Keynote Speakers

Dr. Idoia Elola
Professor of Applied Linguistics & Second Language Studies
Department of Classical & Modern Languages & Literature

Keynote Title: “L2 Composing in the Digital Era: digital storytelling at its best”

Abstract: The L2 writing class is not merely the place where learners become aware, learn about, and practice writing conventions, but it is also the place where we, as researchers and educators, could and should provide students with access to the digital literacies they need to succeed in today’s world. L2 writing is not just a vehicle for language practice, but an empowering that shapes multiliterate and multilingual writers and communicators in a dynamic digital world. Due to the increase of digital tools, notions of the term L2 has expanded to include digital text construction, digital genres, authorship, ownership, collaboration, and audience in ways that fit new tools’ affordances and the times we live in.

This talk will be a guide to understand how digital tools influence communicative modes and written genres, encourage innovative multimodal forms of composing such and how feedback and assessment practices for L2 writing must adjust to reflect the changing processes and products of digital composing. Using digital storytelling as a genre, this talk will bring attention to factors that impact digital L2 writing in the 21st century as we continue our own digital multimodal journeys with and for our students and continue promoting our students’ learning in compelling, thoughtful and creative ways. 

Prof. Dr. Servet Bayram
Medipol University, Turkey

Keynote Title: “Current Perspectives in Educational Technologies: Cyberpsychology, Neuroscience and Ethical Issues”

Cyberspace is an extension of our individual and collective minds. How we react to the different educational environments within this space—be it computer game, social media,  text messaging, e-mail, web, augmented reality or  exotic virtual worlds,—depends on how that particular IT environment is constructed using the dimensions of Cyberpsychology and  Neuroscience.  Cyberpsychology and  neuroscience use some useful transdisciplinary theories in analyzing the psychological impact of different digital learning environments, assessing an individual’s digital lifestyle,  investigating critical issues in learning and the using principles of general ethics.  Future dimensions  of  IT,  as it relates to dijital ethics, neuroscience, cyberpsychology, Education 5.0, training, and research intuitives are discussed.

Bio: He received his BS degree from Istanbul University, Department of Psychology in 1985. After receiving the title of psychologist , he worked as a Consultant – Educational Psychologist at Boğaziçi University between 1988-1992. He completed his Master’s degree in Guidance and Psychological Counseling at Boğaziçi University in 1991. He then went to the United States for his PhD.

He studied “Learning and Teaching Technologies” and earned a PhD from the University of Pittsburgh, PA. He did Post-Doct studies on Electronic Performance Support and Information Systems at Bloomington and Indiana University. Between 1997-1998, he served as a Lieutenant Psychologist – Instructor at the Istanbul Air Force Academy.

Later, he started to work as a lecturer at Marmara University. He became Associate Professor in 2000 and Professor in 2006. He served as the Head of the Department of Computer Education and Instructional Technologies for 15 years until he left Marmara University in 2015. During this period, he also carried out the Master’s and Doctorate programs of the department. He carried out many academic-scientific studies in the ‘Human-Computer Interaction Laboratory’ that he established in the department. In order to present these studies, he was invited to many international conferences abroad as a keynote speaker.

He has given many lectures at undergraduate/graduate level at different universities. He takes part in international refereed journals and symposiums. Numerous national and international scientific citations are made to the academic studies published in his field. He started working at Yeditepe University between 2015 and 2021. He served as vice-rector. He served as the Director of the Institute of Educational Sciences, the Head of the Computer and Instructional Technologies Department, and the Head of the Information Technologies and Social Media Education Graduate Program. Since 2021, he has been working as the Dean of the Faculty of Education at Istanbul Medipol University and the Head of the Educational Sciences (Guidance and Psychological Counseling) Department.

Research interests: Human-Computer Interaction, Educational Software, Human Resources / Project Management, School Success and Motivation, Learning Psychology, Attention, Perception, Neuroscience, Comprehension and Intelligence, Psychological Tests.

OT4ME! - 1st Conference on Online Teaching for Mobile Education

Prof. Dr. Camino Bueno Alastuey
Public University of Navarra, Spain

Keynote Title:“Preservice teachers virtual exchange and the development of teacher digital competence”

Bio: M.C. Bueno-Alastuey, PhD, is a Senior lecturer at the Public University of Navarre where she teaches English teaching methodology courses related to ICT for learning and teaching foreign languages to Education degree and Master students and English for Specific Purposes. Her research focuses on CALL, and factors affecting SLA. She has published nationally and internationally on these topics.

Abstract: The development of key competences has become an important objective in education systems in Europe. One of those key competences is the digital competence, which became even more important with the closure of schools due to the pandemic of COVID-19. Nevertheless, the forced movement to online learning evidenced the fact the teachers were not sufficiently prepared to teach online as they felt an important lack of training in teacher digital competence in their university training programmes. In this conference, I will present the effect a virtual exchange aimed at improving the technological pedagogical and content knowledge (Mishra & Koehler, 2006) of pre-service bilingual teachers had in the development of their teacher digital competence.

The participants were four groups of pre-service foreign language teachers (two control and two experimental groups) from UPNA (Universidad Pública de Navarra) and CUCC (Universidad de Alcalá). Pre and post questionnaires were administered to the four groups to compare their pre- and their post teacher digital competence. Quantitative results showed improvements in the five areas of the competence in both the control and the experimental groups, but improvements were higher in the experimental groups and manifested the benefits a virtual exchange can bring to teacher training educational programs.

Bekim Fetaji (bekim0845) - Profile | Pinterest

Prof. Dr. Bekim Fetaji
University “Mother Teresa”, North Macedonia

Keynote Title: “Will be announce”

Abstract: “Will be announce”

Elena Alcalde Peñalver | Profesores UNIR

Prof. Dr. Elena Alcalde Peñalver
 University of Alcala, Spain

Keynote Title: “Will be announce”

Abstract: “Will be announce”

Akademik Kadro

Prof. Dr. Sahure Gonca TELLİ
Doğuş University, Turkey

Keynote Title: “Digital Transformation”

Abstract: After the Industrial Revolution with the introduction of mass media into the life of mankind, the questions that he faced with the structures developed by digital technologies began to differ gradually. The fact that digitalization affects the present and future of humanity necessitates careful evaluation of this issue.

In today’s world, where the fiction of the world and the future is transferred to digital environments, digitalization has become almost indispensable for individuals, societies and businesses. If we accept management as an orchestration, it should be kept in mind that practices should consist of melody but good-sounding melodies. Because orchestral layout requires a good composition, the inclusion of all orchestral elements and the harmonization of sounds from different instruments. Based on this, it can be observed from our environment how tiny touches motivate institutions and individuals within the existing density.

The necessity of examining the Digital Transformation process on the academic side is obvious. We are also faced with changes in the management side. In this case, digital transformation differentiates both business and social life. In fact, we witness this sometimes consciously and sometimes unconsciously. It is also clear that universities should focus on such new issues.

Transformations such as the transformation of thousands of years of development stages into seconds at some points or reaching thousands of people with a single click, encountering different places or characters with applications such as virtual reality such as holograms throw us into digital realities with the taste of fairy tales or mythology. It introduces issues such as the fact that some of them are still at the point of scenarios and that the course of some of these scenarios should be designed by universities and researchers.

That’s why I find it very valuable in the academic community that issues such as how this digital transformation is, how it develops, what technologies it includes, how it is handled in sectors such as communication, business and engineering, in a way that will be evaluated from the window of opportunity in Turkey.

Blerta Prevalla
Computer Science Faculty, AAB College, Republic of Kosovo


Flipped learning as an educational strategy changes the traditional lecturing by flipping the classroom in the sense of listening the lectures at home and doing dynamic, group-based problem-solving activities in the classroom. This will engage the students in active learning, critical thinking and meliorates interpersonal skills.

The purpose of this study was to develop and implement flipped learning materials in the Introduction to Programming course and investigate the effect of flipped learning on student’s achievement and perceptions related to the flipped classroom. This study was conducted in the fall semester of 2018-2019 for 14 weeks at a university in the Republic of Kosovo. This study employed an explanatory mixed method research design. There were 87 students in the experimental group and 87 students in the control group. In the current study, the Achievement Test (AT) in the course Introduction to Programming with Java, Flipped Learning Technology Acceptance Model (FLTAM), Self-Directed Learning Readiness Scale (SDLR), Course Evaluation Questionnaire (CEQ) and the opinion of the students about pilot study of flipped classroom in engineering education were implemented to answer the research questions. The data collected through the achievement test, scales and student questionnaire were analyzed by using descriptive and inferential statistical analysis techniques. For the analysis of the data, SPSS 24.0 was used and alpha level was determined as .05.

The data for qualitative analysis obtained from the interviews were analyzed by using both the content and descriptive analysis techniques.

The findings of the study indicated that students’ in the experimental group perform better according to all the instruments involved in this study as it can be seen in the following chapters.

Keywords – Flipped classroom, Engineering Education, Flipped learning, inverted classroom, engineering subjects..