Poster Session
Positive Influencing Factors of Online Technical Instructional Video-generating Motivation and the Relationship between Motivation and Intention
Poster Session Yaoyao Zhang
The relationship between generating motivation and intention of online technical instructional videos is crucial for helping locate quality contributors. This study aims to confirm the positive relationship between online technical instructional video-generating motivation and online technical instructional video-generating intention to predict generative behavior and find strengthening factors of motivation. Survey data from 329 participants was analysed with partial least squares structural equation modelling (PLS-SEM). Results reveal that video-generating motivations (sharing, competence, membership and reward) strengthen the video-generating intention, although perceived autonomy motivation weakened the video-generating intention; Factors of altruism, self-enhancement, trust in technology, social outcomes expectation and perceived enjoyment positively affect video-generating motivation; Motivations of competence and reward played full mediation roles respectively on self-enhancement and perceived enjoyment effect on video-generating intention. It is concluded that the more video-generating motivation people have, the more likely they generate online technical instruction videos. So, determining where to reinforce motivation is necessary. The findings’ implications are discussed.
Online Teaching with Emotional Intelligence: Supporting Students in a Virtual Classroom
Poster Session Monita Leavitt, Kirsten Stein
Online Teaching with emotional intelligence (EI) is of interest to educators in grades 4-12 globally, as well as pre-service teachers who are new to online teaching. It targets those teachers trained in face-to-face classrooms who are now transitioning to online teaching and may lack in appropriate online teaching strategies and techniques to successfully connect with and foster relationships with their students. A secondary audience is school administrators who wish to support their district teachers by equipping them with an understanding of the important role emotional intelligence plays when delivering quality education. Contributing to both theoretical and practical literature, this poster presentation is research-based to provide educators with a repository of tried-and-true strategies and tools for developing an understanding of how EI can help teachers in a virtual environment and impact learning. Actual stories and insights from teachers in the field are shared.
Specialist Teaching - Amplifying Othered Voices in Digital Spaces: A Pedagogy of Knowledge Reciprocity between Specialist Teaching Students and their Communities View Digital Media
Poster Session Martene Mentis
Technological transformation has the potential both to empower and to marginalise. This is an especially real tension for the most vulnerable in our communities – children and young people othered by material, corporeal or symbolic difference. Digital innovation, typically driven by louder and more privileged cohorts, can reinforce the quiet experienced by othered voices in traditional forums. This study describes a pedagogical approach intent on disrupting learning hierarchies, amplifying unheard voices, honouring their stories and actively inviting their influence on the learning landscape. The pedagogy informs a year-long course in a new post-graduate Specialist Teaching programme for teachers learning how to support all children and young people to experience an inclusive and equitable education. Using a suite of digital multimodal networking tools, the course is designed to enable Specialist Teaching students from across Aotearoa (New Zealand) and across endorsement specialities (including Blind & Low Vision, Complex Needs, Deaf & Hard of Hearing, Gifted, Learning & Behaviour) to participate in a virtual learning community. Working inter-professionally and collaboratively on enquiry and action projects, students are invited to learn how to listen, to value the knowledge, wisdom, and experience within their practice context, and to respond authentically through creative poiesis. The intention is to create a democratised and multidirectional knowledge flow amongst the Specialist Teaching cohort (spanning geography and speciality) and between the Specialist Teaching students and their diverse communities of children and youth, families, teachers and support services.
WhatsApp as a Language Learning and Teaching Tool: A Focus on Written Corrective Feedback Timing View Digital Media
Poster Session Bridget Murphy
Mobile instant messaging (MIM) is underutilized yet promising as a language learning tool in the L2 classroom. The ‘reply’ feature makes it easy to provide written corrective feedback (WCF), and the permanent and salient nature of text messages make MIM chats ideal environments for noticing and L2 acquisition to occur. However, when to provide feedback to students remains unclear. No study to date has investigated this issue in a mobile-mediated communication context, the purpose of the present study. Participants are university students (n = 60) enrolled at a large public Spanish university. They complete several one-way communicative tasks with a researcher in a WhatsApp chat. The tasks elicit the use of 10 target language (TL) items (expressions related to two communicative functions: expressing regret and giving advice). WCF is provided in the form of corrective recasts to grammatical errors following the TL items. Students receive WCF either during task completion (n = 20), after task completion (n = 20), or no WCF at all (n = 20). Gains are measured by a timed oral elicited imitation task (implicit knowledge) and an untimed use of English test (explicit knowledge) given before, immediately after, and 7 days after the treatment. In a preliminary analysis, a GLMM test revealed that students learned over time but that there was no significant difference between the two treatment groups, suggesting that time may not play a significant factor in students’ learning of grammatical structures in this context, lessening the burden on teachers to provide immediate WCF.
The Fine Art of Crafting Tomorrow: A Journey Into Humanity-Centered AI Design View Digital Media
Poster Session Vivian Gomes
In an era dominated by rapid advancements in artificial intelligence, the imperative for humanity-centered AI design becomes increasingly critical. My study, titled "The Fine Art Of Crafting Tomorrow: A Journey Into Humanity-Centered AI Design" takes participants into the core of AI innovation, where the focus transcends mere technological advancements to embrace and address the human experience holistically. We dive deep into the intersection of AI, ethics, and user-centricity. The presentation aims to highlight practical strategies and insights that have the potential to significantly reshape AI's impact on society. We explore how humanity-centered AI design is not just a theoretical concept but a transformative force that is poised to redefine our interaction with technology and, more importantly, with each other. The talk emphasizes grounding participants in a mindset of positive possibility rather than one of fearful expectation. Through this lens, we examine innovative ways to apply insights from the crossroads of user needs, technology, business, and ethics. Key aspects include: 1. Ethical Frameworks in AI Design: Understanding the importance of incorporating ethical considerations in AI development to ensure that technology serves the greater good of humanity. 2. User-Centric AI Solutions: Showcasing how AI can be designed with a deep understanding of user needs, leading to more intuitive, accessible, and beneficial technological solutions. 3. Balancing Innovation and Humanity: Discussing strategies for maintaining a balance between technological innovation and human values, ensuring that AI advancements enhance rather than diminish the human experience.
