Blended Learning for the 21 Century Learner - Wild Apricot · 2019-04-16 · Blended Learning for...

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Blended Learning for the 21 st Century Learner Agnieszka Palalas, Helmi Norman, Przemyslaw Pawluk (Eds.) A Conference of IABL www.iabl.org Proceedings of the 1 st International Association for Blended Learning Conference (IABL 2016) April 22-24, 2016 Kavala, Greece Sponsored by: EMATTEC , MATHEMAGENESIS

Transcript of Blended Learning for the 21 Century Learner - Wild Apricot · 2019-04-16 · Blended Learning for...

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Blended Learning for the 21st Century Learner

Agnieszka Palalas, Helmi Norman, Przemyslaw Pawluk (Eds.)

A Conference of IABL www.iabl.org

Proceedings of the 1st

International Association for Blended Learning Conference (IABL 2016)

April 22-24, 2016 Kavala, Greece

Sponsored by: EMATTEC , MATHEMAGENESIS

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April 22-24, 2016 Kavala, Greece

IABL Conference 2016

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I n t e r n a t i o n a l

A s s o c i a t i o n f o r

B l e n d e d

L e a r n i n g

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Conference Proceedings

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Conference title:IABL 2016

Blended Learning for the 21st Century LearnerDates: April 22-24, 2016

Location: Kavala, Greece

Venue: Department of Computing and Informatics Engineering of Eastern Macedonia and Thrace Institute of Technology

Ag.Loukas 65404, Kavala, Greece

Conference Chair:Agnieszka Palalas, Ed.D., Canada

Proceedings Editors:Agnieszka Palalas, Helmi Norman, Przemyslaw Pawluk

Technical Editors:Sofia Nteliopoulou, Vasileios Kratidis

Sponsors:EMATTEC , MATHEMAGENESIS

IABL 2016 Proceedings:http://www.iabl.org

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Copyright ©2016 by the International Association for Blended Learning (IABL)

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, with- out the prior written permission of the publisher.

IABL is not responsible for papers accidentally omitted from the conference proceedings due to late or errant submission by the author or proxy, or technical electronic anomalies during the time of submission.

The publisher is not responsible for the use which might be made of the information contained in this book.

From IABL, the conference organizer: This is to confirm that all Conference paper submissions are double-blind peer-reviewed by an international review committee prior to acceptance in the Final Program and prior to publication in the Proceedings.

See IABL Review Policy: http://conference.iabl.org/submissions-2

Published byInternational Association for Blended Learning (IABL)P.C. 65404, Ag.Loukas, Kavala, Greecehttp://www.iabl.orgPrinted/Digital Publishing in the GREECE ISBN: XXX-X-XXXXXX-XX-X

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Edited byAgnieszka Palalas, Helmi Norman, Przemyslaw Pawluk

Reference:Nteliopoulou, S., Kratidis, V. (eds.) (2016). Proceedings of the International

Association for Blended Learning Conference (Kavala, Greece, 22-24 April 2016).

Copyright 2016: The editors and the authors of the present Volume Publisher: International Association for Blended Learning

Εlectronic Publisher:

http://www.iabl.org

Graphic design of the publication volume: Sofia Nteliopoulou, Vasileios Kratidis

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“International Association for Blended Learning”

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ORGANIZATION

IABLInternational Association for Blended Learning

www.iabl.org

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SPONSORS

MATHEMAGENESIS E-learning Services & Solutions

EMATTECDepartment of Computing and Informatics

Engineering

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PRO

GRA

M C

OM

MIT

EEAgnieszka Palalas, Ed.D., Canada (Chair)Mohamad Ally, Ph.D., CanadaGwendolyn Willis-Darpoh, Ph.D., USAAvgoustos Tsinakos, Ph.D., GreeceHend Merza, Ph.D., Saudi ArabiaYing Wang, Ph.D., ChinaHelmi Norman, Ph.D., MalaysiaMartha Cleveland-Innes, Ph.D., CanadaMarcus Specht, Ph.D., NetherlandsHelen Crompton, Ph.D., USA David Parsons, Ph.D., New ZealandAhmad Majduba, Ph.D., Saudi ArabiaHaryanti Mohd Affandi, Ph.D., MalaysiaMelor Md Yunus, Ph.D., MalaysiaPrzemyslaw Pawluk, M.Sc., CanadaSalimata Sene, M.Sc, SenegalHussein Mansour, Ph.D., Saudi ArabiaYasemin Bayyurt, Ph.D., TurkeyElzbieta Gajek, Ph.D., PolandJocelyn Wishar, Ph.D., UKOskar Pettersson, Ph.D., SwedenKhaled Mohammad Suwais, Ph.D., Saudi ArabiaDaniyar Sapargaliyev, Ph.D., KazakhstanWilly Fahlman, Ed.D., CanadaLauri-Ann Robertson, Greece

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IABL 2016, the inaugural international conference on blended learning organized by theInternational Association for Blended Learning (IABL; http://iabl.org/) was held inKavala, Greece, during April 22–24, 2016. The conference was entitled “BlendedLearning for the 21st Century Learner” and it aimed to incorporate the voice of thelearner along with the knowledge and research contributed by the teacher. IABL 2016was hosted at the Department of Computing and Informatics Engineering of EasternMacedonia and Thrace Institute of Technology in the picturesque city of Kavala in thenorthern part of Greece.

The International Association for Blended Learning (IABL) is a membership organizationwith an aim to promote excellence in teaching, training, and research in blendedlearning through the engagement of international scholars and practitioners to meetthe needs of today’s global learners. The goal of the association is to transform globaleducation through its on-going contributions to the field of blended learning. IABL isthe custodian of the annual IABL conference series organized as a key knowledge andresearch exchange forum where professionals and practitioners share their expertise,experience, and research in blended learning. It is also a networking event forparticipants from all over the world who represent a variety of contexts, cultures, andperspectives. The IABL conference invites critical inquiry and debate on theories,approaches, principles, applications, and the implementation of blended learningacross learning and training milieus.

The IABL 2016 conference invited researchers, teachers, trainers, practitioners,students, and technology experts to present the latest blended learning solutions aswell as to discuss and exchange the latest findings and new ideas based on the ongoingresearch, practice, and experience. Contributions from across the globe and alleducational sectors were submitted and carefully considered for inclusion in theconference program. All submissions were reviewed by at least two referees from theIABL 2016 international program review committee based on the full text of thesubmitted manuscript. The submissions were subjected to a double-blind peer reviewand evaluated on the basis of the originality of the work, the validity of the results,chosen methodology, writing quality and the overall contribution to the field ofblended learning. The authors received the blind reviews and feedback to use inpreparation of the final versions of their papers. All the approved submissions whichwere presented at the conference are included in the e-proceedings.

PREFACE

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The IABL 2016 proceedings hence comprise the following categories of papers andother presentation types:

• Full papers (3500-5000 words in length) are printed in its entirety; they report onoriginal and significant work in research, development and applications regardingone or more aspects of blended learning.

• Short papers (2000-3000 words; full text included) describe new work or work thatis still in progress, relevant to one or more aspects of blended learning.

• Keynotes (brief abstracts provided): four leading keynote speakers were invited,namely, Marti Cleveland-Innes, Ahmad Majdoubeh, Demetrios Sampson, andMichael Paraskevas. They shared their expertise in blended learning to informfuture blended learning research and practice.

• Panels (500 word abstracts provided): 4-5 people present their views andarguments on a specific theme or issue related to blended learning, andsubsequently discuss them with the audience.

• Pre-conference workshops (500 word abstracts provided) offer an opportunity forhands-on skills development in blended learning and teaching.

• Industry showcases/Practitioner presentations (300-500 word abstracts included)share best practices in teaching and training in the blended learning context.

IABL 2016 introduced a virtual presentation (blended format) option for authors ofaccepted papers who could not attend the conference to present in person. Eachvirtual presentation consisted of three elements: (1) a pre-recorded video (paperpresentation), (2) 10-15 minute synchronous presenter-audience chat via Skype, (3)subsequent online discussion using Twitter. Virtual presenters were required to submittheir proposal following the same guidelines as f2f presenters and could choose fromthe following three categories: full paper, short paper, and industryshowcases/practitioners presentation. All blended sessions were moderated by asession chair to ensure optimal interaction between the virtual presenter and the f2faudience.

These proceedings comprise the full text of all the full and short papers that wereaccepted to be included in the conference program and abstracts of the otherpresentations. In total, ## submission were selected as full papers and ## as shortpapers. The proceedings editors, A. Palalas, H. Norman, and P. Pawluk, communicatedtheir additional feedback to the authors of these papers and based on their replies,finalized the editing of the volume. All the revised papers and abstracts were thensubmitted to Mathemagenesis for technical editing and processing.

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The authors who have contributed to these proceedings are researchers, practitioners,instructional designers and developers from both educational and commercialorganizations representing ## countries: Greece, Canada, Saudi Arabia, Poland, Turkey,Kuwait, ## countries and the USA. We would like to extend our thanks to allparticipants for their contributions to the conference program and to theseproceedings. A special Thank you goes to the members of the international ProgramCommittee for their expert contributions and dedicated assistance with the paperreviews and decisions. Appreciation is also extended to Mathemagenesis for improvingthe design, style, and layout of the e-proceedings and compiling them as a digitalresource.

I hope that these proceedings, which share a message of great significance to thetheory and practice of blended learning, will assist you in implementing blendedlearning in your practice.

See you at IABL 2017.

Agnieszka Palalas, Ed.D.IABL President

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TABLEOF

CONTENTS

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Introduction

Section I: Keynotes – Bios and Abstracts

Section II: Full Papers

Section III: Short Papers

Section IV: Workshops, Practitioner Presentation, and Panel Abstracts

Author Index

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SECTION I

KEYNOTES B IOS AND ABSTRACTS

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KEYNOTES

MARTI CLEVELAND-INNESDr. Marti Cleveland-Innes is Professorand Program Director in the Centre forDistance Education at AthabascaUniversity in Alberta, Canada. Sheteaches Research Methods andLeadership in the graduate programs ofthis department. Martha has receivedawards for her work on the studentexperience in online environments andholds a major research grant throughthe Canadian Social Sciences andHumanities Research Council. In 2011she received the Craig CunninghamMemorial Award for Teaching Excellenceand in 2009 she received the President’sAward for Research and ScholarlyExcellence from Athabasca University.Her work is well published in academicjournals in North America and Europe.Current research interests areleadership in open and distance highereducation, online teaching and learningand the effects of emotion on learning.For more detail go tohttp://cde.athabascau.ca/faculty/martic.php

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KEYNOTES

AHMAD Y MAJDOUBEHProf Ahmad Y. Majdoubeh is professorof English and Dean, Faculty ofLanguage Studies at the Arab OpenUniversity (on leave from UJ). Heobtained Ph.D. and MA from CornellUniversity, USA in 1984 and startedworking at Yarmouk U. He spent hissabbatical year at Philadelphia U. inJordan during its establishment year in1991-92. As of 1994, he taught atUniversity of Jordan, was Director ofLanguage Center, Chairman of ModernLanguages Department, Director ofInternational Relations, Dean of Arts,and then Dean of Foreign Languagesuntil 2011. He was adviser to theMinister of Higher Education in Jordanfor International Cooperation in 2004 to2009; a member of Higher EducationCouncil in Jordan, twice, from 2009 to2011. He has been a member of Boardof Trustees of Queen Rania’s TeacherTraining Academy (QRTA) since 2008and was an adviser of English curriculafor the Ministry of Education from 2004to 2011. His pedagogical interest is incritical thinking and open and blendedlearning.

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KEYNOTES

MICHAEL PARASKEVASDr. Michael Paraskevas received the PhDdegree in audio compression techniquesusing perceptual model of humanhearing. His current research interestsare in digital signal processingtechniques, signal theory, analogue anddigital communications, next generationnetworks and e-government services, aswell as in the exploiting the ICTs in theeducation. He has published more than30 scientific articles in internationalmagazines and conferences and also hehas participated in scientific committeesof international magazines and

conferences.He has extensive professionalexperience on issues regarding planningand implementation of large scalenetwork infrastructures, electronicservices and exploitation of ICTs ineducation and manages a large numberof corresponding development projects.In implementation of these projects, DrParaskevas have dealt extensively withissues of public supply contracts.He is the Director of the Directorate ofGreek School Network at ComputerTechnology Institute and Press“Diophantus”.He is also Assistant Professor atInformatics Engineering Department ofTechnological Educational Institute ofWestern Greece and teaches thecourses of Analogue Communications,

Digital Communications, Digital SignalProcessing, Information Society andDatabases (laboratory). He is also aconsultant teacher of the Hellenic OpenUniversity as well as the Electronic andComputer Engineer Department of theUniversity of Patras.Dr. Paraskevas is a member of theTechnical Chamber of Greece and theAudio Engineering Society.

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KEYNOTES

DEMETRIOS SAMPSONDemetrios Sampson is a ResearchProfessor of Learning Technologies atthe School of Education since October2015. Previously, he has been aProfessor of Digital Systems for Learningand Education at the Department ofDigital Systems, University of Piraeus,Greece (2003-2015) and a SeniorResearcher at the Informatics andTelematics Institute, Centre of Researchand Technology – Hellas Greece (2000-2003).His main scientific interests are in thearea of Learning Technologies andTechnology Enhanced Teaching andLearning. He is the co-author of 365publications in scientific books, journalsand conferences with more than 3250citations and h-index 26 as listed inScholar Google (October 2015). He hasreceived 8 times Best Paper Award inInternational Conferences on LearningTechnologies.He is the Editor-in-Chief of theEducational Technology and SocietyJournal (5-year impact factor 1.376). Hehas served or serves as Member of theSteering Committee of the IEEETransactions on Learning Technologies(5-year impact factor 1.697), Member ofthe Advisory Board of the Journal ofKing Saud University – Computer andInformation Sciences and the

and the International Journal of DigitalLiteracy and Digital Competence,Member of the Editorial Board of23 International/National Journals and aGuest Editor in 31 Special Issues ofInternational Journals. His participationin the organization of scientificconferences involves: General and/orProgram Committee and/or HonoraryChair in 40 International Conferences,Program Committees Member in 415International/National ScientificConferences. He has been aKeynote/Invited Speaker in 68International/National Conferences. Hehas been project director, principleinvestigator and/or consultant in 65R&D projects with external funding atthe range of 14 Million € (1991-2016).He has been a Visiting Professor and/orResearch Scholar at: the School ofComputing and Information Systems,Athabasca University, Canada (2010),the Information Management

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KEYNOTES

Department, National Sun Yat-senUniversity, Taiwan (2011), the Universityof Tunis (2012, 2013), the Faculty ofEducation, Beijing Normal University,China (2013), Department ofEducational Technology, PekingUniversity Beijing, China (2013),Department of Learning Technologies,University of North Texas, USA (2013).He is a Senior Member of IEEE andGolden Core Member of IEEE ComputerSociety and he was the elected Chair ofthe IEEE Computer Society TechnicalCommittee on Learning Technologies(2008-2011). He is a member of the ICTAdvisory Board of the Arab LeagueEducational, Cultural and ScientificOrganisation (ALESCO) since March2014. He is the recipient of the IEEEComputer Society Distinguished ServiceAward (July 2012).He holds a Diploma in ElectricalEngineering from the DemocritusUniversity of Thrace, Greece in 1989and a Ph.D. in Electronic SystemsEngineering from the University ofEssex, UK in 1995.

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SECTION I I

FULL PAPERS

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SECTION I I I

SHORT PAPERS

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SECTION IV

WORKSHOPS, PRACT IT IONER

PRESENTAT ION, AND PANEL ABSTRACTS

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WA

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P W

ORK

SHO

PSWORKSHOP AHYBRID EDUCATION FOR TEACHER DEVELOPMENTMany traditionally taught courses are transitioning to either onlineor hybrid format. This change in method of delivery is receivedwell by the millennial generation, but it remains to be seen howsuccessful this move is to a more experienced population. Lastyear we transitioned our Teacher Education Program from atraditional delivery method to a hybrid format. This 54 hourcourse is mandatory for new hires and also taken by experiencedfaculty evolved into a hybrid format course. The hybrid courseinvolving 18 hours in-class, 18 hours online and 18 hours self-directed learning has been met with great response.The process of transitioning this course will be relayed toparticipants as well as improvements and lessons learned throughthe process. Participants can expect an interactive experience,and take away knowledge about the success and challenges oftransitioning a course of this variety. Please bring a laptop as wewill explore the components of the course itself as part of theworkshop.

Scott Dunhan

WORKSHOP BGO GAMING IN THE FOREIGN-LANGUAGE-CLASSROOMThis workshop refers mostly to foreign language teachers of theprimary and secondary level, with or without teaching experience,who would like to integrate gamification via blended learning inthe curriculum, in due to change and differentiate the formativeway of teaching the formative way of teaching, by implementingdifferentiated, intercurricular, intercultural activities andtransformative learning. There should be a preparation phase forthe workshop, as the participants ought to work on the BYOD(Bring Your Own Device) principle. During the workshop there willbe a short introduction to gamification and how it could becombined with blended learning (flipped classroom) and schoolcurricula. Selected digital game applications are presented andimplemented. At the feedback phase the participants should fill inan online-questionnaire. All projects will be published on Padletand on workshop’s closed facebook page.

Maria Melina Laina, Angeliki Matallinou

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ORK

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PSWORKSHOP CBLENDING AR AND MOBILE LEARNINGThe purpose of this workshop is the demonstration of how MobileLearning can be blended with Augmented Reality to produceeducational mobile applications. The workshop will focus on thetools to develop such applications, namely App Inventor, an open-source mobile development environment, and Aurasma, a freeaugmented reality platform. App Inventor is a web-basedprogramming environment developed by MIT, where Androidapplications are created. The projects created in AppInventor arestored in MIT App Inventor’s servers and are accessible fromanywhere. Applications can be run in a connected physical deviceor in an emulator. The environment allows the use of almost allthe features that the Android operating system allows, such as theuse of graphics components, location services or the camera, andso the production of a wide variety of applications is possible,ranging from graphics-based games to educational applications.The advantage of the platform is that the design andimplementation of an application are done using a visual block-based environment, and therefore no particular programmingskills are required.

Avgoustos Tsinakos, Chris Lytridis, Persa Karamanoli

WORSHOP DMIX IT UP WITH BLENDED LEARNING: A STEP-BY-STEP GUIDE FORBLENDED LEARNINGThe term “blended learning” is being used with increasedfrequency in both academic and corporate circles. Blended courses(also known as hybrid or mixed-mode courses) are classescombining online and face-to-face instruction. This workshop willprovide a basic introduction to blended learning systems and sharesome practical guidelines that are highly relevant to those who areimplementing such systems. To accomplish these goals, theworkshop will address five important questions related to blendedlearning such as: What will my blend be?, How and when willstudents and I interact?, How will I determine if students arelearning?, How and when will I introduce and collect studentwork?, and Am I ready to deliver this course?

Sofia Nteliopoulou

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THEME

BLENDED LEARNING

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CON

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TRA

CKS

1. DESIGNING BLENDED LEARNINGAs society progresses into the 21st century we are seeing newgenerations of learners who are comfortable using technology intheir everyday life. At the same time, learning materials areavailable electronically from anywhere and at anytime. Educatorsand trainers must design blended learning taking these and othertrends into consideration. This track focuses on guidelines andbest practices for designing blended learning solutions.

2. TECHNOLOGY IN BLENDED LEARNINGBlended learning implementation can use a variety of technologiesin delivery. Also, as technology emerges, educators and trainersmust integrate the emerging technologies when implementingblended learning. What technologies are being used or can beused to deliver quality blended learning? What research studiesare being conducted on the use of blended learning? This trackaims to provide answers to these and related questions concerningthe usage of technologies in blended learning.

3. FUTURE OF BLENDED LEARNINGAs we move from the early stage of the 21st century into the laterstages, we need to look at the role of blended learning in thefuture. How can blended learning be more effective andmotivating for learners? What are some of the trends that willaffect blended learning in the future? How are organizationsplanning to implement blended learning in the future? How doescurrent research inform the future practice of blended learning?These are the issues to be addressed in the Future of BlendedLearning presentations.

4. CORPORATE TRAINING: FROM ELEARNING TO BLENDEDLEARNINGTraditionally corporate training programs have been on-site andface-to-face, but with development of digital media, variousplatforms and modes of delivery, training has been much moreinteractive and engaging resulting in professionals becoming farmore responsive. Blended learning is the best method ofdelivering corporate training if technology is strategicallyused. The focus of this track is to examine the difference betweenelearning and blended learning, as well as how technology can beused to compliment face-to-face, instruction-led training in thecorporate setting.

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5. PEDAGOGY OF BLENDED LEARNINGPedagogy is the pivotal element of successful learning and itshould be underpinned by carefully selected learning theories andin-depth understanding of the needs of the 21st centurylearner. Pedagogy can be viewed as guidance to learn thatcomprises teaching practices, methods, strategies as well asteaching philosophies and beliefs. Blended learning pedagogiesare addressed in this track.

6. BLENDED LEARNING PRACTICEThe Practice track is the forum for high-quality presentations oninnovative applications and practical Blended Learning solutions.These include any combination of learning and training tools andpractices that have proven successful in a variety of contexts. ThePractice track papers should generally have results from (ideally)real world development, deployment, and experiencesdelivering Blended Learning solutions. Examples of real-lifeimplementation of Blended Learning solutions are invited bothfrom all educational sectors and a broad variety of industries.

7. BLENDING ROBOTICS IN EDUCATIONIn the past, mechanical robots have been used exclusively in themanufacturing industry. Nevertheless, during the last years, robotsare phased in alternative industries, in businesses of services, inhomes and lately in schools and education. This special track ismeant as a forum for researchers and practitioners regarding allaspects of robotic uses in all grades of formal education andinformal education. The aim is to provide an opportunity forresearchers, social workers and practitioners to discuss and sharethe latest developments and the new ideas regarding robotics ineducation in the broadest sense.

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