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ECEL Mini Tracks

Mini Track Call for Papers on Posthumanism in Education

Mini Track Chair: Dr. Caroline Stockman, University of Winchester, UK

Mini Track on Posthumanism in Education ECEL 2017

Posthumanism has different branches, which all have the entanglement of ‘being human’ with another entity at its core. A specific consideration for ECEL 2017 is that technology mediates and transforms our human experience profoundly. It is a new imperative in the field of e-learning to study this transformative impact in order to form theories of posthumanism in education. It raises practical and ontological questions on the meaning of humanity, in a system which is deeply rooted in humanist values. This theoretical instability has real-life effects and implications for the future of education. Perhaps we can ask if we can even go (or are going) towards a conscious practice of posthumanism – if that is what we want for education, and e-learning in particular. This track invites both empirical studies on the posthuman in

This track invites both empirical studies on the posthuman in education, as well as papers theorising posthumanism for e-learning. Suggested topics will include but not be limited to:

Topics of the mini track include but are not limited to:

  • Transformative interplay of human and technology in education
  • Renegotiation of ‘humanness’ through e-learning
  • Utopia and dystopia
  • Posthumanist politics, policy and practice in education
  • Posthumanist education / The Posthuman in Education / Educating the Posthuman

 

Mini Track Call for Papers on Data Analytics for Assessment and Feedback

Mini Track Chair: Dr Marija Cubric, University of Hertfordshire Business School, UK

Mini Track on Data Analytics for Assessment and Feedback ECEL 2017

Assessment and feedback are two crucial components of the learning experience, which shape learners’ understanding of the curriculum, and determine their ability to progress (JISC, 2012). However, the design and development of assessment and feedback are resource-intensive activities. This is especially true in blended- and online-learning environments such as MOOCs where number of students can exceed thousand. The emergence of internet-based knowledge repositories such as Wikipedia, Wordnet, DBpedia and similar, has enabled the development of methods and tools for automated creation of assessment and feedback (e.g. opensemcq.org, tao.lu etc.). At the same time, more and more assessment is based on the new forms such as wikis, discussions, podcasts and videos which require intensive data analysis for generating the feedback. The rapidly expanding body of knowledge in this area includes methods based on Linked Data, Natural Language Processing, Machine learning and Data-Mining.  The purpose of this track is to bring together the researchers from different disciplines (computer science, data sciences, education, business etc.) working on this exciting new area, to establish the current ‘state of the art’, to suggest new areas of research and to provide opportunities for collaboration.

Topics of the mini track include but are not limited to:

  • Computer-generated e-assessment e.g. multiple choice, short answer, etc.
  • Computer-generated feedback
  • Computer-generated workflows for adaptive testing and personalised learning
  • Computer-based methods for assessing wikis, discussions, podcasts, and videos
  • Assessment standards (QTI etc.)

 

Mini Track Call for Papers on Social Media in Education

Mini Track Chair: Professor Vitor Santos, Universidade Nova de Lisboa and European University

Mini Track on Social Media in Education ECEL 2017

The new generation of e-learning, commonly referred to as e-learning 2.0 or s-learning aims at the elimination of physical, social and cultural barriers and harnessing the potential of Web 2.0 in education. This allows a strong motivation for learning; shortening distances between people and creating communities that share the same learning interests and goals. It can be characterized by a greater autonomy of students in the pursuit of knowledge, in the exercise of the contradictory and the strong and intense interaction with other students and teachers. This active learning, based on the creation, communication and participation in communities suits the current student profile that is mostly an advanced user of the Internet and an active participant in social networks.  The Social Media in Education mini track provides a space for debate on the role of the social media in education. The track aims to bring together researchers, academics, educational experts, software professionals and students interested in the advances in the field. Participants will have the opportunity to present and observe the latest research results and ideas in this area.

Topics of the mini track include but are not limited to:

  • Social and collaborative e-learning - theories and applications
  • Learning Communities
  • Supporting and stimulating team work
  • Theories and multi-level analyses of social media impact in learning
  • Social constructivist thinking
  • Creativity in e-learning

 

Mini Track Call for Papers on Wearable Technologies in Learning and Teaching

Mini Track Chair: Dr Daniyar Sapargaliyev, Almaty Management University, Kazakhstan

Mini Track on Wearable Technologies in Learning and Teaching ECEL 2017

Wearable technologies (smart glasses, earbuds, watches, clothing, trackers and bands) are rapidly developing, spreading and gaining popularity among learners.  Wearable devices could seamlessly interact and integrate with matured and widespread mobile technologies, social media, internet of things, voice and face recognition systems and biometrics software.  Wearable technologies provide learners new communication possibilities, gathering and analysing physiological and medical data. Wearable devices could accumulate and distribute personalised data on health, well-being, location and activity that may enhance learner's ability for self-control and assessment, motivation in the classroom and outside the educational institutions. At the same time there are increasing issues related to data protection, including medical records and personal information. The topics related to usage of wearables, ethics, cheating, personal data protection and dissemination are still poorly studied in current educational theory and practice

Topics of the mini track include but are not limited to:

  • Wearables as self-assessment tools
  • Wearables and technology enhanced learning
  • Wearable technologies and virtual learning environment
  • Integration of wearables and mobiles for learning
  • Ethical issues around wearable technologies in the classroom

 

Mini Track Call for Papers on Diversity and Inclusive Teaching

Mini Track Chair: Dr. Valentina Chappell, Ph.D. Professor of Business and Technology, Global MBA Program Director, Friends University Wichta, Kansas, USA

Mini Track on Diversity and Inclusive Teaching ECEL 2017

The age we live in is defined by Globalization. Being a multifaceted concept, it usually describes a shift in business resulting in a global supply chain.  Globalization has also changed demographics of college campuses all over the world. With recent massive waves of immigration, the problem of addressing diversity and inclusion has become one of the most important factors in successful teaching in many countries, especially in online environment.  This session is for educators and researchers who deal with extremely important issue of achieving learning outcomes with diverse student population. Both case studies and theoretical research are welcome

Topics of the mini track include but are not limited to:

  • Creating value by inclusiveness of geographically diverse class population
  • Cross-cultural communication in a demographically diverse online class
  • Teaching diversity and inclusiveness in Science and Business programs
  • Bridging the gap between the US and first wave immigrant students in a guided online discussion
  • Leveraging cross-cultural understanding in a class with international population 

 

Mini Track Call for Papers on The variety of uses of video in e-learning

Mini Track Chair: Ms Maggie Carson, University of Edinbugh, UK

Mini Track on The variety of uses of video in e-learning ECEL 2017

Video is being used in e-learning in many different ways; lecture capture, introductory messages to students, testimonials from previous students, to illustrate content etc.  But what is the impact of lecture ‘capture’ for example on student learning?  How does its use influence their engagement or their academic performance?  Might it encourage surface rather than deep learning in some students?  And what about attendance? How do students respond to introductory messages from their Course Organiser?  Does this help them to engage and to feel a personal connection that would otherwise be lacking?  What are the issues around equity of access that we need to be thinking about when we incorporate video into our online courses?

Topics of the mini track include but are not limited to:

  • Video lectures and the flipped classroom
  • Lecture recording
  • Student perception and use of the recorded lecture
  • Screen capture for supporting of skills development
  • Student video and assessment

 

Mini Track Call for Papers on Integrity of Student Assessment

Mini Track Chair: Aileen M Sibbald, Edinburgh Napier University, UK

ECEL 2017 Mini Track Integrity of Student Assessment

Application of data analytics methods and tools for generating assessment and feedback.

During the course of ECEL’s 2016 conference, some authors expressed their concerns over the authenticity of data and other information put forward by individuals by suggesting that “cheating has become ubiquitous in the 21st Century … and universities are not immune from cheating”.

So, what can we do to assure ourselves that assignments submitted have been authored by the student registered on an academic programme of study?  IT solutions are being developed, but these can be costly or reliant on effective internet connections.

This mini track aims to explore how organisations including educational providers are attempting to address this issue.

Topics of the mini track include but are not limited to:

  • Common issues relating to online assessments for full-time and distance/online learners (including behavioural studies)
  • Assuring the authenticity of assessments submitted online
  • The role of technology to determine authenticity of student assessments
  • Software/tools available to check who has completed a coursework assessment.
  • Assessing students online.