More than 300 presenters
from 33 countries to date
and growing every week




Check here for some of the more than 300 presenters from 33 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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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 investigates research into adult-student experiences in a compulsory tertiary skills program delivered fully online and designed and offered in a manner that supports adult students who are engaging in tertiary study for the first time or after an earlier unsuccessful attempt. This session presents student experiences and motivations for undertaking bridging study.

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.

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.

Al Awar, Mansoor

1) Founder and Chancellor 2) Chairman of the Governing Board; 1) Hamdan Bin Mohammed Smart University 2) UNESCO Institute for Information Technologies In Education
Dubai, United Arab Emirates

Track 5 – Re-designing Institutional Business Models

An Innovative Model for Enhancing the Role of Learners in the Learning Process: HBMSU Experience

Albert, Sylvie

Professor of Strategy and Dean, Faculty of Business & Economics, University of Winnipeg
Winnipeg, Canada

Track 1 – Emerging Pedagogies and Designs for Online Learning

Pedagogical Design of Online Courses in Business and Management Disciplines

Post-secondary institutions are increasingly launching online courses, and authors are flooded with possibilities in online course design. Well-recognized practices have been developed and shared in formatting templates (for accessibility, look and feel) and pedagogical flow (learning outcomes, evaluation mechanisms); but little has been reported on best practices, commonalities and innovations in individual disciplines. Accounting, for example, may use more practice or discussion approaches than human resources.

This session is based on a study of the pedagogical tools and techniques, and their perceived effectiveness, in different disciplines. Along with the study’s findings, data on systems and support mechanisms provided to online course areas are also shared.

Aldridge, Susan

Senior Vice President for Online Learning; President of Drexel University Online, Drexel University
Philadelphia, United States of America

Track 4 – New Delivery Tools and Resources for Learning

Showcasing Global Innovation in Emerging Pedagogies and Designs for Online Learning

When envisioning the future of education, we all realize that innovation is the key to meeting the demands of today’s learner. Rigorous research has been conducted under the direction of Drexel University Online, comprising dozens of interviews with faculty, administrators and training officers worldwide to uncover the innovations and technologies being implemented. To share this research, a website called Virtually Inspired was created to provide a good understanding of the instructional design or delivery methodology and/or the programmatic approach.

This session will feature a narrated video presentation to dynamically showcase a few of the many ways digital tools are being effectively optimized to conceive new approaches for teaching and learning in universities around the world. The audience will see examples of emerging pedagogies and technologies in action, while exploring why and how they are rapidly reshaping the landscape of distance education in the digital age.

Altinbilek, Diane

Instructor; Program Designer; Mentor, Good Learning Anywhere/Sioux Hudson Literacy Council
London, Canada

Track 1 – Emerging Pedagogies and Designs for Online Learning

Implementing Writing Across the Curriculum (WAC) through a marginalized Creative Writing course

Instructors in Ontario and other Canadian post-secondary institutions have noted that, increasingly, their average first-year student does not possess the writing skills necessary to complete college level writing assignments. In recent years, initiatives such as Writing across the Curriculum have been undertaken to improve writing levels, using techniques such as writing as a group, instructor-led activities and mind-mapping. The government-funded Good Learning Anywhere (GLA), an online literacy division of the Sioux Hudson Literacy Council, features synchronous and asynchronous distance education courses, including a number of literacy-based courses such as effective writing techniques, research and report writing, workplace writing, and creative writing.

This session demonstrates how an online course, “Creative Writing and Slam Poetry,” was developed to support lower literacy adult students/learners moving towards completing formal education or employment.

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