Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review

May 31, 2020·
Maria Spilker
,
Fleur Prinsen
Marco Kalz
Marco Kalz
· 1 min read
Abstract
This review presents a systematic search for and analysis of the state of the art concerning research (1993–2018) on technology-enhanced conferences for academics’ professional development. Fifty-nine scientific publications were included in the review which analyses them through the lens of the value creation framework. Conference formats are undergoing innovations focussed on amplifying social learning, and the role of technologies to enrich this new landscape is being explored. Initial results indicated that while new practices are emerging, a coherent perspective on technology-enhanced continuing professional development to help understand and inform the transition towards learning conferences was lacking across the literature. For instance, traditional evaluations of conferences, such as satisfaction surveys applied by the end of the conference, are not yet taking into account the full range of possible values created through participation in conferences. In addition, results about the use of social media for community building and enduring professional development remain inconclusive, and a more guided approach towards the application of social media at academic conferences is needed. The Value Creation Framework seems to be an appropriate conceptual framework for understanding the impact of conference attendance for the development of (digital) professional competences of academics.
Type
Publication
Professional development in education, 46(3), 482-499. Taylor & Francis
publications publications

Spilker, M., Prinsen, F., & Kalz, M. (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional development in education, 46(3), 482-499. https://doi.org/10.1080/19415257.2019.1629614

Academic Conferences Communities of Practice Continuing Professional Development Learning Conferences Social Media Value Creation Framework
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.