{"id":6759,"date":"2020-06-24T15:30:10","date_gmt":"2020-06-24T15:30:10","guid":{"rendered":"http:\/\/end-educationconference.org\/?page_id=6759"},"modified":"2022-07-21T10:57:42","modified_gmt":"2022-07-21T10:57:42","slug":"education-and-new-developments-2022-volume-2","status":"publish","type":"page","link":"http:\/\/end-educationconference.org\/2022\/education-and-new-developments-2022-volume-2\/","title":{"rendered":"Education and New Developments 2022 \u2013 Volume 2"},"content":{"rendered":"

INDEX OF CONTENTS<\/strong><\/h4>\n

\"\"<\/p>\n

FRONTMATTER<\/strong><\/a><\/p>\n

ORAL PRESENTATIONS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Erasmus project VIRSTEM interactive tools for education<\/strong> (pages 3-7)<\/a>
Edgaras Timinskas, Daiva Makuteniene, & Olga Ovt\u0161arenko<\/em><\/p>\n

An analysis of student teachers\u2019 e-readiness for digital education environment in COVID-19 times<\/strong> (pages 8-12)<\/a>
Paseka Patric Mollo<\/em><\/p>\n

Evaluating stakeholder designed interdisciplinary and intersectoral doctoral modules<\/strong> (pages 13-16)<\/a>
Tara Cusack, Jack Quinn, Ioanna Chouvarda, & Nicola Mountford<\/em><\/p>\n

Education for sustainable development: A common good for both now and the future<\/strong> (pages 17-19)<\/a>
Erika Quendler, Matthew James Lamb, & Noureddin Driouech<\/em><\/p>\n

Understanding students\u2019 experiences after incorporating indigenous perspectives in a postgraduate science communication subject<\/strong> (pages 20-24)<\/a>
Vanessa Crump, & Yvonne C. Davila<\/em><\/p>\n

COVID-19: Leading in challenging circumstances \u2013 challenges for school leaders<\/strong> (pages 25-28)<\/a>
Pierre du Plessis, Raj Mestry, & Johan Wiehahn<\/em><\/p>\n

On the importance of telecollaboration for the development of students\u2019 intercultural communicative competence<\/strong> (pages 29-33)<\/a>
Loreta Chodzkien\u0117, Yaneth Eugenia Villarroel Ojeda, Felipe Martinez Corona, & Vita Kalnberzina<\/em><\/p>\n

Accelerated virtualization of higher education in times of pandemic: The case of an Ecuadorian university<\/strong> (pages 34-38)<\/a>
Adriana Ornellas, & Miguel Herrera Pavo<\/em><\/p>\n

Implementing psychosocial support for children affected by the Beirut blast: Providing a safe place in the middle of crisis<\/strong> (pages 39-43)<\/a>
Steffi Schenzle<\/em><\/p>\n

Managers\u2019 strategies for inclusive implementation in technical vocational and training colleges in South Africa<\/strong> (pages 44-48)<\/a>
Nosiphiwo Ethel Delubom, & Newlin Marongwe<\/em><\/p>\n

Building academic integrity through online assessment apps<\/strong> (pages 49-53)<\/a>
Elize du Plessis, & Gert van der Westhuizen<\/em><\/p>\n

Exploration of pre-service English first additional language students\u2019 technological readiness to teach during teaching practice<\/strong> (pages 54-57)<\/a>
Grasia Chisango, & Newlin Marongwe<\/em><\/p>\n

Perception of online machine translators by non-native students of English philology and future teachers of English<\/strong> (pages 58-62)<\/a>
Silvia Pokrivcakova<\/em><\/p>\n

Assessing children at risk in UAE: Pilot use of the MBC Arabic version in primary school settings<\/strong> (pages 63-67)<\/a>
Maria Efstratopoulou, Omniah AlQahtani, & Abeer Arafa Eldib<\/em><\/p>\n

A hybrid international co-teaching model: Case study for biomedical engineering degree<\/strong> (pages 68-72)<\/a>
Begonya Garcia-Zapirain, Amaia M\u00e9ndez-Zorrilla, & Ana Belen Lago-Vilari\u00f1o<\/em><\/p>\n

Students\u2019 experiences on distance learning during the pandemic<\/strong> (pages 73-77)<\/a>
Matias Nevaranta, Katja Lempinen, & Erkki Kaila<\/em><\/p>\n

The challenges of teaching methodologies, post-COVID; hybrid vs. Hi-flex models<\/strong> (pages 78-81)<\/a>
Lynann Butler<\/em><\/p>\n

Facilitation techniques and tools for online project-based learning with primary school students<\/strong> (pages 82-86)<\/a>
Naska Goagoses, Erkki R\u00f6tk\u00f6nen, Heike Winschiers-Theophilus, Tariq Zaman, Helvi Itenge, & Daniel Yong Wen Tan<\/em><\/p>\n

The legal background and acceptance of learning communities based on international comparison<\/strong> (pages 87-90)<\/a>
Judit Langer-Buchwald, & Zsolt Langer<\/em><\/p>\n

IRDI – Methodology: An educational program for children mental health promotion in nurseries<\/strong> (pages 91-95)<\/a>
Maria Cristina Kupfer, Leda Marisa Fischer Bernardino, & Oneli Gon\u00e7alves<\/em><\/p>\n

A case of an assessment module in distance education at the University of Pretoria<\/strong> (pages 96-100)<\/a>
Maryke Mihai<\/em><\/p>\n

Supporting academic engagement through immersive technologies<\/strong> (pages 101-105)<\/a>
Calkin Suero Montero, Naska Goagoses, Heike Winschiers-Theophilus, Nicolas Pope, Tomi Suovuo, Erkki R\u00f6tk\u00f6nen, & Erkki Sutinen<\/em><\/p>\n

Evaluation of continuous student feedback on a large computer science course<\/strong> (pages 106-110)<\/a>
Erkki Kaila, & Erno Lokkila<\/em><\/p>\n

Identifying the Ph.D. students\u2019 needs for career enhancement skills<\/strong> (pages 111-115)<\/a>
Alexandra Kosvyra, Dimitrios Filos, Tara Cusack, & Ioanna Chouvarda<\/em><\/p>\n

Digital capital and safety in socialization process. An Italian case study<\/strong> (pages 116-120)<\/a>
Ida Cortoni<\/em><\/p>\n

Creps and the Streber-app an interactive method for competence-oriented assessment and its digital implementation<\/strong> (pages 121-125)<\/a>
Grischa Schmiedl, & Birgit Schmiedl<\/em><\/p>\n

Teaching with tiny articles as an approach to stimulate trustful and cooperative learning<\/strong> (pages 126-128)<\/a>
Andr\u00e9 Seyfarth, & Miriam Hilgner<\/em><\/p>\n

Interdisciplinary perspectives on an integrated approach to embedding wellbeing in higher education<\/strong> (pages 129-133)<\/a>
Ciara Duignan, Deirdre Byrne, Jessica Surdey, & Denise McGrath<\/em><\/p>\n

Collaborative online learning \u2013 a culture approach between Denmark and Greenland<\/strong> (pages 134-136)<\/a>
Katrine L\u00f8th, & Mette Nyrup Stilling<\/em><\/p>\n

Supporting student success in higher education: What do students need?<\/strong> (pages 137-141)<\/a>
Gr\u00e1inne Bannigan, Lucy Bryan, Alexandra Burgess, Lara Gillespie, Sinead Wylde, Ciara Duignan, & Denise McGrath<\/em><\/p>\n

Sustainable computer architectures: Use of grid, virtualized, and cloud computing in addressing COVID-19 pandemic<\/strong> (pages 142-146)<\/a>
Les Mark Sztandera<\/em><\/p>\n

Traumatised refugee children and youth at school: Resources and conditions of success<\/strong> (pages 147-151)<\/a>
Ewald Kiel, Verena Scheuerer, & Sabine Weiss<\/em><\/p>\n

Micro-credentials \u2013 improvement or fragmentation in higher education?<\/strong> (pages 152-156)<\/a>
Sini\u0161a Ku\u0161i\u0107, Sofija Vrcelj, & Anita Zovko<\/em><\/p>\n

Student-centered projects: Rural high school students leading projects in technology, identity, and social justice<\/strong> (pages 157-161)<\/a>
Sabrina De Los Santos Rodr\u00edguez, Anya Carbonell, Michael Cassidy, & Maria Ong<\/em><\/p>\n

Choose your problems! A flexible learning methodology for engineering students based on PBL+<\/strong> (pages 162-166)<\/a>
Beatriz Urbano, Xiomar G\u00f3mez, Marta-Elena S\u00e1nchez, Ra\u00fal Mateos, Noem\u00ed Ort\u00edz-Li\u00e9bana, Camino Fern\u00e1ndez, Elia-Judith Mart\u00ednez, Olegario Mart\u00ednez-Mor\u00e1n, Antonio Mor\u00e1n, & Fernando Gonz\u00e1lez-Andr\u00e9s<\/em><\/p>\n

A quality assurance framework for OERs based on quality seals and the Photodentro seals repository<\/strong> (pages 167-171)<\/a>
Elina Megalou, Kostis Alexandris, Eugenia Oikonomidou, & Christos Kaklamanis<\/em><\/p>\n

The game of learning! Approaching ecosystems through board game design<\/strong> (pages 172-176)<\/a>
Luana Silveri<\/em><\/p>\n

Promoting teachers\u2019 intercultural competences for teaching in the diverse classroom<\/strong> (pages 177-181)<\/a>
Krista Uibu, & Eda Tagamets<\/em><\/p>\n

Learning by drawing. A conversation on hand drawing when education is going digital<\/strong> (pages 182-186)<\/a>
Flora Gaetani, & Valentina Vezzani<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

A practice perspective on doctoral education \u2013 employer, policy, and industry views<\/strong> (pages 187-191)<\/a>
Niamh Leniston, Joseph Coughlan, Tara Cusack, & Nicola Mountford<\/em><\/p>\n

Expanding the role of universities to promote social and economic development of the territory: A new management paradigm at Rio de Janeiro State University<\/strong> (pages 192-195)<\/a>
Tatiane Alves Baptista, & Claudia Gon\u00e7alves Lima<\/em><\/p>\n

Relationship between school climate and South African grade 9 learner achievement in mathematics and science<\/strong> (pages 196-200)<\/a>
Marien Alet Graham<\/em><\/p>\n

CONECTA: A virtual showcase for solving problems requiring knowledge and technology<\/strong> (pages 201-204)<\/a>
Tatiane Alves Baptista, & Claudia Gon\u00e7alves Lima<\/em><\/p>\n

The postpandemic revitalization of a minority serving institution through structural and operational organizational changes<\/strong> (pages 205-209)<\/a>
Ana Gil Garcia, Jennifer Talley, Judith Yturriago, & Rafael Torres<\/em><\/p>\n

Finnish early childhood education and care leaders\u2019 perceptions of their role in supporting staff\u2019s well-being<\/strong> (pages 210-214)<\/a>
Tiina Kuutti, Nina Sajaniemi, & Piia Maria Bj\u00f6rn<\/em><\/p>\n

Pedagogy and governance: A perfect match<\/strong> (pages 215-219)<\/a>
Ann Gow, & Jenny Hutcheson<\/em><\/p>\n

Correlations between governmental financial contributions to education and the autonomy of alternative schools in Hungary<\/strong> (pages 220-222)<\/a>
Judit Langer-Buchwald, & Zsolt Langer<\/em><\/p>\n

 <\/p>\n

POSTERS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Implementation of an objective structured clinical examination (OSCE) in a kinesiology bachelor degree<\/strong> (pages 225-227)<\/a>
Sarah-Caroline Poitras, Sara B\u00e9langer, Philippe Corbeil, Andr\u00e9ane Lambert-Roy, & Adrien Cantat<\/em><\/p>\n

Pandemic impact on the cognitive-linguistic skills of 1st and 2nd grade Brazilian schoolchildren<\/strong> (pages 228-230)<\/a>
Caroline Fernandes Brasil, Mariana Taborda Stolf, & Simone Aparecida Capellini<\/em><\/p>\n

Methods to improve the quality of design CAD teaching for technical specialist<\/strong> (pages 231-233)<\/a>
Olga Ovt\u0161arenko, & Agu Eensaar<\/em><\/p>\n

Relationship between oral reading fluency measures and visual attention span in Brazilian\u2019s schoolchildren in pandemic context<\/strong> (pages 234-236)<\/a>
Lav\u00ednia Micaela Moreira, Ana Karolina Silva Deolindo, Giseli Donadon Germano, & Simone Aparecida Capellini<\/em><\/p>\n

Outcomes of slam writing workshops for Haitian students at the end of elementary school<\/strong> (pages 237-239)<\/a>
Chantal Ouellet, Amal Boultif, & Pierre Jonas Romain<\/em><\/p>\n

The powerful and controversial strategy of using students\u2019 first language knowledge in foreign language teaching<\/strong> (pages 240-242)<\/a>
Alexandra-Monica Toma<\/em><\/p>\n

\u2018Kids these days!\u2019 A meta-analysis of changes of attention problems in representative samples of children<\/strong> (pages 243-245)<\/a>
Boglarka Vekety, Alexander Logemann, John Protzko, & Zsofia K. Takacs<\/em><\/p>\n

Integrated model of mathematics problem solving adapted to a student with Autism Spectrum Disorder<\/strong> (pages 246-248)<\/a>
Ana Caballero-Carrasco, Lina Melo-Ni\u00f1o, Luis Manuel Soto-Ardila, & Luis Maya-Jaramillo<\/em><\/p>\n

Mixed reality tools for education in the metaverse<\/strong> (pages 249-251)<\/a>
Gheorghe Daniel Voinea, R\u0103zvan Gabriel Boboc, & Csaba Antonya<\/em><\/p>\n

Didactics for statistical development in primary education<\/strong> (pages 252-254)<\/a>
Luis Maya-Jaramillo, & Ana Caballero-Carrasco<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

Training of education professionals within the framework of the Sustainable Development Goals (SDG)<\/strong> (pages 255-257)<\/a>
M. Pilar Mart\u00ednez-Agut, & Anna Monz\u00f3-Mart\u00ednez<\/em><\/p>\n

Training in open science for PhD students: The students\u2019 perspective<\/strong> (pages 258-260)<\/a>
Denise McGrath, Eleni G. Makri, Tara Cusack, & Nicola Mountford<\/em><\/p>\n

Initial training of teachers of sociocultural services and the community: Street art and sustainable development goals (ODS)<\/strong> (pages 261-263)<\/a>
M. Pilar Mart\u00ednez-Agut, & Anna Monz\u00f3-Mart\u00ednez<\/em><\/p>\n

Employing whiteness as property: Leadership in higher education and the signaling diversity when you are white<\/strong> (pages 264-266)<\/a>
Minerva S. Ch\u00e1vez<\/em><\/p>\n

 <\/p>\n

VIRTUAL PRESENTATIONS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Educating for modern cloud technologies in a platform-agnostic fashion<\/strong> (pages 269-273)<\/a>
David Cutting, Andrew McDowell, Esha Barlaskar, Neil Anderson, Moira Watson, & Matthew Collins<\/em><\/p>\n

Research girls \u2013 a joint project of the Technical University of Dortmund and the Otto- Friedrich- University of Bamberg, Germany<\/strong> (pages 274-278)<\/a>
Stephanie Spanu<\/em><\/p>\n

Academic and social challenges encountered by Iranian students in Finland: A phenomenographic study<\/strong> (pages 279-283)<\/a>
Zahra Hosseini<\/em><\/p>\n

Knowledge nuggets instructional design V2.0 and testing strategy<\/strong> (pages 284-288)<\/a>
Christian Ploder, Christoph Hazy, Laura Gamper, & Lisa Ehrhardt<\/em><\/p>\n

Teaching English language and culture through PBL at the tertiary level<\/strong> (pages 289-293)<\/a>
Madalina Armie, Mar\u00eda Enriqueta Cort\u00e9s de los R\u00edos, Mar\u00eda del Mar S\u00e1nchez P\u00e9rez, & Nuria del Mar Torres L\u00f3pez<\/em><\/p>\n

Elaboration of an interactive electronic book of measures of central tendency<\/strong> (pages 294-298)<\/a>
Miguel Pineda, Omar Garc\u00eda, Armando Aguilar, & Frida Le\u00f3n<\/em><\/p>\n

From face to face to remote learning: A primary education teaching scenario in digital class<\/strong> (pages 299-303)<\/a>
Aikaterini Goltsiou, & Chrysa Sofianopoulou<\/em><\/p>\n

Saropas: A competency-based performance task design model<\/strong> (pages 304-307)<\/a>
Hsiu-Lien Lu, & Daniel Chia-En Teng<\/em><\/p>\n

Education-to-go in the future in developing countries?<\/strong> (pages 308-312)<\/a>
Nicolas Dominguez-Vergara, Daniel Nicolas Dominguez-Perez, & Adriana Berenice Dominguez-Perez<\/em><\/p>\n

Utilising ICT to address language challenges in life sciences classrooms<\/strong> (pages 313-317)<\/a>
Melody Nomthandazo Tshabalala, & Lydia Mavuru<\/em><\/p>\n

\u201cMaterial demo lab\u201d process – training process for business model & design methods for material scientists<\/strong> (pages 318-322)<\/a>
Jasmin Sch\u00f6ne, Florian S\u00e4gebrecht, Lenard Opeskin, Anne-Katrin Leopold, Jens Krzywinski, Stefan Schwurack, Martin Kunath, & Peter Schmiedgen<\/em><\/p>\n

Fostering the development of 21st century competencies through technology in young children: Perceptions of early childhood educators<\/strong> (pages 323-327)<\/a>
Ayodele Abosede Ogegbo, & Adebunmi Yetunde Aina<\/em><\/p>\n

A tentative proposal for inclusivity education training for Japanese school teachers based on the needs of migrants and returnees<\/strong> (pages 328-332)<\/a>
Julian Chapple<\/em><\/p>\n

Use of research evidence to improve teaching practices. Results from Catalonia (Spain)<\/strong> (pages 333-337)<\/a>
Anna D\u00edaz-Vicario, Cecilia In\u00e9s Su\u00e1rez, Georgeta Ion, & Saida L\u00f3pez<\/em><\/p>\n

Towards an eclectic approach in Autism Spectrum Disorder (ASD)-SMARTs (Sequential Multiple Assignment Randomized Trials-SMARTs)<\/strong> (pages 338-342)<\/a>
Carolina Bodea Ha\u021began, Dorina Tala\u0219, & Raluca Trifu<\/em><\/p>\n

Technology in teaching and learning in Romania<\/strong> (pages 343-347)<\/a>
Florentina Alina P\u00eervu<\/em><\/p>\n

The sensory processing and integration in ASD: Impact on educational outcomes<\/strong> (pages 348-352)<\/a>
Raluca Trifu, Carolina Bodea Ha\u021began, Dorina Tala\u0219, & Tania Tu\u0219e<\/em><\/p>\n

The impacts of mentorship on dual enrollment high school students<\/strong> (pages 353-357)<\/a>
Dave Young, Bill Young, Lisa Young, & Bing Wei<\/em><\/p>\n

Extending natural sciences learning in pre-service teacher education using augmented reality-enhanced inquiry<\/strong> (pages 358-362)<\/a>
Mafor Penn, & Umesh Ramnarain<\/em><\/p>\n

The impact of the COVID pandemic on online education for diverse English language learners<\/strong> (pages 363-366)<\/a>
Diane Boothe<\/em><\/p>\n

Digital education in higher education institutions in Portugal and Brazil \u2013 challenges and transformations<\/strong> (pages 367-370)<\/a>
Ana Carvalho, Lu\u00edsa Cerdeira, & Tom\u00e1s Patroc\u00ednio<\/em><\/p>\n

Science teachers\u2019 perceptions on using mobile-based formative assessment for inquiry-based teaching: Benefits and constraints<\/strong> (pages 371-375)<\/a>
Noluthando Mdlalose, Umesh Ramnarain, & Mafor Penn<\/em><\/p>\n

Personal experiences and suggestions for creating highly attractive MOOCs about artificial intelligence<\/strong> (pages 376-380)<\/a>
Xing Zhou, Xin Xu, Qiang Fang, Haibin Xie, Xinglong Zhang, & Yujun Zeng<\/em><\/p>\n

Data-driven differentiation<\/strong> (pages 381-385)<\/a>
Jussi-Pekka J\u00e4rvinen, Einari Kurvinen, & Erkki Kaila<\/em><\/p>\n

Intelligent tutor using peripheral artificial intelligence: Opportunities and limits<\/strong> (pages 386-390)<\/a>
Cl\u00e9ment Aubeuf<\/em><\/p>\n

Artificial intelligence in education \u2013 where are we now?<\/strong> (pages 391-395)<\/a>
Einari Kurvinen, Jussi-Pekka J\u00e4rvinen, & Erkki Kaila<\/em><\/p>\n

Creativity, culture, and construction: Bringing design thinking to indigenous preschools<\/strong> (pages 396-400)<\/a>
Bradyn Mills, & Paul Lane<\/em><\/p>\n

Young children and screen-time: Spanish research gap and future investigations proposals<\/strong> (pages 401-405)<\/a>
Ana Lucia Conde G\u00f3mez, Ignasi de Bofarull Torrents, & Mar\u00eda Cerrato Lara<\/em><\/p>\n

Research on online programming educational tool: Case study on a three-in-one environment<\/strong> (pages 406-410)<\/a>
Yu-Wen Pu, Po-Hsun Cheng, & Li-Wei Chen<\/em><\/p>\n

Investigating self-determination aspects in students with vision disability through dramatic play<\/strong> (pages 411-415)<\/a>
Paraskevas Thymakis, & Vassilios Argyropoulos<\/em><\/p>\n

Opinions of future teachers on competencies for working with students with developmental disabilities<\/strong> (pages 416-420)<\/a>
Esmeralda Sunko, & Andriana Maru\u0161i\u0107<\/em><\/p>\n

+YOU: Ask yourself, act and make it possible! Phereclos project: A local education cluster at Porto, Portugal<\/strong> (pages 421-425)<\/a>
Vitor Silva, & Clara Vasconcelos<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

A pedagogical approach for socio-cultural inclusion: A study on immigrant entrepreneurs in Finland<\/strong> (pages 426-430)<\/a>
Zahra Hosseini, & Kimmo Hyt\u00f6nen<\/em><\/p>\n

How meaningful work and sources of meaning changed during the pandemic: An exploratory study<\/strong> (pages 431-435)<\/a>
Francesco Tommasi, Andrea Ceschi, Riccardo Sartori, Giorgia Giusto, Sofia Morandini, Beniamino Caputo, & Marija Gostimir<\/em><\/p>\n

A narrative inquiry into the solidarity experienced by Myanmar students in Korea<\/strong> (pages 436-440)<\/a>
Kim Hyemi, & Kim Youngsoon<\/em><\/p>\n

A study on development of Korean national policies focused on multicultural youth\u2019s mental health<\/strong> (pages 441-445)<\/a>
Youngsub Oh<\/em><\/p>\n

Professional practices of school social workers in promoting equity in times of COVID 19 pandemic<\/strong> (pages 446-450)<\/a>
Sidalina Almeida<\/em><\/p>\n

The impact of the pandemic on social-emotional life of young adults: An exploratory study<\/strong> (pages 451-455)<\/a>
Varvara Vamvoura, Lekothea Kartasidou, Georgia Diamantopoulou, & Eleni Kyriakidou<\/em><\/p>\n

Reconfiguring & reshaping work integrated learning (WIL) for employability beyond COVID<\/strong> (pages 456-460)<\/a>
Naziema Jappie<\/em><\/p>\n

School leadership during COVID-19: Emotionally intelligent crisis management<\/strong> (pages 461-465)<\/a>
Stella Jackman-Ryan, Lisa Bass, Mario Jackson, Kirsten Hoeflaken, & Jose Picart<\/em><\/p>\n

Digital transformation of Universidade de S\u00e3o Paulo: From face-to-face to virtual lesson<\/strong> (pages 466-470)<\/a>
Regina Silveira, Rodrigo Moreira, & Edmund Baracat<\/em><\/p>\n

Intentional school leadership in uncertain times<\/strong> (pages 471-474)<\/a>
Janice Filer<\/em><\/p>\n

 <\/p>\n

WORKSHOP:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Capoeira’s contribution to ethnic, cultural and educational issues<\/strong> (pages 477-480)<\/a>
Thiago Vieira de Souza<\/em><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONTMATTER ORAL PRESENTATIONS: Projects and trends Erasmus project VIRSTEM interactive tools for education (pages 3-7)Edgaras Timinskas, Daiva Makuteniene, & Olga Ovt\u0161arenko An analysis of student teachers\u2019 e-readiness for digital education environment in COVID-19 times (pages 8-12)Paseka Patric Mollo Evaluating stakeholder designed interdisciplinary and intersectoral doctoral modules (pages 13-16)Tara Cusack, Jack Quinn, Ioanna […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-6759","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PdqPrC-1L1","_links":{"self":[{"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages\/6759","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/comments?post=6759"}],"version-history":[{"count":78,"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages\/6759\/revisions"}],"predecessor-version":[{"id":12079,"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/pages\/6759\/revisions\/12079"}],"wp:attachment":[{"href":"http:\/\/end-educationconference.org\/2022\/wp-json\/wp\/v2\/media?parent=6759"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}