June 24-28, 2019


EdMedia + Innovate Learning Workshops

Monday, June 24, 2019, 9:30 AM – 1:00 PM

Workshop 1: Making with Kids to Foster STEAM Education

Martin Ebner

Maria Grandl

Abstract: Some of Europe’s leading experts on making with children will share their experiences and different approaches within this joint workshop. The workshop will include presentations about teacher education within makerspaces at Graz University of Technologies (AT) as well as a short introduction about the first Maker Days for Kids in August 2018 for children aged 10-14 years. Participants will work with a set of tools and smaller maker projects. For example they can work with an BBC:MicroBit or an Ozobot for educational purposes. The examples shown were especially prepared for an open learning setting within a huge maker space environment. Interactive discussions will be the base to develop own future implementations.

Learning goals: Hands-on experiences with simple maker tools and projects with children for beginners and insights into maker education approaches and experiences with Maker Days for Kids.

Participants: This workshop is planned for beginners within the field of making with children. Please bring your mobile advices (phone, tablet, computer) into the workshop, if possible.

Workshop Presenters: Adj. Prof. Dr. Martin Ebner and Mag. Maria Grandl, University of Technology Graz, Austria

Workshop 2: The Collabrify Roadmap Platform: Supporting Educators in Realizing the Promises of Open Education Resources

Elliot Soloway

Cathie Norris

Abstract: Open Education Resources promise to power education into the digital age! But, what educators, all over the world are finding, is that tools are needed to manipulate those OER resources, e.g., tools for stitching together OERs into effective instruction. Towards helping educators in realizing the promise of OER, we offer the free, Collabrify Roadmap Platform.The CoRP is being used in classrooms in the U.S; it has been adopted by Michigan’s Department of Education in its #GoOpen effort.

CoRP is a free, easy-to-learn and use, device-independent, browser-based, collabrified, graphical, open platform that supports the full life-cycle of deeply-digital lessons:

  • creating and modifying OER-based lessons, called “Roadmaps,”
  • distributing lesson Roadmaps to learners for use on their devices;
  • monitoring learners, in real-time, as they move through the Roadmaps;
  • assessing the student-produced artifacts,
  • and, sharing Roadmaps in a professional community.

CoRP provides teachers will an array of learning analytics.

Participants: Attendees will build Roadmaps. We urge attendees to bring with them the outline of a lesson that they will then cast into the form of a deeply-digital lesson Roadmap. It is our intention that attendees will leave our workshop with the skills and understanding needed to continue using the free Collabrify Roadmap Platform to develop exciting curriculum to support the new generation of deeply-digital learners.

Workshop Presenters: Cathleen Norris is a Regents Professor in the Department of Learning Technologies at the University of North Texas, Denton, TX. From 1995-2001, Norris was President of the National Educational Computing Association, and led its merger with ISTE, the International Society for Technology in Education, creating the largest, international organization for technology-minded educators in the world. Norris was Co-President of ISTE from 2001-2004. Norris’ 14 years in K-12 classrooms – receiving a Golden Apple Award from Dallas ISD along the way – has shaped her university R&D agenda: developing resources to support K-12 teachers as they move into 21st century classrooms

Elliot Solowayis an Arthur F. Thurnau Professor, in the Department of Computer Science and Engineering at the University of Michigan, Ann Arbor, MI. In 2001, the UMich undergraduates selected him to receive the “Golden Apple Award” as the Outstanding Teacher of the Year at the University of Michigan.  In 2004 and in 2011, students in the College of Engineering HKN Honor Society selected Dr. Soloway to receive the “Distinguished Teacher of the Year Award.” Soloway and Norris’ educational vision is that providing K-12 teachers with OER-based, deeply-digital curriculum, that they can then localize, individualize, etc., is the key to the digital transformation of K-12.

W3: Think Different! A Card Game to Inspire Creativity and Foster Multiple Perspectives

Ariana Eichelberger

Meng-Fen Grace Lin

Abstract: Creative people are often people who can see things differently, bring about original and novel ideas with fluency, and be able to articulate their ideas to others with detail. The ability to view problems from multiple views and develop creative solutions is an essential skill in today’s fast-changing society. Interestingly, these same skills are also essential in empathizing with others. According to Wikipedia, empathy is the capacity to understand or feel what another person is experiencing from within their frame of reference. In other words, seeing from multiple perspectives with fluency and being able to relate to others by using imagination. Lack of empathy has been associated with bullying, sexual assault, and aggression. Today, we collaborate in teams on almost all projects and it is increasingly important to foster multiple perspectives and ultimately creativity.

Learning goals: Audience members will participate in two brief, interactive, hands-on activities using creativity cards. The activities have been designed to provide participants with simple yet powerful experiences. The first activity will use creativity cards as a means through which participants will experience differing perspectives on the same thing. In the second activity, the cards will be used to inspire creativity as each participant is asked to connect their card to a new way of thinking as they reflect on the first activity. Finally, participants will reflect on and discuss how they might use these or similar strategies in their own environments. The first goal of these activities is for participants to leave the session with a renewed sense of value for multiple perspectives, and how multiple perspectives can inspire and amplify creativity. The second goal is for participants to have discussed with others how the experiences they have just had could be replicated in their own environments and to what end.

Participants: In this professional development workshop, we will use simple card games to inspire creativity and foster multiple perspectives. We will provide the cards, you just need to show up ready to play. We will have two rounds of hands-on, small-group activities focused on creativity and multiple perspectives. In round three, participants will discuss possible applications for these activities in their own environments (teaching, faculty meetings, planning, etc).

Workshop Presenters: Meng-Fen Grace Lin and Ariana Eichelberger, University of Hawaii at Manoa

Dr. Meng-Fen Grace Lin is an Associate Professor in the Department of Learning Design and Technology (LTEC) in the College of Education at the University of Hawaii at Manoa. She teaches graduate-level courses on mobile learning, design thinking, and research and evaluation of LTEC. Her recent research interests center on applying design thinking, creativity, and problem-solving in real-world education contexts.
Dr. Ariana Eichelberger is an Associate Specialist and Instructional Designer in the College of Education at the University of Hawaii at Manoa. Ari manages the Instructional Support Group of the College and coordinates the College’s faculty professional development program. As a faculty member of the Department of Learning Design and Technology, Ari teaches graduate and undergraduate courses in instructional design and technology integration. She is also an instructional designer with the COE’s Distance Course Design and Consulting group (DCDC).

W4: Fostering Data Literacy with Citizen Science Experiments

Urs Brändle

Monika Niederhuber

Abstract: With the increasing importance of data in many areas of daily life, schools and universities face the challenge of imparting not only information technology, but also data literacy as one of the key future skills. This also includes the basic competence to deal with data in a planned manner, to consciously use it in the respective context and, above all, to deal with data quality.
We have developed a practical approach that encourages students to explore much of the aspects of data literacy through real experiments. In a citizen science approach, they use their GPS-enabled smartphones to collaboratively collect large data sets on spatially relevant issues. First interpretations, still on-site, are followed by deeper analysis and evaluation of the collected data in the classroom. Subsequent courses, focusing on specific aspects of data literacy, can build on the conceptual framework that students have acquired with these introductory experiments.

Learning Goals: Our workshop guides the participants through all phases of such a so-called GIS supported mobile experiment from planning to data acquisition and interpretation. In the first part, the participants actively experience the whole process from a student’s point of view, using commercial GIS software and Excel. In the second part, they switch to the instructor role and design their own data model and sampling scheme, and perform data visualisation and analysis using Google tools.

Participants: This workshop is aimed at all persons in Higher and Secondary Education who

  • are interested in implementing “data literacy” as a general future skill in their teaching
  • use or will use spatial data in their teaching
  • have a general interest in novel mobile learning approaches
  • would like to gain practical experience and know-how on how to raise students’ data-awareness with a mobile experiment approach.

Participants need some basic knowledge of spreadsheet software with the operating system of their choice. Please bring own laptop (if possible with Microsoft Excel) and a GPS enabled smartphone or tablet with some free memory to install the ESRI Collector for ArcGIS app. The workshop organisers will provide the necessary accounts for the software. Please note: The workshop includes a 45-minute data collection phase where participants walk around in the proximity of the conference centre; however, we will find alternatives for people who are not able to walk such distances.

Workshop Presenters: Monika Niederhuber (1969) studied geography with a focus on physical geography at the Catholic University of Eichstätt. After graduating, she worked as a research assistant in the field of remote sensing and geoinformation. Since 2002, she has been a research assistant / IT specialist at the Chair of Forest Engineering at ETH Zurich, where she is responsible for GIS teaching at the Department of Environmental Systems Sciences. The integration of new learning methods such as mobile learning and podcasts is a focus of her activities.

Urs Brändle (1965) received his PhD in molecular population genetics from ETH Zurich, then worked as a software trainer in medical technology, taught chemistry and trained computer science apprentices. Since 2008, he has been an educational developer at the Department of Environmental Systems at ETH, where he is responsible for course development and teaching innovation with special focus on groupwork, GIS supported field experiments and learning analytics.

W5: Creating Your Epic Win – Using Games to Engage

Abstract: Heed the Hero’s Call! Alas, the learnéd across the realm have succumbed to a devastating malaise and ennui. Will you take up arms, venturing out to find the answers? Will you find yourself here : in the company of two fellow questers, who are eager to share with you the secrets of devising counter measures for this sickness? Come learn techniques in building interesting games to draw learners into a state of flow. Test your newly acquired skills employing some of the dramatic and formal elements of games. Learn from the mistakes of earlier questers and profit from the knowledge of those who have succeeded before you. Use this session as a proving grounds to be better equipped to tackle the pervasive nonchalance sweeping the halls of your respective institutions. Get your hands dirty as you build a simple game targeted to your learning audience. Come heroes, your adventure awaits!

Learning Goals: Attendees will be able to:
1. Explore and discuss the possibilities of using different game formats to enhance learning experiences in their respective disciplines
2. Apply dramatic and formal elements to a game designed to meet their learning needs
3. Create a simple online role-playing game/scenario aligned to their specific contexts

Participants: Please bring your laptop or tablet and an enthusiasm and energy to have a fun-filled game day!

Workshop Presenters: Rhonda Newton works as an Instructional Designer in the College of Education and Human Development at Texas A&M where she conducts numerous faculty workshops to enhance teaching practices within the college. She has experience as an instructional designer at an educational gaming company where she collaborated with different game design units and SMEs to create interactive educational games for higher education and K-12. Rhonda has a keen interest in leveraging technology to enhance authentic, contextual learning.

Shweta is a Senior Instructional Designer in the College of Liberal Arts at Texas A&M. She collaborates and consults with faculty in integrating educational technology in their courses to increase engagement and student learning. She facilitates numerous workshops and professional development seminars for faculty in the college and across the university. Her areas of interest include gamification, Open Educational Resources, Web 2.0 Ed Tech tools, Universal Design, and User Experience/User Interface Design.

W6: How to Design Questions for Design Research

Abstract: A frequently-encountered weakness in graduate research studies is a discrepancy between the aim of the research and

Franci Cronje


the actual research questions. Frequently the promise made in the introduction of a thesis is not fulfilled by the time the conclusion is written. This workshop uses an adaptation of Burrell & Morgan’s four paradigms of social science research from which a set of research questions can be derived that will ensure that what a student sets out to do is aligned with the research questions, so that the research methodology can be derived from that.

Learning Goals: The highly interactive workshop calls on each participant to interrogate their own research, to select one aim out of a possible four, and to develop two matching research questions to achieve the aim. The workshop also explains how the model can be used in iterative design research by cycling through all the various aims and questions.

Participants: Researchers will develop clear, crisp research questions that are aligned with research aims. The workshop is aimed at Masters’ and Doctoral students and/or their supervisors. The workshop responds directly to a discussion session in the graduate sessions of the 2018 conference. There are no specific prerequiisites, except that delegates should have some indication of the type of research in which they would like to engage.

Workshop Presenters: Johannes Cronje has supervised or co-supervised 72 Masters and 60 Doctoral students and published more than 42 research papers. He obtained a Doctorate Literature in 1990 and then a Masters’ Degree in Computer-Assisted Education from the University of Pretoria. From 1994 to 2007 he was a professor of computers in education with the University of Pretoria. He has also been visiting professor at Sudan University of Science and Technology, Addis Ababa University, Ethiopia; the University of Joensuu, Finland, and the University of Bergen, Norway, The Katholieke Universiteit of Leuven, Belgium, The University of Namibia and the University of the Free State, South Africa.

Franci Cronje holds a Doctorate in Media Studies and a Masters in Higher Education Studies (Cum Laude) she has supervised or co-supervised three masters and two doctoral students.