Assoc. Prof. Kelum Gamage
University of Glasgow, UK
Kelum Gamage received the B.Sc. Electrical Engineering degree from University of Moratuwa, Sri Lanka and the PhD from University of Lancaster, UK. He is an Associate Professor in the School of Engineering at University of Glasgow, UK and holds the position of Visiting Professor at the University of Electronic Science and Technology of China (UESTC) and Sri Lanka Technological Campus (SLTC). He is an academic accreditor and also a Professional Registration Advisor (PRA) of the IET. His research interests are in radiation detection, instrumentation methods, engineering education, educational development and innovation, education for sustainability, quality assurance and enhancement. He has authored over 120 peer-reviewed technical articles and holds a patent for a system designed to image fast neutron-emitting contamination (Patent No. GB2484315, April 2012). Kelum is an Editor for Radiation Protection and Dosimetry (Publisher: Oxford University Press), Sensors (Publisher: MDPI, Switzerland, ISSN 1424-8220) and Education Sciences (Publisher: MDPI, Switzerland, ISSN 2227-7102) journals, and an active reviewer for leading international peer-review journals. Currently, he is the guest editor for a Special Issue of Education Sciences (ISSN 2227-7102), titled "COVID-2019 Impacts on Education Systems and Future of Higher Education". He is a Chartered Engineer of the Engineering Council (UK), a Senior Fellow of the Higher Education Academy, a Fellow of the IET, a Fellow of Royal Society of Arts and a Senior Member of IEEE.
Assoc. Prof. Vincent CS LEE
Monash University, Australia
Dr. Vincent CS Lee is currently Associate Professor at
Machine learning and Deep Learning Discipline of the
Department of Data Science and Artificial Intelligence,
Faculty of IT, Monash University, Australia. He received
Australia Federal Government scholarship to pursue PhD
from 1988 through to 1991 at The University of New
Castle, NSW, in Australia. Lee is also a registered
professional electrical engineer in Singapore; Licensed
Electrical Engineer (High voltage switching
authorisation) in Singapore; Chartered Engineer,Senior
members of IEEE USA.
Lee has been awarded 22 internationally competitive
research grants in signal processing, decision support
systems, AI/ML, Digital health informatics, and
financial engineering research projects. Lee's current
research interests are multidisciplinary spreading
across signal processing; adaptive knowledge
representation and information engineering; data, text,
and graph mining for knowledge discovery; decision
theory; information system research based on design
science paradigm; and Neuro-financial engineering, ICU
patient health support systems, Thyroid cancer
prognostic and treatment analytics. He has attracted
research grants from ARC DP and LPs, A*STAR, and Swift
Institute, UK.
Senior Lecturer Dr. Neil Gordon
University of Hull, UK
Neil Gordon is a senior lecturer in the Department of Computer Science & Technology at the University of Hull, where he is the programme leader for the Computer Science family of degrees. His doctorate was in applied mathematics, considering the use of computer algebra, and provided the basis of later work at the interface of mathematics with computing. He has published research around the use of technology in teaching, from team work to intelligent and adaptive assessment. He has produced a number of high impact reports related to Higher Education, including Technology Enhanced Learning for flexible pedagogy in Higher Education.
Topic: Flexible Technology-based Education for a Post-pandemic World
Abstract:This talk will outline an approach to
blended learning using a variety of technologies,
building on a framework for Flexible Pedagogy [1] and
utilizing an agile approach to ensure it responds to
student and staff needs. Flexible pedagogy focusses on
providing students with some control on the how, when
and what of learning. The pandemic experience of 2020
saw institutions rapidly and without planning having to
move all their provision to online, for prolonged
periods. Flexible approaches provided solutions to some
of these challenges [2].
The talk is based on experiences of the author during
the 2019-20 and 2020-21 academic sessions, adopting an
engagement framework [3] as teaching pivoted to online
learning and required adaptions and updates as teaching
and assessment moved from a face-to-face biased blended
model, to one that was nearly entirely online.
The talk will present an outline of how data on student
engagement can provide insights into student support
needs, and the challenges for teachers and lecturers
that such a move requires. The work is primarily
presented as a case study from Computer Science, though
with a focus on what aspects are applicable to more
general STEM education in the future.
1.Flexible pedagogies:
technology-enhanced learning, NA Gordon, Advance HE,
2014,
https://www.advance-he.ac.uk/knowledge-hub/flexible-pedagogies-technology-enhanced-learning
2.Handbook on Facilitating Flexible Learning During
Educational Disruption: The Chinese Experience in
Maintaining Undisrupted Learning in COVID-19 Outbreak,
RH Huang, DJ Liu, A Tlili, JF Yang, HH Wang - Beijing:
Smart Learning Institute of Beijing University, 2020
3.Redmond, P., Abawi, L.A., Brown, A., Henderson, R. and
Heffernan, A., 2018. An online engagement framework for
higher education. Online learning, 22(1), pp.183-204.
More information will be updated...