Making Blended Learning Work Agnieszka Palalas & Christina Gitsaki (Eds.)
Proceedings of the 4th World Conference for Blended Learning (WCBL 2019) April 25th-27th, 2019, Dubai, UAE
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Making Blended Learning Work
Proceedings of the 4th World Conference for Blended Learning
Edited by Agnieszka Palalas & Christina Gitsaki
Making Blended Learning Work Edited by Agnieszka Palalas & Christina Gitsaki This book first published 2019
International Association for Blended Learning in Partnership with the Center for Educational Innovation, Zayed University, UAE
Copyright © 2019 by Agnieszka Palalas, Christina Gitsaki and contributors
All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.
(ISBN 978-618-82543-4-3)
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WELCOME NOTES
AGNIESZKA (AGA) PALALAS President, International Association for Blended Learning (IABL)
The International Association for Blended Learning (IABL; https://iabl.org ) is a non-profit The WCBL 2019 Proceedings comprise the contributions of this year’s conference. organization with a goal to transform global education through on-going contributions to Proposals from across the globe and all educational sectors were submitted and carefully the field of blended learning. The IABL aims to promote excellence in teaching, training, considered for inclusion in the conference program. All submissions were reviewed by at and research in blended learning through the engagement of international scholars least two referees from the WCBL 2019 international program review committee based and practitioners to meet the needs of today’s global learners. IABL is the custodian on their abstracts and evaluated on the basis of the originality of the work, the validity of the annual World Conference for Blended Learning (WCBL) series organized as a key of the results, chosen methodology, writing quality and the overall contribution to the knowledge and research exchange forum where professionals and practitioners share their field of blended learning. The authors were encouraged to incorporate the reviews expertise, experience, and research in blended learning. The annual WCBL conference is and feedback in preparation of the final versions of their submissions. All the approved also a networking event for participants from all over the world who represent a variety submissions which were presented at the conference are included in the proceedings. of contexts, cultures, and perspectives. The WCBL 2019 proceedings hence include the following categories: WCBL 2019, The 4th World Conference on Blended Learning, was co-organized by IABL and • Keynotes the Center for Educational Innovation at Zayed University, Dubai, UAE. The conference was held on April 25–27, 2019 and hosted at Zayed University, Dubai, UAE. • Research papers • Panels The conference sought to incorporate the diverse perspectives of researchers, teachers, • Industry showcases/Practitioner presentations professors, administrators, trainers, instructional designers and developers, technology • Graduate Student Presentations experts, and students representing a range of educational learning and training contexts, as well as socio-cultural backgrounds. Contributions from across the globe representing • Pre-conference workshops all educational sectors, plus a wide variety of industries were included in the program. Cutting edge blended learning research, solutions, strategies, and practices were WCBL 2019, being a blended conference, invited both face-to-face and virtual presented and discussed by leaders in the field. Current and ongoing research findings presenters. The virtual presentations consisted of (1) a pre-recorded video and/or virtual resulting in new ideas, innovative practices, and experience were also shared. presentation, and (2) a 10-minute synchronous presenter-audience chat via vidyo.com. Virtual presenters were required to submit their proposal using the same guidelines as The WCBL conference invites critical inquiry and debate on theories, approaches, face-to-face presenters. All blended sessions were moderated by a session chair to ensure principles, applications, and the implementation of blended learning across educational optimal interaction between the virtual presenter and the f2f audience. and training settings. The overarching WCBL 2019 conference themes were: In total, 68 submissions were selected including research presentations, discussion 1. Blended Learning Technologies and Tools in Learning and Training panels, practitioner presentations, and workshops. 2. Blended Learning in Primary, Secondary, High Schools, and Higher Education 3. Government and Corporate Training The authors who have contributed to these proceedings are researchers, practitioners, instructional designers and developers from both educational and commercial They included the following topics: organizations representing 18 countries: Canada, Colombia, Egypt, Finland, Greece, India, Japan, Jordan, Kuwait, Malaysia, Nigeria, Pakistan, Saudi Arabia, Spain, Turkey, • Blended learning in practice United Kingdom, UAE, USA. • Design, pedagogy, and future of blended learning • Technology in blended learning We would like to extend our thanks to all participants for their contributions to the • Blended approach to corporate training and non-profit associations conference program and to the WCBL 2019 Proceedings. A special Thank you goes to the members of the international Program Committee for their expert contributions and • Blended learning in language acquisition and special education dedicated assistance with expert reviews and decisions. • Blended learning in K-12, higher education and teacher professional development • Blended learning in developing countries
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PC Chair: Agnieszka Palalas, Ed.D., Canada Sanaa Kaddoura Zayed University, UAE PC Reviewers: Manisha Kankarej Zayed University, UAE Riham Khafagy Zayed University, UAE Agnieszka Palalas Athabasca University, Canada Lama Mahmoud Zayed University, UAE Mohamed Ally Athabasca University, Canada Yulia Medvedeva Zayed University, UAE Gwen Willis-Darpoh IABL Troy Priest Zayed University, UAE Hend Merza Arab Open University, KSA Dana Saleh Zayed University, UAE Norine Wark Athabasca University, Canada Stephanie Siam Zayed University, UAE Elżbieta Gajek University of Warsaw, Poland Paola Trejo Zayed University, UAE Joe Ganci eLearningJoe, LLC, USA Jeffery Verbeem Zayed University, UAE Apostolos Koutropoulos University of Masachusetts, USA Shytance Wren Zayed University, UAE Helmi Norman Universiti Kebangsaan, Malaysia Rana Zein Zayed University, UAE Agnieszka Biernacka University of Warsaw, Poland Stamatios Papadakis University of Crete, Greece Susan Ruckdeschel Literacy Solutions and more, Inc., USA Jon Fortney Zayed University, UAE Mohammed Salem Arab Open University, KSA Guy Meredith Zayed University, UAE Nicholas Yates Zayed University, UAE Noorah Mohammed Zayed University, UAE Abeer Alhasan Zayed University, UAE Lama Musa Zayed University, UAE Mariam Alhashmi Zayed University, UAE Heba Alkafri Zayed University, UAE Thank you to Professor Dr. Christina Gitsaki and the CEI team for organising the conference in Dubai, UAE. Sumitra Anilkumar Zayed University, UAE Erkan Arkin Eastern Mediterranean University, Turkey This conference would have not been possible without the amazing efforts of the IABL Conference Sub-committee members: Hend Merza, Mohamed Ally, Gwen Willis-Darpoh; Teresa Arora Zayed University, UAE the Conference Website Sub-committee: Kokkoni Drampala and Anastasia Mavraki, as Kawar Deep Bedi Independent Consultant, India well as the Graduate Student SIG: Norine Wark and Apostolos Koutropoulos.
Shashidhar Belbase Zayed University, UAE We would like to express our gratitude to sponsors and supporters of the conference: Jaime Buchanan Zayed University, UAE Zayed University, Blackboard, Cambridge Assessment, eLearningJoe. Forrest Cole Zayed University, UAE I hope that these proceedings which represent knowledge and perspectives of various sectors and programs from diverse cultural and educational contexts, will assist you in Marina Delianidi Ministry of Education, Greece implementing blended learning in your practice. Suzanna El Massah Zayed University, UAE Agnieszka Palalas, Ed.D. Anestis Fotiadis Zayed University, UAE IABL President Majed Harb Zayed University, UAE Barbara Harold Zayed University, UAE Lilly Hoi Sze Ho Zayed University, UAE Raihan Jamil Zayed University, UAE
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WELCOME NOTES WELCOME NOTES
DR. BARBARA HAROLD PROF. DR. CHRISTINA GITSAKI Professor and Director, Research Coordinator Center for Educational Innovation Center for Educational Innovation Zayed University Zayed University, UAE
I have great pleasure in welcoming you to the 4th World Conference on Blended Learning On behalf of the Zayed University WCBL 2019 Conference Organizing Committee, it is my that continues and builds upon a tradition of scholarship and practice in innovative great pleasure to welcome you to the 4th Annual World Conference on Blended Learning approaches to teaching and learning. Blended learning has grown exponentially in recent (WCBL19) at Zayed University, UAE. years, and alongside increased sophistication in educational technology. It is an approach which integrates face-to-face classroom practices with online and mobile delivery The Center for Educational Innovation, in partnership with the International Association methods, resulting in a student-centered, engaging and interactive learning environment for Blended Learning (IABL), is proud to bring such an important event to the Middle East unrestricted by location, time and context. The workshops and presentations being and support this valuable opportunity for exchange of scholarship and networking. Events showcased in this conference represent a range of interests but are characterized by a such as WCBL19 can be extremely powerful in developing individuals and bringing about common thread: the engagement of international scholars and practitioners sharing their change at a large scale by increasing the quality of technology-enhanced teaching and knowledge and skills to further excellence in teaching and research in this state-of-the learning in educational institutions. art approach to education. The Center for Educational Education is delighted to host this important educational conference here at Zayed University in Dubai and we wish WCBL19 features 68 presentations delivered by 90 academics from 18 countries around participants a satisfying and productive two days of networking and learning. the world. Over two-thirds of the presentations are research papers and the remaining are practitioner presentations showcasing successful applications of blended learning in Sincerely, a variety of educational and training contexts. The event also aims to bring academics from different disciplines and institutions together in an effort to promote collaborations Dr. Barbara Harold in research. I hope that you take advantage of the networking opportunities at this year’s Professor and Director, event to meet with colleagues and discuss future research projects on blended learning. Center for Educational Innovation Zayed University Finally, I would like to thank the IABL Committee members, all of whom have travelled long distances to be with us this weekend and share their research expertise with all of us. Special thanks are also due to the Center for Educational Innovation (CEI) and Zayed University for sponsoring this event. Without their support, this event would not have been possible. Many thanks also to the CEI team for their help and support with the event logistics.
I wish you an enjoyable and stimulating conference.
Prof. Dr. Christina Gitsaki Research Coordinator Center for Educational Innovation Zayed University, UAE
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PLENARIES
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Presenter 1: Aga Palalas Focus: Hearables - the New Wearable Technology for Blended Learning 26-MPH-Plenary 1 Emerging digital learning approaches include the usage of wearables which allow us to experience “embodied” learning by connecting to information using our hands, minds, and bodies. With wearables, spanning wristwear, headwear, eyewear, footwear, and more, we Agnieszka (Aga) Palalas can access a growing range of data and resources to improve how we understand, design, and support learning. Wearable technologies change how people connect, communicate, Athabasca University and cognize their own behaviours. Hearables, wireless micro-computers that fit in the Canada ear, have been recently recognized as a powerful technology that can further augment [email protected] learning. These smart wearable devices are equipped with speakers and microphones, can connect to the Internet, offer artificial intelligence capabilities and other advanced functions enabled by smart technologies. This presentation will give an overview of wearables, in particular hearables, for learning and how they can fit into the blended learning equation.
Mohamed Ally Presenter 2: Mohamed Ally Focus: Blended Learning in the Fourth Industrial Revolution Athabasca University As the world and education move into the Fourth Industrial Revolution, blended Canada learning must be transformed to make education smarter and more accessible for [email protected] learners regardless of location and status. This transformation will help to achieve the UNESCO Sustainable Development Goal 4 (SDG 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This part of the presentation will cover how blended learning can be transformed in the Fourth Industrial Revolution using technologies such as artificial intelligence, robotics, internet of things, virtual reality, augmented reality, and mixed reality. Christina Gitsaki Presenter 3: Christina Gitsaki Zayed University Focus: The Educator in the Era of Blended Learning UAE With technology evolving at a faster pace than pedagogy and curricula, the challenges [email protected] faced by educators and trainers are immense. While Blended Learning is becoming a reality for the majority of educational and training institutions, teachers and teacher training programs are lagging behind in their ability to realize all that blended learning requires. Developing online resources and replacing face-to-face sessions with virtual online ones require a set of skills and technical expertise that are in short supply among educators. Furthermore, our capacity building for the future is compromised by pre- Ready for the Future of Blended Learning? service teacher training programs that fall short in equipping the teachers of tomorrow with the necessary skills to function effectively in a blended teaching and learning This future-facing presentation considers not just what is on our doorsteps but also environment. This part of the session will outline the challenges faced by educators when emergent technologies that are going to be part of the blended learning ecosystem in asked to function in a technology-rich virtual environment and recommendations will be the nearest future. Three world-renowned digital learning experts discuss emergent made to address these challenges. educational tools and contexts to help you decide what should be on your agenda right now and in the upcoming years so that you can pioneer novel digital learning approaches in your educational settings.
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Agnieszka (Aga) Palalas, IABL President, is Assistant Professor at Athabasca University, Canada. Dr Palalas is an internationally recognized expert with more than 25 years of 27-MPH-Plenary 2 experience in adult learning, e-learning, instructional design, software development, innovative technologies, and language learning. Over the last two decades, she has taught PROF. MOHAMMAD BIN IBRAHIM AL-ZAKARI at and collaborated with a variety of educational institutions from K-12 to postgraduate levels and in corporate training environments (face-to-face, online, and blended). She President of Arab Open University has worked globally teaching, researching, and designing instruction in the field of adult [email protected] education and educational technologies, e-learning, as well as blended and mobile learning solutions.
Mohamed Ally is Professor in the Centre for Distance Education and Researcher in the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University. He is a Certified Training and Development Professional by the Institute for Performance and Learning. He obtained his B.Sc. from York University in Toronto, Canada; M.A. from OPEN AND ELECTRONIC HIGHER EDUCATION: FUTURE AND Concordia University in Montreal, Canada; and Ph.D. from University of Alberta, Canada. Dr. Ally was President of the International Federation of Training and Development FUNDAMENTALS OF SUCCESS, ARAB OPEN UNIVERSITY Organizations (IFTDO) and is one of the Founding Directors of the International Association Until the advent of open education, higher education opportunities continued to of Mobile Learning (IamLearn). He was also on the board of the Institute for Performance be dominantly restricted to financially capable students. Based on information and and Learning (formerly the Canadian Society for Training and Development). He recently communication technology and electronic learning, open education has created a balance edited 14 books on the use of emerging technologies in education and training. His book that allows underprivileged students to pursue their higher education; thereby, preparing “Mobile Learning: Transforming the Delivery of Education and Training” won the Charles them to contribute to their countries’ national development in both its economic and social A. Wedemeyer Award for significant contribution to distance education. aspects. The statistics and financial indicators on electronic internet-based education indicate that the future of this form of education, together with open education, will Christina Gitsaki is Professor and the Research Coordinator at the Center for Educational probably cause a considerable evolution over traditional education. Following the Innovation, Zayed University, UAE. In the past, Dr Gitsaki served as the UNESCO Chair expansion and spread of open education, there will be fundamentals on which we must in Applied Research in Education in Sharjah and later as the Associate Dean of the focus to guarantee success in this form of education in higher educational institutions. Foundations program at the Higher Colleges of Technology, UAE. Before coming to the Foremost among these fundamentals is the assurance of all quality dimensions including UAE, she worked at The University of Queensland (UQ) in Australia, where she educated learning and teaching efficiency, assessment, improvement of outputs, and the quality of pre-service ESL teachers and supervised Masters and Ph.D. students in language education operations. The paper discusses the future of electronic and open higher education, its research. She has worked with Education Queensland and The Learning Federation of the expansion prospects, and the foundations that ensure its success. The experience of the Curriculum Corporation, Australia on state and federal education projects such as the Arab Open University, which is currently operating in nine Arab countries, indicates that creation of digital Learning Objects for K-12 ESL students. the assurance of quality dimensions in both its program and institutional aspects is a key factor to secure the quality of the University’s outputs. ______MOHAMMAD BIN IBRAHIM AL-ZAKARI holds a Ph.D. in Computer Science: Electronic Design and Electronic Education, obtained from the USA. He held several academic and administrative positions in Saudi Higher education such as a President of the Arab Open University (2018)-Present, Rector of the Arab Open University in the Kingdom of Saudi Arabia (2018-2016), and UNESCO Chair of Quality Assurance in Higher Education (-2012 2018). He is a member of several academic committees and councils such AOU Board of Trustees and the Academic Board of a number of international educational conferences. As a result of holding these positions, he acquired experiences in quality assurance in higher education, teaching, training, and strategic planning.
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FEATURED WORKSHOPS
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Featured Workshops – Sponsored by eLearningJoe, LLC
Whichever tool you use, even if it›s just Microsoft PowerPoint, you can apply what you Session 26-MPH-PM learn during this session to your design and your authoring tool. This will be a fun and informative session! Audience members will weigh in on design techniques and suggest JOE GANCI ways in which the learning can be made even more engaging. A handout will be provided along with any notes taken during the session. eLearningJoe, LLC USA 15:00-15:30 - The Latest and Greatest Captivate Tips and
[email protected] Tricks on the Planet
Adobe Captivate is a commonly used tool, but a surprising number of its features are just a bit hidden and not well known. The layers of sophistication these features add can enable you to save a lot of time, deliver more engaging and personalized learning, and 14:00-14:30 - Before You Do Anything Else: the Must-Do List tap into resources more easily. It’s just a matter of knowing where these features are and of Questions to Ask how to use them effectively. In this session, you’ll uncover many of the lesser-known Captivate features you need to Why is so much of today’s eLearning ineffective? Why does it often seem like it doesn’t make the most of this powerful tool. Many of these features are known only to experts, improve employees’ productivity? How can we be sure we’re helping our learners? Come allowing them to do more in less time, but you’ll also explore aspects of Captivate that to this session ready to participate in a frank discussion about questions you should even experts don’t always know about. The tips you’ll explore are divided into two basic ask before beginning eLearning project design and development work. Save time by camps: power and time-savers. You will also look at tips that bridge the two camps, answering these questions at the start! giving you more power in Captivate and saving you time, too! Come to this session to join the ranks of those in the know about some of the most hidden, yet most helpful, features Joe Ganci has been involved in every step of creating eLearning for over 36 years, and he of Captivate. has answers for you. However, this isn’t a lecture! You will join your peers and bring your experience and ideas to the table, and together, pool the best ideas and practical steps. In this session, you will learn: • How to maintain your lessons now and in the future without a lot of extra work In this session, you will learn to: Evaluate the learner audience in many ways • How to extend Captivate’s capabilities beyond the commonly used feature set Determine the content and context that are crucial to the learning • Tips for taking advantage of little-known features to work faster and with fewer errors 14:30-15:00 - Building a Branching Scenario or Adventure • How to dive deeper into the capabilities of Captivate Game ______JOE GANCI is owner of eLearningJoe, a custom learning company. Since 1983 he has You know that the tool you use dictates a lot of what you can offer as part of your been involved in every aspect of multimedia and learning development. Joe holds a instructional design. However, some of the more engaging types of learning can be ComSci degree, writes books and articles about eLearning, and is widely considered an based on the old-style choose-your-own-adventure games of yore. Trying to build such a eLearning development guru. Joe consults worldwide and also teaches at conferences branching scenario in an authoring tool can be frustrating, however. Most people agree and at client sites. Joe writes tool reviews and is the recipient of several awards for his that these types of learning activities can be the most meaningful and help learners the work in eLearning, including a Lifetime Achievement Award in 1999 and an eLearning most when on the job, so why aren›t they used more? GuildMaster Award in 2013. His mission is to improve the quality of eLearning with While the concept of a branching scenario is simple, its application can seem daunting. practical approaches that work. Joe Ganci will cut through the confusion and help you to see the simple steps to take to ensure that you will be able to create your branching scenarios without breaking a sweat! Joe›s many years of experience will be at your service as he helps you to:
• Determine the first absolutely crucial step to take first! • Apply the output of the first step to your tool quickly. • Test the results for bug-free experiences. • Maintain and update the source files easily in the future
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Featured Workshops – Sponsored by Blackboard
Session 26-C1
JOEL ARMANDO
Blackboard Inc. UK [email protected]
Fundamentals of Designing Digital Courses Workshop
The Blackboard Digital Teaching and Learning Series is a program of three certified professional development courses focused on Digital Teaching and Learning. This workshop provides attendees with a deep-dive into one of the core topics of the series: Designing eLearning Courses, the fourth module of the first course. In this session, participants will experience the practical activities and collaborative exercises of the module. Creating the design for an online course may be more challenging than for face- to-face delivery because it requires a shift into the online frame of mind: every element must be specifically addressed and planned for.
At the end of the workshop participants will be able to:
• Describe the characteristics of creating effective learning content. • Begin planning a well-designed course structure in order to provide clear navigation for students. • Choose the appropriate activity types to support the content of the online course. • Identify the types of tools that can be used to create dynamic learning content. • Describe the key features of designing personalized learning pathways. • Identify the importance of mobile learning and the mobile learner for
At the end of the workshop, there will be a presentation of the more advanced topics on the design and development of digital courses that are included in Courses B and C of the Series. ______JOEL ARMANDO is the Program Manager of the Blackboard’s Professional Development Program in Digital Teaching and Learning “eTeacher”. She has 20 years of experience in Higher Education, fulfilling different roles in online and blended projects: leadership, curriculum and learning design, research, and teaching. Prior to Blackboard, Joel led the Educational Technology Department at Universidad Nacional de Córdoba (Argentina), was the Learning Innovation Manager at London Business School (UK), and an Educational Technologist at Cass Business School (UK). Joel holds a Ph.D. in Design and Innovation in Education, a PGDip in Learning Technologies, an MSc in Educational Research and a BSc in Education.
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Thursday 25th April
Workshops
25-A-Workshop 1 25-A-Workshop 2
PHIL COWCILL SARAH WHITTAKER
Phil Cowcill started his education/multimedia career in 1983 when he was hired by Sarah Whittaker is the Manager for Teaching with Technology (TWT) Professional Canadore College as an Educational Technologist. In 1984 he joined a team called Goldcoin Development at the Higher Colleges of Technology. She has over 19 years of teaching to develop Canada’s first Interactive Videodisc (IVD). He assisted in the shooting and experience with the past five years being focused solely on integrating technology in editing of the video, designing computer graphics and eventually the programming of the the classroom to enhance learner engagement and critical thinking skills. She has a discs. In 1995 he was hired as the Coordinator of the post-graduate Interactive Multimedia. Masters in Applied Linguistics from Sydney University and a Certificate in Technology- His class was the first to design an online newspaper that streamed video (1996). In that based Distributed Learning from the University of British Columbia. She is an Apple time he designed and developed over 20 CD-ROM projects. In 2011 Mr. Cowcill designed Distinguished Educator and a certified Apple Educator. In her current role at HCT, she the curriculum and delivered Canada’s first Mobile Application Development program. In designs and manages the implementation of the TWT professional development offerings 2015 worked with the Department of National Defence as a Senior eLearning Specialist. at a system-wide level for the faculty. She also has a passion for traveling and photography. You can learn more about her at www.iamherelearning.com, follow her on Twitter @ Workshop Title Designing Interactive Videos for your iamherelearning and on Instagram @iamherephotography. Blended Learning Course Workshop Title Time 10:00am - 1:00pm Integrating mLearning in your Online Workshop Objectives • Convert video from one source to an optimized version for Course Design web delivery. Time 10:00am - 1:00pm • Create popups to appear to enhance the content for the Workshop Objectives • Participants will be able to describe what makes an learner. effective mLearning experience. • Pause the video and add a quiz question. • Participants will be able to identify mobile-friendly • Insert interactive elements in a traditional video. content and tools. • Jump to different parts of a video based on leaner’s • Participants will be able to implement mLearning teaching interaction. strategies in their online course. Target Audience Teachers, Instructors, Instructional Designers, Faculty Target Audience Higher Education faculty who are required to teach a fully online course or have a component of their course online. Technology needed • Laptop Technology needed • Laptop • A copy of Adobe Captivate. The free trial version will work for this workshop.
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25-C-Workshop 3 25-D-Workshop 4
JOE GANCI GWENDOLYN WILLIS-DARPOH
Joe Ganci is President of eLearningJoe, LLC, a custom learning company located outside Dr. Gwendolyn Willis-Darpoh is a retired Senior Researcher, previously with the Washington. D.C. Since 1983 he has been involved in every aspect of multimedia and American Institutes for Research, where she was staffed on a variety of national and learning development. Joe holds a degree in Computer Science and writes books and international studies and initiatives to build organizational capacity to provide supportive articles about eLearning. He is widely considered a guru for his expertise in eLearning services to youth. She has provided training and technical assistance (TTS) to state development and technology, and he consults with clients worldwide, creating eLearning and local education agencies across the United States and she has trained teachers, modules and templates, often training personnel in their use and then making himself administrators and community service providers in the creation of safe and supportive available to assist if necessary. Of course, Joe and his team also create eLearning from learning environments. As a former special education teacher and university professor, start to finish, performing the proper analyses, design needs, the development of the she has devoted her career to improving educational outcomes for students, particularly learning and its implementation. Joe evaluates eLearning results, both for his own work those that are in high-poverty, low-performing schools. Dr. Willis-Darpoh has significant and the work of others for his clients. Joe is also a frequent teacher and presenter expertise in designing and delivering teacher professional development across academic at industry conferences and at client sites, especially on the subject of eLearning disciplines. She has more than 40 years of experience and has presented/trained development tools. His tool reviews appear each month in Learning Solutions Magazine nationally and internationally. Dr. Willis-Darpoh is a two-time Fulbright scholar (Nigeria (http://learningsolutionsmag.com/authors/4/joe-ganci). 1988; Germany 1997) and a former member of the Fulbright Association’s National Board of Directors. In addition, she previously served on the International Higher Education Workshop Title Teaching and Learning Association (HETL) Board of Directors and is a co-founder and past Using Camtasia in Your Blended Learning president of the International Association for Blended Learning (IABL). Courses Time 10:00am - 1:00pm Workshop Title Using Blended Learning to Level the Workshop Objectives • Create interactive videos for learning using Camtasia. Educational Playing Field • Apply effects and transitions. Time 10:00am - 1:00pm • Apply little-known features. Workshop Objectives • Define blended learning. Target Audience eLearning designers and developers • List the characteristics and benefits of 7 blended learning Technology needed • Laptop models. • Each participant will need Camtasia trial or licensed • Discuss the benefits of blended learning, particularly for version installed on their laptop. vulnerable populations. • Explain the changing role of the teacher and student in blended learning. • Identify challenges of blended learning implementation. • Discuss how to adapt existing content using the SAMR model. • Understand the importance of the human connection when infusing blended learning solutions. Target Audience K-12 Educators and Higher Education Faculty and Administrators
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25-A-Workshop 5 25-B-Workshop 6
PHIL COWCILL HELMI NORMAN
Phil Cowcill started his education/multimedia career in 1983 when he was hired by Dr. Helmi Norman is currently the Assistant Dean of Teaching at the Faculty of Education, Canadore College as an Educational Technologist. In 1984 he joined a team called Goldcoin Universiti Kebangsaan Malaysia (National University of Malaysia or UKM) and an Associate to develop Canada’s first Interactive Videodisc (IVD). He assisted in the shooting and Fellow of the Center for Teaching and Learning Technologies at UKM. His research interests editing of the video, designing computer graphics and eventually the programming of the are in the digital innovation in education. He is currently a member-at-large on the board discs. In 1995 he was hired as the Coordinator of the post-graduate Interactive Multimedia. of directors of the International Association for Blended Learning. Previously, he was His class was the first to design an online newspaper that streamed video (1996). In that appointed as a visiting scholar at the Swartz Center for Computational Neuroscience, time he designed and developed over 20 CD-ROM projects. In 2011 Mr. Cowcill designed University of California San Diego, USA and has been awarded a visiting post-doctoral the curriculum and delivered Canada’s first Mobile Application Development program. In fellowship by Erasmus Mundus at the Faculty of Science and Technology, Bournemouth 2015 worked with the Department of National Defence as a Senior eLearning Specialist. University (BU), United Kingdom. During his PhD, he was awarded the Global Student Mobility Partnership Program for a research attachment in the e-Learning Lab, Center for Workshop Title Driven Innovation, Learning and Design (eLL), Aalborg University. Dr. Norman is currently Designing Interactive Videos for your involved in cross-continental projects such as the Australia’s Innovation Research Blended Learning Course University (IRU) - Malaysia Research University Network (MRUN) on learning spaces as Time 2:00pm-5:00pm well as national research projects such as the Massive Open Online Course for Malaysian public universities. He is also a certified Apple Learning Professional Specialist where he Workshop Objectives • Convert video from one source to an optimized version for is involved in national projects for primary, secondary, and higher education in promoting web delivery. 1:1 pedagogical and learning approaches using the Apple ecosystem. Dr Norman also • Create popups to appear to enhance the content for the promotes drone-based learning via the “dronagogy” learning approach. learner. • Pause the video and add a quiz question. Workshop Title • Insert interactive elements in a traditional video. MOOC-ifying the Learning Experience • Jump to different parts of a video based on leaner’s Time 2:00pm - 5:00pm interaction. Workshop Objectives • Designing and developing learning materials and tasks in Target Audience Teachers, Instructors, Instructional Designers, Faculty MOOCs. • Setting up MOOCs user interface, learning experience and Technology needed • Laptop gamification feature in MOOCs . • A copy of Adobe Captivate. The free trial version will • Analyzing learning analytics and online certification in work for this workshop. MOOCs. Target Audience Educators and practitioners Technology needed • Laptop
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25-C-Workshop 7 25-D-Workshop 8
JOE GANCI JONATHAN HUGHES
Joe Ganci is President of eLearningJoe, LLC, a custom learning company located outside Jon Hughes is an experienced international school educator. He currently works at the Washington. D.C. Since 1983 he has been involved in every aspect of multimedia and Victoria International School of Sharjah, where he is the Head of Primary Music. He learning development. Joe holds a degree in Computer Science and writes books and holds a Bachelor of Education (Primary) and a Masters of Music Technology majoring in articles about eLearning. He is widely considered a guru for his expertise in eLearning technology integration in the classroom environment across all year levels and curriculum development and technology, and he consults with clients worldwide, creating eLearning areas. Jon is an Apple Professional Learning Specialist and has extensive knowledge and modules and templates, often training personnel in their use and then making himself experience utilizing all of the common core Apple Apps. He is able to facilitate, coach available to assist if necessary. Of course, Joe and his team also create eLearning from and mentor teachers using Apple products in their classroom environment to transform start to finish, performing the proper analyses, design needs, the development of the their teaching and learning to improve student outcomes. learning and its implementation. Joe evaluates eLearning results, both for his own work and the work of others for his clients. Joe is also a frequent teacher and presenter Workshop Title at industry conferences and at client sites, especially on the subject of eLearning Integrating Mlearning in your Online Course development tools. His tool reviews appear each month in Learning Solutions Magazine Design with the Support of Apple Products (http://learningsolutionsmag.com/authors/4/joe-ganci). Time 2:00pm - 5:00pm Workshop Objectives • Participants will be able to understand how Apple Workshop Title Captivate 2019 – Creating Virtual Reality products can be used to create digital, online resources and Interactive Video! and courses • Participants will be able to identify mobile-friendly Time 2:00pm-5:00pm content and tools such as iTunesU Workshop Objectives • Create Virtual Reality navigation and interactivity • Participants will be able to implement mLearning teaching • Insert interactions into your videos wherever you need strategies in their online course with the support of Apple • Insert bookmarking and remediation into your videos Products Target Audience eLearning designers and developers Target Audience Higher Education faculty or teachers/practitioners who are required to teach a fully online course or have a component of Technology needed • Mobile phone their course online. • Laptop Technology needed •iPad, laptop • Each participant will need Captivate 2019 trial or licensed version installed on their laptop.
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PANEL DISCUSSIONS
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MOHAMED ALLY Session 26-MPH-AM 11:00-13:00 Panel Moderator Athabasca University Canada The International Association for Blended Learning or IABL, is a global platform and the forefront organization in blended learning. In driving the field forward, we aspire vision [email protected] 2025 for blended learning. This policy forum session will discuss the role of the IABL and blended learning on the global scenario, in which key experts from each continent share their expertise and experiences in terms of future policies, practices in moving towards vision 2025. This session produces a resolution paper that serves as foundation and Mohamed Ally is Professor in the Centre for Distance Education and Researcher in the reference point to educators, practitioners, researchers, governments at local, regional, Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University. He continental and global levels in the field of blended learning. is a Certified Training and Development Professional by the Institute for Performance and Learning. He obtained his B.Sc. from York University in Toronto, Canada; M.A. from Concordia University in Montreal, Canada; and Ph.D. from University of Alberta, Canada. Dr. Ally was President of the International Federation of Training and Development Organizations (IFTDO) and is one of the Founding Directors of the International Association of Mobile Learning (IamLearn). He was also on the board of the Institute for Performance and Learning (formerly the Canadian Society for Training and Development). He recently edited 14 books on the use of emerging technologies in education and training. His book “Mobile Learning: Transforming the Delivery of Education and Training” won the Charles A. Wedemeyer Award for significant contribution to distance education.
HELMI NORMAN Panel Moderator
Universiti Kebangsaan Malaysia
Helmi Norman is currently the Assistant Dean of Teaching and Citra and a Senior Lecturer/ Assistant Professor at the Faculty of Education, Universiti Kebangsaan, Malaysia. Dr Norman is currently a Member-at-Large and Director on the Board of Directors of the International Association for Blended Learning. He is a certified Apple Professional Learning Specialist where he is involved in national projects for primary, secondary, and higher education in promoting 1:1 pedagogical and learning approaches using the Apple ecosystem and is a certified Professional Technologist of the Malaysian Board of Technologists.
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NORAZAH NORDIN ELZBIETA GAJEK Universiti Kebangsaan Malaysia University of Warsaw Malaysia Poland [email protected] [email protected]
Dato’ Dr. Norazah Nordin is currently the Dean of the Faculty of Education, Universiti Elżbieta Gajek is an electronic engineer with a PhD and Habilitation in Linguistics. She Kebangsaan Malaysi and professor in ICT in Education. Her research areas include MOOCs, is an Assistant Professor at the Institute of Applied Linguistics, University of Warsaw Mobile Learning, Integrating ICT in Education and Lifelong Learning, and Instructional holding the positions of Head of Department of Methodology of Teaching English and Design in Online Learning. At the national level, she is a committee member of the Critical Head of the Centre for New Media in Applied Linguistics; She specializes in computer- Agenda Project (CAP)(E-Learning), Ministry of Education, Malaysia and also a member of assisted language learning, computer-enhanced language teaching, and the use of digital the Council of Malaysian Public Higher Education Institutions e-Learning Coordinators. media in learning. She is an author and co-author of over 120 publications: books, book She is the co-editor of a book, entitled Mobile-Learning: Malaysian Initiatives & Research chapters, and journal articles on CALL and MALL, on teacher training for media, and ICT- Findings, which was published by the Ministry of Education. She is also an active member based instruction published worldwide. of Asia-Europe Meeting (ASEM) Lifelong Learning Hub-ICT Culture.
HEND MERZA AGNIESZKA (AGA) PALALAS
Arab Open University Athabasca University Saudi Arabia Canada
[email protected] [email protected]
Hend Merza is an Associate Professor currently working as a teacher and Quality Assurance Agnieszka (Aga) Palalas, IABL President, is Assistant Professor at Athabasca University, and Accreditation Manager at the Arab Open University, Kingdom of Saudi Arabia. She Canada. Dr Palalas is an internationally recognized expert with more than 25 years of joined The International Association of Blended Learning in 2015 and was nominated as experience in adult learning, e-learning, instructional design, software development, Vice President in 2016. Dr Hend holds a doctorate degree in Educational Administration innovative technologies, and language learning. Over the last two decades, she has taught (2004) and has 39 years of experience in public and higher education in Saudi Arabia. Her at and collaborated with a variety of educational institutions from K-12 to postgraduate fields of interest are quality assurance, training, and blended learning. levels and in corporate training environments (face-to-face, online, and blended). She has worked globally teaching, researching, and designing instruction in the field of adult education and educational technologies, e-learning, as well as blended and mobile learning solutions.
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GWENDOLYN WILLIS-DARPOH PHIL COWCILL
American Institutes for Research (retired) )Department of National Defence (DND USA Canada
[email protected] [email protected]
Gwendolyn Willis-Darpoh, Ph.D., is a retired Senior Researcher with the American Phil Cowcill is a currently a Senior e-Learning Specialist at Department of National Institutes for Research. She is an educational consultant (K-16) and an expert in the Defence (DND), Canada. He was hired in 1983 as an educational technologist by Canadore field educational communications and technology, as well as in cultural and linguistic College. He started developing interactive multimedia products in 1984 when he was competence (CLC). Dr. Willis-Darpoh also has significant expertise in teacher training/ hired to be part of a team that developed Canada’s first Level III Interactive Videodisc. culturally responsive teaching, diversity, disproportionality and disparities and is a He contributed as the videographer, graphic designer, programmer and instructional certified blended learning developer. An educator with more than 35 years of experience, designer. He has been developing “elearning” ever since. In 1995, he was hired to develop she has presented nationally and internationally on blended learning and conducted and Coordinate the Interactive Multimedia post-graduate program. It was in this program research for multinational organizations. Dr. Willis-Darpoh is a two-time Fulbright scholar that the class produced the first online newspaper with streaming video in 1996. In 2011, (Nigeria 1988; Germany 1997) and was a member of the Fulbright Association’s National he developed and taught the first dedicated Mobile Application Development program in Board of Directors. In addition, she served on the Research and Innovation Advisory Board North America. This one-year program teaches non-computer science students how to of the International Higher Education Teaching and Learning Association (HETL) and is develop interactive and engaging mobile apps for Android and iOS platforms. He was also the Past President and Founding Director of the International Association for Blended previously on the team that developed Canada’s first Interactive Videodisc (IVD). He still Learning. Gwendolyn earned a doctorate from the University of Pittsburgh, a M.Ed. from works at home on numerous e-learning projects and commercial mobile applications. He the American University, and a B.S. from Virginia State University. is a published author and wrote a book for Thomson on database driven websites. The book was part of the Web Warrior Series. Mr. Cowcill also travels internationally to speak and host workshops at educational and training conferences.
JOE GANCI
)eLearningJoe (LLC USA
Joe Ganci is President of eLearningJoe, LLC, a custom learning company located outside Washington. D.C. Since 1983 he has been involved in every aspect of multimedia and learning development. Joe holds a degree in Computer Science, and writes books and articles about eLearning. He is widely considered a guru for his expertise in eLearning development and technology, and he consults with clients worldwide. Joe is also a frequent teacher and presenter at industry conferences and at client sites, especially on the subject of eLearning development tools. His tool reviews appear each month in Learning Solutions Magazine and he is the recipient of several awards and many letters of recommendation for his work in eLearning, including a Lifetime Achievement Award way back in 1999 and the second ever eLearning GuildMaster Award in 2013. His mission is to improve the quality of eLearning with practical approaches that work. He loves to help others achieve their goals.
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CHRISTINA GITSAKI Session 27-MPH-PM 14:00 – 15:30 Panel Moderator Zayed University Blended Language Learning (BLL), a subfield of Blended Learning (BL), has emerged as a UAE key approach of practice and research in language learning around the world (Grgurović, 2011; Shelley, Murphy, & White, 2013; Viberg & Berg, 2018; Palalas, 2018). BLL was [email protected] originally defined as “any combination of face-to-face teaching with computer technology (online and offline activities/materials)” (Tomlinson & Whittaker, 2013, p. 12). According to the International Association of Blended Learning (IABL, 2015), blended learning is “an Christina Gitsaki is a Professor and the Research Coordinator at the Center for Educational educational approach, which integrates face-to-face classroom practices with online and Innovation, Zayed University, UAE. In the past, Dr Gitsaki served as the UNESCO Chair mobile delivery methods.” M-learning has undeniably become an increasingly common in Applied Research in Education in Sharjah and later as the Associate Dean of the component of the blended learning ecosystem. Blended learning literature also refers to Foundations program at the Higher Colleges of Technology, UAE. Before coming to the blending various pedagogical approaches (Hwa, Weei & Len, 2012; Nissen & Tea, 2012). As UAE, she worked at The University of Queensland (UQ) in Australia, where she educated BLL advances, new technological and pedagogical approaches have been developed and pre-service ESL teachers and supervised Masters and Ph.D. students in language education tested. In this panel, BLL experts from diverse international contexts, present innovative research. She has worked with Education Queensland and The Learning Federation of the BLL solutions applied in their educational settings. Opportunities and challenges of these Curriculum Corporation, Australia on state and federal education projects such as the BLL approaches are discussed. creation of digital Learning Objects for K-12 ESL students. References Grgurović, M. (2011). Blended Learning in an ESL class: A case study. CALICO Journal, 29(1), 100-117. AGNIESZKA PALALAS Hwa, S. P., Weei, P. S., & Len, L. H. (2012) The effects of blended learning approach Panel Moderator through an interactive multimedia e-book on students’ achievement in learning Chinese as a second language at tertiary level. IJCALLT, 2(1), 35-50. Athabasca University Nissen, E., & Tea, E. (2012). Going blended: New challenges for second generation L2 Canada tutors. Computer Assisted Language Learning, 25(2), 145-163. Palalas, A. (2019). Blended language learning: International perspectives on innovative [email protected] practice. China Central Radio & TV University Press. China: Beijing. Shelley, M., Murphy, L., & White, C. J. (2013). Language teacher development in a narrative frame: The transition from classroom to distance and blended settings. System, Agnieszka (Aga) Palalas, IABL President, is Assistant Professor at Athabasca University, (41), 560-574. Canada. Dr Palalas is an internationally recognized expert with more than 25 years of experience in adult learning, e-learning, instructional design, software development, Tomlinson, B., & Whittaker, C. (Eds.) (2013). Blended Learning in English Language innovative technologies, and language learning. Over the last two decades, she has taught Teaching: Course Design and Implementation. British Council. at and collaborated with a variety of educational institutions from K-12 to postgraduate levels and in corporate training environments (face-to-face, online, and blended). She has worked globally teaching, researching, and designing instruction in the field of adult education and educational technologies, e-learning, as well as blended and mobile learning solutions.
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ELZBIETA GAJEK HISHAM ALSAGHBINI
University of Warsaw University of Cambridge – Cambridge Assessment Poland United Kingdom
[email protected] [email protected]
Elżbieta Gajek is an electronic engineer with a PhD and Habilitation in Linguistics. She Hisham Alsaghbini is the Senior Regional Recognition Manager for Central, Cambridge is an Assistant Professor at the Institute of Applied Linguistics, University of Warsaw Assessment English. Prof. AlSaghbini comes with more than 15 years of international holding the positions of Head of Department of Methodology of Teaching English and experience. He started his career as an academic researcher and lecturer at a number of Head of the Centre for New Media in Applied Linguistics; She specializes in computer- universities in London. Hisham developed and built more than twenty different programmes assisted language learning, computer-enhanced language teaching, and the use of digital for people with special needs including a comprehensive inclusive employment guide for media in learning. She is an author and co-author of over 120 publications: books, book the government authorities in Dubai. Hisham holds a Bachelor in Business, a Masters in chapters, and journal articles on CALL and MALL, on teacher training for media, and ICT- Strategy in Education and his doctorate was on Inclusiveness in Education and bridging based instruction published worldwide. the (under)achievement gap in Higher Education in the UK.
ELENA BARCENA
UNED SARAH WHITTAKER Spain Higher Colleges of Technology [email protected] UAE
Elena Bárcena is a full professor in English Language and Linguistics at UNED, the Spanish national distance and blended learning university, where she has been the Director of the Posgraduate Program in ICT for Language Learning and Processing and the Director Sarah Whittaker is the Manager for Teaching with Technology (TWT) at the Higher of the first language MOOC in Spain. She has been the director of the ATLAS (http:// Colleges of Technology. She has over 19 years of teaching experience with the past five atlas.uned.es) research group since 1997, working on technological and methodological years being focused solely on integrating technology in the classroom to enhance learner innovation in Applied Linguistics, particularly in relation to specialized linguistic domains engagement and critical thinking skills. She has a Masters in Applied Linguistics from the in a blended learning context. She is currently working on the boundaries between formal University of Sydney and a Certificate in Technology-Based Distributed Learning from the and non-formal learning, MALL, LMOOCs and MALMOOC. University of British Columbia. She is an Apple Distinguished Educator and a certified Apple Educator. In her current role at HCT, she designs and manages the implementation of the TWT professional development offerings for faculty. YASUSHIGE ISHIKAWA
Kyoto University of Foreign Studies Japan
Yasushige Ishikawa, Ph.D. is Professor of English Education at Kyoto University of Foreign Studies, Japan. His research interests include CALL (Computer-Assisted Language Learning), MALL (Mobile-Assisted Language Learning) and corpus linguistics. He has designed and implemented innovative methodologies for CALL/MALL blended learning approaches to language teaching in EFL (English as a Foreign Language) courses.
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LIST OF PRESENTERS
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Name Affiliation Email Session Name Affiliation Email Session AbdulQuddus Higher Colleges of 27-A3 [email protected] 27-C3 Elena Barcena UNED, Spain [email protected] Mohammed Technology, UAE 27-MPH 26-MPH-Plenary 1 26-MPH-AM 26-D5 Elzbieta Gajek University of Warsaw, Poland [email protected] 27-A2 Agnieszka Palalas Athabasca University, Canada [email protected] 26-MPH-AM 27-MPH 27-MPH Eastern Mediterranean Erkan Arkin [email protected] 27-D4 Ahmed Shuhaiber Zayed University, UAE [email protected] 26-A6 University, Turkey Ali Alshammari University of Tabuk, KSA [email protected] 27-A4 Fatin Nabilah Abdul National University of [email protected] 27-D6 Wahid Malaysia, Malaysia American University of Alison Koushki [email protected] 27-C7 Kuwait, Kuwait Gerald Elvey Zayed University, UAE [email protected] 26-B6 Higher Colleges of Higher Colleges of Andrew Johnston [email protected] 26-A5 Gomathy Krishnan [email protected] 27-B3 Technology, UAE Technology, UAE Angela Julia Universiti Kebangsaan Guy Meredith Zayed University, UAE [email protected] 26-A2 [email protected] 27-A5 Frankie Malaysia, Malaysia Gwendolyn Willis- American Institutes for 25-D-4 [email protected] Anna Krassa eLearning Consultant, Greece [email protected] 26-D2 Darpoh Research (retired), USA 26-MPH-AM Higher Colleges of Universiti Kebangsaan Azzeddine Ferrah [email protected] 27-C5 Hafiz Zaini [email protected] 27-D7 Technology, UAE Malaysia, Malaysia Barbara Harold Zayed University, UAE [email protected] 27-B6 Hanan Hasan Qasid Institute, Jordan [email protected] 26-C6 Beatriz Sedano UNED, Spain [email protected] 27-A3 Hany Ramzy Banha University, Egypt [email protected] 26-B4 Bonnie Marlow Athabasca University, Canada [email protected] 27-D5 prof.dr.hassanmoustafa@ Hassan Mustafa Banha University, Egypt 26-B4 gmail.com Higher Colleges of Carmen Medina [email protected] 26-D4 Technology, UAE Hassen Aniff Ismael Qasid Institute, Jordan [email protected] 26-C6 Rumzan 26-MPH-Plenary 1 Christina Gitsaki Zayed University, UAE [email protected] 26-D3 Hatice Sofu Adana University, Turkey [email protected] 26-A3 27-MPH 25-B-6 Hellenic Ministry of 26-B2 Chrysoula Lazou [email protected] 26-D2 Universiti Kebangsaan Education, Greece Helmi Norman [email protected] 26-MPH-AM Malaysia, Malaysia 27-A5 Claudia Patricia Universidad de La Sabana, Claudiap.alvarez@ 26-B1 27-D6 Alvarez Ayure Colombia unisabana.edu.co Arab Open University, Saudi 26-MPH-AM Higher Colleges of Hend Merza [email protected] Diana Johnston [email protected] 26-A5 Arabia 27-A1 Technology, UAE
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Name Affiliation Email Session Name Affiliation Email Session University of Cambridge Public Authority for Applied AlSaghbini.H@ 27-B2 Hisham AlSaghbini – Cambridge Assessment, Maha Alghasab Education and Training PAAET, [email protected] 26-B1 Cambridgeenglish.org 27-MPH United Kingdom Kuwait Aristotle University of Manishankar Higher Colleges of Ioannis Mavropoulos [email protected] 27-C6 [email protected] 26-B3 Thessaloniki, Greece Chakraborty Technology, UAE Higher Colleges of Hellenic Ministry of mpsychogiou1@athabasca. Jennifer Dela Torre [email protected] 26-B5 Maria Psychogiou 26-D2 Technology, UAE Education, Greece edu Jenny Eppard Zayed University, UAE [email protected] 27-B4 Universiti Kebangsaan Melor Md Yunus [email protected] 26-B2 Malaysia, Malaysia joel.armando@blackboard. Joel Armando Blackboard Inc., UK 26-C1 com Center for Distance 26-MPH-Plenary 1 Mohamed Ally Education, Athabasca [email protected] Victoria International School 26-MPH-AM Jonathan Hughes [email protected] 25-D-8 University, Canada of Sharjah, UAE Mohammad bin President of Arab Open 25-C-3 [email protected] 27-MPH-Plenary 2 Ibrahim Al-Zakari University 25-C-7 Joe Ganci eLearningJoe, LLC, USA [email protected] 26-MPH-AM Mohammad M. VLE Works, Finland [email protected] 27-D1 26-MPH-PM Etedali 27-A7 Higher Colleges of Mohammed Saleh [email protected] 27-C5 Judith Mavodza Zayed University, UAE [email protected] 27-A6 Technology, UAE Instructional Design Muhammad Safdar Safdarbhatti2001@gmail. Kawar Deep Singh [email protected] 27-C2 AIOU, Pakistan 27-D3 Consultant, India Bhatti com Kennedy Prince Higher Colleges of Nazlı Aggun Gaziantep University, Turkey [email protected] 26-A3 [email protected] 27-D2 Modugu Technology, UAE Nicholas Yates Zayed University, UAE [email protected] 27-B6 Khairol Azwar Universiti Kebangsaan [email protected] 27-D6 Universiti Kebangsaan Mazin Malaysia, Malaysia Norazah Nordin [email protected] 26-MPH-AM Malaysia, Malaysia Khwaja Mansoor Ali Higher Colleges of [email protected] 26-B3 Norine Wark Athabasca University, Canada [email protected] 26-D5 Khan Technology, UAE Higher Colleges of Kingsley Chiwuike Olga Samsonova [email protected] 27-B7 University of Benin, Nigeria [email protected] 27-D2 Technology, UAE Ukaoha Higher Colleges of Higher Colleges of 26-D4 Olga Spuskanyuk [email protected] 26-C5 Lana Hiasat [email protected] Technology, UAE Technology, UAE 27-B1 Park Beede Zayed University, UAE [email protected] 27-C4 Lilian Li Zayed University, UAE [email protected] 26-B7
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Name Affiliation Email Session Name Affiliation Email Session Peter Davidson Zayed University, UAE [email protected] 27-B4 Tamika Gordon Zayed University, UAE [email protected] 26-D1 25-A-1 Timothy Nicoll Zayed University, UAE [email protected] 26-C7 Department of National Phil Cowcill [email protected] 25-A-5 Defence (DND), Canada Timothy Read UNED, Spain [email protected] 27-A3 26-MPH-AM Aristotle University of George Brown College, Vicky Karanika [email protected] 26-D3 Przemyslaw Pawluk [email protected] 26-D5 Thessaloniki, Greece Canada Higher Colleges of Rafia Mukhtar SAQE, Pakistan [email protected] 27-D3 Wahida Dastakeer [email protected] 27-B3 Technology, UAE Rana Khan Algonquin College, Kuwait [email protected] 27-C1 Higher Colleges of Yasir Javed [email protected] 27-B5 Malaysia Ministry of rashidah.rahamat@gmail. Technology, UAE Rashidah Rahamat 26-D7 Education, Malaysia com Kyoto University of Foreign 26-A4 Yasushige Ishikawa [email protected] Rita Zuba Studies, Japan 27-MPH Athabasca University, Canada [email protected] 26-D6 Prokopetz Universiti Kebangsaan Rohani Aziz [email protected] 27-D6 Malaysia, Malaysia Higher Colleges of Samer Aoudi [email protected] 26-A1 Technology, UAE Sarah Hopkyns Zayed University, UAE [email protected] 26-C7 Higher Colleges of 25-B-2 Sarah Whittaker [email protected] Technology, UAE 27-MPH Shamini Ramanujan Athabasca University, Canada [email protected] 26-A7 Shokha Yusef Zayed University, UAE [email protected] 26-D1 Shumaila Mazhar SAQE, Pakistan [email protected] 27-D3 Higher Colleges of Silishi Noushad [email protected] 27-C3 Technology, UAE Sofia Aristotle University of [email protected] 26-D3 Nikolakopoulou Thessaloniki, Greece Stavroula Aristotle University of [email protected] 26-D3 Kalpakidou Thessaloniki, Greece Szarmilaa Dewie Universiti Kebangsaan [email protected] 26-B2 Krishnan Malaysia, Malaysia
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CONFERENCE PROGRAM
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CONFERENCE PROGRAM FRIDAY 26 APRIL, 2019 FRIDAY 26 APRIL, 2019 FOYER - 2ND FLOOR CONVENTION CENTER THURSDAY 25 APRIL, 2019 FOYER - 2ND FLOOR CONVENTION CENTER 8:30 - Registration Desk Opens FOYER - 2ND FLOOR CONVENTION CENTER 8:30 - Registration Desk Opens 8:30-9:30 9:00 - Registration Desk Opens Coffee and Refreshments 8:30-9:30 Coffee and Refreshments 9:00-10:00 Coffee and Refreshments
PRE-CONFERENCE WORKSHOPS (BY REGISTRATION ONLY) MULTIPURPOSE HALL - MPH MULTIPURPOSE HALL - MPH MORNING WORKSHOPS - 2ND FLOOR CONVENTION CENTER 9:30-10:00 OPENING CEREMONY 9:30-10:00 OPENING CEREMONY ROOM A 10:00-10:50 PLENARY 1 10:00-13:00 WORKSHOP 1 10:00-10:50 ReadyPLENARY for the 1 Future of Blended Learning? Designing Interactive Videos for your Blended Learning Course AgnieszkaReady for (Aga) the Palalas, Future of Mohamed Blended Learning? Ally & Christina Gitsaki Phil Cowcill Agnieszka (Aga) Palalas, Mohamed Ally & Christina Gitsaki ROOM B 11:00-13:00 PANEL DISCUSSION 11:00-13:00 PolicyPANEL Forum: DISCUSSION Vision 2025 for Blended Learning by the International Association for WORKSHOP 2 10:00-13:00 BlendedPolicy Learning Forum: Vision 2025 for Blended Learning by the International Association for Integrating mLearning in your Online Course Design Blended Learning Sarah Whittaker Mohamed Ally & Helmi Norman (Chairs) ElzbietaMohamed Gajek Ally & Helmi Norman (Chairs) ROOM C HendElzbieta Merza Gajek 10:00-13:00 WORKSHOP 3 NorazahHend NordinMerza Using Camtasia in Your Blended Learning Courses AgnieszkaNorazah (Aga) Nordin Palalas Joe Ganci GwendolynAgnieszka Willis (Aga)-Darpoh Palalas ROOM D JoeGwendolyn Ganci Willis-Darpoh Joe Ganci WORKSHOP 4 Phil Cowcill 10:00-13:00 Phil Cowcill Using Blended Learning to Level the Educational Playing Field Hassan Selim Hassan Selim Gwen Darpoh 13:00-14:00 LUNCH BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER 14:00-15:30 FEATURED WORKSHOPS – Sponsored by eLearningJoe, LLC 14:00-15:30 14:00FEATURED-14:30 -W TheORKSHOPS Latest –and Sponsored Greatest by Captivate eLearningJoe, Tips and LLC Tricks on the Planet ND AFTERNOON WORKSHOPS - 2 FLOOR CONVENTION CENTER 14:3014-:0015:00-14 :30- Building - The Latest a Branching and Greatest Scenario Captivate or Adventure Tips and Game Tricks on the Planet ROOM A 15:0014-:3015:30-15 :00- Before - Building You Do a Branching Anything Else:Scenario The orMust Adventure-Do List ofGame Questions to Ask Joe1 Ganci5:00- 15:30 - Before You Do Anything Else: The Must-Do List of Questions to Ask 14:00-17:00 WORKSHOP 5 Designing Interactive Videos for your Blended Learning Course Joe Ganci 15:30-16:30 INTERNATIONAL ASSOCIATION FOR BLENDED LEARNING (IABL) – ANNUAL GENERAL MEETING (AGM) Phil Cowcill 15:30-16:30 INTERNATIONAL ASSOCIATION FOR BLENDED LEARNING (IABL) – ANNUAL GENERAL MEETING (AGM) ROOM B 14:00-17:00 WORKSHOP 6 MOOC-ifying the Learning Experience Helmi Norman ROOM C 14:00-17:00 WORKSHOP 7 Captivate 2019 – Creating Virtual Reality and Interactive Video! Joe Ganci ROOM D 14:00-17:00 WORKSHOP 8 Integrating mLearning in your Online Course Design with the support of Apple Products Jonathan Hughes
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FRIDAY 26 APRIL, 2019 FRIDAY 26 APRIL, 2019
ROOM A – 2ND FLOOR CONVENTION CENTER ROOM B – 2ND FLOOR CONVENTION CENTER 11:00-11:30 SESSION 26-A1 11:00-11:30 SESSION 26-B1 Exploring Educational Innovation Using a Concerns Based Model: A Factor Analysis Promoting Intercultural Competences: Telecollaborative Conversations Between Kuwaiti Samer Aoudi and Colombian EFL University Students Maha Alghasab & Claudia Patricia Alvarez Ayure 11:30-12:00 SESSION 26-A2 11:30-12:00 SESSION 26-B2 Computer-Mediated Dialogic Interaction between EAP Students and their Tutor for The Effectiveness of Online Learning in Enhancing Malaysian English Language Teachers’ Collaborative Writing Language Proficiency Guy Meredith Szarmilaa Dewie Krishnan, Helmi Norman & Melor Md Yunus
12:00-12:30 SESSION 26-A3 12:00-12:30 SESSION 26-B3 Tailoring Blended Instruction to Underachieving Language Learners to Enhance their Experience and Perspectives on Blackboard Learn as a LMS Tool in a Blended Learning Productive Language Environment Nazlı Aggun & Hatice Sofu Manishankar Chakraborty & Khwaja Mansoor Ali Khan
12:30-13:00 SESSION 26-A4 12:30-13:00 SESSION 26-B4 MALO: A Web-Based Application for Out-of-class Collaborative Learning in a Flipped A Study of Comparative Feedback/Assessment Analogical Models Applied in Blended Learning Course Learning versus Computer-Aided Learning (Neural Networks' Approach) Yasushige Ishikawa Hassan Mustafa & Hany Ramzy
ND 13:00-14:00 LUNCH BREAK @ THE FOYER – 2 FLOOR CONVENTION CENTER 13:00-14:00 LUNCH BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER 14:00-14:30 SESSION 26-A5 14:00-14:30 SESSION 26-B5 Blended Learning Through Audience Response Systems The Use of an Intelligent Tutoring System in an Inverted Classroom Diana Johnston & Andrew Johnston Jennifer Dela Torre
14:30-15:00 SESSION 26-A6 14:30-15:00 SESSION 26-B6 Students’ Perceptions of Online classes in Higher Education institutions: An Empirical The Virtual Bridge Program: Blending English Language Instruction Study in UAE Peter Davidson & Jenny Eppard Ahmed Shuhaiber 15:00-15:30 SESSION 26-B7 15:00-15:30 SESSION 26-A7 Re-designing an Information Literacy Program: From Embedded to Blended The Quality of Human Presence in Blended Learning – A Prototype Report Shamini Ramanujan Lilian Li
15:30-16:30 IABL AGM @ MPH 15:30-16:30 IABL AGM @ MPH
19:30-22:00 CONFERENCE GALA DINNER @ SOFITEL DOWNTOWN DUBAI 19:30-22:00 CONFERENCE GALA DINNER @ SOFITEL DOWNTOWN DUBAI
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FRIDAY 26 APRIL, 2019 FRIDAY 26 APRIL, 2019
ROOM C – 2ND FLOOR CONVENTION CENTER ROOM D – 2ND FLOOR CONVENTION CENTER SESSION 26-C1 11:00-11:30 SESSION 26-D1 11:00-13:00 Featured Workshop – Sponsored by Blackboard Blending the Learning Experience to Revive ‘a literature reading culture’ Fundamentals of Designing Digital Courses Ioannis Mavropoulos Joel Armando 11:30-12:00 SESSION 26-D2 – VIRTUAL PRESENTATION 13:00-14:00 LUNCH BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER BL Using Mobile Devices for Inclusive Educational Practices: Facilitator Perspective Chrysoula Lazou, Maria Psychogiou & Anna Krassa 14:00-14:30 SESSION 26-C5 st Technology, Instruction and the 21 Century Student: Best Practices in the EFL 12:00-12:30 SESSION 26-D3 Classroom Gamification in CLIL: Extending the Learning Beyond the Classroom Olga Spuskanyuk Stavroula Kalpakidou, Vicky Karanika, Sofia Nikolakopoulou & Christina Gitsaki 14:30-15:00 ESSION S 26-C6 12:30-13:00 SESSION 26-D4 Best Practices for Flipped Classroom in Language Learning Participant Engagement in BLELT: A Platform for Professional Development Hassen Aniff Ismael Rumzan & Hanan Hasan Carmen Medina & Lana Hiasat
ESSION 15:00-15:30 S 26-C7 ND App Smashing for Essay Writing 13:00-14:00 LUNCH BREAK @ THE FOYER – 2 FLOOR CONVENTION CENTER Sarah Hopkyns & Timothy Nicoll 14:00-14:30 SESSION 26-D5 Literacy Uplift: Self-regulation Elements in the Adult Literacy Blended Learning Solution 15:30-16:30 IABL AGM @ MPH Przemyslaw Pawluk, Norine Wark & Agnieszka Palalas
14:30-15:00 SESSION 26-D6 – VIRTUAL PRESENTATION 19:30-22:00 CONFERENCE GALA DINNER @ SOFITEL DOWNTOWN DUBAI Electronic Portfolio: Enhancing Blended Learning Experiences in a Community of Language Learners Rita Zuba Prokopetz
15:00-15:30 SESSION 26-D7 Enhancing the Learning Space for Adult Learners via QR Codes Rashidah Rahamat
15:30-16:30 IABL AGM @ MPH
19:30-22:00 CONFERENCE GALA DINNER @ SOFITEL DOWNTOWN DUBAI
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SATURDAY 27 APRIL, 2019 SATURDAY 27 APRIL, 2019
ROOM A – 2ND FLOOR CONVENTION CENTER ND FOYER - 2 FLOOR CONVENTION CENTER 9:30-10:00 SESSION 27-A1 8:30 - Registration Desk Opens A Proposed Matrix of Blended Learning Strategies and KSA Qualification Framework Learning Outcomes 8:30-9:30 Coffee and Refreshments Hend Mahmoud Merza 10:00-10:30 SESSION 27-A2 European Network for Combining Language Learning and Crowdsourcing Techniques: A New Perspective in Blended Learning MULTIPURPOSE HALL - MPH Elżbieta Gajek 10:30-11:30 GRADUATE STUDENT SIG ROUND TABLE MEETING 10:30-11:00 SESSION 27-A3 12:00-13:00 PLENARY 2 Integrating Inclusive LMOOCs in the NGO Classroom Open and Electronic Higher Education: Future and Fundamentals of Success, Arab Elena Barcena, Timothy Read & Beatriz Sedano Open University Prof. Mohammad bin Ibrahim Al-Zakari, President of Arab Open University 11:00-11:30 SESSION 27-A4 Amal’s Model: Effectiveness of Game Design Studios and Robotics at Enhancing 14:00-15:30 PANEL DISCUSSION Women’s Learning of CS Blended Language Learning: Opportunities and Challenges Ali Alshammari Christina Gitsaki & Agnieszka Palalas (Panel Moderators) Elzbieta Gajek 11:30-12:00 COFFEE BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER Elena Barcena Yasushige Ishikawa MULTIPURPOSE HALL - MPH Hisham AlSaghbini PLENARY 2 Sarah Whittaker 12:00-13:00 Open and Electronic Higher Education: Future and Fundamentals of Success, Arab Open University 15:30 - CLOSING REMARKS Prof. Mohammad bin Ibrahim Al-Zakari, President of Arab Open University
13:00-14:00 LUNCH BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER 14:00-14:30 SESSION 27-A5 Gamification in Learning on Basic Reading Competencies in Malaysian Rural Areas Angela Julia Frankie & Helmi Norman
14:30-15:00 SESSION 27-A6 A Proposal for Blended Learning in Information Literacy Skills Instruction Judith Mavodza 15:00-15:30 SESSION 27-A7 Using Chatbots to Engage, Support, and Inform Your Learning Audience Joe Ganci
15:30-16:00 CLOSING CEREMONY @ MPH
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SATURDAY 27 APRIL, 2019 SATURDAY 27 APRIL, 2019
ROOM B – 2ND FLOOR CONVENTION CENTER ROOM C – 2ND FLOOR CONVENTION CENTER 9:30-10:00 SESSION 27-B1 9:30-10:00 SESSION 27-C1 Using Gamification to Engage Students in Research Designing Interactive Presentations for Blended Learning Using Prezi Lana Hiasat Rana Khan 10:00-10:30 SESSION 27-B2 10:00-10:30 SESSION 27-C2 Innovative Assessment Tools for Effective Language Learning: Learning Oriented Overcoming Hindrances and Challenges in Blended Learning Assessment Kawar Deep Singh Hisham AlSaghbini 10:30-11:00 SESSION 27-C3 10:30-11:00 SESSION 27-B3 The Challenges and Opportunities of using Blended Learning at Al Dhafra Colleges, Mobile Classroom: Blended Learning Higher Colleges of Technology (HCT), Abu Dhabi, UAE Gomathy Krishnan & Wahida Dastakeer AbdulQuddus Mohammed & Silishi Noushad
11:00-11:30 SESSION 27-B4 11:00-11:30 SESSION 27-C4 Blended Learning in a Homeschool Context Enhancing Student Engagement with Online Learning in Blended Courses Among UAE Gerald Elvey Graduate Students Park Beede 11:30-12:00 COFFEE BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER 11:30-12:00 COFFEE BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER MULTIPURPOSE HALL - MPH ULTI URPOSE ALL PLENARY 2 M P H - MPH 12:00-13:00 Open and Electronic Higher Education: Future and Fundamentals of Success, Arab Open PLENARY 2 University 12:00-13:00 Open and Electronic Higher Education: Future and Fundamentals of Success, Arab Open Prof. Mohammad bin Ibrahim Al-Zakari, President of Arab Open University University Prof. Mohammad bin Ibrahim Al-Zakari, President of Arab Open University 13:00-14:00 LUNCH BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER 13:00-14:00 LUNCH BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER 14:00-14:30 SESSION 27-B5 Engaging Students Using Blended Learning 14:00-14:30 SESSION 27-C5 Yasir Javed Virtualization Standard Approach for Supporting Problem-Based Learning in Computer Engineering 14:30-15:00 SESSION 27-B6 Mohammed Saleh & Azzeddine Ferrah Idealistic and Realistic Factors for Faculty Development and Instructional Design in Blended Learning 14:30-15:00 SESSION 27-C6 Nicholas Yates & Barbara Harold Technology in Advising: A Blended Approach to Advising Through Instruction and Technology 15:00-15:30 SESSION 27-B7 Tamika Gordon & Shokha Yusef Blended Learning Tools Olga Samsonova 15:00-15:30 SESSION 27-C7 Staging Pride and Prejudice: Integrating Language and Life Skills for English Learners Alison Koushki 15:30-16:00 CLOSING CEREMONY @ MPH
15:30-16:00 CLOSING CEREMONY @ MPH
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SATURDAY 27 APRIL, 2019
ROOM D – 2ND FLOOR CONVENTION CENTER 9:30-10:00 SESSION 27-D1 – VIRTUAL PRESENTATION Blended Learning in Academia: Challenges and Possible Solutions Mohammad M. Etedali 10:00-10:30 SESSION 27-D2 – VIRTUAL PRESENTATION Blending Modern Technology and Local Culture in Course Delivery Kingsley Chiwuike Ukaoha & Kennedy Prince Modugu
10:30-11:00 SESSION 27-D3 – VIRTUAL PRESENTATION Teaching Reading Skills through Activity-Based Learning at Primary Level: A Survey Muhammad Safdar Bhatti, Rafia Mukhtar & Shumaila Mazhar
11:00-11:30 SESSION 27-D4 – VIRTUAL PRESENTATION Blended Learning: A Case Study in a Turkish University Context Erkan Arkin
11:30-12:00 COFFEE BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER MULTIPURPOSE HALL - MPH PLENARY 2 12:00-13:00 Open and Electronic Higher Education: Future and Fundamentals of Success, Arab Open University Prof. Mohammad bin Ibrahim Al-Zakari, President of Arab Open University
13:00-14:00 LUNCH BREAK @ THE FOYER – 2ND FLOOR CONVENTION CENTER 14:00-14:30 SESSION 27-D5 – VIRTUAL PRESENTATION Exploring How Students’ Secondary e-Learning Experiences Impact their Transition to Postsecondary Blended Learning Environments Bonnie Marlow
14:30-15:00 SESSION 27-D6 Serious Games as Formative Assessments for Language Literacy in Primary Education Rohani Aziz, Fatin Nabilah Wahid & Khairol Azwar Mazin
15:00-15:30 SESSION 27-D7 Digital Storytelling Using 3D Animation in MOOCs on Business Startups for the Underprivileged Community Hafiz Zaini
15:30-16:00 CLOSING CEREMONY @ MPH
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ABSTRACTS
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of concern or awareness, then enter a phase of personal considerations; how the new innovation involves them individually. Then they become task orientated and focus on how Session 26-A1 to use and manage the new innovation. The final stage involves mastery or acceptance of the innovation and consideration of the impact and how to modify or optimize it. SAMER AOUDI Consideration of these four stages will help ease the introduction of new technological innovations particularly in Higher Education. Higher Colleges of Technology UAE
[email protected] SAMER AOUDI is the Division Chair for Computer and Information in the Sharjah Higher Colleges of Technology. Samer is an academic holding the rank of an assistant professor in Computer Science. Samer has a solid background in software development, information security, higher education, and curriculum development. Samer is a Certified Ethical Exploring Educational Innovation Using a Concerns Based Hacker, Certified IBM Security Specialist, Certified Forensics Examiner, and Certified Model: A Factor Analysis Cloud Computing Security Specialist.
Adopting educational innovation is not a dichotomous event but rather a complex process that may or may not be implemented effectively. In a competitive higher education market, institutions that fail to develop and manipulate their resources risk being outperformed by competitors and may not only fail in achieving student recruitment targets, but may also face the challenge of retaining enrolled students. This paper reviews supply and demand factors that influence of technological innovations in educational settings and focus upon the Concerns Based Adoption Model (CBAM), which postulates that the prerequisite to innovation-based improvements is a successful change process based on the adoption of all stakeholders. We apply the CBAM to the implementation process of a hybrid learning environment at a tertiary institution and evaluate the core dimensions of concern. The model addresses the different levels or stages that implementers go through when crossing a metaphorical “bridge” when adopting technological innovations (Hall, 2010). The context of the study was a large tertiary institution in the United Arab Emirates with campuses across all the Emirates. A hybrid learning video conferencing facility was used. Using this technology, students on different campuses could observe lessons taught by a single faculty member on one campus as well as interact with them in real time. The research aimed to collect data about the perceptions of faculty knowledgeable of the new hybrid video conferencing facility. Emails were sent out towards to academic faculty across different divisions and campuses, who had been previously informed about the new facility and asked to take part in initial orientation, to complete the survey delivered online via surveymonkey.com. A total of 104 valid responses were received. The evidence presented in this study describes four key stages that adopters of technology go through on the way to acceptance of new innovations. Adopters start with a lack
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been little research looking at the effects of them in combination. Furthermore, much of the prior research has originated in the Far East and there has been little study of Session 26-A2 Arabic learners. Results showed that many students exploited the opportunity to engage in dialogic interaction via text and benefited more from the support that the tutor was GUY MEREDITH able to provide than from peer support. The students seemed to spend an increased time editing and improving their essays as they responded to feedback both in the form of dialogic interaction and more specific focused feedback from the tutor. The use of Zayed University technology allowed the tutor to be part of the process of writing from the early stages UAE of the task and to “co-construct” the essay with the students thus changing the dynamic between the tutor and the students and the process of writing itself. This study provides [email protected] a useful insight into how technology can be used to develop and redefine a traditional teaching technique.
Computer-Mediated Dialogic Interaction between EAP Students and their Tutor for Collaborative Writing GUY MEREDITH has been teaching English as a Second Language for 20 years. He has Process writing is a traditional teaching technique that helps learners improve their taught EFL in Spain, ESOL in inner-city London to asylum seekers and refugees and EAP in writing skills. Modern technology can be used to redefine this process by allowing students various English universities. He is particularly interested in how technology can be used to collaborate more easily with each other and with their tutor. Using online writing tools to teach academic writing. For the past six years Guy has taught EAP at Zayed University, such as “Googledocs” or adapting office management systems like “Quip”, students can Abu Dhabi. use text to chat with each other and their tutor about the content, organization and language they need when producing a written task. When used in an EFL context, this chat is an authentic use of the L2 to achieve a task. This study looks at the effects this dialogic chat had on the academic writing skills of a group of intermediate female Arabic students studying Academic English in a Middle Eastern university. The students used a collaborative writing tool called “Quip” to write a series of essays. This tool allowed the tutor to support the students’ writing throughout the process. The support was in the form of a dialogic synchronous and asynchronous chat which took the teaching outside the classroom so the teacher could help when the students were working at home. For research purposes, the chat was broken into Language Related Episodes and records were kept detailing which students had engaged the most and with whom – with their peers or their tutor. A comparison was then made between the number of Language-related episodes and the development of the students’ writing skills during the semester by testing the students’ ability to write an essay at the start of the course and then in midterm and final exams. In addition, a record was kept of participant observation and surveys were undertaken with the students to obtain their opinions. Finally, a discourse analysis of the content of the dialogic chat provided further insight into the effects of using text-based chat to support students writing. Although research has been undertaken into the effect of synchronous or asynchronous computer-mediated communication before, there has
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participation in the online community. To measure the improvement of the participants in terms of their productive skills, their preparatory school achievement exams were Session 26-A3 evaluated in terms of language complexity. Their scores were subsequently analysed via SPSS as well as non-parametric Freidman tests and Wilcoxon signed-tests. The results NAZLI AGGUN indicated that learners’ writing grades, language accuracy, and some sub-components of speaking skills such as task achievement, vocabulary and fluency had increased. In order to collect information regarding students’ reflections on their blended instruction Gaziantep University experience, weekly forms, semi-structured interviews and classroom discussion all Turkey were administered and subsequently analysed via content analysis. The results were organized by theme under the categories of perceived weaknesses and strengths of the [email protected] blended instruction components. The findings of this study will redound to the benefit of underachievers considering that these language learners should be offered new alternatives enhanced by the potential of technology.
HATICE SOFU
Adana University NAZLI AGGUN worked at the school of foreign languages in Gaziantep University for 10 Turkey years. In 2013, she worked as Fulbright foreign language teaching assistant in Southern Illinois University for one year. She completed her MA degree in Çağ University in 2014. [email protected] Later, she directly started her PhD studies within the same university. Her interest topics are using of technology in language education, underachievers learners, curriculum design and alternative education.
Tailoring Blended Instruction to Underachieving Language HATICE SOFU worked as an English Instructor at School of Foreign Languages for Learners to Enhance their Productive Language 10 years. Dr Sofu attended the School of Political Science, International Relations Department and has her MA and PhD degrees on Language Acquisition at Çukurova The current study aims to determine whether the implementation of blended instruction University, Turkey. She worked as an assistant professor until 2004 and subsequently as an in beginner-level English as a Foreign Language (EFL) classes comprised of students associate professor. She taught First and Second Language Acquisition and Introduction repeating this level (also known as “underachievers”) would increase their development of to Linguistics courses at graduate and undergraduate levels. Her main research interests productive language skills. This study also considers these learners’ self-reflections on their are language acquisition, bilingualism, sociolinguistics. experience with blended instruction to recommend some blended instruction parameters that are most supportive of these students’ success. To assess the impact of blended instruction on language-learner improvement, a repeat A1 class (defined according to the Common European Framework of Reference for Languages) in a preparatory EFL program in a public university in Turkey was selected as the sample setting. The sample included twelve prospective engineering students. Based on the findings of semi-structured surveys and interviews conducted among the participants, the nine-year EFL teaching experience of one of the researchers, and existing scholarship on blended instruction, a course curriculum was prepared. Afterwards, the curriculum was implemented during a twelve-week period in the 2017-2018 academic year. Throughout the implementation, the learners engaged in online writing and speaking activities, created short videos, submitted voice recordings, wrote paragraphs on Gmail, and reflected on their active
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of discussion and presentations of the key aspects of the course content. The project dealt with the following four urgent challenges: 1) the need to clarify blended learning Session 26-A4 for specific teaching situations; 2) the development of an effective integration of online and offline elements; 3) the transformation of a student culture with very little outside YASUSHIGE ISHIKAWA of class independent study; and 4) the creation of a student-centred active learning classroom environment. It was found that student motivation to prepare outside of class improved and remained high. In terms of in-class participation, they showed a similarly Kyoto University of Foreign Studies improved level of independent active participation in collaborative learning tasks. The Japan development was attributed to the teacher’s mediator role, which promoted student-led collaboration, and to the clear division of tasks within an integrated framework. [email protected]
MALO: A Web-Based Application for Outside-of-Class YASUSHIGE ISHIKAWA, Ph.D., is Professor of English Education at Kyoto University of Collaborative Learning in a Flipped Learning Course Foreign Studies, Japan. His research interests include CALL (Computer-Assisted Language Learning), MALL (Mobile-Assisted Language Learning) and corpus linguistics. He has designed and implemented innovative methodologies for CALL/MALL blended learning Our project is an institution-based joint research project in which researchers in Japan approaches to language teaching in EFL (English as a Foreign Language) courses. explored ways to design, implement, and sustain active participation in collaborative learning both in class and outside of class within a flipped learning approach to blended learning. This research project aimed to investigate the effectiveness of a web-based application, called MALO, which was designed to promote outside-of-class collaborative learning in a flipped learning approach to blended learning. The in-class and outside- of-class components were linked by student collaboration and by the teacher’s role as e-mentor and facilitator of student-centered active learning. According to a survey of 48,233 Japanese university students, approximately one out of four university students believe that everything necessary to learn should be taught in class and that they should not have to learn independently outside of class. The survey found that on average only 4.6 hours per day were spent on study: 2.9 hours of in-class activities and 1.7 hours of outside-of-class activities (Center for Research on University Management and Policy, The University of Tokyo, 2007). Therefore, the web-based application for outside-of-class collaborative study was developed, and an innovative flipped learning course using the web-based application that integrated online and in-class collaborative study was implemented. Groups of four to five students used the web-based application for outside-of-class collaborative learning tasks. The course texts were studied using the application in collaborative research and comprehension tasks. In order to sustain the motivation levels needed for ongoing engagement in the outside-of-class learning tasks, the teacher sent supportive e-mentoring messages to address specific needs of the students, facilitate interpersonal communication, develop cognitive strategies, and reduce anxiety. In-class collaborative learning tasks engaged the students in various forms
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non-cognitive engagement of participants and is proven to have a marginal effect on cognition. Its usefulness also lends itself to mobile learning and the ability of students to Session 26-A5 be engaged in activities face to face or through student paced activities. For ‘Blended learning’ mode, ARS can be switched to ‘student pace’. This means, learning becomes DIANA JOHNSTON ubiquitous (mobile learning principal) and hopefully the motivation to learn is intrinsic (Gan, Li and Liu, 2017). Higher Colleges of Technology The presentation is an interactive session where participants will try a range of activities UAE to see how they are used in the classroom. The ARS applications can then be tailored by participants to suit their needs of their own students. Participants will have an opportunity [email protected] to experience different applications which can be used as ‘teacher led activities’ and/ or ‘student pace’ mode. Participants will be asked to join Socrative, Kahoot, Nearpod, Seppo, Flipgrid and Padlet applications as the workshop progresses by logging in or, in some cases, using the predetermined code given to the participants by the instructor. The questions and answers can be set up as individual (student mode) and/or teacher ANDREW JOHNSTON pace during the activity, depending on the objectives (Heift and Schulze, 2015). At the end of each activity, feedback will be gathered in the form of a poll or quiz and discussion Higher Colleges of Technology will take place to ascertain understanding or if extra instruction is needed. UAE
DIANA JOHNSTON started teaching in 1990 in Bachelor, Northern Territory, Australia. Since 1993, she has been involved in teaching, administration, coaching and advising teachers, and developing professional development programs. From 2012 to present, Blended Learning Through Audience Response Systems Diana has been teaching General Studies courses at Higher Colleges of Technology in Dubai Men’s College. Diana is currently pursuing her terminal Doctor of Education degree, Audience Response Systems (ARS) in higher education are suited to blended learning specializing in mobile learning in tertiary education. through their ability to bridge learning and training. The ARS applications give teachers and lecturers the ability to gauge and evaluate students’ comprehension of materials in an effective and convenient manner throughout the lesson (Kay & LeSage, 2009). ANDREW JOHNSTON started teaching in 1985 in Darwin. From 1993 to 2007, he This blend of face to face and technology-enhanced learning encourages motivation, taught in international schools across Asia and the Middle East. From 2007 to 2011, he increases retention and reduces passivity in the classroom, leading to “Deep Learning” worked as a consultant for Nord Anglia Education in the UAE and Saudi Arabia. In 2011, (Barr, 2014) and development of language proficiency (Barr, 2014). The purpose of using he started work with the Higher Colleges of Technology and has worked in Foundations, ARS in the blended learning classroom is to encourage participants to be more active and Education (acting Chair of Education in Ras Al Khaimah and Sharjah) and as a General independent learners by consolidating their understanding through interactive activities Studies teacher in Dubai Women’s College. Andrew is presently enrolled in a doctoral which stimulate and reinforce basic concepts (Castillo-Manzano, 2016). Audience program looking at cognitive development of students using Audience Response Systems. interaction is at the core of ARS. From the beginning, middle, and end of the session, interaction is positive, lively, and engaging for every participant, thus allowing summative and formative feedback to be given at every stage of the lesson. Data are collected using quantitative methods (tests, polls, quizzes) and qualitative: open ended questions and collaborative entries. ARS is an efficient and effective tool to give formative and summative assessment feedback to teachers and students across all subject specialties. According to Hunsu, Adesope, and Bayly (2016), ARS applications are useful tools for
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to embrace online learning technology and adopt it to cover lecturers’ unavailability on campus and keep those digital documents in knowledge management systems for future Session 26-A6 learning considerations, for both the students and the institutions. Theoretically, this study confirms the validity of the UTAUT2 theory and extends it by testing and validating AHMED SHUHAIBER the construct ‘learning convenience’ which expresses the flexibility of online classes. For future research work, it is recommended to conduct a qualitative study through focus groups and better find out more hidden opportunities and concerns of online classes from Zayed University UAE students’ perspectives in UAE.
AHMED SHUHAIBER is an assistant professor at the College of Technological Innovation – Abu Dhabi Campus since August 2018. He completed his PhD Degree in Information Students’ Perceptions of Online classes in Higher Education Systems from Victoria University of Wellington, New Zealand in 2016, with background institutions: An Empirical Study in UAE in Management information systems and computer science. Ahmed’s research interests lay on user experience in smart applications, virtual lectures, online learning, mobile commerce and social media experiences. Some of Ahmed’s research work was funds E-learning applications have invaded the educational institutions worldwide and have by Victoria University of Wellington (associated with mobile payments), Al Zaytoonah become a crucial component in its academic platform (Shuhaiber, 2018). Online or University of Jordan (associated with establishing a best practice model of university- web-based classes, as asynchronous e-learning tools, are learner-centered instruction students relationship through systems), and Zayed University (smart homes in UAE and approaches that facilitate the knowledge delivery process by providing self-paced smart heuristic kit for autism students). learning, complete privacy learning environment, convenient and comfortable learning process, and barrier-less spatial and temporal educational environment (Martin, Wang, & Sadaf, 2018; Soffer & Nachmias, 2018). Despite its potential, the success of online classes depends mainly on students’ acceptance, and the factors that drive their acceptance of online classes in the Arab and Gulf region yet to be explored. Therefore, this research attempts to fill this gap by conducting experiments by offering two online classes to business school students from 5 different sections, and then surveying them to seek their perceptions. The Unified Theory of Acceptance and Usage Theory (UTAUT2) by Venkatesh, Tong, & Xu (2012), is followed in this research, and data collected is analyzed by using the statistical method Partial Least Squares-Structural Equation Modelling (PLS- SEM) which has steady popularity as a key multivariate analysis method and analyzing the cause-effect relations (Hair Jr, Hult, Ringle, & Sarstedt, 2016). Results indicate that performance expectancy, effort expectancy, facilitating conditions, learning convenience and flexibility can influence the behavioral intention to attend online classes. Surprisingly, hedonic motivation was not perceived to have a significant influence on behavioral intention, probably due to the lack of interaction and the sense of the physical class between students and the lecturer. Accordingly, online classes could be adjunct to normal classes to provide a continuous learning environment for students in higher education institutions, flexible with different learning modes and paces. This practically implies
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awakens the knowing that already exists, though hidden, within seekers”. This approach comprises multiple methods of nurturing the relationship between the educator and the Session 26-A7 student. Presence in this study draws on the unspoken language, inner-attunement of the educator-student relationship and the subtle capacity of the educator to catalyze the SHAMINI RAMANUJAN learning process in a blended learning context. This paper introduces a transdisciplinary approach which broaden the understanding of human presence in a blended learning context of educators of various teaching and learning backgrounds. Athabasca University Canada
[email protected] SHAMINI RAMANUJAN believes the verve of ancient wisdom has a strong purpose and relevance in today’s teaching and learning contexts. Its manifestations can be realized if educators of various backgrounds can look beyond their disciplines and tread less familiar The Quality of Human Presence in Blended Learning or even unknown teaching and learning territories. Her view of blended learning has evolved from more than two decades of rich and diverse teaching and learning experience One of the benefits of blended learning is that it provides channels or platforms, in multinational corporations, public service and academia. Shamini believes that any strategies, and tools to promote connection between people and foster higher levels of educator can hugely benefit from a borderless and blended view of what constitutes presence. Theoretical and empirical literature on blended learning demonstrates how effective pedagogical practices. online technologies endeavour to mimic or replicate human presence (Dziuban; Graham; Moskal; Norberg & Sicilia, 2018; Norberg, 2017). The findings point to this continuing hybridity which is indicative of the irreplaceable but supplementable human quality for effective online learning experience. This presentation reports findings based on the feedback collected from five monks (who serve their community as teachers) through interviewing and ethnographic case study techniques that include online teaching artefacts, participatory and non-participatory methods. Reflecting on their voices, this paper describes the value of human presence in online teaching practice with educator- student relationship being the front and centre of teaching and learning experience. The concept of human presence in a blended learning environment extends beyond the educator’s awareness of the teaching context, presence in pedagogical knowledge or ‘being there’ ready to serve learners. In this study, the participants are monks living in a cloistered monastery and are spiritual people who teach in this enormous web presence. As religious teachers and keepers of their ancient knowledge, they were able to speak to the spiritual aspect of their teaching and how their practice affected the human presence of their online teaching practice. Despite worldwide efforts to diversify and optimize the use of online technologies in education, values, beliefs and experience, the monks remain integral to the online teaching and learning experience. Blended learning means many things but to these monks, it means the adoption and exercising of their revered human presence in a teaching and learning context. This human presence was described by one of the monks as an attribute that “encourage[s] those studying their teachings to ‘lean on your own spine’ and in general seek to awaken the student’s comprehensions...a way of teaching others is not to share with them what he knows but to be a divine presence which
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Session 26-B1 MAHA ALGHASAB is an Assistant Professor in the English Language Department, the College of Basic Education, Kuwait. She obtained her MSc in Applied Linguistics from MAHA ALGHASAB Edinburgh University in 2011 and her PhD in Education from the University of York in 2016. Her main research interests are in Computer-Assisted language learning (CALL) and Computer-Supported Collaborative Learning (CSCL), with a focus on wiki-mediated College of Basic Education, The Public Authority for Applied writing activities. Education and Training PAAET Kuwait Claudia Patricia Alvaryz Ayure works as a lecturer and researcher in the Department of Languages & Cultures at the Universidad de La Sabana where she tutors for the Master’s [email protected] programs. Her experience at the graduate level includes the design and coordination of teacher training programs. Her research ranges over online environments and the implementation of formative assessment practices and teacher education. CLAUDIA PATRICIA ALVAREZ AYURE
Universidad de La Sabana Colombia
Promoting Intercultural Competences: Telecollaborative Conversations Between Kuwaiti and Colombian EFL University Students
Telecollaboration refers to the process whereby groups of learners from diverse geographical and cultural backgrounds interact online using one or more different types of technologies. Despite the promising findings of previous research on telecollaboration in language learning contexts, scant research has been developed to examine the effectiveness of prior pedagogical training on participants’ enhancement of intercultural competence in telecollaborative activities. This exploratory case study investigates the effectiveness of an intercultural competence development program on a group of Colombian (from Universidad de La Sabana) and Kuwaiti student teachers (from College of Basic Education) who took part in a set of telecollaborative exchanges. Data were collected over seven weeks from learners’ forum online interaction and semi-structured interviews. The study aims to (1) analyze the online interaction processes by focusing on the intercultural competencies that emerge in telecollaborative exchanges of university students as they build relationships with the intercultural partners and (2) explore learners’ perceptions about the effectiveness of the pedagogical training sessions. This study contributes to the emerging literature on the role of pedagogical training in the potential promotion of learners’ intercultural competence.
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their own learning. In tandem with the growth of online learning in teacher training and teacher education, the focus of this paper is to therefore, highlight the potential Session 26-B2 of online learning using a learning management system (Canvas) to enhance teachers’ proficiency. This paper also hopes to highlight that online learning provides opportunities SZARMILAA DEWIE KRISHNAN for exciting and innovative experiences by engaging teachers in the learning platform and the use of experiential learning strategies. Universiti Kebangsaan Malaysia Malaysia
[email protected] SZARMILAA DEWIE KRISHNAN is a lecturer at the English Language Teaching Centre (ELTC), Ministry of Education Malaysia. She holds an M.Ed (TESL) from the University of Malaya and she is currently pursuing her PhD as a full-time student. As an educator, she is passionate about drama and has won several awards at both the district and state HELMI NORMAN levels. She has conducted several studies on reading habits, language games and the use of English in Malaysia. Her current interest is in educational research programmes, the teaching and learning of literature, language games, reading and online learning. Universiti Kebangsaan Malaysia Szarmilaa also currently serves as Assistant Secretary for the Malaysian English Language Malaysia Teaching Association (MELTA).
[email protected] HELMI NORMAN is currently the Assistant Dean of Teaching and Citra and a Senior Lecturer/Assistant Professor at the Faculty of Education, Universiti Kebangsaan Malaysia. Dr Norman is currently a Member-at-Large and Director on the Board of Directors of the International Association for Blended Learning. He is a certified Apple Professional MELOR MD YUNUS Learning Specialist where he is involved in national projects for primary, secondary, and higher education in promoting 1:1 pedagogical and learning approaches using the Universiti Kebangsaan Malaysia Apple ecosystem and is a certified Professional Technologist of the Malaysian Board of Malaysia Technologists.
[email protected] MELOR MD YUNUS is an Associate Professor and Deputy Dean of Research and Innovation at the Faculty of Education, Universiti Kebangsaan, Malaysia. She is best known for establishing the integration of ICT in teaching and learning English as a Second Language research. She is the first recipient of the National Higher Education e-learning The Effectiveness of Online Learning in Enhancing Malaysian award (2014) for her contributions in Creativity (Blended Learning, Flipped Learning English Language Teachers’ Language Proficiency and Problem-Based Learning). She is also in the Top 3 Cited Malaysian Researcher List in 2014 MRUN Report and she won UKM Best Teaching Award in 2016. She was conferred upon the award of Distinguished Woman in Social Science 2017 for her contribution and In this digital century, rapid pace of technological innovation has globally fascinated with achievement in the field of Teaching and Learning Innovation by Venus International Internet being the dominating call. It has resulted in integrating technologies using online Foundation. learning which has evolved in recent years. Online learning has become popular because of its potential in providing more flexible access to content and instruction at any time and any place. On the other hand, English language teachers need a certain level of proficiency in the language to serve as models for the students and provide them with valuable language input that can help them learn. Thus, the issue of proficiency is always at the forefront for English language teachers. According to The Roadmap 2015-2025, the current requirement of a minimum CEFR Level C1 for English language teachers in Malaysia is aimed at ensuring that teachers are able to teach effectively in the language classroom. For this reason, there is a need for all English language teachers to initiate
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Session 26-B3 MANISHANKAR CHAKRABORTY, Ph.D. is the Program Coordinator for Human Resource Management at the Department of Business, Al Ain Women Higher College of MANISHANKAR CHAKRABORTY Technology.
Ph.D. is the Program Chair for the Business Higher Colleges of Technology KHWAJA MANSOOR ALI KHAN, Department of Al Ain Women Higher College of Technology. UAE
KHWAJA MANSOOR ALI KHAN
Higher Colleges of Technology UAE
Experience and Perspectives on Blackboard Learn as a LMS Tool in a Blended Learning Environment
This presentation addresses the importance of Learning Management Systems (LMS) in a blended learning environment on the basis of our individual perspectives and experiences as teachers leveraging Blackboard Learn as a tool. Online environments used as part of the teaching-learning ought to be effective as they provide a different experience vis- à-vis that of a face to face or print-based learning context. The comparison of staff and students perceptions of using a high quality learning environment has been discussed threadbare and findings show a significant positivity while using this tool (Heirdsfield, et al., 2011). There have been various positives derived from the use of Blackboard Learn and these experiences had been in the individual capacity as tutors and also while interacting with our learners. This presentation draws on the opinions and experiences of both the authors in understanding the value added by Blackboard Learn, so as to enhance the quality of teaching and learning. Furthermore, the authors will also discuss ways and means adopted to position Blackboard Learn as a tool where a hybrid model of education is in vogue. Recommendations drawn on the basis of the authors’ experience might enable the company to further improve the features of Blackboard Learn.
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or can do at certain times in order to report their academic progress and achievement. In the present study, two parametric factor values of ANN (gain, and learning rate factors), Session 26-B4 have been considered for the two suggested instructional methodologies in order to compare, analyze, and evaluate dynamically two items of academic performance namely: Academic achievement outcome & Learning convergence time for both methodologies. HASSAN MUSTAFA Interestingly, after running of realistic ANN computer modeling for different numbers of neurons -that are contributing to the learning process- results were used in an Banha University investigative, comprehensive, and innovative systematic analysis of individual students’ Egypt differences. Finally, after performing perceptive evaluation comparing two case studies of experimental field results, two interesting findings emerged. Firstly, the comparison [email protected] of computed sets of statistical parameters, associated to the presented instructional methodologies (BL&CAL) resulted in the observed analogy between both sets. Secondly, in the context of Feedback/Assessment performance, regarding both (BL& CAL),either Formative, or Summative feedback /assessments, have been observed to be well analogous to each other. HANY RAMZY
Banha University Egypt HASSAN M. H. MUSTAFA received his B.Sc. degree and M.Sc. degree in electrical [email protected] engineering from the Military Technical College in Cairo, Egypt. He received his Ph.D. degree in computer engineering and systems in 1996 from Ain Shams University, in Cairo, Egypt. Currently, he is an Associate Professor at the Educational Technology Department, College of Specific Education, Banha University. He is an author / coauthor for more than 150 published publication papers & technical reports & books. A Study of Comparative Feedback/Assessment Analogical Models Applied in Blended Learning versus Computer-Aided HANY SHAFIK RAZYKAMEL received his B.Sc., Diploma, M.Sc., and Ph.D. degrees at Educational Tech. from Helwan University and Ain Shams University. He has been Learning (Neural Networks’ Approach) appointed with dept. of Educational Tech. at Banha University as Assistant Prof. and Associate Prof. in 2005 and 2013 respectively. Currently he is appointed as the head of This paper provides educators as well as researchers in computer science and Educational Tech. Dept. at the College of Specific Education, Banha University. engineering with a study of an interdisciplinary challenging pedagogical issue. More specifically, the study that resulted in a set of interesting findings originated from an adopted version of Artificial Neural Network’s (ANNs) modeling, which associated to two educational analogical feedback / assessment processes. This piece of research considers a comparative analysis and evaluation study of an educational issue for two diverse teaching/learning methodologies namely: Blended Learning (BL), and Computer-Aided Learning (CAL). More precisely, this work addresses the two summative and formative assessment processes applied in educational practice. While assessment is used in many ways in education, a great deal of attention is now given to its use in helping teaching and learning, described as summative and formative assessment. These are classified as: assessment for learning (A f L), or formative assessment, and assessment of learning (A O L), or summative assessment. Studies have shown that (A f L), does predict a substantial amount of course outcomes and paves the way for diagnostic use and remedial teaching. However, (A O L) is focused on summarizing what students know
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notes from teaching allowed the researcher to reflect on ways to better implement the instructional strategies for each group. The findings indicate that there was no significant Session 26-B5 difference in the student grades of the inverted group and traditional group. However, students in the inverted classroom displayed a higher level of innovation as they showed JENNIFER DELA TORRE ability to solve problems in unique and creative ways. Moreover, they have shown openness to cooperative learning as they demonstrate familiarity with working with others to solve problems and discuss ideas. Both groups have positive feedback on the use of ALEKS Higher Colleges of Technology in enhancing their mathematical concepts. From the results, recommendations are UAE given that will help improve the implementation and use of intelligent tutoring systems like ALEKS in both traditional and inverted classrooms. The study concluded with some [email protected] potential benefits of the inverted classroom using an intelligent tutoring system that warrants further interest and research in Mathematics.
The Use of an Intelligent Tutoring System in an Inverted
Classroom JENNIFER DELA TORRE is a Mathematics Lecturer at the Higher Colleges of Technology, United Arab Emirates. She holds a Doctorate in Educational Management and The use of technology to enhance learning has given rise to blending learning classrooms. Master of Arts in Education with specialization in Mathematics. She has been teaching One of the recent popular instructional strategies where blended learning is being used Mathematics for more than 20 years and is particularly interested in research related is the inverted (or flipped) classroom. It is a type of blended learning that reverses to Mathematics education, assessment and educational technology and has written and the traditional learning environment by delivering instructional content, often online, published several papers in these fields. outside of the classroom. The common way is the use of a video lecture, screencast, or vodcast to teach the students new content out-of-class-time (Milman, 2012). But in this study, an intelligent tutoring system called ALEKS or Assessment and Learning Knowledge Spaces will be used to help students learn content by engaging them in the way in which human tutors do. This system allowed the students to work at their own pace as students are introduced to content, enhance the mathematical concepts they already knew and build on this knowledge. The purpose of the study is to describe and compare how ALEKS was used in an inverted Math class and in a non-inverted or traditional Math class. The study was conducted in two Fundamentals of Math courses in the Fall of 2018, with 25 and 28 students in the inverted class and traditional class, respectively. These two classes were taught by the teacher-researcher. In the inverted Math class, the online content was delivered outside class as homework using ALEKS while class time was used for learning activities to move practice with concepts inside the classroom. While in the traditional Math class, content was delivered in class and homework were given in ALEKS to check if they understood the concepts. Data was collected from student grades, ALEKS reports, surveys, interviews, and reflections from teaching. The student grades were the students’ quiz scores in an assessment which covered the topics in the experiment. The ALEKS reports were used to determine students’ engagements in the homework. A survey was used to assess the students’ perception of the use of ALEKS and the instructional strategies used in their groups which was validated through informal interviews. Personal
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possible to interweave all these topics using differentiation in a personalized, dynamic, and interconnected manner. This will be a practitioner presentation and questions during Session 26-B6 and after will be welcomed, as will comments and suggestions for improvements.
GERALD ELVEY
Zayed University UAE GERALD ELVEY has been an IT instructor at Zayed University and a homeschooling parent for several years. He has Masters degrees in Computer Science and in TEFL, both [email protected] from the United States. He has taught in business, schools, and higher education in the US, USSR/Ukraine, and the UAE.
Blended Learning in a Homeschool Context
Homeschooling is a growing education method throughout the world, including the United Arab Emirates and Dubai. Parents and families regularly find it flexible, affordable, and effective for education, as well as a good way to build strong family and community bonds. It also provides a great place to apply aspects of Blended Learning, especially differentiation and personalized learning. Standard schooling is by its nature somewhat rigid and inflexible dueto the methods inherently required to educate and manage large amounts of students. Blended Learning via online study tools can be helpful, although again teachers are usually required by necessity to choose the same tools for all students regardless of ability, interest, or learning style. In contrast, homeschooling offers opportunities unavailable in regular schooling. For older students in intense or advanced college-preparatory subjects, parents can use their own criteria to select online tools that focus on their individual children’s needs. At younger ages parents usually avoid reliance on online tools in favor of emphasizing focused, personal interaction. Often this comes when homeschooling families form cooperative study groups. Student numbers are small and parental participation high, so lessons can more easily include varied activities and approaches depending on the children and the situation. Parents can more effectively know and focus on specific children’s needs and progress because they are actively present and involved, and regularly plan and lead the lessons themselves. In this presentation, a Dubai homeschooling parent will show several example lessons from a family coop group studying science and ancient history with children 5-8 years old. Topics covered will include health, physics, chemistry, engineering, and even Greek philosophy. Though this may seem like a large list of topics, it surprisingly was and is
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educational experience. These three presences address the essential components in order to achieve collaborative constructivist educational transactions: communication, Session 26-B7 reflection and discourse, facilitation and direction. The Quality Matters (QM) framework focuses on course design “from an objectivist perspective” with concrete point system. LILIAN LI Although it does not address course implementation and the process of learning, the QM rubric is used in this redesign project to examine the embedded librarian program to see which areas can be improved, which in return informs the redesign. Since it is a redesign Zayed University project, Twigg’s six models of redesign have been consulted. A combination of the UAE Replacement Model and the Emporium Model is used in the design and implementation process. The Replacement Model calls for replacing some of the face-to-face hours [email protected] with online activities. The Emporium Model features learning resource center that incorporates interactive learning techniques powered by technologies and provides on- demand personalized support.
Re-designing an Information Literacy Program: From Embedded to Blended – A Prototype Report is the Director of the Library and Learning Commons at Zayed University. With With most post-secondary institutions utilizing online learning management systems and LILIAN LI a Master degree in Education and a Master degree in Library and Information Science, educational technologies becoming more and more ubiquitous in instructional practice, Lilian is keenly interested in inter-disciplinary research and studies on how to integrate traditional face-to-face instructional module is not effective and conducive anymore to education technologies meaningfully within the context of information literacy and establishing a community of inquiry that facilitates critical thinking and deep learning. In blended learning in higher education in general. the academic library world, there is an emerging trend of re-envisioning the role of the librarian as an educator in the digital information age. The term “blended librarian” comes up in this movement. The goal for this redesign project is to create a blended librarian role by re-evaluating the embedded librarian information literacy program to ensure it aligns well with course objectives, incorporates effective instructional and assessment strategies, while embracing the flexibilities and dynamics that technologies can bring into the teaching and learning experience. By exploring and implementing blended learning pedagogy and strategies as well as relevant instructional design theory and practice, this prototype report outlines the steps taken by following the cycle of course redesign with the first three being: 1). Analysis Phase to identify what to preserve and what to transform; 2). Design Phase to outline learning activities, assessment plans, and key contents; 3). Development Phase to create the elements identified in the design phase; 4). Implementation Phase for the actual course delivery; 5). Evaluation Phase to assess the effectiveness of the course redesign. By combining traditional library instructions with the best technologies can offer, the protype report presents a road map to create an interactive learning community that is engaging, flexible, and providing enriched educational experience as well as enhanced learning outcomes. The presentation will discuss three theoretical frameworks used for the redesign project: The overall guiding framework for this redesign project is the Community of Inquiry (CoI). CoI promotes seamless integration among three presences (social, cognitive, and teaching) to enhance
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be asked to create simple grammar, vocabulary and reading comprehension activities using Socrative and Quizizz apps. In this hands-on, interactive session, the attendees will Session 26-C5 also learn about successful strategies and tips that will enhance student participation and engagement in the classroom. During this dynamic session, the presenter will be OLGA SPUSKANYUK monitoring the attendees’ work and sharing her advice on how to successfully incorporate these tools and apps into various blended learning environments. Higher Colleges of Technology UAE
[email protected] OLGA SPUSKANYUK teaches English language courses in the Foundations program at Abu Dhabi Women’s College, Higher Colleges of Technology. She has previously taught ESL classes at Rice University, Texas, USA, Lone Star College, Texas, USA, University of California, Santa Barbara, USA, and several other colleges in Europe. Ms. Spuskanyuk has Technology, Instruction and the 21st Century Student: Best been teaching English language classes for almost 20 years. She has presented at many Practices in the EFL Classroom teacher training workshops and conferences in the US, including CATESOL, Los Padres Chapter, TexTESOL, TESOL Arabia, ALLT conference (Applied Linguistics and Language Technology is a great asset in EFL classrooms which offers authentic reading activities and Teaching) and served on the English language advisory committees at several public endless resources on grammar, writing and vocabulary instruction, lesson plans, quizzes school districts in the US. and tests. Laptops, iPads, mobile phones and e-readers can all be useful in learning English, offering interactive and motivating activities for EFL students of all levels. Both 21st century students and teachers are now mastering constantly evolving technology, new digital tools and apps that help students improve their language skills and meet their learning goals. There are many advantages of using educational apps and tools such as Socrative and Quizizz in the EFL classrooms. These apps and tools help a teacher create fun, interactive and useful grammar, vocabulary and reading lessons, assignments, quizzes and tests to use on IPads, laptops or mobile phones. Many times EFL classes are too focused on structure, grades, assignments and tests. When students are put in such a system, they get nervous and become less motivated and active. It doesn’t have to be that way. When teachers make learning fun for them, students start making progress and facing new, interesting challenges with more motivation and enthusiasm. In this session, the presenter will demonstrate how to create engaging grammar, vocabulary and reading comprehension practices and assessments using Socrative and Quizizz tools and apps. First, the presenter will show how she uses such tool as Socrative to create different grammar and vocabulary activities for the English language classes. Then, the presenter will demonstrate how Quizizz tool and app is used to create various reading comprehension practices and assessments. After the demonstrations, the attendees will
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grammar, we will demonstrate the effectiveness of flipped videos with quizzes housed in a Learning Management System (LMS). For the other learning problem of developing Session 26-C6 listening skills at intermediate levels, we will explore the different types of interactive Flipped Classroom Technologies that were used. We will explain how the final solution HASSEN ANIFF ISMAEL RUMZAN was arrived at based on teacher and student feedback and demonstrate how it solved the problem effectively. We will show the features of the final solution based on a special tool (CritiqueIt, 2017) that was integrated inside the LMS that teachers were already using Qasid Institute for their classes. Finally, we will present a series of best practices based on the lessons Jordan learned that could be useful for teachers and trainers who would like to implement the Flipped Classroom approach in their own language learning classes, with specific [email protected] emphasis on the use of interactive technologies. We will reflect on future work related specifically to improving the adoption of this method to a larger number of teachers in the institute with learning standards in mind.
REFERENCES HANAN HASAN Bergmann, J., Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. ISBN 978-1564843159. Qasid Institute Critique It. (2017). About Critique It LTI. Retrieved from https://www.critiqueit.com/ Jordan school-info/ Schuman, R. (2014). The Flipped classroom. Slate. ISSN 1091-2339 [email protected]
Best Practices for Flipped Classroom in Language Learning HASSEN RUMZAN is a PhD graduate of Imperial College, London who fell in love with educational technology in the early days of the web in 1996. After completing a post- The Flipped Classroom approach (Schuman, 2014) falls under Blended Learning when doctoral research at the University of Alberta in 2001, he joined the e-learning team of implemented in a face to face environment as it promotes the delivery of the instructional the university. He was inspired by instructional designers to always focus on the use of content, often online through videos, outside of the classroom prior to the face to face technology to solve a real educational need. In 2006, he travelled to Jordan to join an class, such that there is increased active learning and engagement in class (Bergmann, e-learning startup and since then, he has been an educational technology consultant for 2012). In this paper, not only we will consider the Blended Learning Technologies used several institutes. He embraces the concepts of flipped classroom and calm technology. in different implementations of the Flipped Classroom, but also, we will review the training methods employed in each learning situation that help improve the effectiveness graduated from the University of Jordan with a BA in Arabic Language of the learning delivery. In order to do that, we will present the lessons learnt in the HANAN HASSAN and Literature in 2014. Since then, she has joined the faculty at the Qasid Institute where application of the Flipped Classroom approach to the teaching of Arabic as a second she has taught in various programs and levels such as the American Diplomat Program and language to mostly English native speakers in a face to face environment using a variety the programs for British universities. With her interest in using technology in teaching of technologies, going from standard videos with quizzes to more complex interactive and learning, she started to learn how to design and use interactive listening. A year ago, online listening and reviewing tools at the Qasid Institute in Amman, Jordan. We will she designed her own classroom using the interactive flipped approach for all language explain the origin of two learning problems that were faced by many teachers at the skills and has used it for a full year to date. institute and how we used an instructional design approach in order to solve them. We will summarize the results of qualitative surveys, focus groups and informal feedback from both students and teachers that have been collected since 2013 when the Flipped Classroom approach was first implemented at Qasid. In the case of teaching Arabic
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writing. The first step of the workflow involves small groups of students being randomly assigned essay topics using Random.org. They then use the brainstorming app Popplet Session 26-C7 to create an attractive mind map which includes words and pictures. This helps them to visualize their initial essay plans, and can be used on their tablets, laptops or even mobile SARAH HOPKYNS phones. After the Popplet plans are checked by the teacher, the groups make short videos on the movie-making app Adobe Spark to demonstrate their essay plans which includes a narration. Because students record speech, breakout rooms are necessary for this stage. Zayed University Once finished, students share their link on the learning management system, Schoology. UAE The final step is for the groups to write their essays collaboratively using Google Docs. The presenters will demonstrate examples of each stage, as well as presenting feedback from [email protected] students who have successfully used the app smashing workflow. Benefits of using the workflow for essay writing include higher motivation levels, a more thorough and varied approach to planning, and meaningful collaboration with peers. Such factors ultimately encourage greater effort to be spent on the essay process. This workflow can be used for a range of topics and in multiple contexts. Time will be allocated for questions at the TIMOTHY NICOLL end of the presentatuion.
Zayed University UAE
[email protected] SARAH HOPKYNS is an English language instructor in the Academic Bridge Program at Zayed University, Abu Dhabi, United Arab Emirates (UAE). She holds a PhD in Educational Research and an MA in Applied Linguistics and TESOL from the University of Leicester, UK. She has taught English in Japan, Canada and the UAE. Her research interests center App Smashing for Essay Writing around sociolinguistics, especially investigating the effects of global English on Emirati cultural identities, and the sociological implications of English Medium Instruction (EMI). In the context of English Medium Instruction (EMI) higher education in the United Arab A further research interest is looking at how mobile technology can be used as a language- Emirates (UAE), students are undoubtedly digital natives. This is true of many contexts learning tool. around the world. As Jarvis (2014, p.24) states, ‘students have become digital residents living out at least part of their life with and through digital devices’. Using technology, TIMOTHY NICOLL is an instructor in the Academic Bridge Program at Zayed University, especially mobile technology, is often effortlessly natural for such students and an expected and has previously taught English in Canada and Japan. He holds a Master of Arts in part of any course. As a result, ‘the division between face-to-face and technologically- Applied Linguistics and TESOL from the University of Leicester and is a PhD candidate at mediated learning environments is becoming blurred. Formal institutional learning Lancaster University. Timothy is also a teacher trainer and works in Abu Dhabi and Dubai spaces now exist in a variety of hybrid forms such as blended or flipped classrooms on Certificate in English Language Teaching to Adults. His research interests center on the which combine online and face-to-face instruction’ (Trinder, 2017, p. 402). While the use of learning technologies in English Language Teaching, as well as how to improve the blended-learning approach can be used in any subject, there are certain areas, such teaching and learning of core areas such as reading and vocabulary. as academic essay writing, which can especially benefit from such an approach. When taking academic writing courses, students often struggle with the planning stage as well as generating ideas. The traditional way of planning essays individually and on paper can leave some students feeling uninspired. Such issues often impact their essays negatively. In this talk, the presenters will demonstrate how using an app smashing workflow (mixing a series of apps to achieve a task), can benefit students in numerous ways. The presenters will explain how five apps/websites can be effectively used together for academic essay
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such as technology and have become embedded in the foundation upon which to teach (Drake, 2013; Romsa, Bremer, & Lewis, 2017). The advising blended learning experience Session 26-D1 is used to ensure that students acquire strategies that are traditionally shared during one- to-one advising sessions. This session will present audience members with a detailed look TAMIKA GORDON at how we incorporate technology in our classrooms through the use of applications as an addition to individual sessions that have become more difficult as the numbers of advisees increase each semester. Examples of the use of specific technological interactive tools will Zayed University be shown within a lesson plan that focuses on the academic content but infuses advising. UAE The poster content will illustrate the interaction between the components of advising, the lesson delivery cycle, and the technological applications. Additionally, the presenters [email protected] will propose future plans for continued blended learning of advising in order to create a more interactive learning environment. During interactions with the participants, the presenters will shed light on advising engagement efforts that include helping students with the transition to collegiate academic life, teaching reflective skills through content courses, encouraging students to be engaged in extra and co-curricular activities, and SHOKHA YUSEF introducing students to institutional values, structure, resources, and student services (Kimball & Campbell, 2013). This work will serve as an addition to the field of Academic Zayed University Advising to illustrate how advising can be carried out through a multitude of techniques UAE and student-professor interactions. This will also expand the field of Education as to identify current technological applications that can be used during classroom instruction [email protected] to increase engagement.
Technology in Advising: A Blended Approach to Advising TAMIKA GORDON has been recognized as the HAABSE Elementary Teacher of the Year Through Instruction and Technology for her exemplary instruction and has published motivational articles for high school students in The Young Vision, within the United Arab Emirates during her 7-year residency. Academic Advising is a collaborative relationship between the student and the advisor In addition, she is a dedicated member of the Zayed University Advising and Academic that is vital for the development of one’s values, beliefs, and understanding that Development Department where she serves as the Co-Chair in Abu Dhabi. Tamika holds a during their years as a college student that must all be viewed as a holistic part of Bachelor’s degree in Education and a Masters in Educational Leadership and a Doctorate each student’s college experience (Kimball & Campbell, 2013). Academic advising is a in Industrial and Organizational Psychology. developmental process that assists students with the ability to effectively utilize problem solving skills that allow for the accurate evaluation of situations which leads to informed has earned her Master degree in Education from Manchester decision-making and the determination of life and career goals. Academic Advisors have SHOKHA YUSEF University, UK. Has over 15 years of experience in the teaching field. Shokha worked the responsibility of educating students to gain expertise through classroom and life with the Diversity and Inclusion Team at Manchester City Council. She was employed experiences. Koring, Killian, Owen and Todd (2004) posited that there were similarities as a Language Teacher Assistant working with non-English speakers to raise standards in advising and teaching as both are areas that require the development of skills and of achievement for minority ethnic pupils at risk of under-achieving, and to meet the content comprehension. The authors go on to state that advising encourages decision- particular needs of EAL students. Since August 2010, she works as an Academic Advisor making and critical thinking through learning tasks. Advising has proven to be a pertinent in Advising and Academic Development Department at Zayed University, Abu Dhabi. Her part of the first-year experience for students but can become a diminished aspect in the main area of interest is Fostering First Year Students’ Success. lives of many students due to increased cohort sizes and the focus on at-risk students. Therefore, the components of advising, especially for millennials, are being reiterated through blended learning during classroom instruction with the use of creative methods
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inclusion opportunities. In summer 2017, along with other members of the Association, she organized voluntary lessons of English to 80 refugee children and adolescents living in the Session 26-D2 accommodation center. There were multiple obstacles to be surpassed, including diversity in demographics, especially in age, cognitive mismatch, cultural barriers, and distrust and CHRYSOULA LAZOU post-war trauma. Technologies were helpful tools as to facilitate the whole endeavor. The volunteer educators used Google Drive to share materials and keep record of what had been taught, the learners’ progress, and any unexpected behavior observed. Language Hellenic Ministry of Education barriers had to be surpassed, and to this end, mobile devices, often the only portable Greece personal possessions of these dislocated people, were creatively utilized to optimize learning opportunities. The LTAC provided free internet connection, so along with visual [email protected] cues, a BYOD trend was adopted, though not imposed. During sessions, digital dictionaries and translators facilitated the teaching and learning process, heavily relying on the visual cues they offered. Given their need to accelerate language learning for communicative purposes in the host country, they were encouraged to make purposeful use of mobile technologies as to enhance exposure to real-life learning opportunities. Due to cognitive MARIA PSYCHOGIOU level disparities, a personalized, learner-centered instruction in a non-formal learning environment was adopted. Mobile devices facilitated this process as there was exposure Hellenic Ministry of Education to educational videos, language games on digital school repositories, and songs to learn Greece and practice the language. Mobile devices have additionally facilitated social inclusion opportunities and instigated an inner drive to learn the language in order to successfully [email protected] keep in touch and interact with new acquaintances. In conclusion, although this was one of the initial encounters of these children with host country education, blended learning has facilitated their entering mainstream education in the 2017-18 academic year.
ANNA KRASSA
eLearning Consultant CHRYSOULA LAZOU is an EFL teacher in secondary education. She holds a Bachelor Greece degree in English Language and Literature from Aristotle University, Thessaloniki, Greece. She lives and works in Kavala, Northern Greece, and she is a founding member of the [email protected] Association of Teachers of English in Kavala which she served as the chairperson in 2016- 2018. She is a U.S. alumna and among other international participations in programs, in spring 2017 she participated in an IVLP with regards to the educational and social inclusion of refugees and migrants. At the moment she is a student in Master of Education in Distance Education Program, Athabasca University. BL Using Mobile Devices for Inclusive Educational Practices: Facilitator Perspective MARIA PSYCHOGIOU holds a Bachelor Degree in Geology and a Master’s in Micropaleontology and is currently a PhD candidate for teaching Geology at the University This presentation focuses on the incorporation of mobile devices, as part of a blended of Athens, Greece. She works as a substitute science teacher in the Multicultural Secondary learning context, in an effort to facilitate inclusive educational practices in a long- School in Athens and has conducted research on active and experiential learning. Her term accommodation center (LTAC) in Kavala, Northern Greece. More specifically, most recent field of research is blended learning and the applications of Augmented the unexpected influx of migrants and refugees in Greece in 2015-2016 raised a crisis Reality in educational field trips. She has been teaching University students of Geology situation and much consideration as to how to integrate the newly-arrived, quite diverse the course of Didactics since 2015 and has attended the Master of Education in Distance population. To this end, the Ministry of Education appointed a Scientific Committee in Education Program of Athabasca University since September 2017. Support of Refugee Children, and in support to this, the Bureau of Educational and Cultural Affairs of the U.S. Embassy in Athens organized a program with the participation of five ANNA KRASSA is a freelance elearning consultant. She holds a Bachelor Degree in delegates. Chrysoula Lazou, who at that time served as the chairperson of the Association Librarianship and Information Science and a Master’s Degree in Distance Education. She of ESL teachers in Kavala, was one of the delegates that visited some of the most diverse first collaborated with the Inquiry Team of the Greek School Network of the University of international schools and organizations in major states of North America where large Macedonia (2005), where she was introduced to Open Source Software and Asynchronous numbers of migrants and refugees have settled. The observations of authentic educational eLearning. Since 2006, she has been collaborating with HRD New Zealand Moodle Partner practices on site were quite inspirational and led to a number of voluntary, follow up and the GAC Corporate Academy (Dubai). In 2017 she joined the team of Enaleia - the first projects in her local community with the aim of which to provide educational and social school for fishing in Greece, setting up Enaleia’s elearning service. In 2018 she initiated a collaboration as with WIDE Services Greek Moodle Partner.
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(Content and Language Integrated Learning) subject, a gamification framework was applied to teaching and learning materials. While the literature on the application of gamification Session 26-D3 has shown mixed results in terms of the development of students’ intrinsic motivation and engagement in the field of education, given the challenges students face when involved STAVROULA KALPAKIDOU in the study of science subjects such as Geography through English - i.e., students face a double challenge of not only learning about the subject but also learning through their second language, English – it was deemed necessary to apply a strategy that would result Aristotle University of Thessaloniki in tasks and activities that would be appealing to students. A gamification framework was Greece used to design engaging experiences for a group of primary school children in Greece. Specifically, it was hoped that the design of the activities along with students’ exposure to [email protected] different kinds of input, would also encourage second language vocabulary enrichment and the development of critical thinking skills since students would be asked to make decisions throughout the game. Another objective was to sensitize students about environmental issues and raise their awareness of animal preservation against extinction. Following the design of the gamification environment and activities, the project was piloted with a group VICKY KARANIKA of 12 English language educators. This session will present the gamification framework that was used for this project, the results of the pilot study and the plans to implement the Aristotle University of Thessaloniki gamified activities in classrooms with 11-12 year old students. Greece
STAVROULA KALPAKIDOU is an experienced EFL teacher currently working in Elementary School. She has altogether coordinated about seven hundred students’ projects, holding a position as the Extra-Curricular Activities Coordinator in the Primary Education Directorate SOFIA NIKOLAKOPOULOU in Halkidiki for 3 years. Presently, she is pursuing a MA course in Language, Literature and Digital Media in Education at Aristotle University of Thessaloniki. Her current teaching Aristotle University of Thessaloniki interests involve Henry Jenkins’ Participatory Culture Skills in the process of designing a Greece technology-assisted literature class with emphasis on gamification as a motivational tool.
[email protected] VICKY KARANIKA holds a BA in Informatics and Communications and a BA in English Language and Literature. She is currently attending a MA course in Language, Literature and Digital Media in Education. She has worked in several informatics companies as an ERP consultant. Her interests concern computer assisted language teaching, electronic literature, development of electronic games for teaching purposes, development of CHRISTINA GITSAKI websites and teaching programming.
Zayed University SOFIA NIKOLAKOPOULOU holds a BA in English Language and Literature. She is currently UAE a MA student in Language, Literature and Digital Media in Education. Her BA thesis aimed to present the types of CLIL provision in Europe. She has been teaching English for the past three years to various ages and levels, but mostly to young learners, in private [email protected] language schools. Her research interests rest in Computer Language Assisted Learning, teaching young learners, adapting materials in the EFL classroom and dyslexia.
CHRISTINA GITSAKI is a Professor and the Research Coordinator at the Center for Gamification in CLIL: Extending the Learning Beyond the Educational Innovation, Zayed University, UAE. Dr Gitsaki served as the UNESCO Chair in Applied Research in Education in the UAE. She has worked with Education Queensland and Classroom The Learning Federation of the Curriculum Corporation, Australia on state and federal education projects such as the creation of digital Learning Objects for K-12 ESL students. When it comes to foreign language teaching and learning, maintaining high levels of student motivation and engagement is paramount to achieving the learning objectives. In particular, cultivating students’ intrinsic motivation has been found to sustain long term interest in learning tasks. In an effort to increase students’ intrinsic motivation in a CLIL
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will introduce EVO and how BLELT came to be a part of it. They will then give a bird’s eye view of the course and discuss the tools and strategies for engagement, participant Session 26-D4 profiles, pressing topics, challenges and recommendations for future sessions. It will be an interactive session in which the presenters will allow for questions and discussion. CARMEN MEDINA
Higher Colleges of Technology UAE CARMEN MEDINA is currently the Foundations Program Coordinator at the Higher [email protected] Colleges of Technology (DBM). Dr Medina is an applied linguist and her PhD is in language and culture. She was a Fulbright exchange teacher in 2001 and recently became SFHEA. She loves to study, research and teach online. She is a lifelong learner.
LANA HIASAT is the GS program coordinator and full-time faculty. Drawing on her LANA HIASAT background of cultural diversity, trainings in emotional intelligence, creativity, and intercultural understanding, Dr Hiasat offers unique insights into educational leadership, Higher Colleges of Technology cultural inclusion, and integration of technology. Her research interests are in blended UAE learning, educational technologies, teaching and learning best practices.
Participant Engagement in BLELT: A Platform for Professional Development
There are countless courses available online. However, the lack of participant retention in online courses is a common concern. In designing and moderating Basic Linguistics for English Language Teachers (BLELT) a five-week course developed under the umbrella of Electronic Village Online (EV), the moderators discovered that participants required a variety of strategies and tools to keep them engaged. The topic of online courses may initially attract participants to join; however, retaining their interest is a challenge. It has been reported that some participants had no intention of completing a course, but signed up to discover, explore and find out more about the content (Kolowich, 2013). There are many reasons why the retention rates are low. Often a big percentage of people who signed up [for a MOOC] have varying intentions, some are completers, others are interested in the subject›s content and there are also those who intend to complete but fail to, for various reasons (Fox & Patterson, 2012; Pappano, 2012). The moderators soon acknowledged that some participants’ expectations when signing up for their course did not correlate with the course content; therefore, leading to attrition. With that being said, the objectives that were set at the beginning of the five-week sessions were accomplished and a long-term platform for collaboration was established. The presenters
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Session 26-D5
PRZEMYSLAW PAWLUK ability to incorporate learning episodes into everyday life. Such reminders create occasional “stop and think” moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications George Brown College are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and Canada reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to [email protected] other learners in their course can encourage the learner to self-monitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential NORINE WARK technological solutions that can support the implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and Athabasca University guidance tools in self-regulated learning are also discussed. Canada Oldfather, P., & Dahl, K. (1994). Toward a social constructivist reconceptualization of [email protected] intrinsic motivation for literacy learning. Journal of Literacy Research, 26(2), 139-158. Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in selfregulated learning. Computers & Education, 89, 53-74. Tang, L. M., & Kay, J. (2014). Gamification: metacognitivescaffolding towards long term goals?. In UMAP Workshops. AGNIESZKA PALALAS Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media, Inc.. Athabasca University Canada
PRZEMYSLAW PAWLUK is Professor at the School of Technology at George Brown College teaching mobile, web and game development. Since 2011 he is also CTO and VP of Mobi-Learning Inc. providing consulting services. Przemyslaw enjoys mixing theory and Literacy Uplift: Self-regulation Elements in the Adult practice. He has industry experience in building telecommunication, GIS, and banking systems. He led several applied research projects at GBC and presented his work at Literacy Blended Learning Solution various conferences. His research interests are applications of IT in education and cloud computing. Przemyslaw graduated from Wroclaw University of Technology and Blekinge Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Institute of Technology and holds a Master of Science in Software Engineering. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project is currently a researcher at Athabasca University, Canada. Her that aims to define design guidelines and principles for a mobile adult literacy learning NORINE WARK international research focuses upon emergent pedagogies, emergent educational and system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking communication technologies (including mobile learning, augmented reality, virtual and monitoring time devoted to learning with mobile tools and their effect on self- reality, and artificial intelligence), learner empowerment, and personalized learning. regulated learning. Their work shows that there is a positive correlation between self- She is an award-winning scholar and educator who has taught K-12, special education, regulated learning and monitoring study-time, as well as between self-regulated learning and higher education learners, as well as other educators in face-to-face, online, and and study-time planning. These authors also noticed that the complexity of the tool has blended learning environments since the late 1980s. Dr Wark has also designed and a negative impact on a learner’s ability to use and integrate the tool into their schedule, developed multimedia courses and programs to be delivered by others in K-12, special hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) education, higher education, and training environments. integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools AGNIESZKA (AGA) PALALAS, IABL President, is Assistant Professor at Athabasca can not only show individual progress but can also present the learner’s situation within the University, Canada. She is an internationally recognized expert with more than 25 years context of a group when possible. Such information, combined with positive reinforcement of experience in adult learning, e-learning, instructional design, software development, through notifications and reminders, can be very motivating. As reported by Tabuenca et al. innovative technologies, and language learning. Over the last two decades, she has taught (2015), notifications and reminders have a positive impact on learner results. These authors at and collaborated with a variety of educational institutions from K-12 to postgraduate suggest that notifications containing learning analytics and generic tips on self-regulation levels and in corporate training environments (face-to-face, online, and blended). Dr may positively influence time management skills and, as a result, improve the learner’s Palalas has worked globally teaching, researching, and designing instruction in the field of adult education and educational technologies, e-learning, as well as blended and mobile learning solutions.
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the students used their eportfolio as a technology-mediated learning tool to showcase their achievements, a challenge in and of itself, they engaged in an ongoing process of Session 26-D6 thinking about their own learning. They also participated in peer-feedback interactions on their eportfolio projects, thus building and strengthening their online community. This RITA ZUBA PROKOPETZ presentation will provide an insight into the experiences of an ESL practitioner who has implemented the eportfolio as an emerging pedagogy to enhance the blended learning experiences of her adult language learners. It will also report on the methodology and Athabasca University theoretical underpinnings of a study currently being undertaken with graduate students Canada participating in the development of their eportfolios as a final project. Participants will view exemplars of eportfolios, learn about their application in blended learning as an [email protected] emerging pedagogy, and engage in discussion on the possible benefits and challenges in eportfolio implementation.
Electronic Portfolio: Enhancing Blended Learning
Experiences in a Community of Language Learners RITA ZUBA PROKOPETZ is a candidate in the Doctor of Education in Distance Education program at Athabasca University. Her area of research is the electronic portfolio as an The electronic portfolio is a technology-enabled learning site where students reflect and emerging pedagogy that makes affordances for the development of reflection and peer- document their journey and learning growth over time. The eportfolio is a vehicle of feedback interaction. She teaches blended English as a second language courses at Red culture sharing among students, and has the potential to become a subculture of Internet River College in Winnipeg, Manitoba (Canada). culture. In blended learning, the eportfolio is positioning itself as a reflective, and curated repository, which is mediated through interaction with instructors and peers. In an online community of language learners, the eportfolio is part of an ecosystem, a resilient and diverse network of systems that includes critical reflection, communication, interaction, and reflective feedback giving and receiving. Empirical observations spanning over five years with various groups of learners of low- to high-intermediate language levels have demonstrated the resiliency of students who opted to immerse in eportfolio experiences as an extra-curricular learning activity. For many of English as a second language (ESL) student, the eportfolio was their first introduction with educational technology. Students appreciated interactions with their peers, the instructor, and the technology and for being introduced to an enhanced language learning possibility. In this format, the students welcomed the connectivity, the communication, and the interaction with one another afforded by their eportfolios. These enhanced blended learning experiences mediated by eportfolios helped the students demonstrate computer literacy, apply time- management strategies, engage in peer-feedback interaction, become autonomous learners, achieve some of the competencies in all four language skill areas (listening, speaking, reading, writing), and reflect on their learning to date. The students welcomed their eportfolio learning space, where they could insert audio files, submit their tasks, and post reflective thoughts. They became self-directed learners when they noticed a shift in their language learning experiences—from the traditional instructor-peer face- to-face interactions to a more student-centric approach in a blended learning format. As
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piloted with 8 groups of adult learners had given a positive signal that the functional use of mobile devices as well as the mobile tool application could turn the delivery of the Session 26-D7 training content and learning space to be highly active and enjoyable. Feedback from the participants shows they were receptive towards the use of mobile devices in their RASHIDAH RAHAMAT learning process. These teachers do know the existence of the applications available in their mobile devices, however, to fine-tune the use of those applications towards teaching and learning with their own students would be best if they experience it first. Malaysia Ministry of Education Overall, QR Codes can be fully explored for education especially in terms of linking the Malaysia paper-based activities with technology.
RASHIDAH RAHAMAT is currently the Head of Unit for the English Language Teaching Enhancing the Learning Space for Adult Learners via QR Management Department in English Language Teaching Centre, Ministry of Education, Malaysia. Her career as educator started in 1996 and she has been involved in the training Codes of adult learners for the past 5 years. She is passionate in the research areas related to TESL (Teaching English as Second Language), CLIL (Content and Language Integrated Engaging adult learners via face-to-face training is a challenging task especially in Learning), mobile Learning, e-Learning and Integration of Technology in teaching and maintaining their attention and interest in the content. The basic theory applied in the learning for all levels of learners. training of adult learners is based on Kolb’s Learning Theory, which relies mostly on providing an experiential learning cycle through active testing, concrete experience, reflective observation and abstract hypotheses. The trainer needs to ensure thatthe design of the content delivery would always follow the cycle proposed. Therefore, in one of the continuous professional development trainings given, one intervention was endeavored which aimed to provide a different learning space to the learners. This paper aims to share the experience of incorporating the use of QR Codes with the adult learners in one of the CPD trainings conducted in 2018. The intervention of using QR Codes as the mobile learning tool, was designed where the learners had to scan and explore the content using their mobile devices. This study applied the spiral cycle of action research: Plan-Act-Observe-Evaluate, as proposed by Kemmis and McTaggart, for 8 months. A total of 168 out of 829 English Language Teachers (ELT) were given exposure to the use of QR Codes in one of the professional trainings held throughout the country in 2018. To capture these adult learners’ experience in using the mobile devices and mobile application in their learning, an evaluation form based on the Technology Acceptance Model, was distributed on the last day of the two-week course. Apart from that, data were also collected based the behavioral observations conducted by the trainer. Results of the evaluations analysed from 92 responses showed that the use of QR Codes in the training was accepted positively based on the participants’ feedback on the ease of use as well as perceived ease of use. The workable and feasible use of QR Code in providing a different learning space for the participants were also seen in the observations performed. The intervention of blending the use of QR Code together with paper-based approaches
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outcomes as perceived by BL experts. A questionnaire containing a matrix of synchronous and asynchronous BL strategies and SAQF intended learning outcomes was distributed Session 27-A1 to BL experts who are executive committee members of the International Association for Blended Learning and validated by them. The findings of the study resulted in the HEND MAHMOUD MERZA production of a matrix that included main and support BL strategies for each of the SAQF intended learning outcomes. The proposed BL strategies are not all electronic as one might expect, but rather are a mix of new (e.g. interactive chat, chatbots, learning Arab Open University communities, and performance support systems), and traditional (e.g. laboratories, Kingdom of Saudi Arabia mentoring, field trips, live practice, and face-to-face lectures). Some are also online and computer-based, (e.g. virtual reality). Based on the findings, the author proposes [email protected] that higher education institutions in the Kingdom of Saudi Arabia, as well those in the Gulf Cooperation Council, implement the proposed matrix. Such implementation would improve the quality of higher education by speeding up the process for providing local markets with highly skilled workers holding higher education degrees. A Proposed Matrix of Blended Learning Strategies and KSA Qualification Framework Learning Outcomes Blended learning (BL) is an educational approach that integrates face-to-face classroom HEND MERZA is an Associate Professor currently working as a teacher and Quality practices with online and mobile delivery methods, aiming to provide the learner with Assurance and Accreditation Manager at the Arab Open University, Kingdom of Saudi a well-planned, managed, structured, and teacher-facilitated interactive learning Arabia. She joined The International Association of Blended Learning in 2015 and was environment where high-quality content, activities, and experiences can be customized to nominated as Vice President in 2016. Dr Hend holds a doctorate degree in Educational learner needs and preferences, unrestricted by time and location (International Association Administration (2004) and has 39 years of experience in public and higher education in of Blended Learning, 2016). Bryson & Jenkins (2015) report that 75% of teachers surveyed Saudi Arabia. Her fields of interest are quality assurance, training, and blended learning. in their study agreed that BL made them more effective and better able to meet the needs of their students. Thus, implementing BL strategies leads to high-quality outcomes such as enhanced learner engagement and achievement, as well as the development of advanced knowledge, skills, and improved attitudes toward learning. Ally and Merza (2016) surveyed respondents from several universities about the effectiveness of BL as compared to traditional teaching in their universities. Results of the study indicated that 43.75% said that BL is effective or very effective compared to traditional teaching. Universities in Saudi Arabia are concerned with providing students with advanced curricula supported by modern teaching and learning methods. Some have already started implementing e-learning and blended learning strategies. The Saudi Arabian Qualifications Framework (SAQF) was constructed by a governmental educational entity in partnership with the relevant bodies in education and training as a comprehensive and unified national system that contributes to improving the quality of national qualifications and placing them at ten levels based on learning outcomes. The unified system of learning outcomes aims to achieve the aspirations of the Saudi leadership and their vision of improving education and its outcomes to correspond with local and international labor market demands. The purpose of this paper is to produce a matrix that aligns BL strategies with SAQF bachelor’s degree intended learning outcomes. The major research question asks what are the most appropriate BL strategies that can achieve the SAQF bachelor’s degree intended learning
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Session 27-A2 ELŻBIETA GAJEK, is an electronic engineer with a PhD and Habilitation in Linguistics. She is an Assistant Professor at the Institute of Applied Linguistics, University of Warsaw ELŻBIETA GAJEK holding the positions of Head of Department of Methodology of Teaching English and Head of the Centre for New Media in Applied Linguistics; She specializes in computer- University of Warsaw assisted language learning, computer-enhanced language teaching, and the use of digital Poland media in learning. She is an author and co-author of over 120 publications: books, book chapters, and journal articles on CALL and MALL, on teacher training for media, and ICT- based instruction published worldwide. [email protected]
European Network for Combining Language Learning and Crowdsourcing Techniques: A New Perspective in Blended Learning
Crowdsourcing is perceived as a solution not only in business contexts but also in education. EnetCollect CA16105 Combining Language Learning with Crowdsourcing Techniques is a European project within COST action for the period 2018-2021. It aims at researching and promoting crowdsourcing techniques for educational purposes in open, collaborative environments as opposed to classroom teaching.
EnetCollect joins forces of over 100 researchers and practitioners form the domain of language learning, crowdsourcing and other linguistic domains such as Natural Language Processing and e-lexicography. EnetCollect works towards finding optimal opportunities for the use of crowdsourcing and gamification techniques in language learning and teaching and production of materials. The project focuses on enhancing the production of learning material in order to cope with the increasing demand for language learning and the striking diversification of learner profiles due to the intensified migration flows motivated by educational, professional, economic or geopolitical circumstances. Crowdsourcing techniques open new perspectives within the general concept of blended learning, but also raise questions about ethics, motivation and fair contribution. The detailed short and long-term objectives of EnetCollect will be presented as well as the results obtained in the first phase of the project based on data collected among language learners and language teachers.
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from the NGOs and a group of refugees themselves responded to this invitation and were extremely receptive at the prospect of collaborating to improve their learning setting and Session 27-A3 methodology. Specifically, the needs identified from their daily language classes included adapting the didactic rhythm to their abilities, interests, and frame of mind; overcoming ELENA BARCENA the limited multicultural interactional possibilities in small classroom-based learning; working in wide realistic communicative situations; etc. Subsequently, an extensive face- to-face seminar was held in which the teachers and refugees were introduced to LMOOCs UNED (Language Massive Open Online Courses) and their potential, and the topic of Spanish for Spain immediate needs at elementary level was listed by them as being the most necessary for a first blended LMOOC experience. We collaboratively designed and developed not one but [email protected] two consecutive LMOOCs on Spanish for immediate needs called “Puertas Abiertas” (Open Doors), I and II on the OpenUNED MOOC platform. According to the institutional rules, both courses corresponded to 25 study hours (and 1 ECTS credit). They were designed to deploy well on mobile devices, among other reasons because smartphones represent the only technology that refugees and migrants typically have. The courses developed were TIMOTHY READ designed to be both inclusive and didactically versatile in the sense that they had to be used independently or as a complement of a formal Spanish course. The first edition of the UNED first LMOOC (Spanish for beginners) finished with over 2200 participants and the registration Spain numbers of the second course, which will start shortly, are similar so far. Data have been obtained by means of pre- and post-questionnaires, platform analytics, observation and [email protected] interviews of the participants and teachers. This paper presents the analysis of the extent to which both goals, inclusion and didactic versatility, were met, and presents conclusions drawn regarding the potential of using LMOOCs to complement standard face-to-face classrooms at NGOs.
BEATRIZ SEDANO
UNED Spain ELENA BÁRCENA is a full professor in English Language and Linguistics at UNED, the Spanish national distance and blended learning university, where she has been the Director [email protected] of the Posgraduate Program in ICT for Language Learning and Processing and the Director of the first language MOOC in Spain. She has been the director of the ATLAS (http:// atlas.uned.es) research group since 1997, working on technological and methodological innovation in Applied Linguistics, particularly in relation to specialized linguistic domains in a blended learning context. She is currently working on the boundaries between formal Integrating Inclusive LMOOCs in the NGO Classroom and non-formal learning, MALL, LMOOCs and MALMOOC.
Among the very many challenges that migrants and refugees have to face during the first TIMOTHY READ is a senior lecturer at UNED. He has held several positions in the part of their stay in a host country is that of learning the language. Sometimes they can university government and is currently the Associate Pro-Vice-Chancellor for Methodology attend face-to-face classes at NGOs, and the difficulty of this process varies depending on and Innovative Technology. He is the cofounder of the ATLAS (Applying Technologies to the person’s mother tongue, age and attitude, among other well documented factors in LAnguageS) research group and has directed national and international funded projects the literature (Gardner & Lambert, 1972; Khasinah, 2014). In many NGOs, the language on applying ICT to LSP and sub-languages. He is currently working in the area of MALL, classes are typically only a few hours a week, due to limitations in funding, the timetable Language MOOCs, and their applications for social inclusion. He has also been a member of the teachers (often volunteers), and the number of classrooms available. Furthermore, of diverse scientific committees and has collaborated as an evaluator of national and the learning resources, textbooks and materials are somewhat basic. This paper describes international research project proposals. the research undertaken by the ATLAS research group in the context of the ERASMUS+ MOONLITE project (Read, Sedano & Barcena, 2018) to develop cross-national cooperation BEATRIZ SEDANO holds a MA in Applied Linguistics for Teaching Spanish as a Foreign services to explore learning and collaboration opportunities for refugees, stakeholders and Language from Valladolid University and a PhD in non-formal language training, specifically MOOC providers in member states. Around 20 NGOs that provide training to displaced people LMOOCs and SFL (Spanish as a Foreign Language). She has worked as a Spanish teacher for were contacted to offer them support in the form of open online technology. The teachers over a decade and is currently working as a researcher and project coordinator at UNED.
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Session 27-A4 ALI ALSHAMMARI is an Assistant Professor of Computer Education in the Department of Curriculum and Instruction, the Vice Dean of E-learning and Distance Education, ALI ALSHAMMARI and the Supervisor of the Curricula and Study Plans Administration at University of Tabuk. He earned his Ph.D. in Curriculum and Instruction at Purdue University. Both a University of Tabuk computer programmer and serious game designer and developer, his research interests KSA include instructional design theory for serious games, robotics, virtual and augmented reality, computer science pedagogy, instructional methodologies geared toward game- based learning, underrepresented minorities in education, and the implementation of [email protected] innovative technologies in the field of education.
Amal’s Model: Effectiveness of Game Design Studios and Robotics at Enhancing Women’s Learning of CS
Arising from the idea that gender determines cognitive capacities and that male cognition is superior to female cognition is the belief that men excel over women at performing within certain disciplines, such as computer science (CS). The underrepresentation of women in CS is a serious issue with ramifications that affect, not only women working in the field but also, the field at large and the national economy. In an effort to eradicate the issue and move CS closer toward an egalitarian model, this presentation addresses several factors that contribute to the underrepresentation of women in CS, and demonstrates the impact of coupling constructionist gaming with studio pedagogy in a Game Design Studio (GDS) on students’, especially women’s, learning of and domain identifications with CS. The research design included block randomization in order to make sure that the male-female ratio was relatively balanced across all of the groups. Pre/Post-test experimental design was utilized to compare students’ learning of computer science. The results compared the implementation of the GDS with robotics and traditional pedagogical practices. The study showed that aspects of Amal’s Model were significant predictors of their identifications with the field. Results from the current study showed that the game design studio and robotics had a significant impact on students’ (both men’s and women’s) learning of computer science when compared with the control group. The results, including current findings and recommendations for enhancing the representation of women in computer science, and suggestions for future studies, will be discussed in great detail.
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In addition, the use of this language game activity also enhanced the engagement and involvement of students in learning pre-reading skills. It is hoped that the results of this Session 27-A5 study will be able to improve the literacy skills among LINUS pupils, especially at the early stages of school, so that reading problems are not persistent as students move to ANGELA JULIA FRANKIE higher levels.
Universiti Kebangsaan Malaysia Malaysia
[email protected] ANGELA FRANKIE is a primary school teacher in a rural area in the Serian district, Sarawak, Malaysia. She has 19 years primary school teaching experience. She earned a Bachelor of Education (Primary School) with First Class Honours from Sultan Idris Education University (UPSI) in 2016 and a master’s degree at the National University of Malaysia (UKM) in 2017-2019. HELMI NORMAN HELMI NORMAN is currently the Assistant Dean of Teaching and Citra and a Senior Universiti Kebangsaan Malaysia Lecturer/Assistant Professor at the Faculty of Education, Universiti Kebangsaan Malaysia. Malaysia Dr Norman is currently a Member-at-Large and Director on the Board of Directors of the International Association for Blended Learning. He is a certified Apple Professional [email protected] Learning Specialist and is involved in national projects for primary, secondary, and higher education. The of these projects is to promote 1:1 pedagogical and learning approaches using the Apple ecosystem. In addition, he is a certified Professional Technologist of the Malaysian Board of Technologists. Gamification in Learning on Basic Reading Competencies in Malaysian Rural Areas
Reading competencies are a core aspect of basic education in which is it is an important prerequisite for knowledge acquisition, organization and application in various subjects and domains. Thus, reading competenies are major componenets for educational success. Previous studies have indicated that students in rural areas, particularly in Malaysia, face difficulties in acquiring reading competencies due to the lack of continuous engagement during learning. Past studies have also indicated that gamification in learning has been reported to increase reading skill levels. Thus, this study aimed to identify whether gamification in learning improves the ability to recognize the letters ‘b’, ‘d’, ‘p’ and ‘q’ among LINUS (Malaysian Literacy and Numeracy Screening Program) pupils. Two types of games were used which were “Simon Says” and “Dough Therapy”. The design of this study used a qualitative approach. Data was collected through Pre-Test and Post-Test, interviews, field notes and photo/observation. The results of interviews and field notes were analyzed manually to see the development of LINUS students’ participation. This study involved Year 1 pupils (LINUS students) at primary schools in Malaysian rural areas. The findings show that the ‘Simon Says’ and “Dough Therapy” game were able to improve pupils’ ability to recognize the letters ‘b’, ‘d’, ‘p’ and ‘q’ among LINUS pupils.
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general education courses, e.g. GEN 120 and 185, with an agenda to do the same in some majors. To continue motivating students, IL skills acquisition tasks completion results in Session 27-A6 a digital badge that serves as online evidence-based validation of the IL skill. Students at Gen 120 and 185 can collaboratively produce answers. A Blackboard follow-up post-test JUDITH MAVODZA will reveal remaining skills acquisition gaps.
Zayed University UAE
[email protected] JUDITH MAVODZA is Associate Professor, Instruction Reference Librarian at Zayed University, Abu Dhabi, U.A.E. Current work includes Information Literacy skills instruction and working as liaison librarian for supporting research needs of the academic community. Dr Mavodza’s research interests include reference and instruction, marketing and assessment of library services, and knowledge management. A Proposal for Blended Learning in Information Literacy Skills Instruction
Currently, there is a struggle with insufficient resources for teaching information literacy (IL) skills to students at Zayed University (ZU) in terms of adequate time and requisite numbers of librarians to reach all the students in need of IL skills instruction. Concomitantly, students are expected to use high-quality academic information sources in their assignments. Teaching faculty need librarian support to guide their students in reflective information search, retrieval, and ethical use.
This paper proposes a solution involving a short pre-assessment quiz in Blackboard, an IL instruction lecture session, and a practice session in a computer lab or library classroom. The pre-assessment has a few questions for students to give both the librarian and the professor information about the students’ existing skills and knowledge. When the librarian interacts with the class, it is to focus on points of need. If in Blackboard, then information, teaching material, library tutorials, and IL skills tasks can be harnessed to concentrate on the issues reflected as most unfamiliar or confusing or complicated to the students. This way, IL skills instruction is seamlessly integrated into the curriculum, systematically awarding digital badges for accomplishing skills acquisition tasks. Initial implementation of this proposal would demand extra input from the available librarians, but once rolled out, the approach has the potential to serve several simultaneous classes more effectively. The proposal calls for faculty/ librarian collaboration in planning these sessions. The online pre-assessment is directly linked primarily with the subjects of all
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examples of how you can deploy intelligent chatbots to support and enhance the learning experience before, during, and after class, using common tools you probably already Session 27-A7 have. We’ll help you generate a few ideas to implement chatbots in your next project and we’ll send you away with a handy implementation guide full of low-cost or no-cost JOE GANCI resources for building a chatbot without coding or programming skills. You will also be welcome to ask questions at any time. eLearningJoe, LLC Learning objectives: USA · Identify at least three ways to incorporate a chatbot into your next eLearning [email protected] project using the tools you have today, using our “Getting Started” checklist
· Locate the training, software, and tools to help you implement smart chatbot easily and affordably in your next project
Using Chatbots to Engage, Support, and Inform Your · Avoid common pitfalls experienced by new developers, so get your chatbot talking Learning Audience with your customers and learning audience as soon as possible.
You can’t be available to provide coaching and feedback 24/7, but an intelligent chatbot can! All over the world, people are using artificial intelligence to manage their bank
accounts, book travel, and find great products, so why not use this same technology to help people learn new skills and advance their careers? A chatbot is a program that is owner of eLearningJoe, a custom learning company. Since 1983 he has speaks to the user in plain English, adapting to the needs of the individual to provide JOE GANCI been involved in every aspect of multimedia and learning development. Joe holds a a realistic, engaging, two-way text or voice conversation between the human user and ComSci degree, writes books and articles about eLearning, and is widely considered an the chatbot persona. These smart programs can be used to give embedded performance eLearning development guru. Joe consults worldwide and also teaches at conferences feedback within an elearning course, share customized tips after training is complete, and at client sites. Joe writes tool reviews and is the recipient of several awards for his recommend future courses tailored to individual learners, or answer questions related to work in eLearning, including a Lifetime Achievement Award in 1999 and an eLearning the course. Chatbot programming tools let you get started without coding or specialized GuildMaster Award in 2013. His mission is to improve the quality of eLearning with skills and they integrate well with tools you are already using, like Articulate Storyline, practical approaches that work. Adobe Captivate, Trivantis Lectora, and even Microsoft PowerPoint. The software to build the chatbot, as well as training on how to do it, is available for free or at no cost from several sources, so your first chatbot doesn’t need to cost any more to develop than a more traditional approach to Learning development.
In this interactive session, you will see demonstrations of several chatbots integrated into Learning programs as prework, embedded support, and post-training reinforcement, producing higher learner engagement, deeper learning, and great retention, all while eliciting a “wow” response from your learners and your clients. We’ll show you several
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institution; however, the gamification activities did not take place in the traditional classroom set up but rather in the innovation space. Content gamification was used to Session 27-B1 address the research question of whether gamification has benefits beyond motivation and engagement to positively impact academic performance. Game thinking was used to LANA HIASAT prepare students for their midterm exam in the introductory research course. In total, three different types of games were selected and designed. The choice of digital games was based on ease of use for teachers and students and free or available access to the Higher Colleges of Technology game. The experimental design was used to observe the impact of games on academic UAE performance. This session will be a discussion of how a blended learning style of game thinking was used to design gamified activities to prepare students for their midterm [email protected] exam in the introductory research course. Implications for future blended learning 4.0 and gamification practices will be shared.
Using Gamification to Engage Students in Research
There is a breadth of research indicating the positive impacts of playing games. LANA HIASAT is the General studies program coordinator and full-time faculty. Drawing Companies are turning to games to reinvent their organizations and engage their on her background of cultural diversity, trainings in emotional intelligence, creativity, and customers. Educators have also applied game-like elements to their courses to engage intercultural understanding, Dr Hiasat offers unique insights into educational leadership, and motivate students and develop a mastery of learning outcomes. However, there cultural inclusion, and integration of technology. Her research interests are in blended are several problems associated with using digital games in education such as the lack learning, educational technologies, teaching and learning 4.0. of appropriate teacher training programs and the high cost of digital games (Whitton, 2012). It may be argued that creating games in education is beyond a teacher’s expertise. Despite some researchers reporting improvement in achievement when using games, game-based learning is advised not to be relied on to improve performance in education without pedagogical processes (Gregory et al., 2015). The literature on digital games is lacking completeness in reporting critical information that could help the direction of gaming in education (Ritzhaupt, Poling, Frey, & Johnson, 2014). Teachers lack guidance and evidence-based information that would help them to incorporate digital games effectively into their classes. The question remains whether it is worth investing in digital games when the impact is merely on engagement and motivation. In this session, the presenter will share how gamification was implemented in an experimental research design to two sections of an introductory course for research methods. In this course, students learn the foundations of key research concepts and skills of doing different types of research. Gamification elements of competition, cooperation, points, leaderboards, and clear objectives were applied to three different types of gamified activities in the course. Gamification was applied in a blended learning approach. Blended learning is learning that happens inside the classroom and online at different levels of activity blend, program blend, and institutional level (Bonk & Graham, 2006). There were two levels of blending in this study. The first blend was of activities where the type of blended learning used was game based using smart mobile phones. The second blend was physical space. The face-to-face element was in the physical space of the educational
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Session 27-B2 HISHAM ALSAGHBINI is the Senior Regional Recognition Manager for Central, Cambridge Assessment English. Prof. AlSaghbini comes with more than 15 years of HISHAM ALSAGHBINI international experience. He started his career as an academic researcher and lecturer at a number of universities in London. Hisham developed and built more than twenty University of Cambridge – Cambridge Assessment different programmes for people with special needs including a comprehensive inclusive United Kingdom employment guide for the government authorities in Dubai. Hisham holds a Bachelor in Business, a Masters in Strategy in Education and his doctorate was on Inclusiveness in Education and bridging the (under)achievement gap in Higher Education in the UK. [email protected]
Innovative Assessment Tools for Effective Language Learning: Learning Oriented Assessment
Learning-Oriented Assessment represents an attempt to reconcile formative and summative assessment and focus all assessment on the development of productive student learning. Learning-Oriented Assessment comprises three interlocking dimensions: assessment tasks as learning tasks; student involvement in assessment; and the closing of feedback loops. The Learning-Oriented Assessment Model that the University of Cambridge developed over the years promotes and disseminates useful assessment practices.
Today’s learning is dependent on effective assessment. This presentation will cover areas related to Cambridge Practices in assessment and the Cambridge Learning-Oriented Model of how assessment can be embedded in the learning process. The discuss will address the following questions:
· What is Effective Assessment? · How can we make assessment responsive to the needs of the learners? · How can we incorporate technology effectively?
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presence in the virtual class was made possible through small videos presented by the teachers with 18 prepared modules accessible on all web-enabled devices. Students were Session 27-B3 required to complete the assigned tasks in their own time, changing the teacher’s role to being a facilitator in the learning process. This research effort not only improved their GOMATHY KRISHNAN basic math skills, but also motivated them towards independent learning using available technological tools/resources. The advanced tracking system of the “Khan Academy” website allowed the students to monitor their own progress and learn independently, Higher Colleges of Technology and also allowed faculty to identify the students’ comprehension and design the delivery UAE of the classroom sessions accordingly. The ease of accessibility of all of the above in a “flipped classroom” also nurtured peer tutoring. The results of the previous semester’s [email protected] exam were compared and the results of students using the flipped approach were found to have improved. The number of failures in each section had decreased. Further, the average mark rose substantially across all 112 students. The student survey also indicated that a majority of them found the flipped classroom approach very useful, interesting and motivating. WAHIDA DASTAKEER
Higher Colleges of Technology UAE GOMATHY KRISHNAN holds a Post graduate degree in Applied Physics from Madurai [email protected] Kamaraj University, India. With over 25 years of teaching experience in the Middle East in various curricula, Gomathy comes from a family of teachers and is passionate about her profession. She is the recipient of many awards and recognitions including being voted as the Most Inspirational teacher by the students of HCT. Mobile Classroom: Blended Learning WAHIDA DASTAKEER has over 20 years of experience teaching for a consortium of programs, which includes life sciences, chemistry, and general studies at the Higher This is an attempt made to motivate and engage the students via a flipped blended Colleges of Technology. She is the recipient of the “Flipped Classroom” award and the learning approach to improve their Engineering Math Grades. This is a tried and tested “Green award” by the HCT-Dubai colleges, in addition to the “GESS education” award. approach that uses the blended learning approach with technology. This will be a short presentation that gives all the technical details of the delivery plan and use of technology that was adopted for this project. The audience will be encouraged to participate in a Q and A session towards the end of the presentation. We believe that sharing this experience in a specialized conference like this will encourage faculty members across all disciplines to implement some of the strategies used for this project with success. This is currently being implemented at our institution to improve student success in terms of their scores and interaction amongst the students in the form of peer tutoring. It is noted that considerable time is spent in explaining the basic concepts of Math due to varied level of student comprehension. This can result in the learning outcomes and delivery plan not being met. This project was designed to prepare students to be familiar with elementary level concepts through independent learning and proceed with higher order thinking and learning during the class. To achieve this, the approach was through the use of technology enabling teachers to take their classrooms beyond the physical boundaries and make the materials available via the mode of a virtual classroom. The teacher’s
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ession S 27-B4 PETER DAVIDSON currently teaches English language and composition at Zayed University in Dubai, having previously taught in New Zealand, Japan, the UK and PETER DAVIDSON Turkey. Peter has presented at over 100 international conferences, and he has over 130 publications. Peter recently co-edited four books: Language Assessment in the Middle Zayed University East and North Africa (2017); Perspectives on Student Leadership (2014); The Cambridge UAE Guide to Second Language Assessment (2012); and Computers in English Language Teaching (2010). He is particularly interested in vocabulary teaching and learning, English [email protected] language testing, teacher education, and faculty evaluation.
JENNY EPPARD has a PhD in Instructional Technology from the University of Virginia in the United States, and a Master’s degree in International Education from George Washington University. She is an experienced English as a Second Language teacher with a JENNY EPPARD professional background in teaching a variety of ESL students in terms of age, proficiency and background. She has headed several research projects on using the iPad with students Zayed University in the English foundations program at Zayed University. Currently, her research topics UAE include: reading on the iPad, flipped learning, XMOOCs in the UAE, vocabulary centered Apps and online informal learning. [email protected]
The Virtual Bridge Program: Blending English Language Instruction
Blended learning is an approach to learning where students learn via online media as well as traditional face-to-face teaching. As this approach to learning is relatively new as a localized concept in the Gulf region, there is not a lot of literature that teachers can draw upon to help guide them in implementing a blended learning approach outside of a Western construct. The purpose of this talk is to recommend how blended learning can be effectively implemented in the English Language Classroom. We begin by giving an overview of the Virtual Bridge Program, an online resource that was developed to help foundation students improve their grammar, reading, writing and academic study skills. We then move on to discuss how we incorporated this valuable online resource into our regular classroom teaching to take a blended learning approach. For example, we used it to “flip” the classroom whereby students watched videos or completed other tasks at home, and then class time was used for follow-up activities. We also used this blended learning approach to differentiate instruction, catering to the specific learning needs of individual students. In the final part of this talk we will outline some of the successes we have had in implementing a blended learning approach, as well as some of the challenges that we faced. It is hoped that participants will leave with some practical ideas about how to implement a blended learning approach in their own classrooms.
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to measure students’ performance in both active learning classroom and the traditional classroom. It seems obvious that getting students actively involved in class will help them Session 27-B5 learn, but it is not always obvious just how much it helps them. The real-time feedback from the students allows the instructor to change or modify his teaching methodology for YASIR JAVED better results. In this study, we have presented a perspective on students’ engagement using classic active learning pedagogies enhanced with new affordable technologies. We have evaluated the use of an online portal for active learning pedagogies and its impact Higher Colleges of Technology, on students’ learning outcomes by comparing the results with a traditional classroom. UAE The result shows that students’ engagement using active learning pedagogy activities have significantly improved the students’ performance in comparison to students in the [email protected] traditional classroom. Moreover, the subjective feedback from students also shows that they are happier and satisfied with their understanding and participation in class using the online tool. Considering, the usefulness of such online tools for active learning, it is recommended that instructors should try them in their lectures when and where possible to actively engage students and improve students’ understanding and academic Engaging Students Using Blended Learning performance. The presentation will cover the demonstration of the online tool for student engagement and the results of the research. Student engagement is a vital component for participatory teaching and improved students’ performance. However, it always remained a big challenge for instructors to engage students and enable each of them to participate actively. The students’ engagement REFERENCES becomes almost zero when blended learning is used unless some special attention is Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative paid to the content and method (Spring, Graham, & Ikahihifo, 2018). The students’ learning activities in lectures, Active Learning in Higher Education, 12(1), 23-33. engagement mechanisms are founded in classic pedagogies but are adapted to suit the Dori, Y.J., Barak, M. and Adir, N. (2003). A web-based chemistry course as a means to technological requirements and course environment. A great deal of work has been done foster freshmen learning. Journal of Chemical Education, 80, 1084- 1092. to increase students’ engagement in classrooms since the introduction of “pedagogies of Preszler, R.W., Dawe, A. and Shuster, C. B. (2007). Assessment of the effects of student engagement” (Dori, Barak, & Adir, 2003). This gave rise to the development of different response systems on student learning and attitudes over a broad range of biology kinds of learning methods, such as collaborative learning, cooperative learning, and courses. CBE-Life Sciences Education. 6(1), 29-41. problem-based learning to promote student engagement in higher education (Prince, 2004; Preszler, Dawe, & Shuster, 2007). Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231 All these methods fit into the category of pedagogy called “active learning.” Prince Spring, K. J., Graham, C. R., & Ikahihifo, T. B. (2018). Learner Engagement in Blended (2004) defined active learning as any instructional method other than a lecture that Learning. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of Information Science and engages students in learning. This definition of active learning emphasizes the instructor’s Technology, Fourth Edition (pp. 1487-1498). role in the classroom. At the same time, many other researchers also suggested that learning space is important for students to participate in active learning. However, questions are also raised of utilizing active learning activities in classrooms that were set up to accommodate traditional lecture style teaching, could bring positive changes in students’ engagement in the classroom. In order to determine the impact of active YASIR JAVED is the Divisional Chair of Computer Information Science Department at learning pedagogy on students, this study used assessments done during the semester the Higher Colleges of Technology, United Arab Emirates. Dr. Javed is also an international research fellow of HI2 initiative by the Watson Institute, Brown University, USA. He has a PhD in information science from Massey University, New Zealand and has published in many international journals and conferences. His recent research interests include design and implementation of effective Technology Enhanced learning and learning management systems.
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played out in practice. The theoretical position indicated that four main factors impact faculty professional development and the instructional designer’s practice and process. Session 27-B6 First, it should be based in a situated context of the faculty instructor’s environment., extrinsic factors should be addressed, and any barriers removed. Third, the training NICHOLAS YATES and development practice should be experiential in nature so that faculty instructors are ‘hands on’ and active in learning the blended learning pedagogy and technology. In addition, intrinsic factors should be taken into consideration as faculty instructors Zayed University internalise and adapt to the new design and development. The culmination is a realistic UAE process with which to create ideal conditions for successful instructional design and the accompanying faculty development of the instructors. The presentation will showcase [email protected] the implementation process, the co-constructed growth of each other’s practice and the impact that faculty development had on students within online synchronous web conferences. There will be multiple opportunities for the audience to engage in the presentation. Throughout the session the audience will have opportunities to internalise the model by interacting with the presenters. Lastly, the audience will be encouraged BARBARA HAROLD to interact in a reflective discussion to apply and contextualise their model and discuss how such a model might present opportunities within the own practice. By the end of the Zayed University presentation, attendees will be able to describe the model’s factors and start to apply UAE them to a faculty development or instructional design practice in their own context.
NICHOLAS YATES is an Instructional Designer in the Center for Educational Innovation Idealistic and Realistic Factors for Faculty Development and at Zayed University. He specialises in the instructional design and facilitation of faculty development for face-to-face, blended, mobile and online teaching and learning Instructional Design in Blended Learning environments. He works with teachers designing and developing active learner-centered pedagogy that effectively integrates content, pedagogy and technology and has in-depth Facilitating online synchronous web conferencing can be a daunting task for faculty experience in mobile learning environments. Nicholas’ research interests lie in online/ instructors within a dynamic online environment presenting ill-structured problems. blended teaching and learning, faculty development, and technology-enhanced learning. Problems related to technology, pedagogy and content play out in real time and must be Nicholas has been recognized as an Apple Distinguished Educator (Class of 2013) and is flexibly and creatively solved while interacting with students (Koehler & Mishra, 2008). certified as an Apple Educational Trainer since 2014. The role of instructional designers tends to be more in the background, developing course design and/or supporting faculty development and training. While their real time presence is the Director of the Center for Educational Innovation at Zayed is less visible, they must provide the foundational framework for success. This short BARBARA HAROLD University. She is an experienced educator with a career spanning more than four decades. paper presentation explores the experiences of a Professor and Instructional Designer Her teaching and scholarship in the fields of teacher education, educational leadership in a blended post-graduate course in a United Arab Emirates federal university. Blended and professional learning. Dr Harold has conducted successful programs of professional courses in the College of Education include both face-to-face and online (asynchronous development for the Ministry of Education, public and private schools in the UAE and has and synchronous) elements. Instructional design was needed for the synchronous online presented at national, regional and international conferences in the US, UK, UAE, Saudi web conferencing sessions that was facilitated on Adobe Connect. Both technical and Arabia and Australia. Her current research interests include professional learning and the pedagogical skills were developed, and the necessary training was provided for the faculty use of digital technology in graduate leadership development. instructor. The presentation will highlight factors for effective faculty development for a blended learning environment. It explores the relationship between theoretical views emerging from the first author’s own graduate thesis research and how these
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and University of Kentucky Open Courseware), free online texts and library resources (ipl2, Project Gutenberg, Planet eBook, and High Wire), tools to create and organize Session 27-B7 video content (Google Drive-Dropbox, HighTail, and FlipGrid), video content (Smarter Every Day, YouTube Learning, and Vertasium), cloud-based grading apps and platforms OLGA SAMSONOVA (Engrade, Easy Grade Pro, and Alma Gradebook), tools for content curation and sharing (Storify and Flipboard), and learning resources (Google Forms, Slideshare, Scribd, and iTunesU). Thirty-four studies have been used for this review. A critique of a blending Higher Colleges of Technology learning approach and blending learning tools will be provided along with a call for UAE more research on advantages and disadvantages of using these tools in the variety of educational environments including K-12 schools and higher educational institutions. [email protected] As a result of this presentation, the audience will have an overview of the range of technologies and blended learning tools that may be used to support their classrooms, colleges, and their current and future research.
Blended Learning Tools
Nowadays education trends are rapidly changing and require teachers to transform accordingly. In the 21st Century technology became a main pedagogical tool that allows OLGA SAMSONOVA holds two Masters Degrees, one in Early Childhood Education to make the classroom more student-centered and meet different students’ needs with Special Education endorsement from Brooklyn College, USA (2009) and the other and learning styles. In a new reality, an educator plays the role of a facilitator who is in History from Simferopol State University, Ukraine (1999). She earned her Ph.D. in continuously seeking new approaches educating their tech-oriented students. A blended Learning, Instruction, and Innovation from Walden University, USA (2017). She has 20 learning approach to learning gained popularity in the last decade. It combines face-to- years of experience in adult continuing education and K-12 environments and currently face and online learning experiences, makes the learning experience more approachable works as a Lecturer in Higher Colleges of Technology (Abu Dhabi, UAE). Her primary and enjoyable, and better prepares students for future work and the move to the 24/7 research focuses are 1) Use of Technology in Teaching and Learning, 2) Online Resources culture. This presentation content is a synopsis of the literature review on blending for Effective Teaching, and 3) Blending Learning. learning tools. It aims to go over main findings and (a) present advantages of blending learning such as alternative types of learning techniques, media, assessment techniques, and ways to contact and work with teachers; (b) to discuss the variety of “learning spaces” for blending learning; (c) to introduce a variety of tools and technologies that are used for blended learning such us classroom technology (PowerPoint, interactive whiteboards, and audience-response systems), social-networking software (instant messaging, phone calls, podcasts, social-networking sites, video clips, tours and worlds, weblogs, and wikis), virtual communication tools (chats, discussion boards, e-lists, e-mails, audio-files, web forms, and video-conferencing), e-learning systems (virtual learning environments –VLEs, conferencing systems, and group collaboration software), and mobile learning; (d) to present a number of blended learning resources such as learning management systems (Google Classroom, Kiddom, Online Learning Exchange, Edmodo and Blackboard), university resources and free open courseware (Stanford University, Yale University,
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Session 27-C1 RANA KHAN holds Masters’ degree in English Literature and Business Administration besides a teacher’s certificate in CELTA and IELTS TTT (Train the Trainer) program from RANA KHAN British Council. She has extensive teaching experience having taught at Kuwait University, Arab Open University and American University of Kuwait. Currently, she is working Algonquin College as English and Business Instructor at Algonquin College, Kuwait. Rana is also on the Kuwait Conferences Professional Council of TESOL International Association. She has presented at various conferences and has three papers to her credit. Her main research interests are learning management systems, CALL (Computer-Assisted Language Learning) and [email protected] blended learning.
Designing Interactive Presentations for Blended Learning Using Prezi
Today a classroom is more interactive and collaborative, thanks to the advent of Blended Learning. Therefore, blended learning widely includes anything that involves computer- aided learning or the use of internet-based devices or tools to make learning more engaging in the classroom with some form of teacher control. This session will demonstrate the use of Prezi, an amazing tool for presenting information to language learners in the most interactive and creative way. Prezi is an interactive presentation tool that is different from conventional power point presentations due to its powerful zoom in feature. It runs like a narrative where you can zoom in on details and move back and forth to reveal information. Prezi changes the presentations into powerful sessions, as they can never be boring. Prezi presentations can engage learners like no other presentation tool. This leads to better understanding of your points better, whether you are aiming to impart an important lesson or bring interesting media content to classroom.
It can be integrated with different business and educational platforms and allows integration of virtual meetings via the Live Prezi feature. The attendees will learn how to do all these features and create their own creative Prezi pages. They will learn how to integrate information and media into Prezi templates and turn them into powerful presentations. They will be able to utilize Prezi to change their monotonous and simple presentations to interactive and engaging sessions like never before. The session will give them a hands-on experience and take them step by step through the entire process of creating powerful and engaging presentations.
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ameliorated assimilation, retention and internalisation in users, which were Video Scribe, and Powtoon. These are tools used for developing whiteboard animations and carton Session 27-C2 animations. These can be utilised as 1-2 minute learning nuggets for micro learning. The salient, pivotal concepts and points of a topic can be conveyed by this approach. KAWAR DEEP SINGH These types of software facilitate engagement through animations and different features that present the content in an appealing manner. Examples of a few learning nuggets developed by these software to exemplify the efficacy and significance of these tools will Instructional Design Consultant be shown in the presentation. India
KAWAR DEEP SINGH is an adept Instructional Designer and Content Developer consultant with extensive experience in creating engaging, effective and efficient Overcoming Hindrances and Challenges in Blended Learning e-learning courses and instructor-led training courses for all different industries.
In this practitioner presentation the primary challenges in blended learning and software tools that are paramount for augmenting the learning experience significantly will be imparted. Challenges, hindrances, or deterrents that can encumber the overall blended learning experience must be averted beforehand. These problems vary from technical specifications that are incompatible with viewer devices to e-learning courses that are not engaging enough. All challenges will be enumerated one by one with solutions or alternatives that have substantially appeased and mollified these situations by deriving outcomes with propitious results. For example, people living in rural areas of India might not be able to access e-learning courses because of technological hindrances, due to constraints with electricity or infrastructure. An expedient suggestion that entailed a viable solution was to make all e-learning courses accessible through mobile phones. Users should be able to access the course through a mobile application easily at anytime by downloading the course or viewing it online. Mobile smart phones are prevalent throughout India and most of the population has smart phones with internet access, since they are affordable. However, converting courses to a mobile phone format and the implementation process of making these courses accessible through mobile phones is an arduous task that is extremely expensive. After cogitating over the expenses, time, and effort we were emphatic about the outcome. We needed to ensure the overall process of mobile phone implementation does not become cumbersome or futile. Some gratuitous and extraneous action plans and steps were omitted to ensure the process is as seamless and efficient as possible, which will also be discussed in this presentation. The next part of the presentation will be about software tools that I found profoundly
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data were collected from 20 students through interviews to assess the blended learning practices and their effectiveness in improving the learning experience. The findings of Session 27-C3 the study indicate that most of the students are aware of the blended learning and agree that blended learning helps them not only to learn independently but also make them ABDULQUDDUS MOHAMMED responsible in their studies towards self-learning and helping them to develop into life- long learners. Some of the methods of teaching that are used by the faculty members in blended learning are face-to-face teaching where the faculty member will take classes Higher Colleges of Technology alternatively from both the campuses using Joint Distance Learning (JDC) and Zoom UAE technologies and also the learning materials, e-text books, and online assessments are uploaded on Blackboard with secure student access. [email protected] The application of blended learning facilitates work placement and senior project courses as independent learning courses with less involvement from the faculty members. Students are able to use online materials, assessments and emails to complete their assessments and also contacting the faculty members and industry supervisors if necessary. The online SILISHI NOUSHAD assessments including assignments and project presentation are also held online to meet the same day assessment requirements. At our colleges, the blended learning is combined Higher Colleges of Technology with the Blackboard learning management system, JDC (Joint Distance Learning), Zoom UAE video conferencing, and smartboards helping the students attend classes from other campuses. The students can learn from the recorded classes and the online materials [email protected] without any geographical and time constraints and the colleges are equipped with the required technologies to implement the blended learning for students. The students agree that blended learning offers them flexibility to study from any campus of their choice, it improves their academic performance, confidence in learning, motivation to learn and using technologies to communicate with teachers. It gives them the chance to be The Challenges and Opportunities of using Blended Learning creative, open to ideas, and empathetic with others’ point of view and most importantly at Al Dhafra Colleges, Higher Colleges of Technology (HCT), make them life-long learners. One of the important challenges in implementing blended learning in our colleges is to organize online assessments which requires coordination Abu Dhabi, UAE with the other staff and the technology management to facilitate blended learning.
Blended learning is a platform that combines the face-to-face learning with the online The mix of online and traditional class modes is a challenge; however, it needs to be experience. The online materials, internet-based interactive tools and traditional customized to the needs of the students. Faculty training in using blended technologies classroom-based learnings are merged with to enhance the experience of the learner. is a pre-requisite in implementing blended learning. Some students take time to use the It is also called hybrid learning. Blended learning is being implemented in educational technology and adapt their learning in using blended learning. Blended learning requires institutions because it is cost effective, time saving, and most importantly flexible as a certain level of discipline from students to be self-learners and learning in groups. it provides an opportunity for students to learn independently. It encourages group Some of the quantitative courses like statistics and accounting are difficult to implement and cooperative learning through skype, zoom, elluminate live, blogs, forums, emails through blended learning as they require more teacher interaction. The implementation among the students that make learning reflective and improves students’ critical thinking of blended learning demands more time and efforts from faculty members in designing abilities. Course materials can be created more customized and personal in line with the course. Despite, its challenges, blended learning provides opportunities of convenient the students’ interests and background. The objective of this paper was to assess the education for learners to learn without geographical and time barriers. It is recommended HCT experience of implementing blended learning at Al Dhafra region (HCT Madinat that the educational institutions should provide orientation to students and faculty Zayed and Ruwais Colleges) in Abu Dhabi. These two colleges are far away from each members in using blended learning, providing students with laptops, iPads, technology other, however they share resources through the application of blended learning and resources, computer laboratories, instructor training programs on course and assessment the use of LMS (Learning Management System) through Blackboard as way to optimize design and updating the course contents in line with the blended learning practices and resources and provide the best technology-based learning experience to students. The vice versa. It is highly recommended that the educational institutions seek continuous
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feedback not only before and after the course delivery but also while the course is being delivered using blended learning and bring changes in the learning models accordingly. The findings of this study will enable colleges in UAE to implement blended learning effectively to deliver learning in line with the advancements in technology. To conclude, the strength of blended learning is its flexibility that integrates virtual and physical settings of learning as an integrated approach and makes learning more effective and transforms students into self-disciplined, lifelong learners.
ABDULQUDDUS MOHAMMAD is currently working as an Assistant Professor in in Business at Higher College of Technology, Abu Dhabi. He is a Fellow of Chartered Management Institute (FCMI), UK SHRM-CP (Society of Human Resources-Certified Professional) and MCIPD- Member of Chartered Institute of Personnel and Development), UK. Dr. Abdul has completed DBA and PhD. His doctoral research includes the investigation of the recruitment, selection and retention practices in Saudi Arabian small and medium scale enterprises. Currently he is working on research in the areas of innovation, entrepreneurship in UAE, Talent Management and Blended Learning. He has published and presented research papers in HR, Recruitment, Talent Management, HRD, Performance Management, Organizational Development, 21st century skills, employability skills and pragmatic teaching methods in business.
SILISHI NOUSHAD is Officer of E-learning at the Higher Colleges of Technology. She is interested in technology-based learning models and currently preparing for her doctoral studies.
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seven years of graduate course deliveries in blended format. Findings identify differences among delivery formats affecting learning outcomes and satisfaction levels among both Session 27-C4 students and faculty. As an integrated part of blended course structures, analysis focuses on student participation, engagement and satisfaction rather than academic performance PARK BEEDE among online elements. Student engagement is an important outcome to be fostered in successful application of online learning platforms (Robinson, C. C., & Hullinger, H., Zayed University 2008). Satisfaction with the online aspect of a learning experience is improved among UAE both students and faculty when social presence is evident, and interaction enhanced (Gunawardena, C. N., & Zittle, F. J., 1997). Shared comments and individual contributions to live dialogue is one option to effectively engage student groups online (McBrien, J. [email protected] L., Cheng, R., & Jones, P., 2009). Given cultural concerns about privacy, use of video participation is often limited among students in the Middle East. Observations from our experience indicate that technologies enabling and enhancing ‘keyboard conversations,’ i.e., interactive dialogue through synchronous narrative, maximizes student engagement, Enhancing Student Engagement with Online Learning in participation and, ultimately, satisfaction with online course components. Even with the benefit of student familiarity gained through face-to-face classes in blended learning Blended Courses Among UAE Graduate Students courses, typed dialogue is substantially preferred to video-based online learning formats in which individual images are restricted. Compared to traditional face-to-face classes, a growing variety of online learning environments offer alternatives to increase flexibility and interaction in blended learning formats (Kliger, D., & Pfeiffer, E., 2011). Rapid developments in technology capabilities, along with students’ comfort – often preference – with online activities, enable growing options in teaching and learning deliveries. As such, adoption of alternative online PARK BEEDE, PH.D., is an experienced educator in advertising and marketing in the learning platforms can substantially impact the dynamics of students’ experiences College of Communication and Media Sciences at Zayed University. With a career starting (Gedera, D., 2014). However, virtual learning formats largely developed in Western in his native United States, Park has worked internationally in faculty and administrative educational environments may not apply equally across cultural differences among roles throughout New Zealand, Australia and now the United Arab Emirates. Specializing international students (Al-Adwan, A., Al-Adwan, A., & Smedley, J., 2013). While common in advertising, research activities focus on advertising effectiveness, creative strategy teaching technologies may provide a universal framework for online learning, adoption and branding. Park holds a Ph.D. in brand strategy from the University of Otago and an and delivery methods should consider relevant cultural norms among students. In the MBA from DePaul University. UAE, an important aspect of local culture respects student concerns about privacy in the use of social media and, similarly, video-based participation during virtual classes (Al- Jenaibi, B., 2011; Abokhodair, N., & Vieweg, S., 2016).
This paper summarizes experiences gained through alternative synchronous teaching technologies and delivery method applications in virtual learning among graduate classes. In particular, three alternative formats have been used over time among Middle East graduate students enrolled in two master’s programs in the UAE, e.g., multi-campus classroom video conferencing, synchronous online class meetings among remote students using Zoom video conferencing (similar to Skype), and synchronous online classes using Blackboard Collaborate (similar to Adobe Connect). A case study methodology summarizes the combination of student feedback – both formal course evaluations and informal opinions about the learning experience – and instructor observations accumulated over
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Virtualization is used to cut costs at universities and for hands-on experience. This paper researches the blended education environment with the integration of problem-based Session 27-C5 learning and virtualization to teach Computer Engineering and Computer Information Security students on the cyber security, ethical hacking and digital forensics of IoT MOHAMMED SALEH devices. The students are given open ended question to analyze cyber threats of IoT devices used in Smart Grid and Smart Homes. The rapid development in ICT Technology and the wide adapting of digital solutions; as part of the fourth industrial revolution are Higher Colleges of Technology leading to exponential growth in IoT devices, data collection and communication routes. UAE Electric Grids, Cities and Homes are evolving into Smart Grids (SG), Smart Cities and Smart Homes (SH). Information Communication Technology and web based applications [email protected] are used to support connectivity and exchange of information, for digital utilities and their infrastructure in a two-way communication dimensions. Therefore, they inherit the vulnerabilities and threats of ICT communication systems.
The proposed blended learning methods support students in building their knowledge AZZEDDINE FERRAH of the networking, web applications, IoT, smart grid and smart homes. In addition they are made aware of the latest technologies and smart devices that are flooding the Higher Colleges of Technology market. A dynamic database is built upon testing results where devices are categorized UAE according to their type, manufacturer, cost, usage, vulnerability and available updates. Recommendations are made to mitigate each of the discovered vulnerability and loaded [email protected] to the dynamic database and shared with the manufacturers, suppliers and service providers such as Electricity Company in a collaborative environment through face to face, online meetings, smart boards, team work, site visits, consumer surveys, webinars and online collaboration software. Virtualization Standard Approach for Supporting Problem- Based Learning in Computer Engineering
Problem based learning is student-centered pedagogy that is highly recognized by UNESCO MOHAMMED SALEH has a passion for teaching. He is currently working as lecturer because it effectively contributes to learning and improvement of other desirable skills at the Higher Colleges of Technology, Sharjah, United Arab Emirates. Dr. Saleh has more and attributes among students, such as knowledge acquisition, communication skills, than 15 years of experience in education and research at leading institutions in Australia improved team work and group collaboration. Virtualization is increasingly used in learning, and the middle East. He has a PhD, a Master in Engineering in Computer / Telecomm research and assessments. Universities are teaching their Computer Engineering students, Engineering and a post Graduate Diploma in Education and Training all from Victoria digital forensics, ethical hacking and penetration testing techniques as part of their University in Melbourne, Australia. In addition he has a bachelor degree in Electrical Computer Engineering and Computer Information Security degrees. Heavily virtualized (Computer Major) from UNCC, Charlotte, USA. Dr. Saleh has Certifications from Cisco, digital forensics and penetration testing educational computer labs are becoming widely Microsoft, Cloud Computing, PECB ISO 27001 and Cyber Security / IT Regulations and adopted for learning. They are relying on virtualization labs to comprehensively cover Audit. tools, techniques and methodologies for network penetration testing and are becoming more important in education since they provide cost effective learning and experimenting AZZEDDINE FERRAH is an Associate Professor of Electrical Engineering and Electronics environment for students and faculty. and Senior IEEE member. Dr. Azzeddine received a MPhil from Swansea University and a Ph.D. from the University of Nottingham, UK. He worked in research and teaching for several years in the UK before moving to the Middle East. His research achievements in machine and drives and in measurement of energy losses received worldwide recognition and led to numerous research grants in the UK and abroad. Dr. Azzeddine won several Prizes and awards, including an IEEE Best Paper Award. He is also a Holder of an International Patent and a member of several international bodies.
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For best practices the ‘Learning Designer’ was suggested to help teacher-learners design their lesson plan in addition to any preferable presentation tools. For example, ‘Edmodo’ Session 27-C6 and ‘TEDed’ were used to match personal learning styles, boost learners’ engagement and enhance the efficiency of teaching. To keep learners interested in the learning material IOANNIS MAVROPOULOS both inside and outside class and keep track of their progress in building up familiarity with the novel, numerous digital tools were used, too. After all the sessions had finished, several conclusions, based on empirical observation via observation notes and data from Aristotle University of Thessaloniki the digital platforms used, could be made. Initially, the students were feeling rather Greece puzzled yet intrigued at the novel use of their digital devices for carrying out work on language learning. Nevertheless, increased interaction through collaborative tasks on [email protected] networking sites was noticed among the learners throughout the duration of the sessions- even from the more self-conscious ones, as other research has shown (Kilis, 2013). In addition, there was significant improvement of participation levels both on the online and traditional learning environments to verify similar research (Jeno, Adachi, Grytnes, Vandvik, & Deci, 2019). Less significant improvement, in measurable goals through the Blending the Learning Experience to Revive ‘a literature required tasks (mainly on writing skills) was also noticed via the Google Sites platform. reading culture’ Overall, the main goal of attaching more emphasis on the realization that unfamiliar L2 vocabulary does not constitute a formidable wall to unabridged, authentic English The main aim of this presentation is to showcase the positive outcome of the inclusion literary text with the aid of blended learning instruction, was sufficiently met as it was of blended learning as part of instruction within the EFL context, and its potential reported in the learners’ feedback. share in the learners’ interest in literary works. As part of the post-graduate course ‘MA in Language, Literature and Digital Media in Education’, the Aristotle University of Thessaloniki, teacher-students were asked to adopt technology-enhanced instruction for the improvement of student engagement and development of up-to-date competences, going beyond the conventional textbook-centered teaching mode. To satisfy this request, IOANNIS MAVROPOULOS has been an English teacher for over twenty-five years. He a targeted attempt at executing the task was initiated. For this mini-scale, exploratory, has been teaching English as a foreign language to young learners, teenagers and adults qualitative research, a class made up of nine teenage learners of English, at C1 level and has been preparing them for language examinations. Ioannis has been a member of (CEFR) in Evropos-Kilkis, Northern Greece were introduced to the allegorical novel of the Panhellenic Association of Language School Owners since 1995. He has been using ‘The Lord of the Flies’ (1954) by William Golding in late June 2018 with the intent of: local (Greek) but mainly international commercial publishers’ books with his classes. Ioannis likes teaching English because it is like opening a window to the whole world. · fostering a ‘reading mentality’ into the learners’ range of interests through Mobile Currently, he is attending a post graduate course in ‘Language, Literature and Digital Assisted Language Learning (MALL) Media in Education’, and he believes in the formative role of technology integration in language learning when used in a well-targeted manner. · creating a learning environment of “social constructivism” (Vygotsky, 1978) pedagogy and critical thinking skills
· developing students’ collaborative and individual/teamwork digital skills · overcoming the barrier of unknown vocabulary in unabridged, authentic text · making use of electronic devices and the Internet for meaningful learning purposes
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meaningful scenes together while engaging in dynamic language practice (Royka, 2002). Multiple intelligences (Healy, 2004) deploy as learners choose project roles: script, acting, Session 27-C7 backstage, costumes, make-up, sound and lights, reporter, advertising, usher, historian, and stage managing. By enacting literature, English learners flex all four language skills ALISON KOUSHKI while exploring “Seven Cs” life skills: creativity, collaboration, communication, critical thinking, compromise, commitment, and confidence (Koushki, 2017). Experiencing literature by acting it for an audience humanizes characters and cultures, thereby American University of Kuwait deepening the impact of page staging. Images will show how two classes of foundation Kuwait learners in Kuwait embraced the simplified novel Pride and Prejudice, adapted a script, and staged scenes from the story for an audience of parents, teachers, and classmates. [email protected] Students chose their preferred tasks from script to acting to backstage, costumes, make- up, sound and lights, reporting, advertising, ushering, log-keeping, and stage managing. Following the performance, unstructured interviews were conducted in which students were asked to evaluate their experience. Excerpts from the student interviews will be presented. The objective of the poster session is to inspire educators to explore this Staging Pride and Prejudice: Integrating Language and Life whole person, whole language, integrated skills method. On hand will be the presenter’s Skills for English Learners original materials to help them do so. For active engagement, attendees will pick up a handout on ways to stage a page from the novel. Also represented in the poster will be Literature and drama engage English learners in authentic language. Combining them future horizons for drama in language education as digital technology takes center stage doubly instills language and life skills for 21st century communication, collaboration, in theater, going forward. and cultural/self-awareness. Drama is live action which follows a script designed by an author. In recent years, computer science, video games, and virtual reality have attempted to parallel the principles of drama in their creation of engaging experiential
events delivered digitally. This poster session presents images and reflections of students in Kuwait dramatizing the simplified novel Pride and Prejudice (Hopkins, 2008), steps for staging literature collaboratively, a grading rubric, and a student actor›s interview ALISON KOUSHKI is a senior language educator in American University of Kuwait’s excerpt. Also explored graphically will be the use of digital technology, artificial Intensive English Program. Alison’s students activate language and life skills by engaging intelligence, and virtual reality in drama and the arts. Literature is trending in TESOL as theatrically in novels, stories, poems, and songs. Alison has presented her approach at a platform for organic language engagement (Paran & Burton, 2006; “Using literature” regional and international conferences and published in journals such as TESOL Arabia’s 2014). The poster will highlight literature›s benefits as a springboard for imagination, “Perspectives.” Her book chapter entitled “Integrating Language and Life Skills: Engaging higher order thinking, knowledge of self, society, history and culture as well as a source in English Through Literature, Drama, and the Arts” will soon appear. Alison is also of contextualized practice in reading, writing, listening, and speaking (Gardner, n.d; founder and chair of REALL: Read English Actively for Language and Life, an international Shazu, 2015). Also featured in the poster will be a second under-utilized approach in organization celebrating world cultures through language and the arts. language education, drama. The use of drama to mine the riches of literature will be highlighted. Adding the benefits of project-based learning to the combined strengths of literature and drama creates a pedagogical triangle with the potential to transcend time and space and transform actors and audience (Boudreault, 2010). Through learner-driven class and stage improvisations, English language learners and educators create and direct
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allows the optimization of class time in terms of interactivity, i.e. learning activities that require more human interaction can happen during the face-to-face segment while Session 27-D1 the community sections, exercises and drills can be included in the online distance segment. This manner of teaching/learning and the rapid developments of technology MOHAMMAD M. ETEDALI have affected the manner we think, our concepts of “work”, and the manner of accessing and retrieving information. In other words, the omnipresence of technology around us, particularly within the educational context, has introduced massive changes. Changes VLE Works impact existing systems by both opportunities and challenges. There is an abundance of Finland literature on the opportunities blended learning provides to both teachers and learners in academia. However, the challenges of using BL in academia have not been sufficiently [email protected] discussed. This virtual presentation intends to discuss some of the challenges of using blended learning in academia. Moreover, for every challenge discussed, possible solutions are also suggested.
REFERENCES Blended Learning in Academia: Challenges and Possible Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore Solutions (Ed.), Handbook of distance education (3rd ed., pp. 333–350). New York, NY: Routledge.
Extensive use of new technologies has brought many changes into different aspects of life including teaching and learning. These changes are so noticeable that the terms
“traditional classrooms” and “modern classrooms” are distinguishable. Even a “classroom” does not necessarily pose a mental image of a physical structure with certain installed facilities anymore. The increasing mobility of teachers, trainers, and academicians, the MOHAMMAD M. ETEDALI is the founder of VLE Works, a company providing various prominence of open- source movement, and the world’s constant economic changes, as high quality language learning solutions. Dr Etedali holds a PhD in applied linguistics from well the fast and unfettered access to information, gave rise to look for alternative means the University of Jyväskylä, Finland. of delivering education. In less than 25 years, the simple web-based courses that used HTML codes with limited interactivity are now turned to virtual learning environment (VLEs) with high levels of interactivity. Smart phones and mobile data connectivity have brought vast amount of information to the users’ fingertips in a rather easy manner. Defining blended learning is a challenge itself as it means different things to different people depending on the integration level. To some teachers, the simple use of a mobile application is blended learning and to some others, the use of complicated on-the-web interactive programmes means so. Reading across the literature, one understands that combining the best practices of face-to-face learning is the ultimate goal of blended learning. This goes in line with one of the definitions in the literature (Graham, 2013). He defines blended learning as “a combination of F2F learning with technology-mediated instruction.” There are, however, other definitions of blended learning with regards to the psychological and pedagogical aspects of teaching and learning. Blended learning
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Session 27-D2 KINGSLEY CHIWUIKE UKAOHA is an Associate Professor of Computer Science and Deputy Director (ICT) of the Centre for Distance Learning, University of Benin. He holds a KINGSLEY CHIWUIKE UKAOHA PhD degree in Computer Science from the University of Benin and specializes in Software Engineering, Programming Languages and ICT applications. He is a Senior member of University of Benin the Institute of Electrical and Electronics Engineering (IEEE), member Association for Nigeria Computing Machinery (ACM) and Fellow of the African Scientific Institute. He is happily married with children and loves traveling, swimming, research and music. [email protected] KENNEDY PRINCE MODUGU holds a PhD in Accounting and he works at the Business Department, Higher Colleges of Technology, UAE.
KENNEDY PRINCE MODUGU
Higher Colleges of Technology UAE
Blending Modern Technology and Local Culture in Course Delivery
Every country has its own system of education which involves the delivery of knowledge to her citizens in a convenient manner within the local content and culture as well as available tools. Such systems of education might involve using traditional methods to teach and assess students while striving to maintain better national standards. With the advent of globalization, education has transcended national borders and citizens that are educated in one country could migrate to another country to further their education. With this trend, there is a need to standardize local teaching methods to reflect a mix or blend of global best practices using affordable and convenient delivery approaches. Our paper makes a comparison of local teaching methods in some developing countries using Bahrain, Nigeria and United Arab Emirates as case studies, and suggests methods of improving perceived deficiencies using Information and Communications Technologies (ICT) in order to be in sync with comparable learning methods in developed economies. The paper explores the lecture delivery methods in each of the selected countries, observes the inherent weaknesses and proposes newer technology-assisted methodologies with a view to exposing learners and teachers to modern learning and teaching methods that can be used to facilitate learning by participants in different parts of the globe.
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and fast developments in the field of science and technology have brought all spheres of life under notable pressure to respond to the varying state and educational institutions Session 27-D3 are no exception. Blended learning is the integration of digital tools, techniques and materials with the physical classroom. With this notion, activity-based teaching uses child MUHAMMAD SAFDAR BHATTI friendly educational aids to foster self-learning and allows a child to study according to his aptitude and skills. In an “active-learning classroom” the students are active learners not the passive receivers. They construct their own knowledge and learning process based on AIOU previous experience. The importance of reading as a language skill can’t be denied because Pakistan it gives a young learner access to a wealth of information not only from books, magazines and journals but also from the internet. The present study was an attempt to catch the [email protected] attention of educational administrators and planners towards the problems faced by the teachers in applying the ABL method. Major objective of the study was to provide teachers with the knowledge and strategies which will enable them to gain insights into changing concept of the reading process. As ABL is claimed to be more effective in language teaching than traditional teaching methods, some primary schools in Bahawalpur have adopted ABL RAFIA MUKHTAR in their classrooms to improve students’ reading skills. The sample of the study was taken froma Govt. S.D High school, Bahawalpur. All the students in Grade 5 participated in this SAQE survey. The researchers developed a questionnaire for the primary level teachers and the Pakistan students to get their view-points regarding the ABL method. The results discovered that teaching reading skills to primary level students through activity-based learning is highly [email protected] effective. It was concluded that the ABL method is a potential way for the students to improve their reading skills because of its interactive style. It is expected that the current study will provide insights into the design and delivery of more effective reading instruction that creates local-to-global changes in students’ reading comprehension. Based on the findings, the researchers recommended that English language teachers should use ABL for SHUMAILA MAZHAR teaching English in general and for teaching reading skills in particular at primary level.
SAQE Pakistan
[email protected] MUHAMMAD SAFDAR BHATTI is an ELT expert with 25 years IELTS & TEFL teaching and training experience. He has served in the field of Education in various capacities. He has authored four books and supervised 75 MA (TEFL) theses. He has presented 70 research articles in 50 International Conferences including Istanbul, Malaysia, Saudi Arabia, Dubai and India. He has conducted and attended many ELT workshops and seminars within the Teaching Reading Skills through Activity-Based Learning at country. He is an awardee of the “National Human Rights Professional Award-2016” due Primary Level: A Survey to his remarkable services in the field of ELT.
Education is the right of every human. Formal education accelerates the learning process RAFIA MUKHTAR is an IT expert with 14 years teaching experience. She earned her and learning with concepts makes learning effective and long lasting. Primary education M.C.S from FJWU, Rawalpindi and M.Ed. from AIOU. She has authored and presented is the basic education which aims at preparing children to attain the competency needed papers in several International Conferences including Istanbul and Dubai. She has attended to advance further in making a worthwhile contribution to society which is constantly many workshops and seminars within the country. Her areas of research interest include undergoing changes. In order to fulfill this objective, teachers must keep children abreast classroom management, ICT in Education, leadership and professional development. of what is happening in their field. 21st century has been accurately termed as the century of rapid improvement and development in every field. Knowledge outburst, globalization SHUMAILA MAZHAR is an ELT expert with 8 years teaching experience. She has presented at several International Conferences including Istanbul and Dubai. She has attended many workshops and seminars within the country. Her areas of research interest include classroom management, ICT in Education, leadership and professional development.
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power-point lecture notes with voice over, reading assignments, online quizzes, etc.). The research was conducted using a case study design, employing triangulation for cross Session 27-D4 verification of data collected from multiple sources, with the aim to obtain feedback from students on their perceptions of the BL tools and evaluation of the BL approach, ERKAN ARKIN as well as identify factors fostering or inhibiting their engagement in the course. The tools for data collection were: a questionnaire, interviews with selected participants, and analysis of access logs on Edmodo. Towards the end of the course, the students were Eastern Mediterranean University given an evaluation survey, to get feedback on their experiences of using Edmodo for the Turkey BL mode. Based on their responses, two cases were identified for further investigation of their engagement with the BL mode, using maximal variation purposeful sampling [email protected] (Creswell & Plano Clark, 2007): a sample from those who regularly use the Edmodo and have expressed positive responses regarding the BL mode of course delivery, and those who have expressed problems and negative attitude towards the BL mode. The aim with maximal variation sampling was to gather different views and perspectives on a phenomenon. With interviews with both groups, the researcher sought to identify Blended Learning: A Case Study in a Turkish University possible factors affecting students’ engagement in the course, both BL and face-to-face. Context Interview participants’ access logs were also recorded for verification of responses, i.e. whether and how many of the online quizzes and assignments were completed. The implementation of blended learning (BL), the combination of traditional face to face and technology-mediated instruction, is gaining popularity in higher education Both quantitative and qualitative measures were applied for analysis of data; triangulation around the world. However, the choice and decision of how to blend the technology into of data is expected to contribute to increased trustworthiness and credibility of findings instructional practices, i.e. finding a balance between what is done in class and what (Merriam, 2009). The results are important to better understand the reasons that might is assigned for outside class for online study has been a long disputed issue, as it would prevent some students from blended learning, as well as motives for others for their require a rethinking of the pedagogy (McCarthy, 2016, p. 2). This presentation will report preference of it so that necessary revisions can be made in course content and delivery. on the findings of a study investigating the perceptions andexperiences of students, with a particular focus on their level of engagement and the reasons fostering or hindering References their engagement in a course delivered in the BL mode. To achieve the aim of the research Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods study, the following research questions were asked: 1) What are students’ perceptions of research. Thousand Oaks, CA: Sage. their learning experiences in a BL environment? 2) What factors affect their engagement, McCarthy, M. (Ed.). (2016). The Cambridge Guide to Blended Learning for Language or non-engagement, in BL? The study was carried out at an English-medium university Teaching. Cambridge. Cambridge University Press. in the Turkish context, where the course instructor (researcher) offers undergraduate courses. The students under investigation were the ones taking the second-year Research Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Methods in ELT course, offered by the researcher himself. The sampling method, therefore, Francisco: Jossey-Bass. was convenient nonprobability sampling, using a group already formed. This course was offered in the BL mode, combining a mixture of online and face to face course delivery. The online platform used for course delivery was Edmodo, a virtual learning environment (VLE), where the instructor shares supplementary material for students to view before class or review after class and revise for the exam (e.g., screencast video lectures- i.e. ERKAN ARKIN is an assistant professor teaching at the English language teacher education program of the Faculty of Education at Eastern Mediterranean University, North Cyprus. Dr Arkin’s research interests include technology enhanced language learning and blended learning approaches to teacher education and training.
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Session 27-D5 BONNIE MARLOW is a high school teacher who is responsible for instruction in a variety of subjects through e-learning and traditional face-to-face methods. She BONNIE MARLOW also provides online courses at the university level for preservice teachers. Bonnie is passionate about using technology to enhance teaching and learning and this interest has Athabasca University driven her personal learning journey. She has earned a B. A, B.Ed., Post-Baccalaureate Canada in Instructional Design, a Masters in Distance Education, and is currently working on her Doctor of Education in Distance Education at Athabasca University. Bonnie has received two Teacher Learning and Leadership grants to help integrate and develop blended [email protected] learning and e-learning in the K-12 sector.
Exploring How Students’ Secondary e-Learning Experiences Impact their Transition to Postsecondary Blended Learning Environments
This presentation will provide an overview of a study that will explore the first-year postsecondary transitions of college and university students with secondary e-learning experiences. The purpose of this descriptive phenomenological research is to understand how students who have taken secondary e-learning courses transition to their postsecondary blended learning environments. The introduction of blended learning models, ubiquitous in most postsecondary institutions, can generate additional cognitive overload on students already struggling with the fast-paced learning of their postsecondary programs (Matheos, 2011). The self-regulatory nature of postsecondary blended learning models can affect students with already low levels of academic self-efficacy and impact their academic success (Van Laer & Elen, 2017). Studies show that in K-12 schools there is extensive fragmentation in the availability and use of technology, the acquisition and use of digital content, and the implementation of blended learning models (Barbour & LaBonte 2018; Chen, 2015; Howell & O’Donnell 2017). First-year students that are not privileged to higher-order technological learning opportunities in high school are not well prepared for the complex academic, technological, and organizational skills that are required by postsecondary blended learning environments (Carter & Graham, 2012). Consequently, in the K-12 classroom, the integration of technology varies, impacting students’ postsecondary readiness. The findings of this study can be used to inform and improve educational policies at the secondary and postsecondary levels. This exploratory study will also add to the limited research done on the transition of contemporary secondary e-learners to postsecondary education blended learning environments.
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primary education. The investigation was conducted via expert analysis in three phases. In the first phase, a learning assessment analysis was conducted to identify the aspects of Session 27-D6 language literacy assessment and appropriate game elements/properties. Combination of both aspects (learning assessment analysis and language literacy assessment) produced ROHANI AZIZ the aspects of game-based assessment framework. Next, in the second and last phases, the serious games were developed based on the game-based assessment framework. Two development phases were held in this process in order to assure the standardization of the Universiti Kebangsaan Malaysia test; conceptualization and games-based assessment prototype. The games were evaluated Malaysia by the experts and were then refined based on experts’ feedback and administered to the target audience. Based on the findings, experts agreed that the serious games instrument [email protected] of literacy assessment meets the requirements and standards of serious games needed, while the result of instruments administered to the target audience showed that most of them were ready to implement this alternative assessment method soon. The findings also showed that serious games-based assessments are promising tools for formative assessment. FATIN NABILAH WAHID
Universiti Kebangsaan Malaysia Malaysia ROHANI ABDUL AZIZ is a PhD student in the Faculty of education, Universiti Kebangsaan, Malaysia, She currently works as an Assistant Director of Test Development in [email protected] the Examination Syndicate, Ministry of Education, Malaysia. As an expert in assessment and evaluation, her current research is focusing on literacy assessment for primary students. Majoring in Measurement and Evaluation in her MA level studies, her PhD research takes on a new insight of technology-based assessment. In addition, to meet the needed of the future assessment, her research focuses on serious games-based assessment as an KHAIROL AZWAR MAZIN integrated instrument developed for early literacy assessment for primary students.
Universiti Kebangsaan Malaysia FATIN NABILAH ABDUL WAHID is a co-researcher in this project. She currently Malaysia works as a lecturer in Universiti Teknologi Mara (UiTM), Malaysia. As a PhD student in the Faculty of education, Universiti Kebangsaan, Malaysia, she has a passion and interest in [email protected] instructional technology and game-based learning.
KHAIROL AZWAR MAZIN is a co-researcher in this project. He currently works in the Technical and Vocational School in Port Dickson, Malaysia. His interest is in instructional technology and technical and vocational education. He is also currently a PhD student in Serious Games as Formative Assessments for Language the Faculty of education, Universiti Kebangsaan, Malaysia. Literacy in Primary Education
Traditional formative assessments usually take the form of paper-based assessments and merely focus on cognitive measurements, and fail to capture psychomotor and affective skills. This is a major issue in language literacy, where all three skills (cognitive, psychomotor, and affective) are crucial for language acquisition. Previous studies have indicated that serious games can be used as formative assessments as they capture real- time measurement of students’ cognitive, psychomotor and affective skills. As such, this paper investigates whether serious games can be used for language literacy assessment in
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Session 27-D7
HAFIZ ZAINI
Universiti Kebangsaan Malaysia Malaysia
Digital Storytelling Using 3D Animation in MOOCs on Business Startups for the Underprivileged Community
Business startups have bloomed globally in the past decade producing billion-dollar companies such as Airbnb and Uber. The trend is similar in Malaysia too as business startups such as Grab have emerged. Yet, the underprivileged community in Malaysia (the bottom 40 or B40) is currently left behind. Past studies have indicated that online communities such as massive open online courses (MOOCs) have the potential to help in growing business startups. Additionally, digital storying using 3D animation has been found to enhance learning about business and entrepreneurship. As such, this study investigates the use of digital storytelling using 3D animation in MOOCs for learning about business startups for the underprivileged community. In the MOOC, digital stories are presented in the form of 3D animation where students can easily learn about the elements in starting up a business through three learning phases, namely: (i) aspects prior to business startup, (ii) aspects while starting up a business, and (iii) future aspects for business startup. Each phase consists of activities that are required to be completed by using texts, pictures, videos and suitable content links. Upon the completion of the learning activities, students are able to interact with each other though sharing session in discussion boards. Findings show that 3D-animated digital stories and MOOCs have the potential to be used for underprivileged communities to learn about business startups.
HAFIZ ZAINI is a PhD student in Faculty of Education, Universiti Kebangsaan Malaysia. His study focuses on startup businesses for the B40 community.
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