InSITE 2021: Informing Science + IT Education Conferences

Jul 6 - 7 2021, Online 

Conference Tracks

Case Method of Teaching

The case method of teaching engages students.  It teaches thinking, not just remember facts for the next test. Student learn by solving problems.

Digitally Enhanced Learning and Teaching

Technology-enhanced learning (TEL) is a newly defined field of pedagogy that encompasses the application of technology to teaching and learning for increased engagement and learning outcomes that benefit both student and teacher. It is beginning to transform the way universities operate and how teachers approach the work that they do. It provides great scope for amazing and exciting endeavors in learning styles.

Digitally Augmented Research and Methods

This stream takes a look at novel approaches to understanding our world through research. Authors present manuscripts on new approaches to research which use technology as their central engine of analysis and exploration. Specifically highlighting how technology can be used to nuance and augment our understanding and interpretation of phenomena.

2021 Track 1: School Libraries - Prof.dr. Albert K. Boekhorst - University of Pretoria (South Africa)

In order to survive, to develop and to relax, people need knowledge about themselves, their physical environment and their social environment. They can find this knowledge in three processes: observation, conversation and consultation.

These processes have to be learned. Governments play an important role in this process as they determine the final objectives of education and facilitate infrastructure. Research shows that students of schools with a good working library perform better than students of schools without a school library.

In this educational system school libraries play an important role. They function as a learning centre on how to have effective, efficient and ethical access to information and are a channel to this information in both physical and digital form.

In a time where ‘misinformation’ and ‘fake news’ are flourishing, being MIL (Media and Information Literacy) is more important than ever before.

In 2015 the IFLA School Libraries Section published the 2nd edition of the IFLA School Library Guidelines. Since then it has been approved by IASL (International Association of School Librarianship) and translated into 20 languages. The IASL / IFLA Joint Committee has also developed a set of workshop materials based on the Guidelines. Workshop materials consist of an Introduction and six Modules. The material can be used freely and adapted to meet local needs.

2021 Track 2: Growing demand in Cloud Computing Global e-health - Professors Angela Wells and Janea Johnson - City of Seattle University

Healthcare cloud computing offers flexibility to control data scalability, massive storage of clinical statistics in hospitals and clinics and quicker accessibility to digital medical records. Moreover, increasing demand for cloud computing in patient billing to reduce capital expenditure pertaining to the conventional mode of billing practices will further spur the revenue size.


Cloud computing within healthcare is a significant advancement in the delivery of the healthcare system.  With the advancement of technology in today’s world, cloud computing offers the ability for healthcare administrators to control data scalability, store massive amounts of digital information including statistics from hospitals and clinics. Additionally, cloud computing allows for rapid access to digital medical records for patients and healthcare providers. Digital medical records can be a benefit to patients to have instant access to their medical records without the needing to step foot into a clinic. Healthcare providers may also have access to patient medical records as they would be able to assist patients in providing them information from their digital record instantaneously as well as share patient information with other providers as permission is granted for a second or third opinion, transfer of care, or for a referral. There is an increase in demand for cloud computing to assist in patient billing in order to reduce capital expenditure in relation to the previous methods of billing insurance companies and patients. Cloud applications that offer electronic billing services can assist healthcare organizations in receiving electronic payments from patients via a secured system. Patients may also receive their bills electronically from the organization. Electronic billing and receiving bills is a method that may assist organizations in receiving payment faster than waiting on a payment in the mail or until the patient’s next visit, slowing the revenue and overall income of the organization. This method can reduce spending on from the healthcare organization, allowing the organization to allocate funds to other areas within the organization.



Ahmadi, M., & Aslani, N. (2018). Capabilities and advantages of cloud computing in the implementation of electronic health record. Acta Informatica Medica, 26(1), 24-28. doi:

Chin-Ling, C., Huang Po-Tsun, Yung-Yuan, D., Hsing-Chung, C., & Yun-Ciao, W. (2020). A secure electronic medical record authorization system for smart device application in cloud computing environments. Human-Centric Computing and Information Sciences, 10(1) doi:

Gao, F., Thiebes, S., & Sunyaev, A. (2018). Rethinking the Meaning of Cloud Computing for Health Care: A Taxonomic Perspective and Future Research Directions. Journal of medical Internet research, 20(7), e10041.

Guto, L. S., Endo, P. T., Matheus Felipe Ferreira da Silva,Lisboa Tigre, Leylane Graziele Ferreira, d. S., Sadok, D., Kelner, J., & Lynn, T. (2018). Analyzing the availability and performance of an e-health system integrated with edge, fog and cloud infrastructures. Journal of Cloud Computing, 7(1), 1-22. doi:

Level 3: Top 3 cloud drivers include cost savings, disaster recovery and need for scalability. (2016, May 13). Wireless News Retrieved from

Manos, D. (2018). Top revenue cycle management vendors. Health Data Management, 26(2), 28-29. Retrieved from

Navale, V., & Bourne, P. E. (2018). Cloud computing applications for biomedical science: A perspective. PLoS Computational Biology, 14(6) doi:

Puranik, M. (2018). How cloud computing meets healthcare needs. Health Management Technology, 39(2), 28. Retrieved from

Suciu, G., Suciu, V., Martian, A., Craciunescu, R., Vulpe, A., Marcu, I., . . . Fratu, O. (2015). Big data, internet of things and cloud convergence - an architecture for secure E-health applications. Journal of Medical Systems, 39(11), 1-8. doi:

Trends in digital billing and payment best practices. (2017). The Receivables Report, 32(12), 3-4. Retrieved from

Voltz, D. (2018). Why cloud and connectivity apps are key for improving care. Health Data Management (Online), Retrieved from

2021 Track 3: Innovative IT/Data Analytics Education and Assessment - Assoc. Prof Jeffrey Bohler - Troy University

The business model for higher education is under significant pressure to evolve by providing higher quality learning outcomes and doing it faster and cheaper. The purpose of this track is to highlight research that addresses innovative ways to deliver educational IT and Data Analytics content and education through diverse venues to diverse student populations, effectively assess learning outcomes, and use those assessments to improve course delivery.

2021 Track 4: Technical knowledge transfer and its impact on informing the community - Josueth Meza - Instituto Tecnologico Superior Quininde

In a globalized world with research becoming more intense and widespread every day, the need for academia to transmit knowledge in a simple way is understood so that focused members of a community can understand and do without having to be an expert or academic.

2021 Track 5: Practical, quick tools & strategies to enhance teaching & learning in virtual settings to improve learning - Laura McLaughlin, Assoc. Prof., Neumann University & Joanne Ricevuto, Assistant VP of Instructional Support, Harcum College

Faculty in higher education need practical, quick tools and strategies to enhance teaching and learning in a virtual classroom. Through research, faculty are lacking the tools necessary to engage their learners in a virtual setting. Best practices need to be embedded into their instructional approach. However, given the pandemic, faculty were forced to transition face to face classes to a virtual format without being provided best practices in how to do this. With support and ideas that they can implement quickly, faculty will be better prepared to provide instruction and create settings that enhance teaching and learning in a virtual setting. This track will focus on creating a practical resource for faculty to help them in these times.

  • How do we know our students are learning in a virtual world? (Formative Assessment, Creative ways to assess virtually, Virtual Assessment Tools)
  • How do you take a face to face class to a virtual format and keep student engagement and learning? (Student engagement in a virtual setting; Project based in a virtual setting; Service learning in a virtual setting)
  • How do we get our learners to be self-directed in a virtual format? (Self-directed learners, Self-paced learning, flipping the classroom, student choice in learning)
  • What is best practice for virtual teaching and learning? (research on best practice, teaching and learning in virtual setting, student feedback in virtual settings, faculty feedback in virtual settings, what works for faculty)
  • How can we use innovative and creative tools to engage learners? (specific tools and strategies used in a virtual setting) 

2021 Track 6: Data privacy - Assoc. Professor Agbaje Michael O. - Babcock University,Nigeria

Data privacy or information privacy is a branch of data security concerned with the proper handling of data – consent, notice, and regulatory obligations. More specifically, practical data privacy concerns often revolve around:

  1. Whether or how data is shared with third parties.
  2. How data is legally collected or stored.
  3. Regulatory restrictions such as GDPRHIPAAGLBA, or CCPA.

The track will deal with theory and applied research projects applied to personal data protection, seen from both theoretical and practical angles. The also involves the application in industries or collaborative projects. Topics include:

  • Data protection: GDPR, PETs, usage control, privacy policies, etc.
  • Algorithms & privacy: explainable AI, algorithmic bias, etc.
  • Scientific disciplines: cryptography, protocols, formal methods, etc.
  • Fields of application: energy, transport, health, smart-*, etc.
  • Any other related topics in ration to data privacy and protection

2021 Track 7: Public Health Emergency Preparedness and Response Capacity - Dr Kim Sanders - BCBSIL

The focus of the research track is on advancing scholarly knowledge in the field public health emergency preparedness in the context of social equity.  The primary audience includes academics, doctoral students, postdoctoral researchers, and government agencies

Overall Umbrella: Public Health Emergency Preparedness and Response Capacity

There have always been complications involved with the public health emergency response in the United States but in 2020 the failed Covid-19 response, from a public health perspective,  has revealed deep and undeniable  inconsistencies in not only the health care system but also the justice, criminal and immigration systems for people of color.

Events such as a naturally occurring infectious disease has produced an unprecedented public health crisis that could overwhelm the existing healthcare system.  In addition, it has exposed the negative health and social realities of systemic racism and widespread health disparities that lead to preventable disease and death. Data are needed to support and understand preparedness levels and build the capacity to prepare and respond to drive better health outcomes for vulnerable populations. 

Hoping to Attract: Researchers seeking to build the public health and health care systems to provide equitable access to all citizens.  There are two main areas of interest:



What have we learned and how does it apply to better healthcare outcomes for the underserved?


Some suggested topic areas include:

  • Intergovernmental collaboration for emergency management
  • Social services and health care administration
  • Social determinants of health
  • Health disparities and healthcare access
  • Disaster management around the globe
  • Elections and the pandemic
  • Community testing and demographics



Equity, or the absence thereof emphasizes government’s most significant job. All public servants should be treated in an equitable fashion and the services provided by them must be equitable for the advancement of society.  In addition, the system or infrastructure must be equitable to enable success for our most under-served populations.

Sample topic areas include:

  • Public services in and for at-risk communities
  • Racial and economic community characteristics
  • Police and community relations
  • Social services and health care administration
  • Equity in the community and the workplace
  • Addressing tribal issues in administration
  • Equity through the lens of ethics and the law

2021 Track 8: Human and Managerial Issues in Business Intelligence - Prof. Rimvydas Skyrius - Vilnius university (Lithuania)

The track is expected to center around human and managerial factors in business intelligence (BI), thus balancing the long-term dominance of IT-centered approaches. Human and managerial factors is an umbrella term covering, but not limited to, the issues of BI acceptance, value, culture, maturity and agility. Papers containing general insights into the area, research-in-progress, completed research and other related issues are welcome. A sample of more prominent publications in this area:

  • Choo, C. W. (2013). Information culture and organizational effectiveness. International Journal of Information Management, 33(5), 775-779.
  • Grublješič, T. & Jaklič, J. (2015) Business intelligence acceptance: the prominence of organizational factors. Information Systems Management, 32(4), 299-315.
  • Işık, Ö., Jones, M.C. & Sidorova, A. (2013). Business intelligence success: the roles of BI capabilities and decision environments. Information & Management, 50(1), 13-23.
  • Marchand, D. & Peppard, J. (2013). Why IT fumbles analyticsHarvard Business Review, 2013(January-February). Retrieved from:
  • Popovič, A., Hackney, R., Coelho, P.S. & Jaklič, J. (2012). Towards business intelligence systems success: effects of maturity and culture on analytical decision making. Decision Support Systems, 54(1), 729-739.
  • Watkins, M. (2013). What is organizational culture? And why should we care? Harvard Business Review(May 15). Retrieved from:
  • Yeoh, W. & Popovic, A. (2015). Extending the understanding of critical success factors for implementing business intelligence systems. Journal of the Association for Information, Science and Technology, 67(1), 134-147.

2021 Track 9: Digitally transforming learning and teaching – responses to COVID-19 - For Track Chairs please see below:

Suggested ideas for papers in this Track might include:


This work contributes to the expansion of dialogue on doctoral education research around the world within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practices.

Decades of reporting provide evidence of statistical portraits on degree attainment. For example, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. This work has become increasingly important in the Age of Covid-19 when marginalized communities are disproportionately affected by widespread public health disparities and racial trauma.

B. TEACHING ONLINE AT THE HIGHER EDUCATION LEVEL DURING THE COVID PANDEMIC - Dr's. Jaime Coyne, Christina Ellis, Tori Hollas, Mae Lane - Sam Houston State University

According to UNESCO (2020), 1.57 billion students from 190 countries have been affected by school closures representing 87% of the world’s student population. Humanity has been faced with uncharted territory in the times of this COVID pandemic that has rocked every nation. Much uncertainty has plagued educational systems worldwide with universities and places of higher education being no exception. During early Spring of this year, instructors scrambled to transition their in-person courses to being completely virtual in a matter of days. Some researchers have referred this unprecedented time period as “crisis teaching” (Fisher, Frey, & Hattie, 2020) or “emergency remote teaching” (Bozkurt & Sharma, 2020). Not only were instructors assigned the daunting responsibility of migrating their courses online, but they were also expected to balance their own trauma caused by COVID-19 as unemployment, sickness, and grief hit families around the globe. They tirelessly balanced instruction and life in a world facing uncharted territory and many unknowns.

C. DIGITALLY TRANSFORMING LEARNING AND TEACHING IN LIGHT OF COVID-19 - Dr's Konrad Peszynski, Naomi Whiteside and  Huan Vo-Tran - RMIT University (Australia)

This track continues the theme of Technology-Enhanced Learning (TEL) of previous InSITE conferences with a focus on how education providers have pivoted to the online environment as a result of COVID-19. This track will focus on, but not be limited to, blended learning models, collaborative approaches to enhancing learning design, and the use of technologies to improve interaction, collaboration and communication in a student-centred and personalised learning and teaching experience.


The COVID-19 pandemic has propelled all education sectors to the think, redesign and act in real time. The effects of the pandemic resulted in the unprecedented closure of schools and institutions of higher education worldwide. UNESCO estimates that over 500 million learners were affected by the closure of educational institutions. The dramatic changes in the education sector raises several questions in terms of the adaptability of the education sector and the readiness of the sector who had to act fast as this crisis worsened. The changes have influenced not only the way education is delivered but has had an effect on the international student mobility, pedagogical readiness of academics both in design and delivery of lectures, technological readiness of institutions to rise to this change, student readiness to move from a face-to-face delivery to a completely digital delivery. In addition, there is a need to recognize technological readiness in rural areas, especially in lower-income countries. The literature clearly shows that the higher education sector must change and adapt to technologies which are difficult and expensive. The virus caused an immediate need and increased cost to many universities to adopt and adapt to technologies which in many cases will result in increased cost to many universities. An area that needs particular attention with the rapid introduction and immersion into digital technologies during the pandemic is the issue of quality assurance (QA) processes for such deliveries. The speed at which the pandemic set in may or may not have allowed adequate time across all HEIs to have these QA processes in place to the highest level. Research suggests that insufficient pedagogical knowledge by staff in designing and online learning which results in a lack of student engagement resulting in passive learning. Overall, the rapid change in the landscape suggests a need to address policy gaps, identification of appropriate online tools based on the specificity of the discipline, the needs of academic staff to adapt to the new teaching situations and the readiness of students to learn in a completely digital environment.

Back to Top ↑