Elizabeth Boling is professor of instructional systems technology and associate dean for graduate studies with the School of Education at Indiana University, and faculty with the institution since 1992, having served as Department Chair, Associate Dean for Graduate Studies and Interim Executive Associate Dean during that time. Her prior experience includes 10 years in design practice, five with Apple Computer, Inc. Her research interests center on design theory, pedagogy and practice , and include visual design for information and instruction, and. She is past editor-in-chief of TechTrends, founding editor and current editor-in-chief of International Journal of Designs for Learning, lead editor of the Routledge title Studio Teaching in Higher Education: Selected Design Cases and the forthcoming Routledge title Historic Design Cases in Instructional Design. She is also co-editor of the Handbook of Research in Educational Communications and Technology, 5thEdition.
A New Direction in Educational Technology Research
The 5th edition of the Handbook for Research in Educational Communications and Technology is due for publication in March, 2020. This is a key resource for scholars and students in the field, and recent editions have included an increasing number of chapters devoted to individual technologies and specific methods for research. The editors of the 5th edition (MJ Bishop, University System of Maryland; Jan Elen, University of Twente; Elizabeth Boling, Indiana University; Vanessa Svihla, University of New Mexico) convened an international group of advisors and, together with them, decided on an intentional shift in the focus of the new edition from technologies to persistent and fundamental issues in teaching and learning (flagging learner engagement, poor teaching, rising costs of education, lack of accessibility) rather than the things we are using to solve those problems (learning analytics, online learning, gamification, 3D printing, and the like). We also included 13 design cases, reports of actual design practice, illustrative of a range of practices in the field and the ways in which persistent issues identified and addressed by theory play out in the field of practice. In this address, specific examples of the persistent issues in scholarship will be discussed, together with the special form of knowledge represented by design cases.
Dr. Jože Rugelj is Professor of Computer Science in Education at the University of Ljubljana and a head of the Chair for computer science didcatics at the Faculty of Education. His main research areas include use of ICT in education, cognitive aspects of multimedia support for learning, serious games in education, and innovative approaches to teaching computer science.
He started his research work in the field of e-learning in 1989 as a Ph.D. student at the Joint Research Centre of EU in Ispra, Italy, where he developed a pilot system for computer supported collaborative learning. In the last 25 years he has coordinated 16 international and 4 national projects on e-learning and serious games. There was a very broad spectrum of e-learning activities in these projects, from general education of travelling profesional groups through use of ICT for education of paramedics and different profesional groups in biotechnology, to distance learning in universities and game -based learning on all levels of education. Many different aproaches were applied in the projects, from knowledge trees built by learners 25 years ago, through standard static and adaptive multimedia learning materials, to serious computer games used from kindergartens to masters study programs.
He published the results of his research activites in 29 papers published in international scientific journals, 68 papers in international conference proceedings and 17 chapters in scientific monographies. His research work has been cited by 78 papers inWoS and by 190 papers in Scopus. He has been supervisor to 6 Ph.D. students.
Speech Title: Game design based learning of programming
Game-based learning and the use of game design as a method for teaching programming in primary and secondary schools will be presented in the presentation. A lot of knowledge about game-based learning in general was collected in the last decade, but very few information and resources can be found on how to use game design as a method for teaching programming. We have made an extensive study of different approaches to game design-based learning with special emphasis on learning programming for novice programmers. The results have been used as a foundation for the development of an innovative methodology for active learning. We addressed open and innovative education and training embedded in the digital era by targeting programming skills that are high in demand in a technology driven society. We also aimed at addressing the gap between male and female participation in computer science education by introducing early methodological learning interventions that make computer programming attractive for girls and boys.
|Kinga Horvath is an associate professor at J. Selye University (Slovakia). She received her MA diploma at Faculty of Education of Comenius University in Bratislava, Slovakia, has a PhD degree in Education, habilitated at Faculty of Humanities of University of Pecs, Hungary in 2015, and she is a dean of Faculty of Education of J. Selye University since 2015. She started her career as a primary school teacher for 2 years then she acted pedagogical-psychological counsellor for 10 years. She has been taking part in teacher training for 20 years. Dr. Horvath teaches school management, quality management, pedagogical communication, methodology, pedagogical competences at J. Selye University. She is supervisor at a doctoral school in J. Selye University. She has already organized some domestic and international conferences and has been a plenary speaker a few times. Dr. Horvath has more than 80 publications with more than 100 references. Her main research areas are school management, pedagogical communication, teacher-student interaction, career orientation.||Peter Toth is a professor at J. Selye University (Slovakia) and at Budapest University of Technology and Economics (Hungary). He is a mechanical engineer and a teacher of engineering, has a PhD degree in Education, habilitated in 2012, and he is an university professor since 2016. He started his career as a vocational school teacher and spent 10 years in vocational education and training. He has been taking part in teacher training for 25 years in Hungary and simultaneously for 3 years in Slovakia. Dr. Toth teaches didactics and comparative education at J. Selye University, and educates methodology and educational technology at Budapest University of Technology and Economics. Prof. Toth is supervisor and lecturer at two doctoral schools (J. Selye University, Slovakia and Eötvös Loránd University in Hungary). He teaches methodology of research, problem-based learning and digital pedagogy in doctoral schools. He has already organized many domestic and international conferences and has been a plenary speaker sometimes. Prof. Toth has more than 200 publications with more than 500 references. His main areas of research are VET teacher education, VET & higher education pedagogy, student-teacher interaction, problem-solving thinking and ICT.|
Speech Title: Empirical Research on Teacher-Student Interaction
Based on Timothy Leary’s Interpersonal Circumplex Model (IPC), the Teacher Interpersonal Circle Model (IPC-T) and questionnaires (QTI) were developed by Theo Wubbels et al. One of these questionnaires explores teachers’ views of ideal interpersonal behaviour in relation to the Leary model’s self-ideal level. Darrell Fisher et al. have used 48 items of QTI in several of their researches, which also served as the basis for our investigation.
More than 300 students from four Hungarian-language teacher training institutions in the Carpathian Basin participated in our research. In our study we sought to answer the students’ views on ideal interpersonal behaviour. The reliability of the Hungarian version of the QTI questionnaire was similar to the English version. According to the students, the main characteristics of the ideal interpersonal behaviour are leadership, directing, helpful, patient, understanding attitude, and less of the uncertain and dissatisfied. There is quite a difference of opinion regarding strict and student responsibility behaviour. Kindergarten teacher and teacher in elementary school students prefer to work with children, while teacher in secondary school students emphasize the importance of strict and imposing attitude. We also compared QTI indicators by institution and by country of maturity, which is a country-specific outcome in terms of cooperative ability or inability. We also compared QTI indicators by institution and by country of graduation exam, which is a country-specific outcome in terms of cooperative ability or inability.
Philippe Gabriel, Ph. D., is a senior lecturer with tenure employed in French higher education. He is affiliated to the Interdisciplinary Research Laboratory in Didactics, Education and Training (LIRDEF) of Montpellier Universities. He participated and (co)-organised several research programs and international cooperations relating to the implementation of digital technologies and educational innovation. Philippe is also a longtime expert at national and international levels in higher education and professional training. In the same time, he cooperates with Aix-Marseille University and Avignon University in the development of teacher training programs, and ensures part of their implementation.
He has worked for a long time on teacher training, and conducted numerous field investigations. Alongside a series of studies and evaluations on initial and in-service training, he analyses teachers relationship to digital transition in school and out-of-school contexts. The deployed approach questions teacher’s professional action at the crossroads of societal influences, with a specific reference to technological and organizational influences.
He is a member of the editorial board of « Education & socialization » a publication of the Mediterranean University Presses.
Speech Title: Smart, smart enough to take into account educational and training needs
Smart education is often promoted for its ability to transform teaching situations by relying on technological tools. In this presentation, we propose to examine some key lessons from research on effective pedagogical practices on which smart learning environments should focus to enhance the learning of all students in light of the challenges of the 21st century. We will also underline the importance of an analysis of teachers’ professional practices and of the situations they encounter in learning designing.
Dr. Rema Nilakanta leads the Design and Delivery unit of Engineering-LAS Online Learning (ELO) at Iowa State University. Dr. Nilakanta’s training and academic interests deal with the design, development, and research of online and blended learning environments, innovative online pedagogies, best practices for online teaching in academia and industry, and faculty development. She develops goals and strategies for improving existing online courses and professional development programs through research and evaluation and piloting of new online pedagogies. Dr. Nilakanta also oversees the development and implementation of standards, guidelines, and best practices for instructional design projects in higher education and industry.
Before joining ELO, Dr. Nilakanta oversaw an outreach and workforce development program called Go! for teens and young adults 13-19 years of age with the primary purpose of sharing information on the exciting possibilities for careers in transportation. As part of this program, she led the design, development of an online magazine, collaborated with faculty from different disciplines and school teachers to develop STEM content required for careers in transportation.
Dr. Nilakanta has a Ph.D. in Education with specialization in Curriculum & Instructional Technology from Iowa State University. She has a Master’s in German with a focus on linguistics. She has published book chapters, journal articles, and presented at international conferences related to teacher and engineering education.
Speech Title: In Pursuit of Quality in Online Course Design
The speech will tell the story of an instructional design unit’s pursuit for quality in course design. This unit is part of a larger support center for online learning at a large midwestern university in the US. Quality in course design involves more than a focus on the course being designed. It implicates cultural, structural, economical issues as well.
This presentation will briefly describe the organizational structure of the online learning support center, its history and mission before narrowing down to the instructional design unit, its ethos, organizational structure, and processes initiated to support systematic online course design and delivery with emphasis on improving the quality of online courses.
The ultimate outcome of any course design is to support and enhance student learning. The presentation will describe the strategies undertaken to design a course for learning. It will present strategies used to enhance student engagement and the application of universal design principles to make online courses accessible to diverse learners.