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These 12 papers represent different perspectives concerning internationalization of vocational education and training (VET) in Europe. The papers are: (1) "Internationalisation of Vocational Training in Europe" (Margrethe Vestager); (2) "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); (3) "Globalisation and Internationalisation: Two Conflicting Discourses? Towards a Multilingual, Ethically Reflective Intercultural Competence" (Karen Risager); (4) "Trends in the Internationalisation of Qualifications" (Tim Oates); (5) "Internationalisation--What Are the Possibilities?" (Jorn Sogaard); (6) "Education and Training in Times of Globalization" (Michael Brater); (7) "The International Challenge for VET" (Kim Moller); (8) "Qualification Development of Internationally Active Skilled Workers--From Mobility of Labour to 'Virtual Mobility'" (Peter Wordelmann); (9) "Trainer Exchanges: A Staff Development Opportunity" (Marilyn Young); (10) "Internationalisation as a Challenge for Vocational Colleges in Europe" (Ronald Monch); (11) "The Internationalisation of VET: The Australian Experience" (Tony Crooks); and (12) "All of Us Must Have a Dream..." (Riccardo Petrella, interviewed by Norbert Wollschlaeger). Each paper contains references. (YLB)

This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey. (LL)

The two volumes of these working papers include articles by linguists from Scandinavia and other parts of the world. Under the heading, "The Use of IT in Grammatical Analysis/Parsing" are five articles: "Creating Inflecting Electronic Thesauri"; "Tagging Speech Data--Constraint Grammar Analysis of Spoken Portuguese"; "A Constraint-Based Tagger for Norwegian"; "Swedish Constraint Grammar"; and "Two Two-Level Models of Norwegian." Under the heading "Functional/Cognitive Linguistics" are 12 articles: "The Subject is Nominative! On Obsolete Axioms and Their Deep Rootedness"; "Negation: A Cognitive Hurdle in Interpreting"; "Inflection Classes, Norwegian Verbs, and Cognitive Grammar"; "Conditionals in Institutional Settings"; "Different Competencies? A Comparison of the Productive and Receptive Languages of a Danish Agrammatic Patient"; "Some Reflections on Syntactic Structure and the Acquisition Process"; "Placement and Scope of Mainland Scandinavian Modal Adverbs"; "On Grammaticalization of Body-Part Nouns: 'Hand' in Finnish and Estonian"; "Some Pragmatic Properties of French Cleft Constructions"; "The Construal of the Scene: Selected Existential Constructions"; and one article each in German and Danish. Under the heading "Language in Interaction" are eight articles: "Overlap Management and Interactional Competence"; "Stereotypes in Action"; "Danish in Greenland -- a new Dialect? Preliminary Results From a Pilot Project"; "Meanings of the Word 'Work' in a Danish Unemployment Office"; "Codeswitching between Persian and Swedish"; and three articles in Danish. Under the heading "Endangered languages" are four articles: "How Fast Will a Language Die When It Is Officially No Longer Spoken?"; "Komi, an Endangered Language?"; "Phonetic Salience and Language Change: Verb Paradigms in Inari Sami"; and "Linguistic and Political Aspects of Alphabet-Making for a Threatened Language." All articles include a brief abstract in English. References appear throughout the articles. (KFT)

This set of nine papers on special library concerns includes papers presented by participants from Canada, Denmark, East Germany, the United States, and the United Kingdom. Papers are entitled: "The Needs of the Special Librarian and the Library Association," by Miriam H. Tees; "Position and Development of Special Libraries within the Librarianship of the GDR," by Gerhard Schwarz; "Art Library Associations Worldwide: Their History and Future," by Philip Pacey; "Exchange and Bibliography of Danish Official Publications," by Rita Eljersen; "Art Libraries in the GDR," by Wolfgang Winkler; "The Role of the Medical Library Association in Education, Standards, and Other Support Services of Members," by Shirley Echelman; "The Role of the Library in a National Professional Organization," by Susan Crawford; "Serving the Needs of the Biological Sciences Librarian," by David R. Bender; and "Services, Structure, and Organization of Libraries and Information Facilities for Medical Research and the Health System in the GDR," by Horst Sonntag. (JL)

These seven papers from the section on children's libraries address such topics as library services for children, training of children's librarians, outreach programs for children, bibliographic instruction, and children's literature. Titles of the presentations are "Children's Libraries Information Services to Children, Adults and Institutions," by Alice Geradts, The Netherlands; "Children's Library Users--Are They Adults?" by Malin Koldenius, Sweden; "Information and Documentation on Children's and Youth Literature in the GDR," by Heinz Wegehaupt, East Germany; "Information Concepts and Skills for Schoolchildren: An International Study on Instructional Materials and Their Development," by Ann Irving, England; "Development of Children's Literature in Thailand," by M. L. Joy Nandhivajrin; "Information Services for Children, Adults, Institutions and Organizations in the Context of Library Work with Children in the German Democratic Republic," by Irmgard Dressler, East Germany; and "Education and Training of Children's Librarians," by Aase Bredsdorff, Denmark. (RBF)

These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.

The 22nd EUROCALL conference was held at the University of Padova from the 26th to the 29th of August 2015, the first time that EUROCALL has been held in Italy. The event was organized in collaboration with the University Language Centre and the support of the Department of Political Science, Law and International Studies. Over 300 delegates travelled from over 37 different countries to attend. The theme of the conference this year was Critical CALL, drawing inspiration from the work carried out in the broader field of Critical Applied Linguistics. The term "critical" has many possible interpretations, and as Pennycook (2001) outlines, has many concerns. It was from these that the conference theme was decided, in particular the notion that assumptions that lie at the basis of a field's praxis should be questioned, ideas that have become "naturalized" and are not called into question. Another concern of Critical Applied Linguistics is the relationship between the macro and the micro, an engagement with issues of power and inequality and an understanding of how classrooms and conversations are related to broader social, cultural and political relations. Over 200 presentations were delivered in 68 different sessions, both in English and Italian, on topics related specifically to the theme and also more general CALL topics. 94 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)

In forestry, as in other fields, technological advances have resulted in significant changes in work practices and skill requirements. Vocational training and improvement of forestry workers' skills through lifelong learning can help achieve sustainability in forestry. The objectives of lifelong learning are to integrate people into working life and participate in what goes on in society at large. In the field of forestry, lifelong learning can play a role in helping workers develop the skills and knowledge that are prerequisites for sustainable managed forests. Through lifelong learning, workers can also become educated about worker's rights. In addition to new skills and knowledge, workers responsible for implementing sustainable forestry must also be acquainted with and feel ownership of the total concept of sustainable forest management. Forestry workers must actively participate in the purchase and use of new technology, care of the forest, and environmental protection. They must be able to make new judgments and new types of decisions to ensure that their work is in line with the overall policy of sustainability. Educating and training apprentices to practice sustainable forestry is easier in countries where forestry work is considered skilled labor than in those countries where it is considered unskilled labor. (MN)

This paper shows the consequences for urban planning and road construction, if the Danish guideline from noise from motorways is to be changed according to the WHO-guidelines from 2018. It shows comprehensive challenges for urban planning and construction of new roads. Today the Danish guideline is 58 dB Lden while WHO suggest 53 dB Lden. The paper shows the technical possibilities to reduce the noise according to the WHO-guidelines. The paper also shows, that the cost for noise reducing initiatives along motorways would triple, the forbidden planning zone for new housing along motorways would be doubled geographically and the profit for urban developers behind projects for new housing outside larger cities would disappear. [ABSTRACT FROM AUTHOR]

Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions. We focus on a particular social phenomenon that is strongly linked to emotions -- facework (Goffman, 1967). Applied to computer assisted language learning, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps, and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of the smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This paper presents a new method for connecting start-ups in particularly highly volatile and uncertain market conditions with potential customers to enable their mutual co-creation of new innovative solutions targeting specific needs of their potential customers. The method is coined reverse shark tanks inspired by concepts like the Lions Dent. The goal of this paper is to investigate the expediency of reverse shark tanks for start-ups to qualify their innovative ideas and solutions and to gain access to potential customers for future co-creation efforts. The potential customers are typically larger firms in search for innovative solutions that fit their specific needs. However, these firms typically have a hard time identifying the providers capable of meeting the specific challenges. The paper contributes to the existing literature on innovation and business modelling by developing a new method to facilitate the meeting and the establishment of co-creation relationships. [ABSTRACT FROM AUTHOR]

We propose to use reading time as a metric to report progress in language learning applications. As a case study we use a web-based application that enables learners of a foreign language to read texts from the web and practice vocabulary with interactive exercises generated based on their past readings. The application captures generic interactions with the web page (e.g. switching to a different tab) but also interactions directly related to language learning (e.g. clicking on a word to get a translation). We propose two metrics for approximating reading times based on user interactions with the web application. We analyze the correlation between these metrics and other interaction metrics and show that active time is the best metric for estimating the user's actual involvement with the texts and that it can be approximated from interaction metrics. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This paper presents results of a comparative international study on some aspects of school counseling in the following 12 countries: Austria, Bulgaria, Croatia, Denmark, Ireland, Malta, North Macedonia, Russia, Serbia, Slovenia, UK, and USA. The authors explain the multifunctional character of school counseling, give an idea of establishing a research field that could be called 'comparative school counseling studies', show the original terms in individual countries, and compare six aspects of school counseling: 1) legislative framework; 2) position requirements; 3) role of school counselors; 4) functions of school counselors; 5) interaction; and 6) ratio. The paper concludes with a long list of qualities school counselors are expected to possess. This is a document study chiefly based on examining, systematizing and comparing national documents (laws, reports, instructions, advices, position requirements, ministerial orders, recommendations, strategies, and statistics) on school counseling.

In Thai public hospitals, a hospital meal demand did not come from an inward admitted patient's desire but medically indicated by a medical professional. Moreover, it will be known only after a daily bedside diagnosis of each patient. A hospital self-operated kitchen system in Thai hospitals uses static production planning by predetermined production quantity in advance of actual production for a week. Unlike in the new Danish public hospitals, patients can select their meals listed on a menu based on their health condition. Danish hospitals' centralized kitchen acted as a production hub providing postponed food to its network hospital within its area. Therefore, this paper explores how public hospitals in these two different countries manage and control their catering production systems. Two public hospitals in Thailand and one public hospital in Denmark are select as a case study. With the exploratory research approach, a result not only explored a detail of its supply chain and operations, including inbound operations, production, and outbound operations from the selected case study hospitals in both countries. But it also reflects a different principle on planning hospital catering system between these two countries. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is a fundamental ability for learners in today's society. Although CT assessments and interventions have been studied widely, little is known about CT predictions. This study predicted students' CT achievement in the ICILS 2018 using five machine learning models. These models were trained on the data from five European countries and then tested on the Korean and the Danish sample, respectively. Results indicate that the models trained on the individualistic-European data were generalizable to the individualistic European country, Denmark, but not to the collectivistic Asian country, Korea. This study fills a void in the CT literature and highlights the importance of considering the contextual relevance of data sources when making algorithmic predictions.

Nowadays, the issues on conventional reinforced concrete slab due to high concrete consumption and heavy structural weight has been raised up. Therefore, the revolutionary construction method by replacing conventional reinforced concrete slab with bubble deck slab has been promoted as an alternative slab system in order to solve these issues. The bubble deck slab or also called as biaxial hollow slab was invented in 1990s by Jorgen Bruenig from Denmark. This bubble deck slab is constructed by placing bubbles in the middle of slab that replace the ineffective concrete that not performing any structural function, thereby, reducing the self-weight and increasing the slab efficiency. This unique bubble deck slab technology will reduce it self-weight by 30% to 50% compared to conventional reinforced concrete slab. It has a lot of benefits such as reduced cost and materials used, improved structural efficiency, faster construction duration, and also green technology. The purpose of this paper is to review on the bubble deck slab technology according to previous research studies. [ABSTRACT FROM AUTHOR]

In this paper, methodological issues in tracing the evidence of Intercultural Competences (IC) in online intercultural exchanges or telecollaboration are examined. The possibilities and limitations of methods for analyzing IC occurrences are explored. By considering the complementarity of methods, the study contributes to advance the methodological reflections on identifying interculturality and intercultural learning processes in technology-mediated interactions. [For the complete proceedings, see ED600837.]

Based on ethnographic studies of students' learning, this paper investigates how new spatial enactments of learning that include mobile technologies engage students in specific ways that enable them to learn. Data used in the paper have been collected in three lower secondary schools (7-9th form, ages 13-15) where students and teachers have been working with a unique combination of iPads and stationary auditorium based screens for collaboration and learning through videoconferences. Videoconferences have been significant for the schools as they are all based in rural areas where cultural institutions, connections to others and local experts are scarce, and where video-based interactions can open up for new perspectives and resources in learning. In the schools tablets have been used both for video interaction and as a ubiquitous personal device for everyday learning in school and at home, providing students with a digital format that is at hand and accessible for learning. Findings of the research indicate that learning is much more flexible, personalized and diverse when students use their tablets to work with knowledge and that new mobile enhanced body-technology relationships contribute to transforming ways of seeing and knowing in schools. [For the full proceedings, see ED571335.]

Technical, economical, and social changes place great demands on the qualification of professional forces in all areas of the national economy. The decisive foundations for these qualifications are built in vocational education. Vocational education is an investment in the future and one of the decisive pillars of the prosperity of every state in the future horizon of competitiveness. From that follows that the topic of professional dual education is becoming more and more relevant in all countries of the world. Economic experts at the moment state, that overall unemployment among young people is higher compared to other years, and at the same time, there is a lack of qualified personnel for professional positions in various work areas. Many states see the solution to this problem in the implementation of dual education, so individual countries have begun to take the necessary measures. The advantages of adapting curricula to the demands of the economy and business are obvious and transparent, so the public and private sectors, as well as non-profit and non-governmental organizations support this agenda. The article analyzes the elements of dual education in individual European countries with a special focus on dual education in Slovakia. A meaningful motivating factor for its qualitative rise can be the comparison of the vocational education system in individual European countries. [For the full proceedings, see ED654100.]

The main objective of this paper is to identify and discuss first line management in the public sector in Denmark. A central theme in discussions about leadership in the municipal sector, and in the public sector in general, is the degree to which the sector is moving towards professional managers, also among first line managers, at the expense of traditional leadership patterns, where the manager typically takes part in daily work. The data collected for this paper consists of a structured observation study conducted among 50 first line managers. [ABSTRACT FROM AUTHOR]

Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work-related adult learning, an important example being academically based masters programs. Yet, the actual effects of such educational investment in terms of improved workplace efficiency remain obscure both with respect to the organization and the individual. Academically acquired knowledge is generally admitted not to affect work-related outcomes to any significant extent. The three authors of this paper are all involved in planning, managing and teaching at masters programs at Aalborg University, Denmark. Programs are carefully designed with a view to strengthening the link between the educational space (the curriculum and academic priorities) and the students' habitual working environment (the organizations from which they come). Starting from a theoretical viewpoint based on traditional learning theory, supplemented by much new research on the transfer of training, as well as on Donald A. Schön's classic work on practicum as a crucial component in the training of practitioners, our paper presents and illustrates, with examples, a framework for designing educational programs which can help make academic teaching relevant to production-oriented life in organizations. The paper may be read as a statement from which criteria for evaluating the said masters programs can be generated. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in student's achievement outcomes is unquestionable. There are many factors that have an impact on student achievement, but this paper will analyze only the impact of teacher's income on student's achievement. A hypothesis for further study has been set by collecting and analyzing pedagogical documentation on teacher salaries and student's educational achievements. Qualitative approach to statistical results of PISA study published in 2013 analyzes following categories: reading, mathematics and science, student's sense of belonging to school and student's personal opinion on does school prepare them for adult life. The study of these elements in selected countries gives us a concrete insight into their interrelationship. The comparative analysis compared the educational achievements of students with the level of teacher's salaries in the following countries: Canada, Denmark, France, Germany, Israel, Japan, Norway, South Korea, Spain and Switzerland. The results of the research show that the level of teacher's income has an impact on student's achievements. The paper confirms the facts that the teaching profession is more popular as incomes increase and therefore attracts more motivated and skilled individuals. [This paper was published in the SGEM2014 Proceedings, ISBN-978-619-7105-24-7 / ISSN 2367-5659, September 1-9, 2014, Vol. 3, pp. 383-390.]

The paper tells the story of 25 years of technology developments and engineering challenges in the European offshore wind sector. Since the world's first offshore wind farm at Vindeby in Denmark in 1991, the offshore wind industry has developed into a significant business across north-western Europe and beyond. The paper describes the early development of the wind industry in Denmark, followed by a focus on the evolution of offshore foundation concepts, their applicability and their pros and cons. [ABSTRACT FROM AUTHOR]

VIA University College in Denmark offers a variety of online study programmes in administration, nursing, preschool teaching, teaching and social work. The study programmes are organized as blended learning with a large percentage of students' activities designed to be carried out online and in collaboration among students. It is well established that student completion rates are often lower in such flexible study programs. This might be due to factors such as less face to face contact with faculty and challenges regarding student self-motivation, when study time must be self-organized to a much larger extent than in traditional study programs. Thus, it is of great interest to investigate which factors keep students motivated and engaged in these programmes. The paper will investigate and discuss the following research question: How does educational design affect students' social and academic engagement in and connection to their study? Our aim is to discuss education designs and their potential role affecting the students' social and academic engagement. Our data collection method is designed to investigate students' points of view. Using a hermeneutical approach, we have conducted semistructured interviews with study groups from the different programs. In the interviews, we asked students which factors were important to them regarding 1) their social engagement in the study programme, 2) their engagement in the study content (academic engagement), 3) their experience and use of guidance and feedback from faculty, 4) retention in the study programme. Analysing the interviews, the paper seeks to understand quality in these study programs from the students' point of view. We hope to outline some propositions for educational designs in online study programmes, which support the social and academic engagement of students. The results obtained in this study may be used in future design of online study programs, with the aim of increasing student motivation, retention and completion. [ABSTRACT FROM AUTHOR]

In this paper we consider the problem of modelling when students end their session in an online mathematics educational system. Being able to model this accurately will help us optimize the way content is presented and consumed. This is done by modelling the probability of an action being the last in a session, which we denote as the End-of-Session probability. We use log data from a system where students can learn mathematics through various kinds of learning materials, as well as multiple types of exercises, such that a student session can consist of many different activities. We model the End-of-Session probability by a deep recurrent neural network in order to utilize the long term temporal aspect, which we experimentally show is central for this task. Using a large scale dataset of more than 70 million student actions, we obtain an AUC of 0.81 on an unseen collection of students. Through a detailed error analysis, we observe that our model is robust across different session structures and across varying session lengths. [For the full proceedings, see ED599096.]

Research in learning technologies has often focused on the affordances of single technologies such as pcs, smartphones or interactive whiteboards. However, in most learning environments technologies do not stand alone but are embedded in activity structures and webs of materials that make up the learning activity. This is specifically relevant when the object of study is mobile learning, where devices are flexible and follow the learner in his/her shifting learning activities and needs. This paper focuses on the ways in which iPads as learning technologies become involved in sociomaterial practices that are emergent and improvisational and how this contributes to educational change. The paper proposes that the introduction of tablets into classrooms will enroll devices in networks of learning that establish new and significant relationships between learning technologies such as iPads, whiteboards, pcs as well as books, pens and paper. These relationships challenge the idea that iPads can act as isolated and unique actors in educational development. The paper focuses on the ways in which teachers negotiate material cultures in schooling when iPads are involved in learning, i.e. how they become central actors in linking, translating and creating trajectories between the artefacts of learning. I study these processes from three perspectives that I identify as respectively capturing, bricolaging and building knowledge. [For full proceedings, see ED557189.]

The state has been known as the major socio-political attribute of the Nordic model. Nordic pedagogic progressiveness has been internationally inspired which can be seen in the student centred learning tradition, the prevailing professional autonomy for educators and in democratic values as important parts of Nordic education. This paper analyses the pedagogical implications of globalization, evidence based practice and the entrepreneurial discourse from a Nordic Didaktik perspective -- a perspective of "Bildung". It identifies how global actors as well as political discourses are striving to influence the conceptual understanding and application of innovation and creativity within education. The purpose of this paper is consequently to discuss the pedagogical implications of current aims towards the development of "innovative students" within two dominating and potentially contradicting global discourses: The innovation discourse on the one hand, which stresses the importance of idea-creation, creativity, innovation, and the overall ability to bring something new into existence. And the evidence discourse on the other hand, stressing the importance of basic skill, competences and the measuring of learning outcomes, based on the assumption, that assessment and testing of students' learning will improve academic outcomes.

This paper builds on data from a project where iPads were used in a lower secondary school in Denmark to support school development and inclusive learning environments. The paper explores how iPads enter into and work as part of an ecology of learning in five classes in lower secondary school. The paper argues that we should disengage approaches to the iPad in education from ideas of what the properties of these technologies are, and see the device as a more relational and situated actor, avoiding the definition of properties of technologies outside the contexts specific to their use. [For the full proceedings, see ED562107.]

This paper focuses on the multiple agents of educational change associated with the implementation of ICTs in elementary schooling. The focus of the paper is on emergent patterns of change, i.e. the way technologies are adapted over time in different configurations that involve both pupils, teachers, activities and the different resources used in the classroom. The paper focuses on the concept of socio-material bricolage (Johri 2011) as an approach to understanding how digital devices contribute to constructing both relevant and innovative practices in teaching and learning in schools. The concept of bricolage is based on the idea that teachers and learners develop their practices through the ad hoc use of available artifacts--i.e. through improvisations where digital devices participate in shifting relationships with available resources and relevant actors. The paper is a theoretical exploration of the use of iPads amongst teachers and learners and builds on data from a school development project in Denmark where five classes of seventh graders were given iPads on a one pupil one device basis for the school year of 2012-13. [For the full proceedings, see ED562107.]

The paper will discuss potentials of digital media to support student engagement and student production in Danish upper secondary education with a specific focus on group work and collaboration. With the latest school reform, upper secondary education in Denmark has experienced an increased focus on problem-based and self-governed work of students. The paper is based on a large research project involving 800 students and around 100 teachers from 15 schools. The empirical study is based on observations, interviews with teachers and students from the involved schools and on a survey with answers from 500 students and 65 teachers. Within the period from 2010 to 2011, the involved schools have experimented with new teaching methods and integration of different kinds of digital media. Based on these empirical studies, the paper will discuss how students can utilize digital media to support group work and collaboration, including joint production of digital media. First, the paper briefly will present a system theoretical inspired approach to the key concept of communication, teaching and knowledge construction. Second, the empirical method and design from the qualitative and quantitative studies, based on the system theoretical approach will be described. Third, the findings from the qualitative, and quantitative studies will be presented. The paper concludes that the study demonstrates changes in the way group work is organised by the students using digital media, and a tendency to develop student engagement. Furthermore, the study shows evidence of increased transparency between students and teachers, developments within student roles, a focus on new forms of assignments and potentially exams, and increased openness and sharing among students. Hence, innovation trends within digital media usage and developments of teaching methods in Danish secondary education. [For the full proceedings, see ED562127.]

The aim of this paper is to report on teachers' experiences of, and approaches to, multimodality in teaching and learning. A small-scale online survey with closed and semi-structured questions has been deployed to school and university teachers (n = 68) for eliciting their experiences in multimodal teaching and learning. Thematic analysis has been adopted as the overarching methodology for reporting patterns in the data from the survey. The results from the analysis showed that experiences of multimodality are discerned as: (1) imparting information, (2) enacting collaborative learning and (3) preparing students for exploring concepts. The process of meaning making is exemplified through a developmental progression from more teacher-directed modes through oral, written and visual representations to more student-centered through gestural representations as means of connecting and combining different modes triggered via visual communication, collaboration and exploration. [The research leading to these results has received funding from the European Union Erasmus + programme, Key Action 2 Strategic Partnerships under grant agreement 2016-1-FR01-KA204-024178, STEAM project. For the complete proceedings, see ED579395.]

The number of students learning a second or foreign language and participating in instruction in languages other than English has been in decline for some time. This seems to be a general tendency across nations albeit for a variety of reasons idiosyncratic to the particular national conditions. This paper gives an account of a diversified national project designed to infuse foreign language learning classes in upper secondary schools in Denmark with renewed enthusiasm through systematically experimenting with the new media by taking advantage of the social aspect in their application. The aim has been to make language classes attractive and relevant and to highlight the attractiveness and fun in learning through web 2.0 and mobile units. The umbrella project was supported by the Danish ministry of education as well as the individual participating upper secondary schools. The individual projects were selected through an application process and assessed before being allocated funds. The overall project as well as individual minor projects were monitored and assisted by a select group of researchers, who helped guide and support the participating secondary school teachers through seminars and individual consultations. The collaborative efforts and reciprocal benefits enhanced the outcome of the project, and this paper will discuss some of the advantages and disadvantages of such action research collaboration. The focus of the paper will be on results concerning motivation and the reported perception of the status of foreign language learning ensuing from the participation in the experimental classes. The participating students have been surveyed on-line and individually to assess the effect of the projects on student motivation and autonomy. The investigation throws light on personal experiences as well as the generally perceived image and status of foreign language learning in upper secondary schools. The overall results show an encouraging student belief in the power of the new media to improve interest in language learning. They perceive the new methods and approaches as a way to lift the image of language learning in general. It is clear that the potential imbued in mobile learning and social media has given rise to a strengthening of student participation and engagement. The projects have had the side effect of invoking an interest in new ways of teaching and learning also among the teaching staff not directly involved in the project.[For the complete volume, see ED574893.]

In order to realise the potential benefits of eHealth, governments develop eHealth policies to define and prioritise initiatives, the strategic goals and the resulting benefits. During the 23 years with eHealth policies in Denmark only a few status reports with a systematic and transparent evaluation have been made. This paper advocates a more systematic approach to strategic planning of development and implementation of eHealth systems, by encouraging the concept of evidence-based policy making through analysis of how focus of the Danish eHealth policies have evolved. The Danish eHealth policies have very different framings following the different focus points for the policies. Interestingly, strategies for evaluating the devolopment of eHealth and eHealth policies were very sparcely noted in the policies. For the first time the de-emphasising of evaluations of eHealth policies in Denmark has been empirically demonstrated, thus undermining the objective of obtaining evidence-based eHealth policies. [ABSTRACT FROM AUTHOR]

The paper focuses on collaborative writing in Google Docs and presents a framework for how students can develop methods for collaborations that include human and non-human actors. The paper is based on the large-scale research and development project Students' Digital Production and Students as Learning Designers (2013-2015), funded by the Danish Ministry of Education. The target groups were primary and lower-secondary schools. The project explored teacher-designed frameworks that involved students' agency as digital producers of learning objects aimed at peer students. The project demonstrated that digital production facilitates students' learning processes and qualifies their learning results when executed within a teacher-designed framework that allows for and empowers students' agency. The overall research design was organised as a mixed methods approach. A sub-study within the large project, which is based on an ethnographic approach, shows that the students develop their own strategies for the online collaborative process, through which they organise the work in different ways when interacting with the technological affordances and material performance of the technology. The sub-study also shows that teachers do not introduce or refer the students to online collaborative strategies, roles or communications. The students' online collaborative writing is entirely within the students' domain. On this basis, the paper focuses on how teachers' awareness and articulation of the students' online collaborative writing within a framework can qualify students' methods to collaborate online with the intention to improve their learning results. In relation to this, the paper explores how digital technologies may act as co-participants in collaboration, production and reflection. Moreover, the framework is designed to help teachers to scaffold students' reflections of their strategies, roles and communications in online collaborative writing processes. [ABSTRACT FROM AUTHOR]

The drop-out rate among students attending vocational training institutions is higher than for other forms of education at the same entry level (in Denmark, but also generally in Europe). A recent Danish reform has aided students, who enter the first part of the basic program directly from primary school. However, there remains a high risk for older students, who do not come directly from primary school; and there is a risk of becoming 'school-weary' (in its broadest understanding) in the periods between school and company practice. This paper introduces experiences with students own digital multimedia and video productions in Vocational Educational Training (VET). These video productions focused on the subjects of their future profession, and increased students' motivation and experience of professional pride. Through a semistructured literature review, the paper then argues for a research agenda focusing on video productions in combination with digital storytelling, followed by a presentation of the digital storytelling features. The paper concludes with a suggestion to initiate research in what is identified as Personal Digital Video (PDV) Stories within longitudinal settings, while students are at school and in practical placements with companies. This may increase students' social engagement and interest in the subject matter, together with greater awareness of professional identity, which could help decrease drop-out rates for vocational training. [ABSTRACT FROM AUTHOR]

In this study, we extend prior research in the role of school climate in civic education by exploring the relationship between immigrant students' experiences of bullying and their attitudes toward their countries of settlement. Using the 2016 IEA International Civic and Citizenship Education Study, we employ a multiple regression analysis with country fixed effects to this large-scale assessment, finding that first-generation immigrants who experience a positive school climate were likely to report nearly as positive an attitude about the nation as native-born students. However, this positive outlook is negated by the abusive experiences some students encounter in schools, suggesting the critical role of schools as bridges--or barriers--in the national attachment of immigrant students to their countries of settlement.

The question of who benefits from entrepreneurship education (EE) has puzzled both practitioners and academics alike. The results of EE impact research have been equivocal, and one suggested explanation is the influence of contextual factors such as the types of learning experiences, gender, and discipline. In this paper, we answer the question of which contextual factors shape the outcome of EE examining the outcome variables of entrepreneurial intentions (EI) and creative self-efficacy (CSE). We collected data between 2016-2018 in Denmark, Finland, and the United States using quasiexperimental pre-post survey design. The data consists of 210 students from three universities who were exposed to three different learning experiences, namely, writing a business plan, achieving proof of concept, and achieving proof of business. Through multi-value qualitative comparative analysis (QCA), the results show four unique combinations associated with high levels of EI after a learning experience. It seems that high EI is associated with developing proof of concept and proof of business, but not with writing a business plan. Also, students’ fields of study and prior work experiences play a role in high levels of EI regardless of the learning experience. Similarly, seven unique combinations are connected to high levels of CSE. It seems that high levels of CSE after a learning experience are associated with achieving proof of concept and achieving proof of business, but not with writing a business plan. In addition, students’ prior work experiences seem to play a role in CSE. These results imply that traditional business plan–based learning experiences may not generate the desired changes in attitudes from EE. Also, the results suggest that the effect that different learning experiences have on students may differ depending on contextual factors such as students’ backgrounds including field of study and prior work experience. [ABSTRACT FROM AUTHOR]

The analysis of log data generated by online educational systems is an important task for improving the systems, and furthering our knowledge of how students learn. This paper uses previously unseen log data from Edulab, the largest provider of digital learning for mathematics in Denmark, to analyse the sessions of its users, where 1.08 million student sessions are extracted from a subset of their data. We propose to model students as a distribution of different underlying student behaviours, where the sequence of actions from each session belongs to an underlying student behaviour. We model student behaviour as Markov chains, such that a student is modelled as a distribution of Markov chains, which are estimated using a modified k-means clustering algorithm. The resulting Markov chains are readily interpretable, and in a qualitative analysis around 125,000 student sessions are identified as exhibiting unproductive student behaviour. Based on our results this student representation is promising, especially for educational systems offering many different learning usages, and offers an alternative to common approaches like modelling student behaviour as a single Markov chain often done in the literature. [For the full proceedings, see ED596512.]

Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]

This paper reflects an interest in investigating forms of meaning, or sense-making (Weick 1995), in public leadership, with a municipal department in Denmark. The project is still in progress, and collaboration will continue throughout the duration of the period. In this paper, I want to show how a perception of leadership as a social process, consisting of communication and relying on trust, entails challenges on becoming clear about what this understanding implies for a formation of strategy, structure and leadership practice. The approach requires contemplation on how leaders' and employees' individual capabilities and mutual relations must be underpinned in order to be ethically valid and socially responsible. Specifically, I will describe and discuss an example of how we work with these issues in the action rooms. [ABSTRACT FROM AUTHOR]

Integrating External Collaboration and Market Information Processing into New Product Development (NPD) processes has long been viewed as the sine qua non of successful product development. However, the research to date has tended to focus on either firms' external collaboration or their market information processing. This paper seeks to clarify the relationship between external collaboration and market information processing capability as it affects NPD project performance. The empirical analysis is based on data collected through a survey of 241 corporate NPD programs in Austria and Denmark. Hierarchical OLS analyses are used to test the relationships. The results indicate that market information processing is beneficial for incremental innovations when innovativeness is not taken into account. Market information processing, however, loses some of its efficacy the more external collaboration is involved. [ABSTRACT FROM AUTHOR]

This paper investigates 15 leaders’ effective leadership approaches in five different companies in Denmark, during eight months of Covid-19 restrictions. Initially, a massive scaling of digital technology adoption took place, with leaders and members forced to work virtually from home (WFH). Categorized as a major and abrupt socio-technical change, we inquired into the experiences before, during and after lock-down, and discovered that member well-being and team productivity had prevailed. Drawing on critical realism, we took a grounded theory approach to explore the phenomenon of effective leadership in socio-technical change. After extensive coding, we abstracted an underlying pattern that explains how effective leaders apply situational leadership by continuously activating synergies between mechanisms of socialization, institutionalization, and individualization in their socio-technical work-systems. These findings can serve as an inspiration to researchers and managers that seek to find new ways of harmonizing social and technical structures during rapid digital transformation. [ABSTRACT FROM AUTHOR]

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

A new Big Data research team called DABAI have been launched in Denmark, which aims at integrating cutting edge computer science research from machine learning, algorithms and visualization into the education sector. The educational part of the DABAI project is a cooperation between Danish universities and multiple enterprises providing e-Learning solutions for the Danish market. The companies' services cover over 90% of the Danish schools, with more than one million students, who on a daily basis do millions of exercises and interactions using the involved companies' solutions. The study presented in this paper is an initial investigation of the needs of the three largest companies in e-Education in Denmark directly involved in DABAI, with the goal being to continue providing novel and high-demand features for their customers. The three companies are MaCom, Clio Online, and EduLab. Clio Online and EduLab provide an online platform for teaching material and exercises for the primary school level covering all subjects. MaCom provides a lecture management system used by most Danish high schools. Overall the study shows that the problems encountered at the different companies are varied, but can be categorized into three general sub categories: Student Profiling, Content Profiling, and Content Recommendation. Some problem types fall into multiple sub categories, and in general to accomplish the goal of providing e-Learning of the highest quality, research into all of them is necessary. This paper presents the fundamental problems these companies are facing in e-Learning. For each encountered problem, we describe its objectives and challenges in detail, followed by the current state of the art for solving it. [ABSTRACT FROM AUTHOR]

The need for neighbourness and Intercultural competences in Higher Education Institutions is ascending. This is because in recent times, there has been an increase in multicultural classrooms driven by globalization and the growth in global Internet connectivity. Globalization has enabled increased human mobility across physical national and cultural boundaries; while Internet connectivity has enabled virtual contact, interactions, and collaborations between persons from different cultures. Physical mobility, specifically for study abroad, results in physical multicultural classrooms. The purpose of this study is to provide an overview into the relevance of neighbourness in a multicultural classroom and challenges in a classroom that denotes the absence of neighbourness. The challenges are inspired and extracted from one-on-one Interviews with Higher Education Institution (HEI) teachers and foreign students from Finland, Italy, Denmark, Germany, Latvia and Turkey. Twenty people were interviewed. In the multicultural classrooms, six different challenges were identified as a result of analyzing the interview data. Those are language barriers, misunderstanding of cultural dispositions towards others, asymmetric communication, differences in cultural behavioral norms governing interactions, different styles of learning and problem with the familiarization with technology. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

This paper presents our reflections on developing the Computer-Assisted Language Learning (CALL) course "Danish for knowledge workers--labour market-related Danish." As defined by Laursen and Frederiksen (2015), knowledge workers are "highly educated people who typically work at universities, at other institutions of higher education and research, or in private companies working with development and research at a level corresponding to that of a university" (p. 62). We base our reflections primarily on a participant survey, which focuses on the integration of Information and Communications Technology (ICT) into the course format. Our point of departure for developing the course is blending online and classroom learning. In order to fully meet the Danish language needs of the knowledge workers, one essential aspect to reflect on is that of authenticity in language learning, for instance authentic input aimed at specific academic purposes. The notion of authenticity in language learning is a many-faceted concept (Gilmore, 2007; Pinner, 2014); depending on what aspects of language learning you focus on, authenticity may relate to the input, the tasks, or the social situation of the classroom. In order to become part of the workplace, investment (Norton & Toohey, 2011) in Danish language learning is an important keyword. The course participants invest time and energy into learning Danish, and the workplace ideally invests time and money in the employees' language learning with the aim of integrating the employees both socially and professionally. [For full proceedings, see ED564162.]

Distributed learning is a growing issue in education following the mainstreaming of technologies such as videoconferencing. However, though distance and distributed learning have been common in adult education and business since the 1990s little is still known about the use of videoconferencing in elementary education. This paper reports from ongoing research in three rural schools in Denmark where the use of videoconferences are used as part of the teaching at lower secondary level. The research focuses on how students learn from videoconferences that are both one-to-many and peer-to-peer. Videoconferencing, conceptualized by the schools in question as telepresence, is performed in a unique combination of desktop interaction through mobile devices (iPads) and studio-based large screen lectures and interaction. Preliminary results of the research suggest that telepresence could be enhanced in schools by seeing it as a broad framework for collaboration between schools, in which different kinds of connections--both synchronous and asynchronous, mediated and face-to-face, large screen and desktop interaction--can support the placement of schools within the community and in the global context of learning. [For the full proceedings, see ED562095.]

This paper argues, in line with post-structuralist thought, for Islam to be understood as an empty category, the content of which is filled associatively in the course of a discursive articulation. 2. As an empty signifier with no determinate meaning, it functions as the signifier of a fundamental antagonism between traditional cultures (backwardness) and Western societies (modernity) in discursive articulations. In this sense, what Islam signifies is not a particular religion but “religion” itself thus secularizing Christianity. The struggle for hegemony is the struggle for how this empty category should be ‘overdetermined’, that is, colored by a particular signification. The paper illustrates this point with an analysis of newspaper coverage of Islam in the US and Denmark and of qualitative interviews with ordinary Danes. The second part of my argument is that hegemonic articulations are the result of discursive interventions that set up specific antagonisms according to which membership of identity categories are made meaningful and have an explanatory power for the social world. In modern times, opinion polls play a great role in fixing, however temporarly, the meaning of categories. It also directs the media’s respond to particular communications via their institutional and daily routines, professional ideologies, and their embeddedness in the ideological environment within which public debate is conducted. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

Around the world, markets are increasingly affected by convergence as a result of ongoing internationalisation. Many industries have become global and national borders are no longer of significance, which is especially true for member states of the European Union. However, publishing markets are partly exempted from this process. An increasing number of publishing companies internationalise and enter foreign markets. Despite this development publishing markets remain geographically limited. Coalescence in publishing industries has not taken place due to cultural and linguistic barriers. Newspaper and magazine markets as adequate examples are object of investigation within the scope of this paper. More specific, this paper focuses on media economic analysis of newspaper and magazine sectors in Denmark and Germany. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

This paper is concerned with training students of vocational education programs; specifically, tradesmen and skilled workers to better utilise value networks and knowledge hubs, set up through government initiatives, as an innovation platform. The study indicates that massively interdisciplinary innovation workshops originally designed for university students can be adapted to vocational programs demonstrating similar effects on this demographic. Collaboration around solving real-world problems across various trades and even academic disciplines seems to influence participants' attitude towards not only interdisciplinary collaboration but also entrepreneurship in general. The study is based on two years of experimentation running six independent workshops across ten different disciplines and trades and four educational institutions. [ABSTRACT FROM AUTHOR]