Details of all speakers and talks will be posted here shortly, to check the current programme schedule click here
Even the highest-quality feedback on students’ work will not have an impact on their development unless students actively engage with and implement the advice. The literature, alongside anecdotal reports of educators, often paint a negative picture of students’ willingness to read and enact feedback. My recent programme of research has focused on students’ cognitive, motivational, and emotional landscapes and how they influence the ways in which students receive, process, and implement feedback on their work. In this keynote, I will argue that maximising students’ engagement with feedback is fundamentally an issue of design, where opportunities for students to develop the skills required for effective use of feedback, and opportunities to apply feedback, can transform the role of students in assessment. The responsibility for ensuring that feedback has high impact can, and should, be shared between educators and students.
An engaged mind is the most powerful learning tool in existence. Studies on the flow state, for instance, reveal just how motivating and impactful a focused state is for deep, long-lasting learning. But how can we engage the minds of our learners, and is an engaged heart just as important? One route to answers lies in Transformative Learning (TL). Whether working from theoretical bases laid down by Mezirow, Freire, Kegan, or Dirkx, TL-based instructional practice engages students in ways far beyond mere content delivery. To date, though, operationalizing TL at the program or institutional level has been challenging. The University of Central Oklahoma’s (UCO’s) development of the Student Transformative Learning Record (STLR), however, has proven successful in accomplishing all-institution, curricular and co-curricular, evidence-based TL that also produces compelling retention gains. With STLR now moving into its fifth year at UCO, and with other institutions in the U.S. and globally adopting/adapting STLR successfully, the benefits for students and institutions are clear. Dr. King will sketch a brief foundation about TL’s place as an engagement pedagogy and then will serve up key ingredients in STLR’s secret sauce.
Jeff King, EdD, is Executive Director of the University of Central Oklahoma’s Center for Excellence in Transformative Teaching and Learning (CETTL). His research and application interests have long focused on use of engaging educational strategies and activities, on how faculty can help students learn and be motivated toward deep learning processes, and on the ways faculty and institutions can help students persist in their educations. This interest has found its way into his work at CETTL and as project director for UCO’s Student Transformative Learning Record (STLR) initiative, a process that develops students’ employability skills while raising persistence. Over the years as a college faculty member and in faculty professional development, Jeff has been able to match passion to position in helping faculty and students succeed.
NEWTON is a large EU Horizon 2020 project which designs, develops and deploys innovative solutions for Technology-Enhanced Learning (TEL) involving delivery of state-of-the-art STEM content. The NEWTON innovative technologies involve adaptive and personalised multimedia and multiple sensorial media (mulsemedia) delivery, Augmented and Virtual Reality (AR/VR)-enhanced learning, Virtual Teaching and Learning Labs (Virtual Labs), Fabrication Labs (Fab Labs) and Gamification. These technologies are used in conjunction with different pedagogical approaches including self-directed, game-based and problem-based learning methods.
The NEWTON project has also built an innovative learning management platform, NEWTELP, allowing cross-European learner and teacher interaction with content and courses and supporting fast dissemination of learning content to a wide audience in a ubiquitous manner. The NEWTON project has developed proof of concept educational AR/VR applications, games, Virtual Labs and Fab Labs focused on STEM subjects and is testing these in over 30 small-scale and large-scale pilots across different EU countries in primary, secondary and third level institutions, including in schools with students with special educational needs. These applications are deployed on the NEWTELP platform, including the evaluation procedure.
This talk will show how these NEWTON project innovative technologies and platform help contribute to achieving the project’s ultimate goal of increasing learner quality of experience, improving learning process and maintaining or increasing user learning outcome.
Gabriel-Miro Muntean is Associate Professor with the School of Electronic Engineering, co-Director of the Performance Engineering Laboratory at Dublin City University, Ireland and EU Horizon 2020 NEWTON Project Coordinator. He obtained his Ph.D. degree from Dublin City University, Ireland for research in quality-oriented adaptive multimedia streaming over wired networks in 2003. He was awarded the B.Eng. and M.Sc. degrees in Software Engineering from the Computer Science Department, “Politehnica” University of Timisoara, Romania in 1996 and 1997, respectively. Assoc. Prof. Muntean’s research interests include quality and performance-related issues of adaptive multimedia streaming, performance of content delivery over wired and wireless networks and with various devices, and energy-aware networking. Assoc. Prof. Muntean is Associate Editor of the IEEE Transactions on Broadcasting, Multimedia Communications Area Editor of the IEEE Communications Survey and Tutorials and reviewer for important international journals, conferences and funding agencies. He is an author of over 300 articles, of which 100 in top international journals, 3 books and 6 edited books. He is a senior member of IEEE and IEEE Broadcast Technology Society.