Lecture Notes in Networks and Systems - Volume 349
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Lecture Notes in Networks and Systems Volume 349 Series Editor Janusz Kacprzyk, Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Advisory Editors Fernando Gomide, Department of Computer Engineering and Automation—DCA, School of Electrical and Computer Engineering—FEEC, University of Campinas— UNICAMP, São Paulo, Brazil Okyay Kaynak, Department of Electrical and Electronic Engineering, Bogazici University, Istanbul, Turkey Derong Liu, Department of Electrical and Computer Engineering, University of Illinois at Chicago, Chicago, USA; Institute of Automation, Chinese Academy of Sciences, Beijing, China Witold Pedrycz, Department of Electrical and Computer Engineering, University of Alberta, Alberta, Canada; Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Marios M. Polycarpou, Department of Electrical and Computer Engineering, KIOS Research Center for Intelligent Systems and Networks, University of Cyprus, Nicosia, Cyprus Imre J. Rudas, Óbuda University, Budapest, Hungary Jun Wang, Department of Computer Science, City University of Hong Kong, Kowloon, Hong Kong
The series “Lecture Notes in Networks and Systems” publishes the latest developments in Networks and Systems—quickly, informally and with high quality. Original research reported in proceedings and post-proceedings represents the core of LNNS. Volumes published in LNNS embrace all aspects and subfields of, as well as new challenges in, Networks and Systems. The series contains proceedings and edited volumes in systems and networks, spanning the areas of Cyber-Physical Systems, Autonomous Systems, Sensor Networks, Control Systems, Energy Systems, Automotive Systems, Biological Systems, Vehicular Networking and Connected Vehicles, Aerospace Systems, Automation, Manufacturing, Smart Grids, Nonlinear Systems, Power Systems, Robotics, Social Systems, Economic Systems and other. Of particular value to both the contributors and the readership are the short publication timeframe and the world-wide distribution and exposure which enable both a wide and rapid dissemination of research output. The series covers the theory, applications, and perspectives on the state of the art and future developments relevant to systems and networks, decision making, control, complex processes and related areas, as embedded in the fields of interdisciplinary and applied sciences, engineering, computer science, physics, economics, social, and life sciences, as well as the paradigms and methodologies behind them. Indexed by SCOPUS, INSPEC, WTI Frankfurt eG, zbMATH, SCImago. All books published in the series are submitted for consideration in Web of Science. More information about this series at http://www.springer.com/series/15179
David Guralnick Michael E. Auer
• •
Antonella Poce
Editors
Innovations in Learning
and Technology
for the Workplace and
Higher Education
Proceedings of ‘The Learning Ideas
Conference’ 2021
123Editors David Guralnick Michael E. Auer Kaleidoscope Learning Carinthia University of Applied Sciences International E-Learning Association St. Magdalen, Austria New York, NY, USA Antonella Poce Università degli Studi di Modena e Reggio Emilia Rome, Italy ISSN 2367-3370 ISSN 2367-3389 (electronic) Lecture Notes in Networks and Systems ISBN 978-3-030-90676-4 ISBN 978-3-030-90677-1 (eBook) https://doi.org/10.1007/978-3-030-90677-1 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022, corrected publication 2022 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
The Learning Ideas Conference began life in 2008 as the International Conference
on E-Learning in the Workplace (ICELW), which focused on new and interesting
work relating to workplace learning. As ICELW evolved, it began to seem more
and more critical to integrate work from higher education along with workplace
learning, broadening the focus to adult learning in various forms, and to expand
beyond the term “e-learning.” The conference integrated one of its sister confer-
ences, the International Conference on Interactive Collaborative and Blended
Learning (ICBL), added the more technical Adaptive Learning via Interactive,
Collaborative and Emotional Approaches (ALICE) workshop as a special track, and
was reborn and rebranded as the Learning Ideas Conference.
With the subtitle “Innovations in Learning and Technology for the Workplace
and Higher Education,” the conference’s goal is to bring together people from
around the world to help reimagine what learning can be, particularly using, and
inventing, new technologies.
The Learning Ideas Conference 2021 was held as a fully online event due to the
COVID-19 pandemic and was the first conference under the new name. The con-
ference featured 5 fantastic keynote speakers:
Prof. Dr. Ilona Buchem, Professor of Media and Communication, Faculty of
Economics and Social Sciences, Beuth University of Applied Sciences Berlin,
Berlin, Germany. “Wearable Enhanced Learning (WELL): Trends, Opportunities,
and Challenges.”
Deborah Howes, Professor, Museum Studies Program, Johns Hopkins
University, and President of Howes Studio Inc, New York, NY, USA. “Museums
as Catalysts for Digital Learning.”
Michael Kanaan, Director of Operations, Department of the Air Force/MIT
Artificial Intelligence, Cambridge, Massachusetts, USA. “Artificial Intelligence:
Reaching the End of the Rainbow.”
David Kelly, EVP and Executive Director, The Learning Guild, New York, NY,
USA. “A Look Ahead: The Now and the Next of Learning and Technology within
Organizations.”
vvi Preface
Alicia Sanchez, Ph.D., Director of Innovation, Defense Acquisition University,
Department of Defense, Fort Belvoir, Virginia, USA. “Learning on the Seam: The
Intersection between Learning Science and User-Centered Design.”
The conference featured a panel discussion entitled “The Future of Learning:
Reimagining Education and its Impact on Society,” along with dozens of other
sessions, over a 5-day period, from June 14 to 18, 2021. All papers were
double-blind peer reviewed.
I very much appreciate all of the work it took to make The Learning Ideas
Conference 2021 a success, from our keynotes, our Executive Committee and
Program Committee members, our reviewers, and of course our conference orga-
nizing team.
I am looking forward to The Learning Ideas Conference 2022, to be held as a
hybrid event, both in New York and online.
David Guralnick
Conference Chair, The Learning Ideas Conference 2021Organization
Committees
Conference Chair
David Guralnick Kaleidoscope Learning and Columbia University,
New York, NY, USA
Executive Committee Chairs
Michael E. Auer CTI, Frankfurt, Germany
Antonella Poce Università degli Studi di Modena e Reggio
Emilia, Rome, Italy
Publication Chair
Lara Ramsey Kaleidoscope Learning, New York, NY, USA
Executive Committee
Mohammed Ali Akour A’Sharqiyah University, Ibra, Oman
Kostas Apostolou McMaster University, Hamilton, Ontario, Canada
Ryan Baker University of Pennsylvania, Philadelphia,
Pennsylvania, USA
Patricia Behar Federal University of Rio Grande do Sul, Brazil
John Black Teachers College, Columbia University,
New York, USA
Patrick Blum Inside Business Group, Aachen, Germany
Santi Caballé Open University of Catalonia, Barcelona, Spain
Nicola Capuano University of Basilicata, Potenza, Italy
Imogen Casebourne University of Oxford, Oxford, UK
viiviii Organization
Veronica Chehtman AySA Water and Sanitation Argentina, Buenos
Aires, Argentina
Hal Christensen QuickCompetence, New York, USA
Samir El-Seoud The British University in Egypt (BUE), Egypt
Kai Erenli University of Applied Sciences BFI Vienna,
Vienna, Austria
Christian Guetl Graz University of Technology, Graz, Austria
Alexander Kist University of Southern Queensland, Queensland,
Australia
Gila Kurtz Holon Institute of Technology, Holon, Israel
Mark J. W. Lee Charles Sturt University, Bathurst, Australia
Christy Levy Kaleidoscope Learning, Chicago, Illinois, USA
Matthea Marquart Columbia University, New York, USA
Bruce McLaren Carnegie Mellon University, Pittsburgh,
Pennsylvania, USA
Jorge Membrillo Hernández Tecnológico de Monterrey, México
Dominik May University of Georgia, Athens, Georgia, USA
Christina Merl TalkShop/2CG®, Vienna, Austria
Barbara Oakley Oakland University, Oakland, Michigan, USA
Andreas Pester Carinthia Tech Institute, Villach, Austria
Teresa Restivo University of Porto, Porto, Portugal
Fernando Salvetti Logosnet, Turin, Italy
Alicia Sanchez Czarina Games, Alexandria, Virginia, USA
Sabine Seufert Universität St.Gallen (HSG), St. Gallen,
Switzerland
Thrasyvoulos Tsiatsos Aristotle University of Thessaloniki,
Thessaloniki, Greece
James Uhomoibhi Ulster University, Newtownabbey, UK
Matthias Utesch Technical University of Munich, Munich,
Germany
Ellen Wagner North Coast EduVisory Services, Sonoma,
California; and University of Central Florida,
Orlando, Florida, USA
Sarah Wang Xi’an Jiaotong-Liverpool University, Suzhou,
Jiangsu, China
Xiao-Guang Yue European University Cyprus, Nicosia, Cyprus
Program Committee
Carme Anguera Iglesias Open University of Catalonia, Barcelona, Spain
Fahriye Altinay Aksal Near East University, Nicosia, Cyprus
Zehra Altinay Gazi Near East University, Nicosia, Cyprus
Sarah Appleby Online Learning International, New York, USA
Anabel Bugallo Kaleidoscope Learning, New York, USAOrganization ix
Martha Burkle Southern Alberta Institute of Technology,
Calgary, Canada
Mihai Caramihai University Politehnica Bucharest, Bucharest,
Romania
Nunzio Casalino Guglielmo Marconi University and LUISS
Business School, Rome, Italy
Mark Cassetta Pfizer, New York, USA
Gary J. Dickelman EPSScentral, Annandale, Virginia, USA
David Foster ExecOnline, Chapel Hill, North Carolina, USA
Sarah Frame University of East London, London, England
Marga Franco i Casamitjana Open University of Catalonia, Barcelona, Spain
Genevieve Gallant GG Consultants Limited, St. John’s,
Newfoundland, Canada
Manir Abdullahi Kamba Bayero University, Kano, Nigeria
Okba Kazar Biskra University, Biskra, Algeria
J. C. Kinnamon Practising Law Institute, New York, USA
Adamantios Koumpis Bern University of Applied Sciences, Bern,
Switzerland
Molly Koenen Pioneer Management Consulting, Minneapolis,
Minnesota, USA
Maria Lambrou University of the Aegean, Greece
Stacy Lindenberg Talent Seed Consulting, Columbia,
South Carolina, USA
Allison Littlejohn Glasgow Caledonian University, Glasgow,
Scotland
Luis Ochoa Siguencia Jerzy Kukuczka Academy of Physical Education,
Katowice, Poland
Grace O’Malley National College of Ireland, Dublin, Ireland
Rikke Orngreen Aalborg University, Copenhagen, Denmark
Michael Paraskevas Technological Educational Institute of Western
Greece, Antirrio, Greece
Iina Paarma United Nations Development Programme,
Copenhagen, Denmark
Kinga Petrovai The Art & Science of Learning, Ottawa, Ontario,
Canada
Stefanie Quade Berlin School of Economics and Law, Berlin,
Germany
Maria Rosaria Re Roma Tre University, Rome, Italy
Laura Ricci MIA Digital University, Barcelona, Spain
Gina Ann Richter St. Charles Consulting Group, New York, USA
Andree Roy University of Moncton, Moncton, Canada
John Sandler Telstra Corporation, Melbourne, Australia
Steven Schmidt East Carolina University, Greenville,
North Carolina, USAx Organization
Barbara Schwartz-Bechet Misericordia University, Elkins Park,
Pennsylvania, USA
Julie-Ann Sime Lancaster University, Lancashire, UK
Amando P. Singun, Jr. Higher College of Technology, Muscat Sultanate
of Oman
Anelise Spyer Docta, São Paulo, Brazil
Christian Stracke eLC Institute for eLearning, Bonn, Germany
Kyla L. Tennin University of Phoenix, Tempe, Arizona, USA
Terrie Lynn Thompson University of Alberta, Edmonton, Alberta,
Canada
Caryn Tilton MyPlaceToLearn, Welches, Oregon, USA
Leyla Y. Tokman Anadolu University, Eskisehir, Turkey
Christos Troussas University of West Attica, Athens, Greece
Chris Turner University of Winchester, Winchester, UK
Karin Tweddell Levinsen Danish University of Education, Denmark
Maggie M. Wang The University of Hong Kong, Hong Kong
Steve Wheeler University of Plymouth, Plymouth, UK
Annika Wiklund-Engblom Abo Akademi University, Vasa, Finland
Rusen Yamacli Anadolu University, Eskisehir, Turkey
ALICE Special Track Co-chairs
Santi Caballé Open University of Catalonia, Barcelona, Spain
Nicola Capuano University of Basilicata, Potenza, Italy
ALICE Track Program Committee
Mohammad Al-Smadi Jordan University of Science and Technology
(JUST), Jordan
Joan Casas Open University of Catalonia, Spain
Jordi Conesa Open University of Catalonia, Spain
Thanasis Daradoumis University of the Aegean, Greece
Christian Gütl Graz University of Technology, Austria
Giuseppina Rita Mangione Institute of Educational Documentation,
Innovation and Research, Italy
Agathe Merceron Beuth University of Applied Sciences Berlin,
Germany
Anna Pierri University of Salerno, Italy
Antonio Sarasa Universidad Complutense de Madrid, Spain
Krassen Stefanov Sofia University, BulgariaContents
Main Conference
Dynamic Plan Generation and Digital Storyboarding for the
Professional Training of Accident Prevention with Time
Travel Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Oksana Arnold, Ronny Franke, Klaus P. Jantke, and Hans-Holger Wache
Speech Analysis for Advanced Medical Simulation . . . . . . . . . . . . . . . . 19
Barbara Bertagni, Fernando Salvetti, Roxane Gardner,
and Rebecca Minehart
Teaching Data Science in a Synchronous Online Introductory
Course at a Business School – A Case Study . . . . . . . . . . . . . . . . . . . . . 28
Marcus Birkenkrahe
Make It Matter: A Collaborative Student-Led Engagement
and Persistence Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Turner Bohlen, Lindy Elkins-Tanton, Carolyn Bickers, and James Tanton
Video Consumption with Mobile Applications in a Global Enterprise
MOOC Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Max Bothe, Florian Schwerer, and Christoph Meinel
“All Zoomed Out”: Strategies for Addressing Zoom Fatigue in the
Age of COVID-19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Angela N. Bullock, Alex D. Colvin, and M. Sebrena Jackson
Online Learning Always Happens Somewhere: Where and When
Will Office Workers Learn Post-pandemic? . . . . . . . . . . . . . . . . . . . . . . 69
Imogen Casebourne
Best Practices for Assessing Digital Literacy and Strengthening
Online Teaching Pedagogy of Digitally Immigrant Stakeholders
in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Elisabeth Counselman-Carpenter and Jemel Aguilar
xixii Contents Analyzing User Behavior in a Self-regulated Learning Environment . . . 89 Sarah Frank, Alexander Nussbaumer, and Christian Gütl ICBCI: An Integrated Model of Group and Individual Development for Learning Facilitators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Josh Friedman GRAF: A System for the Assessment, Accreditation and Representation of Competency Learning in Online Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Cristina Girona, Lluís Pastor, Xavier Mas, and Josep-Antoni Martínez-Aceituno A Lean Six Sigma Certification MOOC: Balancing Standard Material and Individual Guidance to Help Participants Implement Real Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Reiner Hutwelker and Holly Ott Effectiveness of an Intelligent Question Answering System for Teaching Financial Literacy: A Pilot Study . . . . . . . . . . . . . . . . . . . 133 J. D. Jayaraman and John Black Escapeling: A Gamified, AI-Supported Chatbot for Collaborative Language Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Christian Johnson, Maksim Urazov, and Emma Zanoli Emotional Intelligence Development in Tourism Education and Training Through Digital Technologies . . . . . . . . . . . . . . . . . . . . . . 149 Sofia Kallou, Aikaterini Kikilia, and Michail Kalogiannakis Mindfulness Intervention Courses in STEM Education: A Qualitative Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Eunmi Kim, Cheon Woo Moon, Sangseong Kim, Erva Ozkan, and Tim Lomas Digital Project-Based Learning in the Higher Education Sector . . . . . . . 170 Christoph Knoblauch Gamification of Project Business Studies . . . . . . . . . . . . . . . . . . . . . . . . 180 Matti Koivisto Mistakes: The Shadow Capital for Learning . . . . . . . . . . . . . . . . . . . . . 191 Adamantios Koumpis Lab 21 – A Space for Learning, Sharing and Innovating . . . . . . . . . . . 199 Christina Merl The Importance of Language and Communication Skills in the IT Industry in Bosnia and Herzegovina . . . . . . . . . . . . . . . . . . . . 212 DŽalila Muharemagić
Contents xiii Taking Project-Based Learning Online . . . . . . . . . . . . . . . . . . . . . . . . . 224 Gary Natriello and Hui Soo Chae Instructional Design in a Digital Age: A New Model Is Taking Hold . . . 237 Lisa M. D. Owens and Crystal Kadakia Online Student-to-Student Interaction: Is It Feasible? . . . . . . . . . . . . . . 250 Jenny Pange Supporting the Development of Critical Thinking Skills Through Work-Based Learning Activities: A Pilot Experience in the Educational Science Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Antonella Poce, Maria Rosaria Re, Carlo De Medio, Mara Valente, and Alessandra Norgini Teaching Programming Skills to Blind and Visually Impaired Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 Sarantos Psycharis, Paraskevi Theodorou, Ypatios Spanidis, and Pantelis Kydonakis At Your Best! Artificial Intelligence, People and Business Analytics, Highly Realistic Avatars, Innovative Learning and Development . . . . . . 280 Fernando Salvetti, Barbara Bertagni, Filippo Negri, Matteo Bersanelli, Rosalinda Usai, Alessandro Milani, and Dalila De Rosa A Digital Mindset for the Society 5.0: Experience an Online Escape Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290 Fernando Salvetti, Cristiano Galli, Barbara Bertagni, Roxane Gardner, and Rebecca Minehart Digital Learning: Healthcare Training by Tele-Simulation and Online Cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 Fernando Salvetti, Roxane Gardner, Rebecca Minehart, and Barbara Bertagni An Approach for Continuous Supervision of Bachelor’s and Master’s Theses in Engineering Studies . . . . . . . . . . . . . . . . . . . . . . . . . 312 Sigrid Schefer-Wenzl and Igor Miladinovic Hybridx Higher Education – A Multidimensional Overlay of Hybrid Forms of Learning and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 Christian-Andreas Schumann, Anna-Maria Nitsche, Claudia Tittmann, and Kevin Reuther Coherence Between Online Learning and Project-Based Courses in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 Vilmos Vass and Ferenc Kiss
xiv Contents ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track Grasping the Shape of Ethical Dilemmas: Towards an Educational Dilemma Generator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 Joan Casas-Roma and Jordi Conesa Adaptivity in the Wild: Individualizing Reading Supports in Open Learning Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352 Robert P. Dolan and Kim Ducharme Measuring Teachers’ Civic Online Reasoning in a MOOC with Virtual Simulations and Automated Feedback Systems . . . . . . . . . . . . . 364 G. R. Marvez, Joshua Littenberg-Tobias, Teresa Ortega, Joel Breakstone, and Justin Reich CAERS: A Conversational Agent for Intervention in MOOCs’ Learning Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Diego Rossi, Victor Ströele, Regina Braga, Santi Caballé, Nicola Capuano, Fernanda Campos, Mário Dantas, Luigi Lomasto, and Daniele Toti A Tool for Evaluating the Quality of Online Teaching . . . . . . . . . . . . . . 383 Antonio Sarasa-Cabezuelo and Santi Caballé Llobet AI-Based Multilingual Interactive Exam Preparation . . . . . . . . . . . . . . 396 Tim Schlippe and Jörg Sawatzki Approaching Adaptive Support for Self-regulated Learning . . . . . . . . . 409 Niels Seidel, Heike Karolyi, Marc Burchart, and Claudia de Witt Towards Personalized, Dialogue-Based System Supported Learning for MOOCs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425 Theresa Elfriede Isa Zobel and Christoph Meinel Correction to: CAERS: A Conversational Agent for Intervention in MOOCs’ Learning Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C1 Diego Rossi, Victor Ströele, Regina Braga, Santi Caballé, Nicola Capuano, Fernanda Campos, Mário Dantas, Luigi Lomasto, and Daniele Toti Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
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