ECEL Mini Tracks

The Mini Tracks for ECEL

      • The Design of Learning Content and the Development of Learning Activities for STEM Education
      • Higher Education for a Generation of Digital Natives
      • The Past, Present and Future of e-Learning
      • Flipping in Practice:  Flipped Learning for Higher Level Student Engagement and Active Learning
      • Teaching the Principles of Robotics in Education: Community of practice, engagement, and robotics resources
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The Design of Learning Content and the Development of Learning Activities for STEM Education

Mini Track Chair: Dr Adrian A. Adascalitei, Gh. Asachi University Lasi, Romania

ECEL 2023 Mini Track on The Design of Learning Content and the Development of Learning Activities for STEM Education 

Learning Design is the framework that supports learning experiences. It refers to deliberate choices about what, when, where and how to teach. Decisions need to be made about the content, structure, timing, pedagogical strategies, sequence of learning activities, and the type and frequency of assessment in the course, as well as the nature of technology used to support learning. Design of learning contents for STEM education is a topic of interest because adapt the learners’ necessities in e-learning environment. Learners have different learning styles, cognitive traits, learning goals and varying progress of their learning over period of time, which affects the learner’s performance while providing the same bundle of course to all learners.

This mini-track is looking at two important elements when creating an e-learning course. Learning content design creates adaptive e-learning environments to offer appropriate learning content to all individuals. Learning content design is based on learners’ characteristics, the learning content (learning object) and the configuration of e-learning environment are important in Learning Design. Whereas, Instructional Design provides a strategic opportunity to improve the quality of education and to facilitate policy dialogue, knowledge sharing, and capacity building.

Suggested subjects focusing on Content Design are (but not limited to):

  • learning object design and process for learning content design,
  • learner context parameters, and
  • models/components of e-learning;
  • Development of learning activities in the LCMS:
  • Interactivity (with Others) Focus.
  • Critical Thinking.
  • Production.
  • Problem Solving.
  • Reflection.

Suggested topics focusing on Instructional Design include (but not limited) to:

  • the design and implementation of technology-rich learning environments study of teaching and learning STEM
  • studies that address specific challenges in improving students’ achievement,
  • approaches used to motivate and engage students
  • lessons learned from changes in curriculum and instruction in STEM education
  • design of e-learning contents for STEM education
  • development of e-learning activities in the LCMS


Higher Education for a Generation of Digital Natives

Joanna Rosak
Justyna Zywiołek -Szyrocka,

Mini Track Co-Chairs: Joanna Rosak & Justyna Zywiołek -Szyrocka, Czestochowa University of Technology, Poland

ECEL 2023 Mini Track on Higher Education for a Generation of Digital Natives  

In the last decade, the widespread use of mobile social networking services has fundamentally changed how people interact with one another online. The pedagogy as it is known and understood by many academics in remote education institutions has been significantly impacted by the usage of mobile devices in education. A number of abilities that are different from what most instructors are used to are needed in order to teach utilizing new technology. To utilize these new tools effectively and to incorporate them into their own practices, instructors must thus get training. Furthermore, the majority of students are members of the generation known as the Net Generation. IM, texting, and Google are seen as verbs rather than software by this age. They anticipate being engaged by their surroundings, which should provide possibilities for input along with interactive, sensory-rich, experience activities (which may be both real and virtual). Compared to past generations, they are more receptive to visual media, and they choose experiential learning over didactic instruction. Instead of being told, they choose to learn.

Suggested topics include but are not limited to:

  • Skills for remote education facilitators of mobile learning
  • Use of mobile social networks for education among students
  • New roles for new technologies at University 4.0
  • The role of mobile social media marketing in students’ satisfaction
  • Creating SMART pedagogy by using social media marketing

The Past, Present and Future of e-Learning

Mini Track Chair: Shawren Singh, University of South Africa (Unisa), South Africa

ECEL 2023 Mini Track on The Past, Present and Future of e-Learning  

e-Learning has become an umbrella term that covers a wide range of technology-supported learning experiences. A Google search of the term “e-learning” returns about 5 070 000 000 results in 0,38 seconds. e-learning is now an accepted branch of the learning landscape. Universities have developed creative and innovative e-learning tools and strategies. Parallel to university e-learning tools and strategies, large corporations have also entered the e-learning space. Some detractors of universities are arguing that universities are dead, university courses are impractical, and why go to university when you can register for an online course that will meet your specific need?

While online e-learning courses meet a specific short-term need, university e-learning courses are developed to enhance the thinking and problem-solving capabilities of students. We as academics have not appropriately reflected on past experiences, current experiences, and the future of e-learning.  As technology increasingly finds its way into the learning spaces, e-learning will likely continue to grow in popularity and become an increasingly important part of the education landscape. Could we bridge the gap between university online courses and non-university courses by applying creative blended learning techniques? How could the university develop more effective means of evaluating the success of students? And has the university been able to successfully assess students?

The purpose of this mini-track is to develop a better understanding of how we as academic champions reflect on our history, present experiences, and outlook on e-learning. This mini-track will have a strong focus on academic’s reflections on their experiences, lessons learnt, successes, and failures during their e-learning journey.

Suggested subjects focusing on Content Design are (but not limited to):

  • Navigating university management
  • Navigating assessment
  • Navigating remote learning
  • Navigating being a remote academic
  • Navigating the technology
  • Ethical dilemmas

Flipping in Practice:  Flipped Learning for Higher Level Student Engagement and Active Learning

Mini Track Chair: Dr Xiangping Du, University of Hertfordshire, UK

ECEL 2023 Mini Track on Flipping in Practice:  Flipped Learning for Higher Level Student Engagement and Active Learning  

Flipped learning is an exciting and recognised advancement in the modern classroom. It is a approach which creates opportunities for active learning. It transforms the learning from a passive ‘sit-and-listen’ activity to an active ‘do-and-learn’ exercise, leading to higher order learning. It encourages study and learning to take place outside the classroom in students’ own time and space and at their own pace. The classroom activities then become a dynamic, interactive and group learning space for students, through interaction with peers and teachers, to practice and apply concepts and ideas and consolidate understanding, making learning more engaging, effective and enjoyable. As the concept of flipped learning has become more and more prevalent since the global Covid pandemic, and while much empirical research supports that flipped learning is effective in promoting student engagement and enriching their learning experience, some other literature tends to indicate the challenges in changing student learning attitude and/or behaviour and mere evidence in improved academic performance.

The Mini-Track therefore welcomes researchers and academics to share their flipped learning practices and experience. The Mini-Track is equally interested in learning about technologies adopted in flipped learning pedagogy to foster student-driven learning.  The Mini-Track in particular invites those researchers and academics interested in innovative and effective flipped learning and teaching designs, strategies and practices in engaging students, and encouraging independent and collaborative learning both in and outside the classroom.

Suggested topics are (but not limited to):

  • Flipped classroom/learning
  • Learning and teaching pedagogy
  • Active learning and technological applications
  • Student engagement
  • Blend /hybrid learning
  • MOOCs

 

Teaching the Principles of Robotics in Education: Community of practice, engagement, and robotics resources

Mini Track Chair: Dr Patricia M Gouws, University of South Africa (Unisa), South Africa

ECEL 2023 Mini Track on Teaching the Principles of Robotics in Education: Community of practice, engagement, and robotics resources  

Students require 21st century thinking skills to successfully navigate a world that increasingly adopts technology. These skills include collaboration, creativity, innovation, problem-solving, critical thinking teamwork, communication, and computational thinking.  Can we as guardians of the education process promote the introduction of these fundamentals in the principles of programming and the development of 21st century skills to educators,  students, facilitators, and community leaders?

We now need to teach, facilitate, and coach robotics as part of the education curriculum in an evolving environment.  And competent and confident coaches of robotics need to be upskilled and equipped to ensure competent and confident robotics learners.  One strategy is the development of a community of practice, that includes member engagement and the sharing of resources within a massive open online course (MOOC).

This mini-track will have a strong focus on the challenges and opportunities of the journey within the advancement of robotics in education.. Suggested subjects focusing on Content Design are (but not limited to):

  • Developing a community of practice for robotics in education
  • Developing online resources to support educators of robotics
  • Using Massive Open Online Courses (MOOCs) for the sharing of robotics education resources
  • Promoting the pedagogy of robotics in education
  • Advancement of robotics education through technology
  • Opportunities for introducing robotics in education – an Africa focus