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This year's volume of the Central States Conference on the Teaching of Foreign Languages (CSCTFL) Report centering on the conference theme of MultiTasks, MultiSkills, and MultiConnections focused on the importance or world language use within the classroom and beyond with articles extending the conversation on target language use in instruction, on 21st century skills and accompanying Web 2.0 technologies that faculty and students can access and use to connect to the larger world, and applications of standards based instruction at K-16 levels of instruction. The profession's K-16 "Standards for Foreign Language Learning in the 21st Century" are well represented in this year's volume as all articles connect in some manner with one or more of the 5Cs in meaningful ways, demonstrating how the profession has embraced the national conversation on what "students should know and be able to do in a second or multiple language". The collection of articles in the MultiTasks section, share the theme of instructor target language (TL) use with recent attention placed on the role of the target language in instructed situations. In the MultiSkills section of this publication, readers will find a focus on the Partnership for 21st Century skills and technology integration in three articles. Articles in MultiConnections integrate various aspects of language learning usage for various purposes including connections to the Common European Framework of Reference (CEFR), to service learning for collegiate intermediate Spanish students not necessarily pursuing a major or minor in the language, and to innovations for providing more literature exposure into language learning. "Innovative Approaches to teaching Literature in the World language classroom," examines the need to provide and support literary texts in language instruction by bridging the gap between developing language proficiency for interpersonal communication and developing literary understanding of authentic literary texts.

This year's conference theme, "Be Seen, Be Heard," reflected not only our goal of celebrating our achievements but also represented our intent of making sure everyone's voices are heard, especially during 2017's difficult political climate. The conference opened with a motivating address from Dean Laura E. Lyons, followed by an inspirational keynote by Jamaica Heolimeleikalani Osorio, a PhD candidate in English at UH Manoa, widely published poet and professional performer. A special addition to this year's program were talks delivered by five featured speakers: Dr. Christina Bacchilega, Dr. Mary Shin Kim, PhD candidate Victoria Chen, PhD candidate Gavin Lamb and PhD candidate Michael Pak. Throughout the day, there were 36 graduate student presentations. Contents of these proceedings include: (1) What Can We Say about the Languages of Ancient Europe? (A. Douglas Callender); (2) An Evolving Mainstream: A Linguistic Landscapes Analysis of Migration in Cary, NC (Lucas John Edmond); (3) Reduplication in Oroha: The Multifaceted Process and its Effects within the Language's Grammar (Darren Flavelle); (4) Novel Morphophonological Derivational Patterns in Korean Onomatopoeic and Mimetic Neologisms (Bonnie Fox); (5) 'Give' in Sasak: Voice and Alignment in Ditransitive Constructions (Ryan E. Henke); (6) The Possibilities of Detaching '-E Hata' from Korean Psych Adjectives (Dianne Juhn); (7) Conversation Between Sasak Speakers in Cultural Context (Khairunnisa); (8) "Good Job!" Language Focus and Instruction in a Research Interview (Yu-Han Lin); (9) An Exploration Of Tonogenesis In Oceania (Leah Pappas); (10) From TBLT to PBLL: An Ecological Perspective (Huy V. Phùng); (11) Examining Effects of Revitalization on Pronunciation of Southern Tutchone Ejectives (Ashleigh Smith); (12) Intransitive Sentences with Floating Quantifiers in Child Japanese (Maho Takahashi); (13) Stance And Engagement Features in Academic Writing in Korean: A Corpus-Based Comparison (Lee Seunghye Yu); and (14) An Ecological Approach to an Online Second Language Writing Course (Lin Zhou). Individual papers contain references. [For the 2016 proceedings, see ED586378.]

The proceedings of the congress include the following workshop summaries: "Continuing Education and Training (CET) and Society" (Sellin); "The Social Dialogue" (Smith); "The Role of the Social Partners in Vocational and Further Training in Denmark" (Jensen); "Problems of Vocational Training in the Period of Transition to the Market Economy" (Csako); "Potential for Institutionalising and Formalising Cooperation between the Social Partners on Vocational Training" (Meghnagi); "CET and Society" (Kuda); "CET of Management Staff" (Standke); "CET for Managers in Europe" (Hummel); "Perspectives and Forms of Effective CET of Polish Management Staff" (Dworzecki); "Establishment of the Timisoara Institute of Management (Romania)" (Wisson); "Improved Qualification of Managerial Staff in Bulgaria" (Evgeniev); "Training Instead of Dismissal" (Makedonska, Soos); "Problems of Continuing Training in the Activity of the Employment Service" (Novikova); "Work-oriented Learning" (Stotzel, Schmidt); "Qualification Strategies for Women at Work and the Re-integration of Women into Working Life" (Prosel); "Integrated CET Programmes at Municipal Level" (Oels, Vogel); "Project-Pedagogics Approach in Training Schemes for Youth and Adults" (Vassileff); "Integrated Projects in CET" (Delatour); "Work, Ecological Crisis, Continuing Vocational Education and Training" (Knapp, Rieseberg); "Environmental Destruction" (Mackwitz); "Environmental Protection and the Workplace" (Bresso); "The Biosphere, the Technosphere and Society" (Balogh); "Psychological Problems Arising from Radical Structural Changes in the Former German Democratic Republic" (Maaz); "Learning Process as Part of the Joint Ventures in Poland" (Dyrschka); "Course in Entrepreneurship and Market Economy for Estonian Decision-Makers" (Hedlund); "Challenges to the Qualification of thw Workforce in the Transition from the Planned to the Market Economy" (Buttler); "IFG Projects in Central and Eastern Europe" (de Zitter); "Open and Flexible Distance Education and Training in Europe" (d'Azevedo); "New Methods, Old Practices" (Curran); "New Media in European CET" (Nickolmann); "Access as a Key Concept for Policies to Develop Open and Distance Learning throughout Europe" (Dondi); and "The Programme, Finish Your Schooling, Now Is the Time" (Anglarill). (KC)

Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]

Interactive simulations allow students to discover the underlying principles of a scientific phenomenon through their own exploration. Unfortunately, students often struggle to learn effectively in these environments. Classifying students' interaction data in the simulations based on their expected performance has the potential to enable adaptive guidance and consequently improve students' learning. Previous research in this field has mainly focused on a-posteriori analyses or investigations limited to one specific predictive model and simulation. In this paper, we investigate the quality and generalisability of models for an early prediction of conceptual understanding based on clickstream data of students across interactive simulations. We first measure the students' conceptual understanding through their in-task performance. Then, we suggest a novel type of features that, starting from clickstream data, encodes both the state of the simulation and the action performed by the student. We finally propose to feed these features into GRU-based models, with and without attention, for prediction. Experiments on two different simulations and with two different populations show that our proposed models outperform shallow learning baselines and better generalise to different learning environments and populations. The inclusion of attention into the model increases interpretability in terms of effective inquiry. The source code is available on Github. [For the full proceedings, see ED623995.]

Generally, project monitoring and evaluation (M&E) are mandatory actions throughout the project planning, implementation and conclusion phases. Although the terms "monitoring" and "evaluation" go together, evaluation is usually conducted after the project is completed and is typically included as part of the project report, while monitoring is a continuous process of ongoing data collection and feedback. This aspect is often neglected. Although M&E guidelines for practitioners are in abundance, and advocacy for the use of specific models of M&E are aplenty, there is a deficit of scholarly publications on M&E of capacity development projects in higher education in particular. Furthermore, research guiding future M&E endeavours based on lessons learnt before and during the pandemic, is found wanting. The three authors, in different roles, are part of an Erasmus+ co-funded project that aims to build capacity for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL). COIL is an inclusive approach to provide all students with virtual internationalised learning experiences without having to travel. Taking an insiders' perspective and sharing our experiences in this project, this paper should inform future M&E of capacity building projects. [For the complete Volume 20 proceedings, see ED622631.]

Although badges are among the most-used game elements in gamified education, studies about their optimal features to motivate learning are scarce. How should a badge be designed to represent an incentive for a specific goal like optimal exam preparation? This study examines usage data of a higher education learning app to determine whether the used badges have the intended motivational effect. The preliminary results suggest that the badges that were initially implemented in the app have the intended effect in most cases, but the stages of the multi-level badges could be optimized. The methodological framework used in this study can be transferred to usage data of other similar learning tools. With the help of easy-to-interpret outputs of decision trees, researchers and practitioners alike can work towards an optimal badge design. [For the full proceedings, see ED623995.]

Within digitally-supported learning environments, learners need to observe themselves so that they can reflect on their strengths and weaknesses and take a step toward autonomous learning. Within the scope of this research, a technology and analytics enhanced assessment environment in which students can assess themselves was implemented and tested. In order to determine N = 108 students' ability to use the assessment environment, behavioral patterns were determined based on their individual characteristics, system interactions, lesson performances, achievement motivation, confidence, and study interest. Findings indicate different system usage and behavioral engagement with the assessment system. The outcomes of this design-based research project indicate hints on how such assessment systems can be made more effective in future implementation stages.

COVID-19 hastened a trend that was already ongoing before the pandemic outbreak: the progressively increasing use of distance and online teaching and learning, alongside with lectures and classes. The potentialities of online teaching allowed a didactic continuity that would have been impossible otherwise, and this approach is likely to be maintained even after COVID-19 related restrictions end. From these remarks, it immediately follows that it is of great importance that teachers, students and other personnel, such as technicians and program managers, possess digital skills devoted to education. In the context of security and defence, areas with a strong international vocation, these skills are even more valuable. This research investigates the impact of COVID-19 on education in these contexts: the changes caused by the pandemic, the teachers' perception about some aspects of their job, such as the way they relate with students, and their ability to perform the same commitments in a different scenario. The research has been conducted based on the analysis of an online anonymous questionnaire with more than 500 responses. Results suggested the importance of the development of a training devoted to improving teachers' digital skills, since they live frontline in education, and they have been directly impacted by disruptive changes. This study is part of the European project Digital Competences for Improving Security and Defence Education - DIGICODE. Pursuing to the Digital Education Action Plan, the project aims at improving education quality in security and defence, by means of digital tools in didactics, and the development of teachers' professional competences. [For the full proceedings, see ED639633.]

Institution-Wide Language Programme (IWLP) modules are a popular option for international students at the University of Reading. Student feedback and module results show that some of these students face particular challenges in relation to their peers. In this paper, we describe how a team teaching Beginners French -- Common European Framework of Reference (CEFR) level A1 -- addressed this issue. More specifically, we focus on the development of a new module with integrated support and differentiated assessment as well as student feedback and suggestions for curriculum enhancement. We demonstrate how minor module and assessment modifications enabled the team to support students who might have dropped out or become discouraged and at the same time raise the level of challenge for all students whatever their background. [For the complete volume, "Innovative Language Teaching and Learning at University: A Look at New Trends," see ED594807.]

Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in "process work" left little retrievable trace, now artifacts accumulate apace in electronic clouds. What might a little excavation through material collected since the onset of COVID-19 reveal about ways localities and learning city networks mobilized to address the pandemic? For those on the resourced side of the digital divide, openly available content grants access to a gallery of community responses, transnational strategies, and future forecasting. [For the full proceedings, see ED625421.]

The time of COVID-19 required appropriate infrastructure, effective planning, digitally competent adult teachers, high quality training content, user-friendly tools, as well as digitally competent learners, to make education and training systems in the digital area. The readiness of the teacher to implement the remote studies, digital skills and ability to learn, as well as mutual cooperation were the determining factors in ensuring quality education during the Pandemic. This article provides a brief insight into a survey of university teachers about the challenges and disadvantages of distance learning, and describes how teachers developed their skills by collaborating and teaching each other.

This small-scale study draws on a higher education context where French-speaking students, "in situ" at Bordeaux University, participated in the Sharing Perspectives Foundation's flagship "Erasmus+ Virtual Exchange" (E+VE) program (2018-2019). French-speaking students interacted in English on the topic of "Newcomers and Nationalism" via weekly webinars with non-native English-speaking students from other participating universities in Europe and the Southern Mediterranean region. Authenticity is a complex concept involving the degree of implication and meaning speakers give to their interactions (Gilmore, 2007; Pinner, 2016; Widdowson, 2003). The study therefore addresses the question of how participant feedback can help us to assess E+VE in terms of authenticity. The methods used to investigate this research question were the qualitative analysis of the French students' reflective journals, questionnaires, and interviews. The results show that E+VE is conducive to authentic learner experiences. This study has also enabled a definition of 'authenticity' as a transformative language learner experience in virtual exchange. [For the complete volume, see ED609298.]

A major criticism brought to digital learning environments was that the individual learning activities cannot be monitored consistently. However, recent advancements of educational data mining and learning analytics allow a precise tracking of learner activities. Previous studies focused on learners' navigation profiles, academic achievements, or motivation, while missing a closer look a gender differences. This study focusses on the interaction preferences of N = 161 Bachelor students in a digital learning environment based on their gender. Within the scope of this research, interactions of the learners are defined as: (1) learner-content; (2) learner-discussion (learner-learner); (3) learner-tutorial; (4) learner-video; and (5) learner-assessment. interaction preferences of the students were examined based on log data and evaluation data collected through digital instruments administered through a learning analytics system. For this purpose, adjusted residuals analysis has been conducted. Findings show that the interaction preferences of students differ throughout the study periods according to their gender. The findings obtained in this research can provide some initial suggestions for instructional designers of digital learning environments. Future research will include students' psycho-educational structures, such as learning strategies, motivational dispositions, and prior knowledge.

The paper provides analytical insights into highly acute issues concerning preparation and adoption of Qualifications Frameworks being an adequate response to the growing interactions at the global labor market and flourishing of knowledge economy. Special attention is paid to the analyses of transnational Meta Qualifications Frameworks (A Framework for Qualifications of the European Higher Education Area, The European Qualifications Framework for Lifelong Learning and Towards a European Framework for Research Careers) and the UK National Qualifications Framework, separately for each of its constituent parts, as well as Russia. Doctoral Degree level is chosen as a core for the analytical overview as the authors believe that this qualification level deserves much attention and continuous improvement to provide highly qualified personnel for the sphere of science and education in the nearest future. Critical remarks on the real impacts of such Qualifications Frameworks policy from the international perspective are represented. [For the complete Volume 15 proceedings, see ED574185.]

This paper aims to compare the impact on the development of transversal skills, such as self-esteem, of virtual and physical exchanges. This is done by comparing the Europe on the Edge programme to the results of the Erasmus Impact Study. In doing so it fills the need that has been expressed in the telecollaboration field to study the impact of online education programmes "outside of students' and educators' beliefs" (Helm, 2015, p. 212). We shall argue that it is indeed possible to compare physical and virtual exchanges by measuring the impact on so-called transversal skills. [For the complete volume, see ED571330.]

Significant qualitative changes in academic mobility development, introduction of a three-tier system of student training (Bachelor's -- Master's -- PhD), and also the creation of conditions for providing autonomy to Kazakhstani universities has ensued in Kazakhstan, after the nation's entry into the European zone of higher education. But, as in any large-scale programme there are achievements and difficulties of implementation of the basic principles of the European educational system. In this paper, the author's objective is to analyze the changes and challenges associated with joining the Bologna process, and to consider the perspectives of higher education development in the EHEA as a whole. Particular attention is paid to the ECTS (European Credit Transfer System): the problems of transfer credits of Kazakhstan, which is part of the process on the unification of different educational systems in introducing the Bologna process in Kazakhstan. The introduction of the credit system provides recognition of qualifications from the European educational space, and promotes the expansion and intensification of the processes of European academic mobility of students and teachers. [For the complete Volume 12 proceedings, see ED597979.]

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in Vienna, Austria July 10-14, 2023. These proceedings include 202 papers, including 7 award papers.

Many higher education students are interested in MOOCs. At the same time, numerous questions are still without answers: formal aspects of participation in MOOCs, the type of motivation on the part of students for participation in MOOCs, quality of MOOCs, students' opinions about type, structure, contents, communication in MOOCs and other aspects. The authors of this article have tried conducting analyses of some aspects of MOOCs in Europe and in Australia as well as presenting and analysing the research results of a survey conducted among students of several countries within the framework of the European Union project IRNet (www.irnet.us.edu.pl). [For full proceedings, see ED571459.]

This paper presents the results of a European-wide survey regarding the practice of foreign language telecollaboration or Online Intercultural Exchange (OIE) in higher education. The survey was carried out as part of a European project, INTENT (Integrating Telecollaborative Networks into Foreign Language Higher Education) which was awarded funding by the European Commission's Lifelong Learning programme primarily to achieve more effective integration of telecollaboration in university institutions. Findings reveal the current "state-of-the-art" of telecollaboration in Europe: an educational practice which is highly valued by educators and students who have experience with it, but also a time-consuming activity which is difficult to organize and receives limited institutional recognition or support. Recommendations are made on the basis of these findings as to how telecollaboration can be supported and more fully integrated into higher education. [For the complete volume, see ED574893.]

Utilizing social network analysis, UNESCO international student mobility (ISM) data, and World Bank income classifications, this paper examines patterns of social reproduction in ISM within four established regional education networks from 2008-2012. Findings indicate that the global trend of uneven flows from developing to developed nations is replicated fractally within the Southern African Development Community, the European Higher Education Area, the Union of South American Nations, and University Mobility in Asia and the Pacific. Developed and/or higher income countries play a preeminent role in the regional networks as senders and receivers; whereas, developing (lower income) countries function primarily as source nations. This suggests that elite cultural capital is being centralized through ISM not only globally, but regionally as well.

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those we serve. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers were presented at the 65th conference: (1) Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia (Mousa S. Alfaifi); (2) Career Transitions and Professional Development of Bulgarian Immigrants in the United States (Iva Angelova); (3) Preserving the Social Cohesiveness and Lifelong Learning Mission of Scotland's Public Libraries: Evaluating the Scottish National Library Strategy through the Capabilities Approach (Kiran Badwal); (4) Factors Associated with International Graduate Students' Academic Performance: A Comparative Analysis between the First Semester and the Subsequent Semester in the U.S. (Muhittin Cavusoglu, Williemae White, Waynne B. James, and Cihan Cobanoglu); (5) A Framework for International Student Participation in Postsecondary U.S. English Language Programs (Valeriana Colón); (6) How a Visual Language of Abstract Shapes Facilitates Cultural and International Border Crossings (Arthur Thomas Conroy, III); (7) Adult Education and Training Programs for Older Adults in the U.S.: Country Comparisons Using PIAAC Data (Phyllis A. Cummins and Suzanne R. Kunkel); (8) The Power of Relationship Building in International Short-Term Field Study Experiences at the Graduate Level (Brittany Davis and Joellen E. Coryell); (9) A History of Oral and Written Storytelling in Nigeria (Simeon Edosomwan and Claudette M. Peterson); (10) Reflections after Working at the Center for Refugees of Conetta, Italy: Practice and Competencies Needed (Mario Giampaolo and Antonella Pascali); (11) Sustainability Adult Education: Learning to Re-Create the World (Wendy Griswold); (12) New Perspectives from a Quasi-English Translation of Dusan Savicevic's 2000 Work on Roots in the Development of Andragogy: The 2016 Update of History and Philosophy of Andragogy (John A. Henschke); (13) Against All Odds: Socio-Cultural Influence on Nontraditional International Learners Pursuing Higher Education in the United States (Yvonne Hunter-Johnson); (14) Exploring the Transformational Learning Experiences of Bahamian Students Studying in the United States (Yvonne Hunter-Johnson and Norissa Newton); (15) Designing Professional Learning Communities through Understanding the Beliefs of Learning (Jie Ke, Rui Kang, and Di Liu); (16) Olympic Sports Coaching Education: An International Coach's Perspective (Cameron Kiosoglous); (17) Global Leadership Competencies in Selected Adult Education Graduate Programs in the United States and Western Europe (Arthur Ray McCrory and Waynne B. James); (18) Adult Development: A Global Imperative (Linda E. Morris); (19) Henry Carmichael [1796 to 1862]: Australia's Pioneer Adult Educator (Roger K. Morris); (20) Do College Instructors Have Implicit Bias toward Latino-Accented English Speakers? (Eunkyung Na); (21) Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education (Annalisa L. Raymer); (22) The Key-Role of Teachers within the Italian School-Work Alternation Programs (Concetta Tino and Monica Fedeli); (23) An Analysis of Europe within Adult Education Literature (Susan M. Yelich Biniecki); and (24) Participatory Community Education to Mitigate Human-Elephant Conflict in Botswana (Jill Zarestky and Leslie E. Ruyle). (Individual papers contain references.)

In partnership with Educational Testing Service (ETS) and the Center for Minority Serving Institutions at the University of Pennsylvania's Graduate School of Education, Salzburg Global Seminar hosted an international strategic dialogue of 60 thought leaders, researchers, and practitioners from institutions serving marginalized populations to develop a platform for on-going dialogue, problem solving and solutions to common challenges. The program--"Students at the Margins and the Institutions that Serve Them: A Global Perspective"--was held October 11 to 16, 2014 at Schloss Leopoldskron in Salzburg, Austria and builds on Salzburg Global's track record of programs delivering on educational equity, quality and innovation. Program participants represented 19 countries and all regions of the world and engaged in five interactive days of issue framing, dialogue and strategic synthesis of global research, policy and expertise, and together assembled various frameworks for action. Issues debated include: national contexts and taxonomies of practitioners, intersections of identities and their effect of access, displaced students, legal frameworks for broadening access, and funding frameworks for institutions serving students at the margins. Participants also heard student voices; both at undergraduate and graduate levels. This report describes the program session discussions and outcomes. Appended are: (1) Session Participant and Staff List; (2) Session Agenda; and (3) Interviews and Op-eds. [Additional support for this work was provided by Capital Group Companies, the Mexican Business Council, and The Nippon Foundation.]

Nowadays, academic mobility is the subject of the extensive scientific discussion. International mobility of students and lecturers today is already world standard. In recent decades, academic mobility both in Europe and in the world is recognized as one of the most effective tools for improving the quality of education. The modernization of the higher education in Latvia can be considered as an element of some global international project wherein the academic mobility arises as the priority of synchronization of higher education in Latvia, Europe and in the world. [For the complete Volume 12 proceedings, see ED597979.]

Many European universities are initiating strategic transformation programmes that either seek a step change in institutional efficiency, respond to drastic shifts in higher education policy and financing, or improve their competitive academic advantage. Key ingredients for successful strategy implementation at universities include effective institutional leadership (governance and management), coherent operating models and structures and institutional culture. Leadership provides direction and defines accountability and responsibility for strategic academic outcomes. Operating models and structures provide an institutional platform for effective and efficient delivery, and culture is an all-pervasive feature of academic life that defines the shared institutional beliefs, which shape how the university delivers its academic mission. This report summarises the input, discussions and findings of the third USTREAM Peer Learning Seminar "Efficiency, Leadership and Governance: Closing the gap between strategy and execution" to achieve sustainable efficiency gains (Brussels, April 2018). It tries to do justice to university leaders grappling with the day-to-day challenges of implementing strategies in complex, often under-funded circumstances. The report aims to summarise these outputs in a coherent and, above all, practical way so that they can be translated into a variety of institutional contexts. [Co-funded by the Erasmus+ Programme of the European Union.]

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in New York, New York and online June 20-23, 2022. These proceedings include 180 papers, including 2 award papers. The award papers cover the topics of VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics and teacher candidates' acceptance and intentional use of augmented reality (AR) technology.

This document contains 16 papers on practices in correctional education in Central and Eastern Europe, presented at a conference in Hungary in 1997. The papers center around these four topics: (1) Prison System and Humanization; (2) New Challenges in Prison Life and Prison Education; (3) Nothing Works? Something Works; and (4) Beyond 2000. The following 5 keynote addresses, followed by 11 papers are included: "Prison System and Humanisation" (Ferenc Tari); "New Challenges in Prison Education" (Robert Suvaal); "Effective Correctional Programming" (Friedrich Losel); "Nothing Works? Something Works!" (Andras Csoti); and "Beyond 2000: Perspectives, New Horizons" (William Rentzmann); "Prisoners Are People: Maintaining Social Identities in Prisons" (Anita Wilson); "What's on Demand in Remand?" (Niek Willems); "Prison Education in an Overcrowded Prison" (Steve Gravett); "Liberty through Literacy" (Linda L. LaBoy, Mary-Ann K. Salvatore); "Norwegian Activities in the Baltic States: The Nord-Balt Prison Project" (Asbjorn Langas); "Back to Society: Charting, Evaluating, and Suggesting Measures To Improve Follow-Up Training for Prison Inmates" (Torfinn Langelid); "The Impact of Education on Post Release Success: Research in Progress in Ohio, Maryland, and Minnesota" (Stephen Steurer, David Jenkins); "Classification System in a Hungarian Juvenile Prison" (Attila Hevenyi); and "Education and the Arts in Prison" (Anne Peaker); "Beyond 2000: Perspectives, New Horizons" (Joseph Giordmaina, Anthony Vella); and "Clay and Welfare: Towards Empowering the Offenders" (Markku Salo). Nine appendixes contain conference programs and events, abstracts of papers, general information, information about the European Prison Education Association, a Council of Europe Recommendation on Education in Prison, lists of participants and liaisons, and a photo collage from the conference. (KC)

The Central European countries are currently in transition in all sectors. In education, the greatest challenge is providing sufficient English-as-a-Second-Language (ESL) instruction to meet the expanding demand, particularly after many years in which English was not taught widely in Hungary, Poland, and Czechoslovakia. High pedagogical standards are being challenged by serious shortages of well-trained ESL teachers and materials. In some cases, teachers weak in English language skills or lacking language teacher training are being hired to fill the gaps. Native English-speaking English language training professionals can make a substantial contribution during this time of expansion, but collaboration with local experts will be important to ensure that the methodologies and materials that are developed are appropriate to local cultures and expectations. There are many challenges and difficulties to overcome. Response to these needs in the next few years will lay the groundwork for the future of English language development in the region. (MSE)

Eight papers presented at a September, 1985 forum concerned with the school to work transition of handicapped youth are presented. Papers were developed as part of a project, "Transitional Programming for Handicapped Youth: Interdisciplinary Leadership Preparation Program at the University of Illinois (Urbana-Champaign). An introductory chapter, "Transition from School-to-Work: The Education and Training Enterprise" and a synthesis chapter, "Challenges and Future Directions" were prepared by L.A. Phelps, organizer and chair of the forum. Papers have the following titles and authors: "Secondary Vocational Education" (R.B. Cobb); "Postsecondary Vocational Education" (J. Brown); "The Job Training Partnership Act and Job Corps" (L. Tindall); "Business and Industry Training Programs" (K. Shaffer); "Proprietary Schools: A Case Study" (R. McCrae); "Higher Education" (J. Floyd); "Education and Training of Disabled Youth in Western Europe" (B. Reubens); "Transition to Employment for Individuals with Moderate and Severe Handicaps" (R.T. Vogelsberg). Summaries of the discussions which followed each paper are also provided. (DB)

Distance education offers a set of techniques through which new content can be rapidly and effectively introduced into schools. Its growing importance is due to these key factors: educational expansion, democratization of education, improving quality, and reducing costs. If distance teaching methods are to be used successfully for curriculum innovation within schools, there are at least four essential criteria for success: suitable materials, teacher orientation, access to school resources, and acceptable curriculum innovations. Three major roles for distance learning methods are to diversify the curriculum by introducing new subjects; to improve choice, by making a wider range of subjects available; and to change the content and emphasis of the curriculum by teaching traditional subjects with a more practical slant. Some examples of how distance teaching has been used for vocational or technical education at various levels are nonformal technical education in Pakistan, further education in Britain, the Open Tech program for technical education, and development of professional scientific and technical manpower in eastern Europe, the Soviet Union, Thailand, and India. (YLB)