Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (11th, Porto, Portugal, October 25-27, 2014)

Abstract

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2014 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The conference included the Keynote Lecture: "Designing Learning Environments in a Digital Age: The Quest for What to Consider," by Professor Jan Elen, Faculty of Psychology and Educational Sciences, K.U. Leuven, Belgium. The conference included a panel entitled: "Competencies, Challenges, and Changes: A Global Conversation About 21st Century Teachers and Leaders" by Lynne Schrum, Rose Dolan, Dirk Ifenthaler, Ronghuai Huang, Dale Niederhauser, and Neal Strudler. Papers in the proceedings include: (1) Interactive Application in Spanish Sign Language for a Public Transport Environment (José Guillermo Viera-Santana, Juan C. Hernández-Haddad, Dionisio Rodríguez-Esparragón, and Jesús Castillo-Ortiz); (2) A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise (Maria Cutumisu, Doris B. Chin, and Daniel L. Schwartz); (3) Investigating Teachers' Readiness, Understanding and Workload in Implementing School Based Assessment (SBA) (Norsamsinar Samsudin, Premila A/P Rengasamy, Jessnor Elmy Mat Jizat, Hariyaty Ab Wahid, and Norasibah Abdul Jalil; (4) The Effects of Frequency of Media Utilization on Decision Making of Media Choice (Yasushi Gotoh); (5) Comparing Novices & Experts in Their Exploration of Data in Line Graphs (Bruce H. Tsuji and Gitte Lindgaard); (6) Assessment Intelligence in Small Group Learning (Wanli Xing and Yonghe Wu); (7) Collaborative Creativity Processes in a Wiki: A Study in Secondary Education (Manoli Pifarré, Laura Marti, and Alex Guijosa); (8) LSQuiz: A Collaborative Classroom Response System to Support Active Learning Through Ubiquitous Computing (Ricardo Caceffo and Rodolfo Azevedo); (9) Impacts of MediaWiki on Collaborative Writing Among Teacher Students (Said Hadjerrouit); (10) Teachers' Perceptions of the Individual Case Studies' Literacy Performance and Their Use of Computer Tools (Odette Bourjaili Radi); (11) Exploring Opportunities to Boost Adult Students' Graduation--The Reasons Behind the Delays and Drop-Outs of Graduation (Päivi Aarreniemi-Jokipelto and Asta Bäck; (12) Effective Use of a Learning Management System to Influence On-Line Learning (Xu Hongjiang, Sakthi Mahenthiran, and Kenton Smith); (13) Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect (Charoula Angeli, Nicos Valanides, Eirini Polemitou, and Elena Fraggoulidou); (14) Comparative Case Study on Designing and Applying Flipped Classroom at Universities (Cheolil Lim, Sunyoung Kim, Jihyun Lee, Hyeonsu Kim, and Hyeongjong Han); (15) Organizational Leadership Process for University Education (Ricardo Llamosa-Villalba, Dario J. Delgado, Heidi P. Camacho, Ana M. Paéz, and Raúl F. Valdivieso); (16) Academic versus Non-Academic Emerging Adult College Student Technology Use (Joan Ann Swanson and Erica Walker); (17) Creative Stories: A Storytelling Game Fostering Creativity (Antonis Koukourikos, Pythagoras Karampiperis, and George Panagopoulos); (18) An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria (Steve Bennett, Trevor Barker, and Mariana Lilley); (19) ICT Competence-Based Learning Object Recommendations for Teachers (Stylianos Sergis, Panagiotis Zervas, and Demetrios G. Sampson); (20) Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction (Kausalai [Kay] Wijekumar, Bonnie J.F. Meyer, and Puiwa Lei); (21) Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning (Teresa Wallace and David Georgina); (22) ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations (Panagiotis Zervas, Stefanos Fiskilis, and Demetrios G. Sampson); (23) Digital Storytelling: Emotions in Higher Education (Sandra Ribeiro, António Moreira, and Cristina Pinto da Silva); (24) Design in Practice: Scenarios for Improving Management Education (Lee Schlenker and Sébastien Chantelot); (25) Factors Influencing Students' Choice of Study Mode: An Australian Case Study (Dirk Ifenthaler, Maree Gosper, Matthew Bailey, and Mandy Kretzschmar); (26) Addressing Standardized Testing Through a Novel Assessment Model (Catherine C. Schifter and Martha Carey); (27) "It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App (Ka Rene Grimes); (28) A User Centered Faculty Scheduled Development Framework (Shohreh Hadian and Nancy Sly); (29) Musical Peddy-Paper: A Collaborative Learning Activity Supported by Augmented Reality (José Duarte Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes); (30) Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101 (Catherine Adams and Yin Yin); (31) The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis (Yasuyuki Nakamura, Shinnosuke Nishi, Yuta Muramatsu, Koichi Yasutake, Osamu Yamakawa, and Takahiro Tagawa); (32) Using Five Stage Model to Design of Collaborative Learning Environments in Second Life (Sevil Orhan and M. Kemal Karaman); (33) Students' Reflections Using Visualized Learning Outcomes and E-Portfolios (Takatsune Narumi and Yasushi Gotoh); (34) The Efficiency of Different Online Learning Media--An Empirical Study (Franziska J. Kößler and Marco M. Nitzschner); (35) Microblogging Best Practices (Shohreh Hadian and Maria-Elena Froese); (36) DIY Analytics for Postsecondary Students (Timothy Arndt and Angela Guercio); (37) Project "Flappy Crab": An Edu-Game for Music Learning (Cristina Maria Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, José Bidarra, and José Duarte Cardoso Gomes); (38) Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia (Jessnor Elmy Mat-jizat, Norsamsinar Samsudin, and Rusliza Yahaya); (39) A Cross Cultural Perspective on Information Communication Technologies Learning Survey (Hale Ilgaz, Sacide Güzin Mazman, and Arif Altun); (40) An App for the Cathedral in Freiberg--An Interdisciplinary Project Seminar (Cindy Kröber and Sander Münster); (41) Possible Science Selves: Informal Learning and the Career Interest Development Process (Leila A. Mills); (42) A Case Study of MOOCs Design and Administration at Seoul National University (Cheolil Lim, Sunyoung Kim, Mihwa Kim, Songlee Han, and Seungil Seo); (43) Persistent Possible Science Selves (Leila A. Mills and Lin Lin); and (44) Towards a Collaborative Intelligent Tutoring System Classification Scheme (Rachel Harsley). Individual papers contain references. An author index is included.