1st Workshop on Innovation and Intelligence in Educational Technology (IETY 2021)

Scope:

Technology has been rapidly changing educational paradigms and environments. With the COVID-19 pandemic, the increased use of technologies such as videoconferencing tools supported by Learning Management Systems (LMS) soared among educational institutions, posing new challenges with respect to traditional classroom approaches. As a matter of fact, technology in education can be disruptive to the teacher-centered education and promote a new view focusing on problem solving and hands-on activities, using mobile phones and robotics, or addressing new ways of promoting students’ active participation, as in flipped classrooms. On the other hand, the internet and new intelligent technologies offer novel ways for teachers to scaffold learning activities and to provide more personalized tutoring to students. This workshop is intended to address new paradigms emerging using educational technology, and to present examples of how technology has been a drive for change in formal and informal learning environments. Some examples of the new technologies include the use of Learning Management Systems, in synchronous and asynchronous modes. Nowadays, it is possible to access and use open source or proprietary LMS. The major advantages of such technologies in supporting asynchronous and synchronous activities are the diversified tools that they integrate, supporting several interaction types. Tools such as narrated presentations, video streams, electronic forms and surveys, blogs and wikis for asynchronous discussions and collaborative content development, chats, web videoconferencing, etc. are increasingly being used. How can these tools promote learning in context of total asynchronous vs. synchronous activities? What type of interactions are more beneficial for learning? Learning Objects Repositories (LORs) are another relevant technology used as tools to enhance learning. Their main features are the reusability and retrieval capacities making them not only potentially ubiquitous but also easily sharable and updatable. They are an indispensable tool with respect to the next generation of web technologies, the web 3.0, supporting web semantics. By using metadata, LOs are easily catalogued and can be easily identified and referenced on a semantic web, providing new innovative ways to support learning. Which are the best practices for using LOs in LORS? How can we motivate a learning community to produce and use LOs? Which are the best ways to integrate LOs in the planning of classroom activities? Technology is being more and more pervasive in classes. For example, the use of mobile phone to promote the active participation in the assessment of a theme at a specific class, the use of sensors and other gadgets, as an approach to discover the concept of Internet of Things (IoT). To promote learning in Science, Technology, Engineering and Mathematics (STEM) some useful tools include collecting data and use it as a way to contextualize learning and problem solving activities, or using robotics as a tool to promote the development of computational thinking competencies and science in general. How are these approaches changing the way learning subjects are being presented at classrooms? How do these approaches provide more interdisciplinary activities and, in that sense, challenge a more traditional view that separates different concepts in different specific disciplines? Another approach of using technology is the scaffolding strategy to leverage better learning in the classroom. One example is the use of games or simulations in classes. More general approaches have been addressed using Artificial Intelligence systems, modelling learners or groups and communities and, even, using intelligent techniques to support disadvantaged schools and students. How can these disruptive technologies enhance the learning outcomes? What are the expected transformations to occur in classes using these technologies?

Topics of interest:

•    Qualitative and quantitative of study about user expression
•    Artificial Intelligence in Education
•    Educational Robotics
•    Repositories for Learning Activities
•    Gamification
•    LMS in synchronous and asynchronous classes
•    Learning Objects (LOs)
•    Adaptive and Intelligent educational systems
•    Creative Computing
•    IoT Applications for Education
•    ubiquitous learning
•    linked data and enhanced learning
•    Technology Enhanced Learning
•    Learning Analytics
•    Social Networks and Education
•    Assessment and Testing in TEL
•    Portals and Platforms for smart e-learning
•    knowledge modeling
•    intelligent tutoring systems (ITS)
•    Mobile learning
•    Augmented and Virtual Reality in education

Organizing Committee:

•    Armando B. Mendes, Universidade dos Açores, This email address is being protected from spambots. You need JavaScript enabled to view it.
•    Cláudia Faria, Instituto de Educação da Universidade de Lisboa, This email address is being protected from spambots. You need JavaScript enabled to view it.
•    Christian Giang, École Polytechnique Fédérale de Lausanne (EPFL), Lausanne Switzerland, This email address is being protected from spambots. You need JavaScript enabled to view it.
•    José Cascalho Universidade dos Açores, This email address is being protected from spambots. You need JavaScript enabled to view it.
•    Tiago Thompsen Primo, Universidade Federal de Pelotas, This email address is being protected from spambots. You need JavaScript enabled to view it.

Program Committee:

•    Rosa Vicari, Universidade Federal do Rio Grande do Sul, Brasil
•    Áurea Sandra Toledo Sousa, Universidade dos Açores, Portugal
•    Ana Cristina Matos Ricardo Costa, Universidade dos Açores, Portugal
•    Paulo Novo Neves, Direção Regional da Educação, Portugal
•    Emiliana Leonilde Dinis Gil Soares da Silva, Universidade dos Açores, Portugal
•    Luis Cavique, Universidade Aberta, Portugal
•    Jorge Manuel Azevedo Santos, Universidade de Évora, Portugal
•    João Filipe Matos, Instituto de Educação da Universidade de Lisboa, Portugal
•    Linda Castañeda, Universidad de Murcia, Spain
•    Osvaldo Silva, Universidade dos Açores, Portugal

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