Hiroki Oura is Associate Professor at Center for Innovative Teaching and Learning (CITL), Tokyo Institute of Technology. He was co-awarded Science Prize for Inquiry-Based Instruction (IBI) in 2013 for curriculum module development to engage high-school students in database research on smoking behavior during his graduate work at University of Washington. In recent years, he has worked on research projects in MOOCs and Flipped Learning in school and out-of-school contexts. His research interests include technology-enhanced scaffolding and assessment for scientific and epistemic thinking.
Speech Title: Design Strategies to Make Learning with MOOCs Interactive
Abstract: MOOCs (Massive Open Online
Courses) have been evolving since its beginning,
as they are combined as part of online and
campus programs that lead to both professional
and academic credentials today. However,
learning contents of MOOCs still depend on
lecture videos and lack of design strategies to
engage registrants in interactive activities
with others and the instructor(s). This talk
will discuss strategies to make learning with
MOOCs interactive by introducing our design and
implementation cases in Japan.
Dr. Joy Kutaka-Kennedy has served in the Department of Special Education at Sanford College of Education since 2003, almost 15 years. She earned her doctorate from the University of San Francisco in Curriculum and Instruction with a specialization in Mild/Moderate Special Education, completing her dissertation titled “Inclusion in secondary general education classes: What do students with Emotional and Behavioral Disorders think?” Prior to becoming an academic, she honed her teaching skills and K-12 expertise through 18 years of teaching in grades pre-K to 12 in general, special, gifted and at-risk education. She began in self-contained general education multiple subjects classrooms and single subject classrooms in English/Language Arts, World History, Biology, and Physics. She also taught a weekly pull-out of gifted students for a semester and a self-contained 4/5 class for students identified as highly gifted for a year, plus at-risk students in a court/community school setting. She entered special education and taught high school students with emotional and behavioral disorders and early childhood special education students at the county office level. She presents at numerous national and international conferences, often as a keynote speaker, on topics such as the impact of augmented and virtual reality on learning, online instruction for the 21st century, generational differences in educational technology preferences, online supervision of online K-12 teaching, online mentoring, and online course design to enhance creativity and collaboration. Her current responsibilities include course design and oversight, field work supervision, and mentoring new faculty in higher education. She serves as the Treasurer of the California Association of Professors of Special Education, completes program reviews for national accreditation, and performs editorial reviews for professional journals.
Speech Title: Lessons from Generational Differences and Corporate Trainings at the Nexus of Higher Education
Abstract: Much has been said of
generational differences in the past few years.
What are the implications of these differences
for higher education? We have professors who are
mostly Baby Boomers or Gen Xers teaching
students who are mostly Millenials or Gen Zers.
Furthermore, these differences emerge in the
wider work force where corporate trainings
target this diverse group of adult learners with
specific, concrete strategies designed to
address their varied learning needs. The
instructional pedagogy, the concise measurable
objectives, and the short-term learning
environments of corporate trainings suggest
possible applications for higher education. What
can higher education learn from the
user-friendly corporate training models? Many
corporate teaching and learning modalities with
their practical products and outcomes can be
adapted to academia, with similar use of
learning objectives, micro-learning targets, and
self-monitoring assessments. This merger of
approaches from academia and corporate trainings
can be productive and fruitful for students and
workers in our society and collective future.
Dr. Piet Kommers is an early pioneer in media for cognitive- and social support. His doctoral research explored methods for hypertext and concept mapping in learning. Since 1982 he developed educational technology for teacher training. His main thesis is that technology is catalytic for human ambition and awareness. His main function is associate professor in the University in Twente, The Netherlands and adjunct/visiting professor in various countries. He taught more than fifteen bachelor-, master- and PhD courses and supervised more than 30 PhD students. He instigated and coordinated the NATO Advanced Research Workshop on Cognitive Technologies in 1990 and a large series of Joint European Research Projects in: authoring multimedia, web-based learning, teacher education, virtual 3d worlds, constructivist learning, social media, web-based communities and international student exchange. UNESCO awarded his work in ICT for Education in Eastern Europe with the title of Honorary Professor. The Capital Normal University in Beijing awarded his work with the title of Honorary Doctor. He is member of advisory boards in ministries of education and academia of sciences in Singapore, Finland and Russia. Piet Kommers is the initiator of the international journal for web-based communities and overall chair of the IADIS conferences on societal applications of ICT. Since the late nineties he gave more than 40 invited and keynote lectures at main conferences in the fields of education, media and communication. His books and journal articles address the social and intellectual transformations at each transition from “traditional” into the “new” media. Instead of regarding media as extrapolating, supplanting, vicarious or even disruptive, Piet’s view is that new media elicit and seduce both individuals and organizations to reconsider human nature and challenge existential awareness at that very moment. His workshop templates and experiences have been implemented into the UNESCO IITE reports, policy briefings and Master Course. The books and journal articles of Piet Kommers reach the level of 5012 citations and the h-index of 30. He was recently nominated by seventeen countries for the prestigious 2017 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of Information and Communication Technologies (ICTs) in Education.
Speech Title: ICT in Education: Goal, Means or Cosmetics?
Abstract: As ICT applications like social media, big data and analytics recently gained momentum, the question emerges on how to find the right balance between traditional school curricula and the new strategic problem solving skills and attitudes in regular education. This lecture will clarify how ICT and new teaching methods already got interwoven and only need to be adjusted to didactic contexts as established by the teacher. Dominant factors are the further globalising world citizenship, the 24 hour economy and the need for 21st century skills. It implies that also in regular education the pedagogy shifts from an instructional into a constructivist paradigm: students face more and more challenges to personalise learning and prepare for entrepreneurship rather than prepare for existing jobs. Three ongoing projects will be highlighted and explained in terms of the next decade educational evolution:
1. The IV4J
Project: Its goal is to give the trainers or
educators, the right tools to create the
right environment for their students to
thrive both in the classroom, but more
importantly, on the labour market, after
completing their classes.
2. The MakeITReal project was presented at the Engino 2018 Conference “STEM & Robotics in Education’ on March 10, 2018. ‘A new,open model: The pedagogical value of STEM & Robotics in Education’ is focussed on 3D printing for enhancing learners' spatial thinking and imagination. Its effect is targeted at those students who have a weaker capacity for abstract thinking and memorization. http://makeitreal.info/
3. The IRNet project targets the growing trend towards international higher education. While its proponents assert that the added value of multicultural attitude, skills and mindset will help in future jobs, the question remains if and how these widening experiences contribute to the learning outcomes through the existing formal curricula. http://www.irnet.us.edu.pl/
The lecture leads
to answering and discussing the posed title in
how far digital pedagogies supplant, reinforce
or just decorate the educational establishment
in the coming decade.
Dr. Silvio Carvalho Neto, PhD in Management Sciences at USP - University of São Paulo with Post Doctorate at Stanford University (USA), is currently Dean of Research and Graduate Studies, and professor at Centro Universitário Municipal of Franca - São Paulo Brazil, and Professor of Financial Mathematics and Statistics in FATEC Franca (technology College) in Franca-São Paulo, Brazil. He has experience in the areas of Administration, Communication and Information Systems, with emphasis in Research in Information Technology and Communication, Research Methods, Quantitative Research, Mathematics and Statistics, Information Systems and Information Technology, acting on the following topics: Virtual Learning Environments, Online Publishing Systems, Web Systems Quality, IT Management, Technology and Digital Advertising, Marketing Research, Methods and Techniques of Quantitative Research and Regional Development.
Speech Title: Technology for Pervasive Learning: Open Access Scholarly Publishing in Brazil
Abstract: Information technology is nowadays
crucial for higher education, especially in
helping to disseminate the results of scientific
research. The open access movement has had a
strong impact in Brazil. Over the past years
Brazil has shown a steady increase in the number
of serials, especially with the availability of
online journals that use information and
communication technologies as support. Brazilian
Open Access Journals are available in several
open access domestic initiatives. Open Journal
System, from the Public Knowledge Project, is
the most used OA technology system for Scholarly
Publishing in Brazil, and largely contributed to
the evolution of the Brazilian Education System
and to the increase of online scientific
journals in this country. This presentation is
about the evolution of Open Journal System in
Brazil and how Open Access strengths the concept
of Pervasive Learning in Brazilian University.
Betsy Bannier is a tenured Professor of Chemistry Online at Lake Region State College in Devils Lake, North Dakota, and lives near Milwaukee, Wisconsin. She was recently selected as a Solar System Ambassador and provides educational outreach programming through an effort coordinated by NASA’s Jet Propulsion Laboratory. She holds a PhD in Adult & Continuing Education with an emphasis in online science education from the University of Wisconsin-Milwaukee, as well as an MS in analytical chemistry from the University of North Dakota. She has twenty years of experience teaching and coordinating learning activities for curious people of all ages. Her international speaking engagements and research interests currently include global trends in higher education and the motivation of online learnerss.
Speech Title: Distance education 408 km high: International Space Station global education programs
Abstract: The International Space Station (ISS) is arguably the most successful multinational space exploration project in the history
of the world. ISS represents twenty years of technological and legal cooperation between fifteen politically diverse nations.
Educational programs delivered from the International Space Station are available to us all! Discover a sample of the ISS programs and
tools available to scientists, educators, and students worldwide.
Dr Kumar Laxman is an associate professor of education with the Faculty of Education, University of Auckland. He graduated with a PhD in instructional design and technology from Macquarie University, Australia. He has been actively promoting the use of technology to advance innovation in teaching and learning and he has served as a catalytic leader in participating in numerous e-learning and educational initiatives. He is knowledgeable in the various aspects of the field of educational technology and design, having published widely in reputable journals and presented at numerous international conferences. He has also provided consultancy to a number of organizations in the domain of education, particularly enabling them to leverage upon technologies in enhancing teaching and learning. His areas of research interest include mobile learning, collaborative online learning and e-learning instructional design.
Speech Title: Lessons learnt from past research on the modalities of implementing mobile learning initiatives in schools: Nexus between theory and praxis
Abstract: In this presentation, I will be
looking at trends and patterns from the findings
of studies on mobile learning, what factors
contribute to and inhibit effective
implementation of mobile learning, what
considerations need to be noted in designing
mobile learning programs in schools. I will be
looking at the ways in which mobile learning can
be best planned for and implemented in schools
so as to maximize learning efficiency and
enhance teaching delivery. I will also examine
the strengths and shortcomings of embedding
mobile devices in educational design. Finally I
will be exploring future trends of pedagogical
innovations possible in schools through the use
of mobile learning in curricular delivery.