2022 Conference Program

OVERVIEW

Introduction

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA

Panel Discussion
Learning, Technology, and Society: The Present and the Future

Panel Chair: David Guralnick, Ph.D.

Panelists:
Ian Bogost, Ph.D., Washington University in St. Louis, St. Louis, Missouri, USA
Angela Bullock, Ph.D., University of the District of Columbia, Washington, DC, USA
Antonella Poce, Ph.D., University of Modena and Reggio Emilia, Rome, Italy

Increased Student and Faculty Engagement Researched via an International Opportunity: A Case Study

Barbara Schwartz-Bechet, Ph.D. and Colleen Duffy, Ed.D., Misericordia University, Dallas, Pennsylvania, USA

As institutions of higher education have entered the 21st Century with an unexpected global crisis, reliance upon standard interactions of old-fashioned face to face office hours and in class engagement had to be sidelined. With change comes opportunity and an opportunity to engage in the building of interuniversity assignments, faculty collaboration and changing college environments was provided by an international experience to learn about global counterparts. An opportunity to work with a university in the Netherlands was provided to a university in Northeastern PA, USA which occurred about 8 months prior to the COVID-19 global pandemic. With this ability to engage in online interconnected assignments, faculty discourse across institutions and programs, and stronger faculty-student discourse, a greater and more highly developed communicative interaction was begun and an idea to investigate how the two possible variables increased engagement - the international work as well as the pandemic. Three clusters of outcomes, identified by Cook-Sather, Bovill, and Felten (2014) will be investigated and discussed to include engagement, awareness, and enhancement…

Abrupt Shift to Online Learning – A Tale of Two Very Different Learning Environments

Jaclyn Conner, Ed.D., Emory University, Atlanta, Georgia, USA and Taffeta Connery, Ed.D., Gwinnett County Schools System, Peachtree Corners, Georgia, USA

There are core principles that apply to the infrastructure of online learning environments. When placed in a scenario where institutions rapidly adopt online learning, these principles are put to the test. This session will share a case study of two very different institutions grappling with online learning environments in K-12 and Higher Education. There are many comparisons and contrasting elements that relate to governance, student satisfaction, faculty/instructor support, and resources. Yet despite these elements, there are commonalities that represent the foundational aspects of all online learning environments. The outcome is that different environments can learn from each other’s crises…

Learning Retention? Forget About It: Bypassing the Limitations of Human Memory

Hal Christensen, QuickCompetence, Forest Hills, NY, USA

Our traditional training approach is based on a myth: the Myth of Learner Retention. We assume that our learners can learn everything we teach them, retain it all forever in memory, quickly retrieve from memory the precise knowledge they need precisely when it is needed, and apply it exactly where and how it should be applied. But, we have long known from research – and almost everyone’s personal experience – our brains are terrible at remembering things. David Allen, author of "Getting Things Done," states it clearly: “Your mind is for having ideas, not for holding them!"

Still, we continue to spend enormous amounts of time and money on training workers and students to learn and retain what they will soon forget and to retrieve and apply what they have already forgotten. And in a short time, the knowledge we imparted will become obsolete anyway.

In this session, we will examine a more powerful learning strategy–one that blends some principles from Getting Things Done, and other productivity methodologies, with today’s ubiquitous technology. We will explore how, by bypassing the limitations of learning retention, we will also enable more effective performance in less time and at less cost.

Open-Access Learning as a Pathway to Equity during Health Emergencies

Melissa Attias and Heini Utunen, World Health Organization, Geneva, Switzerland

The World Health Organization (WHO) launched the OpenWHO.org online learning platform in 2017 to facilitate the transfer of public health knowledge for emergencies on a massive scale in anticipation of the next pandemic. Grounded in the principles of open access and equity, courses are free, self-paced, accessible in low-bandwidth and offline formats, and available in national and local languages. After serving frontline responders in regionalized outbreaks from Ebola to plague, OpenWHO dramatically scaled up course production for the COVID-19 pandemic, making life-saving information from WHO experts available online at a time when lockdowns and social distancing limited our ability to physically come together to learn. The platform offers courses on 40 different COVID-19 topics, as well as 80 courses on additional health topics. Courses are available across 60 languages, including the 15 most-spoken languages worldwide and the official languages of 42 out of 46 of the least-developed countries, in recognition that it is easier to learn and understand in one’s native tongue…

Accessibility in eLearning: Debunking Myths on the Path to Inclusivity

Ginny Moore, Chalk & Tablet, LLC, Greenville, SC, USA

Accessibility is both a legal requirement and a path towards inclusive learning, yet some content creators inadvertently steer away from accessible design. This aversion is often born from misunderstanding rooted in the many myths about accessibility requirements, benefits, and implementation. Join us as we debunk four common myths and illustrate the aligning truths.

Myth 1: Accessibility is optional unless requested.

Accessibility laws and policies may feel complex and ambiguous. We’ll cut through the confusion and provide you with the key takeaways, using real-world examples of the legal, and more importantly, human ramifications when these requirements are not met…

The Use of Comics as a Teaching and Learning Tool (Virtual Talk)

Jenny Pange, Ph.D., University of Ioannina Greece, Ioannina, Epirus, Greece

Nowadays there is great interest in using comics for teaching and learning. Comics are used by many educators for face-to-face or online teaching. They are important educational tools and students develop visual literacy skills. Students enjoy creating comics because they freely express themselves, use realistic expressions, and make emotional stories. This study aims to discuss the use of information and communication technologies (ICT) to design comics for children in kindergartens for learning statistics. A group of undergraduate students, in the Department of Early Childhood Education at the University of Ioannina Greece, developed comics for teaching basic concepts of statistics to children in kindergartens. Students were free to create a comic to teach children the notions of mean, median, and mode. The most popular free online ICT tools used by undergraduate students for creating comics were: “Storyboard That”, “Pixton”, “MakeBeliefsComix”, and “Scratch”. Students used the microlearning approach to present their comics in the classroom. The main advantage of the application of comics in the teaching process is that they can present basic statistical concepts, with a very challenging and humorous approach using visual arts.

Visual Storytelling and Interactive Iconography for the Museum of Zoology in Rome [Virtual talk]

Fernando Salvetti, Ph.D., Logosnet, Houston, TX, USA, Giuseppe Amoruso, Polytechnic School of Design, Milan, Lombardy, Italy, Sara Conte, Polytechnic School of Design, Milan, Lombardy, Italy and Barbara Bertagni, Ph.D., Logosnet, Houston, TX, USA

The focus of this workshop is the innovations regarding visual storytelling and interactive experiences implemented within the Civic Museum of Zoology in Rome, Italy.

Through the promotion and organization of multimedia content, this intervention is about the integration of various technologies to facilitate the use of cultural content by expanding the current exhibition space through the development of interactive solutions capable of increasing visitors’ involvement. Zoological findings and memoirs come to life and interact directly with the visitors in order to deepen their understanding, visualize stories and live experiences, analyze findings, and interact with relevant (virtualized) figures who have had main roles in zoology--all powered through simple hand gestures that transform into recognized commands from multimedia systems…

Time Travelling Towards a Climate-Neutral Society: An Interactive and Immersive Experience [Virtual talk]

Fernando Salvetti, Ph.D., Logosnet, Caluso, Turin, Italy, Cristina Cavicchioli, RSE S.p.A., Milan, Lombardy, Italy, Marco Borgarello, RSE S.p.A., Milan, Lombardy, Italy and Barbara Bertagni, Ph.D., Logosnet, Caluso, Turin, Italy

The European Union aims to be climate-neutral by 2050 – an economy with net-zero greenhouse gas emissions. This objective is at the heart of the European Green Deal and in line with the EU’s commitment to global climate action under the Paris Agreement…

ChemistARy, A Mobile Augmented Reality App for Learning Chemistry

Fred Leighton and Steven Girard, Ph.D., University of Wisconsin-Whitewater, Whitewater, Wisconsin, USA

In this presentation, design, development and deployment of a mobile augmented reality app for a chemistry model kit and game used in teaching undergraduate students will be discussed. Learning outcomes will be included, comparing this app to other methods of teaching the subject matter, and will include student feedback at the University of Wisconsin-Whitewater. Valence Shell Electron-Pair Repulsion (VSEPR) theory is a cornerstone of the chemistry curriculum, utilized in general, inorganic, and organic chemistry courses to allow students to predict and visualize simple chemical molecules by synthesizing information obtained from Lewis Dot structures to predict how molecules may appear in reality. Typically, this is done by counting the numbers of bonding and lone pair interactions between the central and outer atoms, as well as considering the type of bonds (e.g. single, double, or triple). Students simply memorize tables of bonding-lone pair interactions to make these predictions. In the mobile app, students can visualize in augmented reality the effect of bonding and lone pair interactions…

The Future of Work - Redefining Apprenticeships with a Holistic Perspective

Carlos Vazquez, Miami EdTech, Miami, Florida, USA

Apprenticeships are critical for preparing non-college educated adults for jobs in America’s increasingly STEM-driven economy. However, nearly half of people in pre-apprenticeship and apprenticeship programs drop out because of lack of effective training and support. Leveraging technology that provides a digital infrastructure for on-the-job training and job-related support is critical to the evolution of the apprenticeship model…

Natural Language Understanding for the Recommendation of Learning Resources within Student Collaboration Tools

Nicola Capuano, Ph.D., University of Basilicata, Potenza, PZ, Italy, Daniele Toti, Ph.D., Catholic University of the Sacred Heart, Brescia, BS, Italy, Andrea Pozzi, Ph.D.,, Catholic University of the Sacred Heart, Brescia, BS, Italy and Luigi Lomasto, University of Salerno, Fisciano, SA, Italy

Discussion forums are popular tools in Massive Open Online Courses (MOOCs), used by students to express feelings, exchange ideas and ask for help. Unfortunately, the huge number of enrolled students hinders educational scaffolding activities, including the active participation of instructors in discussion forums. Therefore, students seeking to clarify the concepts learned may not receive the answers they need, reducing engagement and promoting dropout. This work presents a methodology for supporting learners within discussion forums, by analyzing conversations among students expressed in natural language and providing them with recommendations in terms of relevant learning resources in accordance to the topic, sentiment and intent of the conversations themselves. This is carried out via a number of steps, including a preliminary definition and population of an ontology detailing the courses' topics…

Nudging Lifelong Learning and Metacognition Tendencies in Engineering Management Undergraduates Utilizing the LinkedIn Learning Platform

Allan MacKenzie, Ph.D., McMaster University, Hamilton, Ontario, Canada

Most engineering and technology-focused program curricula are firmly fixated on the required technical skills to meet the particular profession's needs. Yet, in today's rapidly changing, globalized world, engineers and technologists need more than technical competencies to meet the requirements of their professional work. Reflection or the contemplative dimension of personal learning has not historically received much attention in engineering education, despite calls for more significant consideration of the use of reflection. For example, in a National Academies piece calling for curricular change in undergraduate engineering, Ambrose (2013, p. 20) suggests that learning happens with reflection, and instructors should "provide structured opportunities to ensure that reflection occurs." As educators, we should be assisting students in learning the material we are accountable for teaching them, yet also helping them improve their metacognition abilities and nudging them to embrace lifelong learning habits before they leave our institutions…

Integrating Video Timeline Comments in Asynchronous Online Video-Based Presentation Lectures: Using Canvas Studio as an Example

Xi Lin, Ph.D., East Carolina University, Greenville, North Carolina, USA, Qi Sun, Ph.D., University of Tennessee-Knoxville, Knoxville, Tennessee, USA and Xiaoqiao Zhang, Ph.D., Shanghai Jiao Tong University, Shanghai, China

In asynchronous online learning, watching video-based presentation lectures while using the video timeline comment (VTC) function encourages students to communicate with their instructor, learning content, and peers. This study examines students’ online interactions through the VTC function used in asynchronous video-based presentation lectures hosted by the Canvas Studio. Thirty students from two graduate-level distance courses participated in the study. Findings indicate that applying the VTC technology tool to asynchronous online learning can positively reinforce students’ interactions with the instructor and peers. This newly available computer technology tool also functions as a “real-time” media between online lectures and offline social networks. It helps motivate students to learn the content delivered via the instructional videos from asynchronous classes. Thus, integrating the VTC function in video-based teaching materials helps enhance student’s online learning engagement.

Teaching Ethics in Online Environments: A Prototype for Interactive Narrative Approaches

Joan Casas-Roma, Universitat Oberta de Catalunya (UOC), Barcelona, Spain

Ethics is an important part in the training of professionals. Most associations have their own code of ethical practices, and many public and private institutions highlight the importance of integrating ethical standards into current practices and new innovations in a wide range of sectors such as in the field of artificial intelligence (AI), in which the integration of ethical practices is currently a critical trend. Due to this, ethics already appears, in one way or another, in almost every syllabus in current professional and higher education courses…

Neural Correlates of Creative Drawing: A Study of the Relationship between EEG and the Domain-Specific Creativity Scale

Sang Seong Kim, Sunhwa Hwang, and Eunmi Kim, Ph.D., Korea Advanced Institute of Science and Technology (KAIST), Daejeon, Republic of Korea

Creativity is defined as the ability to develop novel and effective ideas, artifacts, or solutions. Neural correlates of the Kaufman domains of creativity scale (K-DOCS) have been studied to better understand the neurophysiological representations of specific mental processes. The K-DOCS is a self-report questionnaire that measures five domains of creativity: Everyday, Scholarly, Performance, Science, and Arts. In this study, twenty-two international undergraduate students at the Korea Advanced Institute of Science and Technology were first assessed based on the K-DOCS. Subsequently, the participants underwent electroencephalography recordings while solving picture completion problems from the Torrance Tests of Creative Thinking (TTCT)…

When the Curriculum Meets the Game: Teachers' Perspectives on a Digital Curricular Game and Students' Engagement

Iman Garra-Alloush, AlQasemi Academy, Baqa alGharbiyya, Israel

Software providers have cultivated the educational market with a variety of digital learning games. Studies show that games in general, and digital game-based learning in particular can be a main source to boost pupil's motivation and engagement in the learning process. The current study focuses on a digital game which was designed to meet the purposes of curricular plan of teaching English as a Foreign Language (EFL). Data reveals that pupils showed high engagement levels and have made a prominent progress in two facets: spelling and vocabulary. The data collection related the game behavior of 13.000 users from 88 schools in Israel, which was recorded on the game-platform. Twelve teachers were interviewed to get their feedback on the reasons for the high degree of pupils engagement in the game. Preliminary findings show that teacher's encouragement and follow-up, as well as competition elements stand at a high degree in engaging pupils in the game, and consequently, in enhancing their curricular performance. Other elements include gender, challenge, and game design.

An Actionable Training: From Competency Model to Observable Behaviors While Empowering Communication

Elena Ciani and Andrea Laus, Lifelike, SA, Chiasso, Distretto di Mendrisio, Switzerland

There is a need for organizations to bridge the gap between competency models and actionable behaviors. We argue that a structured training method, with measurable patterns, is needed to supply powerful behavioral tools reflecting competency models and skills directly into everyday working life. The method is an AI-driven interactive digital role-play game that allows to practice critical, emotionally charged conversations at work. Conversations have place in different scenarios, with different characters which are based on personality psychology and neuroscientific findings. In this session, we will focus on the architecture of the method explaining why it is needed and how it allows to put into action competencies models and skills through communication, overcoming traditional learning tools.

Implementation of a Talent Development Program in Higher Education

Vilmos Vass, Ph.D. and Ferenc Kiss, Ph.D., Budapest Metropolitan University, Budapest, Hungary

The context of the paper is, on the one hand, the growing trend of internationalization in higher education, especially focusing on creativity and innovation. Talent development programs play an important role in this process. On the other hand, 50% of all employees will need reskilling by 2025, as adoption of technology increases, according to the World Economic Forum's Future of Jobs Report. Analytical thinking and innovation; creativity, originality and initiative are in the Top 10 Skills of 2025. The purpose of the paper is to introduce some results of the implementation of a 3-year long talent development program at the Budapest Metropolitan University focusing on creative and startup thinking. This program has a transdisciplinary approach and modular structure from different domains, such as tourism, business, communication and arts. This paper introduces some important phenomena and impacts of the program implementation, for instance formulating a professional learning community of students and teachers, creating and evaluating business plans and changing creative and startup thinking skill sets at individual, team and organizational levels.

Blended Learning with New Design Approaches: E-Learning (Self-Learning), Instructor-Led Session, and Solution Engineering

Smruti Sudarshan and Heena Gurbani, LinkedIn Information Technology, Bangalore, Karnataka, India

This session investigates the effectiveness of a blended learning environment through analyzing the relationship between learner characteristics/experiences, design features and evaluation strategies. It is aimed at determining the significant predictors of blended learning effectiveness taking learner characteristics/experiences and design features as independent variables and evaluation strategy as dependent variables. The evaluation results were used as a measure for performance as an outcome…

Promoting Flourishing in Hard Times: Theoretical Reflections on the Ethics of Care in Distance Learning

Luigina Mortari, Ph.D., Roberta Silva, Ph.D., and Alessia Bevilacqua, Ph.D., University of Verona, Verona, Italy

Although the scientific literature in the educational field has thoroughly investigated the ethical dimension of distance learning (Almseidein & Mahasneh, 2020; Blaga, 2019), few studies are currently focusing attention on the ethical issues that characterize emergency remote teaching and learning. And when this question is addressed, the ethical dimensions that emerged mainly concern equity in access to educational technologies (Ezra et al., 2021; Czerniewicz et al., 2020), and cheating behaviours, especially during the assessment phase (Hill, Mason & Dunn, 2021)…

Skill Scanner: Connecting and Supporting Employers, Job Seekers and Educational Institutions with an AI-based Recommendation System

Tim Schlippe, Ph.D. and Koen Bothmer, IU International University of Applied Sciences, Erfurt, Thueringen, Germany

Usually employers, job seekers and educational institutions use AI in isolation from one another. However, skills are the common ground between these three parties which can be analyzed with the help of AI: (1) Employers want to automatically check which of their required skills are covered by applicants’ CVs and know which courses their employees can take to acquire missing skills. (2) Job seekers want to know which skills from job postings are missing in their CV, and which study programs they can take to acquire missing skills. (3) In addition, educational institutions want to make sure that skills required in job postings are covered in their curricula…

Success With Your Content – What Does It Take?

Anu Singh, Ph.D., Fiserv, Noida, Uttar Pradesh, India

As we evolve with Industry 4.0, it is critical to consider the experiences that come with technology and complement it with content that users need with the technology they are using.

With the latest technology trends, intuitive products and smart devices, it has become critical to create content that is credible, concise and intelligent for enhancing client experiences for the products and services that an organization offers. As technical communicators and content strategists, we must create content by leveraging technologies to enrich the overall product experience while balancing the experiential learning of a user as well. This also means that we need to effectively curate information to help our users with just-in time information and learning.

This session will attempt to explore strategies for creating content with respect to platform and delivery, and processes and tools for content development. Additionally, considerations for using technologies like AI enabled Bots, micro-content and micro-learning that can address various information needs of the targeted audience for personalized experiences, enhanced efficiencies, discoverability, accessibility etc., at the same time.

Cascades of Concepts of Virtual Time Travel Games for the Training of Industrial Accident Prevention

Klaus Jantke, Ph.D., ADICOM Software, Weimar, Deutschland, Germany, Oksana Arnold, Ph.D., Erfurt University of Applied Sciences, Erfurt, Thuringia, Germany, Ronny Franke, Fraunhofer Institute for Factory Operation and Automation IFF, Magdeburg, Saxony-Anhalt, Germany and Hans-Holger Wache, Berufsgenossenschaft Rohstoffe und chemische Industrie, Präventionszentrum Berlin, Germany

The authors‘ principal area of application is training for the prevention of accidents in the process technology industries. They run a professional training center with own 3D virtual environments. At TLIC 2021, the authors delivered a contribution advocating planning of human training experiences as dynamically as managing a disturbed technical system back into a normal operation – such as an out of control chemical reactor – and enabling trainees who failed to complete a task – thereby possibly ruining a (fortunately only virtual) technical installation – to virtually travel back in time to make good the damage. This requires concepts of Artificial Intelligence to plan and execute time travel adaptively according to a trainee’s training history, to a trainee’s strengths and weaknesses, and to changing environmental conditions. This time, the authors present an innovation in the field of time travel prevention games that goes beyond the limits of all earlier approaches, conceptualizations, and applications…

Panel Discussion
Approaches to Workplace Learning and Performance in Today’s Hybrid World

Panel Chair: David Guralnick, Ph.D.

Panelists:
Veronica Chehtman, AySA SA, Ciudad Autonoma de B, CABA, Argentina
Bruce Cronquist, Dell Technologies, Seattle, Washington, USA
Gary Dickelman, EPSScentral, Boynton Beach, Florida, USA

Peer-to-Peer Learning at Google and Peloton: The Power of Internal Experts

Jimmy Pearson, Google, Salt Point, New York, USA and Thansha Sadacharam, Peloton, Toronto, Ontario, Canada

The traditional professional development model involves spending thousands of dollars on conferences, training, seminars and courses. Though this spending provides employees with an opportunity to learn and continue to grow professionally, it has its pitfalls. Often, these opportunities are pre-built, untailored, and require a large time and financial commitment…

Funding Institutional Innovation Needs Through Grants

Liz Shay, Ph.D. and Sydney Stapleton, Grants Office LLC, Rochester, New York, USA

Interested in helping your higher education institution meet their learning or research goals? Join us to explore the higher education funding landscape, how to position your projects for success, and tips to formalize grant seeking within the institution to maximize opportunities…

Tomorrow Is Too Late: The Time for Digital Transformation Is Today (Virtual Talk)

Dan Avida and Andreina Parisi-Amon, Engageli, San Francisco, California, USA

The pandemic-induced shift to digital/hybrid learning in 2020 was hurried. Out of necessity, institutions and edtech companies prioritized availability and rapid integration over purpose-built, learner-centered solutions. Now that higher education has nearly two years of digital/hybrid experience under its belt, faculty and staff are using technology to create a new type of classroom. Thanks to the rapid advancement in educational technology, educators can move away from the negative assumptions of online learning as a passive and subpar solution, and instead create an accessible, collaborative environment that prioritizes inclusivity, engagement, and learner success…

A Practical Guide to Robust Multimodal Machine Learning and Its Application in Education

Zitao Liu, Ph.D., TAL Education Group, Beijing, China

Recently we have seen a rapid rise in the amount of education data available through the digitization of education. This huge amount of education data usually exhibits in a mixture form of images, videos, speech, texts, etc. It is crucial to consider data from different modalities to build successful applications in AI in education (AIED). This talk targets AI researchers and practitioners who are interested in applying state-of-the-art multimodal machine learning techniques to tackle some of the hard-core AIED tasks. These include tasks such as automatic short answer grading, student assessment, class quality assurance, knowledge tracing, etc…

Building Tomorrow’s Workforce Through Internal Skills Transformation

Roy Skillicorn and Ryan Rose, Cisco Systems, San Jose, California, USA

In today’s digitally disrupted environment, companies are faced with the challenge of reskilling their workforce to keep up with changes in technology and remain competitive. The reality is that the list of skills and knowledge needed to succeed is constantly changing.

For example, today’s network engineers must know scripting and programmability, and be much more versed in security. Tech companies must ensure that their employees keep pace with the evolution of skills required in their roles. Sometimes, a complete re-skilling of the workforce is required to meet the demands of our changing world…

What if we radically reimagined assessment?

Jessica Walker and Jeongki Lim, Parsons School of Design/ The New School, New York, New York, USA

We are faculty from Parsons School of Design who are interested in radically reimagining assessment practices with a goal toward building more equitable learning environments. Our work focuses on research within the field of learning engineering that centers participatory evaluation and community agreements as assessment strategies. Evidence suggests that relying solely on standardized grading practices has been proven to widen the achievement gap among learners from diverse socio-economic backgrounds. By centering collaborative peer-informed grading, we are exploring opportunities that may dissuade teacher bias, which has been documented to impact low income and students of color at disproportionate rates. Research suggests that learners who are most at-risk of falling behind academically, often lack a sense of belonging in the learning environment. In what ways might we center inclusion and personal reflection by calling students into the grading process? In this session, we will share some assessment strategies that have developed from our own equity-based teaching and invite participants to engage in a hands-on design sprint to imagine their own emergent tools for grading.

Collaborating with Technology in Language Learning

Kim Washington-Ballard, Lancaster ISD, Waxahachie, Texas, USA

Using technology to collaboratively support language learning for students consists of developing activities, lessons, and projects that use dissimilar approaches that benefit learning for all, especially for English Language Learners (ELL) and English as a Second Language (ESL). The issue that can emerge is when the student or individual does not understand fully what is being communicated from the teacher, as well as other individuals in the class. In teaching Art online with ESL and ELL students, a different approach can definitely emerge, especially with collaboration with others. As a teacher, one must identify who their language learners are and create diverse approaches to how communication and collaboration with other individuals and the teacher can take place. However, I had to quickly adapt to how fast technology was evolving and enhancing the way students were learning and using technology…

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA