accommodations and modifications in an effort to assist these exceptional learners. The discussion is whether we are preparing learners for success or are we teaching them to function only with assistance? This workshop with explore some of the most common modifications and accommodations, such as discreet trial teaching, FM systems, behavior plans, and prompting, and the formal structures that require them. Attendees will be led through an immersive experience, which consists of a series of exercises designed to provide perspective on a variety of disabilities and the accommodations and modifications currently used to address them. From there, we will explore the rationale behind these processes, and discuss how each attendee/learner was assisted or hindered by each. Adjustments to the modifications and accommodations will be made and the interactive process will be restarted, followed by discussion on the efficacy of the assistance.
Theme:Learner Diversity and Identities
Room 2 Parallel Session in Spanish
Room 3 The Professional in the Classroom
Mentoring Leadership of First Year Teachers
Kelly M. Kitchens, Assistant Principal, Grassfield High School, Cheapeake Public Schools, Chesapeake, VA, United States
Overview: With an estimated 40 to 50% of teachers leaving the classroom within their first 5 years (Arnett, 2017; Haynes, Maddock, & Goldrick, 2014; Ingersoll, 2012; Neason, 2014; Phillips, 2015; Riggs, 2013), some have espoused that a well-conceived and well-implemented teacher induction program with a strong emphasis on mentoring will not only increase teacher efficacy (Barrera, Braley, & Slate, 2010), job satisfaction, and retention of new educators (Darling-Hammond, 2003; Ingersoll & Smith, 2004) but also combat the flight from the classroom. Hand-in-hand with an effective teacher induction program, Steinbeck (2009) suggested administrators should consider the existence of servant leadership factors within prospective mentor teachers as a prerequisite for selection to serve as a mentor. This study partially replicated and further supported Steinbeck’s claims through exploring the relationship between mentoring functions and servant leadership factors with a careful examination of the effectiveness of mentoring relationships in a K-12 public education school setting. Using the Mentoring Experience Questionnaire and similar to Steinbeck’s study in metro Atlanta, a sampling frame of teachers mentored during their inaugural year within one southeastern Virginia school division were surveyed. As a result of statistical analysis, all mentoring functions were statistically significant and had positive to strong positive correlations with each servant leadership factor listed as evidenced by the Pearson r scores ranging from .579 to .924. Relationship emphasis, the foundation of mentoring built on a climate of trust (Cohen, 2003), had a strong relationship with all servant leadership factors. These findings should encourage school leadership to carefully examine the selection of mentors and select those who demonstrate mentoring functions and servant leadership factors to provide an effective mentoring experience and ultimately extend the mentee’s tenure in teaching.
Theme:Educational Organization and Leadership
Teacher Professional Narratives: A US Case Study
Dr. Eugenia Arvanitis, Assistant Professor, University of Patras, Patras, -, Greece
Overview: Life histories offer rich narratives, reflections and recollections about diversity and the way their own assumptions/prejudices impact on teaching practice. Life history is a well-documented approach, which enhances retrospective and reflexive thinking through narrative, reflection and contextualization (Goodson, 2014). This is of particular importance for teachers and their professional learning as their life experiences and background affect what they believe, and consequently, how they teach. Life history is relevant and powerful as a method of researching teacher philosophy and practice (Goodson and Hargreaves, 1996). This paper revolves around professional narratives of selected American teachers with emphasis on their understanding and valuing of culturally responsive teaching practice during their careers.
Theme:Adult, Community, and Professional Learning
The Effectiveness of Web-based versus Face-to-face Psychoeducational Support Program for Educators Who Teach Students with Learning Disabilities
Dimitra Kagkara, Dr. Sotiria Tzivinikou,
Overview: Progress in web-based technology have brought to the surface challenges and opportunities to education and training, in particular through online instruction and support. Online instruction is associated with a major invention in teaching and learning because it accommodates the exchange of information and ongoing support for all types of learners in distant or disadvantaged locations. Research findings proposed that the online instruction could be designed as effective as traditional face-to-face instruction. Despite the fact that online instruction and mainly the psychological and psychoeducational support programs are popular nowadays, the efficacy of such programs is not yet fully investigated. For these reasons, the present study aimed to compare two programs, one web-based and one face-to-face program for psychoeducational support for educators who teach students with learning disabilities. The study was based on a single-subject design, using both qualitative and qualitative methods for data collection. Two psychoeducational support programs took place for supporting two special educators in order to improve their teaching skills regarding to their learning-disabled students. The one program was designed and implemented virtually, via skype for business and the other one was designed and implemented face-to-face. The effectiveness of the programs was evaluated through the improvement of special educators’ self-efficacy. The results showed that both programs are equally effective. These findings were in consistency with the corresponding findings of literature and will be used for the development of a more integrated web-based program for the psychoeducational support of educators who teach students with learning disabilities in rural schools.
Theme:Technologies in Learning
Room 4 Parallel Session in Spanish
Room 5 Workshops
Embedding Critical Thinking Skills in the Psychology Curriculum
Ira Konstantinou, Professor in Psychology, Psychology Department, Richmond, the American International University in London, UK, London, -, United Kingdom Rebecca Mendoza, United Kingdom
Overview: Employability research shows that the primary expectation both academics and employers have of students is to demonstrate critical thinking and a positive attitude to professional growth. We discuss student-focused findings mapped against Kuhn’s (2000) theory of meta-knowing abilities. The study tested the effectiveness of implicit vs explicit pedagogical approaches to critical thinking across three different levels of Psychology courses at two institutions. Findings show that explicit rather than implicit instruction and assessment significantly contributes to the development of critical thinking across all levels. Students in our approaches were instructed and assessed, while discussing and sharing a common aim with the lecturer: to become more accomplished critical thinkers. Therefore, they improved by actively reorganising their own mind, as they deliberately focused on their own thinking, integrated motivation and intentions, strategized and made long-term behavioural plans about how to develop critical thinking skills. We will be sharing the teaching material with colleagues and discussing the instruction and assessment in detail. We will demonstrate how the experiment was conducted, give colleagues the critical thinking test to attempt for themselves, and we will discuss in detail the setting up of a journal peer-review assignment aimed at promoting explicit critical thinking. We will share a copy of this assignment, the instructions students were given, examples of student work and how it was graded.
Theme:Pedagogy and Curriculum
Dance: Addressing Learning and Language Needs through Innovative Differentiation
Dr. Holly Arnold, -, -, Kennesaw State University, Kennesaw, -, United States
Overview: Created to equip teachers with how to provide appropriate linguistically and culturally responsive pedagogy, the D.A.N.C.E. framework is centered on learning language and content through scaffolding and linguistically and culturally responsive supports. Each component of the D.A.N.C.E. framework is paired with an activity that serves as an example of the component’s importance and is a classroom strategy teachers can implement with their respective classes. D represents “Differentiate,” which analyzes the importance of cultural, linguistic, and academic differentiation that is appropriate for all students. It is introduced with the Illusion Activity, which is an optical brainteaser, and followed by the Lotus Jigsaw, during which attendees work in groups to find the gist of a purposefully difficult and extremely esoteric passage. Groups brainstorm types of differentiation they would employ for such passages before the presenter offers suggestions. A is “Assessments” that are embedded within culturally responsive pedagogy and provide innovative ways of assessing diverse learners. This includes the Toaster Activity, during which attendees must describe a toaster in a common language. This highlights how students may have the content knowledge but lack the language with which to express it. Following this is the UFO-Ball Activity where attendees work to light up a ball, while utilizing and exploring the importance of sentence stems. Both activities are diverse methods of assessment, and how they can be adjusted for different language levels is modeled. N stands for “kNowing Your Students,” which discusses how to draw from students’ background knowledge and experiences to form connections to the curriculum. N includes a Culture Walk where attendees respond to questions or sentences on papers taped to the walls (or desks/tables) around the room (done prior to the presentation). The In-The-Circle Activity, during which attendees non-verbally respond to questions that relate to their lives, follows if time permits. Both activities provide teachers with engaging and innovative ways to get to know their students, while learning information that can assist them with providing appropriate linguistically and culturally responsive pedagogy throughout the year. C represents “Celebrating the Community,” where the intersection of students’ cultures link to inclusive pedagogy. For this activity, attendees circle the room and share strategies with each other on how to reach out to students’ communities. (A semantic map - with key principles to remember - is provided.) Ideas are shared with the whole group. E is “Engagement” and highlights the foundation of the sociocultural theory through the utilization of interaction to increase learning. Attendees are placed in groups, watch a shocking (yet humorous) news clip on whales (appropriate for all grade levels), and are assigned a role within the group that demonstrates how students of varying proficiency levels can receive appropriate differentiation during group work. Through the scope of the sociocultural grid, D.A.N.C.E.-ing in the classroom connects students’ language and culture to the content. Because this framework is grounded in providing linguistically and culturally responsive pedagogy, appropriate differentiation strategies and activities have been selected or created to align with each component of this framework. This provides teachers with both a working knowledge of this culturally responsive pedagogical framework and the means by which it can be successfully implemented with diverse students.
Theme:Learner Diversity and Identities
Room 6 Parallel Session in Spanish
Room 7 Regenerated Teaching and Learning
Artificial Intelligence as a Sophisticated Instructional Tool in Education
Georgios N. Kouziokas, University Teaching Assistant, Polytechnic School, University of Thessaly, Volos, -, Greece
Overview: Artificial intelligence has invaded in many sectors of human life. The application of Artificial Intelligence in education has been upgraded the last years since new intelligent educational techniques have been proposed by several researchers. The application of Artificial intelligence in education can be achieved by utilizing technology in multiple ways, such as intelligent virtual agents, artificial human characters, talking robots, humanized chatbots and other kinds of artificial intelligent educational tools that can help students learn in a more effective way and also teachers to enhance their instructional techniques. This paper investigates artificial intelligence based techniques to support learning activities in education by providing a more flexible learning context in a more attractive learning environment.
Theme:Technologies in Learning
The Determining Factors in Web 2.0 Adoption by University Students
Leidys Contreras Chinchilla, Full time professor, Ingeniería de Sistemas, Universidad Popular del Cesar
Overview: This paper shows the results of design and implementation of a methodology that allowed to establish certain determining factors in adopting Web 2.0 by university students. For the construction of such methodology, the starting point was a review and comparison of already existing theories for the establishment of determining factors in adopting Web 2.0 in higher education environments. Also, some successful cases were reviewed in regard to the application of the above mentioned theories in higher education institutions worldwide between years 2004 and 2012. Afterwards, a methodological proposal was designed with an indicator system based on three categories. Lastly, the developed methodology was implemented onto a sample of students in the Systems Engineering program of the Popular University of Cesar Province. As a result of this research work, most influencing aspects in students were obtained as follows: Easy to use, flexibility, interaction capabilities, educational material availability, reinforcement given to classes, usefulness of educational materials as distributed, particularly through Facebook, Twitter and Wiki platforms. Moreover, it was possible to evidence there is a noticeable influence coming from the cultural environment, while the influences coming from other people was established as not significant.
Theme:Technologies in Learning
Room 8 Initiatives and Interventions
How the Freshman Project Can Help College Students Explore Professional Courses
Ya-Ling Tu, -, -, China Medical University, Taichung City, -, Taiwan Prof. Yung-Hsiang Hu, Professor, -, National Yunlin University of Science and Technology, Douliu, -, Taiwan
Overview: Due to rapid globalization and constant changes in science and technology, Taiwan's industrial structure is in desperate need of transformation. Industry 4.0 is such an opportunity for the required industrial upgrading. From k-12, the Taiwan education system is too focused on test scores already. Therefore, most students are often seen as lacking critical thinking skills. The Freshman Project has adopted the CDIO (conceive, design, implement and operate) framework, in which first-year students think about the appearance of future factories and production processes to set professional learning goals and provide motivation early in their careers. According to questionnaire analysis, this study found that the learning motivations of the students are stronger than those who do not participate in the Freshman Project. Furthermore, the results of the interviews indicated the Freshman Project enables its students to understand other people's creative ideas while developing their own creativity and imagination. The Freshman Project's learning experience teaches first-year students how to learn and stimulates their motivation even before entering formal classes, as well as guides them in planning future courses for self-enrichment.
Theme:Learning in Higher Education
In Defense of Debate: Academic Debate as Pedagogical Tool For Citizen Empowerment
Korry Harvey, Bellingham, -, United States Phillip Sharp, -, -, University of Nevada, Reno, Reno, -, United States
Overview: Academia offers a variety of pedagogical tools to instruct and train students in behaviors that serve societal needs. One of those tools, formalized academic debate, is in a unique position to prepare students for meaningful public discourse and civic engagement by addressing prominent and contentious social issues through role-playing advocacy. Students are expected to gather evidence, construct sound arguments, and critically evaluate contrasting positions, all while developing various rhetorical techniques and listening skills. Although sometimes viewed suspiciously as an overly confrontational endeavor, when practiced properly, academic debate strives for greater shared knowledge, and even agreement, not through hostile or combative discourse, but rather through a reasoned, ethical, and deliberative exchange of differing perspectives and ideals. This paper will propose an important role for academic debate as a interdisciplinary training device, with the purpose of preparing students to skillfully engage in public discourse. It will examine some of the problematic practices of current social and political discourse, establish a conceptualization of best practices, and propose pedagogical means for improved engagement in public discourse and citizen advocacy.
Theme:Assessment and Evaluation
Room 9 The Dynamic Classroom
Finding and Making Free Space to Teach Biology Well
Sharon Pelech, Associate Professor, University of Lethbridge, Lethbridge, Alberta, Canada
Overview: How can biology teachers create free space for their students to experience science as a living discipline where students can develop a love for science within the demands of overbearing curricular content and limited time? Using Hermeneutic inquiry, the research in this proposed paper examines how teachers experienced these tensions within their classrooms and the impact on students' engagement in biology. In addition, faced with possible curricular changes through many countries going through attempts for major curriculum redesign, many teachers in this study demonstrated a form of pedagogical conservatism where change becomes restricted to minor adjustments. The proposed paper will, therefore, explore what seems to be a double conundrum wherein teachers claim they would like to create free space for their students but, when the possibility emerges, teacher have difficulty seeing how things could be otherwise. This paper will identify what free space may look like in practice and some of the "taken for granted" assumptions that obscure further possibilities for what teaching biology could mean.
Theme:Pedagogy and Curriculum
Contextual Pitfalls: Focusing on Capacitating Teachers to Teach in a Diverse Learning Environment
Dr. Mirna Nel, -, -, North-West University, Potchefstroom, -, South Africa Prof. Mary Grosser, Dr. Magda Kloppers, -, -, North-West University, Vanderbijlpark, Gauteng, South Africa Dr. Stef Esterhuizen,
Overview: In 2001 South Africa moved to a more inclusive education approach with the introduction of Education White Paper 6 (EWP6). The goal of this policy is to ensure that all learners receive quality education. A pivotal strategy to ascertain this goal is to capacitate teachers in applying a variety of teaching strategies to address learners’ diverse needs in one classroom. However, sixteen years after EWP6 this appears to remain an unattainable goal. Several research studies report on the poor quality of education in South Africa, asserting that teachers struggle to cope with the diverse learning needs in one classroom. The purpose of the research project, reported on in this presentation, was to empower teachers in employing the Six-Bricks Lego and Six Thinking Hats strategies to improve learners’ thinking, language, perceptual, socio-emotional and motoric skills. A mixed-methods research approach using a quasi-experimental design was employed. Three primary schools were purposefully selected to use as pilot projects. Contextual factors as possible variables impacting on the research were thrashed out beforehand with the help of an advisory committee. However, during the implementation expected and unforeseen contextual issues challenged the researchers to recognise that these issues can become pitfalls in conducting authentic research.
Theme:Learner Diversity and Identities
Differentiating Learning for All Students: An Innovative School-university Partnership Initiative to Support Pre-service Teacher Education
Dr Teresa Angelico, Melbourne, -, Australia Associate Professor Larissa Mc Lean Davies, Dr Melody Anderson, Dr Daniela Acquaro,
Overview: The process for constructing this rubric facilitated the development of a shared understanding, between teachers, pre-service teachers and academics, of how to differentiate teaching to cater for diverse needs of students in various educational contexts. This common understanding provides the basis for a collaborative approach to the assessment of pre-service teachers’ performance during professional experience placements. Drawing on a variety of sources of data, including surveys, interviews, and course and subject reviews, the researchers found that process of collaboratively designing and implementing a government funded project enabled school and university staff to develop a shared understanding of how best to support pre-service teachers during placements, through provision of feedback and assessment of teaching practice using the differentiation rubric. The focus on the professional development and engagement of teachers supported schools to build their capacity to support pre-service teachers during placement. The findings have implications for providers of initial teacher education as they seek to ensure that their pre-service teachers successfully transition to work by better preparing them to be responsive to the needs of all.
Theme:Pedagogy and Curriculum
Participatory Parity : Classroom Engagement and Epsitemological Access
Dr. James Garraway, lecturer, researcher and HoD, CPUT, Cape Town, Western Cape, South Africa
Overview: The paper explores the type and quality of students’ classroom engagement and draws from the conference theme of "serving students" needs/challenges in pedagogy and curriculum and Knowledge ecologies: linking research and teaching in higher education. This is particularly relevant in South Africa where students have highlighted their sense of alienation form university discourses. Of interest is the extent to which students experience some measure of parity of participation (from the work of Nancy Fraser) in these engagements. Such “participatory parity” broadly refers to students being able to act on a more or less equal footing with their peers and lecturers, and is in response to increasing diversity of students and the importance of ‘hearing’ their voices. Though much has been written about student engagement and its educational value (e.g. Tinto), such engagement is not typically examined through Fraser’s parity lens. Such parity matters because students are able to experience themselves as valued participants in the social world of the university. However, as what is being discussed is the university classroom, parity of participation in itself is not the only outcome, it is also gaining access to disciplinary knowledge through such participation. In order to examine the nexus between participatory parity and knowledge access a methodology for examining participation drawn from activity theory is mobilised. The paper then concludes with reflecting on the usefulness of using this theory and also the usefulness of promoting participatory parity in classroom engagement, as the research is taken back to the lecturers concerned.
Theme:Learning in Higher Education
Room 10 Workshops
Philosophy in the Curriculum and That Cat Called Democracy: Can Museums Join the Game?
Jenny Anghelikie Papasotiriou,
Overview: In this workshop, we will draft the museum as an ally to plot with all learners, whatever guise they come under, school, teacher or student. We will share tools from analytical philosophy, philosophy of mind, political philosophy and epistemology to develop ways for interrogating objects. The proposed activity operates on the premise that museums are essentially spaces of questioning and critical engagement. We will work on our feet within the allocated space and beyond to activate each other’s responses to a number of questions, before sharing our ‘finds’: the rules, tools, enquiries and interventions that we made. During this game, we could find ourselves moving along and beyond Aristotle’s categories, Spinoza’s views on democracy, Wittgenstein’s notion of game, Thomas Kuhn’s analysis of scientific revolutions and the Sex Pistols' attack on the "dream of a shopping scheme." This practical approach allows for a diversity of views to be played out into actions, where collective accidents are combined with individual choices and, inevitably, humour. It provides a tool for interrogating, subverting and creating spaces where opposed perspectives and identities can co-exist and where questions can be asked.
Theme:Learner Diversity and Identities
Developing Inquiring Minds through Models of Engaged Learning and Teaching in a Time of Austerity and Social Turbulence
Sophie Karanicolas, Associate Professor , Adelaide Dental School , University of Adelaide, Adelaide , South Australia , Australia
Overview: How do we identify our most valuable resources in a time of austerity, to deliver quality education for the development of inquiring minds? Building student capacity to think critically and inquisitively, builds a level of creativity and self determination that will prepare our students for a modern workplace that is defined by technological advances. However, in contrast to these advances, the modern workplace is also influenced by measures of austerity and at times, social turbulence. This is why students and teachers need to be fully immersed in MELT, to develop a student's sense of self efficacy and self empowerment to enable them to maximise the use of their available resources in creative ways, despite the 'real-world' challenges that they may face. This workshop will present an evidence-based, adaptable and transferrable MELT framework for the design of learning activities that build on the concept of discovery learning. The different aspects of the MELT framework will be expanded upon through cross-disciplinary exemplars to enable participants to unpack the criteria of each facet . Participants in this workshop will be able to select one of their current learning and teaching approaches and re-develop associated learning activities to align with the University of Adelaide’s MELT framework. A key aspect of this activity will be the creative utilisation of existing resources to provide a more engaging learning experience for students. Participants will then work in teams to receive feedback on their newly re-designed approaches through a collegial and peer reviewed approach.
Theme:Learning in Higher Education
Room 11 Parallel Session in Spanish
Room 12 Virtual Lightning Talks
Exploring Factors That Shape Students’ Understanding of Their Career Choices
Nceba Nyembezi, Senior Researcher, Research and Engagement, Nelson Mandela University, Port Elizabeth, -, South Africa
Overview: The study aimed to investigate factors that shape the Technical Vocational Education and Training engineering students’ understanding of their future career choices, given the promising and ambitious vision for growth both in Technical Vocational Education and Training, (TVET). Qualitative self-administered questionnaires which are open-ended in nature were used as data collection tool to assemble facts about students’ beliefs, feelings and experiences regarding certain engineering programs and services offered at TVET colleges. Non-probability sampling was used to select 113 participants who voluntarily completed the questionnaires which were organized to stimulate the required information. The findings are rather interesting, as they point to divergent views shared by students. There are those who feel very strongly that TVET qualification especially engineering leads to full employment because of its demand. Whilst the other group contends that the high rate of youth unemployment in South Africa does not guarantee even a graduate with either TVET or Higher Education qualification. They argue that no qualification guarantees anyone an employment as advanced by human capital theory. Vocational Education and Training must be repositioned to articulate a political response to poor schooling in relation to labor market and ease school leavers into jobs or self-employment under conditions of wide spread youth unemployment.
Theme:Learning in Higher Education
University Student Perceptions of Learning English as an International Language
Dr. Hsuan-Yau Tony Lai, Associate Professor, Applied Foreign Languages , National Taipei University of Business, Taichung City, Taiwan, Taiwan
Overview: This study aims to investigate the perceptions of Japanese university students of the ownership of English, varieties of Englishes, native English speakers’ norms in the English classroom, ideal learning goal and preferred Englishes. A survey was conducted at a medium-sized university in Fukuoka, Japan. A total of 322 students (201 non-English majors and 121 English majors) participated in this study. The results show some contradictory findings. The majority of the students agree with the native ownership of English; however, they also agree that it is a language shared by anyone speaking it. In terms of varieties of Englishes, most students in the study agree that standard English means American or British English; however, they also agree that there should be varieties of Englishes. In regard to students’ ideal learning goal, the students believe that having smooth communication is more important than memorising grammar rules. When asked for their preferred English varieties, most students chose American English (50.3%), followed by British English (17.1%) and no preference (10.9%). A t-test was further used to examine whether students’ gender and majors impacted their perceptions. The uniqueness of this study also lies in the comparison and contrast between university students in Japan and Taiwan by drawing on the results of a study conducted by one of the authors (Lai, 2011). This paper will consider the possible implications for English language professionals.
Theme:Learning in Higher Education
Creativity in Higher Education Skills for the Future
Dr. Siu Challons-Lipton, Executive Director, Department of Art, Design and Music, Queens University of Charlotte
Overview: The need for increased creativity in education is currently being proposed in much innovative thinking on higher education as universities are forced to recreate themselves. Today’s students are the most technologically connected in history. Technology is shaping modern relationships with others, with ourselves, with it. Conversation is being sacrificed for connection, compromising our capacity for self-reflection. People are increasingly connected, yet increasingly lonely. There is an aggressive almost fearful avoidance of the capacity for solitude, and technology is a willing accomplice. We are collectively being lulled to sleep. The antidote is to build greater self-awareness with it, with others, and with ourselves. The need for an education through the arts has never been greater. The teaching example of the experimental Black Mountain College (BMC) of North Carolina (USA) from the 1930s to the 1950s is once again relevant with its dedication to educational and artistic experimentation, including cross-disciplinary collaboration and the fostering of individuality. A liberal arts education is again the example for the future as a directive to action, the development of character, and an education for life as an active citizen.
Theme:Learning in Higher Education
Enhancing Undergraduate Students’ Inquiry Skills through Transition Inquiry-based Experiment in Qualitative Organic Analysis
Udomdeja Polyium, Assistant professor on chemistry education, Division of Chemistry, Department of Science, Faculty of Science and Technology, Rajamangala University of Technology Phra Nakhon
Overview: This research aims to compare the effects of transition inquiry-based experiment with different inquiry levels in qualitative organic analysis on students' inquiry skills. For this purpose, A mixed methods approach was used in research. Purposive sampling chose the participants of the study. There were composed of 16 first year undergraduate students in food science and technology program.They were 4 males and 12 females. These students enrolled in the organic chemistry laboratory course in the second semester of the 2017 academic year. The practical work consists of four experiments: Qualitative elemental analysis of organic compounds, Classification of organic compounds by solubility tests, Identification of organic compounds by functional groups tests and, Identification of unknown organic compounds. Each experiment took 2 hours per week. The participants have carried out the inquiry experiment for four weeks. A lab report collected inquiry skills during the students' learning in the class. The results of the study showed that there was a significant difference in the practical work between structured inquiry and guided inquiry in posing questions, analyzing and interpreting data, and constructing explanations and communicating results. Paired t-test analysis of inquiry skills scores showed that there was a significant difference in the practical work on guided inquiry and open inquiry. Besides, inquiry skill on open inquiry is grated score than other inquiry levels. The practical instructional work could promote student's inquiry skills. It had the sense of crucial feather of scientific inquiry that could lead them to enhance the scientific learning knowledge.
Theme:Science, Mathematics and Technology Learning
The "Informed" Trip: The Successes, and Failures, of a New Study Tour Model
Dr. Andrew Howe, Professor, History, Politics & Sociology, La Sierra University, Riverside, -, United States
Overview: The Honors Program at La Sierra University (Riverside, California) offers a study tour to Southeast Asia that, entering its fifth year, has just yielded a full cycle of assessment results. The trip is based on the theoretical concept that such transformative cultural experiences are best built upon a solid backdrop of information: prior to the summer three-week trip, students take a full quarter of coursework (40 contact hours spread over ten weeks) studying the politics, religion, art, music, and ecology of Singapore and Malaysia. Each student is made responsible for becoming an "expert" on several aspects of this region. Students are also in charge of researching passports, vaccines, and other logistical aspects of the trip. As many of these students are first-time college attendees, many have never been outside the United States before. During the three week trip, students are expected to lead out in their areas of expertise when the occasion arises. In addition to exploring some of the key pedagogical features of this study tour model, this paper will share the results of a four-year assessment cycle, including quantitative and qualitative data in the following areas: the ability to think critically and consistently about other cultures; the ability to understand cultural diversity and its importance in regional and global contexts; and, the ability to link civic engagement to personal transformation (specifically, during the section of the tour spent volunteering at schools and hospitals in Sarawak). Specific instruments of assessment, and results, will be shared.
Theme:Pedagogy and Curriculum
Level of Readiness for Interprofessional Learning Among Nursing Students in Chile
Lisette Paola Irarrázabal Vargas Lisette Paola Irarrázabal Vargas, Santiago, -, Chile Carla Föster, Paola Carrasco, Silvia Barrios, Ximena Gonzales, Prof. Ivonne Vargas, Paola Acevedo,
Overview: In 2016, 330 nursing students between their 1st-5th years at a Chilean nursing school self-assessed their RIPL using the interprofessional learning scale (RIPLS). RIPLS measures patient centeredness, teamwork and collaboration, and sense of professional identity. Additional items asked students’ interprofessional learning outside the classroom and asked professors how they promoted these skills in the classroom. There was no difference was found between student’s years in nursing school. The teamwork dimension, despite no significant difference, showed a trend of greater disposition for RIPL among fifth year students. Overall, only one RIPLS item was significant: "Shared learning before graduation will help health professionals to build better teams”. The interprofessional activities reported by professors were not entirely formal or intentional. Students reported an increase of shared learning with other health students, however no significant difference was found. This is the first Chilean study assessing the RIPL among nursing students. Despite the high level of RIPL, there was still a desire to increase RIPL. Therefore, continued assessment and intentional interprofessional activities need to be part of the nursing curriculum to ensure increased RIPL i competency levels.
Theme:Learning in Higher Education
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
Room 15 Pedagogies for Success
What Makes Doctoral Students Resilient? : Co-creating Relevant Pedagogies through Narrative Inquiry
Dr Paul Joseph Richard, Senior Lecturer in HRM, School of Business, Law and Communications, Southampton Solent University, Southamton, -, United Kingdom Dr. Janet Mc Cray, Professor, University of Chichester
Overview: Historically, doctoral attrition rate across the globe remains high between 40% and 50%. Prior studies on this topic have focused on practices of supervisors or on the intentions of non-completers, whilst missing the perspectives of successful PhD completers. Little research has been devoted to exploring what makes some doctoral students remain resilient and complete the degree. Resilience refers to an ability to withstand or overcome adversity and unpleasant events and successfully adapt to change and uncertainty. What personal strategies and institutional inputs, if any, may have helped them develop the grit – an ability to overcome obstacles with perseverance during challenging times, in order to reach a long-term goal? Understanding factors that develop resilience and grit, may be important to devise institutional strategies that help promote doctoral persistence and completions. We aimed to answer two research questions: What makes a doctoral student resilient during their period of study? What supervision pedagogies can be developed to help promote grit among doctoral students? Through 12 semi-structured interviews, we explored personal strategies, and identified institutional inputs that helped PhD students develop resilience. Narrative inquiry analysis revealed a range of individual and institutional factors, including those that are less explored in current studies (e.g. having a strong ‘why’ of PhD, passion for topic, financial pressures, influence of a supervisory team). In this presentation, we share the co-created pedagogies and institutional strategies based on the findings, which will be of interest to doctoral supervisors and other staff members seeking to develop resilience in their students.
Theme:Pedagogy and Curriculum
Enriching Inquiry Teaching Practices in Science through a Professional Learning Program
Christina Tsaliki, Teacher, Education, Elementary School teacher, Thessaloniki, -, Greece Petros Kariotoglou, Assoc Prof / Professor, Dprt of Early Childhood Education, University of Western Macedonia, Thessaloniki, -, Greece
Overview: The study focuses on changes indicating professional learning, observed in four primary and secondary science teachers' practices regarding inquiry, both during their participation in a professional learning program and also six months after its completion. The program was a designed based research, called in service Science Teachers’ Education (STED), aiming to educate participants on current trends of science education while recording possible changes in their practices. It consisted of three phases, focusing on enabling teachers to incorporate inquiry teaching through Teaching Learning Sequences (TLS). Changes in teaching practices indicating professional learning, were captured using a semi qualitative method that utilized multiple research tools. The mixed group approach was adopted in order to identify and conceptualize common factors and conditions that facilitate learning in inquiry teaching for both educational levels. Recorded changes present similarities between the two educational levels. Results show that teachers achieved substantial understanding of inquiry teaching and thus managed to incorporate guided inquiry practices into their teaching design during the program. Findings confirmed that six months after the program, inquiry teaching practices were also implemented.
Theme:Adult, Community, and Professional Learning, Science, Mathematics and Technology Learning
Transforming School Culture through an Urban School Students' Eyes
Dolapo Adeniji-Neill, Associate Professor/Chair, Curriculum and Instruction, Adelphi University
Overview: School culture or climate is the quality and character of school life. It provides a shared sense of purpose, as well as norms and values that may serve to bind or tear apart the fabric and foundation of a school. In a broader sense, school culture is based on the partnership, cohesiveness and collaborations between “town and gown”—a colloquial term referring to the relationship between schools and communities, students, parents, faculty, administration and staff. Due to such a broad scope, it affects teaching, learning and organizational structures. Key factors affecting school culture may include, but are not limited to, perceptions of personal safety, interpersonal relationships, teaching, learning, as well as the external environment.
Theme:Learner Diversity and Identities
14:15-14:30 Transition Break
14:30-16:10 PARALLEL SESSIONS
Room 1 Responsive Curricula
Utilizing the Arrowsmith Program to Assist Primary School Children with Cognitive Learning Issues
Dr Louise Oliaro, Melbourne, -, Australia Dr Richard O'donovan, Melbourne, -, Australia
Overview: The cognitive exercises were based on the Arrowsmith program founded on neuroscience research, which uses specific cognitive exercises to strengthen targeted areas of the brain that are linked to weak cognitive capacities. Through initial assessment these areas of weakness are specifically identified within each student that enters the program. They are then provided with an individualised program, based around a set of exercises that have been tailored to address their specific need.  The study used a mixed methodology, drawing on both qualitative and quantitative data. Data was gathered from a range of sources, in order to address both academic and social issues. The sample group consisted of  30 students who entered the Arrowsmith program and a control group of 30 students who had a similar academic, social and behavioural profile. The results highlight the changes in academic achievement in the Arrowsmith students over the three years, the impact on the students’ social and emotional wellbeing as well as the impact on their families.  It considers the significance of these changes when compared to the control group.
Theme:Learner Diversity and Identities
Teaching Practices, Materials and Classroom Climate in L2 Classes Offered to Adult Refugees and Migrants in Greece
Mrs. Evgenia Berdesi, Despoina Kiamili, Teacher, Private schools, Private schools, Pireaus, Athens, Greece Efrosyni Vysovitou, Polyxeni Manoli,
Overview: The present study aims at investigating the teaching language procedures, the educational materials, the challenges, as well as the classroom climate in Greek classes offered to adult refugees and migrants in three different regions in Greece. The data were collected through semi-structured interviews with the students and their teachers and classroom observations and analyzed through the content analysis method in the context of the Postgraduate Programme ''Language Education for Refugees and Migrants'' at the Hellenic Open University, particularly the module ''LRM50: Applied Linguistics and Second Language Acquisition''. The results of the study revealed learners' diversity, teachers' use of various teaching materials and practices focusing mostly on the Present-Practice-Production (PPP) method and the communicative approach. In addition, it was shown that teachers mainly emphasized speaking skills in a friendly classroom atmosphere, which was in accordance with the learners' goals. The educational implications that resulted from this study are further discussed and the need for further research to verify these findings is pointed out.
Theme:Literacies Learning
Impact of In-school Filial Therapy on Student Outcomes
Dr Louise Oliaro, Melbourne, -, Australia Ms Jane Cooper, Auburn, -, Australia Professor Chris Trotter,
Overview: This study examines the use of the Filial Therapy Program on behavioural and social performance for children of primary school age, as a form of effective early intervention. The program was specifically modified to suit the unique needs of students in rural and remote Australia. The researchers reviewed the use of the program in three primary schools, in Dubbo, Wellington and Bourke, all remote towns in central New South Wales, Australia. Each of these suburbs have a significant number of Indigenous members when compared to other regions within Australia. The social challenges and complexities of this region have been highlighted in recent years. These reports have highlighted the social and economic disadvantage of the region, listing it amongst one of the most economic locations in Australia. The research used a mixed methodology design, drawing on both qualitative and quantitative data.  The sample included 30 students participating in the program and 30 control students (similar demographics issues but not involved in the program). Data was collected on the student’s attendance, academic performance, classroom behaviour and self-conception pre and post participation in the program. Qualitative data was also collected via semi-structured interviews with both parents and teachers.
Theme:Early Childhood Learning
Phonological Awareness in Bilingual Students in the First Classes of Greek Primary School
Nefeli Gatsou, -, -, National and Kapodistrian University of Athens, Athens, -, United States Maria Georgopoulou,
Overview: Living in a multicultural environment full of people with several origins who speak different languages and coexist in the same country, it is necessary to research the young learners’ diversities. As the years go by, the amount of bilingual students increases. The current paper examines the language acquisition of bilingual students in Greece. First of all, we distinguish the types of children's bilingualism. Depending on the type of bilingualism, children are expected to develop certain characteristics in their speech and to make specific errors. Taking into consideration the levels of acquisition of mother tongue, similar phenomena appear in the acquisition of two parallel languages. Both children and adults tend to demonstrate certain difficulties in perceiving different languages. “Code mixing” appears at any age, although it is not easy to determine it accurately, as many factors interfere. We refer on certain phonological processes, which facilitate the learning of a language, as well as mention few researches carried out about phonemic awareness in Greece. The structural particularities of the Greek language are widely presented. Finally, we propose several activities that aim at practicing and evaluating the students’ phonological awareness. Our target is to strengthen early childhood learning in the era of diversity.
Theme:Early Childhood Learning, Learner Diversity and Identities
Room 2 Parallel Session in Spanish
Room 3 Workshops
Collaborative Pedagogy for Liberation and Transformation: Addressing Diversity in the Classroom through Ensemble Teaching and Learning
Dr. Shoshana Simons, -, -, California Institute of Integral Studies, San Francisco, -, United States MA/PhDc Danielle Drake, -, -, California Institute of Integral Studies, San Francisco, -, United States
Overview: Since its inception, the university system has been dominated by the Ivory Tower model as the prevailing source of Western pedagogical practice. Institutionalized systems of discipline and reward, even within progressive educational contexts, are deeply informed by this model. This workshop will draw from liberatory educational theory and arts-based practices developed by the presenters who use them as tools for building a compassionate learning community across cultures and backgrounds in a very diverse university setting. These creative and invitational practices use simple visual, rhythmic, and embodied arts processes. As illustration, participants will be invited to engage in an adaptation of a collective arts-based practice called “Tree of Life” which all incoming Expressive Arts students participate in when they first enter the program. Together, we will use art materials to collaboratively construct our “Tree of Multicultural Educational Practice” promoting “ensemble learning & teaching” through the process. The tree consists of the following elements: roots: who are the educational practitioners and theorists who have inspired us as multicultural educators? Ground: what are the contexts in which we work? Bark: drawing from our roots, what qualities and skills do we bring to our practice as inclusive, multicultural educators? Branches: what are our hopes and dreams for the future of our field? Fruits: What are the gifts we would like to pass on to our students? Compost: what aspects of our field need to be discarded and composted? Storms: What environmental factors threaten our Tree? Participants will come away with a greater understanding of inclusive frameworks that support diverse pedagogy in the university classroom; ways in which to think collaboratively across faculty, programs, and departments; and arts based tools to invite creativity and diversity into the classroom from both faculty and students.
Theme:Pedagogy and Curriculum, Learner Diversity and Identities
Why Utilizing Values Actities in All Classrooms Enhance Opportunities for Creating an Inclusive Learning Culture for All
Dr. Marsha Glines, Weston, -, United States Dr. Priscilla Wallace-Boerger, Dept Chair & Graduate Program Director, Education, Regis College, Weston, -, United States
Overview: This experiential workshop will offer a hands on experience for participants to explore values clarification activities to be utilized in classrooms from kindergarten through graduate school or for future use as professional development training. The purpose of this workshop is to offer participants the opportunity to experience values activities, discuss how to modify them based on age/student level and to stimulate discussion and other activities to promote understanding and acceptance of diverse learners and multicultural differences in our classrooms for 2018 and beyond.
Theme:Learner Diversity and Identities
Room 4 Parallel Session in Spanish
Room 5 Integrated Curricula
Full STEAM Ahead: Addressing the Opportunity Gap through an Afterschool Enrichment Program
Dr. Sandy Buczynski, -, -, University of San Diego, San Diego, -, United States
Overview: This study was designed to evaluate the effectiveness of the Full STEAM ahead afterschool program implemented in five elementary schools in an urban school district in Southern California. The study evaluated students’ level of science, technology, engineering, and math conceptual understandings and attitudes toward experimenting and confidence in STEAM learning. Results revealed how this STEAM enrichment program helped the development of learner’s analogy skills, engineering capabilities, prediction testing, reasoning skills, and application of science concepts. Seventy-four percent of students surveyed reported to “like” the full STEAM ahead activities while 81% indicated that they enjoyed experimenting. Forty-two percent of the students revealed that they did not know the science content prior to participation in this enrichment program. The self-efficacy of the students was very high with 69% self-reporting that they expect to do “very well” in their academic science/math classes. Since the majority of students in the program are Latino, the inference is that enrichment of these skills will help bridge the "opportunity gap" that today's Latino students face in the U.S.
Theme:Science, Mathematics and Technology Learning
Good Practices in STEM Based Instruction for Learning Competency Improvement of Secondary School Students in Thailand
Suttipong Boonphadung, Vice-Dean for Administration, Faculty of Education, Suan Sunandha Rajabhat University, Bangkok, Bangkok, Thailand
Overview: Instruction based on STEM education has been known and valued as the emphasis on learning through a project which integrates science, mathmatics, technology and engineering disciplines for enhancing learning competency of students, therefore; this study aimed to investigate good practices from STEM education’s instructional models of regional STEM education centers in Thailand, investigate good practices of learning evaluation at schools which are regional STEM education centers. This research design is qualitative and the informants were 8 coordinators at regional STEM education centers and 16 experienced teachers trained from STEM education centers. The research instrument was an interview form (IOC=1.0) and the gained information was analyzed by the content analysis and, then, written as description. The results revealed that (1) the good practices about the instructional models of the regional STEM education centers consisted of (1.1) the practices to propel STEM education in class (1.2) the practices to propel STEM education in courses by employing project or problem-based learning (1.3) the practices to propel STEM education in curricula by the cooperation among teachers of all strands to develop integrated curricula (2) the good practices in learning management design were the inclusion of a school or a community’s context to the learning content and the support of problem solving skill integratedly through 5E cycle (3) the good practices for evaluating learning based on STEM education were evaluating the process of working and its product by authentic evaluation and performance task evaluation and the evaluation criteria was designed to cover all dimensions definitely.
Theme:Science, Mathematics and Technology Learning
Math Anxiety and Emotional Intelligence
Dr. Hosin Shirvani, professor, University of Texas Rio Grande Valley, Edinburg, TX, United States
Overview: The study included 82 senior-level students in a elementary education undergraduate program in the United States. The study investigates whether students with overall emotional levels exhibit different levels of math anxiety. The study also examined the relationship between math anxiety and five components of emotional intelligence which are: self-awareness, self-regulation, motivation, empathy, and social skills.
Theme:Science, Mathematics and Technology Learning
Self-regulatory Learning Style: The Formularizing Role of Hope and Self-efficacy, and the Effects on Performance in Language and Mathematics
Dr. Georgia Stephanou, Associate Professor in Cognitive Psychology, Early Childhood Education, University of Western Macedonia, Greece, Thessaloniki, Thessaloniki, Greece Fotini Tsoni,
Overview: This research aimed at examining students’ self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic, the role of hope (pathway, agency) in the formulation of self-efficacy, and its impact on self-regulated learning style and the interactive effects of all above factors on performance in the school subjects of language and mathematics. The participants were 165 primary school students, fifth and sixth grades, both gender, who came from 20 state primary schools of various regions of Greece. The students completed the scales at the middle of a school year, while their teachers estimated their school performance. The results showed that the students reported a mixed profile of self-regulatory learning style, favoring external and identified, hope (mainly, agency thinking) was a positive formulator of self-efficacy, hope explained a small percentage of variance of self-regulatory, beyond self-efficacy, with no effects on intrinsic regulation, and the three set of concepts influenced school performance in language and mathematics, particularly agency hope thinking. The findings are discussed with for their implications in education and in future research.
Theme:Pedagogy and Curriculum, Science, Mathematics and Technology Learning
Room 6 Parallel Session in Spanish
Room 7 Conscious Policy
University Students’ Social Class Understandings in Challenging Times
Dr. Maria Papapolydorou, Lecturer in Comparative Education, Education , University of Nicosia, Paphos, Cyprus, Cyprus
Overview: This paper discusses the ways in which a group of Higher Education students understood social class and its relevance in society. The findings are a result of a small-scale study carried out with 3rd year university students. The data was collected through the use of a Virtual Learning Environment forum in which students were invited to participate as part of one of their courses. Data analysis suggested that, despite an extent of variation in students’ responses, the majority perceived social class as a very complex, and often confusing, concept that extended beyond definitions related to income and/or occupation. Instead, class was often understood in relation to cultural, symbolic and social elements. Furthermore, most students maintained that class is a redundant category with no influence on people’s lives. In particular, they put forward, directly or indirectly, the view that we live in a meritocratic society and emphasized individual agency as against structure. A much smaller group of students acknowledged social class as an influential sociological category, which informed individuals’ life opportunities and trajectories. This paper discusses these findings with reference to debates about the nature of social class identities (see Giddens (1990), Savage et al. (2001), Devine (1992) etc.).
Theme:Learner Diversity and Identities
Student Perceptions of Faculty Excellence: How Students Rank Professor Attributes and Why This Matters
Dr. Randall Woodard, Chair, Associate Professor, Philosophy, Theology, and Religion, Saint Leo University, Saint Leo , FL, United States Dr. Dene Williamson, -, -, Saint Leo University, Saint Leo, -, United States Dr. Patrick Ryan Murphy,
Overview: Since student evaluations are an important part of the tenure / promotion process, it is important to look at the way students rank / categorize faculty excellence. This study will compare and contrast date received from research on student perceptions and compare / contrast that data with academic research on faculty excellence. We will gather data from three different disciplines / cross sections of students (business, economics, and the humanities) and evaluate the qualities that students report being the most important with higher education / Scholarship of Teaching and Learning data in order to see how students differ / share commonalities with that research. The paper will share those areas of overlap but also point out qualities that students find most valuable for faculty to use in their own professional development.
Theme:Pedagogy and Curriculum, Learning in Higher Education
A Model of Leadership Development for Learning Organization of Universities in Thailand
Dr.Chanunthakorn Kiatjanon, Lecturer, Faculty of Humanities, Mahachulalongkornrajavidyalaya University, Wangnoi, -, Thailand Dr. Lampong Klomkul, Researcher, ASEAN Studies Centre, Mahachulalongkornrajavidyalaya University, Wangnoi, -, Thailand
Overview: The purposes of this research were to analyze and to propose the model of leadership development for learning organization of universities in Thailand. Mixed methods research applied qualitative methods to explain quantitative results was used for research design. The samples were 400 instructors and support staff from universities in Bangkok and its vicinity. Key informants were 5 experts and selected by purposive sampling. Questionnaires and interview form were used for research tools. Quanltitative data were analyzed using descriptive statistics, Pearson’s product moment correlation coefficient, and stepwise multiple regression analysis. Qualitative data was analyzed by using content analysis. Results indicated that leadership development for learning organization showed at high level. For the attributes of leadership for learning organization was also showed at high level. The correlation between the leadership development in the field of vision, team learning, and mastery with the attributes showed at medium level to high level. Twenty-six variables showed the best selected prediction. Effect on the attributes of leadership for learning organization increased at 95.20 percent (R2 = .952) with the statistical significance at the level of .05. A developed model of leadership development had 3 main aspects consisted of Vision, Mastery and learning Team called VMT Model.
Theme:Educational Organization and Leadership
Room 8 Addressing Social Turbulence
Society and Its Legitimation in School Books
Prof. Nurit Elhanan-Peled, -, -, Hebrew University of Jerusalem, Jerusalem, -, Israel
Overview: This study examines the multimoal ways Israeli textbooks legitimate the symbolic, cultural, and physical elimination of Palestinian and Non-White Jewish "others." The interpretation of findings uses the paradigm of Zionist settler-colonialism and its logic of elimination. The analysis uses the Gardening Metaphor elaborated by Zygmunt Bauman (Modernity and the Holocaust), which applies to regimes that wish to create an artificial society on the basis of racial purity. The semiotic means used in textbooks to represent both groups have a lot in common and stem from the same logic and the same project of Jewish racial "purity" which the books are meant to promote. In order to accept such segregationist policy and engage in its practices children are made heterophobic through the use of Holocaust rhetoric of victimhood and Power, that teaches fear of others, extreme nationalism and majoritarianism, and promotes the development of a predatory identity. Social Semiotic principles of inquiry are used in the multimodal analysis and therefore and every sign is understood as motivated by interests and ideologies within Israeli settler-colonial culture. The verbal analysis will include Holocaust language of victimhood (equating all others to Nazis and using "extermination" Auschwitz" and Anti-Semitism regarding every act of Palestinian resistance) and the language of Power. The visual analysis will be applied to artistic and scientific visuals such as photographs, maps and graphs.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
Islamophobia in European Classrooms: Startegies for Teachers to Combat This
Kazi Hossain, -, -, Millersville University of Pennsylvania, Millersville, -, United States
Overview: Islam is one of the fastest growing religions of the world with about 1.6 billion followers - a fifth of the world's population. According to Pew Research Center (2017), Muslims make up 4.9% of Europe's populations which translate to about 25 million people. In Greece the number is close to 500,000. Currently Islam has become a highly misunderstood religion in the world, especially in the West (Bassiouni, 2015; Meacham, 2009; Ayers & Reid, 2005) with many having negative perceptions about Islam and Muslims (Gollnick & Chinn, 2017). Such misunderstandings about Islam have sparked from unfortunate world events like September 11, 2001, London subway, September 15, 2017, and other similar incidents as well as the existence of ISIS and their heinous crimes. However, these negative perceptions have also been accelerated by misinformation and stereotypic portrayal of Islam by popular media, as well as by religious/political leaders (Meacham, 2009). Negative public perceptions and misinformation can be minimized from any society by educating future generations. Educators highlight the importance of teaching about Islam in educational institutions (Jackson, 2010; Moore, 2006; Phelps, 2010). Phelps (2010) argued, “…accurate information about people of diverse backgrounds can promote understanding, appreciation, and tolerance within our pluralistic society” and “create a more realistic and nuanced view of Islam” (192). Informative and non-bias methods can be utilized to initiate the concept of Islam or Muslims in a classroom. The intent of this paper is to provide teachers and educators with information, strategies, and resources for teaching about Islam and Muslims.
Theme:Learner Diversity and Identities
Three Questions of, and for, the Neoliberal University
Dr. Judy Hemming, -, -, University of Canberra, Canberra, -, Australia Dr. Michael McKinley,
Overview: In those countries which have adopted, and then enthusiastically advanced the political-economic doctrine of neoliberalism the rationale proclaimed by public policymakers was that universities needed revolutionary reform in order to become more accountable, more relevant, more agile, and generally more attuned to the behaviour of a corporation in a hostile and brutally competitive world economy. One reaction has been that countless obituaries have been published recording not so much the reform, but the demise of these very university systems. Parsed for detail, the claim is that a way of life for both faculty and students, at all levels, in the pursuit of research and education, has been either extinguished or changed radically so that its successor states defy comparison with the past. They proclaim nothing less than that the university systems they refer to have been subject to a hostile takeover which has imposed conditions which are fundamentally inimical to learning and the search for knowledge and thus a threat to the body politic. Accordingly, since democratic norms demand accountability, the next logical steps should include public inquiries and judicial investigations with a view to ensuring that public policymakers are held responsible for egregious offenses against the national interest.
Theme:2018 Special Focus: Education in a Time of Austerity and Social Turbulence
The Impact of Selected School and Teacher Characteristics on the Post-secondary Readiness of African American and Hispanic Graduates
Douglas Hermond, -, -, Prairie View A&M University, Prairie View, -, United States Dr. Tyrone Tanner,
Overview: The evidence is overwhelming that the interaction of the community, the school leader, and the school’s context indirectly impacts students’ academic progress. In Texas, we are cognizant that these influences ultimately contribute to Texas’ success as leaders in the global economy. In this era of “austerity and social turbulence,” it is imperative that we focus fastidiously on those factors that are most likely to help eradicate the opportunity gap to ensure that traditionally underrepresented groups are college ready. Today, African Americans and Hispanics constitute 69% of public school enrollees. Consequently, we collected student, teacher, and classroom data from the Texas Academic Performance Report to determine which factors are most closely related to traditionally underrepresented students’ college readiness. Specifically, we assessed the percentage of Hispanic and African American student’s college readiness from 425 high schools in 10 counties, representing 54% of all Texas students. We discovered, in our preliminary regression analysis, that for Hispanic students, the school’s mobility rate, per-student expenditure on instruction, and average class size were the most pronounced influences. For African American students, the base salary of the teacher, per-student expenditure on instruction, and teachers’ years of experience were the most influential factors. The policy implication is that for these students, we should renew our focus on improving instruction by insisting that students show up to school, that we populate our classrooms with experienced teachers, and that we reduce class sizes. These require greater financial commitment from schools and are congruent with the tenets of culturally responsive pedagogy.
Theme:Educational Organization and Leadership
Room 9 Perspectives on Teaching and Learning
STEM-it!: Increasing Success Rates for Our Students
Dr. Ellene Tratras Contis, Professor and CSIE Director, Chemistry, Eastern Michigan University
Overview: The Innovation Corps program works with K-12 students, both in the classroom and in informal settings to understand scientific concepts in a fun and playful manner. Wearable technology is used to lead students through kinesthetic, activity-based “experiments”. The Creative Scientific Inquiry Experiences (CSIE) initiative is an innovative approach to retain and increase the number of STEM graduates by combining faculty professional development, curricular reform, and student collaboration with STEM faculty, peers, and the community through experiential community-based experiences. The use of an e-learning platform to understand our environment and its chemistry through web-based “research” and to explain it in non-science terms lends itself to university undergraduates globally. This type of on-line courses, both “lecture” and “laboratory” is useful to those undergraduate students who dread taking a required science as part their general education curriculum. Soft-skill workshops help undergraduates, graduate students, and early career faculty add skills beyond their formal STEM training. These workshops address the need to communicate to a general audience, to prepare manuscripts for publishing research, to prepare a successful grant proposal, and to understand various careers in STEM.
Theme:Science, Mathematics and Technology Learning
Teaching Chemistry Concepts through Multiple Analogies
Vasilia Christidou, Professor, Department of Early Childhood Education, University of Thessaly Marianna Theodosiou, Headmaster, Grevena, Greece, secondary public school Prof. Vassilia Hatzinikita, -, -, Hellenic Open University, Patras, Achaia, Greece
Overview: One of the most important challenges faced in science teaching is students’ pre-existing conceptions about the concepts and phenomena they are taught. These conceptions typically diverge from school science and should be taken into consideration by science teachers when negotiating the construction of scientific knowledge in the classroom. Analogies are a particularly powerful tool for science teaching, since they allow comparison and mapping between different knowledge domains: the source (a domain familiar to the learner) and the target (the domain to be taught and understood by the learner), thus supporting the construction of new knowledge. This study proposes an introductory chemistry teaching sequence about the concepts of chemical element and chemical compound by means of multiple analogies, designed so as to take into account students’ alternative conceptions. An experimental design involving two groups of 8th grade students attending a public secondary school in Greece was implemented. Results indicate that the participants in the Experimental Group achieved significantly higher scores in the post-test than their counterparts in the Control Group. Their responses reflected a significant improvement in their understanding of critical aspects of the taught concepts, concerning the distinction between element and compound as well as between compound and mixture. Moreover, they exhibited a better understanding of a variety of characteristic properties of matter. Implications for teaching of fundamental chemistry concepts with the use of multiple analogies are discussed.
Theme:Science, Mathematics and Technology Learning
Teaching for the Transfer of Learning in Art and Design Education
Keena Suh, Associate Professor, Interior Design, Pratt Institute
Overview: To explore teaching for the transfer of learning specific to an art and design education, a faculty learning community (FLC) at Pratt Institute investigated learning across studio- and non-studio-based courses, different academic levels and disciplines. Faculty from eleven departments participated in “Transfer Sessions” to share a class project they teach, focusing on learning elements they conceived would transfer into and out of their course. Faculty-led sessions consisted of participants teaching at various levels of learning and across disciplines—art, design, humanities, and sciences—framing cross-disciplinary perspectives. The “Transfer Sessions” empowered faculty to engage in a collaborative and participatory process that expanded their knowledge of content in a variety of courses and stimulated dialogue for sharing teaching strategies and learning processes. Participants identified existing and new opportunities for knowledge transfer in and among their classes to support student learning. The data gathered from these sessions enables the FLC to research how transfer supports students’ abilities to develop research and analytical skills, creative processes, to construct and respond to feedback, translate between visual, spoken, and written languages, and develop self-assessment skills. This paper reflects the FLC’s goals and methodologies as a model for facilitating the study of knowledge transfer within a multi-disciplinary learning environment. The study proposes strategies for how faculty can contextualize their teaching, expand their perspective on teaching through the lens of “transfer,” build a community fostering more effective teaching, and support students in developing metacognitive learning skills that can transfer within an academic environment and beyond.
Theme:Pedagogy and Curriculum
Concept Mapping as a Teaching Tool in Information Literacy Instruction: Moving towards Agility in Higher Education
Marta Samokishyn, -, Ontario, Canada
Overview: During information literacy instruction, academic librarians often struggle to find a variety of teaching tools to maximize young student engagement in the classroom. This paper will address a unique method of application of the concept mapping as a visual teaching tool in the library instruction, which, due to its versatility and adaptability, can be successfully applied in the library educational setting. We will demonstrate how visual concept mapping, being an authentic and meaningful learning tool, allows students to express their research interest more creatively in the searching tools, thus facilitating more productive searching techniques and contribution of librarians to the knowledge construction and progress in the development of a research question. Using Agile core principles and values, we will show how concept mapping can become a valuable tool for transformation. We will compare the effectiveness of the standard search strategy worksheets with the concept mapping exercises and evaluate the effect concept mapping has on students’ engagement in the classroom. Furthermore, we will show how this method appeals to the millennial students, as a means to promote their creative expression as well as facilitate deeper engagement of the students in the classroom through a more relevant learning experience. This research will lay the foundation for the evidence-based approach to utilizing concept mapping in the information literacy education and movement towards agility and transformation in the Higher Education.
Theme:Learning in Higher Education
Room 10 Effective Curricula
Current and Historical Discourses in Mathematics Cognitions Research: A Review of the Literature Related to Learning Mathematics in Neuroscience
Prof. Kakoma Luneta, -, -, University of Johannesburg, Johannesburg, -, South Africa
Overview: This paper reviews the current research in mathematics cognition and neuroscience. The proponents of mathematics cognition have related the subject to neuroscience because cognition involves the mental application involved in mathematical knowledge acquisition. By definition neuroscience is the science that relays the physiology, biochemistry and molecular biology of the brain its nerves and nerve tissues in their relation to behaviour and learning. Mathematical cognition focus on the scientific understanding of the cognitive function of the brain as it engages in mathematical interactions. Cognition is the mental process by which knowledge is acquired. It refers to thinking, understanding and remembering and the conscious mental activity involved in achieving aspects of awareness, perception, reasoning and judgement. Mathematics has been explained as a system for representing and reasoning about quantities, with arithmetic as its basis. By its nature it implies that mathematical engagement is a cognitive activity. Neuroscientists have asserted that all human behaviour is generated by the brain therefore we can argue that all human being are born with innate capability for mathematics and at a very early age, this capability is shaped by the strength and authenticity of the mathematical exposure. I conclude in this paper that by combining research of what goes on in the brain with how children learn mathematics we would acquire a lot more than adopting an isolated approach to effective instructions in mathematics classrooms.
Theme:Science, Mathematics and Technology Learning
Developing and Evaluating Work Readiness of Students in a Fully Online Careers in Psychology Course
Dr Filia Garivaldis, Melbourne, Victoria, Australia Bernice Plant, Stephen Mc Kenzie, -, -, Monash University, Melbourne, -, Australia
Overview: There is an increased demand for online learning; however, this often matched with scepticism about whether online courses can prepare students adequately for the real world. The need for work readiness and developing transferable and professional skills, such as creativity and critical thinking, are all the more important in the digital world. The current research has evaluated the effectiveness of a careers unit in the Graduate Diploma of Psychology Advanced (GDPA), a fully online fourth-year psychology course in Australia. A pre- and postevaluation of the careers unit was conducted, exploring career certainty and career self-efficacy as moderators for the effects of the unit on students’ work readiness. To further evaluate the effectiveness of the careers unit, the work readiness of students enrolled in another online unit, which does not aim to teach careers in psychology, was also measured. All participants completed career certainty and career self-efficacy scales, as well as a pre-unit quiz about their knowledge of careers in the industry of psychology at the start of the teaching period. At the end of the teaching period, all participants completed the work readiness scale and a post-unit quiz, whilst the students of the careers unit also completed a unit evaluation. The results of this study will be presented, anticipating that students who complete the careers unit have significantly greater work readiness, particularly, if they experience greater career certainty and career self-efficacy. The study enhances knowledge of work readiness, and informs the effective delivery of careers material in the online mode.
Theme:Pedagogy and Curriculum
Standardization of a College Writing Program: Providing Curricular Consistency and Instructional Freedom
Melanie Burdick, Melanie Burdick, Director and Associate Professor, Center for Teaching Excellence and Learning, Washburn University, Topeka , Kansas, United States
Overview: While consistency across sections of first year college writing program is necessary, master instructors must also be provided with pedagogical freedoms. This session will provide the story of one such writing program which moved from no common curriculum across sections to a standardized curriculum with common learning outcomes and a common portfolio assessment. Theories of organic writing assessment and of Dynamic Criteria Mapping (Broad & Adler-Kasner, 2009) were used to design the curriculum. Survey and interview data from instructors as they made this transition into standardization will be shared in order to show the strengths and challenges in creating consistency through common outcomes and assessment.
Theme:Assessment and Evaluation
Enhancing Narrative Skills in Preschoolers via Collaborative and Communicative Learning
Eleni Mousena, ASSISTANT PROFESSOR, EARLY CHILDHOOD EDUCATION AND CARE, UNIVERSITY OF WEST ATTICA, GLYFADA, Greece
Overview: The purpose of this research was to explore the advantages of collaborative learning in speaking at pre-school age.The development of spoken language in early childhood attracts the keen interest of scientists today, where societies are rapidly becoming multicultural, and forms and ways of linguistic communication face new challenges. The theoretical framework of the study draws on sociolinguistics and neo-Vygotskian theory. The survey was conducted in a kindergarten classroom with a total of 16 children aged 4 and 5 years old. Sketches were used to develop descriptive and narrative activities, which were recorded and analyzed. In the oral production process, children with limited fluency were particularly supported. The results showed that in the case of the processing of images in the group's plenary there were more possibilities for rebuilding of the so-called or self-correction, in contrast to the case where the narratives were made individually by each child.
Theme:Early Childhood Learning
Room 11 Parallel Session in Spanish
Room 12 Late Additions
Room 13 Parallel Session in Spanish
Room 14 Parallel Session in Spanish
16:10-16:55 Conference Closing & Awards Ceremony