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Technology to support collaborative learning has come a long way. Interactive tabletops support collaboration when correctly integrated in activity design. While these devices can now, in principle, be purchased by the general public, wide adoption in schools is hindered by their high cost and lack of mobility. In this paper, we analyze the potential technologies that could replace such devices. After developing a dozen prototypes to further test the potential of the most promising technologies, we found one robust, affordable and accurate solution: SPART (on-Surface Positioning for Augmented RealiTy) allows augmenting any flat surface (images etc.) with tablets or smartphones, addressing both affordability and mobility. This paper focuses on the technological innovations that were designed for SPART. [For the full proceedings, see ED659933.]

In this theoretical paper, I use an empirically based example to illustrate particular design features of the Learning Through Activity (LTA) design framework and examine the impact of particular design principles. The LTA design framework is based on our elaboration of Piaget's construct of reflective abstraction. The example discussed here, involving the learning of a fraction concept, contains both an unsuccessful attempt, not based on the LTA framework, and a subsequent successful attempt, based on the framework. I use this contrast to make theoretical distinctions with regards to designing for the learning of mathematical concepts. [For the complete proceedings, see ED658295.]

Due to the sudden and unexpected move to remote learning in 2020 influenced by COVID-19, both mathematics teacher educators (MTEs) and prospective elementary teachers (PTs) faced a new challenge in creating a productive remote teaching and learning environment. In this study, we used Parrish's (2014) addition strategies and Thanheiser's (2009) conception of multidigit numbers to analyze 41 prospective elementary teachers' responses in Number Talks (NTs) from two online asynchronous mathematics content courses for prospective elementary teachers. We found that (1) the order in which NTs are posed influences the strategies used, (2) some PTs identified the sameness of strategies differently than us (MTEs), and (3) PTs' conception of digits developed over time. In online asynchronous NTs, all PTs are asked to share their strategies before they see strategies provided by other students. This allowed all students to contribute and for instructors to observe and trace every PT's use of strategies over time. Therefore, we argue that asynchronous NTs can be a way to pursue the engagement of all learners in both face-toface and online learning environments. [For the complete proceedings, see ED657822.]

With the recent release of Chat-GPT by OpenAI, the automated text generation capabilities of GPT-3 are seen as transformative and potentially systemically disruptive for higher education. While the impact on teaching and learning practices is still unknown, it is apparent that alongside risks these tools offer the potential to augment human intelligence (intelligence augmentation, or IA). However, strategies for such IA, involving partnership of tool-human, will be needed to support learning. In the context of writing, an investigation of potential approaches is needed given empirical data and studies are currently limited. We introduce a novel visual representation CoAuthorViz to examine keystroke logs from a writing assistant where writers interacted with GPT-3 writing suggestions to co-write with the machine. We demonstrate the use of our visualization by exemplifying different kinds of writing behaviour from users writing with GPT-3 support and derive metrics such as their usage of GPT-3 suggestions in relation to overall writing quality indicators. We also release the materials open source to further progress our understanding of desirable user behaviour when working with such state-of-the-art AI tools. [For the complete proceedings, see ED630829.]

Design based research (DBR) has become a popular methodology for exploring various aspects of mathematics education due to its focus on theoretical development and practical implementation. Drawing on a recent meta-study into trends in mathematically focused DBR studies, this paper explores how this method is being used in comparison to its original goals. Findings indicate that most studies presenting as DBR are essentially isolated case studies exploring individual teaching interventions lacking the iterative development needed to meet the intentions of DBR. Reasons for the current state of research are suggested along with a potential research architecture for mathematics education.

As the field draws to greater consensus around components of productive mathematics classrooms, the need increases to answer questions about how we operationalize and measure these components and how we can actualize such practice in classrooms. This research report shares an analysis from a larger project aimed at describing and quantifying student and teacher components of productive classrooms at a fine-grain level. We share results from this analysis of 39 mathematics lessons with a focus on teacher moves and catalytic teaching habits that characterize these lessons. A cluster analysis identified four profiles of lessons differentiated by the existence of these catalytic teaching habits and subsequent work with student ideas. Further, these clusters appeared to account for differences in student contributions in lessons. [For the complete proceedings, see ED629884.]

This paper describes the creation of a dataset to enable the analysis of student academic performance at the unit level at a large Australian University. The dataset was designed to enable academic leaders to explore research questions concerning student performance and pass rates in units. Four example research questions are presented here and explored, to demonstrate the value of the exploratory dataset, along with an overview of the methodology and tools used to synthesise the data. The data handling methodology and reflections on tools and processes may be useful for other analysts. [For the complete proceedings, see ED600498.]

In response to the call for research on integrating best general practices in teaching with those that promote equity and access, we present a two-part study focused on instructional strategies that may remove learning barriers for English Language Learners. We theoretical developed and empirically explored supplemental components for traditional quality of instruction measures (MQI, Hill, 2014, Math Habits Tool, Melhuish & Thanheiser, 2017). We share results from a quantitative study empirically verifying the effect of suggested ELL-focused instructional strategies (Chval & Chávez, 2011) on ELL learning via the creation of an additional MQI dimension. Based on these results, we then provide theoretical operationalizations of these strategies to integrate into the student-and-teacher interaction tool: the Math Habits Tool (Melhuish & Thanheiser, 2017) as means to concretize these strategies for researchers and practitioners. [For the complete proceedings, see ED606556.]

Problem-solving and collaboration are regarded as an essential part of 21st Century Skills. This study describes a task-focused approach to network analysis of trace data from collaborative problem-solving in a digital learning environment. The analysis framework builds and expands upon previous analyses of social ties as well as discourse analysis and adds new metrics of collaborative learning, problem-solving and personal learning. Using three forms of evidence - actions and use of resources, communications and constructed products - the article outlines and illustrates a framework for characterising individual and team performance on a team project as a basis for documenting individual and team behaviours linked to personal learning, collaboration and team problem solving. This study provides a preliminary demonstration of the effectiveness of network analysis on quantifying and visualizing individual-level and group-level performance in computer-mediated collaborative learning. [For the complete proceedings, see ED608557.]

The Reunion Island teachers training school has decided to set up an ePortfolio platform to validate the "C2i2e" certificate for trainees. This certificate confirms their competencies in technology enhanced learning and digital education. Trainers and trainees of the school have been using this platform for the past three years. Here, we study their activities to understand the real use of the platform that has been done. To analyze their behavior, we look at the traces they left on the platform. These traces show that, while all trainees go on the platform to get the certificate very few of them do it for their own goals and when they do it, it is usually for sharing documents. For their part, only a few trainers of the school work with the platform. When they do it, it is to make documents available to their trainees or to collect their students' work. [For the complete Volume 16 proceedings, see ED586117.]

Programming promotes critical thinking, problem solving and analytic skills through creating solutions that can solve everyday problems. However, learning programming can be a daunting experience for a lot of students. "RunJumpCode" is an educational 2D platformer video game, designed and developed in Unity, to teach players the fundamental concepts of C# programming. The game enhances the player's programming knowledge by providing a fun range of challenges and puzzles to solve. We promoted the interaction of programming through a "Code Box", allowing players to enter lines of predefined code that modifies in-game objects. This tool is essential in completing the challenges and puzzles we designed. To allow alterations of its properties, we made further manipulation of each object possible, which would give the player creative freedom to complete each level. Quizzes and journals were utilized to assess and collate their learnt material for future reference. In addition, we created a mobile application to track each player's statistics throughout the game and compare their progress with other users. A full evaluation study has been planned, the goal of which is to examine the effect of using the system on students' learning. [For the complete proceedings, see ED579190.]

This research aims to answer the following research question: Which factors will impact organizational changes until 2030? The study adopted a hybrid research model known as Mixed Method Literacy (MML), which incorporates both qualitative and quantitative research to inform the planning of future organizational change. Within the respondent pool of the QuestionPro platform, a sampling strategy was chosen to ensure that the sample was drawn from various organizations, sectors, and geographical locations. A stratified sampling technique was used to ensure the representation of different sectors, organization sizes, and management levels. Research study provides a comprehensive analysis of the transformational experiences that await modern organizations. There are also several useful implications from this paper for Human resource managers. Recognition that certain types of resources and capabilities contribute to both a capacity for resilience and other strategic capabilities can help firms develop improved HR investment strategies. A major limitation of this survey is that it focuses on scenarios, which, in line with the design and characteristics of the questionnaire itself and the specifications of the scenario analyses, limits the choice of statistical methods. Thus, in line with similar previous studies, we have focused on presentation of general statistical. This research is a scientific guide for organizational leaders, providing detailed insights into possible transformation pathways and a rigorous framework for strategic decision-making. The study profoundly analyses these interrelated issues, providing a comprehensive and evidence-based understanding of the driving forces. Our academic aim is to equip leaders with the knowledge and foresight to take proactive action that shapes the dynamics of organizational development. [ABSTRACT FROM AUTHOR]

This paper argues that the emergence of design thinking and design-research provide a renewed opportunity for expansive learning, and proposes a model for educational design using concepts drawn from Activity Theory, Ecological Cognition, and other systems-based understandings of learning. The model is argued in the context of a design project involving the "gamification" of workplace learning. The use of games and game mechanics has become a popular approach to workplace learning due to the apparent capacity of the approach to increase collaborative problem solving and "user" buy-in. This paper, however, discusses a workplace learning game that, in prototype, has lead to significant transformation or workplace practice, particularly in relation to information and knowledge sharing within the company. Through a design-research process, we use the proposed model to examine the game and identify its successful features. The paper concludes with a discussion of how the model can inform understandings of the value created through learning in workplaces and other settings.

The Commonwealth Government of Australia OLT-funded PIVOTAL (Partnerships, Innovation and Vitality -- Opportunities for Thriving Academic Leadership) cross-disciplinary and cross-institutional research confirmed the validity of the PIVOTAL model and its positive impact on the design of postgraduate leadership courses. An improvement in students' satisfaction with the level and focus of knowledge and skills needed by school leaders who undertake Masters of Business and Masters of Education studies was identified. The research approach capitalised on developmental work informing the National Professional Standards for School Leaders which resulted in the Excellence in School Leadership model (Australian Institute for Teaching and School Leadership (AITSL), 2011). The AITSL model was used as a framework to investigate school leadership requirements as perceived by practitioners in schools across the sectors (government and non-government) on the Sunshine Coast and in the Toowoomba region of Queensland Australia. The researchers tested the effective application of leadership theory and design of learning activities as well as perceived improvement in leadership performance within participants' complex learning communities. Focus groups were undertaken with groups of local school principals and senior school leaders. The groups were characterised as potential students, current/graduate education students and current/graduate business students. The research highlighted specific learning needs of school leaders which were not addressed in the AITSL model or through the previous postgraduate leadership courses: the importance of retaining personal vitality whilst undertaking challenging leadership roles, peer mentoring and realistic simulated leadership projects for international school leaders. The second cycle of research extended the benefits of the initial study and forms the basis for partnerships with other tertiary providers of postgraduate Education Leadership programs who are open to adopting the model in the future. Since these findings will inform leadership education in postgraduate Education and Business programs, there are also a number of cross-disciplinary benefits. The study demonstrates how lecturers in two disciplines can collaborate to enhance their scholarship of teaching and learning. The study seeks to improve the delivery of Master of Education Leadership courses in two regional universities but also has the potential to benefit other universities and education providers by establishing an effective model of leadership and trialling a set of guidelines for effective leadership curriculum design. Our findings contribute to the design of innovative leadership programs at national and international level, through an initial investigation of the needs of school leaders undertaking postgraduate study in particular regional settings.

Tourism sector is a key element of the Maltese economy. Therefore, having an appropriately trained workforce becomes a critical factor in ensuring that tourism continues to flourish. In order to avoid skills mismatch and similar problems, it is extremely important to identify the key stakeholders and encourage them to participate in the process of curriculum change in Maltese Tourism Higher Education (HE). A successful stakeholder analysis will determine their degree of influence and as a result devise appropriate mechanisms for their involvement in curricular reform. Failure to do so often results in an unsuccessful reform project. [For the complete proceedings, see ED557189.]

This paper describes an emerging approach to the design of task sequences to promote reflective abstraction. The approach aims at promoting particular mathematical understandings. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from a problem-solving approach. The paper illustrates the approach through data from a teaching experiment on learning of fraction concepts with fourth and fifth graders. [For the complete proceedings, see ED597799.]

Tzur and Simon (2004) postulated two stages of concept development, participatory and anticipatory. The distinction between the two stages was exemplified by what they termed "the next-day phenomenon" in which learners who could solve a task one day in the context of the activity through which they made the abstraction, could not solve what seemed to be the same task in a subsequent lesson when the students were not engaged in or thinking about the activity. Here we expand the application of this theoretical distinction by providing two examples of use of the distinction in analyses of data segments that are different from the next-day phenomenon. [For the complete proceedings, see ED597799.]

A comprehensive literature review that integrates and synthesizes peer-reviewed research surrounding a problem is a prerequisite for making an original contribution to a field and profession. The literature review in a doctoral dissertation is a required component, but most of these reviews suffer from bounded, linear thinking, limited scope, and little effort to go outside of the existing literature on a topic, either in content or in analysis. The intent of this paper is to explore concepts of loop learning, dialogic processes, generativity, and methods of communication to reveal common perceptions regarding the review of the literature, widen the process and perspective of selecting, review, and critically evaluating the literature, and present models that could improve both the process and the outcome of scholarly research. [For Full Proceedings, see: ED562107.]

In this comparative paper we interrogate the access of social grants to meet orphan children school needs in Namibia and South Africa. We noted that the two governments are committed to provide orphan children with social grants to enable them to meet the school needs. However, accessing social grant to benefit most vulnerable orphan children raised many questions than answers in the recent times. We reviewed published and unpublished documents to examine the access of social grant to orphan children in both Namibia and South Africa. We discuss how orphan children access the social grants and the challenges facing them and their caregivers to meet their school needs such as paying school fees. [For complete volume, see ED567118.]

This paper describes a program of research aimed at better understanding mathematics conceptual learning. Rather than studying the products of learning (conceptual steps), it focuses on the process (mechanism) of students' learning -- learning that occurs through their mathematical activity in the context of a sequence of mathematical tasks. Intensive design research investigates subtle shifts in thinking that lead to the development of new abstractions. [For the complete proceedings, see ED585874.]