The 7th International conference on Learning Technology for Education Challenges
What learning professionals should know
|Submission of tutorial:||
10th January, 2018
|Submission of paper:||
31st January, 2018
28th February, 2018
|Early Registration||10th April, 2018|
|Camera ready||10th April 2018|
|Conference date||6th August, 2018|
The conference is preceded by one day of free tutorials for participants who wish to learn state of the art of research relating to the topics of KMO and LTEC. The tutorials will be held on the 6th August 2018. The conference itself commences on the 7th August, 2018
The 7th International conference on Learning Technology for Education Challenges (LTEC 2018) will be held conjunction with KMO 2018. It will provide the scientific community with a dedicated forum for discussing research and presentation of your work in Learning Technology for Education Challenges (LTEC).
New technologies impact the ways we learn and teach. When mapping out strategies for the next few years, it is important that we carefully consider the elements of technology, learning science, and societal influences to ensure that we have a strategy that is on target, scalable, and meets the needs of the learners to help them achieve organizational goals and objectives.
There are several technology-enabled learning trends that will help shape learning across universities and industries in the coming years. It is important to keep abreast with these technologies to ensure that students’ skills are up-to-date and aligned with new realities.
Microlearning is the concept of delivering content to learners in small, specific bursts over time or just when needed. This has led to short how-to-videos that last less than five minutes and to small text message-based instruction. However, microlearning solutions require design and technology, which most existing platforms, authoring tools, and processes do not fully support. Another technology that we are witnessing is the use of smartphones and mobile devices for consumption of learning.
Game-based learning enhances motivation, engagement and knowledge retention. Gamification and serious games are prominent corporate e-Learning trends. E-Learning games give students the rare opportunity to learn information without even realizing it. Besides game based learning, Curation of Content is on the rise. We expect to see more carefully-selected, user-focused e-Learning content, including blogs, forum threads, guides, videos, and articles. This will help organizations to create a modern and holistic set of learning content delivered via designed content or multiple resources that don’t need to be made from scratch.
Using data can help us to learn how to quickly see where we need to improve e-Learning content. Data offers a smart way to personalise learning content. The increased adoption of big data will allow E-Learning administrators to personalise learning content, provide timely motivation and test the effectiveness of various learning theories and strategies.
Massive Open Online (MOOC) Courses will continue to grow and it is important to look into how this method can be used as an effective tool for learning. Cloud-based learning is steadily gaining ground and the latest trend has seen Learning Management Systems and authoring tools switch to cloud-based platforms. Crowd sourcing is vital in education today to extract a wide range of educational information which is available online. It has great benefits in developing the best practices in education for learning institutions and students. Virtual Reality (VR) tools and Apps are used as tools of intelligence education that immerse the student in the lesson through hearing and visuals. VR learning tools enhance and create real learning experiences in fields such as science, biology, geology, literacy, history and much more. VR tools used in classrooms create many educational possibilities and increase student engagement.
The use of technology in education will continue to upsurge. Learning methods could become entirely technology driven. It is predicted that more technology trends will continue to enhance modern learning. More students will use devices, gadgets to support learning in education. The internet and technology-driven generation will continue to reform traditional learning systems to adaptable practices.
There is much research that shows learning technology has the potential to improve learning. Besides technologies, there are also new pedagogical advances in learning and teaching.
The 7th LTEC (2018) examines how these technologies and pedagogical advances can be used to change the way teachers teach and students learn while giving special emphasis to the pedagogically effective ways we can harness these new technologies in education. The conference seeks contributions that address theory, research, practice and policy, especially those that can also be focused on particular approaches, technologies and domains are most welcome. The aim is to provide a platform for research in the very broad area of educational technology that bridges theory, research, practice and policy. No disciplines and/or approaches are excluded.
This conference will provide the ideal opportunity to present your research to an international audience. It offers participants an overview of the current situation of education and new learning technologies. You will be able to listen to experts from different countries, representing all continents.
LTEC 2018 brings together academic research and practical applications of education from all areas, seeking to bring top research and proven best practices together into one location, for the purposes of helping practitioners find ways to put research into practice, and for researchers to gain an understanding of additional real-world problems. Academic research papers, case studies and work-in-progress/posters are welcomed approaches. PhD Research, proposals for roundtable discussions, non-academic contributions and product demonstrations based on the main themes are also invited. We welcome researchers from both industry and academia to submit original results of their works.
If you wish to learn more about how technology and learning theories are influencing education, then do not miss the opportunity to come to LTEC (2018).
Call For Papers
Instructions for Authors
Papers reporting original and unpublished research results pertaining to the above topics are solicited (Proceedings will be published by Springer). Full paper and all other submissions deadline is 31st January, 2018. These papers will undergo an academic review process. All papers are blind reviewed.
*IMPORTANT: Please do not include the author(s) information in the first submission of the paper, in order for double-blind review to take place.
LTEC 2018 welcomes the submission of papers with preference to the topics listed in the call for papers. All submitted papers will undergo a thorough review process; each paper will be refereed by at least three experts in the field, based on relevance, originality, significance, quality and clarity.
All papers must be formatted according to the Springer template, with a maximum length of 12 pages, including figures and references for full papers. All proposed papers must be submitted in electronic form (WORD format) using the Paper Submission Page
Accepted papers will be included in LTEC 2018 Proceedings. At least one of the authors will be required to register and attend the symposium to present the paper in order to include the paper in the conference proceedings. All accepted papers will be published by Springer Verlag (LECTURE NOTES IN Communications in Computer and Information Science).
The attachment must be in Word .doc format.
Authors of selected papers from LTEC will be invited to extend and revise their papers for submission to the special issue of International journal of Learning Technology (IJLT) published by Inderscience.
The conference topics include, but are not limited to:
- E-learning theory
- E-learning/Mobile Learning/Distance Learning/Virtual Learning
- Emerging technologies and shifting business models in Higher Education and Training
- Emerging Technologies in Education
- Emerging tools for education
- Evaluation of Learning Technologies
- Future of Learning Technology
- Game-based learning and systems
- Games for Learning
- Gamification in e-learning
- How analytics can help distil university business strategy and governance outcomes
- Immersive Learning and Multimedia applications
- Implications of big data in education
- Individual e-learning
- Infrastructure, Technology & Techniques
- Innovation and Change In Education
- Integrated Learning and Educational Environments
- Intelligent Learning Systems
- Intelligent Tutoring and Monitoring Systems
- Interaction in e-learning
- Interactive multimedia in education and training
- IoT for learning
- Issues in learning analytics such as ethics, cultural transitions, capacity building, etc
- Adaptive e-Learning technologies
- Adoption of Learning Technology
- Augmented Learning
- Applications and Integration of E-education
- Application of instructional design theories
- Assessment in e-Learning
- Assessment in Learning
- Asynchronous Interaction
- Best practice in e-Learning
- Blended Learning
- Big data analytics for e-Learning
- Building Communities of Learning
- Business model for using MOOCs
- Classroom, Ubiquitous and Mobile Technologies Enhanced Learning
- Cloud computing and e-Learning
- Collaboration in e-Learning
- Community based e-learning
- competency-based education (CBE)
- Computer and Web Based Software
- Computer Supported Collaborative Learning
- Computer-aided Assessment
- Computer-Mediated Communication
- Constructivist Perspectives
- Content and Multimedia Applications
- Course Development Strategies
- Cultural differences in e-Learning
- Data Analytics & Big Data in Education
- Data Mining & Knowledge Discovery
- Data Mining and Web Mining in Education
- Data Security in e-Learning systems
- Design of Learning Technology
- Didactics of e-Learning
- Diffusion of Innovation in Education
- Learning Technology in Industry and Universities
- Learning tools experiences and Cases of Study
- Life Long Learning and Technology
- Life Long Learning, MOOC's and Data Analytics
- Management of e-learning
- Mobile Learning
- MOOCs in practice
- Multimedia in e-learning
- Multimedia Support of Language & Culture
- Pedagogical Issues
- Pervasive Learning and Embedded Ubiquitous Learning
- Problem-based Learning
- Professional Development & Teacher Training
- Quality control in e-learning
- Responsive/ Multi-Device Learning
- Semantic Web and Ontologies for Learning Systems
- Simulations and Virtual Learning Environments
- Social media in e-learning
- Social learning
- Smart Education
- Standardization, Reusability and Interoperability Issues
- Standards and Specifications
- Standards in e-learning
- Students as Partners in Learning Design and Research
- Digital Libraries for e-Learning
- Distance Learning vs. e-Learning
- Distributed E-learning Environments Reality
- E-Assessment and New Assessment Theories and Methodologies
- Educational Innovations and Best Practices
- Educational Technology & Globalization
- E-learning Analytic approaches, methods, and tools
- E-learning Evaluation and Content
- Educational Games
- E-learning in distance education
- E-learning in Web 3.0
- E-learning on mobile devices
- E-learning Portals
- Knowledge Management for Learning Technology
- Learning analytics
- Learning Analytics and Educational Data Mining
- Learning and Knowledge Management
- Learning as a Service
- Learning in a Digital Age
- Learning Objects and Standard
- Learning Strategies: Learn how to Learn
- Learning Technology for Lifelong Learning
- Systems and Technologies in E-education
- Technology Adoption and Diffusion of E-learning
- Technology Enhanced Science Learning
- Technology Support for Pervasive Learning
- The concept of sharing for e-learning and e-teaching
- The future of MOOCs
- The role of teachers in e-learning
- Theoretical Bases of e-Learning Environments
- Tracking learning activities
- Ubiquitous Learning
- Usability in Learning Technology
- Uses of Multimedia
- Virtual Learning Environments
- Wearable computing technology In e-learning
- Web 2.0 and Social computing for learning
- Web 2.0 and Social Computing for Learning and Knowledge Sharing
- Web 2.0 Technologies and The Classroom
- Wiki and blogs in Higher Education
- Wireless, Mobile and Ubiquitous Technologies for Learning
- Workplace e-learning
- Work-related Learning
Submission of full papers from all aspects of learning technology and education will be welcome. Papers should contain original contributions not published or submitted elsewhere, and references to related state-of-the-art work.
Call For Tutorials
In addition to the conference, there will be pre-conference tutorials relating to the state of the art in the topics of the conference.
Topics of Interest
Tutorials should address topics that fall in the general scope of KMO 2018 & LTEC 2018.
- The topic must be a state of the art research topic with a clear focus on a specific problem, technology or application,
- There should be a sufficiently large community interested in the topic.
|Submission of tutorial:||
10th January, 2018
|Submission of paper:||
31st January, 2018
28th February, 2018
|Early Registration:||10th April, 2018|
|Camera ready:||10th April 2018|
|Conference date:||6th August 2018|
Tutorial proposals should be submitted as a single PDF file of no more than 5 pages. Proposals should contain the following information:
- Title of tutorial,
- Abstract (200 words),
- Description of topic and relevance to KMO or LTEC
- Format of tutorial (1/2 day, 1 day),
- Tutorial organizer(s) and their qualifications,
- A brief discussion of why the topic is of particular interest at this time,
- Overview of content, description of the aims, presentation style, potential/preferred prerequisite knowledge,
- Required materials (e.g. will you need internet access, lab access, specific software installed?),
- Intended audience and expected number of participants.
Data regarding the presenter(s) (name(s), affiliation, email address, homepage) and short description of their expertise, experience in teaching and tutorial presentation. Please submit proposals by E-mail (in PDF format) to L.Uden@staffs.ac.uk
Benefits to the Tutorial Presenter
- Free conference registration (including conference bag, proceedings, coffee breaks, lunch, conference banquet).
- Free accommodation during the conference period.
- Free airport transfer between airport and hotel.
Professor Lorna Uden - Staffordshire University, UK
Assoc. Prof. Jozef Ristvej - University of Žilina, Slovakia
Prof. Dario Liberona - Universidad Santa Maria, Chile
- Birgit Feldmann - FernUniversität in Hagen, Germany
- Prof. D'Arcy Becker - University of Wisconsin, USA
- Prof. Dario Liberona - Universidad Santa Maria, Chile
- Prof. I Hsien Ting - National University of Kaohsiung, Taiwan
- Prof. Jane Sinclair - University of Warwick, UK
- Dr. Sean W. M. Siqueira - Federal University of the State of Rio de Janeiro, Brazil (UNIRIO)
- Prof. Jeremiah Sullins - Harding University, USA
- Prof. Lorna Uden - Staffordshire University, UK
- Prof. Michael Vallance - Future University Hakodate, Japan
- Prof. Sabine Seufert - Universität St.Gallen (HSG), Switzerland
- Prof. Sunnie Lee Watson - Purdue University, USA
- Prof. Viktorija Florjančič - University of Primorska, Koper, Slovenia
- Prof. Kelly Reinsmith-Jones - East Carolina University, USA
- Prof. Dale Barker - Arizona State University, USA
- Prof. Fotini Paraskeva - University of Piraeus, Greence
- Prof. Debora Nice Ferrari Barbosa - Universidade Feevale., Brazil
- Prof. Viktorija Florjančič - University of Primorska, Koper, Slovenia
- Prof. Fernando Moreira - Univ Portucalense, Aveiro, Portugal
- Prof. Waseem Sheikh- Purdue University Northwest
- Prof. Cesar A. Collazos - Universidad del Cauca-Colombia, Colombia
- Dr. Hui-Min Lai - Chienkuo Technology University, Taiwan
- Dr. Eric Kin-Wai Lau - City University, Hong Kong
- Dr. Alberto Magreñán - Universidad Internacional de La Rioja, Logroño, Spain
Dr. Anna Závodská - University of Žilina, Slovakia
Dr. Veronika Šramová - University of Žilina, Slovakia
Ing. Lenka Mičechová - University of Žilina, Slovakia
- Please register via online form.
- After registration, we will send you an invoice via email.
- Pay the registration fee according the information in the invoice.
- In case you need an official invitation letter for Visa purposes, please write an email to: email@example.com
In registration for LTEC, the registration for collocated event KMO is included.
- Regular and student ticket includes everything: pre-conference tutorials, attendance to KMO and LTEC lectures, conference pack with proceedings, coffee breaks & refreshments, lunches for all three conference days and conference dinner, social events on Monday, Tuesday, Wednesday and Thursday. Post conference tour on Friday is not included.
- A maximum of 12 pages per contribution is allowed. However, it is possible to extend the paper until 4 additional pages by paying an additional fee.
- A registered person may present several contributions with one regular fee, but an additional charge is requested on publishing expenses.
- Accompanying person will be charged extra 100€. For more information, please, contact Dr. Anna Zavodska: firstname.lastname@example.org
Dr. Jay Liebowitz
Distinguished Chair of Applied Business and Finance at Harrisburg University of Science and Technology, USA
The Synergy Between Knowledge Management and Analytics
This presentation will focus on two communities that should be working more closely together. In this era of big data and analytics, knowledge management can play a key role in managing the governance of data and providing intuition-based decision making to complement data analytics. Some suggestions for conceptual frameworks for integrating KM and analytics will be discussed, as well as ways to advance the integration between the two fields. Last, some of our global Fulbright research on how well do executives trust their intuition will be highlighted.
Dr. Jay Liebowitz is the Distinguished Chair of Applied Business and Finance at Harrisburg University of Science and Technology. He previously was the Orkand Endowed Chair of Management and Technology in the Graduate School at the University of Maryland University College (UMUC). He served as a Professor in the Carey Business School at Johns Hopkins University. He was ranked one of the top 10 knowledge management researchers/practitioners out of 11,000 worldwide, and was ranked #2 in KM Strategy worldwide according to the January 2010 Journal of Knowledge Management. At Johns Hopkins University, he was the founding Program Director for the Graduate Certificate in Competitive Intelligence and the Capstone Director of the MS-Information and Telecommunications Systems for Business Program, where he engaged over 30 organizations in industry, government, and not-for-profits in capstone projects.
Prior to joining Hopkins, Dr. Liebowitz was the first Knowledge Management Officer at NASA Goddard Space Flight Center. Before NASA, Dr. Liebowitz was the Robert W. Deutsch Distinguished Professor of Information Systems at the University of Maryland-Baltimore County, Professor of Management Science at George Washington University, and Chair of Artificial Intelligence at the U.S. Army War College.
Dr. Liebowitz is the Founding Editor-in-Chief of Expert Systems With Applications: An International Journal (published by Elsevier), which is ranked #1 worldwide for AI journals according to the h5 index of Google Scholar journal rankings (March 2017). ESWA was ranked third worldwide for OR/MS journals (out of 83 journals), according to the 2016 Thomson impact factors. He is a Fulbright Scholar, IEEE-USA Federal Communications Commission Executive Fellow, and Computer Educator of the Year (International Association for Computer Information Systems). He has published over 40 books and a myriad of journal articles on knowledge management, analytics, intelligent systems, and IT management. His most recent books are Knowledge Retention: Strategies and Solutions (Taylor & Francis, 2009), Knowledge Management in Public Health (Taylor & Francis, 2010), Knowledge Management and E-Learning (Taylor & Francis, 2011), Beyond Knowledge Management: What Every Leader Should Know (Taylor & Francis, 2012), and Knowledge Management Handbook: Collaboration and Social Networking, 2nd ed. (Taylor & Francis, 2012), Big Data and Business Analytics (Taylor & Francis, 2013), Business Analytics: An Introduction (Taylor & Francis, January 2014), Bursting the Big Data Bubble: The Case for Intuition-Based Decision Making (Taylor & Francis, August 2014), A Guide to Publishing for Academics: Inside the Publish or Perish Phenomenon (Taylor & Francis, 2015), Successes and Failures of Knowledge Management (Morgan Kaufmann/Elsevier, 2016), and Actionable Intelligence in Healthcare (Taylor & Francis, 2017). Dr. Liebowitz served as the Editor-in-Chief of Procedia-CS (Elsevier). He is also the Series Book Editor of the new Data Analytics Applications book series (Taylor & Francis). In October 2011, the International Association for Computer Information Systems named the “Jay Liebowitz Outstanding Student Research Award” for the best student research paper at the IACIS Annual Conference. Dr. Liebowitz was the Fulbright Visiting Research Chair in Business at Queen’s University for the Summer 2017. He has lectured and consulted worldwide.
Dr. Costas Bekas
Distinguished Research Staff member, managing the Foundations of Cognitive Computing group at IBM Research-Zurich, Switzerland
Scalable Knowledge Ingestion
Cognitive Computing is the new frontier of the information age. Computers have evolved into indispensable tools of our modern societies, having modernized numerous aspects of our everyday lives. Computers have facilitated the acquisition, storage and access of huge amounts of data since the very first electronic general purpose machines of the 1940s. Since then, we learned how to program computers in order to allow uses that even the wildest imagination of computer pioneers of the 50s and 60s did not capture, such as the internet, social networks and simulations of nature of incredible fidelity. Cognitive computing turns our trusted programmable machines, into cognitive companions. The systems are not programmed to simply achieve a task, but rather they are developed to reason with us in ways that are natural for us. They can debate with us, test our ideas, as these are expressed in natural language, against incredible volumes of data and give us insights that ultimately free us and let us focus on and use our deepest of human capabilities: intuition and intelligence. Cognitive systems mimic the way we humans reason, allowing us to express in unstructured ways, such as speech and vision in order to achieve in a small fraction of the previously required time feats such as pharmaceuticals and materials discovery, attacking cancer, understand complex natural ecosystems as well as man-made ecosystems such as the economy and technology. Thus, scalable knowledge ingestion holds a central part for the success of Cognitive Computing. We will discuss the remarkable progress of cognitive computing and give a glimpse of what the future may look like.
Costas Bekas, Distinguished Research Staff member, is managing the Foundations of Cognitive Computing group at IBM Research-Zurich. He received B. Eng., Msc and PhD diplomas, all from the Computer Engineering & Informatics Department, University of Patras, Greece, in 1998, 2001 and 2003 respectively. Between 2003-2005, he worked as a postdoctoral associate with prof. Yousef Saad at the Computer Science & Engineering Department, University of Minnesota, USA. He has been with IBM since September 2005. Dr. Bekas' main research interests span cognitive computing, massive scale analytics and energy aware algorithms and architectures. Dr. Bekas is a recipient of the PRACE 2012 award and the ACM Gordon Bell 2013 and 2015 prizes.
Dr. Amanda Jefferies
Professor of Technology Enhanced Learning, School of Computer Science, University of Hertfordshire, UK
Learning technology: researching the student digital experience
This session will share outcomes from recent research into our university students’ digital experiences, exploring how this can nurture their own maturity into learning so they develop self-efficacy and confident transferable life-skills. It also offers a timely challenge for practitioners to consider what aspects of their own digital practice they can develop to nurture teaching and learning excellence.
The digital explosion of the early 21st century may have led many to believe that all the current university generation are confident digital users and learners. The myth of the ‘digital native’ (Prensky, 2001) has been very pervasive and it is hard to escape this misnomer for those currently expecting to attend university. Use of social media has prevailed for the ‘millennial’ generation in the past 10 years and smartphone ownership statistics indicate a very wide take-up among the target age group of university students and teenagers. Technology ownership does not however equate to high digital competence in the use of technology for learning nor do digital competence and confidence necessarily lead to a positive digital experience of learning for all. As one university student recently commented: ‘Don’t assume everyone understands the use of digital tools within learning, we all have different levels of access to digital tools and their uses.’ (Jisc Student tracker, 2017.
The 2017 Jisc ‘Student Digital Experience Tracker’ project recognised the need to research the actual student digital experience and from the outcomes to propose a variety of levels of skills-based support for our HE digital learners as a part of the curriculum and study opportunities in HE. Feedback from the 20,000+ participants from 74 UK and 10 international HE (and FE) institutions in the 2016-17 pilot survey run by Jisc, offered a mixed picture and gave us a fresh understanding of the technology they use and how they choose to learn with it. Overall there was a rather patchy use of digital activities by students with the initial report noting that ’despite evidence that technology-mediated active learning supports better educational outcomes, the full benefits of technology to support learning are not yet realised, with technology more commonly used for convenience rather than to support pedagogic practice’ (Jisc, 2017).
At a point almost two decades into the 21st century, emerging data from a follow-on Jisc study indicates that by and large students embrace the use of the digital environment because it helps them to develop as independent learners, but there is a handful who find that technology can distract them from learning. 82% of HE learners responding to the original Jisc survey agreed that digital skills would be important in the workplace after they had graduated, but only 50% agreed that their course prepared them for the digital workplace. There is clearly more work to be done to embed digital support and capabilities into the curriculum and to provide an excellent digital experience for forthcoming generations of students.
Dr Amanda Jefferies is Professor of Technology Enhanced Learning in the School of Computer Science at the University of Hertfordshire in the UK, where she leads the Technology Supported Learning Research group. Since 2007 she has directed, evaluated and disseminated several Jisc-supported UK projects for managing institutional change, researching the student experience of using technology for learning and introducing technology into HE institutions.
Her long-standing commitment and contribution to developing an excellent student experience in blending online and face to face engagement was recognised with her nomination by the university and the personal award of a UK National Teaching Fellowship in 2011.
Alongside invitations to speak and present her work in Europe, Canada, China and Australia she is a member of the Jisc Learning and Teaching Experts group; she was an advisor to the national Changing the Learning Landscape project and the 2014 and 2015 JISC Summer of Student Innovation projects and still enjoys the buzz from working with undergraduate students and seeing their understanding develop. Since 2017 she has been supporting the Jisc digital student tracker research project locally at her university, as well as advising on the national research outcomes.
She is currently leading the University of Hertfordshire’s work for the three-year Erasmus+ funded project, Online Proctoring for Remote Examinations (OP4RE 2016-2019) https://www.onlineproctoring.eu/en/home/ .
Dr. Mohanad Halaweh
Associate Professor in Information Systems at the Al Falah University, UAE
The Discount Focus Subgroup Method: a new innovative method for data, information and knowledge elicitation
This tutorial aims to demonstrate a new qualitative method called Discount Focus Subgroup (DFSG) which can be used for data/information/knowledge elicitation from large group of people. DFSG can be used as research method, or as technique for gathering systems requirements, or as a method for knowledge elicitation. This tutorial provides methodological guidance for its application using an example and group activity. It will show the situations in which the method can be employed. This tutorial will also demonstrate how DFSG is distinct from the existing traditional qualitative group-based methods and why is an innovative method. In addition to that, it highlights pitfalls/problems that might be encountered when applying this method, and offers some guidelines to avoid them. This method might be used by PhD students, researchers, professionals who seek new innovative ways to gather data/information/knowledge (through face-to-face direct interaction) in a smart and economic way.
Dr. Débora Nice Ferrari Barbosa
Proffesor at the Feevale University, Brazil
Learning practices using mobile and game-based learning with students in diseases’ situations
The use of mobile and game technologies potentiates the learning process. We have been working with an institution that helps children and teenagers undergoing onco-logical treatment in south of Brazil called AMO. We realized that their main difficulty is following school during and after the periods of hospitalization or low immunity. So, in this tutorial we present our experiences with the use of tablets and educational games developed with the goal of reinforcing curricular activities for children and teenagers undergoing oncological treatment. We aims to show the pedagogical prac-tices developed with the use of mobile and games technologies, which takes place every week at AMO. The subjects are children and teenagers who study in the 3rd and 6th year of primary school, whose activities aim at improving writing skills, read-ing and logical reasoning from the perspective of mobile learning. Therefore, this tutorial presents experiences on mobile devices and digital games in non-formal edu-cational settings based on the relation among different learning practices involving the use of mobile devices resources and digital games in educational processes. We also discuss the challenges about the use of mobile and games technologies in educational processes in Brazil, such as the selection, organization and planning of digital re-sources in the educational process.
Dr. Aida Kamišalić Latifić
Teaching Assistant and Researcher at the University of Maribor, Slovenia
The blockchain technology – application in the educational domain
The blockchain technology enables the creation of a decentralized and distributed environment in which transactions and data are not controlled by one central authority. Transactions are non-repudiative, safe, comprehensive and trustworthy, as they employ cryptographic principles. Every completed transaction is recorded and kept in a publicly available ledger in a verifiable, anonymized and durable manner. The proposed tutorial will give an overview of blockchain technology, its relevance and applicability. Additionally, in the scope of the tutorial the setup and use of specific blockchain platforms in practice will be demonstrated. An application in the educational domain (EduCTX initiative) will be presented.
Dr. Vesa Nissinen
Adjunct Professor at the University of Lapland
Deep leadership® in practice
Deep Leadership® is a leadership training and coaching program widely applied in Finnish governmental and business organizations since late 1990’s. It is based on the globally leading paradigm of transactional and transformational leadership.Transactional leadership is the most typical manifestation of leadership. It is based on command and reciprocal activity in which a leader approaches a subordinate in order to exchange something, like a salary for work. In transactional leadership it is essential that the leader attempts to achieve certain Transformational leadership is more complex and more effective. Authentic transformational leadership must be grounded in moral foundations. Its primary source of power is respect. Here a leader recognizes and exploits the needs and demands of other people. Furthermore, a transformational leader aims to recognize the motives of her/his subordinate, fulfill their needs at increasingly higher levels and thus make the subordinates commit themselves comprehensively. The result at best is a stimulating and constructive interactive relationship, in which the objectives of the leader and subordinates approach each other and in which leaders can become supporters and coaches of the professional growth of their subordinates. These leaders also set a good example of learning for their subordinates and therefore support all learning activities through their behavior. The leader as well as the subordinates share the path of human development: personal growth.