2021 Conference Program

Friday, June 18th, 2021

All times are Eastern time

9:00 AM - 10:15 AM - OPENING SESSION - STREAM 1

9:00 AM - 9:15 AM - OPENING

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Introduction

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA

9:15 AM - 10:15 AM - KEYNOTE

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Keynote Speech
Artificial Intelligence: Reaching the End of the Rainbow

Michael Kanaan
Director of Operations
Department of the Air Force / MIT Artificial Intelligence
Cambridge, Massachusetts, USA

Artificial intelligence (AI) is the greatest, newly developing technology capable of profoundly enhancing human opportunity and experience. Although now it's commonly employed as the foundational software in applications, products, and services throughout everyday life to the most sophisticated of business and geopolitical pursuits, it is often misunderstood and misused by citizens the world over, and is frequently ignored by educational systems. Fortunately, we can all be a part of changing that.

In this session, we'll examine AI from a new perspective, discover the realities at hand, and inspire a common message of its place in our personal lives and professional pursuits. We'll use this new framing of the technology in order to advance understanding in familiar and engaging ways outside of traditional visions of STEM education so this next generation can ensure AI be implemented only in ways consistent with fundamental human dignities…and only for purposes consistent with democratic ideals, liberties, and laws.

10:15 AM - 10:30 AM - BREAK

10:30 AM - 12:00 NOON - PARALLEL SESSIONS

STREAM 1
Chair: David Guralnick, Ph.D., Kaleidoscope Learning, New York, New York, USA
10:30 AM - 12:00 NOON

10:30 AM - 11:00 AM

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At Your Best: Artificial Intelligence, People Analytics, Highly Realistic Avatars, Innovative Learning & Development Methodologies

Fernando Salvetti, Ph.D., Logosnet, Houston, Texas, USA

This session examines an organizational intervention program that leveraged people analytics, blended learning and artificial intelligence. One of the main results of this process was the creation of a learning and development plan containing interactive tutorials and immersive online experiences that leveraged the visual storytelling approach and highly realistic avatars.

At Your Best: Artificial Intelligence, People Analytics, Highly Realistic Avatars, Innovative Learning & Development Methodologies

Fernando Salvetti

This proposal is about an intervention within a corporation, based on people analytics and a blended learning program enhanced by artificial intelligence.

The intervention started with an Organizational Network Analysis regarding informal and spontaneous communication from which skills and ideas arise: this is the starting point that allows the HR Team to take decisions and outline strategies to support growth. Then a Sentiment Analysis was performed, in order to track and monitor the climate in different clusters within the company by mapping sentiment through natural language processing algorithms (all anonymized). This step opened also to a Tension Analysis targeting expressions of anger or misalignment with the corporate culture. As a further step, an Employees Potential Chart was developed, providing the HR Team with essential metrics such as performance peaks, relational networks, communication and collaboration among teams and departments, key competences and skills.

A learning and development plan based on people analytics was designed: the main elements were interactive tutorials and immersive online experiences made by a visual storytelling approach and an extensive interaction with highly realistic avatars. A number of other methodologies were employed: training on-the-job, coaching and mentoring. All the interventions were based on a large amount of people analytics, allowing for micro-targeted and highly precise interventions that are not at all usual into the field of learning and development

11:00 AM - 11:30 AM

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Learning Math with Augmented Reality: VECTOR AR3

Dr. Gerd C. Krizek, Dr. Karin Langer and Stefanie Lietze, University of Applied Sciences Technikum Wien, Vienna, Austria

This session presents Vector AR3, an app developed in the University of Applied Sciences Technikum Vienna to support students' understanding of complex vectors and linear algebra. Additionally, the use of the app as an Open Educational Resource is discussed, especially in the current COVID-19 context.

Learning Math with Augmented Reality: VECTOR ΑR3

Gerd C. Krizek, Karin Langer and Stefanie Lietze

The Vector AR3 app was developed in 2019 at the Department of Applied Mathematics and Physics in cooperation with the Teaching and Learning Centre at the University of Applied Sciences Technikum Vienna. It supports students of mathematical, technical and natural science studies and helps to make the complex subject of vectors and linear algebra more visible, comprehensible and intelligible.

This is achieved by means of visual interactive learning elements and three-dimensional imaging, supplemented with a suitable classroom teaching concept. Real-world depiction of vectors enables interaction with these abstract elements. The experimental as well as targeted manipulation of all relevant factors such as coordinate system, basis, orientation, components, etc. helps to develop a basic understanding of the functioning of these and of the basic concept of vectors. The app allows to divide this learning content into small information units. The flexibility of learning independently of time and place is conducive to the learning and processing mechanisms of the students; problem-oriented action is supported, as is self-regulated learning.

The presentation will discuss the use of the App as OER embedded in a supplementing teaching concept as means of supporting barrier-free learning since it is available for AR-able phones, free of charge and unrestricted to other institutions. Since Covid-19 induced distance learning requires new means of learning technologies and strategies, this app can help students to practice or brush up their math skills at home but still in communication with their teachers and peers.

11:30 AM - 12:00 NOON

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Analyzing User Behavior in a Self-Regulated Learning Environment

Sarah Frank, Campus 02, University of Applied Sciences, Styria, Austria, Alexander Nussbaumer and Christian Gütl, Ph.D., Graz University of Technology, Styria, Austria

This session shares results from a study that looked at patterns of user behavior and performance in an e-learning course, built on the principle of self-regulated learning.

Analyzing User Behavior in a Self-Regulated Learning Environment

Sarah Frank, Alexander Nussbaumer and Christian Gütl,

E-learning systems have become a prevalent and almost unavoidable part of education over the past years, and can take many forms. For this work, we analyzed a small, university-specific e-learning course built on the principle of self-regulated learning, and investigated it for patterns of user behavior. With only 31 students and limited data, the course presented a challenge to the popular machine learning algorithms. Due to this, a combination of sequence extraction methods and heat maps was used to find user behavior patterns and make inferences regarding assessment outcomes. By splitting users according to their course performance, as well as by whether they exhibited organized or unorganized behavior in their course progression, it was possible to put those four user categories into relation. The findings showed that students with unstructured learning behavior had a tendency towards repeating assessments, while students demonstrating structured pathways through the learning content most often reached full points on their first try. Furthermore, lower performing students tended to view less new content in a row than higher performing ones, and reviewed a higher number of previously visited course content.

STREAM 2
Chair: Antonella Poce, Ph.D., Università degli Studi di Modena e Reggio Emilia, Rome, Italy
10:30 AM - 12:00 NOON

10:30 AM - 11:00 AM

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The Importance of Language and Communication Skills for the IT Industry in Bosnia and Herzegovina

Dzalila Muharemagic, University of Banja Luka, Faculty of Philology, Bosnia and Herzegovina

This session discusses the need to prioritize the development of language and communication skills in the curriculum of IT careers from Bosnia and Herzegovina universities. To support this claim, the presenter will share data from a study that investigated the use of foreign languages in major IT companies. In particular, the study looked at the attributed importance of language and communication skills when hiring a candidate, and the level of satisfaction of employees and employers with the language skills attained during their university studies.

The Importance of Language and Communication Skills for IT Industry in Bosnia and Herzegovina

Džalila Muharemagić

Bosnia and Herzegovina belongs to a group of developing countries with high unemployment rate. In the recent period IT industry in Bosnia and Herzegovina indicates an enormous growth rate with 100% employability of all graduated IT professionals from higher education institutions and other educational institutions for this profession. The educational sector on the other hand does not respond to the demands of the IT industry, neither with the number of educated graduates nor with the adequate skills. The research conducted by UNDP and Bit Alliance in B&H indicate the need for improvement of necessary skills, which include both the language skills, as well as communication skills. Studies conducted within certain universities in B&H indicate that the specific language classes offered as English for Specific Purposes classes do not include most of the requirements of this methodology of language teaching. The study aims at investigating the frequency of foreign languages use for work purposes at some of the major IT companies in Bosnia and Herzegovina, importance of language and communication skills for hiring a candidate, and satisfaction of both the employees (former graduates) and employers with the language skills obtained during the university studies. The purpose of the study is to show the need for changes in curricular policies within universities related to the language and communication skills of future IT graduates and as a foundation for more thorough study of the specific language needs of IT companies in Bosnia and Herzegovina within a prospective doctoral thesis of the author.

11:00 AM - 11:30 AM

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Coherence between Online Learning and Project-Based Courses in Higher Education

Vilmos Vass, Ph.D. and Ferenc Kiss, Ph.D., Budapest Metropolitan University, Budapest, Hungary

This presentation examines cases of online project-based learning experiences at the Budapest Metropolitan University. During the session, concepts such as digital mindset, methodology of online learning, and technological innovation will be discussed.

Coherence between Online Learning and Project-Based Courses in Higher Education

Vilmos Vass and Ferenc Kiss

The context of the presentation is a challenge of “skill gap”, which is increasingly strengthening at the Age of 4th Industrial Revolution related to the consistency between project-based learning and rethinking higher education. Basically, under the COVID-19 pandemic, higher education has trasformed to the online learning, which requires to renew the concept of project-based courses. The purpose of the presentation is to introduce some cases and experiences of online learning at Budapest Metropolitan University, especially at project-based courses at the methodological, assessment and organizational levels. Our key question is: How can online learning transform learning and teaching process and higher education? In order to answer this question, the presentation focuses the triangle of digital mindset, methodology of online learning and technological innovation. The fundamental key point of the presentation is changing traditional to digital mindset via using online learning with some teaching methods, for instance e-mindmapping, breakout rooms, place mat with using collaborative learning platforms. The actual outcomes of the presentations collecting opportunities, experiences and challenges on the feasible coherence between online learning and project-based courses. At the organizational level, the presentation emphasizes the importance of supporting system of online learning, especially online tutoring and digital portfolios. Finally, in the conclusion part has some dilemmas and questions for discussion.

11:30 AM - 12:00 NOON

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Students as the Center of Learning

Goranka Stanic, Ph.D., School of Applied Arts and Design, Osijek, Osijek, Croatia
Slides

The new era has presented new challenges to education, which have been aggravated by the current pandemic. The roles of students and teachers have changed overnight, and online contexts have emerged as the main means of communication and learning. The session takes a deep dive into student-centered teaching and learning, as the way to build a successful online education in the current educational context.

Students as the Center of Learning

Goranka Stanić

The new age, still in the course of a pandemic, has thrown out new challenges and needs in education in all areas. Nothing will be the same again.

The role of students and the role of teachers changed overnight, Part of life unstoppably switched to ONLINE communication and learning. The question is how to achieve a successful education. There is too much information. Not every piece of information is useful, some take up both our time and attention and memory and create an overload in everyday life and guidance in the area we are interested in. The challenge of approaching everything sets the trap of losing threads and extracting value from garbage.

The student becomes the center of learning, the teacher is the mediator, the remote control that leads each student to research, filter and extract the useful from the excess. The center of every education is the student, the student and the direction of knowledge and results must be focused on the success of students. It is wrong to put oneself as a teacher in the center, to lead a monologue in the form of a lecture, while on the other hand the student is just an observer who is tired of watching long-term content without participation. Many examination and assessment platforms have emerged which again put students in a passive position of solving quiz questions. It is necessary to be aware that knowledge is not a reproduction of data, nor the number of correctly answered questions on clicking tests. Knowledge is the ability to solve problems and more complex problems and the readiness for real life. The opportunity in the new ONLINE way of education should direct the student to the responsibility of performing project tasks and the flexibility of the assessor in respecting the intellect and ability of students in solving problems. The student should use all resources, opportunities to solve the problem set before him. Scientists, researchers, never rely solely on memory, but are open in combining and using all sources and methods to research, prove, and set their observations. Great people allow themselves the mistakes from which they learn, make countless experiments and never give up. If we want proactive society participants, we need to enable them to develop without punishment, to reproduce rote learning and to sort points on a limited test from the platform.

STREAM 3
Chair: Shelby Marshall, FableVision, Boston, Massachusetts, USA
10:30 AM - 12:00 PM

10:30 AM - 11:30 AM

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Panel Discussion: Game-Based Learning in Remote Teaching

Clemens Drieschner, Technical University of Munich, Bavaria, Germany

This panel invites researchers from different backgrounds to share their perspectives and experiences with game-based learning, with particular emphasis on the use of business games in the educational context (i.e., universities and schools).

Panel Discussion: Game-Based Learning in Remote Teaching

Clemens Drieschner

The outbreak of COVID-19 showed us the importance of virtual teaching methods. Game-based learning is a suitable solution to teach specific topics in a virtual way. It describes the use of games to teach educational content to learners. Therefore, the goal of our panel discussion is to share the experiences of various perspectives on game-based learning. Thus, we intend to invite about four researchers from various backgrounds and various experiences to discuss the complexity of the topic. We will organize a moderated panel discussion where every participant can express their opinion and share their experiences. During our session, we will have a discussion with all panelists about the current state and the future of game-based learning. Our main focus lies in the usage of business games in the educational context (i.e., universities and schools). Besides, we are interested in the design and development of business games in teaching and research. We hope to have a fruitful discussion and interesting takeaways.

11:30 AM - 12:00 PM

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Gamification of Project Business Studies

Matti Koivisto, Ph.D., South-Eastern Finland University of Applied Sciences, Mikkeli, Finland

During recent years, the gamification of education has received increased attention and interest. In this session, gamification is applied to learning skills required in the management of a company’s project business. In project business, the focus is not on individual projects but on the organization’s project portfolio. The project portfolio refers to the company’s all simultaneous projects and project opportunities that have common strategic goals and that are competing for the same resources.
Slides

Gamification of Project Business Studies

Matti Koivisto

During the recent years, the gamification of education has received increased attention and interest. Although critics argue that gamification derails the focus of learning and increases stress and competition, most scholars see that benefits outweigh the risks. They believe that gamification increases student engagement and reinforces their problem-solving skills, collaboration, and communication.

In this session, gamification is applied to learning skills required in the management of the company’s project business. In project business, the focus is not on individual projects but on the organization’s project portfolio. The project portfolio refers to the company’s all simultaneous projects and project opportunities that have common strategic goals and that are competing for the same resources.

The empirical part of the study took place among post-graduate engineering students in a Finnish university. All participants were adult learners with years of experience in the project organizations. Our experiment indicates that working professionals returning to college consider gamification as an excellent method to learn project business skills. Earlier literature has revealed the following four success factors for project business – management system of the organization, proactive financial management, strategy-based portfolio, and advanced customer and supplier networks. The findings of the study suggest that gamification suits well for developing required decision-making and teamwork skills especially in the management of the organization and the portfolio development.

12:00 NOON - 1:30 PM - BREAK

1:30 PM - 3:00 PM - PANEL DISCUSSION AND MINI-TALK

1:30 PM - 2:30 PM

Panel Discussion
The Future of Learning: Reimagining Education and its Impact on Society

Panel Chair:
David Guralnick, Ph.D., Kaleidoscope Learning, New York, New York, USA

Panelists:
Sharon Bailin, Ph.D., Simon Fraser University, Vancouver, British Columbia, Canada
Antonella Poce, Ph.D., Università degli Studi di Modena e Reggio Emilia, Rome, Italy
Alicia Sanchez, Ph.D., Department of Defense, Fort Belvoir, Virginia, USA

2:30 PM - 3:00 PM

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It’s the Beginning of the World as We’ll Know It

David Guralnick, Ph.D., Kaleidoscope Learning, New York, New York, USA

Things are changing rapidly, and with the aid of new technologies, we have an opportunity to substantially reimagine the types of learning experiences we create. In this session, I’ll propose, and demonstrate, a few potential future learning experiences that employ artificial intelligence techniques and other technologies to create personalized, immersive learning that people can connect with emotionally.

3:00 PM - 3:30 PM - BREAK

3:30 PM - 5:00 PM - PARALLEL SESSIONS

STREAM 1
Chair: David Guralnick, Ph.D., Kaleidoscope Learning, New York, New York, USA
3:30 PM - 5:00 PM

3:30 PM - 4:00 PM

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Effectiveness of an Intelligent Question Answering System for Teaching Financial Literacy: A Pilot Study

J.D Jayaraman, Ph.D. and John Black, Ph.D., Teachers College, Columbia University, New York, New York, USA

This session showcases results from a research study that was designed to test the effectiveness of an intelligent question answering (IQA) system in helping students learn personal finance. The results of this study suggest that an IQA system could be an effective support tool for improving the learning of personal finance.

Effectiveness of an Intelligent Question Answering System for Teaching Financial Literacy: A Pilot Study

J.D Jayaraman and John Black

Question answering systems have shown promise as a learning tool in several fields but are yet to be used in the financial literacy domain. The objective of this research is to build an intelligent question answering (IQA) system using state of the art natural language processing technology and test its effectiveness in helping students learn personal finance. The purpose of the system is twofold—one as an intelligent system for practicing and two as a scaffolding tool for finding answers to questions. The IQA system consists of three modules—the question answering module, the evaluation module and the feedback module and is built using Google’s state of the art language model for NLP - Bidirectional Encoder Representations from Transformers (BERT). The primary research question we attempt to answer is whether the use of the IQA system results in increased learning in the domain of personal finance and if so how. We find significant learning gains (effect size = 1.89) with the affordances of the IQA system contributing to the gains. Students felt that the IQA system helped them learn better mainly by allowing them to practice at their own pace and by providing them with indications of where they had gone wrong and allowing them to read, think and re-attempt the answer. These promising results suggest that an IQA system could be effective as a support tool for improving learning of personal finance.

4:00 PM - 4:30 PM

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Using Virtual Reality to Teach Anesthesiologists in the Use of Pumps for Total Intravenous Anesthesia

Sergio Gelbvaks, Nautilus Medtech, Rio de Janeiro, Brazil

This session presents a prototype course that combines simulation methodology with Virtual Reality technology to train anesthesiologists in the use of propofol TCI pump for Total Intravenous Anesthesia.

Using Virtual Reality to Teach Anesthesiologists in the use of Pump for Total Intravenous Anesthesia

Sergio Gelbvaks

The use of new devices and techniques is an important part of the anesthesiology profile. In the real world, the anesthesiologists from different levels of expertise, are used to use those new devices during real case with real patients. That sometimes, predispose to erros. Usual training comprises to teach about the use of the device, but not into a context. Simulation is an effective methodology to train health professional during different contexts without putting any patient at risk. However, there is a significant cost to set up everything, involving simulators, standard patients, anesthesia machine, many drugs and so on. Virtual Reality is a new and promising technology that has been applied in many situations in health care. This work combines the simulation methodology with a Virtual Reality technology in order to teach anesthesiologist in the use of propofol TCI pump for Total Intravenous Anesthesia. One clinical scenario was created by specialists given to the learners the opportunity to manage the propofol pump during anesthesia induction as well as, during critical incidents. As a prototype of a course, we first observed, the usability and acceptance by the users.

4:30 PM - 5:00 PM

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Integrating Intelligent Avatars with Classroom Teaching

Lewis Johnson, Ph.D., Alelo Inc., Los Angeles, California, USA

This session discusses a teaching experience that integrates intelligent avatars with homework activities. This approach offers students the opportunity to practice their skills at home in conversations with avatars, and get personalized feedback and exercises, while teachers are able to monitor students’ performance and progress, and identify those that may need further help.

Integrating Intelligent Avatars with Classroom Teaching

Lewis Johnson

Orchestrating and monitoring classroom activities can be very time-consuming, especially when teaching online. This session will discuss how teachers are integrating homework activities with intelligent avatars into their lesson plans. Students practice their skills at home in conversations with avatars, and get personalized feedback and exercises. Teachers are able to monitor students’ performance and progress, and identify students that may need further help. This approach helps students make rapid progress and build self-confidence. Students come to class better prepared, so teachers can make more efficient use of classroom time. This approach is particularly suitable for large or online language classes.

STREAM 2
Chair: Bruce Cronquist, Dell Technologies, Seattle, Washington, USA
3:30 PM - 5:00 PM

3:30 PM - 4:30 PM

Make it Matter: A Collaborative Student-Led Engagement and Persistence Program

Linda Elkins-Tanton, Ph.D., Arizona State University, Tempe, Arizona, USA; Turner Bohlen and Carolyn Bickers, Beagle Learning, Inc., Concord, New Hampshire, USA
Slides

This session presents Make it Matter, an engagement and persistence program where​ students use ​an open-inquiry, action-oriented process ​to identify local community needs, research them, and take meaningful social action. The session illustrates the full structure and process of the program, from the time when a student chooses a topic, to the full completion of the project, and discuss key topics such as inquiry-based projects and tools for overcoming roadblocks to student engagement online.

Make it Matter: A collaborative student-led engagement and persistence program

Linda Elkins-Tanton

Our goal is to create students and communities who are self-directed learners and effective team problem-solvers, all online, or in-person. To help students and communities gain these critical skills, we need teaching methods that allow them to practice self-directed learning. These teaching methods should be action-oriented, give students agency, train careful observation of their world, and encourage an optimistic mindset.

Make it Matter is an engagement and persistence program where​ students use ​an open-inquiry, action-oriented process ​to identify local community needs, research them, and take meaningful social action. This scalable, replicable program combines skill development and the efficacy and community of inquiry-based learning to improve persistence to graduation, develop workforce readiness skills, unite disciplines, and make positive social change in the world.

Colleges and universities strive for student persistence to graduation. Employers want workforce readiness. And students need academic support, a sense of belonging, and real-world relevance of their learning. These needs tend to be at odds with one another. Colleges and universities need a program that unifies these goals, and well-designed student-led learning can do it.

Make it Matter fits in a single-semester course, but is designed to be the backbone of a two- to four-year program. The program follows the key philosophy that students take as much responsibility as possible, that mistakes, imperfections, and failed attempts are accepted, in fact embraced, while everyone is welcome to suggest improvements and next ideas, including improvements and nest ideas for how to change the process or class itself.

In this mini-master class you’ll learn about these inquiry-based projects and how to overcome roadblocks to student engagement online. We’ll share key parts of our full structure and process that covers student choice of topic all the way to completion of the project.

4:30 PM - 5:00 PM

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SILC: A Framework to Assess eLearning Effectiveness under Covid-19

Trevor Laughlin, Trent University, Peterborough, Ontario, Canada

Having reviewed the situation and factors surrounding synchronous and asynchronous delivery of online courses during Covid-19, we now need to develop an assessment framework. This session will assess how classes/courses are being delivered online under Covid-19 conditions, with a view to making recommendations and improvements. It will include a practical assessment that teachers themselves can administer to courses.

SILC: A Framework to Assess eLearning Effectiveness under Covid-19

Trevor Laughlin

Having reviewed the situation and factors surrounding synchronous and asynchronous delivery of online courses during Covid-19, we now need to develop an assessment framework. This session will assess how classes/courses are being delivered online under Covid-19 conditions, with a view to making recommendations and improvements. It will include a practical assessment that teachers themselves can administer to courses. 1) Highlight the factors that need to be addressed by the assessment framework to deliver a sound educational experience under covid-19 conditions 2) Review 3 existing models of e-Learning assessment. 3) Synthesize a new assessment framework (SILC) which we can use to assess the quality of the online delivery of courses at two institutions? 4) See how this is applied to most programs/classes at the post-secondary level.

STREAM 3
Chair: Shelby Marshall, FableVision, Boston, Massachusetts, USA
3:30 PM - 4:30 PM

3:30 PM - 4:30 PM

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Adaptivity in the Wild: Individualizing Reading Supports in Open Learning Scenarios

Robert Dolan, Ph.D. and Kim Ducharme, CAST, Wakefield, Massachusetts, USA

This session reports findings on the development and application of Clusive, a suite of open-source resources able to adapt to learners' needs and characteristics. Clusive's adaptability features allow learners to grow as "expert learners" and independently choose the most effective content, contexts, and supports.

Adaptivity in the Wild: Individualizing Reading Supports in Open Learning Scenarios

Robert Dolan and Kim Ducharme

Adaptive learning solutions generally assume curricular, instructional, content, and/or learning models are known in advance. The Center for Inclusive Software for Learning (CISL), funded by the U.S. Department of Education, is developing a suite of open-source tools designed for diverse learners by making digital educational materials—including open educational resources (OERs)—accessible, flexible, and engaging. The Clusive reader at the heart of CISL leverages Universal Design for Learning (UDL) principles and includes a number of adaptive features designed to operate without prior knowledge of how the materials support learning goals. These adaptive features include content complexity leveling, inclusion of summaries and highlighted main ideas, dictionary and glossary tools, and just-in-time tips and suggestions regarding preference setting and learning tools use. Information to support adaptivity heuristics comes from user interactions, an onboarding skills discovery process, and embedded affective, comprehension, and learning goal prompts and game-like vocabulary challenges. Per UDL, adaptivity in Clusive is designed to support not only immediate learning goals, but the building of "expert learners" who independently choose the most effective content, contexts, and supports. As such, adaptivity has been designed as a learning scaffold, with the intention of gradual reduction over time, in two ways. First, adaptivity operates transparently, providing students with insights as to why choices and recommendations are made. Second, students are allowed to override system decisions to promote self-agency. Evaluation of student impressions and efficacy are being conducted as part of the CISL project.

5:00 PM - 5:30 PM - IELA AWARD WINNERS ANNOUNCEMENT & WRAP-UP - STREAM 1

Announcement of the IELA Award Winners, Business Division and Wrap-up with David Guralnick

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David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA

5:30 PM - END OF CONFERENCE