LTLE-SS 1: Digital Learning Strategies and Applications
Special Session Organizer: Gwo-Jen Hwang (National Taiwan Univ. of Science and Technology, Taiwan)
Abstract: The proposed workshop is organized by Prof. Gwo-Jen Hwang (National Taiwan University of Science and Technology, Taiwan) and Prof. Jie-Chi Yang (National Central University, Taiwan). The aim of this workshop is to provide a forum where international participants can share knowledge on the latest developments in digital learning strategies and applications. Topics of interest for submission include, but are not limited to: Emerging tools and technologies for learning; Learning strategies for technology-enhanced learning; Assessment strategies for technology-enhanced learning; Development of digital content for learning; Domain-specific applications of technology-enhanced learning, e.g., language, arts, engineering, science and social science. Selected papers will be recommended to well-recognized international journals, including International Journal of Mobile Learning and Organisation and Journal of Computers in Education.
LTLE-SS 2: Learning support for a new educational paradigm
Special Session Organizer: Wang Jingyun (Kyushu Univ., Japan)
Abstract: Over the last decades, various new learning support techniques, tools or systems have emerged based on all kinds of old or new learning theories. Diverse individual factors (for instances, knowledge level and structure, learning styles, media preferences, and so on) are incorporated into those new learning environments in order to enhance learners’ learning motivation, encourage active learning, and irritate critical thinking or creative thinking.
On the one hand, with the support of those new techniques, which facilitate numbers of new learning support services, teaching strategies and assessment criteria are expected to be improved. Furthermore, under those new learning environments, a wealth of learner data can be exploited by using various measurement methods and learner cognitive processing can be explored and analysed from different perspectives. In the other hand, the research outcomes based on the big amount of learner data are expected to provide feedbacks which can be used to enhance system development or improve educational methods. In summary, a new educational paradigm is expected to be formed for enhancing knowledge modelling and improving learning support designing.
Scope and Topics
The aim of this special session is to provide a forum to discover the most recent development and trends in education, to discuss new issues and the latest research outcomes, to share experiences on new areas, and to explore future research directions on learning support strategy and techniques. This special session invites submissions in any of the following areas (but are not limited to those areas):
- Active learning
- Biometric data-driven education
- Big Data
- Collaborative learning
- Critical thinking
- Creative thinking
- Flipped learning
- Ontology techniques
- Visual thinking
We sincerely welcome professors, researchers and high education students from different fields (such as educational system design, pedagogy, psychology, social science and so on) to join our session.
LTLE-SS 3: Game-based Educational Approach for Effective Learning
Special Session Organizer: Kosuke Kaneko (Kyushu Univ., Japan)
Abstract: “Motivation” is one of important factors for effective learning. Game-based educational approach can provide a method to increase learner’s motivation. Many researches and practices of the game-based educational approach have been made and evaluated in the past. Recently, with the rapid advancement of ICT (Information and Communication Technology), the styles of the game-based educational approach have changed and the environment also yield various types of the newest approach.
The aim of this special session is to discuss about the newest game-based educational approach and explore the recent trends of them. Topics of Interest include, but are not limited to: Gamification, Edutainment (Educational Entertainment), Serious Game, Entertainment Computing for Education, Game-based Learning, Alternate Reality Game (ARG).
We are willingly waiting for you to join this special session, welcome!
LTLE-SS 4: Recent Advances in Computational Education Systems Related to the Item Response Theory
Special Session Organizer: Hideo Hirose (Hiroshima Institute of Technology, Japan)
Abstract: Item response theory (IRT) provides more accurate and fairer evaluations of individual abilities than classical test theory (CTT) does, and thus IRT has gradually been recognized as one of the proper evaluation methodologies in many testing fields. For example, Japanese national center for university entrance examinations decided to accept IRT as the official evaluation scheme in the near future. In concert with such a tendency, IRT has begun to be used at real education places and personnel recruitment places. One recent actual case is that a mathematical textbook provides the Web-assist self-learning system collaborated with a publisher. The system is widely open to unspecified large number of readers. The publisher plans to continue to publish similar books. Another case is that IRT evaluation system will soon be used in official in some university. The examinees are all the students in the university. Such facts show the popularity of IRT in public. However, new issues in using IRT in the actual places will occur in response to the spread of IRT.
This special session accepts papers related to modern educational methodologies and educational systems using IRT or relevant theories. In real situations, there may occur many issues and themes. These are 1) resolving computational difficulty due to big size data, 2) accessibility due to online security, 3) popularization problem due to unspecified users, 4) calibration of item difficulties due to changing examinees, 5) bias correction for the ability evaluation with small size of responses, 6) education analytics report, 7) and etc.
In addition to the new computational developments, theoretical aspects in recent IRT are also welcome such as multilevel, multidimensional, and multiple group IRT, new equating methodologies, or accepting real values rather than dichotomous variable. There may be a bump between the theoretical researchers and the practitioners in dealing with IRT. This session can hopefully assist to eliminate such the bump.