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Aims & Themes
ICICTE
2016 will seek to address the many challenges and new directions
presented by technological innovations in educational settings.
With the keynote speaker, plenary sessions, workshops, and
forums examining the integration of technology into all facets
of education, the conference will provide participants with a
forum for intensive interdisciplinary interaction and collegial
debate. Those attending ICICTE 2016 will leave with an excellent
overview of current thinking and practices in applications of
technology to education. Thematic streams will include
alternative processes, procedures, techniques and tools for
creating learning environments appropriate for the twenty-first
century.
General conference
themes include:
• Pedagogy in the evolving tech
environment
• The architecture of learning;
accessibility; the evolution of the classroom
• Instructional design and
delivery; evaluation and assessment
• Strategies and tools for
teaching and learning, simulations and gaming
• Informal, non formal and formal
adult education
• Multi-grade education
• Open/Distance learning
• Impacts on educational
institutions: effects on faculty, staff, administration, and
students; curriculum and program development
• Teacher training
• Building communities of
teachers/educators; cooperative learning
• The internationalization of
institutions and of education
• Political economy and
educational technology: Intersections
• Effects on training institutions
and industry
• Ethical considerations in the
use of information technology in teaching and learning
• The use of technology in
education to promote democratic ideals, freedom, equality.
•
Arts education.
ICICTE 2016 is also
inviting participants to submit papers related to the following
special themes chosen specifically for this year's conference:
Intellectual property and online education
There are a considerable number of issues relating to the
ownership and protection of intellectual property in online and
distance education. Particular issues relate to the protection
of ownership of materials and the concept of ‘open access’
versus paid access to materials. Other issues relate to the use
of audiovisual material in videoed lectures and screencasts, in
which the material could be considered broadcast – so that
rather than educational license agreements applying as with a
conventional lecture or seminar, copyright law relating to
public broadcasting applies, meaning that academics could be
unwittingly breaking copyright legislation.
Ethics, Human
rights and access to open educational resources
Education is a human right, and UNESCO “believes that universal
access to high quality education is key to the building of
peace, sustainable social and economic development, and
intercultural dialogue.” Technology has the potential to offer
access to education to people across the world, bridging
geographical and linguistic divides. At the same time, the
differences between access to technology in the developed and
developing worlds means that people in developing countries are
potentially falling ever further behind the developed countries,
exacerbating the economic divide and presenting increased human
rights and educational access issues. As a counterpoint, the
collection of data by large technology providers, commonly used
to support educational activities (such as Google, Apple and
Facebook), presents potential human rights issues in terms of
collection and use of personal data - particularly where access
to online resources requires participants to sign up for social
media accounts. Other issues relate to the dichotomy between
open educational access and the need to monetise activities by
institutions operating in an increasingly commercial world, and
the potential challenges of maintaining IP vs allowing open
access. Further details on OER can be found here:
http://oerresearchhub.org/about-2/reports/oerrh-ethics-manual/
ICT, elite
performance and professional training
Educational technology is not just restricted to academic
learning. It has been in use in elite athlete training for a
considerable amount of time, and the use of technology to
monitor, analyse, and provide feedback on performance has
created significant improvements in the performance of elite
athletes in recent years. Tools such as ‘serious games’ are also
increasingly in use by other professions, particularly those in
which risk of failure has serious consequences - this includes
doctors, seafarers, pilots and the military. By using
simulations, biofeedback and performance metrics, these
professions are able to complete a large amount of their
training using computer based simulation, ranging from simple
problem solving and online testing to full scale ‘realistic’
simulations. ICT also offers educational opportunities for
professions which require remote working, for instance,
seafarers, oil rig workers and military personnel, allowing
professional development while working in a remote location.
The application of
psychology to learning mediated by technology
Definition: This theme is intended for papers that deal with the
science of educational, social, and cognitive psychology and
other aspects of psychology as applied to education,
instruction, and training. Themes: Under this stream the
conference will welcome submission of papers aligned with the
following themes: (a) Informing evidence-based decision making
in the selection and evaluation of technologies for education,
instruction, and training. (b) Understanding the balance between
physical and psychological fidelity for learning design that
achieves its aims. (c) Can technology-based solutions influence
or change personal values, attitudes, and standards amongst
learners and if so, how do we know or at least find out?
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Those
attending ICICTE 2016 will leave with an excellent overview of
current thinking and practices in applications of technology to
education. |
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