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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. 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. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The 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 2020 received 459 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. The conference accepted for presentation 125 submissions (27% acceptance rate), from which, 106 submissions are published in full text in this book. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Joy Kutaka-Kennedy (Ed. D., Department of Special Education, Sanford College of Education, National University, San Jose Campus, USA), to whom we express our most gratitude. 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 covers 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: Critical Thinking; 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, Corporate Education. This book contains 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. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2020: International Conference on Education and New Developments (Virtual Conference).]

Three volumes present, in three chapters each, summaries of the papers delivered at the June 1992 European Conference on Educational Research. In 1992 the annual Dutch Educational Research Association conference became international. The 9 themes of the conference, arranged in 9 chapters, and the number of papers presented for each theme are as follows: (1) educational organization and management, 21 papers and 3 symposia; (2) curriculum, 30 papers and 6 symposia; (3) learning and instruction, 46 papers, 6 poster sessions, and 7 symposia; (4) educational technology, 46 papers, 6 poster sessions, and 2 symposia; (5) research methods and evaluation research technology, 38 papers, 3 poster sessions, and 4 symposia; (6) teaching and teacher training, 40 papers, 4 poster sessions, and 4 symposia; (7) vocational and professional education and training, 20 papers and 4 symposia; (8) higher education, 34 papers, 2 poster sessions, and 2 symposia; and (9) the social context of education, 28 papers, 2 poster sessions, and 1 symposium. (SLD)

These proceedings are divided into two major sections. Section I contains papers based on original research and thought and are intended as examples of products of rigorous scholarship. This section is subdivided into three subsections covering the future, the present, and the past. Papers appearing in this section were reviewed by at least two researchers selected for their expertise relative to the article being examined. Twelve papers appear in this section. The second section includes descriptive or journalistic papers and program reviews. Papers for this section are intended to be useful and of interest to environmental educators. In all, 16 papers appear in Section II. A section of guidelines for authors concludes the document. (Author/RE)

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had 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 aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

This paper draws upon research aiming at investigating teaching and learning at higher education within the socalled Bologna Process. It discusses the ways in which students learn at Engineering Education and it analyses their implications for redesigning initial training and rethinking teachers' role. Data were gathered through interviews and questionnaires. A questionnaire was designed including both closed and open-ended questions. Four levels of information were included: biographic data (gender, age, initial training, current job position, etc), academic education (reasons for choosing Mechanical Engineering, reasons for selecting University of Minho, expectations about Mechanical Engineering course, etc), transition from University to labor market (difficulties faced, scope and nature of the work, etc) and graduate and post-graduate interests (areas, type and organization for high level courses, specific courses, Masters' and PhD courses). Background characteristics, such as years of experience, academic years of experience at the current job were also included. Overall, findings suggest a positive evaluation of initial training, namely the ways students adapted to university, relationship between students, and length of their practicum. They also highlight a number of issues to be improved: a more hands-on approach, a better pedagogical intervention from lecturers, a more adequate articulation between content knowledge at secondary school and university education. [ABSTRACT FROM AUTHOR]

Online quizzes are a popular means of assessing students and providing feedback on their learning. There are now a number of easy to use quiz tools available which offer a range of design options including variations in the timing and the content of feedback. While this opens opportunities for teachers to design quizzes for different contexts, it also poses challenges in making decisions about which combinations of features will optimise learning. This paper presents a case study of an evaluation of the effectiveness of online quizzes in answer-until-correct-format as a formative learning tool. A multidimensional approach is adopted which takes into consideration the design of the quizzes, the instructional context and the characteristics of the learners. A key finding was that the strongest influence on outcomes was the general ability of the learners, not the quizzes themselves. Another was that to maximise learning a whole of curriculum approach is needed to ensure the alignment of outcomes, activities, cognitive processing requirements and learner characteristics. [ABSTRACT FROM AUTHOR]

The advent of information and communication technologies (ICTs) has brought about a fundamental and dramatic shift in the global educational system, which is constantly changing. This shift is manifested in various dimensions including Open distance e-learning (ODeL) where ICT is used as tools for teaching and learning. Thus, ODeL has become an integral part of the 21st century education and training as evidenced by its widespread and wholesome adoption by different LIS institutions. A literature review reveals that in Eswatini, Information and Knowledge management (IKM) education is not yet grounded in institutions of higher learning since only a few institutions offer the programme as a module not as a full course. The article discusses the critical needs for developing an ODeL curriculum for LIS schools in Eswatini. The discussion is rooted within the perspectives of the benefits of developing an ODeL curriculum that will provide accessibility to LIS education in the Eswatini; enhancing the quality of those programmes; as well as the cost effectiveness of the ODeL programmes. Additionally, it presents the strategies for developing an appropriate ODeL curriculum for the LIS schools in Eswatini. This article proposes a framework for developing an ODeL curriculum for IKM. Such a programme could be offered through the University of Eswatini to accommodate students within and outside the country. Thus, ensuring that Eswatini makes its indelible imprint on the global LIS Education and Training landscape. [ABSTRACT FROM AUTHOR]

This research aims to present the reality of using e-learning quality criteria of designing computer courses' learning programs at high education in Egypt. Quality right now got the concentration of researchers and experts. Most of studies deals with quality to improve performance in different fields , and to discover whether organizations regarding quality criteria in producing what is aimed through human resources who are trained to obtain the highest level of finished result. Through the study we determine to what extent e-learning quality criteria are already used in designing computer courses' learning programs. [ABSTRACT FROM AUTHOR]