Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment

Demetrios Sampson is a Professor of Digital Systems for Learning and Education at the Department of Digital Systems, University of Piraeus, Greece, where he serves as Academic Staff since 2001, and a Professor of Learning Technologies at the School of Education, Curtin University, Australia since 2015. He is the co-author of 340 articles in scientific books, journals and conferences, and the editor of 12 books, 32 special issues and 35 international conference proceedings. He has received 10 times Best Paper Award in International Conferences. He has been a Keynote/Invited Speaker/Lecturer in 85 International/National Conferences and/or Postgraduate Programs around the world. He has been project director, principal investigator and/or research consultant in 70 Research and Innovation projects with external funding at the range of 16 MEUR. He has supervised 155 honors and postgraduate students to successful completion. He has developed and delivers the first MOOC on the use of Educational Data Analytics by School Teachers (Analytics for the Classroom Teacher), offered by the edX platform which has attracted more than 12000 participants from 160 countries around the world since October 2016. He served as Editor-in-Chief of one of the first open access journals in educational technology, the Educational Technology & Society Journal, 2003-2018. He has also served or serves as Member of the Steering Committee and/or Advisory and/or Editorial Board of 25 International/National Journals, in various leadership roles in 75 International Conferences and at the Program Committee of 525 International/National Conferences. He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012) and named a Golden Core Member of IEEE Computer Society in recognition of his contribution to the field of Learning Technologies (January 2013). He is also the recipient of the Golden Nikola Tesla Chain Award of the International Society for Engineering Pedagogy (IGIP) for " International outstanding achievements in the field of Engineering Pedagogy " (September 2018). J. Michael Spector is Professor of Learning Technologies in the College of Information at the University of North Texas. His recent research is in the areas of intelligent support for instructional design, system dynamics based learning environments, assessing learning in complex domains, distance learning, and technology integration in education. He served on the International Board of Standards for Training, Performance and Instruction (IBSTPI) as Executive Vice President; he is on the Executive Committee of the IEEE Learning Technology Technical Committee and is Past-President of the Association for Educational and Communications Technology (AECT). He is the editor of the Development Section of Educational Technology Research & Development, and he serves on numerous other editorial boards. He co-edited the third and fourth editions of the Handbook of Research on Educational Communications and Technology, and he is editor of the Encyclopedia of Educational Technology, Professor Spector has more than 160 journal articles, book chapters and books to his credit, and has received over 4161 citations resulting in an h-index of 32 (Google Scholar, February 2017). Dirk Ifenthaler is Chair of Learning, Design and Technology at the University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin University, Australia. His previous roles include Professor for Applied Learning and Teaching Research at the University of Potsdam, Germany, Professor, Director of the Centre for Research in Digital Learning at Deakin University, Australia, and Manager of Applied Research and Learning Analytics at Open Universities Australia. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, the University of Okla

Part I: Teaching, Learning and Assessment at large-scale: Trends and Challenges.- Open Educational Resources: Educational Technology As A Driver For Educational Reform.- Emerging Trends in Online Teacher Education.- Professional Identity Development in Online Environments.- Divulging Personal Information Within Learning Analytics Systems.- Challenges Of Big Data In Educational Assessment.- Innovative Collaborative Learning Strategies For Integrated Interactive E-Learning In The 21st Century.- Part II: Analytics for Improving Learning Experiences.- Learning Analytics To Understand Cultural Impacts On Technology Enhanced Learning.- What Do Learners' Online Interaction Data Imply?.- Comparing Learner Community Behavior In Multiple Presentations Of A Massive Open Online Course.- Hadjerrouit, S. Evaluating The Interactive Learning Tool Simreal+ For Visualizing And Simulating Mathematical Concepts.- Participation And Achievement In Enterprise MOOCs For Professional Learning.- Online Learners' Navigational Patterns Based On Data Mining In Terms Of Learning Achievement.- Part III: Analytics for Personalizing Teaching and Assessment.- Supporting Development of Students' Coding Competences with Teaching and Learning Analytics.- Purposeful Exploratory Learning with Video Using Analysis Categories.- Widening And Deepening Questions In Web-Based Investigative Learning.- The Impact Of Middle-School Students' Feedback Choices And Performance On Their Feedback Memory.- Cache-Cache Comparison For Supporting Meaningful Learning.- E-Learning In Chemistry Education: Self-Regulated Learning In A Virtual Classroom.- Concluding Remarks.- Learning Technologies for Transforming Large-Scale Teaching, Learning and Assessment - A Synthesis and a Look Forward.