Virtual School Meanderings

March 19, 2015

[EDEN-News] EDEN 2015 Barcelona – Enhancing the Conference Experience

From Tuesday’s inbox…

Circular head

EDEN 2015 Annual Conference: #EDEN15
Conference News and Registration Open

Barcelona, 9-12 June 2015


Interactive Session Formats

The Conference Programme will combine traditional presentation elements with interactive formats, such as research speed dating sessions and homegroups. These formats support in-depth discussions around the presentations (speed dating) and provide opportunity to exchange views about the keynote presentations (homegroups). More information, including the notification of authors about the type of session they are invited to, will be circulated soon.

Synergy Submission Deadline: 31 March

Take advantage of this special format and the prospect of meeting fellow project managers and researchers and share and discuss your EU projects and initiatives – preferably that display thematic cross sections with the Conference Themes – with your peers in the frame of the Synergy Strand.

If your initiative is not mature enough to be presented as a comprehensive research paper but has potential for development and could benefit from peer discussion and networking, we highly recommend you to submit in this category.

The short pre-formatted introductions will be published in the Creative Commons licensed Book of Projects.

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Pre-Conference Interviews

Last year’s #EDENRW8 – EDEN Research Workshop Rapporteur Tony Bates invited keynote speakers Pierre Dillenbourg and Cristobal Cobo to reflect on three key questions related to the MOOC and OER related hot topics of recent years’ debates. Martin Weller, keynote speaker at the 2015 EDEN Annual Conference in Barcelona touches on the same issues in his upcoming pre-conference interview.


The Battle for Openness – Pre-#EDEN15 Conference Interview with Martin Weller by Steve Wheeler


MOOC vs OER Roundtable: Tony Bates talks with Pierre Dillenbourg and Cristobal Cobo

Registration Open

The EDEN Secretariat administers the registrations of prospective conference participants.

Registration fee includes access to all conference facilities, the electronic Conference Proceedings, the printed Book of Abstracts (including the Synergy “Book of Projects”), the Welcome Cocktail, lunches and refreshments during the days of the conference. More details about the registration and the offered discounts can be found on the Conference website.


All attendees (presenters or audience) are expected to register by completing the form and arranging their respective payments.

Enhancing the Conference Experience

Pre-Conference Events

The 2015 ePortfolio & Identity Conference (ePIC) will be organised just before the EDEN Annual Conference, at the same venue, Catalonia Barcelona Plaza Hotel on 8-10 June. A joint day on 10th will facilitate networking and experience sharing of the two events’ audiences. A 85 € discount is offered for delegates (except for young scholars) registering to both events. For additional information, please consult the Conference Secretariat at

UOC is organizing a pre-conference workshop on Ed-Tech Research Publishing Round Table: International trends, Impacts and Opportunities. Online journal editors from several continents will participate in the debate that will take place on June 9th, and will discuss the challenges faced by open e-journals in the expanding landscape of e-learning. Attendance is free and open to EDEN 2015 Conference participants, although registration will be necessary due to space limitations. More details will be posted soon.

Have fun! – Social Events

Welcome Reception and
EDEN Fellow Award

Book & Wine Event


book and wine

9 June: with castells (human tower) performance,

Centre Cultural el Born

10 June: A tradition of the EDEN Conferences is that in the end of the first day the lovers of literature and good wines share their latest interesting reading experience by short presentations.

Please contact Ama Auvinen if you are interested to join as speaker.

Conference Dinner and
EDEN Best Research Paper Award

Dinner venue

And more:

  • Tweet screen
  • Graphic artist’s reflections on the plenary sessions
  • The medium is the massage – solving challenges in the use of social media with reflexology
  • UOC Alumni – Corporations workshop
  • Best Poster voting – Audience Award
  • Message Board for networking

11 June: dinner with entertainment
(Mediterranean jazz),

Royal Palace of Pedralbes

To book your place for the Dinner, please fill in the relevant section of the Online Registration Form.

Follow and use our #EDEN15 hashtag and prepare to join the Community face to face in the inspiring city of Barcelona!


Sponsorship Opportunity

EDEN is offering sponsorship packages linked to the event, including extended opportunities:

Would you be interested at further details about sponsorship, please consult the Sponsorship Brochure and theConference Secretariat.

For any conference related questions, contact the
Conference Secretariat at


EDEN – European Distance and E-Learning Network Secretariat
Tel: +36 1 463 1628, 463 2537 Fax: +36 1 463 1858

EDEN-News mailing list

March 10, 2015

First Call for Papers! – 14th Annual Hawaii International Conference on Education

From this morning’s inbox…




- Educational Leadership Program


- School of Education



- Graduate School of Education & Psychology



- Center for Sustainable Urban Neighborhoods



New Horizons in Education – The Journal of Education, Hong Kong Teachers’ Association 


Call for Papers

(For full conference details, visit our website at: )


Submission/Proposal Deadline: August 8th, 2015

(Submit well in advance of the above date to take advantage of our

Early Bird Registration Rate. For details, click here.)



The 14th Annual Hawaii International Conference on Education will be held from January 3rd (Sunday) toJanuary 6th (Wednesday), 2016 at the Hilton Hawaiian Village Waikiki Beach Resort in Honolulu, Hawaii. Honolulu is located on the island of Oahu. Oahu is often nicknamed “the gathering place”. The 2016 Hawaii International Conference on Education will once again be the gathering place for academicians and professionals from Education and related fields from all over the world.



Topic Areas (All Areas of Education are Invited)


·         Academic Advising and Counseling

·         Art Education

·         Adult Education

·         Business Education

·         Counselor Education

·         Curriculum, Research and Development

·         Distance Education

·         Early Childhood Education

·         Educational Administration

·         Educational Foundations

·         Educational Measurement and Evaluation

·         Educational Psychology

·         Educational Technology

·         Education Policy and Leadership

·         Elementary Education

·         ESL/TESL

·         Health Education

·         Higher Education

·         Human Resource Development

·         Indigenous Education

·         Kinesiology & Leisure Science

·         Language Education

·         Mathematics Education

·         Music Education

·         Reading Education

·         Rural Education

·         Science Education

·         Secondary Education

·         Social Studies Education

·         Special Education

·         Student Affairs

·         Teacher Education

·         Cross-disciplinary areas of Education

·         Other Areas of Education




Submitting a Proposal/Paper:


You may submit your paper/proposal by following the instructions on our website. To make a submission, and for detailed information about submitting see:



To be removed from this list, reply to this email with REMOVE written in the subject line.


Hawaii International Conference on Education

P.O. Box 75036

Honolulu, Hawaii 96836



Conference Coordinator:
Ms. Joelle Vega
Hawaii International Conference on Education
PO Box 75036
Honolulu, HI 96836
Phone: 808-941-0898
Fax: 808-356-0975


March 6, 2015

SITE 2015 – US and International K-12 Online Learning: How Have They Developed Differently?

The twenty-fourth session, and the final one for day four of blogging (and the conference), at the 2015 annual conference of the Society for Information Technology and Teacher Education related to K-12 online learning that I am blogging is:

US and International K-12 Online Learning: How Have They Developed Differently?

  1. Michael Barbour, Sacred Heart University, United States

Friday, March 6 11:30-11:50 AM in Amazon P View on map

<Presentation: Paper #44972>
Amazon P Friday, Mar 06 2015 11:30AM-12:30PM

Many involved with the practice or study of K-12 online and blended learning are familiar with the American context. It surrounds us in the media and published research. However, online and blended learning is occurring in meaningful ways to address specific K-12 student needs all around the globe. There are several areas where there are some key differences internationally (e.g., the prevalence of legacy forms of distance education, a lack of neo-liberal proponents, a lack of online learning below the secondary level, and blended learning being seen as a form of technology integration).

This was one of my sessions, so I have posted my presentation to Slideshare and these are embedded below.

I did want to mention that this was largely based on my chapter, “A History of International K-12 Online andBlended Instruction” from the Handbook of Research on K-12 Online and Blended Learning.

SITE 2015 – Innovative Public Education or Glorified Homeschooling: Funding Full-Time K-12 Online Learning

The twenty-third session, and the first one for day four of blogging, at the 2015 annual conference of the Society for Information Technology and Teacher Education related to K-12 online learning that I am blogging is:

Innovative Public Education or Glorified Homeschooling: Funding Full-Time K-12 Online Learning

  1. Michael Barbour, Sacred Heart University, United States

Friday, March 6 10:15-10:35 AM in Amazon P View on map

<Presentation: Paper #44960>
Amazon P Friday, Mar 06 2015 10:15AM-11:15AM

While there has been some improvement in what is known about supplemental K-12 online learning, there continues to be a lack of evidence to guide the practice of full-time K-12 online learning. This paper examines the literature and research into the funding of full-time K-12 online learning programs. As one of the few areas where a reasonable body of literature exists, and where both progressive and neo-liberal groups have reached relative agreement. It concludes that full-time K-12 online learning costs less than traditional brick-and-mortar, and that policymakers should consider the nature of instruction when determining funding for full-time K-12 online learning programs.

This was one of my sessions, so I have posted my presentation to Slideshare and these are embedded below.

March 5, 2015

SITE 2015 – Research Panel on Professional Development and Teacher Preparation for K-12 Online and Blended Settings

The twenty-second session, and the final one for day three of blogging, at the 2015 annual conference of the Society for Information Technology and Teacher Education related to K-12 online learning that I am blogging is:

Research Panel on Professional Development and Teacher Preparation for K-12 Online and Blended Settings

  1. Scott Petri, Los Angeles Unified School District, United States
  2. Keryn Pratt, University of Otago, New Zealand
  3. Susan Poyo, Franciscan University of Steubenville, United States
  4. Kathy McVey, Franciscan University of Steubenville, United States
  5. Mary Lucille Smith, Franciscan University of Steubenville, United States

Thursday, March 5 4:15-5:15 PM in Amazon H View on map

<Presentation: Paper #44226>
Amazon H Thursday, Mar 05 2015 04:15PM-05:15PM

This panel will bring together leading experts to explore the research related to teaching roles in K-12 online and blended classrooms. Scott Petri will discuss how MOOCs can be used as a mechanism for providing professional development for teachers in online and blended settings. Keryn Pratt will report on a how teachers are being preparing in New Zealand to support students at a distance and will highlight areas for improvement. Susan Poyo, Mary K. McVey, Mary Lucille Smith, and Tiffany Boury will discuss a new direction one teacher preparation program is taking to support teacher candidates in the development of pedagogy knowledge, content knowledge, and technology necessary for successful online instruction. Finally, Margie Johnson will discuss a qualitative descriptive case study used to explore the factors influencing the use of My HUB, an asynchronous professional development portal, and to identify the features district teachers perceived as useful for improving their teaching.

Scott was the first panelist and was talking about massive open online courses (MOOCs) and the innovative teacher.  Scott conducted a study that used an adapted Entrepreneurial Orientation instrument with approximately 700 teachers.  This was Scott’s dissertation, and he didn’t really describe what he found or what he did – but I did a quick Google search and you can read it for yourself at  Scott then transitioned to discussing the MOOCs that he has been working with.  You can see the genesis of his presentation at

The second group of panelists were Susan, Mary and Mary from Steubenville.  Their session focused on the following research question: “What knowledge, skills, and dispositions do pre-service teachers need to effectively instruct in virtual settings?”  The university is in close proximity to two cyber charter schools – one in PA and one in OH – that they have worked quite closely with on a Master’s in Education program and that relationship was expanded to include a virtual school field experience that was between six and seven weeks in length.  The rest of the session included a bunch of quotes through the lens of Falloon’s framework – both positive and negative – from the student teachers about their experiences with the virtual school field experience around topics such as communication of information, student engagement, etc..  Their second partnership, which focused a little closer to the above mentioned research question, was focused on three student teachers that were working with Buckeye Online School for Success (BOSS).  From this partnership, they found that there was a need for the field experience to prepare student teachers to troubleshoot technology, monitor engagement, assess student learning, among others.

The final panelist in this session was Keryn, who was presenting about teacher education and blended learning in New Zealand. Keryn began with some background on the Kiwi context, and then the background to the Virtual Learning Network and the various e-learning clusters.  Her actual study focused on 22 of the providers of teacher education, three of whom responded and only one of them answered all of the questions (Keryn’s own institution).  In this response, there was some awareness of online learning in primary and secondary schools, they believed that it could be effective, they felt that awareness and experience in online learning could be somewhat important, but they had no organized mechanisms to provide any awareness or experience.  To provide some more substance to her presentation, Keryn surveyed the websites of the various secondary teacher preparation programs.  She found that none of them mentioned any kind of online or blended field experience.  Some mentioned blended learning or digital learning or e-learning in their materials, but it was often more in a buzzword kind of marketing way.  There were a couple of institutions that delivered portions of their program online, which at least allowed students to gain experience in online learning from the learner perspective.

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