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Program

Presenters

Check here for some of the more than 600 presenters from 56 countries whose proposals are already accepted for the World Conference on Online Learning. We look forward to welcoming them to Toronto in October 2017.

Find details on each presenter including their title, institution name, city/country, which of the Five Tracks the presentation falls in, the presentation title and a description of the session.

Check back often as more presenters and their details are added each week.

Presenters are ordered alphabetically by last name. Explore them with our search/sort options.

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McGreal, Rory

1) Director; 2)Chair, 1) Technology Enhanced Knowledge Research Institute; 2) Open Educational Resources, 1) Athabasca University; 2) UNESCO/Commonwealth of Learning/International Council for Open and Distance Education
Edmonton, Canada

Track 2 – Expanding Access, Openness and Flexibility

A Cross-Canada OER Dialogue

Abdelaziz, Hamdy

Professor of Distance Learning and Curriculum Design, School of e-Education, Hamdan Bin Mohamed Smart University
Dubai, United Arab Emirates

Track 1 – Emerging Pedagogies and Designs for Online Learning

Pedagogical Intervention: The Key (f)Actors for Effective Online Teaching and Learning

Aberra, Tsige GebreMeskel

Deputy Director, Facilitation of Learning and ICT Support, Ethiopia Regional Center, University of South Africa
Pretoria, South Africa

Track 2 – Expanding Access, Openness and Flexibility

Employing ODL to Accelerate Socio-Economic Development: Lessons from Ethiopia

The Ethiopian government invited the University of South Africa (UNISA) to enter into an agreement to increase the number of Ethiopian citizens holding doctoral degrees. However, many Ethiopian doctoral learners expressed that their experiences of learner support services provided by UNISA did not correspond with their expectations in that regard. Against this background the researcher engaged in a mainly quantitative investigation using questionnaires to determine the quality of the learner support services provided by UNISA to doctoral ODL learners based in Ethiopia.

This session will present the findings of learner’s expectations and experiences through the UNISA postgraduate training. Secondly, lessons from the Ethiopian experience will be related to the existing body of knowledge in regard to Open and Distance Learning and learner support.

Abeywardena, Ishan

Adviser: Open Educational Resources, Commonwealth of Learning
Burnaby, Canada

Track 4 – New Delivery Tools and Resources for Learning

Practical Tech Tools for Creating and Repurposing OER

Acón Matamoros, Ariana Gabriela

ICT and Engineering Coordinator, School of Exact and Natural Sciences, Universidad Estatal a Distancia
San José, Costa Rica

Track 1 – Emerging Pedagogies and Designs for Online Learning

Transition of Distance Education to Virtual Education at the Distance State University of Costa Rica

In 1977, the Distance State University of Costa Rica (UNED) was founded to provide higher education to people who had difficulty receiving a traditional university education. Since that time, the University has managed to merge some careers and courses in order to add virtual elements to its distance program. Today, virtual education is available internationally. However, there are some challenges that must be overcome and objectives that must be met to offer virtual access to the Costa Rican population, preserving the quality that has distinguished UNED since its founding.

This session details the challenges the University faces and the vision that seeks virtualization and continuity in academic achievement.

Acón Matamoros, Ariana Gabriela

ICT and Engineering Coordinator, Carrera de Ingeniería Informática, Universidad Estatal a Distancia
San José, Costa Rica

Track 2 – Expanding Access, Openness and Flexibility

Implementation meta-evaluation in the computer engineering career of the Distance State University of Costa Rica

The Institute for Academic Quality Management at Costa Rica’s Distance State University promotes the culture of quality and provides advice on the process of self-evaluation for careers seeking accreditation required by the National System of Accreditation of Higher Education. In evaluating the computer engineering program, the institute used the “meta-evaluation” approach, which considers quality of the evaluation team; level of participation during the self-evaluation process; planning and organization; commitment with which the self-assessment was carried out; and elements that allow the self-evaluation process to be sustainable over time.

This session reviews the way in which the meta-evaluation process is planned and implemented for the institute’s computer engineering program.

Adair, Deb

Executive Director, Quality Matters
Annapolis, United States of America

Track 1 – Emerging Pedagogies and Designs for Online Learning

Make Quality Matter: Applying a Research-Supported Quality Assurance Process to Improve Online Learning

Students’ achievement of stated learning outcomes in online courses and programs requires more than motivation and hard work on the student’s part. It needs support and resources from all levels including pedagogically-sound course design based on standards that facilitate student learning with easy navigation, measurable learning outcomes, effective assessment practices, rich content and resources, active engagement, just-in-time student support, and universal design principles.

This session introduces a research-supported approach to quality assurance and continuous improvement for online education that can be adapted and implemented to achieve institutional or organizational goals not only for higher education, K-12 primary and secondary education, but also continuing and professional education.

Adair, Deb

Executive Director, Quality Matters
Annapolis, United States of America

Track 1 – Emerging Pedagogies and Designs for Online Learning

Adapting US-Based Quality Standards to Culturally and Pedagogically Different Education Systems: The China Case

Can a US-based research approach to quality assurance and constant improvement in online education, adopted by more than a thousand educational institutions, be adapted to education systems outside the USA? What needs to be taken into consideration for the quality standards developed for the English-speaking educational communities to be applicable to an education environment that is very different culturally and pedagogically?

This session answers these questions and shares experiences of a collaboration between a leading US-based quality assurance organization and a major research university in China. It discusses a number of Chinese online and blended courses, evaluates whether the Chinese courses met US standards, and assesses the fit between US standards and Chinese online course design.

Adams, Samantha

Lecturer, Industrial and Organisational Psychology, University of Stellenbosch
Stellenbosch, South Africa

Track 4 – New Delivery Tools and Resources for Learning

A Game Changer? Embedding Educational Gamification for Enhanced Student Learning

Adams, Samantha

Lecturer, Industrial and Organisational Psychology, University of Stellenbosch
Stellenbosch, South Africa

Track 1 – Emerging Pedagogies and Designs for Online Learning

Level Up: Student Perceptions of a Gamification Pedagogy Application

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