ICEM Conference 2017: Full Schedule

08:30 CEST

Workshop Registration

Wednesday September 20, 2017 08:30 - 09:00 CEST
Ground Floor Congress Center Federico II - Via Partenope, 36 - Napoli

Host Organization Federica Weblearning

09:00 CEST

WS1: Designing for Flipped Teaching and Learning: Leveraging the Potential of Learning Analytics and Gamification in MOOCs

Limited Capacity seats available

Flipped Classroom is an approach where direct instruction happens online and interaction is planned for classroom activities. In Massive Online Open Courses (MOOCs) videos are a very much used elements.

Do we necessarily should focus on substituting the lectures by videos or we could leverage the potential of existing technologies to change the way the direct instruction happens? While students? perception reports on the use of Flipped Classroom are mixed, we know that video lectures are not preferred to in-person lectures. On the other hand, students do prefer interactive classroom activities.

There is some evidence also suggesting that the student learning is improved by flipped mode (Bishop, J. L., & Verleger, M. A. (2013) The workshop aims at providing participants the theoretical and methodological basics to design a flipped intervention. In this perspective the workshop presents and analyses the pedagogical challenges of Massive Online Open Courses (MOOCs) may have within the flipped classroom model presenting the topics mentioned previously. Gamification as design strategy and the added value of Learning Analytics (LA) will be introduced.

The authors offer the participants to:
1. Analyze and design the online phase
2. Analyze and design classroom phase
3. Evaluate the importance of feedback loop created by learning analytics for each phase
4. Examine the potential of LA (for self-reflection, engagement and assessment) and Gamification (as an instructional design strategy).

Teaching is not a theoretical science that describes and explains some aspect of the natural or social world. It is closer to the kind of science, like engineering, computer science, or architecture, whose imperative it is to make the world a better place: a design science? (Laurillard, D. (2013). )

When designing for flipped mode, one must be aware of the feedback loop that students and teachers might need.Viewing teaching as design science implies connecting learning design, teacher inquiry and evidence-based practice. It has been suggested to view learning design, teacher inquiry and learning analytics as important elements for improving the teaching practice and learning design (Mor, Y., Ferguson, R., & Wasson, B. (2015).

Gamification in this contest is presented as a learning design strategy. It is been used in education from several years (Dicheva, D., & Dichev, C. 2015). It consists of the application of game elements in a non game scenario, such as the flipped classroom, to solve a problem or stimulate a change in users? behaviours (Deterding, S., Dixon, D., Khaled, R., & Nacke, L. 2011).

The problems we want to address within this workshop are related to MOOCs as detailed above. This workshop tries to identify instructional design strategies that can be applied for planning fMOOCs (f for flipped) - designing for Flipped MOOCs must have a different approach and must leverage already existing technologies.

The question that will drive the workshop is : How can we connect gamification and learning analytics for flipped classroom using them as an integral part of fMOOCs design?

In this workshop participants will be invited to come up with a design idea that will give them the chance to better understand the concept of designing for the flipped MOOC. During the workshop conceptual and practical ideas as well as tools will be delivered that will allow them to come up with a design idea for flipped MOOC by using gamification and LA.

Moderators

Maka Eradze

Researcher, Federica Weblearning/School of Digital Technologies, Tallinn University

Is a Technology-Enhanced Learning researcher. Her research interests include learning analytics, learning design, classroom observations, massive online open courses and their on-campus use, evidence-based educational practice and educational research methods. Experienced in the field... Read More →

Speakers

Alessandra Antonaci

ITD- CNR

Open University of Netherlands

Roland Klemke

Open University of the Netherlands

Wednesday September 20, 2017 09:00 - 12:00 CEST
Room A

Workshops, flipped-classroom, gamification, learning design

Host Organization Federica Weblearning
Tags flipped-classroom, gamification, learning design, mooc tool

09:00 CEST

WS2: Learning in Clouds. Fusion 360 case study

Limited Capacity seats available

The project SP4CE (Strategic Partnership for Creativity and Entrepreneurship) is a response to the needs identified in the Bruges Communiqué on enhanced European cooperation in vocational education and training for the period 2011 - 2020. The SP4CE project involves 6 partner organizations from 4 countries - including Poland, Slovakia, Hungary and Greece. In order to implement the SP4CE portal WordPress and Moodle have been used. WordPress provides information and training materials in five languages: English, Greek, Polish, Slovak and Hungarian. Moodle allows the collaboration of consultants, teachers and students from different universities using the concept of Learning Rooms. An example of using the SP4CE platform, among others, can be the process of preparation of materials for the training conferences, workshops, intercollegiate projects, scientific circles' websites, diploma works, PhDs etc., and also the effects of these works.
The SP4CE project supports the following actions:
• Coaches from companies formulate and submit the problem.
• Students from different location chose problem(s), look for a solution and send a short proposal.
• Based on the proposed solutions mentors (teachers) are allocated to students and they assist the problem solving process within so-called Learning Rooms.
A Learning Room is a piece of space on the Moodle platform prepared for a select group of users - the team working on the project issue. By using appropriate tools, such as forums, wikis, chat rooms or a space to place material repositories in, the cooperation is fast, efficient and completely online.
The goal that connects all these units is an online collaboration, which will have a positive effect on the effectiveness of education and will contribute to the development of creativity, innovation and entrepreneurship.
The activities carried out within the framework of the SP4CE project contributed to the creation of an interdisciplinary project group connecting representatives of Gdansk University of Technology and Medical University of Gdansk, who use modern cooperation tools such as MoodleCloud and Autodesk Fusion 360.
Fusion 360 is a cloud-based CAD/CAM tool for collaborative product development. It enables exploration and iteration on product ideas and collaboration within distributed product development team. Fusion 360 combines organic shapes modelling, mechanical design and manufacturing in one comprehensive package.
During the workshop participants will get the basic knowledge about product designing in Autodesk Fusion 360 and will practice a skill of group collaboration through SP4CE and EMMA (the European Multiple MOOC Aggregator).
By the end of this 180-minute workshop successful participants will be able to:
• Navigate through the user interface of Autodesk Fusion 360
• Understand design process in Autodesk Fusion 360
• Create conceptual design and organic forms using T-Splines
• Design mechanical parts using solid modelling tools
• Create mechanical assemblies and motion studies
• Collaborate with other members of the project and manage the data in the cloud
• Create drawings and renderings

This workshop is a unique opportunity not only to learn how to design but also how to sustain this knowledge using tools for on-line learning.

Moderators

Anna Grabowska

Head of ACSA PG, Gdansk University of Technology

e-learning, blended learning, ERASMUS+

Speakers

Łukasz Bolewski

Gdansk University of Technology

Anna Czaja

Gdansk University of Technology

Tomasz Kocejko

Gdansk University of Technology

Ewa Kozłowska

Gdansk University of Technology

Paulina Palasz

Medical University of Gdańsk

Medical University ogf Gdansk

Wednesday September 20, 2017 09:00 - 12:00 CEST
Room B

Workshops, mooc tool

Host Organization Federica Weblearning
Tags mooc tool

09:00 CEST

WS4: Achieving the Pedagogic Potential of Video for online learning. 1. Powerful Teaching/Learning Roles for Video

Limited Capacity seats available

The workshop is based on Parts 1 and 2 of the workshop facilitator's MOOC: What and How to Teach with Video, run on the EMMA platform in January 2017. To date, there has never been any other course that meticulously covers these two fields. In Part 1, the MOOC uses 42 video clips to exemplify 33 Powerful Teaching/Learning Roles in four domains: Cognitive, Experiential, Affective, Skills. In Part 2, a further 39 clips illustrate 30 Design Principles in 8 categories: Hook, Signpost, Engage, Activate, Sensitise, Elucidate, Reinforce, Consolidate. The 12 MOOC videos (total 3 hours) that analyse the above clips are complemented by text, assignments and discussion. The workshop facilitator, Jack Koumi, will introduce and play a selection of the 12 videos of the MOOC and stop after each video to ask and answer questions and to initiate discussion - mimicking the interactivity in the MOOC. The whole content of the MOOC cannot be presented within the six hours of the workshops; however, two Handouts will summarise the missing content. Another two handouts will support the video-design group-work to be carried out in the last hour. In Part 1, participants will gain a robust understanding of the teaching/learning roles that video is potentially good at achieving, due to its distinctive presentational attributes. In Part 2, participants, in small groups, will be able to implement design principles that are essential to achieve the potential of video's teaching/learning roles.

Speakers

Jack Koumi

Consultant/Trainer, Educational Media Production Training

Jack KOUMI has degrees in Mathematics and in Psychology. Grad Certs in Technology Based Distributed Learning and in TEFL. For 6 years he was a London University lecturer and teacher trainer. For 23 years, until 1993, he worked for the BBC Open University, producing audio, video and... Read More →

Wednesday September 20, 2017 09:00 - 12:00 CEST
Room D Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, video

Host Organization Federica Weblearning
Tags video

09:00 CEST

WS5: Live Mobile Video Production with iOS - A Production Studio in Your Backpack. Producing Video Content with iOS Devices for Remote Learners.

Limited Capacity seats available

There are many ways to use iOS devices (i.e. iPhones and iPads) to record video for later editing. It is also possible to live stream a single camera. There are many situations that call for multiple cameras being live switched for either recording or live streaming. We will demonstrate RecoLive MultiCam and Live:Air which are used for recording and streaming of multiple iOS devices when a single camera is not enough. We will show a simple setup and what workshop participants can do to expand the setup. A very low cost full production studio can fit in a backpack yet have the production capabilities of studios costing many thousands of dollars. This is one of many experimental projects we do at CalStateTEACH in an effort to wrap technology around education to prepare teachers. Given the mobility of populations in emergency crisis, the ability to upload and download educational content is of utmost importance. The studio in a backpack allows teachers and students to produce instructional video content in a very simple manner and to stream it anywhere in the globe. Mevo - 4K camera Facebook, LiveStream - self streaming controlled by iPad mimoLive - Boinx - mac software Kubi - remote http://dxo.live/ - 3 camera setup

Moderators

Otto Benavides

Emeritus Professor, California State University, Fresno

I am an Emeritus Associate Professor retired in May 2017. I worked at California State University for 27 years. I am a Past President of ICEM and a former California State University Senator. As a previous director of the Instructional Technology and Resource Center at Fresno State... Read More →

Speakers

Oliver Breidenbach

Founder and CEO, Boinx Software Ltd

mimoLive, the Multi-in, Multi-out Live Video Engine is a live video production application for the Mac. Easily create engaging live video streams using multiple camera angles, remote correspondents, prerecorded video, information graphics, virtual studio and more for publishing on... Read More →

John Ittelson

California State University

Michael Slade

CSU Monterey Bay

Wednesday September 20, 2017 09:00 - 12:00 CEST
Room E Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, mobile, video

Host Organization Federica Weblearning
Tags mobile, video

09:00 CEST

WS3: Co-creating the future of MOOCs using the art of disruption (all day)

Limited Capacity seats available

In a fast developing and highly disruptive digital-herded era, it has become evident that education, learning and their elements couldn’t have stayed unaffected both by the hype and the need for transformation. At the same time, education experts find themselves being enmeshed as they try to create a sustainable learning environment for their learners in what appears to be, today, a very complex educational and social domain. It becomes even harder to predict what kind of impact disruption will have, in the next 5-10 years, on this new digital learning ecosystem.
The advent of MOOCs some years ago in our educational environment has been quite “shaky” to the academic system and was very soon transferred also to the Corporate Learning & Development world. MOOCs, in their small journey towards today, have been through a lot of excitement and criticism, as well, regarding their educational value. The situation today seems like MOOCs are here to stay and different actors from different functions are working on improving and leveraging the best from them. But if this is the case, then what would the prospects of MOOCs look like in the next decades? How safely can we predict their destiny?
The hypothesis, which forms the basis of this highly interactive workshop, is that predicting the future cannot happen without experiencing, “playing,” and getting more familiar with the disruption itself and its consequences. MOOCs and the way they entered the field of education have been considered a significant disruptive intervention. This workshop aims to predict the future of MOOCs by experiencing disruption and providing a safe environment for the participants to do so.
The philosophy, design, and implementation of this highly interactive workshop consist a participatory process where participants will not only explore challenges and opportunities around the future of MOOCs but they will “invent” it through the “art of disruption”. Using a framework of serious games and art, participants will be invited to interact with each other, combine and work with what exists today in the field they are operating, what the current trends are and what could be the consequences of several disruptive interventions. Inspiring challenges, working with stories and scenarios, leveraging group formation and dynamics, storytelling, sophisticated feedback and a lot of fun will be deployed during this workshop. So participants will be invited or even challenged to reach an efficient level of innovative thinking around the future of MOOCs during the workshop, which they can later on “replay” in their everyday tasks and duties and further reform it using several disruptive interventions as an attitude learned during the workshop.
The outcome of this workshop constitutes a gate opener for an innovative way of thinking and acting using disruption as an art in complex and fuzzy environments. Our educational system is one of them.

Moderators

Yannis Angelis

Workshop Facilitator, Consultant, Beyond Storytelling

I am working for the last 25 years in the organizational environment in different roles, mainly Training & Learning Management, and Marketing Communication. I have a background in Gestalt Organizational Development and my field of interest is Learning and the change that technology... Read More →

Wednesday September 20, 2017 09:00 - 13:30 CEST
Room C Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, learning design

Host Organization Federica Weblearning
Tags learning design

12:00 CEST

WS6: Engagement and Sense of Community in University MOOCs. Platforms, instruments and methods to improve students performance and reduce dropout

Limited Capacity seats available

Engagement and sense of community play an important role in any learning experience. Distance learning usually suffers from reduced personal interactions that affect performance and dropout. Massive open online courses have to achieve a challenging trade off between efficiency and effectiveness. This workshops starts from a relevant case study, namely, the MOOC on coding delivered by the University of Urbino since 2016, to discuss and demonstrate how MOOC platforms, online tools, and social networks can be combined and used to enhance students engagement and create a cooperative learning community.

Moderators

Alessandro Bogliolo

University of Urbino

Speakers

Saverio Delpriori

University of Urbino

Lorenz Cuno Klopfenstein

University of Urbino

Brendan Paolini

University of Urbino

Wednesday September 20, 2017 12:00 - 13:30 CEST
Room A

Workshops, learning design

Host Organization Federica Weblearning
Tags learning community, learning design

12:00 CEST

WS7: Let's Vlog! Explore this new way of storytelling in online education

Limited Capacity seats available

Theme: video language and pedagogy
Proposal from the Open and Online Education team
Wageningen University and Research, The Netherlands

Presenters: Nick Rensen, Han Smolenaars, Sanne Mirck and Lisanne Teunissen
The importance of storytelling in education is increasingly recognised. A format which especially appeals to teenagers and young adults is vlogging.
At Wageningen University and Research we have been experimenting with the use of vlogs in MOOCs and our online Masters Programmes. Vlogs can be used for a wide range of didactical purposes:

to have an actual student share learning strategies and experiences with fellow students;
to have teachers transfer their knowledge in a more informal way;
to prepare prospective students to participate in our online and campus programmes.

In this workshop we will show some examples and share our experience with the approaches above. One of the presenters will make a real time vlog during the workshop, which enables the participants to get a grasp on the practical do’s and don’ts of vlogging.
In addition we will explore best practices in the production of vlogs, focussing on:

how to find potential vloggers that your learners will relate to;
how to prepare and coach your vloggers;
how to organize a smooth vlog production process;
how to deal with copyrights and privacy.

Two weeks before the workshop we will send a questionnaire to learn more about the participants’ topics of interest. Based on their input we can pay more attention to certain topics.
Format:

Introduction and start of the life vlog production (15 min)
Examples from Wageningen University and Research (30 min)
Sharing best practices about the production process of vlogs (45 min)

Length: 90-minute workshop

Moderators

Sanne Mirck

Wageningen University and Research

Speakers

Nick Rensen

Wageningen University & Research

As Video Content Producer I am responsible for exploring and expanding the audiovisual terrain for WUR. Covering all the stages of filmmaking and spreading it through a well-thought-out strategy. My specialties are vlogging and Youtube.

Lisanne Teunissen

Project Manager Online Education, Wageningen University & Research

I'm a member of the Open & Online Education Team at Wageningen. As Project Manager I am responsible for the production process of our MOOCs, which are being published at edX.

Wednesday September 20, 2017 12:00 - 13:30 CEST
Room B

Workshops, video

Host Organization Federica Weblearning
Tags video, vlog

12:00 CEST

WS8: Catching the Wave or Drowning in the Surf? Production Efficiency, Quality, and Pedagogical Value of Video Teaching.

Limited Capacity seats available

Following increasing demand from students, institutions, and organizations, there is a considerable push for lecturers to incorporate video in their teaching practice. The Centre for Teaching, Learning and Technology (RESULT) assists faculty across UiT The Arctic University of Norway in the design, development, and production of video material. Many of the faculty we work with embrace the possibilities of video teaching with enthusiasm. However, the majority of lecturers approach the task of creating and implementing videos in their teaching with a certain apprehension. For many lecturers, incorporating video in their teaching practice can be challenging. On a conceptual level, some may perceive video as a threat to the integrity of their role as subject experts and teachers, or not fitting with their idea of teaching as a process. One an affective level, some may have fears about stepping out of their personal comfort zone, or concerns about changing and experimenting with the established teaching practice. Combined with lack of time and academic resources, this often results in lecturers approaching the task of video planning and production at a rather superficial level. In practice, this typically means following the path of least resistance by staying close to the conventional face-to-face teaching format. In other words, simply transposing the traditional ‘frontal’ lecture format to video. This is done with little consideration as to how and why the material is to be implemented in the instructional design, or indeed whether video is the format most suited for the given purpose. In our experience as faculty developers and educational technologists, the apparent apprehension often stems from a lack of experience, knowledge, and understanding of video as a format. Unfortunately, because of the pressure to produce more video material, we are left with little room to engage in pre-production dialogue and training that would support and challenge lecturers into seeing the potential and exploring the opportunities of video teaching. Thus, we end up perpetuating the practice of producing videos that are merely screen versions of standard lectures.

The workshop is based on the premise that video production efficiency and pedagogical value, requires a certain level of competence, knowledge, and motivation on the part of the individuals both in front of and behind the camera, centering on the following question: Instead of simply “going through the motions”, how can we create a situation where the average lecturer sees the pedagogical relevance and better exploits the potential of video teaching?

Workshop format and outline:
With the presenters as facilitators, the workshop will focus on participants working together to share ideas and experiences, and come up with possible solutions or alternative approaches to the problem stated.

1. Introduction to workshop topic
2. Presentation of cases from our practice at RESULT
3. Problem statement
4. Brainstorming (plenary)
5. Problem framing and re-framing (group work)
6. Short presentations of group work
7. Summary and possible ways forward (plenary)

Moderators

Kine Dorum

UiT The Arctic University of Norway

Speakers

Terje Bergli

UiT The Arctic University of Norway

Mark Stenersen

Result, UiT The Arctic University of Norway

Graphic Designer and advisor in visual communication.

Wednesday September 20, 2017 12:00 - 13:30 CEST
Room D Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, learning design, video

Host Organization Federica Weblearning
Tags learning design, video

12:00 CEST

WS9: Play adventure games in a class

Limited Capacity seats available

We developed a computer class adventure educational game with a specific game engine EvoRPGE.
The game is based on storytelling integrating science and humanities, text comprehension and fantasy.
The game is played by the students with their own smartphones or tablets.
First games concern Earth Sciences, Astronomy, Biotechnology together with Humanities.
The game is designed for Learning on Gaming (LoG), a new approach to learn while playing. It is different from Edutainment (Educational Entertainment), a content designed both to educate and entertain, and Gaming to Learn, which consists of playing a game without specific didactic to outcome knowledge learning. With Learning on Gaming the game hides didactic inside the game: this could improve learning levels and skills of students and, at the same time, could renew teaching competences of mentors.
We experimented the game in several classrooms of every degree, from early school to university with excellent result.
The idea of the workshop is to play a game describing how to create new adventures.

Moderators

Francesco M. Sacerdoti

e-voluzione srl

Speakers

Sabina Maraffi

PhD student, School of Science and Technology, geology Division, University of Camerino, Italy

Wednesday September 20, 2017 12:00 - 13:30 CEST
Room E Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, gamification

Host Organization Federica Weblearning
Tags gamification

13:30 CEST

Lunch Break

Wednesday September 20, 2017 13:30 - 15:00 CEST
Gusto & Gusto Via Partenope 26, Napoli

Meals

Host Organization Federica Weblearning
Tags learning design

15:00 CEST

WS10: Scriptwriting support for educational videos

Limited Capacity seats available

Aim: Identifying challenges and create solutions for improving the support to teachers in the process of writing scripts, creating storyboards and recording videos.

Our story
Over the past few years, we've guided and inspired more than 35 academic teams of Leiden University in the process of developing online courses and educational videos for about 700.000 learners. When we began, our workflow consisted of personalized, ad-hoc support. However, as our output increased, we've focused on professionalizing our training practices (such as media training and workshops on writing good scripts) as well as our quality assurance (think of employing peer reviews for future online material). Our main question: how can we help our educators reach their full potential on screen?

Moderators

Monique Snijder

Instructional designer, Centre for Innovation, Leiden University

I'm guiding teachers and other professional in the process of designing and developing online learning, foucsing on the agenda of humanitarian aid & sustainable development projects. Looking for: interesting partners for collaboration on SDG's, peace & justice and humanitarian aid. Can... Read More →

Wednesday September 20, 2017 15:00 - 16:30 CEST
Room A

Workshops, learning design

Host Organization Federica Weblearning
Tags Digital libraries, Educational Resources

15:00 CEST

WS11: Open Education, MOOCs and Digital Library in Italy as learning incubators. A Workshop to design lifelong learning with Open Education

Limited Capacity seats available

Workshop Details
The Workshop wants to present the best practices in Italy of Open Education, MOOC and Digital libraries to underline success factors of networking. A specific objective is to understand obstacles and barriers which can prevent Open Education to become a learning incubator towards lifelong learning. MOOC and Digital Library are seen as a space where people and resources come together in ways that facilitate their learning.

Learning Outcomes

In this workshop, participants will:

Identify learner group(s) & their lifelong learning needs.

Collaborate with a community of practitioners to critique, share resources, & iteratively improve outcomes for MOOC and digital libraries collections in the classrooms.

Introduction (30 min.)
The Workshop organizers will report on the ongoing results of the Open Education Italy, Moocs and Digital Library as learning incubators are described using case study.

Discussion (40 min.)
Express expectation for active participation by participants.

Be clear that the outcome will start a conversation

Form small groups for workshop activities.

Online administration of short questionnaire to be processed real-time on what participants imagine is Open education, as they define openess, how would it be applied.
Small group discussion will be stimulated to encourage participants to share their opinions and perceptions of the OpenEducation. World Cafè style will be adopted.

Wrap up (20 min)
Synthesis of the discussions and starting from the results, take our reasoning
To conclude by asking to contextualise what participants have learned in their working contexts and next steps in their expectations.

Moderators

Anna Maria Tammaro

Researcher, Università di Parma

I teach in the International Master Digital Library Learning (DILL) at the University of Parma and have been collaborating in IFLA as Chair of the Library Theory Section (2013-2017) and Education and Training Section (2009-2012)

Speakers

Fabio Nascimbeni

Assistant Professor, Universidad Internacional de La Rioja

I work as assistant professor in the Universidad Internacional de La Rioja (UNIR), and I am a senior fellow of of the European Distance and eLearning Network (EDEN) and a fellow of the Centro de Estudos Sociedade e Tecnologia of the University of Sao Paulo (Brazil) and of the Nexa... Read More →

Eleonora Pantò

CSP

Rosanna De Rosa

prof., Unina

Wednesday September 20, 2017 15:00 - 16:30 CEST
Room B

Workshops, learning design

Host Organization Federica Weblearning
Tags learning design

15:00 CEST

WS13: Temporal Participation Patterns in the Discussion Forums of Massive Open Online Courses

Limited Capacity seats available

Discussion forums are the main setting for collaborative learning in Massive Open Online Courses (MOOCs). So, scholars value interactions in the discussion forum as the hallmark that distinguishes MOOCs from earlier efforts in online education (Gillani & Eynon, 2014; Zhang, Skryabin, & Song, 2016). Previous research informs active forum participation positively relates to learner achievement in MOOCs in the way that more all-time forum posts yield better performance (Anderson, Huttenlocher, Kleinberg, & Leskovec, 2014; Pursel et al., 2016;), but overlooks the fact that learner participation is longitudinal and the course attritions might be gradual (Wang, Yang, Wen, Koedinger, & Ros_, 2015). Undoubtedly, understanding the temporal needs of learners becomes increasingly significant (Wise et al., 2013a; Wise et al., 2013b). The massive datasets generated by MOOCs make it possible for researchers to use educational data mining techniques (EDM) to investigate the temporal behaviors of learners. Therefore, this explorative research applies the EDM techniques to investigate the temporal patterns of learners? forum participation in MOOCs and then identifies the influence of different longitudinal participation traits on learners? course achievement. The first step was to determine an optimal number of clusters that would be used in the research. Specifically, Pseudo-T Square analysis (Duda & Hart, 1973) and the Iterative Self-Organizing Data Analysis Technique (ISODATA) algorithm were used as the two-step verification to confirm the optimal value of clusters, which was three (see Figure 1) in this research (Ball & Hall, 1965). Then the research applied the longitudinal k-means clustering algorithm (KmL) to process the data (Genolini & Falissard, 2010). KmL has been widely used in medical and psychiatry research (e.g., Pingault et al., 2014; Pingault et al., 2011) as a simpler and more robust method to cluster the temporal data in a trajectory across the time-series (see Figure 2). This algorithm clusters participants in terms of the longitudinal profile of their trajectory rather than the numerical convergence of the mean levels (Pingault et al., 2014). For this research, KmL was used to ensure learners with the most similar temporal forum participation traces were grouped into three distinct clusters without any overlaps (see Figure 3). The research further conducted the_analysis of variance (ANOVA) and Tukey Honestly Significant Difference posttest (see Table 1) to detect any significant differences in course achievements (average scores) among three clusters. The results reveal more persistently engaged learners in the discussion forum are more likely to prevail in MOOCs. This research intends to fill the gap of temporal examination of the longitudinal patterns of learners? forum participation and how they influence learners? performance in MOOCs. Using educational data mining, the research recognizes the significance of adding the consideration of time into the efforts to boost learners? forum participation. Further, the research identifies distinct longitudinal patterns of forum participation result in different achievement in a MOOC, more constant engagement in the MOOC discussion forum yielding a better performance. Besides, KmL is empirically promising in the educational research, especially in the efforts to examine the longitudinal trajectory of learner activities in a course.

Moderators

Hengtao Tang

The Pennsylvania State University

Speakers

Nicole Wang

Pennsylvania State University

Wanli Xing

Wednesday September 20, 2017 15:00 - 16:30 CEST
Room E Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, learning analytics, learning design

Host Organization Federica Weblearning
Tags forum, learning analytics, learning design

15:00 CEST

WS3: Co-creating the future of MOOCs using the art of disruption (all day)

Limited Capacity seats available

Moderators

Yannis Angelis

Workshop Facilitator, Consultant, Beyond Storytelling

Wednesday September 20, 2017 15:00 - 16:30 CEST
Room C Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, learning design

Host Organization Federica Weblearning
Tags learning design

15:00 CEST

WS12: Achieving the Pedagogic Potential of Video for online learning. 2. Pedagogic Design Principles for Video

Limited Capacity seats available

The workshop is based on Parts 1 and 2 of the workshop facilitator?s MOOC: What and How to Teach with Video, run on the EMMA platform in January 2017. To date, there has never been any other course that meticulously covers these two fields. In Part 1, the MOOC uses 42 video clips to exemplify 33 Powerful Teaching/Learning Roles in four domains: Cognitive, Experiential, Affective, Skills. In Part 2, a further 39 clips illustrate 30 Design Principles in 8 categories: Hook, Signpost, Engage, Activate, Sensitise, Elucidate, Reinforce, Consolidate. The 12 MOOC videos (total 3 hours) that analyse the above clips are complemented by text, assignments and discussion.. The workshop facilitator, Jack Koumi, will introduce and play a selection of the 12 videos of the MOOC and stop after each video to ask and answer questions and to initiate discussion ? mimicking the interactivity in the MOOC. The whole content of the MOOC cannot be presented within the six hours of the workshops; however, two Handouts will summarise the missing content. Another two handouts will support the video-design group-work to be carried out in the last hour. In Part 1, participants will gain a robust understanding of the teaching/learning roles that video is potentially good at achieving, due to its distinctive presentational attributes. In Part 2, participants, in small groups, will be able to implement design principles that are essential to achieve the potential of video?s teaching/learning roles.

Speakers

Jack Koumi

Consultant/Trainer, Educational Media Production Training

Wednesday September 20, 2017 15:00 - 18:00 CEST
Room D Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, video

Host Organization Federica Weblearning
Tags video

16:30 CEST

WS14: Virtual and Augmented Reality in Education

Limited Capacity seats available

Can Virtual Reality (more specific VR360 video) and Augmented Reality (AR e.g. HoloLens) bring immersive learning experiences and thereby help with understanding complex and hard-to- understand concepts? Could it give them a better sense of the working practice of a learning field? And is it possible to create an interactive environment that helps to solve complex problems? In this workshop ‘Virtual and Augmented Reality in Education’ we explore these questions together and we aim to give participants a head start in applying innovative technologies for their education. During this workshop participants will experience state-of-the-art Virtual and Augmented Reality technologies. They will get an idea about VR and AR and what the differences are. What can we expect from these techniques in the near future and what are current limitations? From there we will explore the possibilities VR, AR and 360 degrees video offer as tools for learning. How can these techniques be used to tell the story you want to tell and increase the learning experience of students? We will demonstrate the Microsoft HoloLens and our AR prototype we developed for medical education together with the Leiden University Medical Center. Besides AR we will share our experience with applying VR360 in Science education and the Archaeological domain. At the end of the workshop participants have new ideas for educational applications in their own expertise domain. We will end by discussing how these ideas can be made into reality.

Introduction & program
Sharing our story about new media & learning experience design
Getting familiar with state-of-the-art Virtual and Augmented Reality technologies, current limitations and future developments.
Experiencing VR & AR and 360º content (e.g. Hololens, 360 video, Vive) and analyzing how this could have value in education.
Generating ideas for application of VR & AR in your own teaching.
Reviewing proposed ideas and deciding which are most valuable.
Discuss how these ideas can be made into reality and how we can collaborate in this field.

Moderators

Leontine van Melle

Leiden University

Speakers

Thomas Ginn

Centre for Innovation, Leiden University

Thomas Hurkxkens

Leiden University

Wednesday September 20, 2017 16:30 - 18:00 CEST
Room A

Workshops, video, virtual reality

16:30 CEST

WS15: How The inclusion of students with disability into University has changed after 17 years: The experience in the University of Naples

Limited Capacity seats available

In the last 17 years SinAOSI adopted a multidisciplinary approach for designing personalised projects for inclusion of different students, mostly by using technology and recently multimedia and audio/video recordings of lessons.
Generally the main items are:
-    Multidisciplinary personalized project’s design by a professional team skilled in different areas: Psychology, Pedagogy, and Technology; one of the team is appointed as Case Manager for the student.
-    Project sharing and awareness with professors, by the pedagogic and/or by the Case Manager.
-    Volunteers’ staff from National Civil Service who spend one year of apprenticeship in the SINAPSI Centre) for supporting students with the disability in their daily life inside the college (participation at university life and at lessons). The volunteers represent an important contribution that makes the personalized project effective and sustainable in the university life cycle.
-    Home study. The student with disability receives the textbooks and the education material in the digital format compatible with the computer and assistive technologies that he needs to. In the case he cannot attend, for different reasons, the lesson, he makes use of lessons audio-video recordings. This arrangement allows the student to watch any lesson, totally or partially, one or more times.
-    For the examinations students, on the basis of his own needs, can make use of different special devices like, for instance, a graphic tablet connected to a computer or special magnify software connected to a wide screen (50-inch screen). Normally the student receives the examination outline as the file from the professor and develops it by different software programs. The large size monitor and assistive technologies allow to get video magnification and enhancement (filtering, contrast’s improvement, colors’ changes, etc).
Some technical issues for discussions are:
How self-casting software can contribute to making easy the Lessons Video Recording
Video Recording arrangement.
How to manage the teacher resistance
Special equipment to be used for different disabilities.
Video recordings distribution and management
Privacy issues

Generally, many different approaches have been used for inclusion personalized projects; as a final outcome, we can see that:
Good level of inclusion reached. The student can lives daily relations with colleagues and professors, inside the classrooms as in the other college’s places.
Good level of educational outcome. The audio/video recordings represent a significant integration and improve the didactic performance and above all the students’ quality of life.
The video recordings and self-casting revealed to be effective for producing didactic material;
The combination of video, audio and educational material in a format compatible with assistive technologies represents a remarkable way to guarantee the effectiveness of teaching activities for all the students with disabilities and special educational needs, students with learning disabilities, or also workers students.
Many resistance problems    still exists from many teachers, some, on the contrary, are happy to use the video recordings as the basis for creation of their own MOOCs
This approach, useful for students with a disability, may represent an opportunity also for all the other students that could meet some difficulties because of their condition (workers students) or learning disabilities! The same material produced for a student with disabilities, due to the current legislation, in fact, may be useful also for all other, using MOOC approach.

Moderators

Alessandro Pepino

Associate Professor in Biomedical Engineering, University of Naples °Federico II°

Alessandro Pepino was born in Naples on 19/6/1958 Since the 2009 up today He is responsible for Assistive Technologies at SINAPSI University Centre for Tutoring Disable Students From the 2000 up to 2011 he was the IT responsible as consultant in several Hospital and Public Companies. Monaldi... Read More →

Speakers

Gennaro Sicignano

SiNAPSi University Centre University of Naples

Wednesday September 20, 2017 16:30 - 18:00 CEST
Room B

Workshops, learning design

Host Organization Federica Weblearning
Tags video, virtual reality

16:30 CEST

WS16: Gaming Horizons. Exploring the impact of games and gamification on learning and society

Limited Capacity seats available

There is growing interest in the use of games or game elements (i.e. gamification) to aid learning, and in their impact on individual development and society. Empirical evidence often supports their efficacy for learning (Clark, Tanner-Smith, & Killingsworth, 2016; Hamari, Koivisto, & Sarsa, 2014). However, gaming introduces challenges in educational contexts regarding privacy, mandatory participation, inclusion, and potential for addiction or manipulation. The broad impact of games on health and behaviour is also poorly understood, with reviews and meta-analyses reporting conflicting evidence on aspects like their influence on aggressiveness (e.g. Ferguson, 2015; Greitemeyer & Mügge, 2014).

This 180-minute interactive workshop seeks to explore the benefits and drawbacks of using games in education. Drawing on our work on the Gaming Horizons project (www.gaminghorizons.eu; Persico et al., 2017), this participatory workshop takes a critical look at existing empirical investigations, identifying and challening the main arguments for and against the use of games in education. Discussion and reflection will be driven by participants’ own perspectives, and on experiences, questions and concerns underpinning their investigations and practices related to GBL.

Discussion will approach three disciplinary perspectives: (1) strictly educational, considering how games impact learning, dissecting which types of games show more potential for different educational objectives; (2) psychological, detailing positive and negative effects of applied and entertainment gaming on behaviour and health; (3) ethical, engaging with critical issues regarding the use of games in institutional contexts, especially with students. These perspectives will be approached discretely, and in their connections and overlaps. We ultimate aim to jointly identify some possible recommendations for stakeholders (policy makers, researchers, developers, educators, and gamers) with regards to the pivotal aspects of gaming and their applications for learning.

This interdisciplinary workshop is aimed at participants with experience in gaming and/or gamification.

Clark, D. B., Tanner-smith, E. E., & Killingsworth, S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 1–17. http://doi.org/10.3102/0034654315582065

Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children’s and adolescents’ aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science, 10(5), 646–666. http://doi.org/10.1177/1745691615592234

Greitemeyer, T., & Mügge, D. O. (2014). Video games do affect social outcomes: A meta-analytic review of the effects of violent and prosocial video game play. Personality and Social Psychology Bulletin, 40(5), 578–589. http://doi.org/10.1177/0146167213520459

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? -- A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. http://doi.org/10.1109/HICSS.2014.377

Persico, D., Bailey, C., Dagnino, F., Earp, J., Haggis, M., Manganello, F., Passarelli, M., Perrotta, C., & Pozzi, F. (2017). D2.1 Systematic Review and Methodological Framework. Retrieved from http://www.gaminghorizons.eu/wp-content/uploads/sites/18/2017/05/D2.1-State-of-the-Art-Literature-review.pdf

Moderators

Marcello Passarelli

ITD-CNR

Donatella Persico

senior reseracher, National Research Council of Italy - Institute for Educational Technology

Dr. Donatella Persico is senior researcher at CNR-ITD. She has been active in the field of educational technology since 1981. Her major research interests include learning design, e-learning, self-regulated learning, teacher training and game-based learning. She has been involved... Read More →

Speakers

Francesca Dagnino

Research Fellow, Istituto Tecnologie Didattiche del Consiglio Nazionale delle Ricerche

FRANCESCA M. DAGNINO is a research fellow at the Istituto per le Tecnologie Didattiche of the Consiglio Nazionale delle Ricerche (CNR). She is a psychologist and a cognitive-behavioural psychotherapist. In the last five years she participated in several national and international... Read More →

Wednesday September 20, 2017 16:30 - 19:00 CEST
Room C Congress Center Federico II - Via Partenope, 36 - Napoli

Workshops, gamification

Host Organization Federica Weblearning
Tags learning design

08:30 CEST

Conference Registration

Thursday September 21, 2017 08:30 - 09:30 CEST
Ground Floor Congress Center Federico II - Via Partenope, 36 - Napoli

Registration

09:30 CEST

Opening session

Welcome address
Institutional Authorities

Otto Benavides
ICEM Vice President

Moderators

Institutional Authorities

Speakers

Otto Benavides

Emeritus Professor, California State University, Fresno

Thursday September 21, 2017 09:30 - 10:30 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Opening

10:30 CEST

Plenary

Anant Agarwal
Founder & CEO, edX

Mauro Calise
Founder & Director, Federica Weblearning

Speakers

Anant Agarwal

Founder & CEO, edX

Mauro Calise

Director, Federica Weblearning, Università degli Studi di Napoli Federico II

Professor of Political Science, University of Naples Federico II, and Past-President of the Società Italiana di Scienza Politica. He is the Editor of the IPSA Web Portal for Electronic Sources. His international activities include Visiting Professor, Institut d’Études Politiques... Read More →

Thursday September 21, 2017 10:30 - 11:30 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Plenary Session

11:30 CEST

Coffee Break

Thursday September 21, 2017 11:30 - 12:00 CEST
Lunch / Coffee Break Room Congress Center Federico II - Via Partenope, 36 - Napoli

Meals

12:00 CEST

S1: Credentialing: design, assessment and recognition

Jean-Yves Plantec (INSA Toulouse), Mario Calabrese (INSA Rouen): Going beyond MOOCS with the first modular online bachelor in connected objects

Elena Caldirola (University of Pavia), Francesco Svelto (University of Pavia): Making knowledge accessible anytime and anywhere. The MOOCs experience of the University of Pavia

Mairéad Nic Giolla Mhichíl (Dublin City University), Mark Brown (National Institute for Digital Learning, Dublin City University): MOOC Myths and Institutions? Implementation, Observations, Predictions and Hype

Eva Dobozy, Bridget Tombleson, Nigel de Bussy, Katharina Wolf (Curtin University): Transmedia MOOC-ing: Breaking with tradition, for-credit MOOC design

Moderators

Pablo Achard

Université de Genève

With a background in particle physics and computational neurosciences, I work at the University of Geneva’s Rectorate where I am in charge, among others, of strategic planning and foresight. In this position, I developed the university MOOC program in 2013. I authored "Les MOOCs... Read More →

Speakers

Elena Caldirola

Dott.ssa, University of Pavia

Eva Dobozy

Curtin University

Mairéad Nic Giolla Mhichíl

Dublin City University

Jean-Yves Plantec

INSA Toulouse

Thursday September 21, 2017 12:00 - 13:30 CEST
Room A

Session

12:00 CEST

S2: Collaborative learning communities

Cengiz Hakan Aydin (Anadolu University): Analysis of MicroBlogging Posts on MOOCs

Toru Fujimoto, Ai Takahama, Yu Ara, Yuri Isshiki, Kae Nakaya, Yuhei Yamauchi (The University of Tokyo): Designing a MOOC as an Online Community to Encourage International Students to Studying Abroad

Raffaele Guarasci, Alessandro Maisto, Iolanda Sara Iannotta, Pierluigi Vitale, Annibale Elia (University of Salerno): Educational Topics. A multidisciplinary analysis in the online communities

Patricia Huion (UCLL): I am like ‘I am, I’m not’: Witness stories as a support-gathering tool

Moderators

Donatella Persico

senior reseracher, National Research Council of Italy - Institute for Educational Technology

Speakers

Cengiz Hakan Aydin

Anadolu University

Toru Fujimoto

Project Assistant Professor, The University of Tokyo

Raffale Guarasci

University of Salerno

Patricia Huion

UCLL

Thursday September 21, 2017 12:00 - 13:30 CEST
Room B

Session

12:00 CEST

S3: MOOCs and online learning for K12

Daniela Cuccurullo (ITT Giordani Striano), Letizia Cinganotto (INDIRE): Digital culture, personal learning environments and learning networks in higher education

Björn-Olav Dozo, Jeff Van de Poel, Valérie Centi, Daniel Delbrassine, Vincianne D'Anna, Éric Haubruge (University of Liège): Continuing education with MOOCs: the case of children's literature in French-speaking world

Maria José Loureiro (University of Aveiro), Filipe T. Moreira (University of Aveiro): Introduction to computational thinking with MI-GO - a friendly robot

Moderators

Maria José Loureiro

ccTICua Universidade Aveiro, University of Aveiro

Speakers

Daniela Cuccurullo

ITT GIORDANI STRIANO

Daniela Cuccurullo is contract Professor of English language at the University of Naples “Istituto Suor Orsola Benincasa”. She is also Secondary School teacher of English at I.T.I Giordani - Striano (Naples), teacher trainer, e-tutor, forum moderator and author of contributions... Read More →

Björn-Olav Dozo

University of Liège

Thursday September 21, 2017 12:00 - 13:30 CEST
Room C Congress Center Federico II - Via Partenope, 36 - Napoli

Session

13:30 CEST

Lunch

Thursday September 21, 2017 13:30 - 15:00 CEST
Lunch / Coffee Break Room Congress Center Federico II - Via Partenope, 36 - Napoli

Meals

15:00 CEST

S4: Learning data in online environments

Cristina Davino, Maddalena Molaro (University of Naples Federico II): MOOC learning analytics through an integrated and multivariate approach

Eva Dobozy (Curtin University), David Gibson (Curtin University), Dirk Ifenthaler (University of Mannheim): The synergetic relationship between learning design and learning analytics. A case example

Pia Masiero, Nicola Sanavio (Ca' Foscari University of Venice): Two Years of Moocs at Ca’ Foscari: An Analytical Perspective

Emmanuel Zilberberg (ESCP Europe): Creating and using learning analytics and synthetics on the fly during large synchronous sessions

Moderators

Mart Laanpere

Speakers

Cristina Davino

Professor, University of Naples Federico II

Statistician

Eva Dobozy

Curtin University

Pia Masiero

Ca' Foscari University of Venice

Emmanuel Zilberberg

Assistant professor, ESCP Europe

Thursday September 21, 2017 15:00 - 16:30 CEST
Room A

Session

15:00 CEST

S5: Designing videos: formats, pedagogy and impact

Kerstin Liesegang (University of Kaiserslautern - Technische Universität): Can interactive videos help us acquire knowledge? Crafting video quizzes for the Kaiserslauterer Open Online Course

Jeanine Reutemann (Leiden University, Centre for Innovation): To Tease Somebody ? Significant Differences Between Advertised Educational Course Videos and Lecture Videos

Jean-François Van de Poel, Pierre Martin, Thibault Crépin, Samuel Harcq, Dominique Verpoorten (University of Liège): Designing MOOCs videos - A prompt for teachers and advisers' pedagogical development?

Julie-Ann Sime, Chrysoula Themelis (Lancaster University): ViLi project -Visual experiential learning in MOOCS. Going visual in online education: A study of visual literacies in Higher Education and vocational training.

Moderators

Jack Koumi

Consultant/Trainer, Educational Media Production Training

Speakers

Kerstin Liesegang

University of Kaiserslautern

Jean-François Van de Poel

MOOC - COORDINATOR, University of Liege

Jeanine Reutemann

Researcher, Leiden University, New Media Lab, Centre for Innovation

Jeanine Reutemann is a (Audiovisual) Researcher at the Centre for Innovation at the Leiden University, with a background in film, education and media sciences. Main research interests: Science, Education & Film, MOOCs, VR, AI & Film, Digital Education, Embodiment Theory, Gesture Studies... Read More →

Julie-Ann Sime

Lecturer in Technology Enhanced Learning, Lancaster University

Thursday September 21, 2017 15:00 - 16:30 CEST
Room B

Session

15:00 CEST

SS1: The changing faces of educational environments

Pablo Achard (Université de Genève): Massive Open Online Research Exercises

Rory McGreal (Athabasca University): Why Open Educational Resources are essential for MOOCs. From digital locks to licences

Susanna Sancassani, Paolo Marenghi, Daniela Casiraghi (Politecnico di Milano METID-Learning Innovation): The Learning Network: a design tool for fitting teaching styles to learning innovation

Moderators

Mark Brown

Professor of Digital Learning, National Institute for Digital Learning at Dublin City University

Mark is Ireland’s first Professor of Digital Learning and Director of the National Institute for Digital Learning (NIDL) at Dublin City University (DCU). He originally began his educational career as a primary teacher and now has over 25 years experience of working in Higher Education... Read More →

Speakers

Pablo Achard

Université de Genève

Rory McGreal

Athabasca University

I am the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chair in Open Educational Resources and the director of TEKRI at Athabasca University

Susanna Sancassani

Managing Director METID, Politecnico di Milano

Susanna Sancassani is the Head of Unit of METID, the task force devoted to teaching and learning innovation at POLITECNICO DI MILANO, where she is lecturer of the “Teaching methodologies, strategies and styles “ course at the PHD School. One of the pioneer of digital learning... Read More →

Thursday September 21, 2017 15:00 - 16:30 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Special Session

16:30 CEST

Coffee Break

Thursday September 21, 2017 16:30 - 17:00 CEST
Lunch / Coffee Break Room Congress Center Federico II - Via Partenope, 36 - Napoli

Meals

17:00 CEST

S6: Teaching in the digital environment: online training and classroom practice

Alessandro Pepino (University of Naples Federico II), Gennaro Sicignano (SiNAPSi University Centre University of Naples), Ersilia Vallefuoco (University of Naples Federico II): "Easy blended" cheap and gradual blended learning into a University course. Implementation into Biomedical Engineering Course at University of Naples

Nan Barker, Susan Tracz, Randall Plaugher, (CalStateTEACH, California State University): Reflections About Teacher Training in a Digital Environment

Maart Laanpere (Tallinn University), Birgy Lorenz (Pelgulinna Gymnasium), Jaak Laanpere: Digital Turn towards BYOD in Estonian Schools. Disseminating innovation via folk-MOOCs

Otto Benavides, Fermín Navaridas-Nalda, Mónica Clavel-San Emeterio, Rubén Fernández-Ortiz (California State University, Fresno): The perception and use of digital educational content in teaching centers in Spain

Moderators

Tiziana Terranova

Università degli Studi L'Orientale

Speakers

Nan Barker

CalStateTEACH, California State University

Otto Benavides

Emeritus Professor, California State University, Fresno

Mart Laanpere

Alessandro Pepino

Associate Professor in Biomedical Engineering, University of Naples °Federico II°

Thursday September 21, 2017 17:00 - 18:30 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Session

17:00 CEST

S7: New forms of assessment for the digital environment

Mario Calabrese (INSA Rouen): Analyzing peer review: when assessment rhymes with collaboration and reflection. Can assessment be used not only to prove, but also to improve knowledge and skills?

Anna Maria Tammaro, Carla Colombati, Elena Giusti (DILL International Master): Determining Assessment Strategies for MOOC. Exploring quantitative and qualitative approaches

Danielle Tran (University of Greenwich, London UK), Alastair Gemmill (Brunel University London): Choosing A Mode Of Feedback Based On The Assessment Context. Strengthening The Relationship Between Feedback And Assessment In Higher Education

Moderators

Susanna Sancassani

Managing Director METID, Politecnico di Milano

Speakers

Mario Calabrese

E-Learning Project Manager, Lecturer, INSA Rouen

Anna Maria Tammaro

Researcher, Università di Parma

Danielle Tran

Senior Lecturer in Learning, Teaching, and Professional Development, University of Greenwich, London UK

Thursday September 21, 2017 17:00 - 18:30 CEST
Room A

Session

17:00 CEST

S8: MOOCs and educational change

Cheng Chang (Sam) Pan (Nova Southeastern University), Richard A. Cornell (University of Central Florida): Learning in MOOCs: A bumpy road or a smooth ride?

Flavia Santoianni, Alessandro Ciasullo (University of Naples Federico II - DSU): Digital and Spatial Education

Charalambos Vrasidas (CARDET): Strategic eLearning and Educational Transformation. Case studies from EU projects

Miriana Tizzani, Evelina Bruno, Rosa De Vivo (Federica Weblearning Center - University of Naples Federico II): Managing Innovation: the role of the E-Learning Specialist in digital education

Moderators

Hannah Rox Gerber

Associate Professor of Literacy, Sam Houston State University

Speakers

Cheng Chang (Sam) Pan

Nova Southeastern University

Flavia Santoianni

Full Professor Education, University of Naples Federico II DSU

Miriana Tizzani

E-Learning Specialist, Federica Weblearning

I graduated in Communication Sciences from the University of Bologna, I have always been interested in the Internet and love exploring it. I believe in the free dissemination of knowledge and the power of the web to achieve this. E-learning specialist working at Federica has enabled... Read More →

Charalambos Vrasidas

Professor - Associate Dean, CARDET - UNIC

Founder and Executive Director of CARDET, an international non-profit research and development institute based in Cyprus with partners from around the world. An innovator, designer, lifelong learner and social entrepreneur, he has designed and implemented more than 200 funded projects... Read More →

Thursday September 21, 2017 17:00 - 18:30 CEST
Room B

Session

17:00 CEST

S9: Measuring the impact of MOOCs

Eva Dobozy (Curtin University): Curriculum Analytics. A case example of assurance of learning review

Chiara Ferrari (IPSOS), Rosanna De Rosa (University of Naples Federico II): Emerging patterns in a Mooc Environment. The IPSOS experience with Emma

Hengtao Tang, Nicole Wang, Kyle Peck (The Pennsylvania State University): Have Massive Open Online Courses Disrupted Higher Education around the Globe? Exploring the Cultural Perspective

Moderators

Maria José Loureiro

ccTICua Universidade Aveiro, University of Aveiro

Speakers

Eva Dobozy

Curtin University

Chiara Ferrari

IPSOS SRL

Hengtao Tang

The Pennsylvania State University

Thursday September 21, 2017 17:00 - 18:30 CEST
Room C Congress Center Federico II - Via Partenope, 36 - Napoli

Session

19:30 CEST

Gala Dinner

Thursday September 21, 2017 19:30 - 23:00 CEST
Eurostars Hotel Excelsior Via Partenope, 48, 80121 Napoli NA

Gala dinner

09:30 CEST

Plenary

Welcome address
Institutional Authorities

Chance Coughenour
Program Manager, Google Cultural Institute

Mark West
ICT in Education Specialist, UNESCO

Speakers

Chance Coughenour

Program Manager, Google Cultural Institute

Mark West

ICT in Education Specialist, UNESCO

Friday September 22, 2017 09:30 - 11:00 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Plenary Session

11:00 CEST

Coffee Break and Poster Session

POSTER SESSION

The Rapscape Experiment. Building the First Italian Rap Resource
Serena Pelosi, Alessandro Maisto, Pierluigi Vitale, Annibale Elia (University of Salerno)

eSports Algorithms and the High School to University Pipeline
Hannah R. Gerber, CJ Ellis, Jorge Munoz, Erica Pasquini, Kevin Sweeney (Sam Houston State University)

Friday September 22, 2017 11:00 - 11:30 CEST
Lunch / Coffee Break Room Congress Center Federico II - Via Partenope, 36 - Napoli

Meals

11:30 CEST

S10: New models for learning in the online environment

Mark Brown, James Bruton, Eamon Costello, Orna Farrell (National Institute for Digital Learning, Dublin City University): Head Start Online: Plugging a Gap in the Study Lifecycle

Maddalena della Volpe, Francesca Esposito (University of Salerno): Redesigning business education through web tools: from university web-radios to on-line magazines

Juliana Elisa Raffaghelli (University of Florence), Patrizia Ghislandi (University of Trento), Susanna Sancassani (Politecnico di Milano), Maurizio Zani (Politecnico di Milano): Getting started with Physics: integrating MOOCs in preliminary undergraduate education

Moderators

Marco De Masi

IGT Marketing Manager, Boston Consulting Group

Marco has joined BCG in March 2015. He holds a PhD in Italian studies from University of Florence, an Executive MBA from the University of Malta (with a final dissertation in marketing) and a Master in journalism from A. Mondadori Editore. Prior joining BCG, Marco was Product Marketing... Read More →

Speakers

Mark Brown

Professor of Digital Learning, National Institute for Digital Learning at Dublin City University

Juliana Elisa Raffaghelli

Researcher, Open University of Catalonia

https://www.linkedin.com/in/julianaraffaghelli/ https://www.researchgate.net/profile/Juliana_Elisa_Raffaghelli https://unifi.academia.edu/JulianaRaffaghelli

Chih-Hsiung Tu

Northern Arizona University

Maddalena Della Volpe

University of Salerno

Friday September 22, 2017 11:30 - 13:00 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Session

11:30 CEST

S11: Global vs local learning environments

Badi IbrahimI (IONIS Education Group), Isabelle Druet (IONISx): When Universities become lifelong learning channels, broadcasting interactive content to varied audiences

Ruth Kerr, Ilaria Merciai (Federica Weblearning Center - University of Naples Federico II): Addressing cultural and linguistic diversity in an online learning platform

Luisa Varriale, Paola Briganti (University of Naples Parthenope): Personality/Learning Styles and Context/Organization: Wich combination for mote effective e-learning platofrms?

Davide Bizjak, Teresa Anna Rita Gentile, Ernesto De Nito, Paolo Canonico (University of Naples Federico II): Understanding University through MOOCs: A Narrative Approach

Moderators

Eva Dobozy

Curtin University

Speakers

Davide Bizjak

University of Naples Federico II

Badi Ibrahim

Director of Digital Learning, IONIS Education Group

Managing Director @IONISx, Director of Digital Learning @IONIS Education Group

Ruth Kerr

Internationalisation. EMOOCs 2019 Organisation, Federica Weblearning

Luisa Varriale

University of Naples Parthenope

Friday September 22, 2017 11:30 - 13:00 CEST
Room A

Session

11:30 CEST

S12: Gamification in MOOC design and pedagogy

Elena Dell'Aquila, Orazio Miglino, Davide Marocco (University of Naples Federico II): Soft skills training in digital environments

Raffaele Di Fuccio (University of Naples Federico II): Soft-skills training in the higher education: the meeting point between the MOOCs and the Serious Games

Romina Nesti (Department of Education and Pychology, Univesity of Florence): Gamification as instructional design for on line teaching

Julie-Ann Sime (Lancaster University): Developing MOOC Pedagogy. Gamification and Intelligent Tutoring Systems

Moderators

Luigia Simona Sica

University of Naples Federico II

Speakers

Elena Dell'Aquila

Postdoctoral Researcher, Università degli Studi di Napoli Federico II

Raffaele Di Fuccio

University of Naples Federico II

Romina Nesti

Department of Education and Pychology, Univesity of Florence

Julie-Ann Sime

Lecturer in Technology Enhanced Learning, Lancaster University

Friday September 22, 2017 11:30 - 13:00 CEST
Room B

Session

11:30 CEST

S13: Integrating MOOCs into on-campus practice

Manuel Leon-Urrutia, Lisa Harris, Nicholas Fair (University of Southampton): Enhancing the Student Experience: integrating MOOCs into Campus-Based modules

Jutta Pauschenwein, Christian Friedl (FH JOANNEUM): BizMOOC for universities. How to integrate MOOCs in traditional university classes

Federica Oradini, Gunter Sauners (University of Westminster): Facilitating blended learning through a basic re-design of the physical classroom space

Daniel Pérez Grande, Manuel Sanjurjo-Rivo, Mario Merino, Filippo Cichocki, David Morante, Gonzalo Sánchez, Manuel Soler, Xin Chen, Eduardo Ahedo (Universidad Carlos III de Madrid): The Conquest of Space: a MOOC and a SPOC for engaging students in STEM careers

Moderators

Valentina Reda

R&D and Strategic Partnerships, University of Naples Federico II, Federica Web Learning

Valentina Reda is a PhD in Political Science. She is head of R&D operations and Strategic Partnerships at the Federica Web Learning Centre of the University of Naples, Federico II (www.Federica.eu). She is responsible for the IPSAMOOC project, the first portfolio of online courses... Read More →

Speakers

Daniel Pèrez Grande

Universidad Carlos III de Madrid

Federica Oradini

University of Westminster

Jutta Pauschenwein

FH JOANNEUM

Manuel Leon Urrutia

Student, University of Southampton

Friday September 22, 2017 11:30 - 13:00 CEST
Room C Congress Center Federico II - Via Partenope, 36 - Napoli

Session

13:00 CEST

Lunch

Friday September 22, 2017 13:00 - 14:30 CEST
Lunch / Coffee Break Room Congress Center Federico II - Via Partenope, 36 - Napoli

Meals

14:30 CEST

S14: Opening up the language-learning classroom via OER, VLEs and CLIL

Immacolata Ercolino (School of Advanced Studies University of Camerino - MC): Technologies and Multimedia for Content and Language Integrated Learning (CLIL) on the UNICAM Moodle platform

Laura McLoughlin, Francesca Magnoni (National University of Ireland, Galway): New Paradigms in Online Learning: Comparing FutureLearn and Blackboard platforms for online language courses

Anna Mongibello, Katherine E. Russo, Jacqueline Aiello (University of Naples "L'Orientale"): Blurring the Boundaries of EFL: Addressing Motivation and Translocal Identities in Virtual Learning Environments

Thi Phuong Le Ngo, Marie-Françoise Narcy-Combes, Sophie Belan, Rebecca Starkey-Perret (University of Nantes): The integration of a virtual resource center in a task-based blended language learning program in a French university

Maria Perifanou (University of Macedonia): Opening Up Language Education: Deliver a Language MOOC using open source software and OERs

Moderators

Jack Koumi

Consultant/Trainer, Educational Media Production Training

Speakers

Immacolata Ercolino

PhD Student, School of Bioscience University of Camerino (MC) Italy

Immacolata Ercolino is a PhD student at the Camerino University- Italy in Science teaching Life Science.The aim of her doctoral project is to create a platform in order to help teachers and learners to become more confident in teaching Science with CLIL methodology.In fact her research... Read More →

Laura McLoughlin

National University of Ireland, Galway

Anna Mongibello

University of Naples "L'Orientale"

Thi Phuong Le Ngo

University of Nantes

Maria Perifanou

University of Macedonia

Friday September 22, 2017 14:30 - 16:00 CEST
Room A

Session

14:30 CEST

S15: New forms of assessment for digital environment

Antonio Lanzotti, Fabrizio Renno, Maddalena Molaro, Stanislao Patalano, Stefano Papa, Andrea Tarallo (University of Naples Federico II): Federica MOOC (Massive Open Online Course): a blended course in engineering drawing

Valerio Villa (Università degli Studi di Brescia): Integrated approach to innovation in teaching methods

Giorgio Colombo (Politecnico di Milano): User centered design of a MOOC

Maria Grazia Violante (Politecnico di Torino): The impact of interactive ICT-based and web tools in the e-learning scenario

Moderators

Caterina Rizzi

Università degli Studi di Bergamo

Speakers

Giorgio Colombo

Politecnico di Milano

Antonio Lanzotti

Professor - Director Fraunhofer JL ideas, Università degli Studi di Napoli Federico II

Valerio Villa

Università degli Studi di Brescia

Maria Grazia Violante

Politecnico di Torino

Friday September 22, 2017 14:30 - 16:00 CEST
Room B

Session

14:30 CEST

SS2: MOOCs & BOOKs. How publishers are facing the MOOC challenge

Francesca Bonadei (Springer): eLearning at SpringerNature: from Online Courses to the MOOCs & Books project

James Fletcher (Wiley): The Spectrum of Publisher Content Options in Online Learning

Nicola Avanzini (De Agostini): MOOCs and Books: A Possible Collaboration

Andrea Angiolini (Il Mulino): To each his/her own. How analytics and machine learning can

Moderators

Mauro Calise

Director, Federica Weblearning, Università degli Studi di Napoli Federico II

Speakers

Andrea Angiolini

Editorial and Digital Director, Il Mulino publishing House

Nicola Avanzini

De Agostini

Francesca Bonadei

EXECUTIVE EDITOR, SPRINGER

James Fletcher

Wiley

Friday September 22, 2017 14:30 - 16:00 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Special Session

16:00 CEST

Coffee Break

Friday September 22, 2017 16:00 - 16:30 CEST
Lunch / Coffee Break Room Congress Center Federico II - Via Partenope, 36 - Napoli

Meals

16:30 CEST

S16: Improving e-Skills through MOOCs

Annalisa Buffardi, Samuele Calzone, Claudia Chellini, Gabriella Taddeo (INDIRE): The learning divide. An empirical survey of Italian students and teachers

Antonella Poce, Francesco Agrusti, Maria Rosaria Re (Roma Tre University): Evaluate critical thinking through MOOC: The Roma Tre University

Chih-Hsiung Tu, Cherng-Jyh Yen, Claudia Rodas, Hoda Harati, Laura Sujo-Montes (Northern Arizona University): The Relationship Between Self-regulated Learning (SRL) Skills and Online Accelerated Learning Experiences

Moderators

Orazio Miglino

Professore di psicologia dello sviluppo, Università degli Studi di Napoli Federico II

Speakers

Annalisa Buffardi

Researcher, Indire

Antonella Poce

Associate Professor, Roma Tre University

Antonella Poce is Associate Professor, qualified full professor, in Experimental Pedagogy at the Department of Education – University Roma TRE, where she chairs the Centre for Museum and Digital Studies and the post graduate courses: annual Museum Education and biennial Advanced... Read More →

Chih-Hsiung Tu

Northern Arizona University

Friday September 22, 2017 16:30 - 18:00 CEST
Room A

Session

16:30 CEST

S17: Mobile technology and MOOCs

Anastasios Economides, Maria Perifanou (University of Macedonia): Learner-centered mobile MOOCs

Manuel Serrano, Christian Wandeler, Otto Benavides (California State University Fresno): Technology in adoption in higher education: impact of faculty professional development on tablet integration for teaching

Sabina Maraffi (University of Camerino), Francesco M. Sacerdoti (e-voluzione srl): Learning on Gaming with a new digital educational environment

Maria José Loureiro, Lucia Pombo, Margarida Morais Marques, Luís Afonso, Paulo Dias, Joaquim Madeira, Lísia Lopes, Rosa Pinho (University of Aveiro): Technology and innovation in Science Education for authentic learning. EduPARK, a project that explores augmented reality in an urban green park

Moderators

Maria Perifanou

University of Macedonia

Speakers

Anastasios Economides

Professor, University of Macedonia

Prof. Anastasios A. Economides is Full Professor at the University of Macedonia, Thessaloniki, Greece (http://www.uom.gr) and the deputy representative at EL.ID.E.K. (the official administration for the National/Greek Research Policy). He is Founder and Director of the SMILE (Smart... Read More →

Maria José Loureiro

ccTICua Universidade Aveiro, University of Aveiro

Sabina Maraffi

PhD student, School of Science and Technology, geology Division, University of Camerino, Italy

Manuel Serrano

California State University, Fresno

Friday September 22, 2017 16:30 - 18:00 CEST
Room B

Session

16:30 CEST

S18: Visual learning and online pedagogy

Nancy Akhavan (California State University, Fresno): Picting and Picturing as Visual Instructional Tools. Using pictures and video with intentionality to advance student learning beyond what words can produce

Julie-Ann Sime, Chrysoula Themelis (Lancaster University): ViLi project -Visual experiential learning in MOOCS. Going visual in online education: A study of visual literacies in Higher Education and vocational training.

Grégoire Vincke, Raphaël Marée, Valérie Defaweux, Isabelle Salmon, Dominique Verpoorten (University of Liège), Patsy Renard (University of Namur): From campus based practical sessions to MOOC: teaching histology using the web platform Cytomine as a virtual microscope

Moderators

Otto Benavides

Emeritus Professor, California State University, Fresno

Speakers

Nancy Akhavan

California State University, Fresno

Julie-Ann Sime

Lecturer in Technology Enhanced Learning, Lancaster University

Grégoire Vincke

University of Liège

Friday September 22, 2017 16:30 - 18:00 CEST
Room C Congress Center Federico II - Via Partenope, 36 - Napoli

Session

18:00 CEST

Closing ceremony

Friday September 22, 2017 18:00 - 18:30 CEST
Aula Magna Congress Center Federico II - Via Partenope, 36 - Napoli

Plenary Session

10:00 CEST

Cultural excursion

BOOKING CULTURAL EXCURSION ON 20th AND 21st FROM 1:00 to 3:00 pm
(more info: desk ground floor)

For those of you who are still here in Naples on Saturday 23rd September, a walking tour has been arranged to enable you to get to know Naples and its fascinating history a little better.

Here are the details.
Ancient Naples, the historic center of Naples
A fascinating tour where myth and legend blend with history to discover a city whose origins are linked to the Siren Partenope. As you walk through the historic centre, you will trace the historical and artistic development of the city, from from the first Greek settlement to the extravagant baroque period. Streets, squares, churches and monuments, are an incredible artistic and historical treasure trove.
Along the way, you will visit ancient sites such as the Church of Gesù Nuovo, the Monastery Complex of St. Clare, and the famous Sansevero Chapel with its fascinating Veiled Christ. We will see the streets where todays artisans continue the tradition of the Neapolitan Nativity Scenes, and will take in the Duomo, which houses the blood of San Gennaro, patron saint and protector of the city of Naples.

Departure time 10.00 am
Meeting point Piazza Dante, under statue of poet (20 minute-walk from conference venue, otherwise short taxi ride).

Duration approx 3 hours.

Cost 29,00 euros per person, payable at conference on 20th and 21st from 1:00 to 3:00 pm (ground floor). This includes entrance to all the paying monuments you will visit.

Saturday September 23, 2017 10:00 - 13:30 CEST
Piazza Dante Piazza Dante, Napoli

Cultural excursion