Proceedings Of The 21st Western Canadian Conference On Computing Education

WCCCE '16: Western Canadian Conference on Computing Education May 06, 2016-May 07, 2016 Kamloops, Canada. You can view more information about this proceeding and all of ACM�s other published conference proceedings from the ACM Digital Library: http://www.acm.org/dl.

WCCCE '14: Western Canadian Conference on Computing Education May 02, 2014-May 03, 2014 Richmond, Canada. You can view more information about this proceeding and all of ACM�s other published conference proceedings from the ACM Digital Library: http://www.acm.org/dl.

WCCCE '09: Western Canadian Conference on Computing Education May 01, 2009-May 02, 2009 Burnaby, Canada. You can view more information about this proceeding and all of ACMs other published conference proceedings from the ACM Digital Library: http://www.acm.org/dl.

WCCCE '12: Western Canadian Conference on Computing Education May 04, 2012-May 05, 2012 Vancouver, Canada. You can view more information about this proceeding and all of ACM�s other published conference proceedings from the ACM Digital Library: http://www.acm.org/dl.

This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

Presentation tools such as PowerPoint were initially created to simulate physical slides and have inherited a lot of their limitations. In this dissertation we identify the shortcomings and unmet user needs in presentation software by means of literature study, observations, a survey and the programmatic analysis of over 12000 PowerPoint documents. The results indicate that user needs are slowly evolving while existing software has hardly changed over the last 30 years. We motivate the need to rethink the concept of a presentation and we provide conceptual and technical foundations that can enable interoperable and well-integrated solutions for the identified shortcomings. The resulting MindXpres platform consists of a new conceptual framework, content model, information system and presentation engine. We present MindXpres as a presentation platform that enables researchers and developers to build innovative presentation solutions that cannot be implemented in the existing tools. We further demonstrate the flexibility of the MindXpres platform by discussing a wide range of proof-of-concept plug-in solutions for the identified shortcomings and unmet user needs.

This book presents how to keep working on education in contexts of crisis, such as emergencies, zones of conflict, wars and health pandemics such as COVID-19. Specifically, this work shows a number of strategies to support global learning and teaching in online settings. Particularly, it first presents how to facilitate knowledge sharing and raising awareness about a specific crisis, to increase people’s safety, including educators and learners. The book then discusses various techniques, mechanisms and services that could be implemented to provide effective learning support for learners, especially in learning environments that they do not daily use, such as physical classrooms. Further, the work presents how to teach and support online educators, no matter if they are school teachers, university lecturers, youth social workers, vocational training facilitators or of any other kind. Finally, it describes worldwide case studies that have applied practical steps to keep education running during a crisis. This book provides readers with insights and guidelines on how to maintain learning undisrupted during contexts of crisis. It also provides basic and practical recommendations to the various stakeholders in educational contexts (students, content providers, technology services, policy makers, school teachers, university lecturers, academic managers, and others) about flexible, personalised and effective education in the context of crisis.