Schedule

Tuesday, June 28th

  • 8:30 AM-9:30 AM

    Welcome General Session & Keynote: Dirk Ifenthaler: A Holistic View on Learning Analytics: Opportunities and Challenges
    Learning analytics emphasize insights and responses to real-time learning processes based on educational information from digital learning environments, administrative systems, and social platforms. Currently, promising learning analytics applications are being developed which use learner generated data and other relevant information in order to personalise and continuously adapt the learning environment. Students benefit from learning analytics through optimised learning pathways, personalised interventions, and real-time scaffolds. Learning analytics provide teachers detailed analysis and monitoring on the individual student level, allowing to identify particularly instable factors, like motivation or attention losses, before they occur. Further, learning analytics facilitate decision-making on institutional level and help to analyse churn as well as to identify gaps in curricular planning. However, are institutions, academics, students and administrative staff prepared for learning analytics? Along a benefits matrix for learning analytics, this keynote presentation will explore essential institutional infrastructure, desired staff capabilities, approaches for automated semantic assessment, as well as privacy issues. Bio: Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany, Adjunct Professor at Deakin University, Australia and Affiliate Research Scholar at the University of Oklahoma, USA. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Dirk Ifenthaler’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA – see Dirk’s website for a full list of scholarly outcomes at www.ifenthaler.info. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.springer.com/10758).
  • 9:30 AM-1:00 PM

    Workshop: Transmedia Storytelling: An Innovative Approach to Literacy and Learning
    Transmedia storytelling is an emerging technology and innovative approach to supporting 21st-century learning. From transmedia franchises (Hollywood-style) to interactive fiction to transmedia web series, the underlying principles of transmedia storytelling are strongly rooted in theories of multimodality, making it an ideal tool for supporting today's learners. In this workshop, participants will be introduced to the concept of transmedia storytelling, the theoretical frameworks that make it a 21st-century learning tool, and ideas for how transmedia can be integrated across the curriculum, Participants will also have time to play with a variety of transmedia projects and explore ways in which they can integrate transmedia into their own practices.
  • 9:30 AM-10:00 AM
    "Good Morning" Beverage & Snack Break

  • 10:00 AM-11:00 AM

  • 11:15 AM-12:15 PM

  • 12:15 PM-1:30 PM
    Lunch Break - Included!

  • 12:15 PM-1:30 PM

    SIG Meeting: Emerging Technologies for Learning & Teaching
  • 1:30 PM-5:00 PM

    Workshop: Creating Authentic Learning with Moodle:
    The workshop will focus on the design and implementation of Moodle courses for fully online, blended learning, the flipped classroom, and MOOCs. Participants will learn about socially engaging resources, activities, blocks available in Moodle 2.9. as teachers in the Teacher Practice Area (TPA) and managers in the Manager Practice Area (MPA) of a course. Attendees will engage in authentic learning as they create video tutorials using screencast-o-matic to document and showcase their work. Interaction and practice will occur both in person and on Integrating Technology Moodle 2.9 website, equipped with the latest version, rich editor and plugins. The advantages of using Moodle are (a) accessibility from anywhere and anytime, (b) authentic learning and engaging activities, (c) creation of a paperless classroom, (d) ease of sharing documents, (e) use of tools for collaboration and interaction, (f) employment of video, audio, and webcam directly from the editor to connect learners.
  • 1:30 PM-2:30 PM

  • 2:45 PM-3:45 PM

  • 4:00 PM-5:00 PM

Wednesday, June 29th

  • 8:00 AM-6:15 PM

    Registration
  • 8:30 AM-9:30 AM

    General Session & Keynote: Laura Czerniewicz: Troubling Open Education
    Open in education is associated with a wide range of aspects of education and scholarship including open educational practices, open educational resources, open data, open scholarship and open access. What do these have in common? In what ways are they open at all? What is the nature of the consensus of openness in education? While open education seems to be an uncontested and uncontestable “good”, it is in effect a site of contestation over both meaning and practice. This talk will trouble the concepts of openness in education and illuminate the nature of the debates. Bio: Associate Professor Czerniewicz is the director of the Centre for Innovation in Learning and Teaching at the University of Cape Town (UCT), South Africa. Prior to that position, she ran the OpenUCT Initiative spearheading the university's open scholarship agenda including the development of the Open Access policy and the repository as well as the integration of open education. Her research interests include the technologically-mediated practices of students and academics, the nature of the changing higher education environment and the geopolitics of knowledge, underpinned by a commitment to surfacing the expressions of inequality within and across contexts. Laura is involved with policy work in various contexts, and is a regularly invited keynote and panellist presenter in South Africa and internationally as well as serving on the advisory boards of a variety of international educational and technology publications. She blogs intermittently at http://lauraczerniewicz.uct.ac.za and can be followed as @czernie on Twitter.
  • 9:30 AM-1:00 PM

    Workshop: The Design, Development, and Distribution of Educational Media
    The creation of an effective educational media asset requires a thoughtful design development and distribution strategy. In order to maximize the impact the asset will have in their teaching, media creators should have some knowledge of the types of questions to ask before they begin development, and a basic familiarity with the authoring tools required to develop and distribute the content. Using examples, case studies and hands on activities, this workshop will take participants through the full creation process. Participants will be asked to bring an idea of a media asset they would like to create, or one they have already begun to develop, which will be worked on in small groups and facilitated by our team. This workshop is intended to remove barriers to media creation by giving participants hands on practice with tools and technology and a plan of action to guide them.
  • 9:30 AM-10:00 AM
    "Good Morning" Beverage & Snack Break

  • 10:00 AM-11:00 AM

  • 11:15 AM-12:15 PM

  • 12:15 PM-1:30 PM
    Lunch Break - Included!

  • 12:15 PM-1:30 PM

    SIG Meeting: Learning Design
  • 1:30 PM-5:00 PM

    Workshop: Creating Effective Online Learning Courseware
    Creating effective learning courseware requires working knowledge in visual design, information architecture, multimedia learning principles and pedagogical considerations. This workshop is hands-on training and articulates a comprehensive range of approaches aiming to help you to design outstanding online learning sites. We will be discussing with practical examples, the importance of colour scheme, typography, design layout, navigation, usability and accessibility, multimedia learning principles and sound pedagogical principles to facilitate learning, promote students engagement and enhance the learning experience.
  • 1:30 PM-2:30 PM

  • 2:45 PM-3:45 PM

  • 3:45 PM-4:00 PM
    Beverage Break

  • 4:00 PM-5:00 PM

  • 5:15 PM-7:00 PM

Thursday, June 30th

  • 8:00 AM-4:00 PM

    Registration
  • 8:30 AM-9:30 AM

    General Session & Keynote: Saul Carliner: Revolution or Evolution? Lessons from Nearly a Half Century of Computers and Learning
    Saul Carliner
    According to the CBC, “we have seen a seismic shift in the way we value the traditional way to teach… [It ] began with the advent of computers, smart phones and tablets; then veered to learning from professors on screens, the proliferation of virtual classrooms and the launch of MOOCs (Massive Open Online Courses.)” Or has it? This keynote tracks a half century of experience with computers in education. Many of the approaches promised to cause seismic shifts in learning (or at least, some sort of shift). Some did; others disappointed. As part of its review, this keynote helps participants anticipate which technologies are likely to have a major impact on learning and which --despite seeming promise--are likely to disappoint; as well as adopt realistic expectations about technology while retaining an enthusiasm for it. Discussion Session — How the Practice of Instructional Design Differs in Training, Higher Education, K-12, and Lifelong Learning Settings Description: Most discussions of instructional design assume that professionals practice it in the same way, regardless of the context. But each environment in which instructional designers work—training, higher education, K-12 settings, and lifelong learning settings--actually has unique approaches to the ownership of courses and content, the roles of subject matter experts and instructors, approval and revision processes, the role of technology in instruction, and the financing of projects (among other issues). Given the importance of these issues in the design of instruction, how might they affect the practice of instructional design in different environments? This discussion session explores these issues. Following a brief overview, participants explore the issues of roles, ownership, internal political processes, technology, and financing, their effect on instructional design practice in different educational contexts, and what these differences mean for our broad understanding of instructional design.
  • 9:30 AM-10:00 AM
    "Good Morning" Beverage & Snack Break

  • 10:00 AM-11:00 AM

  • 11:15 AM-12:15 PM

  • 12:15 PM-1:30 PM
    Lunch Break - Included!

  • 1:30 PM-2:30 PM

  • 2:45 PM-3:45 PM

Virtual Papers