University of Illinois Global Education Symposium

October 16-19, 2019

Global Education Symposium

The Global Education Symposium at the College of Education is a four-day event with opportunities to hear students and faculty present, attend a keynote by Dean Anderson, engage in professional development activities, participate in Homecoming Weekend, and more! The Symposium includes a day-long conference on October 18 with poster sessions, panels, and presentations by College of Education faculty, graduate students, alumni, and international partners. Conference themes include global education and policy, global migration and education, diversity in local and global contexts, research-based practice in schools, and adult and professional education.

Information

Schedule

Tentative Schedule

Wednesday, October 16

2:00pm Campus tour

4:00pm Faculty talk

7:00pm Welcome reception

 

Thursday, October 17

9:00am-3:00pm Visits to local schools

4:00pm Visit to local apple orchard

7:00pm Dinner and keynote by College of Education Dean James D. Anderson

 

Friday, October 18

8:30am-5:00pm Conference
Poster sessions, panels, and presentations by College of Education faculty, online graduate students, alumni, and international partners.

5:00-6:00pm Pizza party

6:00pm Homecoming Parade

 

Saturday, October 19

8:30-10:30am Professional development

10:30am Coffee break

11:00am-12:00pm Speed networking

2:30pm Football game

5:00pm Closing reception

Join the Marching Illini for a traditional tailgate party in front of the College of Education.

Confirmed Speakers

Keynote Speaker:

James D. Anderson, Dean of College of Education

 

Confirmed Conference Speakers:

Liv Davila (University of Illinois): "Reconceptualizing Citizenship and Civic Engagement from the Perspectives of Newcomer Immigrant and Refugee Youth"

Liru Hu (The University of Hong Kong): "Multimedia Effect in Problem Solving: A Meta-Analysis"

Abstract:
Pictures are commonly used to represent problems, but the effect of adding pictures in a problem-solving context remains unclear. The multimedia effect in problem solving describes the phenomenon where an individual’s problem-solving performance is enhanced when equivalent pictures are added to illustrate or replace part of the problem text. Using meta-analytic techniques, this study seeks to determine the overall size of the multimedia effect in problem solving and its boundary conditions (k = 40, N = 38,570). The results demonstrated a significant small to medium sized multimedia effect on response accuracy (Hedge’s g = 0.25) and a significant medium sized multimedia effect on students’ response certainty (Hedge’s g = 0.48) but no significant multimedia effect on response time. Function types of pictures significantly moderated the multimedia effect on response accuracy. Yet, only organizational pictures had a significant positive impact on response accuracy (Hedges’ g = 0.46); while representational, informational or decorative pictures did not produce any significant effects on an individual’s response accuracy. Problem difficulty was another significant moderator. The addition of pictures was more likely to significantly improve students’ response accuracy on difficult problems (Hedges’ g = 0.17), whereas the significant effect all but disappeared for easy problems. These findings suggest that the multimedia effect in problem solving is diversified and limited by multiple boundary conditions. More primary studies are needed to address this important issue.

Cameron McCarthy (University of Illinois): "The Genesis of an Academic Career: Ruminating on the Transnational Impact of James Baldwin, African American Letters, and the Gilding of the Postcolonial Mind"

Abstract:
“I moved to Europe in 1948 because I was trying to become a writer and couldn’t find in my surroundings, in my own country, a certain stamina, a certain corroboration that I needed.” (James Baldwin quoted in Baldwin & Giovanni, A Dialogue)
In this presentation I will challenge the way in which programs of critical thought such as globalization theory, postcolonialism and mainstream multiculturalism suppress the vital phenomenon of cross-diaspora dialogue within black aesthetics. I will argue that there is, here, an unfortunate application of a rigid geography of place that consigns postcolonial discourses to the third world and multiculturalism to industrial societies like the United States as educators struggle to come terms with brutal historical pasts and elevated racial antagonism in the present. Against this backdrop of methodological nationalism and isolationism, I argue that there is a profound dialogue taking place across the periphery and the metropole within postcolonial/black aesthetics—a radical dialogue that precipitates an imperative towards rethinking contemporary notions of center-periphery relations. I will read this radical insight into my own autobiographical transactions with a classical colonial education and the extraordinary role of black letters, the writing of Baldwin, pre-eminently, in my own awakening from methodological slumber and the gilded training that education in an elite school in the Global South made available to me. Through this I will return my imagined interlocutors to a transitional era of US presence abroad, the “Development Decades,” that coincides with my years of high school—an era that saw the propulsion of large-scale imperialist discursive formations and gestalts: the “American Dream,” “Modernization Theory,” “Industrialization by Invitation” and the “Alliance for Progress.” It is this dreamscape of powerful discourses that emergent letters of African American writers such as Baldwin cut into. I want to bring this moment forward into our contemporary times and the struggle for intellectual autonomy and pedagogical freedom in the academy and schooling. 

Haley Wing Chi Tsang (The University of Hong Kong): "Investigating Collaborative Problem-Solving (Cps) Skills of Students Through Serious Games: An Exploratory Study"

Abstract:
Video games for entertainment have existed for several decades and are getting more pervasive, especially among children and the younger generation. In recent times, video games for learning are also rising in popularity in education. This new category, known as serious games, with an engaging storyline, a variety of game mechanics, exceptional graphics and massively multi-player online game capability, offers interactive, interesting, responsive and authentic virtual environment for students to learn and play together. The same situation also applies to assessment of various academic areas, including collaborative problem solving (CPS) skills. The rising importance of CPS skill assessment comes about as a result of CPS skills being considered by many educators, researchers, and policy makers as the important 21st century skill to acquire by students for study and future work. At present, there is a pressing need to be able to assess CPS skills of students to help them learn and teachers teach various CPS skills effectively. However, the research in using serious games for CPS skill assessment is at the early stage only. With consideration of the above, adopting Design-based Research as the methodology for the development cycle, the proposed research efforts will first develop a conceptual serious game framework for designing games for CPS skill assessment. What follows is the creation of such a game to provide a virtual world in which students solve problems as a group, thereby exhibiting their competences in CPS to be assessed by the game. The in-game assessment is achieved by logging the activities and actions of students when they interact with other students and the different game elements, thus providing basic assessment data for identification and measurement of CPS behaviours and skills indicators for in-depth analysis. This exploratory study will potentially contribute to the start-up adoption of serious games for CPS assessment.

Registration

To receive the registration form, click here.

Registration Deadline: May 15, 2019

Cost

Registration Cost: $150*

Football ticket costs are not included.

*Registration fee is waived for all UIUC students.

Location

Most activities will take place at:

College of Education

1310 S 6th St
Champaign, IL 61820
https://goo.gl/maps/iozqwUP241k

Travel and Accommodation

Travel

Option 1: Fly to Champaign

Willard Airport

 

Option 2: Fly to Chicago and take a bus to Champaign

Chicago O'Hare International Airport

Bus option:

Peoria Charter


Accommodation

Note that due to homecoming weekend, many hotels will fill quickly. Be sure to make your hotel booking as soon as possible.

 

Some nearby hotels:

Eastland Suites

Holiday Inn Express

Home2 Suites

iHotel

Illini Union Hotel

La Quinta Inn

Ramadan by Wyndham



 

Assistance

If you would like assistance in booking plane tickets and/or accommodation, one option for a local travel agent is

LL Travel Agency
travel@lltravelagency.com
+1-217-344-6001

 

Financial Assistance

Online graduate students of the College may consider applying for a travel award.

  • Near the beginning of Fall 2019, applications for the Hardie Conference Travel Award for Fall 2019 will open. More information is available here.
Dress

Dress code: business casual

Average temperatures in October are between 45 and 65 degrees Fahrenheit (7 and 18 degrees Celsius).

 

To receive the registration form, click here.

Keep me updated ›

 

Questions? Contact Allison Witt.