Days of paper presentations, workshops/interactive sessions, posters, and colloquia.
Delegates from all over the world who attended the Twenty-second International Conference on Learning.
The “digital revolution” is changing the ways in which students do their work and also the ways in which teachers source curriculum content and plan learning activities. They also transform the sources of data that provide evidence of student learning. The fields of educational data mining and learning analytics offer perspectives on an important and newly emerging area of innovation in the learning sciences. As students undertake more of their learning in computer-mediated environments, an evolving cluster of technologies and associated pedagogical processes offer great promise to provide solutions to some longstanding practical challenges in the field of education. The larger potential of continuous formative and progress assessment based on many small datapoints is to make redundant summative assessment in its traditional forms, or at least to supplement traditional summative assessments in a way that compensates for their intrinsic limitations.
The Twenty-second International Conference on Learning featured plenary sessions by some of the world’s leading thinkers and innovators in the field.
For each conference, a small number of Graduate Scholar Awards are given to outstanding graduate students who have an active academic interest in the conference area. The Award with its accompanying responsibilities provides a strong professional development opportunity for graduate students at this stage in their academic careers. The 2015 Graduate Scholar Awardees are listed below.