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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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

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.

Agrusti, Francesco

Full-time Researcher in Experimental Pedagogy, Department of Education, University Roma TRE
Rome, Italy

Track 3 – Changing Models of Assessment

Enhancing Higher Education Students’ Soft Skills through Co-Writing and Webcasting Activities

Akiva, Keren

Instructional Designer, Faculty of Arts & Science, Queen’s University
Kingston, Canada

Track 1 – Emerging Pedagogies and Designs for Online Learning

Information Architecture as the Basis for a New Approach in Teaching Music History

Traditional models of teaching music history in foundation courses rely on emphasizing the historical and social context, since general students with no training in theory cannot engage in analysis of the music itself. However, while students gain an appreciation of the historical context, they do not acquire a deep understanding of the musical materials themselves. To overcome this problem, a new approach was developed, inspired by ideas and techniques from the field of information architecture. A set of custom-made technology-enhanced activities was then designed to support this approach in an online Western music history foundation course.

This session presents the result of different approaches taken to the information architecture concept over three course offerings.

Akujobi, Alero

Dean, Faculty of Law, National Open University of Nigeria
Abuja, Nigeria

Track 1 – Emerging Pedagogies and Designs for Online Learning

Methods and Challenges of Pedagogies for Open and Distant Learning in Legal Education in Nigeria

Making choices in the context of today’s changing technologies is often a challenge. Legal educators in Nigeria address the diversity of students and their environments through multi-media and other resources in order to build a high-quality course in a digital age.

This session aims to explore some of the methods used for teaching law in Nigeria’s open and distance learning programs, along with addressing the limitations and challenges involved. It presents solutions and recommendations for enhancing legal education to suit online teaching.

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