Virtual Presentations consist of video and PowerPoint presentations. Q&A can occur in the comments of this post. Each presenter's formal, written paper will be available to participants if accepted to the journal.

KIVAKO – Ubiquitous Language Learning in Higher Education in Finland

Anne Siltala, Senior Lecturer, Oulu University of Applied Sciences, Finland

Anne Poutiainen, Senior Lecturer, Business, Oulu University of Applied Sciences, Finland

Overview: English language skills and cultural competence are essential and necessary prerequisites in expert level positions. From a global viewpoint, English alone is insufficient, and the proficiency of other foreign languages is becoming increasingly important. In Finland, however, as the students proceed with their studies, studying other foreign languages decreases, thus reducing the national language reserve. With 26 universities and universities of applied sciences participating, the main objective of the KiVAKO (2018-2020) project is to develop the offerings of foreign language study paths in higher education institutions by combining and developing new ones both nationally and regionally. These study paths are constructed according to the Common European Framework of Reference for Languages from A1 to C1/2 with a strong focus on digital approach and digital pedagogy. In addition, a student self-assessment tool and networks for collaboration at the national level to support teacher pedagogical training and expertise will be developed. In order to ensure the permanence of the study paths created in the project, a rotation model will be established. KiVAKO is a higher education development project funded by the Ministry of Education and Culture.

Technological Instructional Material Used by Trainee Teachers in Their Lesson Plans in Science and Mathematics

Dr. Konstantinos Karampelas, Research and Teaching Associate, Department of Elementary Education, University of the Aegean, Rhodes, Greece

Overview: Technological instructional material has an important role in the learning process. However, research that focuses on the types of technological instructional material that are used in teaching is rather limited. In addition, there seem to be a few projects that examine what types of student teachers decide to use in their teaching sessions. This project investigates this topic. It focuses on the types of technological instructional material that trainee elementary school teachers include in the lesson plans that they prepare for the subjects of Mathematics and Science. For the scope of the research, a total of 190 lesson plans in Mathematics and 235 lesson plans in Science have been collected and analyzed. These lesson plans were submitted by students who attend the fourth year of their course at the Pedagogic Department of Elementary Education, at the University of the Aegean, as part of their teacher training. The lesson plans were expected to be implemented in classes of the fifth or sixth grade of Elementary schools in Greece, where the two subjects are taught. Within this research the types of technological instructional materials that student teachers decide to use where identified and recorded. It was identified that certain types of technological instructional material were preferred to others. Moreover, it was concluded that in some types of technological instructional material there was a differentiation between the two subjects.

Using Virtual Modules to Enhance Students’ Learning of Management Research Methods

Fatima Ponce, Associate Professor, Academic Department Management Sciences, Pontifical Catholic University of Peru, Lima, Peru

Mario Pasco, Department of Management Sciences, Pontifical Catholic University of Peru, Lima, Peru

Overview: Research methods courses are often difficult to teach, for they deal with abstract topics with no precise application to students’ professional careers. This creates a significant problem for undergraduate students that start to work on their dissertations. A recent survey at the management program at the Pontifical Catholic University of Peru revealed that students of the Dissertation Seminar course had a scarce interest in these matters and barely remembered their previous courses of methods. As a result, they face great difficulties for delimiting methodologically viable research projects. Pedagogical strategies based on blended, active, and problem-based learning have become increasingly attractive for the millennial generation. The use of virtual modules on management research methods emerged as a suitable alternative to face the problems previously mentioned. These modules emphasized a dynamic multimedia language, incorporated multiple examples of former successful dissertations, and included several self-assessment mechanisms with immediate performance feedback. This pedagogical innovation was assessed through an experimental quantitative design that revealed a significant increase in research methods learning in most students, including topics such as problem identification, analytical framework construction, and methodological design. Post-hoc measurements of the professors’ and students’ experiences showed high levels of satisfaction with the knowledge acquired, learning experience, content and format, self-assessment mechanisms, and modules’ usefulness. Interestingly, professors and students suggested that these modules should not replace classroom orientation because it allows the clarification of doubts about the virtual contents as well as their specific application to the dissertation research process.

Greek MOOCs (Mathesis) Design and Quality

Spyridon Kappas, PhD Candidate, University of Patras, Greece

Dimitrios Tsolis, Assistant Professor, History and Archaeology Department, University of Patras, Greece

Overview: The first Greek organized MOOC platform called Mathesis has now been in operation for four years constituting a model for the creation of Greek University MOOCs which have not yet come to life. In our paper, we present some complete empirical research conducted over the last two years via our enrolling in all of the courses with the aim to investigating their most fundamental features. We categorize the courses according to their subject and investigate characteristics such as their level and the time required to complete each course, the types and features of teaching material and wider issues related to the design and quality of courses. Emphasis is placed on collaborative learning issues as they arise during the research into the various course forums, the attempts at volunteering but also into the expenditure required to run the platform. Based on our research, as well as on the conclusions drawn from participants’ answers to Output Questionnaires, we intend to look into the advantages and drawbacks of the corresponding courses, and suggest ways this MOOCs platform can improve, having in mind the considerable amount of completion in comparison to what applies on a broader scale to MOOCs. Particular attention is given to investigating the potential for using such courses for SE Teacher Training, and methods are suggested to this end.

Designing For Impact

Marta Samokishyn, Collection Development Librarian, Information Literacy Instructor, Saint Paul University, Ottawa, Ontario

Overview: Academic librarians, as partners in the educational process, strive to provide support to faculty and students with a wide range of skills, from bibliographic support and research data management to information literacy and digital literacy skills. However, as higher education institutions increasingly adopt online learning models, academic librarians are struggling to find established processes to meet the needs of online students to ensure that they are making a difference in students’ learning. This lightning talk addresses the issue of instructional design in academic libraries, and specifically discusses the design process of online Information Literacy programs for transferable students’ skills and mechanisms to measure the impact of these instructions on online students to ensure their success and transfer of learning. It addresses such strategies as problem-based student-centred learning, collaboration with the faculty, follow-up opportunities for librarians, and the issue of human connection in digital learning environments.

Successes and Limitations of Stealth Learning in a Minecraft Game World

Liam McCashin, Facilitator, Presenter, Resource Development, Secondary Education, CMASTE

Overview: Digital game use is on the rise in the classroom. Across all grade and subject areas, games are increasingly being used as a teaching tool and classroom motivator; usually, they are used to increase classroom engagement and participation. Research has previously identified theoretical evidence for classroom digital games but fails to deliver a concrete methodology for practical adaptation of game-based learning. In this project, we explored elementary-aged camp participants as they played the sandbox game Minecraft. We examined their digital game artifacts to try and pinpoint their use of spatial geometry math concepts that they had not yet learned in school. We found that practical math competency was gained while playing Minecraft but also that this knowledge transferred poorly to evaluation items we deliver to try and measure that understanding. Participants that were using spatial geometry concepts effectively in camp activities were unable to demonstrate those same skills on a pen and paper post-test. We argue that in-game, stealth learning is a valuable teaching tool but that it requires a more sensitive, perhaps more game-like, assessment tool to properly evaluate learning.

Designing Effective Teaching and Significant Learning

A Blueprint for Student Success (click title for video)

Zala Fashant, Faculty Director, Metropolitan State University, Minneapolis, USA

Overview: Faculty and instructional designers realize the importance they have in delivering quality courses. However, many faculty have had little formal education in the art of designing courses to deliver significant learning. In a time where the need for student success and retention through course and program completion is greater than ever, we examine how course design helps to achieve this goal. Session participants will actively learn how to apply the elements of designing quality courses. Participants will use hands-on materials to plan for integrating course design by identifying the situational factors and pedagogical challenges. Deeper discussions of developing and aligning course outcomes, assessments and learning activities will take place as participants will analyze one of their own courses to see how it can deliver significant learning. Faculty worldwide have told us how valuable this process is in designing the kind of courses they have always wanted to teach as they see their students succeed. Our hope is that, by the end of the session, participants will be able to reflect on the effect integrated designed course has on the ability to improve teaching and significant learning by: 1) planning for course situational factors and pedagogical challenges; 2) aligning course outcomes, assessments and learning activities; and 3) developing means for greater faculty “buy-in” as they participate in applications of design theory. Participants will apply the elements of designing quality courses, and use materials to plan for integrating course design as they analyze their own courses to deliver significant learning.

UAG_20042020.pdf

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