What will the future of education be like? Unless we significantly increase our commitment to the principle of openness, the future of education will be very similar to the present education. Openness enables individuals and organizations to engage in "permissionless innovation," thereby proactively facilitating the unexpected. In this keynote address, Dr. Wiley will define "open," review research on how openness has changed education to date, and point us toward the possibilities of a future where open is fully enshrined as a foundational principle of education.

The presenter will summarize AECT impact on Chinese educational technology in the past 100 years, tracing from 1920-30s when Jinling University (founded by the American Methodist Church in Nanjing) built a faculty and made instructional films for the educational purpose. Since China's reform in the 1980s, Educational Technology in China has been further influenced by AECT, especially the definition of Educational Technology in 1994 and every revision since. The publication of the Handbook of Research of Educational Communications and Technology has led to a heated discussion in China, thus pushing Chinese educational technology forward, both theoretically and practically. The presenter will also provide his vision on where China goes within Educational Technology in the future.

This discussion will focus on how we define learning, the assumptions we make about the individuals, the content and the situation where the learning will take place. We are at a place where we need to define the learning task by something other than a number on a test. The instructional design activities assume that the individuals taking part will learn something new and be able to demonstrate that learning. Historically, we have depended on a paper and pencil test and now computer generated tests to answer the questions about whether someone has learned. New insights into how the brain functions give us new opportunities to rethink our notions of learning and how it happens.

This period in history is marked by an explosion of Internet resources and the rapid emergence of information and communication technologies, making the task of designing effective, engaging and efficient instruction increasingly difficult. There are many possibilities to integrate technologies into learning as well as entirely new approaches that can be implemented with the aid of these technologies. However, progress in systematic and systemic improvement in learning, instruction and performance remains quite marginal, given the promises and potential of new technologies. Why? What can instructional designers do to transform education in meaningful and sustainable ways? Let's explore these questions together.

Data is automatically generated in many of the common behaviors that we engage in on a daily basis. However while we may carry out analytics in an attempt to make meaning from this "incidental" data, there is a need at many levels to conceptualize the types of data that would deliberately inform decision-making. There are well-grounded processes that may be followed to identify the "strategic" data that are needed in order for analytics to effectively and strategically inform performance and instructional decision-making.

The presenter will report two findings from a series of studies that were conducted in an ICT-rich environment. First, the presenter will report preliminary findings and implications from empirical studies of innovative learning design in the ICT-rich context, which used e-Textbook, learning map, and visualization-based learning tools. Second, the presenter will report the attempt of modeling the learning behavior in the ICT-rich learning environment, the intention of which was to trace students' learning behavior to obtain an in-depth understanding of their learning and then provide timely and appropriate interventions.

Data growth in the information era renders the changes of commercial and scientific research. In the educational settings, how to effectively use massive and complex data to serve the optimization of teaching and learning becomes a key question to address. Therefore, as an emerging data analysis technology, learning analytics increasingly draws more attention of educators than ever before. This presentation proposes the five stages of the evolution of learning analytics and summarizes the status and challenges of multi-source education data collection and storage in China. Moreover, this presentation generalizes typical approaches to data analysis and existing studies in support of pedagogical innovation, as well as elaborates on how to align learning analytics with pedagogical and organizational goals.

Learning analytics are a current trend, gaining popularity as educators and policy makers try to harness the power of data generated by learners using computer-based systems for decision making. Analytics not only yield a great deal of information about how individuals act within a system, but also about how learners interact with each other. This presentation highlights some of the ways that analytics can be used to help better understand the interactions that take place among learners in an online setting, as well as how ideas spread and merge across groups. Uses ranging from modeling interactions to formative and summative assessments also will be discussed.

Technology has revolutionized every aspect of modern society except education. Chris Dede of Harvard has opined that if electricity was to somehow vanish from the planet tomorrow, education would be the least affected of society's institutions. But that doesn't have to be the case. Dr. Stephen Harmon, professor and chair of the Learning Technologies Division in the College of Education at Georgia State University will discuss recent developments in learning research, and information and communications technologies that have the potential to substantially alter the way we work and learn. But will these advances change the way we teach? Dr. Harmon will explore some new and emerging technologies that hold potential for advancing teaching and learning, and will propose a way of examining them to look for any advantages they offer for education. He will offer a theoretical basis for learning with new media that will help people decide which new technologies to use and when to use them.

This study investigated whether or not there was a correlation between the improvement of learners' learning and understanding and the quality of peer assessment in MOOCs for Chinese online learners. Three courses taught in Chinese were selected and learners' online discourse, notes, and reflections for these three courses were analyzed. In addition, qualitative data was also obtained from interviews with learners in QQ. This study found that learners benefited greatly from providing and receiving feedback. A strong correlation was found between the quality of peer feedback learners provided for others and the improvement of learners' own learning and understanding of the subject content.

The study aimed to explore the process and effectiveness of Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course. The course included two parts. In the first part, students were invited to take a Coursera course. In the latter part, students were invited to learn Sakai-based course chapter contents and to do an OER-related assignment. Flipped classroom practice was utilized in the course. E-learner satisfaction model was adopted as the theoretical base of the study. Data analysis found that students were generally satisfied with many aspects of the course, while learner perceived interaction with others was not satisfactory.

The use of Open Ended Learning Environments (OELEs) is one of the best ways to give students opportunities to develop higher order cognitive skills as they learn. The immersion of students into realistic experiences can genuinely aid understanding of complex subjects and issues. However, such an approach places much emphasis on the cognitive processes involved in learning, rather than the generation of tangible learning artefacts. Authentic learning pedagogy, on the other hand, stresses the importance of the learning product. This presentation proposes that the creation of genuinely useful learning products—that require much effort, over a lengthy period of time, and in collaboration with others—is a key element in authentic learning that can be used in OELEs to great effect. The presentation will provide a theoretical basis for this position, and present examples in practice in blended, online and mobile learning contexts. Such products include websites, movies, presentations, reports, and the like using a variety of media. Bringing authenticity to bear through the entire learning process to the final creation of tangible products is of critical importance in the design of effective OELEs.

In the coming decade, from roughly the present onwards, the technology of mobiles will continue to be more popular, personal, robust, cheap, and social. The technology has become democratic, or, rather, has become more demotic in nature and society itself has become mobile and connected. This is leading to a new world, with its new communities, expectations and behavior. These technologies transform the nature of much work itself by facilitating remote and extended working. Connected universal mobile devices, the portal onto Web 2.0 services, also change the nature of learning and knowing. Other obvious though minor transformations are in forms of artistic expression, creating or mutating genres for art. Mobility and connection change how we think of ourselves, our identities, our affiliations, our relationships; nowadays many people have multiple on-line identities, sometimes even within the same cyber-space domain and sometimes different genders. These changes drive further changes in expectations about behavior, about what is good, acceptable, appropriate and okay in our interactions, our relationships, our conversations; our ideas about what is correct, ethical.

On April 4, 2001 (i.e., "441"), Charles Vest, then president of MIT, set a goal of having most of his university's courses freely available on the Web in a decade. Today, millions of self-directed online learners around the globe are learning from thousands of courses from well-known professors as well as from open educational contents. In response, the research presented in this talk explores the learning experiences of self-directed learners, including the common barriers, obstacles, motivations, and successes. It also highlights the possibilities for life change from the use of OER, OCW, and MOOCs. These stories of life change might inspire others into MOOCs, open education, and beyond.

The purpose of this study was to understand the perspectives that the Chinese scholars hold regarding educational technology. A cross-sectional survey with purposive sampling was used to gain this understanding. Fifty-two participants representing faculty in educational technology from 34 different universities in China, majority ranging in ages from 36 to 50 years old, most having worked in the educational technology field for more than 10 years, completed and submitted the survey. After analyzing the data, the author found that most participants perceived that the strength of educational technology in China was attributable to the strong funding support from the Chinese government, but the faculty members also felt this field needed help with research methodology. To help improve educational technology in China, the major efforts the participants believed would be most useful included self-development, enhancing academic exchanges, conducting research, applying theories in practice, and improving training/teaching and learning. The pace of development in educational technology in China is fast, however, there is concern for how Chinese scholars deal with the potential problems arising with this rapidly developing field. The current situation in China provides great opportunities for academic exchanges globally.

During the summer of 2013, in my role as AECT International Envoy, I made personal visits to a number of AECT's International Affiliated Organizations in China, Hong Kong, Seoul, Jakarta, and Taiwan, with follow-up e-mail messages to our affiliates in Malaysia, Singapore, Canada, Turkey, India and Japan, the latter three waiting in the wings to cement an official affiliation agreement between their Japanese Indian, and Singaporean Affiliates and AECT. There were multiple purposes to my communiques, both on-line and in-person, but the visits were intended to put a personal face of AECT into their national educational technology organization and, as well, to gather information about their various activities.

In June of 2014 the Principal Investigator(s) , Dr. Cheng-Chang Pan, from the University of Texas at Brownsville, Dr. Robert Doyle, Associate Dean at Harvard, and Dr. Richard Cornell, Emeritus Professor of Instructional Systems at the University of Central Florida sent a follow-up short survey asking that a representative of their association's governing board survey their officers to obtain answers to a few direct questions.

While the survey is short the answers to our questions may also be brief, or not.

The hidden point we are particularly interested in is the degree to which any of the AECT International Affiliates have annual meetings, and other meetings during the year, and, most importantly for our purposes, do they engage in any specific projects as an organization? What we are trying to really find out is: do they have any programs featuring further education, workshops for their members AND members in their communities and schools?

Our bottom line, one we will likewise be addressing when our team meets at the annual ICEM Conference in Eger, Hungary this October is: "Besides engaging in the primarily-self-serving activity of making presentations and then publishing them for the world to see, what, if anything, are our International Affiliated Associations doing in addition within their own nation to make things better?

We will very clearly be also making this point when we deliver this message to our friends in ICEM (www.icem-cime.org).

We will, we think. be one of the few making presentations wherein improving the social good will be at the core of what we think organizations such as ours should be doing, and far more! One of these days before passing on, Dr. Cornell wants to give this same message in an AECT General Session, and then let the fun begin!

One of the challenges for today's educators and learning designers is how to integrate the constantly evolving and emerging technologies into effective instructional strategies. With the choices constantly changing, this process has been compared to the frustration of trying to nail Jello to a tree. This presentation will identify the emerging technologies that have been identified while providing guidelines on how to deal with the ever expanding options.

This is an amazing moment in the history of education. For over a century, educational practices have remained relatively stable and educational opportunities have been limited. Many could not afford a high quality education, and, in the last several decades the cost of a high quality education has increased relentlessly -- faster than any other product or service. At the same time, rapid increases in power, decreasing cost, and the ubiquity of a variety of technologies are changing the equation. New models of education are possible, and centuries of tradition are now being questioned as new, more effective, more efficient, more learner-centered approaches emerge. Competency-based education (CBE), digital badges, Massive Open Online Courses (MOOCs), Prior Learning Assessments (PLA), personalized, adaptive learning systems, data analytics, cognitive tutors, adaptive testing, a dramatic increase in the availability of venture capital for new Ed Tech companies, and even online commerce, combined with technologies that are more and more powerful and accessible, are creating a "perfect storm" that will soon change Higher Education dramatically. This session will explore these forces and will provoke participants to consider what education can (and soon will) become.

This presentation will detail how new technologies and new media will continue to change and augment humanity and the way we learn. The presentation will begin with accepted definitions and a brief history of technological utopianism, ultimately leading to learning technologies and utopian/dystopian views for the future.

This session examines the relationship between information science and instructional design. Instructional design "is the science and art of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate learning and performance" (Richey, Klein & Tracey, 2011, p. 3). Instructional design models facilitate active, multi-functional, inspirational, situated approaches to intentional learning. While information is "the communication or reception of Knowledge" (Taylor, 2004, p. 3), information science is an interdisciplinary approach to the analysis, collection, classification, manipulation, storage, retrieval and dissemination of information (Stock & Stock, 2013). Therefore, instructional design models should foster the dissemination of information and the exchange of knowledge.

Over the past two decades there have been dramatic changes in the field of instructional design. These changes have come about largely as a result of two sets of influences. The first involves new views of the teaching and learning process, including constructivist views of teaching and learning, the development of the learning sciences, an increased emphasis on promoting informal learning, and the increasing awareness of the importance of improving workplace performance. The second set of influences involves major changes in how technology is being used to enhance learning and instruction. These changes include the increasing use of online learning technologies, performance support tools, social media, educational games, and mobile learning devices. This presentation will focus on how each of these developments plus several others have influenced the instructional design field and have presented instructional designers with new opportunities and challenges.

The worldwide interests in Big Data bring new opportunities and alternatives for the scientific discoveries in educational research. It may also require fundamental shifts in research paradigm, both in terms of conceptualization and methodology. This session begins with a theoretical basis of Big Data as related to emerging learning technologies and social media-enriched learning communities, highlights some of the innovative methods and applications, and features selected research and development projects with contextualized discussions.

We all agree without content there is no learning. Content is king! However, content alone is not instruction. There are known principles that promote effective, efficient and engaging instruction an hence learning. Instructional approaches be they MOOCs, Open Learning, Problem Based Learning, or even Self Instruction facilitate learning to the extent that they incorporate these principles. Recent research shows that too often these open forms of instruction fail to incorporate these basic principles. What are these principles? How can these principles be better incorporated into each of these exciting new approaches to learning and instruction? If content is king effective, efficient, and engaging instructional strategies are queen.

The author is to report the findings of a study on Chinese teachers' learning motivations and characteristics in a competence training delivered by a Web-based adaptive system. In this study, teachers' thinking and learning styles are recorded and analyzed based on their everyday and pedagogical perspectives. The author will also present an online decision-making model for learning activities and resources, which is developed based on the findings of this study.

The ability of an assessment to demonstrate students' skills and competencies that realistically represent problems and situations likely to be encountered throughout normal everyday life is a problem that has plagued educators for centuries. Today's classrooms are increasing in enrollment while simultaneously decreasing in time; therefore, the ability to accurately assess the knowledge attained by individual students is a premium in today's society. This panel discussion will discuss techniques in the areas of Music-Integrated Second Language Acquisition, Adaptive Hypermedia Systems, Learning Management Systems, and web enhanced classrooms to accurately assess authentic knowledge.

The journal editors will discuss the focus for each journal, the operations of the journals, and publishing strategies. In addition, they will discuss the criteria and selection for editorial advisors, reviewers, and editorial board members. Timelines and criteria will be presented for the journal awards. Lastly, they will present the details for selection of special issues topics.

This study explores the possibility of national data set for learning analytics in context of the digital textbook usage in secondary education in South Korea to develop compendious national metrics framework for learning analytics in Korea. Respective needs from various organizations and institutions of different levels have been analyzed by using the Start-up Mega Planning model of needs assessment, an adapted model of Roger Kaufman's Mega Planning to extrapolate the desired data metrics framework which serves as a guiding tool for both conceptual and technical aspects of data collection and analysis.

In the spring of 2015, and a comprehensive book on MOOCs and Open Education around the World will be published by Routledge with some 30 chapters and over 60 author contributors who are among the foremost leaders in the world on open education. At about the same time, a special journal issue on this topic will appear in the International Journal on E-Learning (IJEL). One of the editors of both the book and special issue (Bonk) as well as one of the book contributors (Wiley), one of the special issue contributors (Zhang), and a fourth person with significant MOOC experience (Dennen) will serve on this panel. After brief presenter overview statements, audience questions will be fielded.

This panel focuses on perceptions and utilization of open educational resources by college students. Two Chinese doctoral students who are studying in the United States will share their experiences and viewpoints of student use of open educational resources.

This panel discussion, presented by four experienced professionals working in the field of instructional design and technology at US higher education institutions, will share multiple roles of instructional designers, challenges faced by today's instructional designers, and strategies used to take the challenges to support end users and prepare future instructional designers. Presenters' backgrounds vary from an instructional design graduate program creator and leader, a faculty member, and instructional design and technology support staff. The panel shared by the practitioners from a multiple perspective will provide the audience stories, strategies, and insights.

In the increasingly open world, Chinese students have access to learning resources that were costly or inaccessible before. Scholars and practitioners in the US and China collaborate in this study to examine students, instructors, and administrators' practice and perspectives in terms of embedding open educational resources in the formal educational setting in China. This study aims to examine a) students' use patterns of and attitude toward such resources and the impact on learning; b) instructors' attitude toward and practice of including such resources in their courses and, c) the administration's attitude toward open education and the impact on policies and teaching practices.

Massive Open Online Courses (MOOCs) are potentially powerful innovations attracting a massive, global population, but the colossal number of forum posts and assignments submitted preclude faculty from providing individualized feedback and meeting the needs of the huge, diverse student population. Our research addresses this issue by providing far better peer support, placing MOOC learners into small peer support groups based on: preferred language to communicate with others, intention to complete course assignments, and preferred communication modes. We are investigating grouping preferences based on demographics and the effects of group type on assignments completed, forum posts, and overall course completion.

This presentation examines how 15 instructional designers, working in higher education, perceive the relationship between their personal background and experiences and process of instructional design (ID). The research questions asked: What specific personal characteristics do instructional designers perceive as being an important influence on their ID practice? How do instructional designers use specific personal characteristics to influence their ID practice? How do instructional designers use specific personal characteristics to diversify their ID practice? Findings showed that instructional designers perceived that specific personal characteristics and experiences influenced their ID practice by adding an alternative outlook to their approach to ID.

This roundtable presentation will report an ongoing study aiming to examine teacher candidates' reflective comments for videos in an online collaborative environment. The videos were on exemplary teachers' teaching practices with technology. The hypotheses are that exemplary teachers' videos facilitate deep reflection and the online collaborative environment assists teacher candidates successfully complete the reflection task. Teacher candidates' reflective comments have been collected and will be analyzed using a three-level framework of reflective thinking.

Commercially available "brain training games" use adaptive cognitive tasks to train fundamental cognitive abilities like attentional, memory span, and working memory abilities. They promise enhancements to learning abilities in a personalized way, but academic research about them tends to find only near transfer in training tasks themselves. This systematic review pursues the question, "Which existing brain training games, and studies about them, explore the effectiveness of evidence-driven design of differences in game level difficulty?" An evidence-driven design of level difficulty would be based on evidence of how different kinds of people perform in non-adaptive variations of a cognitive task.

Today's students bring to class more than just a notebook and pencil. Using social media is now easier than ever before with a multitude of mobile apps, high speed internet, and most importantly, it is almost always free. In this study, researchers surveyed how instructors at a large Midwestern university have used social media tools for personal, professional, and academic purposes. Specifically, we examined how instructors have used social media tools in support of teaching and learning and limitations related to using social media tools in their teaching practices. Trust, privacy, and safety are critical to learning in an open education.

The purpose of this study was to understand members' participation trend in a popular microblogging-based learning community in the past five years. Text mining was conducted to analyze the tweets that community members generated from 2009 to 2014 during the weekly synchronous online chats. The analysis revealed how members participated in such online events over the five years and identified the general trends of participation. The findings from the study inform us of how people participate in online communities and the different roles that the members serve in these communities.