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Mar 26, 2020
08:00-09:00 Conference Registration Desk Open
09:00-09:50 Conference Opening - Dr. Phillip Kalantzis-Cope, Chief Social Scientist, Common Ground Research Networks, Champaign, IL, United States; Laura Frerichs, Director, University of Illinois Research Park, IL, USA

As the Chief Social Scientist Phillip Kalantzis-Cope works with local host committees, journal editors, and advisory boards to craft themes, select speakers, and lead the overall program and strategic development at Common Ground Research Networks. He is an active member of the American Association of Publishers, currently serving on the Committee for Digital Innovation, and is the co-founder of New Criticals. He serves on the Board of the Modern Greek Studies Program at the University of Illinois at Urbana-Champaign. Phillip completed his PhD (Politics) at The New School for Social Research in New York City. A published author, his research addresses the political economy of “big-data;” the nature of immaterial labor within digital networks; and the conceptual boundaries of the “material” and “immaterial” in the politics of intellectual property. He is currently a University Fellow in the Faculty of Business, Law and Education at Charles Darwin University, Darwin, Australia. Phillip is also an internationally exhibited and published, photographer.

"From Farmland to Forward Thinking, How a University Grew a Technology Community from the Ground Up”
Laura Frerichs oversees the University of Illinois Research Park, entrepreneurship activities at EnterpriseWorks technology incubator, and supports the University’s economic development efforts. Under her leadership since 2009, the Research Park has grown significantly and is now collectively the third-largest employer in Champaign County. Frerichs has developed innovative entrepreneur support programs as well as has attracted multiple corporate innovation centers to open in the Research Park. She is on the board of the Association of University Research Parks, Champaign County Economic Development Corporation, the Illinois Technology Association, and the Illinois Science and Technology Coalition. She is a member of the Chicago Economic Club, the ChicagoTech Initiative of the Civic Committee of the Commercial Club in Chicago, the ChicagoNEXT council, and the Champaign County Executive Club.
09:50-09:55 Transition Break
09:55-10:40 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: Special Focus - Solidarity in the Digital Public Sphere: From Extremes to Common Ground?
Room 2: Technologies and Human Usability / Technologies in Knowledge Sharing
Room 3: Ubiquitous Learning / Technologies in Society
10:40-11:55 PARALLEL SESSIONS
Room 1 Internet and Information: Reflections and Discernment

Proletarianization Redux: The Total Absorption No One Believed Possible
Marcus Breen, Editor, International Journal of Knowledge, Technology and Society, Boston, United States
Overview: The totalizing impact of the Internet is global. The globe is now connected to the network through satellites, cables, wireless. It is a capability designed to enhance human flourishing within the confines of capitalism’s logic. There appears to be no way out of the political economy of the internet. The totalizing power of digital technology is written in computer code, and appears as algorithms. It has accomplished what Marx prefigured in his political-economic theory of nineteenth-century industrial capitalism: commodification brings the entirety of human civilization into its orbit in an exchange-value system. This system is more effective at value extraction than Marx imagined, due to the combined logic of digital networking in alliance with financial schemes. The resulting ideology is fundamental to a type of capitalism that has injected itself into every aspect of everyday life, as argued by Martin in the Financialization of Daily Life. The Internet of (every) Things (IOT) is ubiquitous through the commodification universalizing finance. The consequence is that psychic life is negotiated through the structures of internet-based transactions, in such a way that every interaction is at once mediated with artificial constructs. As I argued in Uprising: The Internet’s Unintended Consequences the resulting, increasingly intensified proletarianization, is a phenomenon that removes otherwise regulated, modernist, and managed rational human life, and replaces it with irrational, unregulated emotional immediacy. At each iteration of proletarianization, the totalizing energy of communicative interaction incorporates more of human experience into an affective algorithmic landscape, drawing users into the market.
Theme:2020 Special Focus—Solidarity in the Digital Public Sphere: From Extremes to Common Ground?
Room 2 Empowering Learners through Technology

Success Factors of a Project-Based Capstone Course
Cindy Zhiling Tu, Assistant Professor, School of Computer Science and Information Systems, Northwest Missouri State University
Joni Adkins, Associate Professor, Computer Science and Information Systems, Northwest Missouri State Univeristy

Overview: This study attempts to find out the main success factors of information systems (IS) graduate capstone course. A capstone course is placed at the end of the curriculum and allows students to assess and share their achievement of the program’s outcomes. Capstone courses review program goals, lead students through a structured reflection to become self-directed learners and communicate students’ academic accomplishment to professional peers. A graduate capstone course can provide proof of the educational effectiveness of a program. Capstone courses have been used in academic degree programs in different kinds of schools such as business, engineering, information technology, health care, and education. How to measure the outcomes of a capstone course is important to the course success. In this study, we will try to figure out the success factors of a project-based IS capstone course from 3 different perspectives: student satisfaction, client satisfaction, and instructor effectiveness. In each perspective, various factors will be examined: (1) Student Satisfaction, including course instruction, client involvement, team work, project management, and self-learning; (2) Client Satisfaction, including commitment and feedback, and product evaluation; (3) Instructor Effectiveness, including course organization, team management, and outcome measurement. By identifying these success factors, this study can provide helpful suggestions to improve the quality of the capstone course.
Theme:Ubiquitous Learning

"Slacking" for Success: Using Collaboration Tools, a Team-based Approach, and Project-based Learning for Group Assignments
Harvey Hyman, Instructor, IS/DS, University of South Florida, Tampa, United States
Ian O'Toole, Professor, Computer Programming & Analysis, Valencia College

Overview: This paper reports on the use of collaboration tools to augment team-based assignments as a framework for the development and delivery of project-based group exercises throughout the semester. Experiences from the use of two specific collaboration tools are discussed, detailing unforeseen advantages and performance limitations. A discussion is presented on using a team-based approach and project-based exercises for student group assignments and how the use of a collaboration tool helped to facilitate greater teamwork through the frequency of communication and a structured platform for learning beyond classroom discussions and asynchronous contact methods such as email and text messaging.
Theme:Ubiquitous Learning

Digital Technologies and Refugee Language Education in Greece
Anastasia-Olga (Olnancy) Tzirides, Urbana, IL, United States
Overview: This paper aims to explore the ways that digital technologies can enhance second/foreign language learning and instruction in general, and within the context of refugees in Greece specifically. Approximately 76,000 refugees and migrants have arrived and remained in Greece since the 2015 flow (UNHCR, 2019). This major influx of refugees brought attention to the language education of this population. Given the unique characteristics of this population, digital technology is a feasible and sustainable solution by providing the ability to work with multiple languages at once and offers portability features for people in transition and unstable situations. This paper presents semi-structured interviews from teachers and volunteers working with refugee students in Greece and their perspectives on the use of digital technologies and Artificial Intelligence (AI) techniques in teaching and learning of Modern Greek as a second language. The research questions associated with this study include the following: 1. What are the needs of teachers within this context and how can digital technology be useful for them? 2. What technology design features would better support refugee language education in Greece? 3. What are the potential challenges for teachers working with AI-enhanced educational software? Findings will illustrate the current context of technology and Greek refugee language education, the needs that teachers have in this field, and the applicability of digital technology and AI-enhanced techniques to improve current educational approaches. Finally, interviews will explore the capacity for teachers to deploy a pedagogical approach through advanced technologies and the potential challenges within this context.
Theme:Ubiquitous Learning
Room 3 Technologies in Society

Data Reuse Impact Assessments: Another Tool in the Data Protection Toolbox
Bart Custers, Professor of Law and Data Science, eLaw - Center for Law and Digital Technologies, Leiden University, Leiden, Netherlands
Overview: In the data economy, organizations that collect large amounts of data may benefit from reusing such data for other purposes than originally envisioned. Other organizations, particularly SMEs, may not even be in a position to generate large amounts of data themselves, but may benefit from reusing data previously collected by others. However, data reuse for secondary purposes may not meet the "reasonable expectations of (data) privacy" in the US or the "use limitation principle" in the EU General Data Protection Regulation. Data can only be reused for purposes compatible with the original purposes for which the data were collected and processed. This is at odds with the reality of the data economy, in which there is a considerable need for data reuse. To address this issue, we explore the concept of a Data Reuse Impact Assessment (DRIA), which can be considered an extension to existing Privacy and Data Protection Impact Assessments (PIAs and DPIAs). By adding new elements to these existing tools that specifically focus on the reuse of data and aspects regarding data ethics, a DRIA may typically be helpful to strike a better balance between the protection of personal data that is being reused and the need for data reuse in the data economy. Using a DRIA may contribute to increased trust among data subjects that their personal data is adequately protected. Data subjects, in turn, may then be willing to share more data, which on the long term may also be beneficial for the data economy.
Theme:Technologies in Society

Mobile Technology Adoption Towards Improved Employee Training and Education
Prof. Anastasia Tracy Biggs, Lead Faculty, Computer Science/IT, Colorado Technical University
Overview: The purpose of this qualitative case study is to explore why and how mobile training can be adopted by corporate training managers towards improved employee training and education.The case study method explores the learning processes to determine if a learning model is appropriate for the use of mobile technology as a training tool (De Zan, De Toni, Fornasier, and Battistella, 2015, p. 341). This qualitative case study utilizes interviews, and observations to explore how the use of mobile technology can be adopted to train employees. The use of interviews and observations will explore the degree of employee growth and learn from mobile training (Alberghini, Cricelli, and Grimaldi, 2014, p. 260). Case study methodology will answer how mobile technology through cause-effect relationships explores the lack of mobile technology adoption interventions between Corporate Training Managers and the organization (De Zan et al, 2015, p. 335) (Tsang, 2013, p. 197).
Theme:Technologies in Society
10:55-11:35 PARALLEL SESSIONS
Room 1
Digital Thinkers: A Qualitative Examination of Millennial Technology Usage
Ross Teller, Eastlake High School, Socorro ISD, El Paso, United States
Overview: The term digital natives denotes individuals born between 1982 and 2002, who some researchers argue have an innate proficiency with technology. This basic qualitative study examined the technology use of digital natives, seeking to understand how they create meaning from their technology use. The data collected was comprised of one-on-one interviews with the participants. This study used Holland et al.’s (1998) figured world construct in its analysis, finding that the participants used technology to mediate personal interests, while exhibiting high levels of reflection.
Theme:Technologies in Society

Exploration of the Causal Mechanisms Through Which Social Media Erodes Political Knowledge
Sangwon Lee, Madison, WI, United States
Overview: Social media is rapidly emerging as an important source of news. At first glance, the widespread availability of political information on social media may be considered ideal for improving citizens' knowledge of current events. Yet, recent studies suggest that social media use can actually hinder the individual’s acquisition of political knowledge (e.g., Cacciatore et al., 2018; Lee and Xenos, 2019). Although the literature is beginning to recognize the detrimental effect that social media use can have on political knowledge, no studies published to date have addressed the underlying mechanisms behind this effect. This study proposes the potential causal mechanisms underlying this effect. I propose that exposure to political information on social media may diminish one’s political awareness by creating a false sense of being informed, reducing news consumption through reliable platforms, encouraging selective information scanning, and increasing exposure to inaccurate information (e.g., fake news). To test theoretical mechanisms, I conduct structural equation modeling with two-wave panel data (pre- and post- U.S. presidential election in 2020). In addition to survey research, semi-structured interviews were conducted to gain a deeper understanding of the findings from the surveys. In this way, this study aims to expand our understanding of the processes through which social media may actually erode political knowledge.
Theme:Technologies in Society
11:15-11:35
Room 3
A Difficult Subject: Working with Multiple Institutions to Improve Metadata and Usability of An Aggregated Digital Library
Joshua Lynch, Urbana, IL, United States
Overview: This paper examines the inextricable relationship between back-end metadata management and remediation, front-end search and discovery user interfaces, and access and usability. The Illinois Digital Heritage Hub is a state-wide metadata aggregation project that gathers and provides metadata records to the Digital Public Library of America. The project has widened access to local Illinois-based collections from dozens of institutions, making digital primary source materials in Illinois available to US-wide and global user groups. The project has been successful in onboarding institutions and in educating contributors’ staff on the minimum metadata requirements for providing records to the IDHH and DPLA. However, recommended metadata standards have been difficult to address, which have turned out to be crucial in search and discovery. This paper will focus on subject metadata in the IDHH and DPLA, why local institutions are not often applying recommendations and the effects of this unremediated metadata on search and discovery. The paper will then explore possible remediation solutions, such as working more closely with contributing institutions and automatic enhancements that can be performed to remediate subject metadata. The importance of incentivizing the often tedious, if not grueling work of remediating metadata will be discussed; local contributing institutions like to know the ends toward which they are working and demonstrating and articulating “ideal” metadata and its user empowerment may be more effective than more typical approaches like sharing project documentation and expecting institutions to adhere to standards without clearly explaining and demonstrating the purpose of these standards.
Theme:Technologies and Human Usability
11:55-12:45 Lunch Break

Common Ground Research Networks and the Sixteenth International Conference on Technology, Knowledge, and Society is pleased to offer complimentary lunch to all registered conference delegates each day. Please join your colleagues for this break between sessions.
12:45-14:00 PARALLEL SESSIONS
Room 1 Building Empathy and Consensus

Virtual Reality Can Increase Empathy: Insights from a Meta-analysis
Alison Jane Martingano, Lab Manager, Psychology, The New School for Social Research, United States
Sara Konrath, Associate Professor, Indiana University, United States
Fernanda Herrera, PhD Candidate, Stanford University, San Francisco, United States

Overview: Virtual Reality (VR) has been touted as a simple intervention to increase empathy. VR replaces our own sensory environment with a new perspective, not only allowing us to walk in another’s shoes, but climb inside their skin. In this way, VR may help people to empathize with others in circumstances they find it difficult to imagine. We present data from a preregistered meta-analysis that indicates that, overall, virtual reality has a significant positive impact on empathy. However, the dispersion of effects exceeded that which would be expected by random variation. Subgroup analyses revealed that auditory simulations and head-mounted simulations both significantly improved empathy whereas desktop VR did not. VR significantly improved affective empathy but not cognitive empathy and improved empathy for healthy adult and clinical populations, but not for children. VR was found to be more effective at increasing empathy than no treatment and perspective-taking instructions but was not significantly more effective when compared to reading about others or witnessing them in real life. On the basis of this meta-analysis, we conclude that VR experiences can increase empathy. These findings support the use of VR in a variety of situations and with a variety of populations. However, these results also suggest several important boundary conditions to this effect. We hope this meta-analysis and initial evidence of crucial boundary conditions will help charities and businesses considering using VR make informed choices and will assist VR developers to further refine this technology to ensure that it maximizes its prosocial potential.
Theme:Technologies in Society

Unstable Futures: Social Media's Efficacy for Feminist Knowledge Sharing and Community Building in India
Miss Riddhima Sharma, Graduate Teaching Associate, Women's, Gender and Sexuality Studies, Bowling Green State University, Bowling Green, CO, United States
Overview: Social media has transformed from a site of personal communication to a site of political communication, activism, and critical knowledge sharing and solidarity building. While the efforts of marginalized groups, particularly women, to build rich repositories of resources and re-center historically excluded knowledges are remarkable, the instability and ephemerality of social media groups and pages pose a looming threat to the endurance of these subversive, activist knowledges in India. What are the challenges facing social media feminist knowledge building? In what ways can these challenges be overcome or circumvented? Tracing the ways in which feminist activist groups have harnessed social media spaces and tools for creating, sharing, and building communities around marginalized knowledges and the challenges of preserving and archiving them, this paper analyzes the efficacy and limitations of social media as a critical space for feminist praxis.
Theme:Technologies in Knowledge Sharing
Room 2 Education and Technology

Model of Adopting Information Technology (IT) Components for Thinking
Dan Bouhnik, lecturer, Information Science, Bar Ilan University, Ramat Gan, Israel
Maor Weinberger, Information Science, Bar-Ilan University, Ramat Gan, Israel
Tamar Rizmovitz, Student, Bar Ilan University, -, Israel

Overview: In the flipped class system, instruction is transferred to the individual's space rather than taking place in the traditional group facing a teacher. The basic instillment of knowledge occurs outside of the classroom, usually via videos. The materials are available to the students wherever and whenever they wish to study. The flipped instruction model acts as a bridge to an environment in which the pupil is in the center, thus enabling deep learning. The pupils can consult simultaneously with their classmates and their teacher, stop the video whenever they want, review parts that they did not understand and progress at their own pace In effect, we are speaking of the shifting of the focus of instruction from the teacher to the pupil. Technological, information, and multimedia developments, as well as changes in society, have provided a computerized teaching environment with the computer serving as an ideal platform for the design of constructivist learning environments suitable to the flipped classroom model. In this paper, we propose a model for the assimilation of information technologies for the development of mathematical thinking in the flipped class system. The model was created following a number of further education courses for math teachers, and after viewing classes conducted in the flipped class system. The model defines the components necessary for the assimilation of information technologies for the development of mathematical thinking in the flipped class system in Israeli high schools.
Theme:Technologies in Knowledge Sharing

Emerging Lie and Cheating Detection Technologies in Education: Implications for Character Development and Culture
Dr. Jo Ann Oravec, Professor, Information Technology and Supply Chain Management, University of Wisconsin-Whitewater
Overview: Lie and cheating detection technologies are playing increasingly prominent roles in education, especially in the advent of online instruction. This presentation will examine the diverse gamut of these technologies in education, along with a discussion of how (or whether) questions about the accuracy and reliability of the devices involved are being handled. The presentation also explores how lie, cheating, and plagiarism detection in educational contexts intersects with larger societal discourses concerning institutional deceptions and political honesty. Even though uses of some forms of lie detection are restricted in particular contexts, these technologies play “diverse roles in government departments, police investigations, dispute resolutions, post-probation programmes, surveillance, private investigation, family conflicts, media campaigns, in films and television, and a range of other contexts” (Balmer, 2014, p. 116). Researchers are also introducing brain scanning and artificial intelligence (AI) analyses as modes for detecting lies as well as for related behavioral modification; notions of “self-lie detection” have been investigated by researchers (Echarte, 2019). This presentation explores how open discussion of technologically-mediated lies and cheating detection strategies can complement and extend societal discourses in truth and character development. References: Balmer, A. (2014). Telling tales: some episodes from the multiple lives of the polygraph machine. In Knowledge, technology, and law (pp. 116-130). Routledge. Echarte, L. E. (2019). Self-lie detection: New challenges for moral neuroenhancement. In Psychiatry and Neuroscience Update (pp. 43-52). Springer. Oravec, J. A. (2018). Secrecy in educational practices: Enacting nested black boxes in cheating and deception detection systems. Secrecy and Society, 1(2), 5-14.
Theme:Technologies in Society
13:20-13:40
Room 1
Rethinking Personhood for the Digital Sphere: Lessons from Corporate Personhood for the Intelligence Age
Sung Eun Kim, Assistant Professor, Law, UC Irvine
Overview: In 2016, artificially intelligent (AI) lawyer Ross was hired by a New York law firm. Its first assignment was to review precedents, which was performed at an impressive rate of 100 million cases per second. In Estonia, the adjudication of small claims cases may soon be decided by artificially intelligent judges. The legal profession is only one of many examples where AI-powered agents are starting to fill the roles traditionally performed by natural persons. As we integrate AI agents into our society, how should we view the legal status of these agents? Should AI agents be viewed as persons through the eyes of the law? In exploring the answers to these questions, the corporate personhood debate has important implications for the intelligence age, and in particular, the specific question of whether AI agents (machines, ledgers, algorithms and other autonomous artificial agents) should have some of all of the rights that natural persons enjoy or be subject to some or all of the obligations to which natural persons are bound. Corporate personhood refers to the notion that corporation are legal persons and thus are entitled to some of the rights that natural persons have. Corporations have used various theories (e.g., entity theory, aggregate theory, and concession theory) to win the right to political expression, the right to own property, the right to sue, and the right to trial by jury. This paper considers to what extent these theories can and should be extended to artificial agents in our digital society.
Theme:2020 Special Focus—Solidarity in the Digital Public Sphere: From Extremes to Common Ground?
Room 2
Can Nearpod Be Used to Promote Learning Engagement in Higher Education?
Dr. Mohssen Hakami, , Najran University
Overview: In the Saudi education system, males and females study on separate campuses. This gender segregation is based on Islamic values and Saudi culture. To deal with this issue, a video-conference system (closed-circuit television) is being provided to support communication with female students on their campus by creating several units of the system in the male campus. Each unit of the system consists of a PC computer, a sound system, a document camera (doc-cam) and a video camera with a one-way video and a two-way audio broadcast. The main challenge of promoting active learning and students’ engagement in a female class, is that all lectures are taught by male instructors to the female students through a video-conference learning system with no physical interaction between the lecturers and their female students. Hence, the author combined a “BYOD” model with the Nearpod to create a new learning environment aiming to ease delivering teaching materials and to increase interactivity in the class. In order to stimulate students to involve in a learning activity, instructors’ pedagogical actions are very important to exploit the affordances of learning tools and learning environments (John & Sutherland, 2005). So, the present study aims to explore Nearpod as a tool to promote active learning and students’ engagement in higher education. Specifically, Nearpod, in this study, is regarded as a tool that can be used to enhance teaching and learning for those lectures provided by male instructors to female students at Sharoura College of Science and Arts, Najran University.
Theme:Ubiquitous Learning
14:00-14:15 Coffee Break
14:15-15:30 PARALLEL SESSIONS
Room 1 Enhanced Teaching, Informed Learning

Making College Writing Relevant for the Digital Age: Teaching News Literacy in the First-year Composition Classroom
Matt Koch, Professor of English, English, Tarrant County College, Fort Worth, United States
Overview: For years now, there has been a push throughout both K-12 and postsecondary pedagogical models to forge links between traditional coursework and topical queries or considerations that bear some importance to students’ “real” or “everyday” lives. This often intersects with data-driven educational theories that advocate “meeting students where they are," a concept that manifests in the college composition classroom in several key forms: employing familiar and culturally conscious language, instituting active learning strategies that address the needs of the student population, inserting relatable “real world” examples, etc. While the above methods are critical to student success in college composition coursework, and indeed have become the norm throughout English and Writing departments across the United States, I propose that instructors push those boundaries even further through themed first-year-writing courses that are not only relevant to our constituent student populations, but also critical to the sociopolitical structures that dominate digital age consciousness. Recently, I began theming my Composition I community college classes around the topic of “Fake News," a term I have since eschewed in favor of “News Literacy.” In this paper, I discuss the ease with which I have applied discussions of news literacy to the broad parameters and learning outcomes of a Composition I course, and report the data I have collected across several semesters regarding student perceptions of this topic. Furthermore, I am eager to share the collaborations (both interdepartmental and with partners at other institutions) that have largely informed my understanding of--and ability to teach--this subject.
Theme:2020 Special Focus—Solidarity in the Digital Public Sphere: From Extremes to Common Ground?

New Learning Affordances in English Language Teacher Education: Exploring the Multimodal Meaning Dimension
Jailine Farias, Urbana, IL, United States
Overview: Recent literacy studies have broadened the notion of “literacy” and text production so as to incorporate the wide variety of forms of communication that are present in our interactions, especially considering the affordances of this digital age (Kalantzis & Cope, 2008; Cope & Kalantzis, 2017). These interactions have become more and more supported by technology, which has reshaped traditional text architectures, creating new digital genres, and also transformed traditional learning environments. However, how prepared are instructors for teaching non-traditional types of texts (new digital genres) with the support of new/e-learning ecologies? Considering the need for urgent attention to teachers’ professional learning (Chandler, 2016) and the need for change and adaptation in pedagogical practices developed in teacher training programs, this case study will explore some activities developed based on a blended learning approach in an English teacher education context in Brazil, aiming at developing pre-service teachers’ awareness and experience with multimodal composition. This study will analyze the affordances of the learning management system and digital tools used to help create a hybrid learning environment, with a focus on the multimodal meaning dimension, which will be illustrated by pre-service teachers’/students’ works.
Theme:Ubiquitous Learning

Embodied Learning and the Design of STEM Education Environments
Robb Lindgren, Urbana, IL, United States
Overview: Embodied learning refers to activities and environments that are designed to forge explicit connections between target concepts and students’ body movements—such as their gestures or the manipulation of objects. Emerging technologies such as augmented and mixed reality offer unique opportunities to build these connections by embedding students within simulations and affording them tangible interactions with dynamic visualizations. In this presentation, I try to distill some of the core and generally-agreed-upon tenets of the embodied nature of learning and discuss how they have been and can be applied to the design of technology-enhanced learning environments. I will present empirical data collected on several projects where we designed embodied STEM educational simulations and assessed student learning compared to traditional or less-embodied forms of instruction. I will conclude with broader implications for the design of educational technology across content areas and across contexts (i.e., both formal and informal).
Theme:Ubiquitous Learning
Room 2 Digital Diplomacy and Knowledge Sharing

Digital Diplomacy in the Arab World : A New Frontier for Public Diplomacy in Cyberspace
Dr. Mohammad Ayish, Professor of Classical Studies, Department of Mass Communication, American University of Sharjah, Sharjah, Aharjah, United Kingdom
Overview: Around the world, digital diplomacy has received growing attention as Ministries of Foreign Affairs (MFAs), embassies, and diplomats increasingly take to cyberspace to communicate and engage with foreign publics. Viewed as a new soft-power frontier, digital diplomacy seems to mark a new milestone in the evolution of public diplomacy, this time in cyberspace. In the Middle East and North Africa (MENA) region, digital diplomacy remains a marginal feature as both a diplomatic practice and a scholarly pursuit. One reason for this situation relates to the region’s lack of experience with public diplomacy, an area of transnational government communication seeking to impact foreign publics’ attitudes for the purpose of affecting foreign policy outcomes. In the age of the internet and social media, the historical primacy of state propaganda seems to have created a critical gap in the MENA region’s communications with foreign publics, with very few statesmen and leaders making it to the top global diplomatic influencers level. This paper provides an analytical overview of the situation of digital diplomacy in the MENA region in terms of challenges and opportunities. The author argues that while there are significant variations among Arab states’ participation in cyber diplomacy, the whole region seems properly poised for engagement with this facet of public diplomacy.
Theme:2020 Special Focus—Solidarity in the Digital Public Sphere: From Extremes to Common Ground?

Scientific Urgency, Satellite Vision, and the Rise of Conflict Archaeology
Fiona Greenland, Assistant Professor, Sociology, Charlottesville, VA, United States
Overview: The production and transfer of knowledge through satellite images achieved unprecedented visibility in 2016, when President Obama signed The Protect and Preserve International Cultural Property Act, a bipartisan measure to eliminate the sale of archaeological artifacts looted by terrorist groups. The Act's supporters built their case on satellite images and testimony from experts with varying levels of technical understanding of how such images are made, why their fidelity varies, and whether they constitute sufficient evidence for federal policymaking. This paper examines the standards of data reliability and robustness operationalized by scholars and civil servants who populated the conflict archaeology subfield at the height of its influence (2015-18) and introduced a new "professional vision" (Vertesi 2015). Conflict archaeology is a dynamic subfield whose participants converged briefly, working under intense media and political pressure, to provide specific knowledge. We draw from interviews and lab ethnography to show that standards of epistemic evidence were displaced by "good enough" performances of credible experience in crucial moments of knowledge transfer. Cross-disciplinary boundaries were dissolved so quickly that the media itself became the "trading zone" that coordinated scientific collaboration (Galison 1998). Contributing to Science and Technology Studies (STS) work on scientific collaboration with public stakeholders (Panofsky 2014; Stampnitzky 2015), we reveal the processes whereby evidentiary standards are relaxed or abandoned in spaces of scientific urgency.
Theme:Technologies in Knowledge Sharing

Global Reflections on Information Systems and Collective Memory of Conflict: Silenced Narratives, Emergent Narratives
Jorge Rojas-Alvarez, Institute of Communications Research, University of Illinois at Urbana-Champaign, Urbana, IL, United States
Santiago Nunez-Corrales, University of Illinois at Urbana-Champaign, Urbana, IL, United States

Overview: While much attention has been given to assessing the success of transitional justice and reparation processes, understanding the role of information systems as a media for representing aspects of human conflict remains mostly unstudied. Most of the available literature focuses on the intersection of information and communication technologies (ICTs) and development, and conflict reparation is treated in a mostly circumstantial manner. At the same time, growing literature indicates that digital media ranging from databases to web resources interact with--and more significantly, portray--collective memory formation processes, in which the representation of conflict is inescapable. Representations of conflict connected to elements in the collective memory play a significant role by priming agents to questions involving the subjects of reparation and transitional justice. This paper raises questions on “mediatization of memory,” demanding new perspectives into how information systems have been used as media for conflict remembrance in transitional justice processes, which voices have been captured and which ones have been left aside. An increasingly digital world, information systems (e.g., victim tracking and location systems, official and community websites, survey tools) transcend their expected pragmatic uses into media supporting narratives. Given the growing penetration of ICTs and the likely persistence of conflict across the globe, we believe this subject requires extensive treatment.
Theme:Technologies in Knowledge Sharing
15:30-15:35 Transition Break
15:35-16:35 Plenary Session - Ben Grosser, Associate Professor in the School of Art + Design and co-founder of the Critical Technology Studies Lab at NCSA, University of Illinois at Urbana-Champaign, USA

"Less Metrics, More Rando: Resisting the Software-Induced Desire for More"

Artist Ben Grosser creates interactive experiences, machines, and systems that examine the cultural, social, and political effects of software. Recent exhibition venues include the Barbican Centre in London, Museum Kesselhaus in Berlin, Museu das Comunicações in Lisbon, and Galerie Charlot in Paris. His artworks have been featured in The New Yorker, Wired, The Atlantic, The Guardian, The Washington Post, El País, Libération, Süddeutsche Zeitung, and Der Spiegel. The Chicago Tribune called him the “unrivaled king of ominous gibberish.” Slate referred to his work as “creative civil disobedience in the digital age.” Grosser’s projects are also regularly cited in books investigating the cultural effects of technology, including The Age of Surveillance Capitalism, The Metainterface, Facebook Society, and Technologies of Vision, as well as volumes centered on computational art practices such as Electronic Literature, The New Aesthetic and Art, and Digital Art. He is an associate professor in the School of Art + Design, co-founder of the Critical Technology Studies Lab at the National Center for Supercomputing Applications (NCSA), and a faculty affiliate with the School of Information Sciences, the Unit for Criticism, and the department of Media and Cinema Studies, all at the University of Illinois at Urbana-Champaign, USA.
17:00-18:30 Special Event: Conference Welcome Reception

Common Ground Research Networks and the Technology, Knowledge and Society Conference will be hosting a welcome reception at Triptych Brewery. The reception will be held directly following the closing session of the second day, 26 March, 2020 from 5:00pm-6:30pm. Join other conference delegates and plenary speakers for drinks, light hors d'oeuvres, and a chance to converse.

Triptych Brewery - Memery Room
1703 Woodfield Dr, Savoy, IL 61874

We look forward to hosting you!

Mar 27, 2020
08:30-09:00 Conference Registration Desk Open
09:00-09:10 Daily Update - Dr. Phillip Kalantzis-Cope, Chief Social Scientist, Common Ground Research Networks, Champaign, IL, United States
09:10-09:45 Plenary Session - Dr. Deborah Breen, Director, Center for Teaching and Learning, Boston University, United States

"Pedagogy and Participation: Lessons Learned from Contributing to a Crowd-Sourced Research Project"

The crowd-sourced transcription project, “Anti-slavery manuscripts at the Boston Public Library,” was launched on January 23, 2018, through the Zooniverse platform. The project had a clear goal, asking for help to transcribe correspondence between 19th anti-slavery activists so that these letters could be, as the project site explains, “more easily read and researched by students, teachers, historians, and big data applications.” In 2019, I contributed to the project with students from an undergraduate American History survey class. This paper will explore the process of our collaborative contribution and reflect on pedagogical lessons learned from the participatory project.
09:45-10:15 Garden Conversation - Dr. Deborah Breen, Director, Center for Teaching and Learning Boston University, USA
10:15-11:30 PARALLEL SESSIONS
Room 1 Knowledge Access and Policy Reform

Telecommunication Regulatory Policy and their Effect on Market Competition: Access and Adoption of Telecommunication Services by Mexico’s Poor, 2013-2018
Dr. Cristina Casanueva-Reguart, Secretaría de Comunicaciones y Transportes, Comisión Federal de Competencia
Overview: This paper analyzes the effects of public policy regarding fostering competition in the markets for telecommunications services, which is one of the core objectives of the regulation of this sector (2013-2018), due to its effects on prices, in the adoption of the services, the quality thereof, in addition to providing more legal certainty for investment. In addition, it examines the public policy on digital inclusion. The constitutional amendments raised the issue of access to broadband as a fundamental right. This policy made particular emphasis on the most vulnerable sectors, and emphasized not only access but also the adoption of these technologies. The paper specifically analyzes the variations registered in the concentrations of telecommunication services markets and their effects on prices. Secondly, it examines the effect of the policies associated with the reform in terms of the promotion of infrastructure development as a policy of digital inclusion or universal service. Additionally, this paper analyzes potential effects of the reform on the adoption of the aforementioned services by a wider sector of the population. The proof of the success of a reform, and the operation of the institutions that sustain it, lies in the increase in coverage and the adoption of quality telecommunication services. The public policy of digital inclusion examines the evolution of the “México Conectado” (Mexico Connected) program, for the provision of free public access to broadband Internet and the deployment of the Wholesale Shared Network. The latter is the main public-private project telecommunication infrastructure development project.
Theme:Technologies in Society

Blockchain Adoption Issues and Improvements
Robert Mason, Associate Professor, Data Science, Regis University, Aurora, United States
Overview: Blockchain is an open, decentralized technology that promises a mechanism to establish trust between participating organizations via an immutable (permanent) distributed digital ledger. However, adoption of Blockchain has been slow because of technical complexities and lack luster performance. This study investigates these issues and provides examples of recent improvements in the technology that will make Blockchain more palatable to a variety of organizations.
Theme:Technologies in Society

Libraries Enable Critical Solidarity
Rae-Anne Montague, Department of Information Studies, Chicago State University, Chicago, IL, United States
Overview: Libraries are charged to develop spaces and systems to promote literacy, facilitate dialogue, and empower communities. In doing so, they counter disinformation and apathy. As the International Federation of Library Associations and Institutions (IFLA) asserts, “people, communities, and organisations need universal and equitable access to information, ideas, and works of imagination for their social, educational, cultural, democratic, and economic well-being.” IFLA’s assertion is grounded in the conviction that high-quality library and information services help guarantee this access. This study reviews and offers details of several innovative library-led approaches, systems, and services that enable critical solidarity in the digital public sphere.
Theme:2020 Special Focus—Solidarity in the Digital Public Sphere: From Extremes to Common Ground?
Room 2 Virtual Presentations
Virtual 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. Virtual Posters present preliminary results of works in progress or projects that lend themselves to visual displays and representations.

Digital Badges in the Classroom
Dr. Mark Mabrito, Professor of English, English, Purdue University Northwest
Overview: Digital badges are “micro-credentials” that can potentially represent student skills/achievements in more context-specific ways than traditional academic credentials, such as degrees, certificates/minors, or even course titles on a transcript. A badge is essentially a digital image that contains embedded metadata describing information about the task performed to earn the badge, criteria for assessment, and often evidence that was submitted by the learner to earn the badge. A digital badge program was introduced into an undergraduate business communication course designed specifically for nurses. Digital badges were framed as a way of helping students use classroom achievements to professionally brand themselves—that is, to connect skills learned in the classroom with skills that might be attractive to their employers. Many of the badges directly connected work required for the course with criteria for earning a badge. For example, students could earn badges in areas such as workplace communication, business presentations, and group collaboration, as well as for writing proposals, memos, and other types of documents. We may be at a crossroads where digital badges are still viewed by some as a somewhat “disruptive” technology in the classroom, since they are very different than traditional transcripts and diplomas. However, in higher education, such attitudes among faculty and students are shifting. In this context, digital badges may present an opportunity for students to document connections between the classroom and the real world in new and exciting ways.
Theme:Technologies in Society

Breaking Media Stereotypes One Character at a Time
Prof. Larry Tung, City University of New York, Jamaica, NY, United States
Overview: Asians have been migrating to the United States since Chinese laborers arrived in the San Francisco Bay area during the Gold Rush in the mid-1800s. However, the number of arrivals was relatively low compared to its European and Latin American counterparts due to distance, anti-Asian hostility, and discriminatory legislation. The number significantly increased after 1965 as the revised Immigration and Nationality Act lifted national quotas favoring European immigrants. Currently, Asians make up about 5.6 percent of the U.S. population, and the number is expected to grow to fourteen percent by 2065, according to projection by the Pew Center. Historically, there have been many stereotypes about Asians on American television and in Hollywood films. A recent report released by the University of Southern California showed that about half of films and broadcast and cable television programs have no speaking Asian characters, while sixty-three percent of shows produced by streaming services like Hulu and Netflix have no Asian speaking characters. Despite the continued under-represented on American screens, Hollywood is making small waves by introducing more non-stereotypical Asian characters since the 2000s. The recent box office hit, “Crazy Rich Asians” brings hopes to the Asian American community that Asians might be getting more representation in the mainstream media. This poster presents how some of Hollywood’s more progressive producers and writers are breaking the media stereotypes of Asian Americans by casting more meaningful roles in scripted shows.
Theme:Technologies in Society

Lightweight Method for Two-Dimensional Object Registration for Augmented Reality
Prof. Kazumoto Tanaka, Kindai University
Overview: Augmented reality is a technology-enabled interactive environment that enhances real-world environments with virtual objects coexisting in the same space, and has been applied to various fields including industry, medicine, personal assistance, and others. The purpose of this study is to develop an indoor guidance method based on augmented reality, using a smartphone. Such a method requires a simple algorithm in order to run its application using the limited resources available on a smartphone. In the study, two-dimensional virtual objects, for instance, directional arrows with texts, are superimposed onto inner building surfaces for guiding the user. Two methods, a perspective distortion correction method using the vanishing point in the scene and a stable vanishing point detection method, have been developed for simple registration of virtual objects. The vanishing point detection method have solved the common issue of slight jitter in the videos despite maintaining a fixed camera position by employing a particle filter.
Theme:Technologies and Human Usability

Exploring Mathematical and Computational Concepts for the STEM Education in Colleges
Dr. Vladimir Riabov, Professor and Department Chair, Mathematics and Computer Science, Rivier University
Overview: The recent revision of the STEM Higher Education requires the identification of math and computer science methods that can be effectively studied in the university curricula and benefit students in exploring various practical applications, including cybersecurity, data analytics, biotechnology, robotics, space exploration, geophysics, system simulation and modeling, etc. In this paper, the focus is made on analyses of several modern advanced mathematical and computational methods and numerical algorithms (e.g., modular arithmetic, the graph theory, singular differential equations, and direct simulation Monte-Carlo methods) and testing computer programs for studies of encryption algorithms, computer-generated image visualization, code complexity with predictions of potential programming errors, properties of unstable atmospheric phenomena (rain fronts, snow storms), and simulation of hypersonic flows near probes. The enrichment of these concepts with data, knowledge and methods from other disciplines (mathematics, linguistics, meteorology, psychology, physiology, etc.) is also analyzed. The results of this project became a rich foundation for revision of STEM curricula. Extracurricular activities (Math and Biology Clubs, Summer Bootcamps, Field Trips, Chess and Sudoku Tournaments, National Math and Robotics Contests, etc.) helped students reveal curiosity and the power of innovations. The “extra mile” opportunities and examples of students’ outstanding capstone projects are considered in details.
Theme:Technologies in Knowledge Sharing

Establishing Transparency and Trust in Technology Based Crises: A Framework for Research
Laura Lally, Associate Professor, Information Systems and Business Analytics, Hofstra University, Bayside, New York, United States
Overview: In Technology-Based Crises, technology plays a pivotal role in the cause, prevention, and/or resolution of the crisis. Crisis Compliance, developed from Normal Accident Theory and the Theory of High Reliability Organizations, provides a theoretically based framework for evaluating the role and appropriate use of technology across seven key types of Technology-Based Crises: Crises in Diverse Areas, Unprecedented Crises, Beyond Design Risk Crises, Crises with Deterministic versus Stochastic Risks, Contained versus Cascading Crises, Crises with Internal Versus External Loci of Control, and Crises with Malicious Origins. This paper extends the Crisis Compliance model to encompass Transparency and Trust. Transparency is defined in the organizational literature as: Disclosure of all relevant information, Clarity in communication, and Accuracy of the information. Trust is defined as: the Ability of the trustee in terms of knowledge and influence in the relevant domain, a Benevolent attitude toward the trustor by the trustee, and Integrity in terms of shared ethical principles between the parties. This paper will argue that Transparency and Trust can enable the resolution of crises, but that the complexity and abstract nature of technology can hinder these enablers. Case studies of Y2K and Fukushima are presented to illustrate examples of good and bad Transparency and Trust in Technology related crises. Research propositions regarding the roles of Transparency and Trust emerge from the analysis.
Theme:Technologies in Society

Risk Factors of Smartphone Addiction and Its Relationship to College Students’ Academic Performance
Haiyin Gao, Fu Jen Catholic University, Xinzhuang, New Taipei City, Taiwan
Ling Li, PhD Candidate / Research Assistant, Memorial University of Newfoundland

Overview: With the popularity of the smartphone use in recent years, smartphone addiction (SA) has caused obvious academic, social, and healthy issues in users’ life and therefore attracts worldwide researchers’ attention. However, its risk factors and its impact on students’ academic achievement are still much unknown. This study aims to explore the demographic risk factors of SA and the impact of SA on college students’ academic achievement with logistic regression analyses. A total of 482 college students were surveyed using the demographic and social-economic questionnaire and the Smartphone Addiction Scale-Short Version (SAS-SV), and their GPA were obtained from register’s office with their consent. The demographic factors included in this study were age, grade, major, family income, mothers’ education, fathers’ education. Based on a cut-off value of 31 for the male and 33 for the female, students’ SAS-SV scores were transformed to either low or high risk level, and their GPA scores were transformed to either distinction or no distinction level based on a cut-off value of 3.5. After preliminary univariate analyses and two logistic analyses, it was found that gender and grade were two risk factors for SA and that college students’ SA level and gender were two significant predictors of their GPA level.
Theme:Technologies in Society

Cloud Computing for Humanoid Robotics Tele-immersion
Adriano Cavalcanti, Assistant Professor, Computer Science, Central Washington University
Nick Newhard, Central Washington University, Ellensburg, Washington, United States
Bryce Harmsen, Central Washington University, Ellensburg, Washington, United States
Isaac Ruymen, Central Washington University, Ellensburg, Washington, United States

Overview: This paper addresses challenges in telerobotics using cloud computing, immersive haptics reality, and semi-autonomous robotics. The purpose of our work is to improve low latency performances required to achieve realistic robotics tele-immersion. In telerobotics, semi-autonomous robots are controlled remotely over a wired or wireless connection. Methods focus on wireless communications at bandwidths necessary to transmit command and control signals from the controlling teleoperation unit, while returning live audiovisual and haptic feedback from the telerobot unit, controlled remotely by a human operator donning a virtual reality headset, microphone, and handheld controllers. Latency in communications between telerobot and teleoperator are a primary concern. Human operators must feel present in the remote environment inhabited by the telerobot, where feedback to the human operator is ideally both audiovisual and haptic.
Theme:Technologies in Society
Room 3 Workshop

The Dialogic Web: Definition, Structure, and Development: How to Get There From Here?
Ray Luechtefeld, Associate Professor, Management, University of Central Missouri, Warrensburg, United States
Overview: As Natural Language Processing capabilities expand, technologies like Siri and Alexa have been used to provide information and perform tasks for users. However these tools operate in the realm of semantic knowledge, with human-computer interaction. A parallel field with significant promise is the use of technology to contribute to effective human-human interaction by increasing polysemous understanding, the sharing of divergent and sometimes contradictory meanings with the intent of generating collaborative insights or perspectives. Some work to develop this, the "Dialogic Web," has been done, but it is the hope of the author that this workshop can facilitate the development of a working group to foster open source development to further the technology. This workshop includes a description of the theory and current state of work, answer questions, and set up preliminary approaches.
Theme:Technologies in Knowledge Sharing
11:30-12:15 Lunch Break

Common Ground Research Networks and the Sixteenth International Conference on Technology, Knowledge, and Society is pleased to offer complimentary lunch to all registered conference delegates each day. Please join your colleagues for this break between sessions.
12:15-13:30 PARALLEL SESSIONS
Room 1 Technology Development

Correlating Travel Pattern and Intra-Urban Mobile Phone Usage In Lagos, Nigeria
Peter Fosudo, Lagos State Polytechnic, Ikorodu, Lagos, Nigeria
Overview: This paper examined the impact of mobile phone usage on intra-urban travel patterns of residents in Lagos, Nigeria, with a view to reducing traffic on the road. This study examined the socio-economic characteristics of residents in the study area, residents' mobile phone usage, their travel patterns, and the relationship between their travel patterns and usage of mobile phones. Structured questionnaires were administered to 178 residents of selected wards in the study area. A systematic sampling technique was used for the study. Analysis was done using frequency tables, charts, cross tabulation, and the Pearson product moment correlation coefficient. The study revealed that the average travel distance of respondents was 10 km. Travel purposes of respondents were mainly for official assignments and visitations (38.2%). Average appointments cancelled as a result of mobile phone calls was < 5 while trips completed as a result was also < 5 times per day, while trip induced calls was < 5trips daily. There was a significant positive correlation between the respondents’ received calls and appointments cancelled (n=178, p> 0.01, r=0.480). There was a positive relationship between respondents’ calls frequency and number of trips completed per day (n=178, p< 0.05, r=0.194). There was also a positive relationship between call frequency by the respondents and travel induced (n=178, p> 0.01, r=0.204). The study recommends improved mobile technology as a solution to further discourage trips leading to intra-urban traffic.
Theme:Technologies in Society

Developing an Online Resource to Support Parent’s Mobile Applications (App) Search
Linda Duffett Leger, University of Calgary, Calgary, Alberta, Canada
Anila Virani, University of Calgary, Calgary, Alberta, Canada
Nicole Letourneau, University of Calgary, Calgary, Alberta, Canada

Overview: The use of mobile applications or “apps” is common among contemporary parents. However, parents find it difficult to locate quality apps that meet their expectations due to the proliferation of low-quality apps; therefore, there is a need to develop a directory of quality apps that supports parents’ search for apps. The purpose of this study was to involve parents in developing a parenting app directory and to engage parents in designing a user interface for webpages that feature the directory. The parenting app directory was developed during focus group discussions with eighteen Canadian parents (fifteen mothers and three fathers). Webpage prototypes (landing and the app description page) were created with three Canadian parents (two fathers and one mother) using a participatory design approach. Out of forty-five apps, twelve apps were included in the parenting app directory using eligibility criteria. Parents suggested the link to the directory should be shared in perinatal classes to support parents’ search for apps. When designing user interface for webpages, parents recommended less cluttered and organized user interface, fewer choices and fewer clicks to facilitate prompt app download decisions, synopsis of app features accompanied with "read more" link for interested users and mobile optimization of the website. Considering the growing trends of app use among parents, clinicians should support parents in their search for quality apps. As users, parents can provide insights into creating appealing user interfaces and researchers should consider their perspectives in designing future parenting resources.
Theme:Technologies in Society

Psychological Contracts and the Sharing Economy
Laura Rifkin, Brooklyn, NY, United States
Overview: The Peer-to-Peer (P2P) sector of the sharing economy cannot function without a comprehensive rating and review process (reputation system) enabling virtual strangers to gain enough trust to engage in market exchanges (Fradkin, Grewal, Holtz, and Pearson, 2015). While seemingly innocuous, “reciprocal reviewing” (both buyers and sellers reviewing each other; Bolton, Greiner, and Ockenfels, 2013; Luca, 2016) represents a major paradigm shift which has far reaching consequences for both consumers and the firm. This investigation offers the first examination of consumer reactions to negative reviews within the context of the P2P product service systems sector of the sharing economy (e.g., Airbnb, Homeaway, Turo). Integrating social exchange (Emerson, 1976) and psychological contract (Bordia, Restubog, Bordia, and Tang, 2010; Gefen, Benbasat, and Pavlou, 2008; Robinson and Morrison, 2000) theories, we propose that when consumers receive an unexpected negative (vs. positive) review, they will make the P2P platform a retaliatory target even though the exchange is strictly between peers. We propose this effect is mediated by perceived betrayal. Further, we examine the role of platform assurances (intermediary actions taken by the platform related to overseeing and mediating the exchange; Perren and Kozinets, 2018) in attenuating or augmenting the mediated effect of review valence on negative word-of-mouth (NWOM) about the platform.
Theme:Technologies in Society
Room 2 Online Engagement and Learning at Scale

Building Engagement in Online Learning at Scale
Norma I. Scagnoli, Senior Director of eLearning / Research Associate Professor, University of Illinois, Champaign, United States
Overview: Building engagement and presence in online learning at scale is only possible when the process starts at the design stage. This paper shares how the use of the Community of Inquiry framework was implemented to engage massive online communities of learners in a graduate online program. The paper goes from design prototypes to the description of full implementation, evaluation, and results.
Theme:Ubiquitous Learning

Tracing Learners’ Behaviors at Scale: Towards a Reflexive Learning Approach
Mrs. Samaa Haniya, Urbana, IL, United States
Overview: Technology innovation is revolutionizing higher education allowing new modes of learning to emerge. One of these emerging modes of learning is the phenomenon of Massive Open Online Courses, known as MOOCs. Despite its popularity in media and research between the supporters and the opponents, little is known about how learning happens in a large scale educational context and how to design learning environments so they are most effective, innovative, and transparent to learners’ needs. Therefore, in this presentation I will investigate the dynamic nature of learning at scale by using a case study of a Coursera MOOC offered by the University of Illinois Urbana-Champaign. Using a combination of educational data mining and qualitative methods, I will trace learners’ behaviors as they engage with the digital environment and examine the relationship between these behaviors and the different factors that motivate and limit learners to learn. Data was collected from clickstream files and archival pre and post course survey of the course. The study provides significant insights on how to differentiate learning at a massive scale and personalize educational experiences to reflect on learners’ unique needs.
Theme:Ubiquitous Learning
Room 3 Workshop

Building a More Diverse, Inclusive, and Agile IT Workforce
Ms. Kimberly Hayes, Technical Instructor, Per Scholas
Dr. Jumanne Sledge, Director , Career and Business Development, Per Scholas , Southfield, United States

Overview: In the rapidly changing world of technology, many businesses purport that agility is critical for business success. Thus, IT professionals must transform from working solely as a service provider in isolation to a culturally competent business partner. “Top-performing IT organizations are more than three times as likely to be perceived as partners, capable of presenting ideas and recommendations for solving business problems and capitalizing on opportunities" (The Hackett Group, 2018). The need for IT organizations to transform to culturally competent business partners creates an even greater need for IT training curricula to prepare prospective talent with the essential skills to build an agile IT workforce. Preparing prospective IT professionals with only tech skills maintains the status-quo. Thus, IT curriculum developers and instructors must offer learning opportunities that challenge students in the areas of communication, diversity, cultural competence, and inclusion. When students demonstrate competencies in the aforementioned areas, it is our position that students will transfer these competencies into the IT workplace. Hence, IT professionals will feel empowered to perform their best work. “Employees are more productive when they feel they belong, are heard, and are able to be their authentic self at work. 73% of employees report they perform their best work when they feel they belong at their company” (Salesforce (2017). This workshop session will offer interactive instructional strategies and tips for IT professionals to use within the workplace or classroom to build a transformed IT workforce embracing a myriad of experiences, backgrounds, and viewpoints.
Theme:Ubiquitous Learning
12:50-13:10
Room 2
Community-Building and Coursera: Understanding Communication Patterns in Open-Enrollment MOOC Courses
Dr. Paige Cunningham, Urbana, IL, United States
Overview: Since the University of Illinois partnered with Coursera in 2013 it has seen over 1.55 million enrollments in over 125 open courses, as well as the development of multiple online graduate-level degree programs. Yet online distance education includes potential drawbacks such as limited communication and feelings of separation from instructors and peers which may lead to an increased likelihood of dropping out. The use of communication tools may help reduce these challenges. As part of my doctoral research into communication patterns within Coursera MOOC courses I surveyed over 2600 learners who had been enrolled in ten University of Illinois MOOC courses across five course subject areas between January 2017 to December 2018. Survey participants were asked if they communicated with other learners, community mentors, instructors, and/or others outside the course, how and why they communicated, and what the instructors’ expectations for communication were. The study explored whether communication between and among learners, community mentors, and instructors was important to learner satisfaction and success. It also identified what kinds of communication learners valued, and what kinds of in-course and non-course communication tools they used most frequently. Finally, it established whether learners valued different tools for different purposes. Overall, although not all learners may want their learning experience to be a social one, many do, and feel that not enough is currently being done to enable it. This suggests that making changes to enable more social learning would be a pedagogically-supported way to help learners persist and succeed in the course.
Theme:Technologies in Knowledge Sharing
13:30-14:00 Closing Session and Award Ceremony

Come join the plenary speakers and your fellow delegates for the International Conference on Technology, Knowledge and Sociey Closing Session and Award Ceremony, where there will be special recognition given to those who have helped at the conference as well as announcements for next year’s conference. The ceremony will be held in the plenary room directly following the last session of the day.
14:00-15:00 Special Event - Conference Tour Blue Waters

Blue Waters is one of the most powerful supercomputers in the world. It can complete more than 1 quadrillion calculations per second on a sustained basis and more than 13 times that at peak speed. The peak speed is almost 3 million times faster than the average laptop. Blue Waters is also the fastest supercomputer at a university anywhere in the world.

Blue Waters is supported by the National Science Foundation and the University of Illinois; the National Center for Supercomputing Applications manages the Blue Waters project and provides expertise to help scientists and engineers take full advantage of the system for their research. The system opened up to the science community at large on March 28, 2013.

National Petascale Computing Facility
1725 S. Oak St., Champaign

The supercomputer lives in a 20,000-square-foot machine room at the National Petascale Computing Facility (NPCF) on the western edge of the University of Illinois campus in Champaign, Illinois. NPCF earned a gold certification from the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED) for its sustainable design.