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Student multimodal writing has gained attention in the teaching and learning of mathematics with the anticipation that these assignments will benefit student engagement and learning in a variety of ways. This study investigates students' perceptions of learning in a post-secondary calculus course, which contained four multimodal writing assignments. A course designed with multimodal writing is described along with student-generated products and feedback. Study results suggest that multimodal writing may assist students with understanding the complexities of calculus content and increase collaboration and engagement. [For the complete proceedings, see ED658295.]

The global quarantine measures and restrictions have posed a challenge to the structure and procedure of university summative assessment process. Foreign Languages Acquisition and Linguistic Education assessment are interdisciplinary processes, informed by the nature of linguistic content and types of communicative and professional activities within a framework of set and variable scenarios. The study is based on identification of various interdisciplinary competency principles, derivative of 21st century skills. This inquiry objective is to investigate the dynamic progress and results of digital transformation of final qualification assessment for students of European and Oriental Languages programs, employed in the years 2020 and 2021 through the pandemic emergency digitization measures. The study focus is on the comparison of the cases and best practices of Borys Grinchenko Kyiv University (Ukraine) Digital Final Qualification Assessment to derive contrastive results for different stages of digitization (2020 and 2021) in Foreign Languages major programs. Comparative results of the efficiency of ICT tools and practices applications across different educational activities of Final Qualification Assessment and interoperable digital literacy levels requirement are evaluated. [For the full proceedings, see ED639633.]

Email has become the most preferred form of business communication. Writing "good" email has become an essential skill required in the industry. "Good" email writing not only facilitates clear communication, but also makes a positive impression on the recipient, whether it be one's colleague or a customer. The aim of this paper is to demystify the components of a "good" email and to define a set of parameters by which to grade the quality of an email and provide detailed feedback. This can help candidates improve their email writing skills and also guide tutors. The email grading parameters encompass traditional attributes of written English (i.e. coherent and relevant content and correct grammar) but also include a unique set of characteristics that we may objectively identify as email etiquette. These characterstics comprise the metrics we use to evaluate the quality of the various constituent parts of an email. We grade the email using artificial intelligence, acting on semi-structured text. We use a mix of machine learning and rule-based systems to effectively grade an email on the specified parameters. Our system automatically grades email with accuracy comparable to human graders. [For the full proceedings, see ED599096.]

This paper presents findings on communication preferences of college students (N=1986) related to academic and non-academic purposes. This study also examines the use of technological tools which influence student communication preferences. Findings indicate a preference for face-to-face interactions despite the heavy utilization of technological devices. Educational implications are shared which challenge educators to incorporate communication involving not only reading or hearing others, but using tools for technological interactions to also view others, thus creating situations utilizing face-to-face encounters via those tools. [For the complete proceedings, see ED600498.]

Bullying is rife in schools across the world, which has emotional, educational as well as financial implications. Research suggests that the way in which bystanders, and in particular adults, react to such incidents is pivotal in curbing this problem. While a dearth of research focuses on the victims as well as the perpetrators of bullying, one should not ignore how different interactions between role-players influence the situation. The purpose of the paper is to explore the extent to which Burke's Dramatism framework can be used as a lens to gain insight into how role-players respond to bullying incidences, and how this contributes to the drama. I use a series of email discussions with the mother of a bullied child as a case study. [For the complete Volume 15 proceedings, see ED574185.]

The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks such as writing, design, and collaborative problem solving, and it has been used in new informal contexts where student actions are at best semi-structured. This iteration of the conference includes a range of work in these and other areas. This year's conference features three invited talks: Julita Vassileva, Professor at the Department of Computer Science, University of Saskatchewan, Canada; Steve Ritter, Co-Founder and Chief Scientist, Carnegie Learning Inc., Pittsburgh; and Michael Mozer, Professor Department of Computer Science and Institute of Cognitive Science University of Colorado. The number of accepted papers include 22 full papers and 42 short papers. An additional 47 papers were accepted to the poster track. The poster and demo track itself accepted 14 contributions out of 34 submissions. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2019 conference held a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceeding and to present their work to a live audience. The papers submitted to this track followed the "JEDM" peer review process. Two such papers are featured in the conference's program. Additionally this year, papers that were regularly published in the journal in 2018 were invited for presentation at the conference. Two authors accepted this invitation. The main conference invited contributions to an Industry Track in addition to the main track. The EDM 2019 Industry Track received eleven submissions of which six were accepted. The EDM conference continues its tradition of providing opportunities for young researchers to present their work and receive feedback from their peers and senior researchers. The doctoral consortium this year features eight such presentations. This year's conference includes also an invited talk by the authors of the 2018 winner of the EDM Test of Time Award. This year's talk is delivered by Mykola Pechenizkiy. In addition to the main program, there are three workshops: (1) Learning Analytics: Building bridges between the Education and the Computing communities; (2) Reinforcement Learning for Educational Data Mining; and (3) Workshop on EDM & Games: Leveling Up Engaged Learning with Data-Rich Analytics. Three tutorials were presented as well: (1) Sharing and Reusing Data and Analytic Methods with LearnSphere; (2) Causal Discovery with Tetrad in LearnSphere's Tigris and Designing and Developing Open; and (3) Pedagogically-Based Predictive Models using the Moodle Analytics API.

In recent years, we have witnessed a significant expansion of the communication channels available to lecturers and students. The purpose of this study is to examine the considerations guiding faculty members in choosing the communication channels they offer their students and the connection between the communication channel chosen and personal and organizational characteristics. The study was conducted using a questionnaire distributed among lecturers through public distribution lists and social networks. A total of 128 respondents completed the questionnaire. It was found that the lecturers' use of the various communication channels available to them was conservative, i.e., the leading channels in use were formal communication (e-mail, face-to-face meetings, and course websites). The lecturers made very little use of personal communication channels and rarely used social media. It was also found that organizational climate, personality characteristics, and the perception of the lecturers' role were related to the use of personal and social communication channels. [For the complete proceedings, see ED601080.]

Students' opportunities to struggle with mathematical ideas have long been considered paramount to learning. However, there's little research on how teachers; (1) draw on and make sense of the discourses of perseverance; (2) enact it in classroom; and (3) develop an expansive view of perseverance. To contribute to these lines of research, we build on a case study featuring a veteran mathematics middle-school teacher across two settings: his classroom where he facilitates students' engagement with a classical mathematical task, the Tower of Hanoi, and in a subsequent video-based debrief with his colleague and our research team. We propose a conceptualization of perseverance as upholding three dimensions of: (1) persistence; (b) sensemaking; and (c) problem solving heuristics. We argue for its potential as a conceptual resource for operationalizing perseverance more comprehensively. [For the complete proceedings, see ED606556.]

This paper explores the unlearning and learning undertaken by adjuncts (Associate Lecturers) during the introduction of automated messaging by the university as part replacement of adjunct pastoral support for students. Automated messages were introduced by the University to standardize the student experience in terms of qualification communications, for example, reminders of forthcoming assessment deadlines. This change in communicative strategy is due to shifting power from a collegial to a managerial culture and practice in supporting distance learning students effectively. This is a university-wide initiative in a bid to improve progression and completion in an increasingly cost-focused higher education environment. The introduction of automated messaging requires adjuncts to learn new processes, and thus unlearn previous organizational routines which impacts upon their academic identity and perceived power within their roles. [For full proceedings, see ED571430.]

In order to address concerns with the underrepresentation of spatial thinking in K-12 curricula, (National Research Council, 2006), Valentine and Kopcha (in press) designed and implemented a learning environment integrating cases as alternative perspective (Jonassen, 2011) in the context of eighth-grade mathematics. The design aimed to provide learners opportunities to investigate multiple representations of space and dimension concepts. Among the seventy cases, "Flatland: The Movie" (Caplan, Wallace, Travis, & Johnson, 2007) and "Flatland: A Romance of Many Dimensions" (Abbott, 1885/1991) operated as sources for learners' mathematization activity. This paper shares phenomenological manifestations of learners' experiences, focusing on their problematization of space and perspective concepts. Learners' problematization was captured as classroom discourse, student blog postings, and phenomenological interviews. Data indicates that both versions of "Flatland" acted as provocation tools, led to impasses, and operated as a source for questions and conjectures.

This paper will present and discuss the linguistic challenges that Argentinian university students of history and Danish university students of Spanish met during the course of a telecollaboration project based on synchronous communication in Skype. The purpose of this discussion is to identify linguistic pitfalls and the solutions adopted by both native and non-native participants in order to keep the conversations going in spite of misunderstandings, vocabulary limitations and other breaches in communication. The purpose of the discussion is to detect areas of strategic competence that need to be addressed in class, particularly for the benefit of the non-native speakers. [For the complete volume, see ED571330.]

A number of studies have demonstrated strong links between students' language features (as found in spoken and written production) and their math performance. However, no studies have examined links between the students' language features and measures of their Math Identity. This project extends prior studies that use natural language processing (NLP) features to examine student language features and math performance, replicating their analyses. The study then uses NLP features to model students' Math Identity. Specifically, the study compares performance on basic math skills within an online math tutoring system to both student language (as captured in emails to a virtual pedagogical agent) and to survey measures of Math Identity (math self concept, interest, and value). Language features were analyzed by a number of NLP tools that extracted information related to text cohesion, lexical sophistication, and sentiment. The findings indicate weak to medium relationships between math scores and Math Identity and language features were able to predict a significant amount of the variance in each Math Identity variable and in math scores. The potential for these measures to inform interventions for students with lower Math Identity is discussed. [For the full proceedings, see ED593090.]

Sandwich programmes are an innovation in teacher education geared towards the production of high quality manpower. They are organized during school vacations so that teachers working full-time would also have the opportunity to advance academically and improve professionally. However, the intensive nature of the programme jeopardizes the actualization of its objectives. Sandwich students, as adult learners, are self-directed and self-paced learners. Self-paced learning is any kind of instruction that progresses according to the speed of the learner. It is a "teach-yourself" method that does not require on-the-spot feedback from instructors. Sandwich students, therefore, need ICT tools to encourage their self-paced learning. This study involved twenty-seven final year Guidance and Counselling sandwich degree students at Alvan Ikoku Federal College of Education Owerri, who brainstormed in a round table setting and concluded that ICT tools such as audio tapes, smart phones, e-mail, video tape, internet, and other web-based learning should be applied to promote self-paced learning among sandwich students in Nigerian Universities. Based on the findings, recommendations were made and conclusions drawn. [For the full proceedings, see ED597456.]

The Technology Proficiency Self Assessment (TPSA) has been used since 1997 in its original form with only a few minor modifications (changing Alta Vista as a search engine example to Google). The survey instrument has retained its reliability even in the evolving arena of educational technology. The survey has been translated to multiple languages including Turkish and Spanish. In this study, the research team focused on similarities and differences among elementary, middle school, high school and university teachers in a native Spanish language environment, regarding technology integration self-efficacy in four areas: Email, World Wide Web, Integrated Applications and Teaching with Technology.

Contemplating one's teaching is an essential part of teacher education. As instructors of a methods course with a tutoring component, we asked education majors in the class to author weekly e-mail reflections about their teaching experiences. However, they had difficulty considering their lessons. The authors knew poetry stimulated introspections. Hoping to evoke the education majors' reflexivity, they requested the education majors create two poems (middle and end of semester), portraying their perceptions and dilemmas related to their teaching. The authors explored the lyrical forms through constant comparative analysis. Writing in a poetic voice prompted the education majors' contemplations. However, rather than focusing on their lessons, the education majors' initial poems portrayed their anxieties about teaching while their end of semester poems centered on concern for children.