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Author: Mary Page
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DATA STORYTELLING REIMAGINED: A FRAMEWORK FOR DATA LITERACY AND INTERDISCIPLINARY LEARNING
T. Brown-Gaines, M.E. Pethel, H. Fench, E. Saka - ICERI2023 Proceedings - page 9360 (abstract only).
VIRGINIA AEROSPACE SCIENCE AND TECHNOLOGY SCHOLARS – AN AWARD-WINNING MODEL FOR BEST PRACTICES IN EXPERIENTIAL LEARNING
M. Sandy - ICERI2023 Proceedings - pages 8522-8529.
“TAKE YOUR PICK:” A QUALITATIVE STUDY IDENTIFYING COMPARATIVE EDUCATION FACULTY AND STUDENT PREFERENCES FOR ONLINE VS. IN-PERSON INSTRUCTION UPON EMERGENCE FROM THE PANDEMIC LOCKDOWN
M. Dereshiwsky, M. Schwanenberger - ICERI2023 Proceedings - page 1650 (abstract only).
AFTER THE PANDEMIC, DO HEI PROFESSORS STILL FEEL THE NEED TO IMPROVE THEIR ONLINE TEACHING SKILLS?
M. Montanari, F. Martinez de Carnero, G. Cibulskis, D. Pantazatos orcid, M. Grammatikou, K. Dostatnia, R. Teles orcid - EDULEARN23 Proceedings - pages 8189-8194.
ANOMALY DETECTION IN LEARNING ANALYTICS: FACILITATING DOMAIN EXPERTS' SENSEMAKING OF HETEROGENEOUS STUDENT DATA
A. Al Doulat, M.L. Maher - EDULEARN23 Proceedings - pages 8094-8103.
ARTIFICIAL INTELLIGENCE IN EDUCATION: ETHICS AND TRUST CHALLENGES
D. Pantazatos orcid, M. Grammatikou, V. Maglaris - EDULEARN23 Proceedings - pages 5951-5957.
IS CHATGPT GOOD FOR YOUR STUDENTS? A STUDY DESIGN OF THE IMPACT OF AI TOOLS ON THE STUDENT EXPERIENCE IN LEARNING JAVA
M.L. Maher, Y. Tadimalla, D. Dhamani - EDULEARN23 Proceedings - pages 5702-5709.
DEVELOPING GLOBAL EMPLOYABILITY SKILLS VIA STUDENTS' COLLABORATIVE ONLINE INTERNATIONAL LEARNING (COIL) ACTIVITIES – A CASE STUDY OF FINLAND AND UK COLLABORATION TO SHARE BEST PRACTICE
N. Ivarsson-Keng, M. Crossan - EDULEARN23 Proceedings - pages 2923-2926.
A SYNTHETIC LITERATURE REVIEW ON ANALYTICS TO SUPPORT CURRICULUM IMPROVEMENT IN HIGHER EDUCATION
X.V. Li, M.B. Rosson, B. Hellar - EDULEARN23 Proceedings - pages 2130-2143.
THE IMPACTS OF COVID-19 POLICES AND PRACTICES ON OUR MOST VULNERABLE STUDENTS: EXPANDING THE CONVERSATION ON SYSTEMIC EDUCATIONAL INEQUITIES IN THE US
E.D. Cramer orcid, M. Little - INTED2023 Proceedings - pages 4752-4758.
DEVELOPING CRITICAL THINKING IN SECONDARY EDUCATION
L. Dantas orcid, C. Galego, J. Oliveira, E. Santo, M. Costa, M.J. Rios, R. Lambo, R. Lobão - INTED2023 Proceedings - page 4734 (abstract only).
LANGUAGE AND LEARNING: AN INTERDISCIPLINARY ANALYSIS OF CRITICAL THINKING SKILLS THROUGH PORTUGUESE LANGUAGE
L. Dantas orcid, C. Galego, J. Oliveira, E. Santo, R. Lambo, M.T. Costa, M.J. Rios, R. Lobão - INTED2023 Proceedings - page 4705 (abstract only).
INTERVENTION FOR RETENTION: DEVELOPING A SENSE OF BELONGING IN A COURSE COMMUNITY
R. Vancelee orcid, M. Oldham - INTED2023 Proceedings - page 2086 (abstract only).
DEVELOPMENTAL CONSIDERATIONS FOR DIGITAL PLATFORMS: EFFECT OF PERCEPTUAL BACKGROUNDS ON COGNITIVE TASK ENGAGEMENT
C. Habak orcid, I.M. Santos orcid, K. Sung, M.L. Woolsey, M.L. Seghier, M.A. Fahim, M. Melkonian - ICERI2022 Proceedings - page 5894 (abstract only).
IMPROVING GENDER BALANCE THROUGH A COMBINED STEM DEGREE
E. McPherson, A. Clarke orcid, A.M. Gallen orcid, M. Keys, P. Wolf - ICERI2022 Proceedings - pages 4419-4428.
BLAST – BUILDING LEADERS FOR ADVANCING SCIENCE AND TECHNOLOGY: A PARTNERSHIP BETWEEN THE VIRGINIA SPACE GRANT CONSORTIUM AND THE UNIVERSITY OF VIRGINIA, VIRGINIA POLYTECHNIC INSTITUTE, AND OLD DOMINION UNIVERSITY
C. Tomovic, M. Sandy, J. Back, V. Jovanovic, K. Lester, E. Murphy, S. Mckinney, M. Tomovic - ICERI2022 Proceedings - pages 4039-4045.
DOES STUDENT-CENTERED INSTRUCTION MATTER? INVESTIGATING UNDERGRADUATE STUDENTS’ PERCEPTIONS ON PROOF
Y.Y. Ko, A. Johnson, M. Rose - ICERI2022 Proceedings - page 2553 (abstract only).
EXPLAINABLE AI FOR DATA DRIVEN LEARNING ANALYTICS: A HOLISTIC APPROACH TO ENGAGE ADVISORS IN KNOWLEDGE DISCOVERY
N. Nur orcid, A. Benedict, O. Eltayeby, W. Dou, M. Dorodchi, X. Niu, M.L. Maher, C.N. Chambers - EDULEARN22 Proceedings - pages 10300-10306.
FIRST: FINDING INTERESTING STORIES ABOUT STUDENTS - AN INTERACTIVE NARRATIVE APPROACH TO EXPLAINABLE LEARNING ANALYTICS
A. Al Doulat, M.L. Maher - EDULEARN22 Proceedings - pages 10136-10145.
MAKING-UP FOR LOST CLINICAL TIME DURING COVID-19 BY MERGING UNDERGRADUATE NURSING FOUNDATIONS AND HEALTH ASSESSMENT CLASSES: 4 SIMINTENSIVES SESSIONS DELIVER A SEMESTER’S CURRICULUM FOR 2 COURSES
L. Cimino, M. Hickey - EDULEARN22 Proceedings - pages 4297-4300.
FLIPPING THE CLASSROOM: DEVELOPING ONLINE RESOURCES TO IMPROVE ENGAGEMENT
M.J. Co orcid, B. Mitchell - INTED2022 Proceedings - pages 8440-8449.
STUDYING ON CAMPUS AFTER THE ONLINE LEARNING EXPERIENCE DUE TO COVID-19
M. Hatakka orcid, D. Ozdeniz - INTED2022 Proceedings - pages 5046-5051.
IMMEDIATE IN-CLASS FEEDBACK: A STUDY OF THE EFFECTIVENESS OF USING AN APP TO GENERATE IMMEDIATE FEEDBACK FOR FIRST YEAR UNDERGRADUATE STUDENTS STUDYING A PRACTICAL SKILLS-BASED MODULE
P. Doyle, M. Oldham, N. Lynes - INTED2022 Proceedings - pages 4022-4025.
STUDENTS AND TEACHERS CO-DESIGNING MEDIA-RICH DOCUMENT RESOURCES IN AN ASYNCHRONOUS VIRTUAL PERSONAL LEARNING ENVIRONMENT
G. Gomez orcid, R. Daellenbach, M. Kensington, L. Davies, C. Petsoglou - INTED2022 Proceedings - pages 3319-3329.
LOCKDOWN LEARNING: FACILITATING ACTIVE AND SOCIAL LEARNING ONLINE USING TECHNOLOGY
M.J. Co orcid, B. Mitchell - INTED2022 Proceedings - pages 3271-3279.