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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]

This study investigated the mentoring of academics for leadership and management in higher education institutions through the application of contextual intelligence. Experts and professionals generally agree that effective institutional leadership and management mentorship, using contextual knowledge, is crucial for achieving institutional success. The paper aims to illustrate the significance of mentoring institutional leaders and managers using contextual intelligence skills. The dearth of literature on mentoring academics using contextual intelligence in South Africa might be addressed through mentoring, as this practice poses a significant obstacle. The challenges of applying contextual intelligence in mentoring academics are highlighted with a focus on four key areas: mentoring, leadership and management, contextual intelligence, and achieving organisational success. Despite their relatively tiny proportion within the overall framework, these elements exert influence over all aspects of the institution s activities. While tackling each impact individually may result in success, the continuous emergence of new factors makes it unlikely for this method to maintain improvement. The findings illustrate that the perception of improvement is determined by a dynamic and intricate setting. The paper plays a vital role in considering contextual dynamics when mentoring for contextual intelligence. [For the complete Volume 22 proceedings, see ED656158.]

Ten informal papers given at Discussion Forums to U.S. groups are provided which address current South African related issues as they touch upon the South African Information Exchange (SAIE) initiative. Papers have the following titles and authors: "Is There Space for American Involvement in South African Education?" (Merlyn C. Mehl); "Mapping the Future of Black South Africans in Science and Engineering Education" (Gordon Sibiya); "Education for Liberation/Transformation: The Role of Vocational Guidance and Counselling for Young Blacks" (Tahir Salie); "Education for Black South Africans: The Importance of Bursaries and Support Services for Black High School Students" (Pamela Tsolekile and Getti Mercorio); "The Community College Option: A Private Sector/Community Initiative to Break the Educational Logjam" (Stan Kahn); "UDUSA: Microcosm of a Society in Transition (Ratnamala Singh); "The Academic Boycott and Linkages Between U.S. Institutions and Eligible South African Academics" (Farouk Ameer); "Technical Education in South Africa and the Political Implications" (Brian De L. Figaji); "The Struggle to Realise the Freedom Charter in South Africa Today" (Raymond R. Suttner); "Coercion, Persuasion, and Liberation" (Vincent T. Maphai). Short biographical notes are included of each author. (GLR)

This paper explores the idea of a complementary alternative to the entrepreneurial university, with special reference to South African higher education. Emphasis is on the contribution of higher education to equitable social renewal of three inter-related issues: (1) changing global conditions and the tensions between high-tech development and basic reconstruction; (2)the relationship between teaching, research, and community service (outreach); and (3) the potential for community service partnerships and community service learning to contribute to basic reconstruction and development. The paper first identifies key changes in the external environment of higher education, noting the tensions that result from the competing interests of private investors and transnational corporations and the needs of the majority poor. The replication of this tension in South Africa's current macroeconomic and higher education policy environment is then discussed. The paper describes a hybrid range of community-oriented projects which include three necessary elements: problem-based, inquiry-rich academic training focused on community service learning; development through practical service; and civic-minded collaborative relations among participating partners. The paper concludes that the community-service partnership model represents a significant counter-trend to the entrepreneurial university. (Contains 63 references.) (DB)

This paper integrates principles of Total Quality Management (TQM) with those of investment for institutions of higher education. TQM with investment budgeting as one of its critical tools is seen to be essential for effective management in a time of decreasing financial resources. A process for investment budgeting is outlined and explained including: the importance of the investment decision as an aid to TQM, establishment of investment policy, development of an investment plan, the investment program, investment proposals, classification of various investment proposals (into independent projects, mutually exclusive projects, and prerequisite projects) in the context of TQM, and collection of relevant information. These steps are followed by evaluation of proposals, selection of the best investment proposal, and investment, revision and control. (Contains 14 references.) (DB)

This report contains a selection of contributed papers and presentations from a conference attended by 270 educators and media workers committed to formulate a vision for media education in South Africa. Pointing out that media education has been variously described in South Africa as visual literacy, mass media studies, teleliteracy, and film studies, or as dealing with educational technology or educational media, the introduction cites a definition of media education as an exploration of contemporary culture alongside more traditional literary texts. It is noted that this definition raises issues for education as a whole, for traditional language study, for media, for communication, and for understanding the world. The 37 selected papers in this collection are presented in seven categories: (1) Why Media Education? (keynote paper by Bob Ferguson); (2) Matters Educational (10 papers on media education and visual literacy); (3) Working Out How Media Works (4 papers on film studies, film technology, and theory); (4) Creating New Possibilities for Media Awareness (9 papers on film and television and 4 on print media); (5) Training and Empowering (2 papers focusing on teachers and 4 focusing on training producers); (6) Media Developing Media Awareness (2 papers); and (7) Afterthoughts (1 paper). Appendices include the Unesco Declaration on Media Education (1982), Recommendations from the Toulouse Colloquy on New Directions in Media Education (1990), and Resolutions and Conclusions of the First National Media Education Conference (Durban, 1990). Most of the papers provide their own bibliographies. (DB)

This research aimed to investigate the experiences of students with learning disabilities (LD) at two universities in Sub-Sahara Africa. While universities are increasingly addressing the needs of students with sensory and physical disabilities, there is less emphasis on LD which does not present physically, thus often referred to as invisible or hidden disabilities. The research was, conducted as qualitative case studies, guided by Vygotsky's social cultural theory (SCT). A basic qualitative research methodology, embedded in an interpretive paradigm was used. Data was collected through an online background survey and semi-structured interviews. Thematic qualitative content analysis was used to analyse collected data systematically. From a social justice perspective, the major findings suggest that there are several factors that impede on equal education for students with LD at university. The research outcomes revealed that the hidden nature of LD becomes apparent as participants must self-declare their needs. They further experienced a lack of acknowledgement and support from lecturers. Most participants revert to valuing the support of family and friends more than that of lecturers. While both universities have policies and structures of support for students with LD, it is concluded that university lecturers need to adopt an inclusive pedagogical stance by acknowledging the factors that affect the learning of students with LD. Recommendations from the findings include the need for professional development for lecturers and increased awareness of learning support services on campus. It is further concluded that university lecturers need to be reflective of their pedagogical practices to transform higher education learning spaces in pursuit of authentic inclusion. [For the complete Volume 22 proceedings, see ED656158.]

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

South Africa requires an educated population to sustain her economic development. Higher education institutions are under pressure to produce graduates with skills and competencies to fulfil such an aspiration. Distance education is an essential avenue through which more South Africans can have the much-needed education without necessarily displacing themselves. Distance education is facilitated and regulated by the White Paper on e-Education which is a generic policy document to serve the needs of the system-wide use of ICT integration at all levels of education. It falls short of conceptualising the implications of ICT in distance education particularly the North-West University's (NWU) open distance learning (ODL) multi-mode of education content delivery. The conceptualisation shortfall facilitates a Western-oriented understanding of knowledge while ODL students' traditional understanding of their roles and responsibilities is ignored. The concepts of roles and responsibilities are critically important for the effective functioning of ODL, and they are essential to the attainment of students' education aspirations. At the NWU, approximately seventy per cent of ODL students are Africans whose worldviews do not harmonise with the vision of universities. The research question which underpinned this study was "What are the experiences of the roles and responsibilities of open distance students at a higher education institution?" This study followed an interpretivist research paradigm, which would draw on a qualitative research approach. A systematic literature review was utilised and subsequently the views of ODL students were explored. Purposive sampling was employed to select ODL students as research participants for focus-group interviews. The collected data were analysed using the computer-assisted qualitative data analysis software (a CAQDAS), ATLAS tiTM. Due attention was given to ethical considerations throughout the study. The findings revealed that ODL students have several ways in which they understand their roles and responsibilities which were shaped by their African worldview, Africanisation. The findings that emerged from the analyses of roles and responsibilities were task orientation; time management; personal growth; social roles; financial responsibilities; personal responsibilities; family responsibilities; and social responsibilities. [For the complete Volume 21 proceedings, see ED629259.]

As evident in scholarly literature, universities worldwide embrace Sustainable Development Goals initiated by United Nations. Yet, regardless institutions' commitment, many countries, especially developing ones, struggle to effectively implement sustainability-oriented principles and practices in higher education. To that end, this paper, based on the qualitative document analysis, brings attention to main challenges associated with the implementation of sustainability-orientated principles and practices in seven South African universities. The findings show that several challenges exist due to the holistic nature of sustainable development (SD) as it is a concept that not only connects different areas of knowledge but also articulates knowledge from distinctive disciplines. Furthermore, the findings indicate that the strategy with the most potential of enhancing the implementation of sustainability-orientated principles and practices and ensuring longevity and improvement require support from top management of higher education institutions (HEIs). In addition, in order to strengthen SD, HEIs need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. In alignment with the theme of the conference, this study provides reflections and recommendations towards the improvement of education considering the experiences and lessons learnt in a specific context. [For the complete Volume 21 proceedings, see ED629259.]

The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]

Having reviewed several pieces of strategy documents, policy papers, and literature, we concluded that there is no uniform definition of either institutional autonomy or academic freedom (AF). Many different points of view determine the interpretation of these terms. Furthermore, the policymakers (e.g., governments, legislators) can ignore the theories connecting to autonomy and AF and separate from them the legislation-level realization. This paper aims to overview different interpretations of autonomy and AF, highlighting the most important standpoints and presenting how autonomy and AF are realized in the national legislation. Considering the limited length of this paper, we focus on our respective countries, namely Hungary and South Africa. Our previous findings show that in many aspects, our countries face similar challenges despite the different historical antecedents. In previous research we compared the factors, which can influence research activities, however, we did not investigate the legislative framework. To that end, in this paper, we go further and look specifically at legal frameworks within our respective countries. Our results illustrate that without a homogenous content, the State may use the concepts of autonomy and AF in its legislation as it sees fit. This in turn may lead to autonomy and AF or some of their components, while being formally safeguarded, they may lose the guarantee character that corresponds to their actual content. [For the complete Volume 20 proceedings, see ED622631.]

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

These proceedings contain the papers of the 10th International Conference on Mobile Learning 2014, which was organised by the International Association for Development of the Information Society, in Madrid, Spain, February 28-March 2, 2014. The Mobile Learning 2014 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Supporting Teachers to Design and Use Mobile Collaborative Learning Games (Iza Marfisi-Schottman and Sébastien George); (2) Ebooks as PDF Files, in Epub Format or as Interactive Ibooks? Digital Books in Physics Lessons of Secondary Education (Manfred Lohr); (3) Mobile Learning and Early Age Mathematics (Shir Peled and Shimon Schocken); (4) M-Learning--On Path to Integration with Organisation Systems (Shilpa Srivastava and Ved Prakash Gulati); (5) Improving History Learning through Cultural Heritage, Local History and Technology (Graça Magro, Joaquim Ramos de Carvalho and Maria José Marcelino); (6) Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game (Jetmir Xhembulla, Irene Rubino, Claudia Barberis and Giovanni Malnati); (7) Mobile-Based Chatting for Meeting Negotiation in Foreign Language Learning (María Dolores Castrillo, Elena Martín-Monje and Elena Bárcena); (8) Student Preferences for M-Learning Application Characteristics (Ömer Delialioglu & Yasaman Alioon); (9) Learning and Teaching with Mobile Devices An Approach in Secondary Education in Ghana (Margarete Grimus and Martin Ebner); (10) Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools (Tanja Walsh, Teija Vainio and Jari Varsaluoma); (11) Mobile Learning and Achievement Goal Orientation Profiles (Minna Asplund); (12) A Review of Integrating Mobile Phones for Language Learning (Ramiza Darmi and Peter Albion); (13) Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitiations (Rocío Calvo, Ana Iglesias and Lourdes Moreno); (14) UML Quiz: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications (Alexander von Franqué and Hilda Tellioglu); (15) Pedagogical Applications of Smartphone Integration in Teaching--Lectures', Students', & Pupils' Perspectives (Tami Seifert); (16) MOOC's to Go (Jan Renz, Thomas Staubitz and Christoph Meinel); (17) Strategies and Challenges in Ipad Initiative (Chientzu Candace Chou, Lanise Block and Renee Jesness); (18) Blending Classroom Teaching and Learning with QR Codes (Jenni Rikala and Marja Kankaanranta); (19) Programming Education with a Blocks-Based Visual Language for Mobile Application Development (Can Mihci and Nesrin Ozdener); (20) Shifting Contexts: Investigating the Role of Context in the Use of Obiquitious Computing for Design-Based Learning (Katharine S. Willis and Gianni Corino); (21) Evaluation Framework for Dependable Mobile Learning Scenarios (Manel Bensassi and Mona Laroussi); (22) Initial Evaluation of a Mobile Scaffolding Application that Seeks to Support Novice Learners of Programming (Chao Mbogo, Edwin Blake and Hussein Suleman); (23) Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments (Nemésio Freitas Duarte Filho and Ellen Francine Barbosa); (24) Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices (André Constantino da Silva, Fernanda Maria Pereira Freire, Vitor Hugo Miranda Mourão, Márcio Diógenes de Oliveira da Cruz and Heloísa Vieira da Rocha); (25) Evaluating QR Code Case Studies Using a Mobile Learning Framework (Jenni Rikala); (26) Developing a Mobile Social Media Framework for Creative Pedagogies (Thomas Cochrane, Laurent Antonczak, Matthew Guinibert and Danni Mulrennan); (27) Factors Affecting M-Learners' Course Satisfaction and Learning Persistence (Young Ju Joo, Sunyoung Joung, Eugene Lim and Hae Jin Kim); (28) A Framework to Support Mobile Learning in Multilingual Environments (Mmaki E. Jantjies and Mike Joy); (29) Mobile Technology Integrated Pedagogical Model (Arshia Khan); (30) Representation of an Incidental Learning Framework to Support Mobile Learning (Eileen Scanlon, Mark Gaved, Ann Jones, Agnes Kukulska-Hulme, Lucas Paletta and Ian Dunwell); (31) Using Mobile Apps and Social Media for Online Learner-Generated Content (Paul David Henry); (32) Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts (Kaja Vembe Swensen, Kenneth Silseth and Ingeborg Krange); (33) What Mobile Learning and Working Remotely Can Learn from Each Other (Koen Depryck); (34) In-Time On-Place Learning (Merja Bauters, Jukka Purma and Teemu Leinonen); (35) M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship (Carlos Manuel Pacheco Cortés and Adriana Margarita Pacheco Cortés); (36) Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Science Courses (Francisco Javier Delgado Cepeda and Ruben Dario Santiago Acosta); (37) An Environment for Mobile Experiential Learning (Otto Petrovic, Philipp Babcicky and Thomas Puchleitner); (38) Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study (Miguel Olmedo Camacho, Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos and Sergio Sayago); (39) Raising Awareness of Cybercrime--The Use of Education as a Means of Prevention and Protection (Julija Lapuh Bele, Maja Dimc, David Rozman and Andreja Sladoje Jemec); (40) Mobile Game for Learning Bacteriology (Ryo Sugimura, Sotaro Kawazu, Hiroki Tamari, Kodai Watanabe, Yohei Nishimura, Toshiki Oguma, Katsushiro Watanabe, Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Shigeru Takano and Hitoshi Inoue); (41) The Theory Paper: What is the Future of Mobile Learning? (John Traxler and Marguerite Koole); (42) Rapid Prototyping of Mobile Learning Games (Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier and Anu Seisto); (43) Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals (S. Djenic, V. Vasiljevic, J. Mitic, V. Petkovic and A. Miletic); (44) The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook (Nurhasmiza Sazalli, Rupert Wegerif and Judith Kleine-Staarman); (45) When Everyone is a Probe, Everyone is a Learner (Boris Berenfeld, Tatiana Krupa, Arseny Lebedev and Sergey Stafeev); (46) Mobile Learning and Art Museums: A Case Study of New Art Interpretation Approach for Visitor Engagement through Mobile Media (Victoria López Benito); (47) Learner Centric in M-Learning: Integration of Security, Dependability and Trust (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (48) M-Learning Pilot at Sofia University (Elissaveta Gourova, Pavlin Dulev, Dessislava Petrova-Antonova and Boyan Bontchev); (49) A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences (Sasithorn Rattanarungrot, Martin White and Paul Newbury); (50) Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (51) Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector (András Benedek and György Molnár); and (52) The future of Ubiquitous Elearning (Timothy Arndt). Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.

We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also 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: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

These proceedings contain the papers of the International Conference on Educational Technologies 2013 (ICEduTech 2013), which has been organised by the International Association for Development of the Information Society and co-organised by the Faculty of Computer Science & Information Technology, Universiti Putra Malaysia, Kuala Lumpur, Malaysia, 29 November - 1 December 2013. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Papers in these proceedings include: (1) Learning in the Networked Society (Piet Kommers); (2) Mediating Authentic Learning: The Use of Wiki's and Blogs in an Undergraduate Curriculum in South Africa (Simone Titus); (3) Professional Learning to Nurture Adaptive Teachers (Kar-Tin Lee); (4) Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning (Glenn Finger and Paul Finger); (5) A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies (Ugorji I. Ogbonnaya, David L. Mogari, and Eric Machisi); (6) Factors Influencing the Acceptance of Collaboration Technology within the Context of Virtual Teamwork Training (Joy J. Godin and Lars F. Leader); (7) Surveillance in Programming Plagiarism beyond Techniques: An Incentive-Based Fishbone Model (Yanqing Wang, Min Chen, Yaowen Liang, and Yu Jiang); (8) Elearning Strategic Planning 2020: The Voice of Future Students as Stakeholders in Higher Education (Glenn Finger and Vicky Smart); (9) Laptops in Classroom Interaction: The Dynamic Reach of the Laptoped Situation (Tomas Lindroth, Johan Lundin, and Lars Svensson); (10) Salapiggy: Usability Test of the Sifteo Cubes as a Game Interface for the Money Counting Game for Preschoolers (Adrian Orense, Berlyn Anne Decena, and Rommel Feria); (11) An Ontology for Software Engineering Education (Thong Chee Ling, Yusmadi Yah Jusoh, Rusli Adbullah, and Nor Hayati Alwi); (12) Technology Enhanced Analytics (TEA) in Higher Education (Ben Kei Daniel and Russell Butson); (13) Teachers' Learning in Online Communities of Practice: Two Case Studies from Australia (Ria Hanewald); (13) Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning (Glenn Finger, Romina Jamieson-Proctor, and Peter Grimbeek); (14) The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language (Yujie Zhang, Asuka Terai, and Masanori Nakagawa); (15) Use and Production of Open Educational Resources (OER): A Pilot Study of Underground Students' Perceptions (Khe Foon Hew and Wing Sum Cheung); (16) Teaching 21st Century Competencies: Lessons from Crescent Girls' School in Singapore (Gucci Trinidad, Deepa Patel, Linda Shear, Peishi Goh, Yin Kang Quek, and Chen Kee Tan); (17) Research on Demand Analysis of the Users of the Senior English Diagnostic System (Chen Guo, Hui Zhang, Qian Yao, and Min Wu); (18) Using Self-Reflection and Badges in Moodle-Based Medical English Review Courses for Enhancing Learners' Autonomy (Jun Iwata, John Clayton and Sarah-Jane Saravani); (19) Investigating the Use of Social Media by University Undergraduate Informatics Programmes in Malaysia (Jane See Yin Lim, Shirley Agostinho, Barry Harper, and Joe F. Chicharo); (20) Educational Online Technologies in Blended Tertiary Environments: A Review of Literature (Kimberley N. Tuapawa); and (21) How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan. Individual papers contain references. An author index is included.

The purpose of this paper is to present an empirical investigation of the critical determinants for the adoption of learning analytics in higher education. A conceptual model was proposed to understand better the adoption of learning analytics in higher education by teaching staff. Structural equation modelling is used for testing and validating the proposed conceptual model based on the survey data collected from Australia, South Africa, and Zimbabwe. Five study hypotheses were statistically significant, while two were statically insignificant. A positive relationship was revealed between user preparedness, technology preparedness, perceived usefulness, and social influence with behavioural intentions to adopt learning analytics in higher education. Hypotheses between user preparedness and perceived usefulness as well as user preparedness and learning analytics adoption were rejected. This study contributes to the learning analytics adoption research by proposing and validating a research model for the adoption of learning analytics in higher education. [For the full proceedings, see ED639633.]

Mobile technology is a promising area of research post COVID-19 and helps the realisation of education 4.0 The purpose of this paper is to conceptualise mobile learning in Education 4.0 paradigm in the South African context. This descriptive study used a questionnaire made in a google form and distributed amongst pre-service teachers at a faculty of education. The survey questionnaire explored perspectives, ownership and use of mobile technologies by pre-service teachers. The data was analysed using the frequencies of the answers to the questionnaire. The findings establish the need for all stakeholders to holistically invest in the technical and capacity building of mobile technologies for learning purposes and help realise and develop the education sector to partake of the Education 4.0 opportunities. The study recommends the need for further studies that will explore additional knowledge on effective mobile technologies that make learning mobile aligning with the fourth industrial revolution innovations. [For the full proceedings, see ED638044.]