2022 Conference Program



Friday, June 17th, 2022

All times are Eastern time. All sessions will be streamed online and all virtual sessions will be shown in an area at the in-person venue. In addition, all sessions will be recorded for registered attendees.
All rooms are on the 3rd floor of Faculty House, the event venue, unless otherwise noted.


8:30 AM - Doors Open


9:00 AM - 10:00 AM - OPENING SESSION - TRACK 1 (IN-PERSON)
PRESIDENTIAL ROOM 1


9:00 AM - 9:05 AM - OPENING (IN-PERSON)

Introduction

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


9:05 AM - 10:00 AM - PANEL DISCUSSION (IN-PERSON)

Panel Discussion
Learning, Technology, and Society: The Present and the Future

Panel Chair: David Guralnick, Ph.D.

Panelists:
Ian Bogost, Ph.D.
, Washington University in St. Louis, St. Louis, Missouri, USA
Angela Bullock, Ph.D., University of the District of Columbia, Washington, DC, USA
Antonella Poce, Ph.D., University of Modena and Reggio Emilia, Rome, Italy




10:00 AM - 10:30 AM - BREAK


10:30 AM - 12:30 PM - PARALLEL SESSIONS


TRACK 1[IN-PERSON] - SESSION 1E
PRESIDENTIAL ROOM 1
Chair: Veronica Chehtman
, AySA Water and Sanitation Argentina, Buenos Aires, Argentina
10:30 AM - 12:30 PM


10:30 AM - 11:00 AM

Increased Student and Faculty Engagement Researched via an International Opportunity: A Case Study

Barbara Schwartz-Bechet, Ph.D. and Colleen Duffy, Ed.D., Misericordia University, Dallas, Pennsylvania, USA

As institutions of higher education have entered the 21st Century with an unexpected global crisis, reliance upon standard interactions of old-fashioned face to face office hours and in class engagement had to be sidelined. With change comes opportunity and an opportunity to engage in the building of interuniversity assignments, faculty collaboration and changing college environments was provided by an international experience to learn about global counterparts. An opportunity to work with a university in the Netherlands was provided to a university in Northeastern PA, USA which occurred about 8 months prior to the COVID-19 global pandemic. With this ability to engage in online interconnected assignments, faculty discourse across institutions and programs, and stronger faculty-student discourse, a greater and more highly developed communicative interaction was begun and an idea to investigate how the two possible variables increased engagement - the international work as well as the pandemic. Three clusters of outcomes, identified by Cook-Sather, Bovill, and Felten (2014) will be investigated and discussed to include engagement, awareness, and enhancement…

Increased Student and Faculty Engagement Researched via an International Opportunity: A Case Study

Barbara Schwartz-Bechet and Colleen Duffy


As institutions of higher education have entered the 21st Century with an unexpected global crisis, reliance upon standard interactions of old-fashioned face to face office hours and in class engagement had to be sidelined. With change comes opportunity and an opportunity to engage in the building of interuniversity assignments, faculty collaboration and changing college environments was provided by an international experience to learn about global counterparts. An opportunity to work with a university in the Netherlands was provided to a university in Northeastern PA, USA which occurred about 8 months prior to the COVID-19 global pandemic. With this ability to engage in online interconnected assignments, faculty discourse across institutions and programs, and stronger faculty-student discourse, a greater and more highly developed communicative interaction was begun and an idea to investigate how the two possible variables increased engagement - the international work as well as the pandemic. Three clusters of outcomes, identified by Cook-Sather, Bovill, and Felten (2014) will be investigated and discussed to include engagement, awareness, and enhancement. The research design will seek to investigate if the outcomes support the framework of Cook-Sather, Bovill and Felton that identify how partnerships (and we will define partnerships relevant to this case) tend to make both students and faculty more thoughtful, engaged, and collegial as they go about their work and life on campus and through campus-related events both virtual and face to face. Research has suggested that certain types of student-faculty interactions assist in greater content development as well as greater development of societal and cultural awareness and action. The case study will document how teacher education students from both universities were able to engage in joint assignments with faculty working with both sets of students as well as across faculty in both institutions.


11:00 AM - 12:00 PM

Abrupt Shift to Online Learning – A Tale of Two Very Different Learning Environments

Jaclyn Conner, Ed.D., Emory University, Atlanta, Georgia, USA and Taffeta Connery, Ed.D., Gwinnett County Schools System, Peachtree Corners, Georgia, USA

There are core principles that apply to the infrastructure of online learning environments. When placed in a scenario where institutions rapidly adopt online learning, these principles are put to the test. This session will share a case study of two very different institutions grappling with online learning environments in K-12 and Higher Education. There are many comparisons and contrasting elements that relate to governance, student satisfaction, faculty/instructor support, and resources. Yet despite these elements, there are commonalities that represent the foundational aspects of all online learning environments. The outcome is that different environments can learn from each other’s crises…

Abrupt Shift to Online Learning – A Tale of Two Very Different Learning Environments

Jaclyn Conner and Taffeta Connery


There are core principles that apply to the infrastructure of online learning environments. When placed in a scenario where institutions rapidly adopt online learning, these principles are put to the test. This session will share a case study of two very different institutions grappling with online learning environments in K-12 and Higher Education. There are many comparisons and contrasting elements that relate to governance, student satisfaction, faculty/instructor support, and resources. Yet despite these elements, there are commonalities that represent the foundational aspects of all online learning environments. The outcome is that different environments can learn from each other’s crises.

When the COVID-19 pandemic hit, these two institutions (like everyone else) quickly pivoted to online learning formats. Given the governmental structure of K-12 and Higher Education, the ability to pivot had similarities and significant differences. In addition to governance, instructional design measures will be discussed. The type of instructor/faculty support shared commonalities in relation to design principles. In contrast, the level of instructional design support was not comparable as resources provided to the institutions were significantly different.

Student performance and satisfaction was highly impacted at both institutions and administration dealt with these challenges through various methods. Communication methods and frequency is analyzed and will be debated as to what worked well and what should have been improved.

The presenters will share the case studies of two schools in Atlanta, Georgia showcasing the commonalities and contrasts of providing online education. One school is an elementary school and the other is a business school within a university.

The session will conclude with the case study outcomes, takeaways, and lessons learned. Administrators and institutional leaders will profit from the results presented. Likewise, attendees will gain insights and recognize how to benefit from a crisis.


12:00 PM - 12:30 PM

Learning Retention? Forget About It: Bypassing the Limitations of Human Memory

Hal Christensen, QuickCompetence, Forest Hills, NY, USA

Our traditional training approach is based on a myth: the Myth of Learner Retention. We assume that our learners can learn everything we teach them, retain it all forever in memory, quickly retrieve from memory the precise knowledge they need precisely when it is needed, and apply it exactly where and how it should be applied. But, we have long known from research – and almost everyone’s personal experience – our brains are terrible at remembering things. David Allen, author of "Getting Things Done," states it clearly: “Your mind is for having ideas, not for holding them!"

Still, we continue to spend enormous amounts of time and money on training workers and students to learn and retain what they will soon forget and to retrieve and apply what they have already forgotten. And in a short time, the knowledge we imparted will become obsolete anyway.

In this session, we will examine a more powerful learning strategy–one that blends some principles from Getting Things Done, and other productivity methodologies, with today’s ubiquitous technology. We will explore how, by bypassing the limitations of learning retention, we will also enable more effective performance in less time and at less cost.

Learning Retention? Forget About It: Bypassing the Limitations of Human Memory

Hal Christensen


Our traditional training approach is based on a myth: the Myth of Learner Retention. We assume that our learners can learn everything we teach them, retain it all forever in memory, quickly retrieve from memory the precise knowledge they need precisely when it is needed, and apply it exactly where and how it should be applied. But, we have long known from research – and almost everyone’s personal experience – our brains are terrible at remembering things. David Allen, author of "Getting Things Done," states it clearly: “Your mind is for having ideas, not for holding them!" Still, we continue to spend enormous amounts of time and money on training workers and students to learn and retain what they will soon forget and to retrieve and apply what they have already forgotten. And in a short time, the knowledge we imparted will become obsolete anyway. In this session, we will examine a more powerful learning strategy–one that blends some principles from Getting Things Done, and other productivity methodologies, with today’s ubiquitous technology. We will explore how, by bypassing the limitations of learning retention, we will also enable more effective performance in less time and at less cost.


TRACK 2: Inclusive Learning Track [IN-PERSON] - SESSION 2E
BOARD ROOM
Chair: Fahriye Altinay Aksal, Ph.D.
and Zehra Altinay Gazi, Ph.D., Near East University, Nicosia, Cyprus
10:30 AM - 12:00 PM


10:30 AM - 11:00 AM

INCLUSIVE LEARNING TRACK

Open-Access Learning as a Pathway to Equity during Health Emergencies

Melissa Attias and Heini Utunen, World Health Organization, Geneva, Switzerland

The World Health Organization (WHO) launched the OpenWHO.org online learning platform in 2017 to facilitate the transfer of public health knowledge for emergencies on a massive scale in anticipation of the next pandemic. Grounded in the principles of open access and equity, courses are free, self-paced, accessible in low-bandwidth and offline formats, and available in national and local languages. After serving frontline responders in regionalized outbreaks from Ebola to plague, OpenWHO dramatically scaled up course production for the COVID-19 pandemic, making life-saving information from WHO experts available online at a time when lockdowns and social distancing limited our ability to physically come together to learn. The platform offers courses on 40 different COVID-19 topics, as well as 80 courses on additional health topics. Courses are available across 60 languages, including the 15 most-spoken languages worldwide and the official languages of 42 out of 46 of the least-developed countries, in recognition that it is easier to learn and understand in one’s native tongue…

Open-Access Learning as a Pathway to Equity during Health Emergencies

Melissa Attias and Heini Utunen


The World Health Organization (WHO) launched the OpenWHO.org online learning platform in 2017 to facilitate the transfer of public health knowledge for emergencies on a massive scale in anticipation of the next pandemic. Grounded in the principles of open access and equity, courses are free, self-paced, accessible in low-bandwidth and offline formats, and available in national and local languages. After serving frontline responders in regionalized outbreaks from Ebola to plague, OpenWHO dramatically scaled up course production for the COVID-19 pandemic, making life-saving information from WHO experts available online at a time when lockdowns and social distancing limited our ability to physically come together to learn. The platform offers courses on 40 different COVID-19 topics, as well as 80 courses on additional health topics. Courses are available across 60 languages, including the 15 most-spoken languages worldwide and the official languages of 42 out of 46 of the least-developed countries, in recognition that it is easier to learn and understand in one’s native tongue.

Prioritizing access to learning has enabled OpenWHO to have tremendous reach in line with WHO’s mission to promote health, keep the world safe and serve the vulnerable. Demand has surged during the COVID-19 emergency, with course enrollments increasing from 160,000 in January 2020 to 6 million at the end of 2021. OpenWHO has served as a growing source of knowledge for demographics that are typically underserved online, including women and people age 70 and older as they actively sought information about COVID-19. Learning reach has also extended beyond the use of the online platform as countries and communities have adapted materials to local contexts and offline demands to bypass technological and connectivity barriers, creating a multiplier effect that further advances equity in learning.


11:00 AM - 11:30 AM

Accessibility in eLearning: Debunking Myths on the Path to Inclusivity

Ginny Moore, Chalk & Tablet, LLC, Greenville, SC, USA

Accessibility is both a legal requirement and a path towards inclusive learning, yet some content creators inadvertently steer away from accessible design. This aversion is often born from misunderstanding rooted in the many myths about accessibility requirements, benefits, and implementation. Join us as we debunk four common myths and illustrate the aligning truths.

Myth 1: Accessibility is optional unless requested.

Accessibility laws and policies may feel complex and ambiguous. We’ll cut through the confusion and provide you with the key takeaways, using real-world examples of the legal, and more importantly, human ramifications when these requirements are not met…

Accessibility in eLearning: Debunking Myths on the Path to Inclusivity

Ginny Moore


Accessibility is both a legal requirement and a path towards inclusive learning, yet some content creators inadvertently steer away from accessible design. This aversion is often born from misunderstanding rooted in the many myths about accessibility requirements, benefits, and implementation. Join us as we debunk four common myths and illustrate the aligning truths.

Myth 1: Accessibility is optional unless requested. Accessibility laws and policies may feel complex and ambiguous. We’ll cut through the confusion and provide you with the key takeaways, using real-world examples of the legal, and more importantly, human ramifications when these requirements are not met.
Myth 2: Accessibility can be added later. Accessibility features are an extension of your course elements. Waiting to implement them leads to rework, and/or reduced inclusivity. We’ll advocate an integrative approach where accessibility is woven into every part of the development process.
Myth 3: Accessibility hinders development and product quality. It takes a little more time to create accessible content, but even more time in the long run to support inaccessible content. And the product may look different - but it’s a good different! We’ll share our favorite accessibility tools and tricks that will save you time and money, and hone in on design limitations we’ve faced and strategies we’ve used to turn these limitations into opportunities for improvement.
Myth 4: Accessibility only benefits a few people. For starters, an estimated one billion people experience some form of disability. And secondly, accessible content is crucial for some but benefits everyone! We’ll finish our time together by discussing these points, and you’ll interact with excerpts from courses we’ve built to experience first-hand how accessibility features enhance the learning experience for all people.


11:30 AM - 12:00 PM

The Use of Comics as a Teaching and Learning Tool (Virtual Talk)

Jenny Pange, Ph.D., University of Ioannina Greece, Ioannina, Epirus, Greece

Nowadays there is great interest in using comics for teaching and learning. Comics are used by many educators for face-to-face or online teaching. They are important educational tools and students develop visual literacy skills. Students enjoy creating comics because they freely express themselves, use realistic expressions, and make emotional stories. This study aims to discuss the use of information and communication technologies (ICT) to design comics for children in kindergartens for learning statistics. A group of undergraduate students, in the Department of Early Childhood Education at the University of Ioannina Greece, developed comics for teaching basic concepts of statistics to children in kindergartens. Students were free to create a comic to teach children the notions of mean, median, and mode. The most popular free online ICT tools used by undergraduate students for creating comics were: “Storyboard That”, “Pixton”, “MakeBeliefsComix”, and “Scratch”. Students used the microlearning approach to present their comics in the classroom. The main advantage of the application of comics in the teaching process is that they can present basic statistical concepts, with a very challenging and humorous approach using visual arts.

The Use of Comics as a Teaching and Learning Tool

Jenny Pange


Nowadays there is great interest in using comics for teaching and learning. Comics are used by many educators for face-to-face or online teaching. They are important educational tools and students develop visual literacy skills. Students enjoy creating comics because they freely express themselves, use realistic expressions, and make emotional stories. This study aims to discuss the use of information and communication technologies (ICT) to design comics for children in kindergartens for learning statistics. A group of undergraduate students, in the Department of Early Childhood Education at the University of Ioannina Greece, developed comics for teaching basic concepts of statistics to children in kindergartens. Students were free to create a comic to teach children the notions of mean, median, and mode. The most popular free online ICT tools used by undergraduate students for creating comics were: “Storyboard That”, “Pixton”, “MakeBeliefsComix”, and “Scratch”. Students used the microlearning approach to present their comics in the classroom. The main advantage of the application of comics in the teaching process is that they can present basic statistical concepts, with a very challenging and humorous approach using visual arts.


TRACK 3 [IN-PERSON] - SESSION 3E
PRESIDENTIAL ROOM 3
Chair: Patrick Blum, Ph.D.
, blum consulting, Aachen, Germany
10:30 AM - 12:30 PM


10:30 AM - 11:00 AM

Visual Storytelling and Interactive Iconography for the Museum of Zoology in Rome [Virtual talk]

Fernando Salvetti, Ph.D., Logosnet, Houston, TX, USA, Giuseppe Amoruso, Polytechnic School of Design, Milan, Lombardy, Italy, Sara Conte, Polytechnic School of Design, Milan, Lombardy, Italy and Barbara Bertagni, Ph.D., Logosnet, Houston, TX, USA

The focus of this workshop is the innovations regarding visual storytelling and interactive experiences implemented within the Civic Museum of Zoology in Rome, Italy.

Through the promotion and organization of multimedia content, this intervention is about the integration of various technologies to facilitate the use of cultural content by expanding the current exhibition space through the development of interactive solutions capable of increasing visitors’ involvement. Zoological findings and memoirs come to life and interact directly with the visitors in order to deepen their understanding, visualize stories and live experiences, analyze findings, and interact with relevant (virtualized) figures who have had main roles in zoology--all powered through simple hand gestures that transform into recognized commands from multimedia systems…

Visual Storytelling and Interactive Iconography for the Museum of Zoology in Rome

Fernando Salvetti, Giuseppe Amoruso, Sara Conte and Barbara Bertagni


The focus of this workshop is the innovations regarding visual storytelling and interactive experiences implemented within the Civic Museum of Zoology in Rome, Italy.

Through the promotion and organization of multimedia content, this intervention is about the integration of various technologies to facilitate the use of cultural content by expanding the current exhibition space through the development of interactive solutions capable of increasing visitors’ involvement. Zoological findings and memoirs come to life and interact directly with the visitors in order to deepen their understanding, visualize stories and live experiences, analyze findings, and interact with relevant (virtualized) figures who have had main roles in zoology--all powered through simple hand gestures that transform into recognized commands from multimedia systems.

The main aim of this project is the enhancement and promotion of "places of culture" through the integration of different innovative technologies (e-REAL, MirrorMe, 3D interactive iconography) in order to promote assets such as the ornithological collection and the Arrigoni Oddi room, the reptiles and amphibians room, the skeletons room and the whale room.

The project involves the use of virtual, augmented and mixed reality systems, together with 3D printed objects, to make museum resources accessible to particular users, with a special focus on accessibility for people with visual and hearing disabilities.

The entire project was made possible thanks to the contribution awarded by the European Regional Development Fund and by Regione Lazio.


11:00 AM - 11:30 AM

Time Travelling Towards a Climate-Neutral Society: An Interactive and Immersive Experience [Virtual talk]

Fernando Salvetti, Ph.D., Logosnet, Caluso, Turin, Italy, Cristina Cavicchioli, RSE S.p.A., Milan, Lombardy, Italy, Marco Borgarello, RSE S.p.A., Milan, Lombardy, Italy and Barbara Bertagni, Ph.D., Logosnet, Caluso, Turin, Italy

The European Union aims to be climate-neutral by 2050 – an economy with net-zero greenhouse gas emissions. This objective is at the heart of the European Green Deal and in line with the EU’s commitment to global climate action under the Paris Agreement…

Time Travelling Towards a Climate-Neutral Society: An Interactive and Immersive Experience

Fernando Salvetti, Cristina Cavicchioli, Marco Borgarello and Barbara Bertagni


The European Union aims to be climate-neutral by 2050 – an economy with net-zero greenhouse gas emissions. This objective is at the heart of the European Green Deal and in line with the EU’s commitment to global climate action under the Paris Agreement.

The transition to a climate-neutral society is both an urgent challenge and an opportunity to build a better future for all. All parts of society and economic sectors will play a role – from the power sector to industry, mobility, buildings, agriculture and forestry.

The European Union is leading the way by investing into technological solutions, aligning action in key areas such as industrial policy, finance and research, while ensuring social fairness for a just transition. Italy, as a leading European country, has been working towards ensuring the widest possible use of instruments that, together, serve to enhance energy security, environmental protection and the affordability of energy, thus contributing to European objectives relating to energy and environment. To reach these results, the Italian company RSE – a publicly controlled entity headquartered in Milan - co-designed with Logosnet an immersive and interactive experience based on a time travel “machine” - created by an e-REAL portable lab - towards a climate-neutral society, in order to foster different communication cascading campaigns.

RSE carries out research into the field of electrical energy with special focus on national strategic projects funded through the Fund for Research into Electrical Systems. The activity covers the entire supply system with an application-oriented, experimental and system-based approach. The e-REAL’s time machine is based on the RSE’s know-how and allows interactive and immersive experiences that are a powerful way to cascading relevant communication and fostering people’s awareness about the European Union targets.


11:30 AM - 12:00 PM

ChemistARy, A Mobile Augmented Reality App for Learning Chemistry

Fred Leighton and Steven Girard, Ph.D., University of Wisconsin-Whitewater, Whitewater, Wisconsin, USA

In this presentation, design, development and deployment of a mobile augmented reality app for a chemistry model kit and game used in teaching undergraduate students will be discussed. Learning outcomes will be included, comparing this app to other methods of teaching the subject matter, and will include student feedback at the University of Wisconsin-Whitewater. Valence Shell Electron-Pair Repulsion (VSEPR) theory is a cornerstone of the chemistry curriculum, utilized in general, inorganic, and organic chemistry courses to allow students to predict and visualize simple chemical molecules by synthesizing information obtained from Lewis Dot structures to predict how molecules may appear in reality. Typically, this is done by counting the numbers of bonding and lone pair interactions between the central and outer atoms, as well as considering the type of bonds (e.g. single, double, or triple). Students simply memorize tables of bonding-lone pair interactions to make these predictions. In the mobile app, students can visualize in augmented reality the effect of bonding and lone pair interactions…

ChemistARy, A Mobile Augmented Reality App for Learning Chemistry

Fred Leighton and Steven Girard


In this presentation, design, development and deployment of a mobile augmented reality app for a chemistry model kit and game used in teaching undergraduate students will be discussed. Learning outcomes will be included, comparing this app to other methods of teaching the subject matter, and will include student feedback at the University of Wisconsin-Whitewater. Valence Shell Electron-Pair Repulsion (VSEPR) theory is a cornerstone of the chemistry curriculum, utilized in general, inorganic, and organic chemistry courses to allow students to predict and visualize simple chemical molecules by synthesizing information obtained from Lewis Dot structures to predict how molecules may appear in reality. Typically, this is done by counting the numbers of bonding and lone pair interactions between the central and outer atoms, as well as considering the type of bonds (e.g. single, double, or triple). Students simply memorize tables of bonding-lone pair interactions to make these predictions. In the mobile app, students can visualize in augmented reality the effect of bonding and lone pair interactions. Developed with Unity and the Vuforia Engine, the app for iOS and Android features image markers with associated 3D models. Traditional 2D images of Lewis Dot structures are used as printed AR markers, approximately 3” square. When recognized, the markers generate 3D models of structures that can be rotated and viewed from multiple angles, enabling students to fully visualize the molecular structure and pertinent chemistry. The molecular structures of interest are currently simple molecules involving one central atom, with the following structure types: linear, bent, trigonal planar, trigonal pyramidal, tetrahedral, trigonal bipyramidal, see-saw, t-shaped, octahedral, square pyramidal, and square planar. In a future embodiment, the software could be configured to include larger structures with more coordinated atoms, as well as more interactive manipulation of the structures (e.g. rotation, labeling of bond angles, polarity, etc.).


12:00 PM - 12:30 PM

The Future of Work - Redefining Apprenticeships with a Holistic Perspective

Carlos Vazquez, Miami EdTech, Miami, Florida, USA

Apprenticeships are critical for preparing non-college educated adults for jobs in America’s increasingly STEM-driven economy. However, nearly half of people in pre-apprenticeship and apprenticeship programs drop out because of lack of effective training and support. Leveraging technology that provides a digital infrastructure for on-the-job training and job-related support is critical to the evolution of the apprenticeship model…

The Future of Work - Redefining Apprenticeships with a Holistic Perspective

Carlos Vazquez


Apprenticeships are critical for preparing non-college educated adults for jobs in America’s increasingly STEM-driven economy. However, nearly half of people in pre-apprenticeship and apprenticeship programs drop out because of lack of effective training and support. Leveraging technology that provides a digital infrastructure for on-the-job training and job-related support is critical to the evolution of the apprenticeship model.

This discussion will include the perspective of both the employer and apprentice and will feature specific examples of how technology gets leveraged to support the holistic development of the apprentice.



TRACK 4 - ALICE TRACK [VIRTUAL] - SESSION 4E
PRESIDENTIAL ROOM 2A
Chair: Santi Caballé, Ph.D.,
Open University of Catalonia, Barcelona, Spain
10:30 AM - 12:30 PM


10:30 AM - 11:00 AM

ALICE TRACK

Natural Language Understanding for the Recommendation of Learning Resources within Student Collaboration Tools

Nicola Capuano, Ph.D., University of Basilicata, Potenza, PZ, Italy, Daniele Toti, Ph.D., Catholic University of the Sacred Heart, Brescia, BS, Italy, Andrea Pozzi, Ph.D.,, Catholic University of the Sacred Heart, Brescia, BS, Italy and Luigi Lomasto, University of Salerno, Fisciano, SA, Italy

Discussion forums are popular tools in Massive Open Online Courses (MOOCs), used by students to express feelings, exchange ideas and ask for help. Unfortunately, the huge number of enrolled students hinders educational scaffolding activities, including the active participation of instructors in discussion forums. Therefore, students seeking to clarify the concepts learned may not receive the answers they need, reducing engagement and promoting dropout. This work presents a methodology for supporting learners within discussion forums, by analyzing conversations among students expressed in natural language and providing them with recommendations in terms of relevant learning resources in accordance to the topic, sentiment and intent of the conversations themselves. This is carried out via a number of steps, including a preliminary definition and population of an ontology detailing the courses' topics…

Natural Language Understanding for the Recommendation of Learning Resources within Student Collaboration Tools

Nicola Capuano, Daniele Toti, Andrea Pozzi and Luigi Lomasto


Discussion forums are popular tools in Massive Open Online Courses (MOOCs), used by students to express feelings, exchange ideas and ask for help. Unfortunately, the huge number of enrolled students hinders educational scaffolding activities, including the active participation of instructors in discussion forums. Therefore, students seeking to clarify the concepts learned may not receive the answers they need, reducing engagement and promoting dropout. This work presents a methodology for supporting learners within discussion forums, by analyzing conversations among students expressed in natural language and providing them with recommendations in terms of relevant learning resources in accordance to the topic, sentiment and intent of the conversations themselves. This is carried out via a number of steps, including a preliminary definition and population of an ontology detailing the courses' topics. Elements in the ontology are then matched and associated with the corresponding relevant learning resources, via an automatic Natural Language Processing (NLP) pipeline that analyzes the resources according to their respective format. Each conversation is then analyzed as well via NLP and wikification techniques that are able to identify the topics discussed and recommend the most relevant learning resources accordingly. This is done by matching the identified topics with those in the ontology both at the syntactic and the semantic level, via syntactic distances and embedding methodologies. For taking into account syntactical similarity and semantic difference, a pre-trained deep contextual language model is fine-tuned on the texts in order to provide finely-grained contextual embedding, and thus compare the vector representation of a conversation with that of the topics in the ontology. Finally, a collaborative filtering method is added to evaluate the learners' feedback, while also enabling the evaluation of the recommended contents in terms of usefulness for similar learners based on their past experiences.


11:00 AM - 11:30 AM

ALICE TRACK

Nudging Lifelong Learning and Metacognition Tendencies in Engineering Management Undergraduates Utilizing the LinkedIn Learning Platform

Allan MacKenzie, Ph.D., McMaster University, Hamilton, Ontario, Canada

Most engineering and technology-focused program curricula are firmly fixated on the required technical skills to meet the particular profession's needs. Yet, in today's rapidly changing, globalized world, engineers and technologists need more than technical competencies to meet the requirements of their professional work. Reflection or the contemplative dimension of personal learning has not historically received much attention in engineering education, despite calls for more significant consideration of the use of reflection. For example, in a National Academies piece calling for curricular change in undergraduate engineering, Ambrose (2013, p. 20) suggests that learning happens with reflection, and instructors should "provide structured opportunities to ensure that reflection occurs." As educators, we should be assisting students in learning the material we are accountable for teaching them, yet also helping them improve their metacognition abilities and nudging them to embrace lifelong learning habits before they leave our institutions…

Nudging Lifelong Learning and Metacognition Tendencies in Engineering Management Undergraduates Utilizing the LinkedIn Learning Platform

Allan MacKenzie


Most engineering and technology-focused program curricula are firmly fixated on the required technical skills to meet the particular profession's needs. Yet, in today's rapidly changing, globalized world, engineers and technologists need more than technical competencies to meet the requirements of their professional work. Reflection or the contemplative dimension of personal learning has not historically received much attention in engineering education, despite calls for more significant consideration of the use of reflection. For example, in a National Academies piece calling for curricular change in undergraduate engineering, Ambrose (2013, p. 20) suggests that learning happens with reflection, and instructors should "provide structured opportunities to ensure that reflection occurs." As educators, we should be assisting students in learning the material we are accountable for teaching them, yet also helping them improve their metacognition abilities and nudging them to embrace lifelong learning habits before they leave our institutions. This presentation will illustrate how the LinkedIn Learning (LIL) platform was used as a "learning partner" to complement lessons in second and fourth-year engineering management courses to enrich metacognition learning outcomes for students. Ranging from how curated third-party content was interwoven into the course learning framework, along with specific learning objectives, including reflective assignments and rubrics that can be easily modified across different disciplinary contexts. The presenter will also share summary research on using LIL as a complementary learning asset from the student's perspective. The presentation will engage audience members in thinking about how LIL could become a learning partner to augment their particular course outcomes. Given the lightning pace of change in the knowledge economy, encouraging metacognition practices and nudging students towards lifelong learning tendencies are essential for achieving the ambitions of a "whole" engineer education.


11:30 AM - 12:00 PM

ALICE TRACK

Integrating Video Timeline Comments in Asynchronous Online Video-Based Presentation Lectures: Using Canvas Studio as an Example

Xi Lin, Ph.D., East Carolina University, Greenville, North Carolina, USA, Qi Sun, Ph.D., University of Tennessee-Knoxville, Knoxville, Tennessee, USA and Xiaoqiao Zhang, Ph.D., Shanghai Jiao Tong University, Shanghai, China

In asynchronous online learning, watching video-based presentation lectures while using the video timeline comment (VTC) function encourages students to communicate with their instructor, learning content, and peers. This study examines students’ online interactions through the VTC function used in asynchronous video-based presentation lectures hosted by the Canvas Studio. Thirty students from two graduate-level distance courses participated in the study. Findings indicate that applying the VTC technology tool to asynchronous online learning can positively reinforce students’ interactions with the instructor and peers. This newly available computer technology tool also functions as a “real-time” media between online lectures and offline social networks. It helps motivate students to learn the content delivered via the instructional videos from asynchronous classes. Thus, integrating the VTC function in video-based teaching materials helps enhance student’s online learning engagement.

Integrating Video Timeline Comments in Asynchronous Online Video-Based Presentation Lectures: Using Canvas Studio as an Example

Xi Lin, Qi Sun and Xiaoqiao Zhang


In asynchronous online learning, watching video-based presentation lectures while using the video timeline comment (VTC) function encourages students to communicate with their instructor, learning content, and peers. This study examines students’ online interactions through the VTC function used in asynchronous video-based presentation lectures hosted by the Canvas Studio. Thirty students from two graduate-level distance courses participated in the study. Findings indicate that applying the VTC technology tool to asynchronous online learning can positively reinforce students’ interactions with the instructor and peers. This newly available computer technology tool also functions as a “real-time” media between online lectures and offline social networks. It helps motivate students to learn the content delivered via the instructional videos from asynchronous classes. Thus, integrating the VTC function in video-based teaching materials helps enhance student’s online learning engagement.


12:00 PM - 12:30 PM

ALICE TRACK

Teaching Ethics in Online Environments: A Prototype for Interactive Narrative Approaches

Joan Casas-Roma, Universitat Oberta de Catalunya (UOC), Barcelona, Spain

Ethics is an important part in the training of professionals. Most associations have their own code of ethical practices, and many public and private institutions highlight the importance of integrating ethical standards into current practices and new innovations in a wide range of sectors such as in the field of artificial intelligence (AI), in which the integration of ethical practices is currently a critical trend. Due to this, ethics already appears, in one way or another, in almost every syllabus in current professional and higher education courses…

Teaching Ethics in Online Environments: A Prototype for Interactive Narrative Approaches

Joan Casas-Roma


Ethics is an important part in the training of professionals. Most associations have their own code of ethical practices, and many public and private institutions highlight the importance of integrating ethical standards into current practices and new innovations in a wide range of sectors such as in the field of artificial intelligence (AI), in which the integration of ethical practices is currently a critical trend. Due to this, ethics already appears, in one way or another, in almost every syllabus in current professional and higher education courses. Nevertheless, ethics is often taught in a descriptive fashion that refers almost exclusively to regulations and legal requirements, and thus ethics quickly becomes a matter of compliance. Learning ethics, however, should also lead to becoming skilled in the sort of ethical awareness, reflection and reasoning capabilities that will be needed to anticipate, understand and react appropriately to current and future challenges in professional practices, and which can seldom be reduced to a set of regulatory principles. In order to teach (and learn) ethics as a skill, descriptive approaches are often not enough: a more direct experience to ethically-relevant situations that prompt for subjective reflection is needed. In this regard, teaching approaches can benefit from the use of immersive experiences that can provide the kind of subjective experience needed to develop one’s own ethical skills.

This paper presents the design of a prototype of an interactive narrative experience created to teach ethics. The prototype integrates insights from moral gameplay in game studies in order to build an immersive experience: character design to allow for attachments, meaningful choices, the inclusion of an implicit morality system (partly curated from principles distilled from the Association for Computing Machinery’s code of ethics), and the merging of ethically-relevant choices with other pressing decisions. Furthermore, the prototype is conceived as an independent tool structured across different short sessions that could be easily integrated as a collateral part of a learning module. This work introduces the required background, presents the prototype and its design, and provides directions for the development of further interactive experiences aimed at teaching ethics.


TRACK 5 [VIRTUAL] - SESSION 5E
PRESIDENTIAL ROOM 2B
Chair: Christina Merl, Ph.D.
, TalkShop/2CG®, Vienna, Austria
10:30 AM - 12:30 PM


10:30 AM - 11:00 AM

Neural Correlates of Creative Drawing: A Study of the Relationship between EEG and the Domain-Specific Creativity Scale

Sang Seong Kim, Sunhwa Hwang, and Eunmi Kim, Ph.D., Korea Advanced Institute of Science and Technology (KAIST), Daejeon, Republic of Korea

Creativity is defined as the ability to develop novel and effective ideas, artifacts, or solutions. Neural correlates of the Kaufman domains of creativity scale (K-DOCS) have been studied to better understand the neurophysiological representations of specific mental processes. The K-DOCS is a self-report questionnaire that measures five domains of creativity: Everyday, Scholarly, Performance, Science, and Arts. In this study, twenty-two international undergraduate students at the Korea Advanced Institute of Science and Technology were first assessed based on the K-DOCS. Subsequently, the participants underwent electroencephalography recordings while solving picture completion problems from the Torrance Tests of Creative Thinking (TTCT)…

Neural Correlates of Creative Drawing: A Study of the Relationship between EEG and the Domain-Specific Creativity Scale

Eunmi Kim, Sangseong Kim, Sunhwa Hwang and Gahyun Kim


Creativity is defined as the ability to develop novel and effective ideas, artifacts, or solutions. Neural correlates of the Kaufman domains of creativity scale (K-DOCS) have been studied to better understand the neurophysiological representations of specific mental processes. The K-DOCS is a self-report questionnaire that measures five domains of creativity: Everyday, Scholarly, Performance, Science, and Arts. In this study, twenty-two international undergraduate students at the Korea Advanced Institute of Science and Technology were first assessed based on the K-DOCS. Subsequently, the participants underwent electroencephalography recordings while solving picture completion problems from the Torrance Tests of Creative Thinking (TTCT). The relative alpha power was calculated for eight channels, and the correlations with the domains of the K-DOCS were analyzed using Spearman's rank correlation test. The only correlations regarded as significant were negative correlations between both the relative alpha power and the relative slow alpha power (in the temporal, occipital, and parietal sites) and the measures associated with the K-DOCS Performance domain. In particular, the relationship between alpha synchronization in parietal and occipital sites and the suppression of distracting information flows from the visual system, the devotion of cognitive resources to memory search and retrieval, and the outcome of interviews about participants' experiences while executing a specific task were analyzed. In this regard, the high score in the Performance domain might indicate a tendency to rely on visual inputs rather than memory when searching for ideas during creative tasks. This study contributes to widening the scope of quantitative assessments of creativity.


11:00 AM - 11:30 AM

When the Curriculum Meets the Game: Teachers' Perspectives on a Digital Curricular Game and Students' Engagement

Iman Garra-Alloush, AlQasemi Academy, Baqa alGharbiyya, Israel

Software providers have cultivated the educational market with a variety of digital learning games. Studies show that games in general, and digital game-based learning in particular can be a main source to boost pupil's motivation and engagement in the learning process. The current study focuses on a digital game which was designed to meet the purposes of curricular plan of teaching English as a Foreign Language (EFL). Data reveals that pupils showed high engagement levels and have made a prominent progress in two facets: spelling and vocabulary. The data collection related the game behavior of 13.000 users from 88 schools in Israel, which was recorded on the game-platform. Twelve teachers were interviewed to get their feedback on the reasons for the high degree of pupils engagement in the game. Preliminary findings show that teacher's encouragement and follow-up, as well as competition elements stand at a high degree in engaging pupils in the game, and consequently, in enhancing their curricular performance. Other elements include gender, challenge, and game design.

When the Curriculum Meets the Game: Teachers' Perspectives on a Digital Curricular Game and Students' Engagement

Iman Garra-Alloush


Software providers have cultivated the educational market with a variety of digital learning games. Studies show that games in general, and digital game-based learning in particular can be a main source to boost pupil's motivation and engagement in the learning process. The current study focuses on a digital game which was designed to meet the purposes of curricular plan of teaching English as a Foreign Language (EFL). Data reveals that pupils showed high engagement levels and have made a prominent progress in two facets: spelling and vocabulary. The data collection related the game behavior of 13.000 users from 88 schools in Israel, which was recorded on the game-platform. Twelve teachers were interviewed to get their feedback on the reasons for the high degree of pupils engagement in the game. Preliminary findings show that teacher's encouragement and follow-up, as well as competition elements stand at a high degree in engaging pupils in the game, and consequently, in enhancing their curricular performance. Other elements include gender, challenge, and game design.


11:30 AM - 12:00 PM

An Actionable Training: From Competency Model to Observable Behaviors While Empowering Communication

Elena Ciani and Andrea Laus, Lifelike, SA, Chiasso, Distretto di Mendrisio, Switzerland

There is a need for organizations to bridge the gap between competency models and actionable behaviors. We argue that a structured training method, with measurable patterns, is needed to supply powerful behavioral tools reflecting competency models and skills directly into everyday working life. The method is an AI-driven interactive digital role-play game that allows to practice critical, emotionally charged conversations at work. Conversations have place in different scenarios, with different characters which are based on personality psychology and neuroscientific findings. In this session, we will focus on the architecture of the method explaining why it is needed and how it allows to put into action competencies models and skills through communication, overcoming traditional learning tools.

An Actionable Training: From Competency Model to Observable Behaviors While Empowering Communication

Elena Ciani and Andrea Laus


There is a need for organizations to bridge the gap between competency models and actionable behaviors. We argue that a structured training method, with measurable patterns, is needed to supply powerful behavioral tools reflecting competency models and skills directly into everyday working life. The method is an AI-driven interactive digital role-play game that allows to practice critical, emotionally charged conversations at work. Conversations have place in different scenarios, with different characters which are based on personality psychology and neuroscientific findings. In this session, we will focus on the architecture of the method explaining why it is needed and how it allows to put into action competencies models and skills through communication, overcoming traditional learning tools.


12:00 PM - 12:30 PM

Implementation of a Talent Development Program in Higher Education

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

The context of the paper is, on the one hand, the growing trend of internationalization in higher education, especially focusing on creativity and innovation. Talent development programs play an important role in this process. On the other hand, 50% of all employees will need reskilling by 2025, as adoption of technology increases, according to the World Economic Forum's Future of Jobs Report. Analytical thinking and innovation; creativity, originality and initiative are in the Top 10 Skills of 2025. The purpose of the paper is to introduce some results of the implementation of a 3-year long talent development program at the Budapest Metropolitan University focusing on creative and startup thinking. This program has a transdisciplinary approach and modular structure from different domains, such as tourism, business, communication and arts. This paper introduces some important phenomena and impacts of the program implementation, for instance formulating a professional learning community of students and teachers, creating and evaluating business plans and changing creative and startup thinking skill sets at individual, team and organizational levels.

Implementation of a Talent Development Program in Higher Education

Vilmos Vass and Ferenc Kiss


The context of the paper is, on the one hand, the growing trend of internationalization in higher education, especially focusing on creativity and innovation. Talent development programs play an important role in this process. On the other hand, 50% of all employees will need reskilling by 2025, as adoption of technology increases, according to the World Economic Forum's Future of Jobs Report. Analytical thinking and innovation; creativity, originality and initiative are in the Top 10 Skills of 2025. The purpose of the paper is to introduce some results of the implementation of a 3-year long talent development program at the Budapest Metropolitan University focusing on creative and startup thinking. This program has a transdisciplinary approach and modular structure from different domains, such as tourism, business, communication and arts. This paper introduces some important phenomena and impacts of the program implementation, for instance formulating a professional learning community of students and teachers, creating and evaluating business plans and changing creative and startup thinking skill set at individual, team and organizational levels.


TRACK 6 [VIRTUAL] - SESSION 6E
PRESIDENTIAL ROOM 2C
Chair:
Bruce Cronquist, Dell Technologies, Seattle, Washington, USA
10:30 AM - 12:30 PM


10:30 AM - 11:30 AM

Blended Learning with New Design Approaches: E-Learning (Self-Learning), Instructor-Led Session, and Solution Engineering

Smruti Sudarshan and Heena Gurbani, LinkedIn Information Technology, Bangalore, Karnataka, India

This session investigates the effectiveness of a blended learning environment through analyzing the relationship between learner characteristics/experiences, design features and evaluation strategies. It is aimed at determining the significant predictors of blended learning effectiveness taking learner characteristics/experiences and design features as independent variables and evaluation strategy as dependent variables. The evaluation results were used as a measure for performance as an outcome…

Blended Learning: New Strategies and Design Approaches

Smruti Sudarshan and Heena Gurbani


This session investigates the effectiveness of a blended learning environment through analyzing the relationship between learner characteristics/experiences, design features and evaluation strategies. It is aimed at determining the significant predictors of blended learning effectiveness taking learner characteristics/experiences and design features as independent variables and evaluation strategy as dependent variables. The evaluation results were used as a measure for performance as an outcome.

The blended learning model works for an entire program where online self-learning (developed using WalkMe and Articulate Rise) is used to deliver online content along with ILT (20-min) sessions to reinforce the concepts and FAQs. After this the learner is introduced to a self-developed instrument (like training environment and audits) as a part of evaluation strategy.

Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and learner characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the learner characteristics and design features are significant predictors for learners’ learning outcomes in blended learning.


11:30 AM - 12:00 PM

Promoting Flourishing in Hard Times: Theoretical Reflections on the Ethics of Care in Distance Learning

Luigina Mortari, Ph.D., Roberta Silva, Ph.D., and Alessia Bevilacqua, Ph.D., University of Verona, Verona, Italy

Although the scientific literature in the educational field has thoroughly investigated the ethical dimension of distance learning (Almseidein & Mahasneh, 2020; Blaga, 2019), few studies are currently focusing attention on the ethical issues that characterize emergency remote teaching and learning. And when this question is addressed, the ethical dimensions that emerged mainly concern equity in access to educational technologies (Ezra et al., 2021; Czerniewicz et al., 2020), and cheating behaviours, especially during the assessment phase (Hill, Mason & Dunn, 2021)…

Promoting Flourishing in Hard Times: Theoretical Reflections on the Ethics of Care in Distance Learning

Luigina Mortari, Alessia Bevilacqua and Roberta Silva


Although the scientific literature in the educational field has thoroughly investigated the ethical dimension of distance learning (Almseidein & Mahasneh, 2020; Blaga, 2019), few studies are currently focusing attention on the ethical issues that characterize emergency remote teaching and learning. And when this question is addressed, the ethical dimensions that emerged mainly concern equity in access to educational technologies (Ezra et al., 2021; Czerniewicz et al., 2020), and cheating behaviours, especially during the assessment phase (Hill, Mason & Dunn, 2021).

This document aims to present a theoretical reflection on the ethics of care in distance learning, with specific attention to emergency remote teaching and learning, where teachers must be attentive to both the technical and the human aspects by implementing a teaching approach inspired by the ethics of care for the construction of the individual.

The dimensions that characterize this construct - attentiveness, responsibility, competence and responsiveness (Tronto, 2005) - allow to understand how an ethically-oriented learning environment promotes the flourishing of the learners and their well-being and not just the mere passage of information and instructions; their engagement, rather than simple participation; the birth of learning communities, rather than just aggregation; a protected space where everyone cultivates their personal growth to feel good with others, rather than a place of competition and self-affirmation (Mortari, 2021). Since the ethics of care establishes that ethics is "something that aims at a good life lived with and for others in just institutions" (Ricoeur, 1992: 172), it invites professionals to promote a caring posture oriented not only to the individual good but also to others' and institutional good (Mortari, 2000). Specifically, in emergency remote teaching and learning, this means being present anyway and staying in a relationship with the pupils and families, not making them feel abandoned.


12:00 PM - 12:30 PM

Skill Scanner: Connecting and Supporting Employers, Job Seekers and Educational Institutions with an AI-based Recommendation System

Tim Schlippe, Ph.D. and Koen Bothmer, IU International University of Applied Sciences, Erfurt, Thueringen, Germany

Usually employers, job seekers and educational institutions use AI in isolation from one another. However, skills are the common ground between these three parties which can be analyzed with the help of AI: (1) Employers want to automatically check which of their required skills are covered by applicants’ CVs and know which courses their employees can take to acquire missing skills. (2) Job seekers want to know which skills from job postings are missing in their CV, and which study programs they can take to acquire missing skills. (3) In addition, educational institutions want to make sure that skills required in job postings are covered in their curricula…

Skill Scanner: Connecting and Supporting Employers, Job Seekers and Educational Institutions with an AI-based Recommendation System

Tim Schlippe and Koen Bothmer


Usually employers, job seekers and educational institutions use AI in isolation from one another. However, skills are the common ground between these three parties which can be analyzed with the help of AI: (1) Employers want to automatically check which of their required skills are covered by applicants’ CVs and know which courses their employees can take to acquire missing skills. (2) Job seekers want to know which skills from job postings are missing in their CV, and which study programs they can take to acquire missing skills. (3) In addition, educational institutions want to make sure that skills required in job postings are covered in their curricula.

Consequently, we investigated several natural language processing techniques to extract, vectorize, cluster and compare skills, thereby connecting and supporting employers, job seekers and educational institutions.

Our application Skill Scanner uses our best algorithms and outputs statistics and recommendations for all groups. The results of our survey demonstrate that the majority finds that with the help of Skill Scanner, processes related to skills are carried out more effectively, faster, fairer, more explainable, more autonomous and in a more supported manner. 89% of all participants are not averse to apply our recommendation system for their tasks. 76% of job seekers would certainly use it.


TRACK 7 [VIRTUAL] - SESSION 7E
PRESIDENTIAL ROOM 2D
Chair: Gulnar Atayeva,
Suleyman Demirel University, Almaty, Kazakhstan
10:30 AM - 12:30 PM


10:30 AM - 11:30 AM

Success With Your Content – What Does It Take?

Anu Singh, Ph.D., Fiserv, Noida, Uttar Pradesh, India

As we evolve with Industry 4.0, it is critical to consider the experiences that come with technology and complement it with content that users need with the technology they are using.

With the latest technology trends, intuitive products and smart devices, it has become critical to create content that is credible, concise and intelligent for enhancing client experiences for the products and services that an organization offers. As technical communicators and content strategists, we must create content by leveraging technologies to enrich the overall product experience while balancing the experiential learning of a user as well. This also means that we need to effectively curate information to help our users with just-in time information and learning.

This session will attempt to explore strategies for creating content with respect to platform and delivery, and processes and tools for content development. Additionally, considerations for using technologies like AI enabled Bots, micro-content and micro-learning that can address various information needs of the targeted audience for personalized experiences, enhanced efficiencies, discoverability, accessibility etc., at the same time.

Success With Your Content – What Does It Take?

Anu Singh


As we evolve with Industry 4.0, it is critical to consider the experiences that come with technology and complement it with content that users need with the technology they are using.

With the latest technology trends, intuitive products and smart devices, it has become critical to create content that is credible, concise and intelligent for enhancing client experiences for the products and services that an organization offers. As technical communicators and content strategists, we must create content by leveraging technologies to enrich the overall product experience while balancing the experiential learning of a user as well. This also means that we need to effectively curate information to help our users with just-in time information and learning.

This session will attempt to explore strategies for creating content with respect to platform and delivery, and processes and tools for content development. Additionally, considerations for using technologies like AI enabled Bots, micro-content and micro-learning that can address various information needs of the targeted audience for personalized experiences, enhanced efficiencies, discoverability, accessibility etc., at the same time.


11:30 AM - 12:30 PM

Cascades of Concepts of Virtual Time Travel Games for the Training of Industrial Accident Prevention

Klaus Jantke, Ph.D., ADICOM Software, Weimar, Deutschland, Germany, Oksana Arnold, Ph.D., Erfurt University of Applied Sciences, Erfurt, Thuringia, Germany, Ronny Franke, Fraunhofer Institute for Factory Operation and Automation IFF, Magdeburg, Saxony-Anhalt, Germany and Hans-Holger Wache, Berufsgenossenschaft Rohstoffe und chemische Industrie, Präventionszentrum Berlin, Germany

The authors‘ principal area of application is training for the prevention of accidents in the process technology industries. They run a professional training center with own 3D virtual environments. At TLIC 2021, the authors delivered a contribution advocating planning of human training experiences as dynamically as managing a disturbed technical system back into a normal operation – such as an out of control chemical reactor – and enabling trainees who failed to complete a task – thereby possibly ruining a (fortunately only virtual) technical installation – to virtually travel back in time to make good the damage. This requires concepts of Artificial Intelligence to plan and execute time travel adaptively according to a trainee’s training history, to a trainee’s strengths and weaknesses, and to changing environmental conditions. This time, the authors present an innovation in the field of time travel prevention games that goes beyond the limits of all earlier approaches, conceptualizations, and applications…

Cascades of Concepts of Virtual Time Travel Games for the Training of Industrial Accident Prevention

Klaus Jantke, Oksana Arnold, Ronny Franke and Hans-Holger Wache


The authors‘ principal area of application is training for the prevention of accidents in the process technology industries. They run a professional training center with own 3D virtual environments. At TLIC 2021, the authors delivered a contribution advocating planning of human training experiences as dynamically as managing a disturbed technical system back into a normal operation – such as an out of control chemical reactor – and enabling trainees who failed to complete a task – thereby possibly ruining a (fortunately only virtual) technical installation – to virtually travel back in time to make good the damage. This requires concepts of Artificial Intelligence to plan and execute time travel adaptively according to a trainee’s training history, to a trainee’s strengths and weaknesses, and to changing environmental conditions. This time, the authors present an innovation in the field of time travel prevention games that goes beyond the limits of all earlier approaches, conceptualizations, and applications. There will be introduced a cascade of gradually more intricate categories of time travel games. With every step from one category to the next, the deployed AI gets more powerful and effective in providing adaptive guidance of human trainees. The most advanced time travel games are those that allow for the dynamic modification of events experienced in the virtual past. In this way, the game system evolves over time and adapts to the needs of human trainees with emphasis on guidance for trainees who fail repeatedly. As a result, every trainee gets an individual training experience. The AI takes care that all trainees experience their individual success as a result of their own efforts, i.e. as a gratification for mastery. All concepts and their respective representations are illustrated through intuitive examples. This includes the way in which they are used and the impact they have on affective and effective training.


12:30 PM - 1:45 PM - LUNCH - 1st FLOOR, GARDEN ROOM 2


1:45 PM - 2:45 PM - PLENARY SESSION - TRACK 1 [IN-PERSON]
PRESIDENTIAL ROOM 1

1:45 PM - 2:45 PM - PANEL DISCUSSION

Panel Discussion
Approaches to Workplace Learning and Performance in Today’s Hybrid World

Panel Chair: David Guralnick, Ph.D.

Panelists:
Veronica Chehtman
, AySA SA, Ciudad Autonoma de B, CABA, Argentina
Bruce Cronquist, Dell Technologies, Seattle, Washington, USA
Gary Dickelman, EPSScentral, Boynton Beach, Florida, USA

“Escapeling”: A Gamified, AI-supported Chatbot for Collaborative Language Practice

Christian Johnson


We present ‘Escapeling,’ a gamified Telegram chatbot for groups of intermediate English learners. Escapeling is designed to support and enhance classroom study by motivating students to collaboratively practice language outside of the classroom. Developed by a group of Cognitive Science students at Osnabrück University, the application matches users into groups where they can practice important language skills in an achievement-driven 'escape-room' scenario. Our chatbot currently supports two main language learning tasks: a) learners’ grammar skills are reinforced through a sentence correction task; b) users’ vocabulary is strengthened and expanded through an explanation task. Through the use of AI-supported models, the chatbot tracks individual users’ performance on these tasks and scales difficulty accordingly. This adaptation allows learners to maintain their skill through review, while helping to build higher language proficiency over time. Initial user acceptance tests support the efficacy of AI-assisted adaptive language learning as an aid to traditional learning approaches. Furthermore, the remote aspect of the chatbot promotes accessibility for language learners outside of the traditional classroom. As Cognitive Science students at the intersection of linguistics, computer science, and psychology, we have approached the project's development and evaluation from an interdisciplinary perspective since day-one. Work on the chatbot is ongoing and we aim to introduce a new discussion task and enhanced adaptivity in the near future.


2:45 PM - 3:15 PM - BREAK


3:15 PM - 4:15 PM - PARALLEL SESSIONS


TRACK 1 [IN-PERSON] - SESSION 1F
PRESIDENTIAL ROOM 1
Chair: Gila Kurtz,
Ph.D., Holon Institute of Technology, Holon, Israel
3:15 PM - 4:15 PM


3:15 PM - 4:15 PM

Peer-to-Peer Learning at Google and Peloton: The Power of Internal Experts

Jimmy Pearson, Google, Salt Point, New York, USA and Thansha Sadacharam, Peloton, Toronto, Ontario, Canada

The traditional professional development model involves spending thousands of dollars on conferences, training, seminars and courses. Though this spending provides employees with an opportunity to learn and continue to grow professionally, it has its pitfalls. Often, these opportunities are pre-built, untailored, and require a large time and financial commitment…

Peer-to-Peer Learning at Google and Peloton: The Power of Internal Experts

Jimmy Pearson and Thansha Sadacharam


The traditional professional development model involves spending thousands of dollars on conferences, training, seminars and courses. Though this spending provides employees with an opportunity to learn and continue to grow professionally, it has its pitfalls. Often, these opportunities are pre-built, untailored, and require a large time and financial commitment.

This session will explore the benefits of developing internal experts through peer-to-peer learning programs, drawing on the experience of innovative learning organizations like Google and Peloton. Attendees will learn about how peer-to-peer learning can:

1) Ensure learning content is hyper-relevant and organizationally specific; 2) Increase learner engagement and enjoyment by leveraging deep understanding of workplace cultures; 3) Improve employee experience by providing powerful opportunities to grow through facilitation, with ancillary benefits for employee mobility and retention; and 4) Provide a more scalable, cost-effective means of achieving your organization’s learning objectives by highlighting internal peer experts for employees to learn from.


TRACK 2 [IN-PERSON] - SESSION 2F
BOARD ROOM
Chair: Christine Gao, Columbia University, New York, NY, USA
3:15 PM - 4:15 PM


3:15 PM - 4:15 PM

Funding Institutional Innovation Needs Through Grants

Liz Shay, Ph.D. and Sydney Stapleton, Grants Office LLC, Rochester, New York, USA

Interested in helping your higher education institution meet their learning or research goals? Join us to explore the higher education funding landscape, how to position your projects for success, and tips to formalize grant seeking within the institution to maximize opportunities…

Funding Institutional Innovation Needs Through Grants

Liz Shay and Sydney Stapleton


Interested in helping your higher education institution meet their learning or research goals? Join us to explore the higher education funding landscape, how to position your projects for success, and tips to formalize grant seeking within the institution to maximize opportunities.

This presentation will identify grants that can support student learning, workforce development, and faculty research projects at institutes of higher education. We will review specific grant programs and examples of previously funded projects. We will also discuss how to effectively position a project to increase the likelihood that attendees’ next proposal will stand out for reviewers and ways to formalize grant seeking (and grant seeking policy) within the institution to maximize opportunities.

Institutions are currently faced with needing to continuously innovate to meet the dynamic environment of higher education. However, finding the funds to support these innovations can be challenging. We will discuss ways to incorporate an intentional grant seeking strategy into an institution to help meet some of these needs. Through this session, attendees will be able to position their projects to align with funder priorities and identify methods of incorporating desired components (such as technology purchases) into a larger program or project design in order to access an expanded list of funding opportunities to meet their technology needs.


TRACK 3 [IN-PERSON] - SESSION 3F
PRESIDENTIAL ROOM 3
Chair: Hendri Martasari, Columbia University, New York, NY, USA
3:15 PM - 4:15 PM


3:15 PM - 4:15 PM

Tomorrow Is Too Late: The Time for Digital Transformation Is Today (Virtual Talk)

Dan Avida and Andreina Parisi-Amon, Engageli, San Francisco, California, USA

The pandemic-induced shift to digital/hybrid learning in 2020 was hurried. Out of necessity, institutions and edtech companies prioritized availability and rapid integration over purpose-built, learner-centered solutions. Now that higher education has nearly two years of digital/hybrid experience under its belt, faculty and staff are using technology to create a new type of classroom. Thanks to the rapid advancement in educational technology, educators can move away from the negative assumptions of online learning as a passive and subpar solution, and instead create an accessible, collaborative environment that prioritizes inclusivity, engagement, and learner success…

Tomorrow is Too Late: The Time for Digital Transformation is Today

Dan Avida and Andreina Parisi-Amon


The pandemic-induced shift to digital/hybrid learning in 2020 was hurried. Out of necessity, institutions and edtech companies prioritized availability and rapid integration over purpose-built, learner-centered solutions. Now that higher education has nearly two years of digital/hybrid experience under its belt, faculty and staff are using technology to create a new type of classroom. Thanks to the rapid advancement in educational technology, educators can move away from the negative assumptions of online learning as a passive and subpar solution, and instead create an accessible, collaborative environment that prioritizes inclusivity, engagement, and learner success.

The time is now for forward-looking academic institutions to invest in online learning platforms that give them the flexibility to seamlessly shift between synchronous, asynchronous, in-person, online, and hybrid modalities. While it’s easy to think about this in a purely COVID context considering the school shutdowns at the height of the pandemic, even in the absence of a pandemic, natural disaster, or other disruption, universities need the flexibility to adjust how classes are conducted without worrying about negatively impacting the meaningful social interactions and human connections that increase engagement and learning outcomes tools to power a true transformation towards a more flexible and inclusive environment.

These changes, however, are not only limited to academic institutions. As the workplace evolves in the years ahead and an increasing number of workers are remote or scattered across different time zones, companies are investing more in learning and development programs for their employees and need flexible and accessible platforms that foster community and engagement.

Engageli is a virtual learning platform purpose-built by educators to provide a superior learning experience and drive strong learner outcomes. With built-in research-based pedagogy and data-driven learner engagement, universities and organizations can reimagine the learning experience, create meaningful human connections, and drive success in an inclusive learning environment.


TRACK 4 [VIRTUAL] - SESSION 4F
PRESIDENTIAL ROOM 2A
Chair: Gabrielle Sun, EY, Portland, Oregon, USA
3:15 PM - 4:15 PM


3:15 PM - 4:15 PM

A Practical Guide to Robust Multimodal Machine Learning and Its Application in Education

Zitao Liu, Ph.D., TAL Education Group, Beijing, China

Recently we have seen a rapid rise in the amount of education data available through the digitization of education. This huge amount of education data usually exhibits in a mixture form of images, videos, speech, texts, etc. It is crucial to consider data from different modalities to build successful applications in AI in education (AIED). This talk targets AI researchers and practitioners who are interested in applying state-of-the-art multimodal machine learning techniques to tackle some of the hard-core AIED tasks. These include tasks such as automatic short answer grading, student assessment, class quality assurance, knowledge tracing, etc…

A Practical Guide to Robust Multimodal Machine Learning and Its Application in Education

Zitao Liu


Recently we have seen a rapid rise in the amount of education data available through the digitization of education. This huge amount of education data usually exhibits in a mixture form of images, videos, speech, texts, etc. It is crucial to consider data from different modalities to build successful applications in AI in education (AIED). This talk targets AI researchers and practitioners who are interested in applying state-of-the-art multimodal machine learning techniques to tackle some of the hard-core AIED tasks. These include tasks such as automatic short answer grading, student assessment, class quality assurance, knowledge tracing, etc. In this talk, I will share some recent developments of successfully applying multimodal learning approaches in AIED, with a focus on those classroom multimodal data. Beyond introducing the recent advances of computer vision, speech, natural language processing in education respectively, I will discuss how to combine data from different modalities and build AI driven educational applications on top of these data. Participants will learn about recent trends and emerging challenges in this topic, representative tools and learning resources to obtain ready-to-use models, and how related models and techniques benefit real-world AIED applications.


TRACK 5 [VIRTUAL] - SESSION 5F
PRESIDENTIAL ROOM 2B
Chair: Carlo de Medio, University of Modena and Reggio Emilia, Rome, Italy
3:15 PM - 4:15 PM


3:15 PM - 4:15 PM

Building Tomorrow’s Workforce Through Internal Skills Transformation

Roy Skillicorn and Ryan Rose, Cisco Systems, San Jose, California, USA

In today’s digitally disrupted environment, companies are faced with the challenge of reskilling their workforce to keep up with changes in technology and remain competitive. The reality is that the list of skills and knowledge needed to succeed is constantly changing.

For example, today’s network engineers must know scripting and programmability, and be much more versed in security. Tech companies must ensure that their employees keep pace with the evolution of skills required in their roles. Sometimes, a complete re-skilling of the workforce is required to meet the demands of our changing world…

Building Tomorrow’s Workforce Through Internal Skills Transformation

Roy Skillicorn and Ryan Rose


In today’s digitally disrupted environment, companies are faced with the challenge of reskilling their workforce to keep up with changes in technology and remain competitive. The reality is that the list of skills and knowledge needed to succeed is constantly changing.

For example, today’s network engineers must know scripting and programmability, and be much more versed in security. Tech companies must ensure that their employees keep pace with the evolution of skills required in their roles. Sometimes, a complete re-skilling of the workforce is required to meet the demands of our changing world.

Cisco recognized that one area of critical importance was moving in the direction of dynamic programmable networks and automation/software skills. Learn how we successfully re-skilled over 3000 CX engineers (more than 40% of our global workforce) in a single fiscal year to meet this new demand in the market. We will share the repeatable process we created, including critical success factors, the franchise model we created, and a playbook of this new internal workforce transformation methodology.


TRACK 6 [VIRTUAL] - SESSION 6F
PRESIDENTIAL ROOM 2C
Chair: Kristin Torrence
, Talespin, Los Angeles, California, USA
3:15 PM - 4:15 PM


3:15 PM - 4:15 PM

What if we radically reimagined assessment?

Jessica Walker and Jeongki Lim, Parsons School of Design/ The New School, New York, New York, USA

We are faculty from Parsons School of Design who are interested in radically reimagining assessment practices with a goal toward building more equitable learning environments. Our work focuses on research within the field of learning engineering that centers participatory evaluation and community agreements as assessment strategies. Evidence suggests that relying solely on standardized grading practices has been proven to widen the achievement gap among learners from diverse socio-economic backgrounds. By centering collaborative peer-informed grading, we are exploring opportunities that may dissuade teacher bias, which has been documented to impact low income and students of color at disproportionate rates. Research suggests that learners who are most at-risk of falling behind academically, often lack a sense of belonging in the learning environment. In what ways might we center inclusion and personal reflection by calling students into the grading process? In this session, we will share some assessment strategies that have developed from our own equity-based teaching and invite participants to engage in a hands-on design sprint to imagine their own emergent tools for grading.

What if we radically reimagined assessment?

Jessica Walker and Jeongki Lim


We are faculty from Parsons School of Design who are interested in radically reimagining assessment practices with a goal toward building more equitable learning environments. Our work focuses on research within the field of learning engineering that centers participatory evaluation and community agreements as assessment strategies. Evidence suggests that relying solely on standardized grading practices has been proven to widen the achievement gap among learners from diverse socio-economic backgrounds. By centering collaborative peer-informed grading, we are exploring opportunities that may dissuade teacher bias, which has been documented to impact low income and students of color at disproportionate rates. Research suggests that learners who are most at-risk of falling behind academically, often lack a sense of belonging in the learning environment. In what ways might we center inclusion and personal reflection by calling students into the grading process? In this session, we will share some assessment strategies that have developed from our own equity-based teaching and invite participants to engage in a hands-on design sprint to imagine their own emergent tools for grading.


TRACK 6 [VIRTUAL] - SESSION 7F
PRESIDENTIAL ROOM 2D
Chair: Eliana Torre, University of Modena and Reggio Emilia, Rome, Italy
3:15 PM - 3:45 PM


3:15 PM - 3:45 PM

Collaborating with Technology in Language Learning

Kim Washington-Ballard, Lancaster ISD, Waxahachie, Texas, USA

Using technology to collaboratively support language learning for students consists of developing activities, lessons, and projects that use dissimilar approaches that benefit learning for all, especially for English Language Learners (ELL) and English as a Second Language (ESL). The issue that can emerge is when the student or individual does not understand fully what is being communicated from the teacher, as well as other individuals in the class. In teaching Art online with ESL and ELL students, a different approach can definitely emerge, especially with collaboration with others. As a teacher, one must identify who their language learners are and create diverse approaches to how communication and collaboration with other individuals and the teacher can take place. However, I had to quickly adapt to how fast technology was evolving and enhancing the way students were learning and using technology…

Collaborating with Technology in Language Learning

Kim Washington-Ballard


Using technology to collaboratively support language learning for students consists of developing activities, lessons, and projects that use dissimilar approaches that benefit learning for all, especially for English Language Learners (ELL) and English as a Second Language (ESL). The issue that can emerge is when the student or individual does not understand fully what is being communicated from the teacher, as well as other individuals in the class. In teaching Art online with ESL and ELL students, a different approach can definitely emerge, especially with collaboration with others. As a teacher, one must identify who their language learners are and create diverse approaches to how communication and collaboration with other individuals and the teacher can take place. However, I had to quickly adapt to how fast technology was evolving and enhancing the way students were learning and using technology.

From my experience, with teaching ELL and ESL students online, I have had to develop collaborative activities and lessons that were translated and closed caption as the lessons were being taught. In collaborative settings with technology, I created activities in Flipgrid, where the students could verbally and visually engage in the assignment with others, by creating videos that related to the topic and in Breakout Rooms through lesson demonstrations. In this paper, I share my findings about this method, explain useful approaches and technological platforms used for collaborative learning, demonstrate examples of student collaborations through videos and breakout rooms, and new methods that could be implemented for future development.


4:15 PM - 4:30 PM - IELA AWARD WINNERS ANNOUNCEMENT & WRAP-UP - TRACK 1 (IN-PERSON)

Announcement of the International E-Learning Award Winners, Business Division and Wrap-up with David Guralnick


David Guralnick, Ph.D.

President and CEO
Kaleidoscope Learning
New York, New York, USA


4:30 PM - END OF CONFERENCE