Online Lightning Talks
Lightning talks are 5-minute "flash" video presentations. Authors present summaries or overviews of their work, describing the essential features (related to purpose, procedures, outcomes, or product). Authors are welcome to submit traditional "lecture style" videos or videos that use visual supports like PowerPoint. After the conference, the videos are made available on the network's YouTube channel.
Is This a Course about Science?: Tensions and Challenges in Engaging Pre-Service Elementary Teachers in Science Learning
Virtual Lightning Talk Tim A Molnar
What science content, process, and epistemological knowledge should elementary teachers know and experience in preparation for engaging their future students? In response to this question, a new university science course was developed specifically for pre-service elementary teachers. The course addressed big topics such as climate change; water, energy and food security; genetics, health, and evolution; and ecology, sustainability, and industry; through an inquiry approach while also investigating Indigenous and Western understandings of science. This work provides an overview of the course and its initial development, rationale for the course focus on science inquiry, discussion of pedagogical tensions experienced by the course instructor and teaching assistants relating to science content, science process and their relation to the mandated government science curricula for grade kindergarten to grade eight. The discussion concludes with what was learned by the instructor and teaching assistants and what changes might be made to improve the learning experience of students.
Learning to Become a Circus Artist: Student’s Challenges in a Circassian Professional Training
Virtual Lightning Talk Marie Eve Skelling Desmeules
This paper discusses challenges related to professional circus training experiences from the view points of students. In professional circus training, students learn ‘’about’’ their bodies and ‘’through’’ their bodies. In addition to theoretical classes, they have practical classes related to their respective discipline, as well as complementary classes in dance, theater, music, trampoline, physical preparation and also research, creation and presentation. In this professional training context, each student has his own schedule. They sometimes work individually, in disciplinary teams, in professional collectives, as well as in large groups. The pedagogical team is made up of regular teachers (ensuring a regular presence throughout the year) and external teachers (professional artists who are hired for few teaching sessions only). Unless exception, students share their workspace and constantly work in contact with others and being watched by others. This specific context underlies different learning challenges. As a part of a postdoctoral research, I conducted a qualitative interpretative research at the Centre national des arts du cirque (CNAC, France) to better understand circus training experiences from the view point of students and teachers. In February, March and April 2018, I did participant observation (75 hours), interviews (52), and focus groups (9) involving 62 participants (including all the students (38) of this professional circassian training). This research relies on Dewey’s concept of experience (1934/2005) and on Activity theory (Engeström, 1987, 2007). This presentation will specifically address some challenges related to learning experiences in this particular context of professional circus training.
Addressing Math Proficiency Levels for Traditionally Marginalized Students
Virtual Lightning Talk Jean Rattigan-Rohr
End of grade math scores for poor and minority middle grades students in the state in which our higher education institution is located are appalling low – less than 25% math proficiency. One of the questions with which we grapple is, as an educational organization, what is our role regarding these significant societal issues just beyond our doors? We do not believe these realities for many middle grade students in our communities are too much to take on, or too difficult to address. As such, beginning this summer 2018, we plan a systematic approach to addressing and alleviating the math weaknesses of approximately fifty middle grade students enrolled in our afterschool project. Rising eight grade students will have one year of intervention, rising seventh grade students will have two years of intervention, while rising sixth grade students will have three years of intervention. This will be a three-year longitudinal intervention with yearly reports on pre and post-test end of grade results for our participants. The first report regarding eight grade students’ progress will be completed in May 2018, the second report regarding 7th grade students’ will be completed in May 2019 and the third regarding 6th grade students’ progress will be completed in May 2020. The study will closely examine three specific issues during the intervention – 1) students’ willingness to practice independently, 2) students’ perception of their ability to understand math, and 3) the role of parents as in-home facilitators of the intervention.
Students’ Metacognitive Experience from Metacognitive Learning Box in Equilibrium of Moments
Virtual Lightning Talk Soonthareeya Sanium, Khajornsak Buaraphan
Metacognition has been accepted as one desirable attribute, which should be promoted in learners in the 21st century. This research is a case study aimed to explore grade 9 students’ metacognitive experience from learning with the Metacognitive Learning Box (MELB) in the equilibrium of moments topic. The research participants were six grade 9 students in one physics classroom from one secondary school located at Nakhon Ratchasima province in the northeastern region of Thailand. The participants were asked to respond to the MELB worksheet and individual interview after learning with the MELB. The interview questions were consisted of 17 questions, which could be divided into three parts: nine questions asking for Monitoring, Evaluation and Planning (MEP); five questions asking for Learning Risks Awareness (LRA); and three questions asking for Control of Concentration (CC). The qualitative data were analyzed by coding, categorizing and interpreting data. The findings revealed that the participating students lacked planning, evaluating and monitoring their learning. They also did not aware of their learning risks and lacked control of their concentration. However, the MELB helped the participating students to be more aware of their thinking in particular to MEP, LRA and CC. This finding suggests to help grade 9 students derive more metacognitive experience in science classroom.
Flexible Learning: The Design Thinking Process as a K-12 Educational Tool
Virtual Lightning Talk Katia Caetano Lord
Flexible Learning is a personal investigation of the relationship between the design-thinking process and standardized primary and secondary education. The problem-solving methods used in graphic design are studied as a means of enhancing skills among K-12 students in the education system—skills that are not generally being developed, some of which are creativity, engagement, collaboration, evaluation, refinement, and presentation techniques. While graphic designers access and synthesize information from clients, a child can also access and synthesize information from his or her teacher. When a client comes with a design request, designers research, create and then present the most appropriate solution. In the classroom, this kind of thinking process is also possible when the teacher offers students the opportunity to solve a problem, usually in the form of a project. I will explain how more intensive and creative application of the design-thinking process can expand the horizons for whole-brain thinking and creative thinking among students.
The Motivation of English Language Teachers to Teach at University
Virtual Lightning Talk Hsuan-Yau Tony Lai
In the field of L2 motivation, there is very little research into teacher motivation due to its sensitive and controversial nature. The study aims to fill the gap by exploring English language teachers’ motivation to teach at tertiary level in Taiwan through the use of a survey. It also aims to compare and contrast these teachers’ perceptions (motivation) with their thoughts on their current job. A standardised online questionnaire with closed- and open-ended questions was sent out to all English language full-time and part-time teachers working in higher education in Taiwan. In total, 109 questionnaires were collected. The findings show that the participating teachers put a sense of achievement or challenge, career prospects, and work autonomy as their primary motives. The most unsatisfactory factors of their current job are salary and relations with colleagues. The open-ended question which probes the teachers’ greatest challenges and concerns generates rich, interesting data. The participating teachers are concerned about school-related issues, students’ low motivation, and students’ attitude towards learning, etc. Hopefully, the results of the study can shed light on the under-researched area of L2 motivation and provide some implications for government and school authorities.
Preparing Pre-Service Teachers for Culturally Responsive Teaching
Virtual Lightning Talk Brittanee Shiflett
Many educators are unprepared to educate culturally diverse learners (Cicchelli & Cho, 2007; Gay, 2013; Jones, 2004; Keengwe, 2010; Lindsey, Robins, & Terrell, 2009; Pope & Wilder, 2005), which derive partly from insufficient cultural diversity preparatory programs for pre-service teachers. The lack of proper cultural diversity training for pre-service teachers creates academic barriers for students, which exacerbates educational achievement gaps (Jett, 2012). According to Hammond (2015) and Tanner, Hermond, Vairez, and Larchin (2017), the proper implementation of culturally responsive teaching practices has the potential to close achievement gaps and increase success for historically under-served populations. Therefore, it is imperative to research best practices for the development of effective cultural diversity preparatory programs for future teachers. This quantitative study focused on a population of pre-service teachers from two Southeast, Texas universities. The researcher examined how video-based anchored instruction influenced the pre-service teachers’ culturally responsive preparedness. Additionally, the researcher examined how the amount of cultural diversity training, outside of pre-service teachers’ educator certification programs, influenced their cultural responsive teacher preparedness. The results help increase understanding of the impact that cultural experiences have on preparing pre-service teachers to teach culturally diverse populations and allow for more effective cultural diversity preparedness in teacher educator programs.
Gender Stereotypes among Students of Primary School Teaching and Childhood Education
Virtual Lightning Talk Andreia Nascimento, Alice Mendonça, Paulo Brazão, Diogo Freitas
As a place of professionalization, study and research, the University currently plays an important role in promoting social change. It comprises citizens, professionals and teachers at all levels of formal education. We also assume that since pre-school age, children play gender roles and build their identity from the interactions, first with the family and then with the kindergarten teachers with whom they spend most of their day. This article aims to determine if the students of the initial formation on Primary School Teaching and Childhood Education of the University of Madeira (UMa) have gender stereotypes. We applied a questionnaire survey to the students of the 1st and 2nd cycles of this course that allowed the confrontation of the perspectives of these two groups in the distinct stages of their formation. In their discourses there are no gender identity traits that condition them to act differently with boys and girls, albeit in a non-formal and unintentional way, to reproduce the forms of gender that characterize the biological and social identity of individuals. For example, the transmission of the teacher usually takes on a role of the feminine gender. This research is urgently needed to raise awareness of the role of future teachers in traditional, female and male models and to help each child build up his non-stereotyped and non-discriminatory gender identity.
Exploration of Scientific Argumentation in Science Classrooms in the Thai Context
Virtual Lightning Talk Jirutthitikan Pimvichai, Khajornsak Buaraphan
This research aims to explore the patterns of scientific argumentation in science classrooms in the Thai context. Eight science classrooms in Khon Kaen province, Thailand, were observed and video-tape recorded in order to find out what patterns of scientific argumentation occurred. The teacher-student and student-student discourses and informal interview were interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that there was a lack of quality pattern of scientific argumentation in these science classrooms. There was a lack of quality Warrants, Qualifiers and Backing This finding urges for a teaching and learning strategy to promote students’ quality scientific argumentation. The implications from this study regarding pedagogy and teacher training is finally discussed.
Curriculum Mapping as a Tool for Continuous Quality Improvement
Virtual Lightning Talk Paul R. Bowdre
A curriculum map that is embedded in solid educational principles demonstrates how courses are integrated to achieve an intended curriculum. It provides ongoing documentation and analysis as opposed to a brief description for institutional program review as well as periodic programmatic and institutional accreditation. A curriculum map also demonstrates the progression and scaffolding of student learning and knowledge acquisition through an academic program. The curriculum map commonly promotes a shared responsibility for the curriculum and its mandate of preparing students among faculty and staff. This presentation on curriculum mapping will outline an efficient and effective way of providing an evidence-based approach to continuous quality improvement for academic programs in colleges and universities.
Universal Design of Learning: Student-created Mind Boards and Clues for Narrative Development
Virtual Lightning Talk Julie Bain
The creation of student-build mind boards has moved students through processes of both skill and knowledge development by adopting principles of universal design for learning. By identifying elements of narrative including perspective and voice students learn to draft their own writing. This presentation will explore how multimodal affordances pique student curiosity and creativity in a creative writing unit.
Improving the Quality of Preschool Education in Arab Society in Israel
Virtual Lightning Talk Fida Nijim Ektelat
For the past 3 years, MJB has been evaluating the program of Improving the Quality of Preschool (ages 3-6) Education in Arab Society in Israel, as part of a 5-year formative evaluation. The Ministry of Education Preschool Division, JDC-Ashalim, and the Bernard Van Leer Foundation have joined together to develop the program. The program emphasizes the importance of the educational environment and the interaction of professionals, parents and children as key factors in promoting children's learning and development, and aims to implement improved work practices for preschool education at the local, regional and national levels. The paper will include a description of the use of the 'Classroom Assessment Scoring System' (CLASS), an observation tool both for evaluation and the professional development of regional supervisors and pedagogical instructors. The latter received training in the organization of the educational environment, and instructional support (according to CLASS). The CLASS observations for the evaluation were carried out in preschools in the program and in comparison localities. Training in similar topics was also provided to preschool teachers.
Teaching Adolescents about the Psychosocial Aspects of Sexuality
Virtual Lightning Talk Verônica Lima dos Reis, Ana Claudia Bortolozzi Maia Cau, Vera Lucia Messias Fialho Capellini Verinha
Sexuality is a complex experience of the life of any person and includes, among other aspects, the maturing of the body, feelings of affection and love, sexual practices, sexual and reproductive health. People giftedness may present dyssynchronism in the process of intellectual and affective development. This qualitative-descriptive study of a sociological approach aimed to verify the psychosocial aspects of the sexuality of gifted adolescents, in addition to: investigate access to information on sexuality as well as sexual education issues of these adolescents; analyze their possible beliefs and sexual values; to report on knowledge, actions and attitudes towards sexuality. The method involved 12 gifted adolescents (12-17 years) who answered an online questionnaire elaborated from four thematic axes: characterization, information and conceptions, beliefs, sexual and reproductive health. The results show the family and school are the major sources of information about sexuality; concepts and beliefs about sexuality depict scientific knowledge; male participants exhibit stereotypes of beauty in relation to a body considered beautiful; male and female condoms are recognized for the prevention of pregnancy (79.2%) and sexually transmitted infections (83.3%), while other methods were not correctly differentiated for pregnancy (49.4%). The relevant results are considered especially when 11 of the participants without experience of sexual practices present theoretical scientific knowledge. Formal and emancipatory sexual education can contribute to the psychosocial development of gifted adolescents, especially in working together with those without giftedness which can promote the development of all.
Listening to Student Voices: What Makes University Teaching Great?
Virtual Lightning Talk Tracy Routsong, Melanie Nichole Burdick
The American Association of Colleges and Universities (AAC&U) recently called for student-centered teaching through High Impact Practices (HIPs) (2008). Accordingly, more empirical research is occurring regarding the positioning of faculty in post-secondary classrooms. For example, Miller and Pearson (2013) studied teaching style, communication with instructors outside of class, and teacher evaluations. Their research supported that there were differences in student perception and willingness to meet outside the classroom which were based on teaching style. Similarly, another study showed an increase in student satisfaction and learning when transitioned from lecture to a more student-focused approach (Jones et al, 2018). Extending the findings of such studies, the research for this presentation was situated within a framework valuing constructivist theories of education especially in regards to Freire’s (1972) appeal to combat the “banking concept of education” and Dewey’s (1938) invitation for a more experiential and democratic pedagogy. An on-line survey of three open-ended questions was answered by 89 junior and senior level students at a public university in a Midwestern city of the United States. The questions prompted students to describe what a “excellent” college teacher does in and outside of class. One key finding regarding student perception of teaching excellence is that of responsiveness. Students desired a personalized classroom experience where professors acknowledged individual experience and readiness, as well as offered time outside of class for discussion and other forms of aid. This and other findings can assist faculty and faculty developers connect scholarship in effective post-secondary teaching with current student expectations.
Online Field Trips: Learning about and Teaching through Technology
Virtual Lightning Talk Sandra Davis
How can you transport students through time and across borders without the need to retain transportation, distribute and collect permission slips, and solicit district approved chaperones? Without students having to read hundreds of pages of a history textbook or spend a dime, my Instructional Design for Teaching & Learning students explore digital tools to “take” their students to places like St. Augustine, Florida, the oldest city in the United States to learn about the Civil Rights Movement. They hear stories about the Freedom Fighters who jeopardized their lives in the quest of liberty for all people, learn of Martin Luther King’s visit to St. Augustine, and see the site of the famous Woolworth’s demonstration. By becoming immersed in video footage, listening to audio clips, examining photographs of historical landmarks and analyzing interviews, K-12 students develop an appreciation for the past and a responsibility for the future. My pre-service teachers create online field trips that utilize innovative technologies to transform pedagogical theory and instructional practices and create a brilliant showcase that harnesses the power of education to address inequality and discrimination and promote social justice. Jump on board and let’s discover the role online field trips play in providing a means for pre-service teachers to learn to integrate technology effectively in the social studies classroom and in helping foster engaged learning that provides rich opportunities for their students to acquire new knowledge and a deeper understanding as they become responsible global citizens.
Understanding Learning Needs of Students with Disabilities through Online Reality-based Story Telling
Virtual Lightning Talk Xin Bai
College students with special needs participated in this study. They were introduced to a topic outside their scope of expertise on Cerebrovascular accident (CVA). A traditional text-based reading on CVA has been produced into a movie via online reality-based story telling. Researchers produced a teaching vignette via controlling avatars in a online environment to carry out a story about a stroke patient. Students watched the story played out in a online environment and completed an assessment survey afterwards. This paper reports students’ attitudes towards such online assistive technology as well as their learning outcomes. Implications are discussed for future research.
Applying Speech Act Theory to ESL Teaching in the Chinese Context
Virtual Lightning Talk Yiyu Zhao
Due to the growing needs of communicating and trading with English speaking countries, English language teaching and learning is becoming increasingly important in China. Thereby, English teachers are trying to explore effective teaching methods which can best improve English learners’ language competence comprehensively so that English learners can communicate with English speakers effectively based on polite and proper verbal exchanges. However, despite being able to speak English fluently there is often a pragmatic dissidence in various speech acts that may reduce the communicative intent (Cortazzi & Jin, 2008; Goh & Kwah, 1997; Rao, 1996, 2002). This paper critically reviews the Speech Act Theory of Austin and Searle’s concept of Speech Act (Austin, 1962; Searle, 1969) and argues that Speech Act Theory should be applied to ESL teaching in the Chinese context. It is suggested that ESL classes not only include the learning of speech act categories, but also the education in the politeness principles and strategies laid down in speech acts so as to cultivate students’ linguistic competence and develop pragmatic competence.
Three B’s: A Guide for Working with Minority Students
Virtual Lightning Talk Krystin Mc Cauley
Educational institutions are increasing in diversity. To accommodate the needs of learners, it is essential that educational professionals are aware of how to assist and support minority students. Minority students face a unique set of challenges. This presentation explores how a break, build, and believe model can positively impact minority students and serve as a catalyst for success.
An Exploration of the Perception of Diversity in the English Courses at a State University in Costa Rica
Virtual Lightning Talk Cristina Solís, May González
It is now possible to find that diversity encompasses as many dimensions as race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. Nevertheless, one can find that this diversity is sometimes taken for granted in the classroom, most particularly with students who have certain disabilities. This paper examines the view that university students taking English as a foreign language have on diversity and the way they interact with those peers who are either visually or hearing impaired in a University environment. This is a qualitative study developed through observation and the implementation of a survey to a number of students who are part of a project that intends to provide them with means to access the class contents and a social and class environment that is closer to equality. Proposals are presented as to integrate those students who are visually and hearing impaired in the English as a Second language courses.
Using Temperament to Build a Strong Teacher-student Relationship
Virtual Lightning Talk Mercy Isangadighi
This discussion will expose us to why our students behave the way they do; if we know them well we can help them by creating a comfortable learning environment. What is Temperament? The usual attitude, mood or behavior of a person or animals. There are five temperaments, Sanguine, Supine, Choleric, Phlegmatic and melancholy. Although there are mixed blends when we talk about temperament, the focus will be on the predominant temperament a person possesses. Sanguines are outgoing, friendly, and cheerful, they are great storytellers, however, they are noisy, easily distracted, absent-minded and lazy. Supines are naturally born gentle, they are always ready to serve others, they are very loyal, however, they are natural born victims, they are always taken advantage of, they are weak-willed. Melancholy is naturally born smart and intelligent, they are deep thinkers and great analyzer, on the other hand, they are always moody, they have mood swings, they can be revengeful and critics. Phlegmatics are easy going, gentle, witty and patient, conversely, they are lazy, they lack motivation and they can discourage other students from doing the class tasks. lastly, Cholerics. They are natural born leaders, they can take initiatives easily, they are always active and spontaneous, on the contrary, they are unsympathetic, they are not moved by tears, they can step on people's toes just to complete their tasks, they can't say sorry. There are many ways of dealing with all these weaknesses without hurting anyone and this is why this presentation is very important.
Influence of Demographic Variables on Administrative Effectiveness of Principals in Instructional Leadership: Educational Organization and Leadership
Virtual Lightning Talk Romina Asiyai
The quality of instructional leadership provided by the principal determines the quality and standards of academic activities and students learning outcomes. This study explores the influence of three selected variables on administrative effectiveness of principals in provision of instructional leadership in secondary schools. It is a descriptive survey research covering public secondary schools in Edo State, Nigeria. The sample of the study comprised 60 principals and 260 teachers drawn from 60 secondary schools in eight local government areas of Edo State. Four research questions were asked and four hypotheses were formulated and tested at 0.05 significant level. Version 22 of the Statistical Package of Social Science was employed in data analysis. The results showed that female principals were more administratively effective in instructional leadership than male principals in areas such as setting high standards of expectation for students, constantly monitoring students learning, prompt preparation of time table prior to resumption, regular classroom visitation and providing feedback to teachers, monitoring teachers class attendance and movement during school hours. Male principals were more effective in encouraging innovations among teachers and involving teachers in academic decision making. The results for multiple regression analysis showed that F (df 3, 259) = 3.063, p = 0.03 >0.05 level of significance. Therefore, there was a significant relationship between location, size of school and gender and instruction leadership of principals
Mindset, Empathy, and School Climate for the Creation of a Positive Learning Environment
Virtual Lightning Talk Mohamed Jalloh
As school climate is said to be define as the norms, values, and expectations that support people feeling socially, emotionally, and physically safe. we as parents therefore hope that school will teach our children information, skills, and values and we also expect that they will grow up to take our roles and make the world a better place. So therefore students, families, teachers, administrators and government agencies will work together to create an enabling environment to foster our hopes and dreams for a better school environment for our kids to learn. Students today face series of problems and challenges which includes chronic stress, bullying, mental health illnesses, intense pressure, higher expectations from parents and many more. Which brings me to my next topic mindset, most school have a fixe mind set about rules and methodology of learning, while failing to realize that times are changing and so does the mindset of student revolves around the new technologies that they are been exposed to, so therefore the narrative needs to be changed for both the school administrators and the students alike in order to create a positive learning environment that is inclusive for all and to be inclusive we also need to look at the aspect of empathy, because been empathetic towards children of all ages leads to better caring which will lead to a better atmosphere of learning. These are the enabling factors that need to be created for a positive and ideal school environment moving into the 21st century.
Pop-up Pedagogy: Investigating the Use of Feminist Street Art in Informal Education
Virtual Lightning Talk Anna Augusto Rodrigues
In this paper, I will argue that feminist street art creates opportunities for informal learning in public spaces and encourages dialogue on social justice issues in communities, both online and in real life. This research stems from data collected from various sources: interviews with feminist street artists, social media feeds, photographs I have taken, online articles, documentaries, and my own personal journal entries. My research explores how conversations, sparked by feminist street art, supports collective knowledge-building while allowing individuals opportunities to shape their communities by having their voices heard. In addition, I will also look at how positioning feminist street art as a multimodal literacy of resistance may offer an alternative method for those who have low literacy and are marginalized to participate in community and global conversations.
Learning through Robotics: Transforming Learning through Technology
Virtual Lightning Talk Marta Carrion
This online proposal focused on why robotics should be taught in schools and it puts emphasis on the importance on how robots transform they way we learn and acquire contents. Bee bot in early childhood and Lego, and WE in primary education can help us teach computational thinking and computer programming in a hands-on way. Furthermore, students exposed to robots will reap huge benefits not only in the present but in the upcoming future.
English Public Speaking for English for Specific Purposes Presentations
Virtual Lightning Talk Soraya García-Sánchez
The purpose of this study is to explore current approaches to English Public Speaking (EPS) in today’s postgraduate higher education learners, who should be committed to continuously enhance their communication skills in a ubiquitous lifelong learning education as 21st-century professionals. Communication requires input and output techniques. This proposal, particularly, focuses on the oral presentations built by different postgraduates of English for Specific Purposes (ESP) in the field of Telecommunications Engineering. The content and context of their projects will be analysed paying attention to the professional vocabulary application, the collaborative learning process and the communicative delivery strategies used in their speeches. Collaborative and self-directed EPS strategies, together with ubiquitous learning programs focused on creativity, were implemented to improve confidence and to convey meaning by and for learners, who become the builders of their own knowledge in an ESP/EPS global scenario, set in Higher Education.
Phone Technology Access to Online Educational Opportunities Encourages Low-income Learners
Virtual Lightning Talk Cathy Tobin
Continuing to teach and research nontraditional, adult, online learners, recent efforts have included analysis of the addition of access to educational programs via phones. According to the Pew Research Center, 95% of Americans own phones and 77% own Smartphones (2018). What previously was not accessible is now available to a wider group of low-income individuals who were previously unable to access opportunities for online education. As an example, The Federal Trade Commission – Consumer Information (FTC) describes the Lifeline program which provides access to free or low-cost phones for income-eligible individuals (Hebert, 2015) making access to online educational programs accessible to those who previously would not have access. Phone access changes the classroom environment because low-income individuals may have a variety of challenges to continuing education, for example, cultural or language barriers, writing skills, collaboration, teamwork, and technology skills. Instructors have a responsibility to create an online learning environment that is inclusive and at the same time, encourages and supports individuality and diversity in this new group of learners. Additional attention must be paid to individual student needs and the development of personal self-esteem (Cimermanova, 2018). The presentation will describe the study and ongoing observations of how phone usage creates an opportunity for underserved communities and continues to change the population of online classrooms, the educational environment and the effects of this change on student learning. Tools/suggestions for Instructors to create welcoming and supportive classroom environments will be provided to maximize collaboration, teamwork and classroom community and increase learning opportunities.
We Are Going to Change the World: Social Activism in a Multi-cultural Society
Virtual Lightning Talk Raviv Anat
Social activism is a project that is main aims are based on collaborative learning as part of a national and international initiative. The goal of the social activism project is to connect and bond different populations in a multi-cultural society that contains many identities. The meetings between the students create discussions around current issues and infrastructure for a civic and egalitarian society of students. The topic of social activism is taught in many countries around the world (Alony, 2005) and contributes to the development of students' self-esteem and identity in areas such as human rights and responsibility. The main goal of the program is the development of significant competence among the educational staff and students. Both students and teachers collaborate to create social initiatives that reflect personal and civic responsibility, respect, and fairness in the school-community relationship.
The Shifting Paradigm of Creativity versus Functionality of Digital Instructional Tools: Employing Web 3.0 to Assert Student Diversity in a Private University at Saudi Arabia
Virtual Lightning Talk Orchida Fayez Ismail
Thomas Khun, 1962 explains the term "paradigm" as the set of concepts and practices defined by a scientific community at a historical moment to mark an era of a scientific turning point in human development. This description applies to the current development of the internet itself as it moved from Web 1.0, 2.0 to 3.0 offering an insight into how the digital transformation went beyond functionality to unique creativity that touches every aspect of human existence. The main difference between Web 1.0, a "syntactic" creation of read-only material, to the "semantic" Web 3.0 lies in the drastic and complete user immersion experiences that allow unique diversity. Digital media and social media are not only the channels allowing for such interaction but are also the driving force dictating the rules that govern data analytics, business and product realization, entertainment and multimedia, and indeed education. This study integrates the criteria of audience immersion, recently considered among the actual metrics of product evaluation, in the design of digital instructional tools to fit the changing paradigm of human expression. The article presents a model of using digital tools (including social media) to realize five levels of user engagement which are, physical, mental, social, emotional and spiritual: all of which an essential component of the design of media campaigns/events. The model displays the creative capabilities of digital design that go through the cycle of planning, designing, executing and most importantly publishing.
Individualized Project-based Digital Expressions of Saudi Students in Higher Education
Virtual Lightning Talk Melvin Hall, Orchida Fayez Ismail
We develop a project-based digital humanities pedagogy based on Don Ihde’s post-phenomenological analysis of the human/technology interface and Michael Polanyi’s heuristic model of skills which emphasizes the social practices of communities learning through apprenticeship projects to interiorize two kinds of technology (machine technology and mental/symbolic technology). First, we present a pedagogical theory for the digital classroom synthesizing Ihde’s theory of technology which entails replacing the view separating humans as subjects from technology as an inanimate object with a view of technologies as part of students' relations with the world and Polanyi’s theory of skills which emphasizes social apprenticeship learning through the interiorizing of the two kinds of technology (machine and mental) made present in the digital humanities classroom. Second, we provide practical examples of the post-phenomenological pedagogy used in literature and critical thinking courses in Saudi Arabia. The study details how we use project-based assignments derived from students' unique interpretation of course material against a backdrop of their identities and understanding of the world to allow students to interiorize the two kinds of technology (machine and literary/rhetorical) that form students’ relation with their world. Most importantly, these projects allow students an opportunity to use these technologies to create individualized expressions of their world. Students involved in the study are from both male and female campuses at a private university in Riyadh, Saudi Arabia where the promotion of autonomous and life-long learning is a priority for course design and administration.
Μass Culture Texts, Critical Language Awareness, and Multiliteracies
Virtual Lightning Talk Anna Fterniati, Vasia Tsami, Argiris Archakis
Recent studies indicate that language teaching can utilize TV mass culture texts, so as students detect implicit cultural values and social meanings (Archakis et al. 2014). The present study assesses a teaching intervention involving the critical interpretation of TV texts. The design, implementation-development, and evaluation of teaching material aim to raise the students’ critical language awareness by revealing hidden and normalized language ideologies in the representation of language varieties in such texts. Enhancing the students’ critical language awareness is among the main goals of the multiliteracies model (Cope & Kalantzis 2000), on which the whole intervention procedure is based. The implementation was conducted in two Greek public primary school classes of the 5th and 6th grades for four months. The research data was collected using pre-and post-tests, before and after the critical teaching intervention. Ethnographic information was also collected using observation notes and questionnaires with open questions for the teachers. The findings of the study indicate that, after the intervention, the students’ critical skills were improved in 1. identifying language variation, 2. becoming aware of the dominant ideologies concerning linguistic varieties and 3. realizing the hidden and naturalized ideologies expressed through the representations of language variation on TV.
Learning Elemental Ancient Greek: Designed for an Adult Population in a Non-formal Environment
Virtual Lightning Talk Felipe Mora Carballo
This was a graduation project designed and carried out for a postgraduate degree in Teaching, with an emphasis in Classical Philology. It consisted in the design and application of a series of workshops for the learning of elemental Ancient Greek, targeted at an adult population resident of Costa Rica's Great Metropolitan Area, in a non-formal educational environment, and composed of pedagogical elements distinct from the traditional grammatical or translation-based method. As such, this series of workshops was articulated around three theoretical axes: the concept of "workshop" as an educational strategy, principles of Andragogy, and proposals from the Natural Approach. The workshops (15 in total) were delivered to 23 voluntary subjects, without any previous knowledge of Ancient Greek, during the second semester of 2018 at the premises of the National Library of Costa Rica. The results were overwhelmingly positive.
Self-regulated Learning with Mildly Gifted Learners in Grade Three Mathematics
Virtual Lightning Talk Prakash Singh
Teachers fail to identify mildly gifted learners (MGLs) in primary schools when they lack knowledge of these learners because of their professional training deficits. Consequently, MGLs are compelled to learn the contents of the traditional curriculum in the regular classroom. The primary purpose of this research was, therefore, to investigate whether Grade 3 MGLs were capable of using self-regulated learning (SRL) methods to master an enriched advanced level curriculum (EALC) in mathematics. In order to achieve this objective, a true experimental design was used in this case study. Sixty-four Grade 3 MGLs were identified and purposively selected to participate in the experiment. The MGLs were randomly assigned to either the control group or the experimental group with each group comprising 32 learners. Learners in the experimental group were required to employ SRL strategies to study the EALC. In contrast, teachers were required to use direct teaching methods to teach the EALC to the control group in a traditional classroom setting. The empirical results in this study affirm that Grade 3 MGLs are capable of employing SRL strategies to master an EALC. This exploratory study has significant implications for the education of MGLs in the mainstream of primary school education. The findings of this study create opportunities for more research to be accomplished on the cognitive needs of MGLs and the professional training needs of their teachers. In addition, the use of SRL strategies as an instructional alternative to direct teaching methods must be further researched and implemented in primary schools.
Appropriation of Academic Studies as a Motivation for Professional and Social Upgrowth and a Means of Reinforcing the Symbolic Capital of Adults
Virtual Lightning Talk Eleni Sivena, Labrina Gioti
Professionalism is conceived by Bourdieu as a form of symbolic capital possessed by the agents or occupants of a profession providing them with access to the specific profits that are at stake in the field. It secures their dynamic participation and prevalence in the "game" of stakes, interests and power carried out within their work field contributing to the social recognition and empowerment of their social prestige. When adults pursue higher academic studies in prestigious schools, they aim, among other things, to gain benefits related to future outcomes in their work and to be empowered in their fields of action. The way they capitalized these studies depends on their already acquired institutionalized cultural capital, on the correlation of forces in their power-driven, autonomous, dynamic, in nature, but also vulnerable field, and on the position they hold or claim in it. Adult graduates from Technological Educational Institutions (TEI) seek to acquire a bachelor’s degree from homologous University (UNI) prestigious faculties. This university degree is a means of certifying their scientific competence and ensuring their professional autonomy, while at the same time contributing to the enhancement of their professional and social prestige. Based on the above reasoning, in 2018, we conducted 7 in-depth interviews with adult TEI graduates who pursued their academic studies in faculties with higher social status. The findings illustrated a strong association between the participants' motivation and the strengthening of their professionalism by ensuring the requirements for their professional and social advancement and the reinforcing of their symbolic capital.
Adult Learners: Connecting Life Long Learning and Advancement
Virtual Lightning Talk Renee Surdick
Preparing adult learners to achieve their career advancement goals is often appears to be a natural step as they return to complete their undergraduate degrees. According to 80% of the adult learners entering a Bachelor’s Degree in Management Program, their motivation to succeed is high as their goal is career advancement. The presenting challenge to how to effectively pair formal education with non-formal workplace learning and community engagement in order to increase the opportunities for returning adults to achieve career advancement. The purpose of this paper is to present results from a qualitative study from the United States study, involving 55 incoming adult students and impact positive emotional attractor and negative emotional attractor experiences had in their career development. Positive Emotional Attractor is found in values, hopes, and aspirations that serve to aspire one to achieve their goal where a negative emotional attractor, is found and involves dealing with problems or fears in navigating everyday life. The results have been used to create a digital badge program aimed to elevate the bar higher for lifelong learning with the award a letter of recommendation. It's anticipated this research fills the gap in better preparing adult learners to successfully navigate promotions or career changes essential in achieving their ideal career advancement goals.
Developing Teaching Material Based on Multiliteracies
Virtual Lightning Talk Anna Fterniati, Christina Siaviki, Evgenia Bourazeri
In modern times people come into contact with multimodal texts that combine words, symbols, images, movement, charts, sounds and appear in a variety of social media with new forms of typography and digital technology. This requires new ways of approaching literacy in a multilingual and multicultural society. Multiliteracies propose specific teaching strategies to achieve these goals, through genre and text types from a wide range of multicultural sources and media. The present work includes teaching proposals for the teaching of the argumentation by means of original teaching materials, designed according to the principles of the Literacy Pedagogy and Multiliteracies in the form of teaching scenarios, while also taking into account the needs of children from different cultural backgrounds. The ultimate purpose of this teaching proposal is to develop students' social and critical literacy skills.
