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For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]

For the thirtieth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains several dozen research and development papers dealing with instructional technology and instructional design. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499896.]

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume 2 of the 25th Annual Proceedings of Selected Papers On the Practice of Educational Communications and Technology Presented at The National Convention of the Association for Educational Communications and Technology held in Dallas, Texas. This volume contains papers primarily dealing with instruction and training issues. Papers dealing with research and development are contained in the companion volume (25th Annual, Volume 1), which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, figures and tables.) [For Volume 1, see ED496300. For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]

This volume contains conference papers in which representatives from case method-oriented organizations present ideas on interactive, interdisciplinary, intercultural, and international teaching and learning. Eight chapters include: (1) "Case Method Research and Evaluation" (e.g., cross-cultural case research and writing and teaching research by distance education and computer technology); (2) "Adult Learning across Disciplines around the World" (e.g., modeling team learning and preparing teachers for urban settings); (3) "Case Teaching across Disciplines around the World" (e.g., case writing and role playing exercises for teaching legal processes); (4) "Educational Leadership and Case Method Application" (e.g., role plays to teach marketing cases and grading case courses to foster collaborative learning); (5) "Interactive Simulations and Distance Education" (e.g., interactive multimedia simulations in management and computer simulation in symbolic logic classrooms); (6) "The Case Method and the Internet" (e.g., tools to train student teachers for diversity and teaching human rights online); (7) "Case Studies and Writing in Various International Settings" (e.g., collaboration in researching, writing, and publishing cases and a case writers' workshop); and (8) "Applications in the Disciplines" (e.g., meeting marketing challenges of nations in transition and a case approach to improve educational mission impact). (SM)

Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflicting strategies for social change in the third world. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, and Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided. (YLB)

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.

Through special funding by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) at Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. RIHE hosted the third International Workshop on the Higher Education System under the theme of "Diversifying Higher Education Systems in the International and Comparative Perspectives," which was followed by the 38th Annual Study Meeting on the same topic. The following papers are presented at the conference: (1) Higher Educational Diversification in the United States (D. Bruce Johnstone); (2) Functional Differentiation or Hierarchical Differentiation?: The Case of Japan (Aya Yoshida); (3) The Diversification of China's Higher Education and Its Challenges (Weihe Xie); (4) Higher Education Diversification in Europe (Peter Maassen); and (5) Massification and the Growing Diversity of Higher Education (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.

This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations, which a more effective course design may address. This paper aims to use the First Principle of Instruction (FPI) theory, one of the Instructional Design (ID) theories, to design CLIL in order to improve the course. This paper has selected the Japanese CLIL course in China as an example. The target learners are 16 students of the Japanese major at the university. The subject of the course is Intercultural Education. The results indicated that the FPI-based pre- and post- questionnaires revealed significant difference, as compared to those of the Japanese proficiency test. The analyses of the proficiency test, FPI, and CLIL indicated that there is a high correlation between the test and FPI whereas there is a moderate correlation between the test and CLIL and between FPI and CLIL. [For the complete proceedings, see ED600498.]

In order to enhance the intercultural competence of engineering students, an international collaborative course in intralogistics education was initiated and realized between the Technical University of Munich in Germany and the Tongji University in China. In this course, students worked in global virtual teams (GVTs) and solved a concrete case study in the field of intralogistics in a virtual setting via modern communication tools. This paper introduced the course in detail and reported lessons learned from conducting the course and student feedback. The findings of this study suggested that teaching using GVT-based virtual exchange is effective in improving intercultural competence of engineering students. [For the complete proceedings, see ED579335.]

The paper selects over 20 online courses and analyses the subjects, organization, the way to show the content of the courses, the use of media, and design of the teaching in the case study of Chinese popular MOOC platform. On this basis, the paper summarizes the principles of curriculum design and design models in MOOC environment, such as practical course content, minimized but continuous course structure, simplified course content, the effective combination of the media with the content, learners-centered, and stressing social construction. The author is not only a member of the curriculum development team of MOOC, but also experiences the online courses as a learner, and tries to summarize the principles of curriculum design and design models after analyzing the design elements with the case study method. [For full proceedings, see ED557189.]

This paper explores the possibilities for building research-oriented, school-engaged teacher education through the professional learning of volunteer teacher-researchers. Volunteerism in education covers a broad spectrum of people and activities ranging from working in school canteens to supporting language and literacy programs. This paper reports on the professional learning of volunteer Mandarin teaching assistants as they develop into volunteer teacher-researchers. Situating this study in relation to Australian National Asian Languages and Studies in Schools Program, this paper draws on concepts from "Asia literacy" for its theoretical framework. A review of the research literature points to a need to value volunteers' contributions to teaching experience as a way of promoting volunteerism in schools. Elements of the research method for the study reported here include the project's focus, the participants and their selection, and ethical protocols. The analysis of evidence explores the transition through the work-integrated professional learning of these volunteer teacher-researchers, tracking their development through a collection of 28 documents. The discussion section uses the concept of "Asia literacy" to analyse the value of this research-oriented, school-engaged teacher education program. (Contains 4 tables.)

This document contains three papers from a symposium on globalization and human resource development (HRD). "Challenges and Strategies of Developing Human Resources in the Surge of Globalization: A Case of the People's Republic of China" (De Zhang, Baiyin Yang, Yichi Zhang) analyzes the challenges and strategies of HRD in China and discusses the following strategies for HRD development in China: (1) establish adequate HRD policies and improve the current system for realizing their long-term objectives; (2) promote nationwide efforts in lifelong learning and HRD; (3) improve the current educational and social systems and HRD; and (4) build an effective management education and training system. "Succession Management in China and America: A Theoretical Comparison and Implications for Developing Global Human Resources" (Baiyin Yang, Feng Lu) compares succession management in China and the United States and emphasizes the need for more research on the process of knowledge transfer during the succession of senior management. "Islamic Perspectives on Globalization and Implications for HRD" (Musa S. Rabba, Gary N. McLean) examines globalization from the perspective of Islam, with special attention to the Islamic work ethic and the reality of Islam's growth among diverse ethnic populations and its spread to many countries throughout the world. All three papers include substantial bibliographies. (MN)

It has been widely acknowledged in language acquisition research that cultural learning is an inseparable part of language learning. However, insufficient attention has been paid to the culture of classroom learning which involves both teachers' and learners' cultural values, beliefs, roles, expectations, and conceptions of teaching and learning. Communication challenges become obvious when teaching methodologies developed in one educational context are exported to another educational context. This paper reports on the findings from a case study conducted in 1997 in the People's Republic of China where pedagogical communication conflicts between English native speaking teachers and Chinese university English language majors became acute. The paper focuses on the problematic area--the discourse of participation that was highly valued, promulgated and practiced by native speakers teaching English in China. It will point out some of the discrepancies between this discourse and the Chinese culture of learning. In transplanting Western educational models to Chinese classrooms, participants did not sufficiently acknowledge the cultural distance between these models and the Chinese local sociocultural and educational realities. The discourse of participation was strongly resisted by Chinese students, and teaching by native speakers often failed to achieve the desired results. In spite of the "good" intentions on the part of both native teachers and Chinese students, there existed a vast gulf in their perceptions of what constituted "good" teaching and learning, of what appropriate roles they were fitted in, and what they expected of each other. The paper argues that the gulf, the hidden source of the pedagogical communication problems, can be bridged through creating a cultural synergy in which common interests are to be found and shared, sources of problems identified, cultural differences understood and respected, and learning maximally enhanced. (Contains 77 references and 2 tables of data.) (Author/RS)

This paper reports on the learning experience of Chinese and French students participating in a computer mediated communication (CMC) collaboration conducted in English and supported by Wikispaces, Animoto, and Skype. Several studies have investigated CMC contexts in which at least some participants were native speakers. Here, we address the linguistic and cultural challenges that students face when language code-switching is impossible. Twenty-five French students enrolled in their final semester of an undergraduate program in Sports Management and 40 Chinese students enrolled in their second year of undergraduate program in Business completed individual and group projects related to tourism in Europe based on information gathered through communication in English with their foreign partners. Data from students' written and oral productions were complemented by students' self-reflective evaluations. This study illustrates that mastering new technologies and interacting with an authentic audience motivated student learning. Some students also benefitted from the possibility of improving speaking skills through recording and listening to their own voices. [For full proceedings, see ED565044.]

This paper presents an empirical case study on the expansion of education in China (excluding Taiwan) since the foundation of the People's Republic of China in 1949 to 1995. The study uses an estimation of the national primary school enrollment rates from 1949-1951 and that in the period of "the Cultural Revolution," and uses the available official statistics of China in other years. The paper argues that currently available theories about expansion of education, mainly based on the observation of western countries, cannot be well applied to this general pattern. Factors influencing China's unique educational development include economics, politics, and public policy. The paper offers an exploratory view of the general pattern of educational development and its implications for the future. (Contains 25 references.) (EH)

The key to implementing ubiquitous learning is the construction and organization of learning resources. While current research on ubiquitous learning has primarily focused on concept models, supportive environments and small-scale empirical research, exploring ways to organize learning resources to make them available anywhere on-demand is also crucial. This paper presents a new organizational model for organizing learning resources: Learning Cell. This model is open, evolving, cohesive, social and context-aware. By introducing a time dimension into the organization of learning resources, Learning Cell supports the dynamic evolution of learning resources while they are being used. In addition, by introducing a semantic gene (knowledge ontology) into the model, Learning Cell can describe the internal structure and external relations of learning resources more flexibly, allowing the evolution of learning resources to be controlled in an orderly way. Furthermore, by employing a computational model of a social cognition network, Learning Cell enables not only materialized resource sharing but also the sharing of social cognition networks. Finally, by separately deploying resource structures and resource content in the cloud storage model, Learning Cell achieves context awareness of u-Learning resources. Learning Cell represents a resource aggregation model that is different from the learning object model. It makes up for the defects of existing learning technologies in the following areas: the sharing of process information and social cognition networks, the intelligence of resources, and the evolution of content. Learning Cell provides a theoretical framework for and practically explores the possibilities of u-Learning resource organization. [For the full proceedings, see ED562140.]

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This study examines a teacher's questioning strategies in mathematics classrooms in China when implementing reform-based mathematics curriculum. It explores teacher's strategies to deal with the tensions involved in the creation of opportunities for students to express and communicate mathematics ideas while ensuring the productivity of mathematics communication and the accomplishment of the lesson goals in a limited period of time. By doing so, this study has implications for teacher education and professional development in terms of how to strengthen the links between intended mathematics curriculum reforms and teacher's actual practices in mathematics classrooms.

The paper reviews research that describes good teaching in several cultures, focusing on teachers and teaching in China, England, Israel, Norway, and the United States. A root metaphor is used to describe good teaching in each culture. In China, good teacher are described as virtuosos because their art is teaching, and there is very little variation in teaching methods. In England, the good teacher is a superman who needs to have exceptional personal qualities, super command of pedagogical skill, exceptional subject matter background, and faultless conduct. Good teachers in the United States are described as skilled performers because they are artists who base their art on solid craft knowledge and bold imagination, and because they are improvisors on stage, sensitive to the responses of their audiences. The good teacher in Israel is a creator of a nation with the responsibility for transmitting cultural knowledge to the younger generation. Good teachers in Norway are looked upon as caregivers and interpreters of texts. They are expected to be good colleagues who are caring, and who have honed pedagogical skills and subject matter expertise. The research shows that various elements of good teaching are accepted as qualities in one culture but as liabilities in another. (SM)

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As developers and SMEs may come from different disciplines, using distinct terminologies, having inconsistent interpretations, and holding different values, however, problems of knowledge boundaries may arise and prohibit a successful knowledge delivery process. This study conducts a case study to explore the problems caused by knowledge boundaries between developers and SME in e-learning content development. Our findings illustrated how the syntactic, semantic, and pragmatic knowledge boundaries caused the misunderstanding problems which inhibited the effective knowledge delivery. Our findings also concluded the activities and boundary objects that the developers used to bridge the knowledge boundaries. [For the full proceedings, see ED562107.]

This article presents the findings of an eTandem Chinese-French exchange course during two academic years, the year 2010-2011 when the course was not credited, and the year 2011-2012 when the course was credited in one university but not in the other. It focuses on the students' perspective about the language exchange experience. The participants are second year language students from both universities--Level B1-B2 according to the Common European Framework of Reference for Languages (CEFR, 2001). The course includes theme-based asynchronous learning activities in the Learning Management System (LMS) Moodle of theme-based exercises, and writing a forum post in their mother tongue for language partners, as well as task-based synchronous oral communication via Skype. A course evaluation was done after each academic year and the data were collected. The findings showed that the fact that the course was credited really affected the students' appreciation of the exchange experience, even though it was only credited in one side. [For full proceedings, see ED565044.]

This publication presents a diverse collection written by a well-respected group of speakers and authors which includes government leaders, policy makers, education experts and administrators from all over the higher education world. The papers collected hereunder represent the conference proceedings of the Eurasian Higher Education Leaders' Forum held 20-21 August 2012 at the GSE (Graduate School of Education) at Nazarbayev University in Astana, Kazakhstan. The Forum was set up to further the GSE's aim of bringing together international communities of educators, researchers and leaders who will draw on robust research to address pressing education policy issues and provide innovative, evidence-based advice to policymakers and practitioners both locally and internationally. The presentation speeches, case studies and research articles in this compendium offer unique perspectives on the future of higher education, showcasing the breadth and depth of opinions from different corners of the world. Most papers feature case studies of higher education institutions - and, indeed, faculty - dealing with the demands on higher education brought about by the post-industrial era, globalization and the internationalization of education. The authors examine the issues surrounding education reform and the challenges that institutions face in the 21st century. They raise debates on quality assurance, university autonomy and accountability, university governance, and strategic partnerships of universities. The discussion of these themes in these conference proceedings, their innovative treatment and research methodologies, and the recommendations that the authors make will help policy makers, practitioners and researchers to draw lessons, to make comparisons and to understand how global and regional trends impact higher education internationally. Stakeholders across the field of higher education in the Eurasian sub-continent - and those with personal and academic interests in the region - will find the data and insights of special and particular interest. Keynote speeches in this proceedings include: (1) Educational Policy Achievements in Kazakhstan (Bakhytzhan Zhumagulov); (2) Education Reforms in Kazakhstan (Yerbol Orynbayev); (3) The University: A Center of Learning? (David Bridges); (4) Lessons from an American Quandary Strengthening Shared Governance in Turbulent Times (Robert Zemsky); (5) What Are Universities for in 21st Century (Michael Worton); (6) Challenges for Tertiary Education in the 21st Century (Jamil Salmi). Articles in the proceedings include: (1) A Few Global Trends and Points of Commonality in Quality Assurance in Higher Education (Alan Ruby); (2) The Impact of Standardized Testing on Education Quality: The Case of the Program for International Student Assessment (PISA) 2006 and 2009 (Duishon Shamatov); (3) Understanding Faculty Perceptions of the Current State of Higher Education Governance in Kazakhstan (Aslan Sarinzhipov, Aida Sagintayeva, and Kairat Kurakbayev); (4) Internationalization of University and Learning of University and Learning Process: Web 2.0 Dimensions (Leonids Ribickis, Igors Tipans, and Karlis Valtin); and (5) Reflection on the Development of Chinese Higher Education in the Post-Industrial Era (Serjan Uhibai). Case studies include: (1) Current State and Prospective of University Partnership Using an Example of Peoples' Friendship University of Russia (Gulnara Krasnova); (2) International Relations at Universitatea Babes-Bolyai (Ioan-Aurel POP); and (3) International Collaboration of S. Toraigyrov Pavlodar State University: Science with No Boundaries (Serik Omirbayev). Individual papers contain figures and references. [This publication was produced by Nazarbayev University. Abstract modified to meet ERIC guidelines.]